New Success Pre Intermediate TB PDF

success
new
Pre-Intermediate
Teachers Support Book
Grant Kempton
A01_SUCC_TB_PINGLB_7131_TTL.indd 1 21/10/2011 09:25

Contents
Introduction
Course description . ................................................................................................................................................................................... 3
Description of New Success components ................................................................................................................................ 8
Evaluation and testing system in New Success . .............................................................................................................. 11
New Success exams preparation ................................................................................................................................................. 14
Map of educational content index .......................................................................................................................................... 16
Teaching notes
Unit 1 ................................................................................................................................................................................................................ 18
Unit 2 ................................................................................................................................................................................................................ 26
Exams Revision 1 (Units 12) ....................................................................................................................................................... 34
Unit 3 ................................................................................................................................................................................................................ 36
Unit 4 ................................................................................................................................................................................................................ 44
Unit 5 ................................................................................................................................................................................................................ 54
Unit 6 ................................................................................................................................................................................................................ 62
Unit 7 ................................................................................................................................................................................................................ 72
Unit 8 ................................................................................................................................................................................................................ 80
Unit 9 ................................................................................................................................................................................................................ 90
Unit 10 ............................................................................................................................................................................................................. 98
Exams Revision 5 (Units 910) . ................................................................................................................................................ 106
Unit 11 .......................................................................................................................................................................................................... 108
Unit 12 .......................................................................................................................................................................................................... 116
Exams Revision 6 (Units 1112) . ............................................................................................................................................. 124
Culture Shock 1 ..................................................................................................................................................................................... 126
Culture Shock 2 ..................................................................................................................................................................................... 127
Culture Shock 3 ..................................................................................................................................................................................... 128
Extra tapescripts.............................................................................................................................................................................. 129
Photocopiable resources contents.............................................................................................................................. 131
Workbook answers ......................................................................................................................................................................... 133

Workbook tapescripts ................................................................................................................................................................. 138
A02_SUCC_TB_PINGLB_7131_CON.indd 2 11-09-26 17:48

Introduction
Welcome to New Success the new edition of the New Success has avery strong skills syllabus and task
best-selling course for upper secondary students. types from different exams are practised throughout
This introduction: the course.
describes how the course meets the needs of Special features in the New Success Workbook such
students and teachers, as exam tips and self-assessment tests also help
outlines the principles on which the materials were students deal with exam tasks.
developed,
The tests included in the Testing and Evaluation
describes the course and its components. Programme (Test Master Multi-ROM) are designed to
give students asense of progress and achievement.
NEW SUCCESS for Students Students at this age are digital natives who are
New Success is asix-level course for upper secondary versatile in using the latest technologies in their
students, taking learners from zero beginner to an everyday lives.
advanced level of English competency. It is aimed at
fourteen to twenty-year-old students. The age range New Success takes into account the needs of todays
has been fundamental in defining the most important students, who spend alot of time online. Technology
features of the course. changes the way students learn and revise. They feel
increasingly at ease using online learning programmes.
Students at this age are at the peak of their New Success includes digital components such as
cognitive development. New Success ActiveBook, an online workbook that
can be used in place of the traditional Workbook.
They learn best when they are encouraged to use
Thisensures that students benefit from the most
discovery techniques and engage with interesting
up-to-date ways of learning.
topics related to their age. In common with learners in
all age groups, they need alot of recycling to
internalise and acquire the new grammar, vocabulary NEW SUCCESS for Teachers
and functional language input, but they can also deal
with big chunks of new material. Although the course has been designed for use in state-
sector schools, it is also suitable for use in private
Students at this age want to learn about the language schools and the activities will work well with
world. both small and large groups of up to thirty students.
New Success has ahighly educational content. It not Lesson preparation
only teaches English but also provides students with The format of the units in the Students Book
information about the culture of English-speaking guarantees successful lessons. Clear headings and the
countries and the world at large. It provides logical sequencing of exercises ensure that New
interesting and engaging exercises and texts that deal Success will be very easy for you to teach from with
with citizenship issues, literature, history, geography, little preparation.
art, science and technology as well as the challenges
of everyday life. The fact that the order of sections changes
Students at this age are young adults who want in every unit makes the lessons varied
to be independent in their learning. andinteresting.
New Success promotes maturity in its approach to Further support is given in the Teachers Support
learning through self-assessment strategies, topics Book with ideas for warm-ups, extra activities and
and tasks which encourage the learner to think about photocopiable activities while the Workbook offers
what they read, rather than just respond to it. additional flexibility to the pattern of the unit. Extra
material (e.g. Culture Shock sections) provides ideal
New Success provides everything students of English material for special one-off lessons.
need to cross the border between their school life and
the outside world. The Workbook offers further exercises for homework.
As the exercises strongly reflect themes and language
New Success is designed for learners who are at from the Students Book input, you do not need to
acritical point in their education. The exams they spend too much time explaining homework tasks to
take, whether school-leaving/university entrance your students.
exams or public exams such as those of Cambridge
Assessment, will determine their future. Evaluation and assessment
All exams now follow Common European Framework Monitoring students progress is particularly important
requirements, which means that they are in the light of exam preparation. Students need to be
skills-oriented with aspecial emphasis on confident that they can pass the relevant exams at
communication. each stage of their learning.
A03_SUCC_TB_PINGLB_7131_INTR.indd 3 26/10/2011 15:10

New Success provides you with aunique testing and The above features make New Success avery well
evaluation system that includes different types of balanced course which gives you security, and your
tests carefully compiled to assess students progress students areal sense of progress.
in acomprehensive way. The Test Master Multi-ROM
which is part of the Teachers Support Book
1 Acontrolled environment for teaching andlearning
DVD-ROM provides all the testing materials in an One of our most important aims was to publish
electronic version, making it easy for you to customise acourse where learning is very carefully monitored.
it to your particular classroom situation. Aproblem sometimes encountered in coursebooks is
that of un-previewed language and grammar. It can be
Keeping up-to-date with students frustrating for both you and the students when, for
New advances in technology are changing the way example, an elementary lesson on the Present Simple
students learn and want to be taught. New Success also contains examples of the Past Simple or even
provides anumber of digital solutions that will enable Present Perfect. Your assurances that this will be
teachers to keep up with the latest trends in the covered later can stifle the students own sense of
classroom. achievement. We have been very careful to avoid this
ActiveTeach is the new software for interactive in New Success. We have carefully monitored the
whiteboards. Teaching with an Active Teach is easy language progression and have avoided using new
and motivating. Teachers will no longer need grammar in the skills sections. Each speaking exercise
conventional teachers books as they will find awealth is well guided through the use of prompts and
of materials within asingle environment. examples. The same approach has been carefully
implemented throughout all the components.
Dealing with mixed-level classes The second important aim was to create materials that
Placement tests in the Testing and Evaluation provide methodologically sound lessons on the page.
Programme (Test Master Multi-ROM) help you to You do not need to adapt the material and no extra
place your students in groups according to their level, preparation or input is required. In other words, if you
and allow you to make the right choice of book from teach from New Success, you will be very successful
the six levels of New Success for your class. with little effort.
For very able students, more challenging exercises on 2 Student and teacher motivation
vocabulary (Extend your vocabulary) are included in
The New Success course was designed to help you
the Workbook. These students should be encouraged
motivate students and also be very rewarding to teach
to do more projects suggested in the Testing and
from.
Evaluation Programme as they give students the
opportunity for freer language production. They will One of the key ways of achieving this is that
allow all students to contribute to the class irrespective throughout the course there is aclear direction for
of their abilities. Even the weakest students can learning. Unit objectives are clearly stated at the
participate and enjoy areal sense of success. beginning of each unit. Lessons and tasks have
carefully-prepared stages leading up to clear
communicative outcomes.
Principles behind the course The varied unit structure, the liveliness of the
New Success is an ELT course written specifically for presentations and exercises, and the sheer interest of
secondary school students. It draws from the most the texts make the material extremely engaging.
cutting-edge developments in ELT methodology and There is often an element of puzzle-solving which,
practice and is clear, accessible and novel. added to the high quality of photos, illustrations and
The ten most important features of the course audio material, will add to students motivation and
concept are the following: desire to learn.
Acontrolled environment for teaching and learning. Most importantly, many of the presentations in New
Success are amusing and thought provoking, which
Student and teacher motivation.
we hope will make the material memorable, thus
An interactive approach to learning. promoting acquisition and learning. You and your
Memorisation techniques. students will often find yourselves smiling at afunny
An equal emphasis on skills and grammar. cartoon or ahumorous text. The topics covered are
usually familiar but with afresh and interesting angle,
Astrong focus on vocabulary input and practice.
e.g. Intermediate Unit 6, Animal magic shows how
Expanding general knowledge. our favourite pets perceive their owners rather than
Building cultural awareness. the other way round. Grammar presentations, texts
Aprincipled testing and evaluation system plus and exercises often contain an unexpected twist at
exam preparation. the end which will surprise students and engage them
further on the road to learning. We are sure that
Keeping up-to-date with new trends in education
studying from New Success will be avery enjoyable
by providing innovative digital solutions for both
experience!
teachers and students.

Introduction
3 An interactive approach to learning 3 There are references to the language students have
We believe that aunique feature of New Success is already come across in the course, which are called
the fact that students are much more actively involved Think Back! Students are encouraged to find the
in every stage of the learning process than in other information they need in the sections of the
courses. The involvement is particularly transparent Students Book that they have already covered.
in the following sections of the book: This activates the knowledge students already
have.
Grammar: the inductive approach makes the
grammar presentations in New Success particularly 4 The Revision sections after every second unit help
interesting and memorable. Students analyse consolidate the material in all its aspects (grammar,
examples of language and arrive at the grammar rules vocabulary, pronunciation and skills).
themselves: this helps them understand and 5 The material from the Students Book is revised and
remember the rules better. consolidated in the Workbook.
Skills strategies: while other courses offer language 6 The Teachers Support Book provides exercises
tips about skills strategies, we give students the which refer to the material covered in the previous
opportunity to experience the strategy through doing unit or section (Warm-up in the Teachers Support
exercises that illustrate them. Students can then Book). The bank of photocopiable activities helps
understand the strategies boxes (Train Your Brain) to revise material in acommunicative way.
much better, and even help create them.
5 An equal emphasis on skills and grammar
Reading and listening skills: we believe that these
In keeping with current trends in language teaching,
sections are developed in avery involving way. They
we provide very solid skills training but at the same
very often work like puzzles where students have to
time, we are aware that skills cannot be practised
complete the reading with the missing paragraph or
without asolid base in grammar. They have therefore
title, or guess the ending of the listening before they
been given equal emphasis.
listen to the last part of it. The variety of exercises
and their unique character motivate the students and Grammar presentation and practice
help them remember the material. New Success provides astructured and thorough
Speaking: as in most courses these sections include grammar syllabus which will not create unforeseen
abox with the functional language highlighted. problems or surprises. The specific contents of the
However, what is unique in New Success is the fact syllabus are organised in alogical way, which makes
that all the exercises are constructed in such away grammar easier to understand.
that students have to either complete the box Depending on the level and particular unit, there are
themselves or refer to it many times, so by the end of up to three grammar points presented in aunit.
the lesson they can use the new phrases almost Grammar is always presented in context. The
effortlessly. In order to prevent students from losing presentation usually opens the unit, particularly at the
what they have once learnt, New Success now lower levels, and the language is then consolidated
includes short, one-minute films that practise the and practised in all other sections, which is very
functional and situational language in realistic yet important from the point of view of recycling and
amusing situations that make the phrases memorable. remembering new structures.
Vocabulary sections: These are not just aselection The grammar presentation uses avariety of text types
of exercises based around aparticular lexical set. (dialogues, short reading texts, cartoons, famous
They are mini lessons which very often finish with quotations). Students first analyse examples from the
aspeaking exercise in which students have to use the presentation (Work it out section), then check if they
vocabulary they have just learnt. were right by looking at the Check it out sections.
4 Memorisation techniques Mind the trap! boxes draw students attention to
areas of special difficulty and help to pre-empt errors.
The course has been developed in the light of
This particular way of teaching grammar encourages
knowledge about how the brain works. To help
students to analyse and come to conclusions about
students remember grammar, vocabulary and new
grammar patterns and rules. The course deals with
phrases, the following principles have been taken into
this important area effectively, yet without labouring
consideration:
the point.
1 New language is always presented in context.
Grammar analysis is followed by controlled practice
Learners remember the interesting context, which
exercises, which provide afocus on accuracy, before
then helps them remember the new structure or
moving on to freer practice exercises. Grammar is
vocabulary.
consolidated and practised in the Revision sections
2 Exposure leads to acquisition so new language is after every second unit.
constantly revised within the unit and within the
There are more grammar exercises in the Workbook.
course. For example, the new grammar introduced
in the opening spread is recycled in the Reading,
Listening and Writing sections.

Skills strategies training completion, table completion etc., and more extensive
Skills training in New Success is organised in the and freer note taking, with opportunities for students
following way: to compare their answers or report their findings.
1 The Students Book covers general skills strategies Listening texts mainly include standard British
such as identifying speculation or text types and English and regional British accents, but some contain
reading or listening effectively. These are life skills accents of other English-speaking countries such as
students will need in different situations outside the USA and Australia.
the classroom, regardless of whether they are Additionally, there are special Listening sections
taking any language exams or not. which cover all the listening tasks students are likely
2 The Workbook introduces exam skills which help to come across both in real life and in exams. They
students deal with specific exam task types such as introduce strategies for listening which are then used
multiple choice, true/false and matching. repeatedly in the book.
Skills strategies training is not limited to simple rules For listening strategies see the Students Book
in abox. Students first experience the strategy and contents page. Listening is consolidated and practised
then complete the Train Your Brain box with the in every other Revision section. Listening is practised
information they already have about the given further in the Workbook.
strategy. One example of the approach is the teaching Teaching Speaking
of prediction for reading in Unit 5 of New Success Speaking is often the area with which students
Elementary. Students only read part of the text at experience the most frustration. They need
atime and are encouraged to guess what will happen considerable help and guidance to improve their
on the basis of titles, pictures and their knowledge of accuracy, but not at the expense of fluency. New
the world, as well as clues within the text. The Success aims to give awide range of speaking tasks to
sequence of exercises leading up to the Train Your cater for all student types and give ample, regular
Brain box shows how the strategy works in avery practice.
practical way. This inductive approach to teaching
Speaking exercises in the classroom have to be
skills is unparalleled in New Success.
particularly easy to administer, but also be worth the
Teaching Reading effort you put in. They should have avery high payoff
The Reading sections present topics and language in with asense of satisfaction for both you and the
awide variety of text types such as notices, signs, text students.
messages, website pages, questionnaires, reports, There are speaking activities in all sections of the
brochures, advertisements, letters, emails, literary course. The special Speaking sections introduce
extracts and semi-authentic or authentic journalistic functional language (Speak Out), either connected with
material, all written in alively style. situations (e.g. buying goods in ashop) or everyday
Each reading passage is accompanied by awide range of phrases (e.g. expressing interest). Students learn how
exercises to encourage students not only to understand to use these phrases in context and practise them
what they read, but also to notice the language used. meaningfully in dialogues. At the higher levels, students
They analyse the text in detail, focusing on new are introduced to speaking strategies which will help
vocabulary while reinforcing and building on the them to express themselves in amore sophisticated way
grammar and vocabulary they have recently learnt. as well as prepare them for various exams.
Reading strategies are introduced and practised In addition to this, there are speaking activities in
systematically and thoroughly throughout the book. For every lesson of New Success. These exercises have
reading strategies see the Students Book contents page. been carefully designed so that they progress from
Reading is practised further in the Workbook. There guided to more open ones.
are also photocopiable activities for practising reading There are extra speaking tasks in the Revision
skills in the Teachers Support Book as part of the sections. In the Teachers Support Book as part of the
DVD-ROM. DVD-ROM there are up to three photocopiable
Teaching Listening communicative activities for each unit. They provide
extra speaking practice for each lesson.
Listening is probably the most extensively practised
skill in New Success. There are special Listening Speaking is practised further in each unit of the
sections in every unit, and shorter listening tasks in all Workbook where there are exercises which practise
the other Students Book sections, including the the language from the Speak Out box.
Revision and Culture Shock sections. Teaching Speaking is enhanced even further in New
The skills of listening are developed in New Success Success as each Speaking lesson is accompanied by
through awealth of listening text types, including aone-minute film that is available on the DVD-ROM.
radio (reports, phone-in, interviews, quizzes), These films show the language used in realistic yet
dialogue, monologue, announcements, speeches and amusing contexts that enhance memorisation and
mini-lectures, and songs. There is awide range of task provide further practice.
types, both for single answer, true/false, text

Introduction
Teaching Writing they have completed the exercises, they should be

Writing is an essential part of the students able to remember the words. By covering
competence and requires special emphasis. New theexercises (or folding the word list), they can
Success addresses key text types, especially those check if they remember them all.
required in exam situations. These include letters, Word lists are now also included at the back of the
notes, messages, emails, discursive and descriptive New Success Students Books.
essays, reports and reviews. The course provides both
appropriate guidance and opportunities for freer
7 Expanding general knowledge
practice. All types of writing are covered and there is New Success has ahighly educational content.
astrong focus on micro skills such as punctuation, Students learn, for example, about history, geography,
linking words and avoiding repetition in order to build music, the environment, developments in science and
and develop the overall writing skill. New Success also technology, as well as about people who have played
focuses on the communicative value of writing by an important role in politics, art and culture. It
making students aware of who they are writing to. encourages students to discuss contemporary social
There are writing tasks in every unit including six issues which are relevant to their age.
extended Writing sections in each book. Tasks move For amap of the educational content see pages 1617
from controlled writing activities to longer writing in the Teachers Support Book.
exercises. Students analyse the specific features of
amodel text by doing the exercises. This leads up to 8 Building cultural awareness
asummary of the features in aTrain Your Brain box. The content of New Success is designed to represent
Students then write and check their own text using the culture of Britain and other English-speaking
the Train Your Brain box to help them. countries that are multicultural and multiracial. The
Writing is practised further in the Workbook where course also introduces characters from the countries
the Writing section contains model texts for students where students are likely to use the book so that they
to follow. can relate to the issues easily.
Culture Shock sections focus on specific cultural facts
6 Astrong focus on vocabulary input and practice and issues which provide further information and
The activation, extension and enrichment of background about Britain and other English speaking
vocabulary is an essential element of New Success. countries.
The course pays attention to the revision and
recycling of lexis in the belief that students at this 9 Aprincipled testing and evaluation system plus
level have particular difficulty in maintaining their exam preparation
fluency and need help in developing strategies for Testing in New Success is very carefully planned and
learning vocabulary in context. There is astrong focus includes astrong link between the Revision sections in
on the practice of fixed and semi-fixed phrases, based the Students Book with the self-assessment tests in
on recent research showing that we acquire language the Workbook as well as the tests in the Testing and
more quickly and effectively by learning in chunks Evaluation Programme on the Test Master Multi-ROM.
rather than single items. The fundamental rule is that there should be no
New vocabulary is presented where relevant through surprises for the students, which means that they
grammar and reading lessons, as well as in separate should know the format of the test well in advance.
Vocabulary sections. The separate Vocabulary sections 10 Keeping up-to-date with new trends in education
include word formation exercises, word webs, and by providing innovative digital solutions for both
exercises on prepositions and phrasal verbs. Mind the
teachers and students
trap! boxes focus students attention on any
exceptions to the rule and areas of special difficulty. As in any other walk of life, trends and styles in
language teaching are adapting all the time. Students
Vocabulary is consolidated and practised in the
needs change over time, and their learning styles
Revision sections.
evolve as they grow up in new environments. New
The new vocabulary from the Students Book is Success keeps up-to-date with these changing needs
revised in the Workbook. The exercises included in and provides anumber of innovative digital solutions
this section practise all the vocabulary from the word in line with students different cognitive styles and
list and help students remember the words they have current examination board requirements.
just been introduced to.
We hope that you will enjoy working with New Success.
From the Pre-Intermediate level, at the end of the
Authors: Stuart McKinlay, Bob Hastings, Jane
Vocabulary section, there is aspecial exercise called
Comyns Carr, Jennifer Parsons, Peter Moran,
Extend your vocabulary where students practise the
Jeremy Day, Lindsay White
vocabulary they know as well as learn new meanings
of familiar words or expressions.
The word lists in the Workbook are presented on
agrey panel next to the exercises. Students should
first do the exercises and refer to the word list. After

Components
New Success Elementary New Success Pre-Intermediate
Students Book (144 pages) Workbook (128 pages)
with ActiveBook with audio CD
Authors: Bob Hastings and Stuart McKinlay Author: Lindsay White, Dominika Chandler
Organisation The New Success Workbook activates all of the

The Students Book contains 12 thematic units, language which was introduced in the Students Book.
each consisting of 8 pages. Each unit is clearly As well as grammar and vocabulary practice, which is
divided into sections, i.e. Grammar and Listening, acommon feature of workbooks for other courses, the
Reading and Vocabulary, Vocabulary, Listening and New Success Workbook provides skills practice.
Speaking, Writing. Each unit follows its own pattern
and the sections differ in length according to what The unique features of the New Success Workbook
the particular topic/grammar point/vocabulary set are as follows:
requires.
Exam Strategies
Every two units are followed by atwo-page Exam
Revision section which draws students attention to As the Workbook provides alot of exam task types,
the material they have covered. students attention is drawn to how these tasks
should be approached so that they use the same
End matter contains: techniques in the actual exam. Next to each exam tip
there is alist of exercises it relates to and students
Student Activities for information-gap exercises. are encouraged to use the strategy with these
Culture Shocks three lessons based around particular exercises.
different aspects of British culture.
Word lists with phonetic transcription.
Bank of Language Functions
This is acollection of phrases which were introduced
The ActiveBook is a digital version of the Students
in the Speak Out boxes in the Students Book.
Book with full audio and video.
Students need this reference for the speaking
exercises in the Workbook.
Class CDs
The recorded material is avery important feature of Grammar
New Success. There are usually four CDs for each
Grammar explanations open each Grammar section
level of New Success (the Advanced level offers as
toprovide reference for the exercises. They are an
many as five CDs), which is more than any other
extended version of the Check it out sections in the
course in this segment.
Students Book and help students do the exercises
that follow.
Class CDs include:
The grammar exercises are graded and go from
Dialogues and listening activities from the easier, controlled tasks, to more challenging,
Students Book. contrastive exercises.
All the reading texts from the Students Book.
Songs from the Students Book. Skills
Listening tests (also on the Test Master Multi-ROM). The units provide further practice of Reading,
Listening, Speaking and Writing. Most of the tasks
which go with these sections are exam oriented.
Reading texts are recorded on the Workbook CD to
provide further listening and pronunciation practice.
Speaking exercises help students memorise the
functions introduced in the Students Book. Writing
sections include amodel text which students follow in
their homework assignments.
A04_SUCC_TB_PINGLB_7131_COMP.indd 8 18/10/2011 13:02

Components
Vocabulary New Success Pre-Intermediate

The new vocabulary from the Students Book is Teachers Support Book (144
revised in the Workbook in sections called Vocabulary.
The exercises included in this section practise all the pages) with DVD-ROM
vocabulary from the word list and help students Author: Grant Kempton
remember the words they have just been introduced.
In the Pre-Intermediate level, at the end of the New Success Teachers Support Book is aunique
Vocabulary section, there is aspecial exercise called publication which contains awealth of additional
Extend your vocabulary where students practise the materials for teachers. The Teachers Support Book
vocabulary they know, as well as learn new meanings mirrors the Students Book in its organisation and
of familiar words or expressions. thus is very easy to navigate.
The word lists in the Workbook are presented on The Introduction provides information about unique
agrey panel next to the exercises. Students should features of the New Success Students Book as well
first do the exercises and refer to the word list. After as the other course components. It describes how the
they have completed the exercises, they should be course prepares students for exams. The map of
able to remember the words. By covering the educational content in the form of an index lists all
exercises (or folding over the word list), they can the names of people mentioned in the course as well
check if they remember them all. as geographical names, cultural events, film or book
titles. It is an easy reference for teachers who are
Self-assessment sections looking for specific information in the book.
After every second unit there is aself-assessment test Theteaching notes for each lesson start with
with language and skills tasks. It is related to the information on how agiven unit prepares students
Exam Revision sections in the Students Book and is forexams. Itis followed by abox which outlines what
designed to prepare students for the tests provided in materials are available for the given unit. It is very
the Testing and Evaluation Programme (Test Master often the case that teachers may expect difficult
Multi-ROM). As the key to the tests is provided in the questions from students about the particular
Workbook, students can assess their progress and grammar, vocabulary, pronunciation, etc. Teachers
decide if they need further practice. Support Book Special difficulties section provides
answers to the anticipated problems. Culture notes
Organisation provide awealth of information connected with the
people, history and photos in the Students Book.
Exam strategies tips related to the exercises in the Warm-up activities refer back to the material covered
Workbook. before and provide anice start to anew lesson.
Bank of language functions. Optional activities offer suggestions for the
exploitation of the Students Book material.
12 units with further practice of the key grammar,
vocabulary, and skills lessons from the Students The bank of photocopiable activities (available on
Book. the DVD-ROM) contains 36 activities (three per
Cumulative self-assessment tests after every other unit) and it includes skills oriented activities.
unit with an answer key included in the Workbook.
Organisation
Vocabulary exercises.
Introduction
New Success Workbook CD with listening
exercises and reading texts. Components description
Evaluation and Testing system in New Success
Exams preparation in New Success
Map of educational content index
Lesson notes with tapescripts
Workbook answer key and tapescripts
The DVD-ROM contains:
12 short films to accompany each Speak Out box
from the Students Book: these are short amusing
films using the situational and functional language
in real-life contexts
Additional exercises to accompany the films
Photocopiable materials
Test Master Multi-ROM
9

New Success Pre-Intermediate
Testing and Evaluation
Programme with TestMaster
Multi-ROM
Author: Rod Fricker
The New Success Testing and Evaluation Programme

is more than just acollection of tests. It offers
acoherent system of evaluation and grading which
covers awide range of test types.
The Testing and Evaluation Programme includes:
1 Presentations
2 Projects
3 Oral Sets for the students and examiners
4 Written assignments
5 Language tests
6 Skills tests
7 Cumulative Grammar and Vocabulary tests
8 Placement test
The New Success Pre-Intermediate Test Master
Multi-ROM includes everything in printable pdfs
as well as in word files in an editable format.
The audio mp3 files for the listening tests are
also included on the Test Master. Alternatively,
the tracks are at the end of the Class CDs.
New Success Elementary

ActiveTeach
The New Success ActiveTeach is anew generation of
interactive whiteboard software which includes many
innovative features and awealth of materials. All
exercises have an in-built functionality of checking
and/or showing answers. The open-ended tasks
include sample answers students can follow when
preparing their dialogues, monologues or written
assignments.
The ActiveTeach also contains alot of additional
materials that make the lessons motivating and
varied, such as the Speak Out films, photocopiable
materials, etc.
10

Evaluation and testing system
in New Success
Frequent testing and evaluation gives students
asense of achievement and prepares them for difficult
Tests and Types of Assignments
exams in the future. It is also asource of information in the New Success Testing and
for teachers as to whether remedial teaching is
necessary. The evaluation and testing system in
Evaluation programme (Test
NewSuccess comprises: Master Multi-ROM)
The New Success Testing and Evaluation Programme
A. Exam Revision sections in the Students is not just acollection of tests. We have prepared
Book acoherent system of evaluation and grading which
After every two units in the Students Book there is covers language and skills tests as well as oral exams,
anExam Revision section which checks vocabulary, written assignments and class projects. To make the
grammar and skills for the two units. most of our programme, different tests should be
carefully planned over the semester or school year.

The Testing and Evaluation Programme includes:

B. Self-assessment tests in the New Success
Workbook 1 Presentations. There are twelve presentations,
which correspond to the Students Book units.
The self-assessment tests in the New Success
Workbook are linked to the Exam Revision sections 2 Projects. There are twelve class projects to be
in the Students Book and prepare students for the prepared in groups of 23 students.
Language and Skills tests in the Testing and 3 Oral Sets for the students and examiners. There
Evaluation Programme. are four sets giving students extra practice of
various types of tasks found in oral exams.

4 Written assignments. There are twelve topics for

C. Language and Skills tests in the Testing written assignments, which correspond to the
and Evaluation Programme (Test Master Students Book units.
Multi-ROM) 5 Language tests. There are twelve Aand B
The Language tests check the grammar and Language tests, which revise the grammar and
vocabulary from each unit. The Skills tests test the vocabulary presented in each unit of the Students
skills of reading, listening and communication on Book.
the topics related to the two units of the Students 6 Skills tests. There are six Aand B Skills tests
Book they follow. which test the skills of listening and reading and
+ communication, on the topics related to the two
units they follow.
D. Avariety of other types of tests in the 7 Cumulative Grammar and Vocabulary tests. There
Testing and Evaluation Programme (Test are three Aand B tests (one for every four units)
Master Multi-ROM) that revise vocabulary and grammar.
They are linked to speaking, writing, grammar and 8 Placement test. These tests are designed to help
vocabulary exercises in the Students Book and the teachers decide which level of New Success they
New Success Workbook. should use with their class/group of students.
The two main reasons for giving students regular tests

are: the need to be able to assess their progress and the
need to give them the confidence to continue learning.
Therefore, our tests appear regularly and we test
students knowledge in such away that the students
should get most of the answers correct if they have
studied the material adequately. The purpose is not to
trick students or show them how much there is still to
learn but to demonstrate that systematic work brings
benefits. If they work systematically during the semester,
most students should get high marks in the tests.
11
A05_SUCC_TB_PINGLB_7131_INT2.indd 11 18/10/2011 13:39

Advantages of the programme
1 Motivation students appreciate that their
teacher has thought about their learning process
and feel looked after. Most of them pay their
teachers back by being equally well prepared for
the tests.
2 Students independence students feel that they
can choose to take the test or skip it as they
establish the target number of points they want to
achieve for themselves. It makes them feel that
they are able to manage their own learning
process.
3 Systematic work students work very
systematically to score as many points as possible
without constantly needing to be reminded about
it by teachers.
4 Clear and objective evaluation students,
teachers and parents know the rules for the
assessment for the year. The rules are the same
for everybody, which helps to build trust between
teachers and students.
5 Flexibility the system of evaluation in points can
be easily translated into grades.
6 Exam preparation the points system helps
students to get used to the way they will be
evaluated in the exam.
12

New Success exams
preparation
Common European Framework C2. Proficient User. Learners at this level are also
described as having Mastery.
The Elementary level of New Success takes students
New Success and CEF from level A1 to A2. The other levels of New Success
The New Success grammar, vocabulary and skills fit in across the levels the Pre-Intermediate level of
syllabuses are linked to the Council of Europes New Success takes students from level A2 to B1 of
Common European Framework. The CEF is the framework, Intermediate takes students from level
adocument created by the Council of Europe as part B1 to B2 and Upper Intermediate takes students from
of their policy to promote foreign language learning, level B2 to B2+.
cultural contacts and understanding between the
people of Europe. The CEF suggests that learners use
aEuropean Language Portfolio as arecord of their Categories within the Common
language learning experience and progress. European Framework
Level descriptions are divided into five main
Languages within the Common categories or areas: Listening, Writing, Reading,
Spoken Interaction, Spoken Production. There are
European Framework descriptions within the Common European
The Common European Framework of Reference for Framework of what students are expected to be able
Languages is asystem of describing language levels to do at each level in each of these five areas. You will
and competences. The Common European Framework notice that there is an exam preparation box at the
is used to describe levels of competence for arange of beginning of each unit in the New Success Teachers
languages across Europe. This means that students Support Book. This includes the four main skills,
studying different languages, for example Spanish and Listening, Speaking, Reading, Writing.
German, in different countries can share acommon
and agreed level of competence. The Common
European Framework helps teachers to plan their Objectives within the Common
teaching and to match their students progress and European Framework
level to aEurope-Wide system. The Common The level descriptions within the Common European
European Framework is also important for Framework are also called competences or objectives.
assessment. Different international language In New Success, there are objectives at the beginning
examinations are linked to levels within the of each unit in the Students Books. These objectives
Framework. This means that students, teachers and are all phrased as things students are going to do or
employers can link examinations to specific level can now do. For example: Write abiography. As an
descriptions as provided in the Framework. objective for the Unit, it tells the students what they
are going to do. As areview at the end of the Unit,
Levels within the Common students can complete acomprehensive revision
section so they can see what they can do now.
European Framework
Descriptions of different language levels are phrased
in the form of can do statements. They state what Self-assessment within the Common
students can do at each level. There are six levels: European Framework
A1is the lowest, C2 is the highest. The objectives for each skill at each level within the
A1. Basic User. This is the lowest level which is Common European Framework are used to provide
described within the Framework. It is also students with achecklist of what they can do. In this
described as Breakthrough Level. way students develop their ability to assess their own
A2. Basic User. This is also described as Waystage progress and development: self-assessment. It is also
Level. very motivating to realise there are things they can do.
B1. Independent User. This is also described as Often they are demotivated by how much there is to
Threshold Level. learn and what they cant do! Self-assessment is
B2. Independent User. This is also described as particularly important for young adults who are
Vantage Level. becoming more independent learners. Self-assessment
C1. Proficient User. Learners at this level are also promotes independence and confidence in students.
described as having Effective Operational
Proficiency.
13

The European Language Portfolio NEW Success and exams
The European Language Portfolio is asystem New Success has two main aims: to help students gain
whichenables students to maintain arecord of their ageneral level of competence in English and prepare
achievements and of their progress in language for exams. New Success includes all of the features
learning. The European Language Portfolio can that you would expect to see in ageneral English
include Common European Framework self- course listening, reading, speaking and writing tasks
assessment checklists for different languages, test or and in addition to this there are avariety of
examination certificates and comments and feedback exam-style exercises which are graded to the
from teachers for each of the languages that they are students level.
studying. Students are able to update the European
Language Portfolio for each language they are
studying as they progress though school and Exercise types
university and it provides arecord for themselves and New Success includes avaried range of exercise types
their employers of what they have done and of what which will give students the practice they need in
they can do in anumber of different languages. order to prepare for exams. True/false, multiple
choice, gap-fill exercises are some of the many
Over to you! exercise types students will need to be familiar with
and New Success includes all of these.
Here is an idea to help you develop your
understanding of the Common European Framework
of Reference for Languages. Look at the website Skills
forthe Common European Framework on
http://www.coe.int click on Organisation; European Reading
Language Portfolio; Levels; Education to find the Students are likely to encounter avariety of text types
levels and the sections which describe the appropriate in any exam. For example, written texts such as
learner levels for your class. Focus on the self- letters, emails, notes and extracts from literature.
assessment grid for the different language skills. New Success exposes students to awide range of
Think how you might adapt these and use them with these texts which are all graded to their level, so that
your students. Note down your ideas in your teacher students can gradually build up familiarity with awide
portfolio. variety of text types.
Listening
As with reading text types, there is also avariety of
Cambridge Exams listening types such as news bulletins, radio
The New Success syllabus also takes into announcements or general conversations. All of the
consideration the range of exams from the University reading and listening text types are those that you
of Cambridge exams suite. Although the level is would find in avariety of exams.
obviously graded to your students needs, you will find Writing
all of the task types in one or more of the Cambridge
exams. Whichever exam your students are planning to take,
the course offers arange of guided writing tasks to
The table below shows how all of the levels of Success help them prepare. Students are encouraged to plan
fit together with both CEF and the UCLES exams: and write letters, stories, notes, reviews, essays,
emails and much more. All of these text types are
New Success Common UCLES included in many of the exams which students might
European Main Suite take.
Framework Exam
Level Speaking
Beginner A1 Students are able to practise speaking skills in
Elementary A1A2 avariety of situations in order to help them prepare
Pre-Intermediate A2B1 KET for exams. There are also awide range of topics to
Intermediate B1B2 PET interest and motivate students.
Upper Intermediate B2B2+ FCE
Grammar and Vocabulary
Passing exams successfully wouldnt be possible
without grammar and vocabulary. New Success
presents grammar in context and also gives extra
practice. The vocabulary is also presented in anatural
context and students have the opportunity to
consolidate this in the Workbook.
14

Whether your students are preparing for school
leaving exams or aiming to take the FCE in the future,
New Success will give students the skills and
awareness they need to approach any exam with
confidence.
Other NEW Success components

Workbook
The Workbook provides students with additional
practice in all the skills areas as well as grammar and
vocabulary. Students will be able to consolidate at
home and practise exam techniques learnt in class.
The Workbook also gives the students once again the
chance to self-evaluate what they have learnt and
work on those areas they are weaker in.
Testing and Evaluation Programme

(TestMaster Multi-ROM)
The Testing and Evaluation Programme gives students
extra structured practice. Exam style reading,
listening, writing and speaking tests consolidate
themes and language presented and practised in the
Students Book and Workbook.
Teachers Support Book

At the beginning of each unit there is information
about which exercises in the Students Book are
linked to exam task types. For example true/false,
multiple-matching.
Exam strategies
There are tips and strategies in both the Students
Book and Workbook to equip students with the tools
they need to pass an exam successfully. The
Workbook includes athree-page section on how to
deal with exam-style tasks and the Elementary level
includes aFunctions Bank which lists useful words
and phrases from Speak Out that students may need
in aspeaking exam. Additionally, the vocabulary is
organised into topics to help with revision.
15

People Italy SB 17, 52, 86
Archimedes SB 34; TB 46 Krakow SB 15; TB 26
Beck, Harry SB 118 Lima SB 82; TB 94
Beethoven, Ludvig van SB 26, 27, 32, 33; Llangollen SB 116
TB 38 London SB 14, 29, 59, 113
Bloom, Orlando SB 89; TB 100 Madrid SB 82; TB 94
Burton, Tim SB 89 Manchester SB 18
Cage, Nicolas SB 89 Mexico City SB 33
Cardin, Pierre SB 46; TB 58 Moscow SB 118
Carver, Raymond SB 34, 35; TB 46 Naples SB 96; TB 108
Chopin, Frdric-Franois SB 32, 33; TB 44 Netherlands, the SB 107
Christie, Agatha SB 26, 27; TB 38 Newquay SB 116
Coleridge, Samuel Taylor SB 37 Niagara Falls SB 95
Costner, Kevin SB 95 Nigeria SB 94
Crowe, Cameron SB 89 Normandy SB 15; TB 26
Cruise, Tom SB 89 Paris SB 14, 32, 118
Cruz, Penelope SB 89; TB 100 Poland SB 15, 52, 118
Czapiewski, Daniel SB 46 Pompeii SB 95
dAguesseau, Henri SB 34, 35; TB 46 Portugal SB 17
DAlusio, Faith SB 50 Queensland SB 71; TB 82
Da Vinci, Leonardo SB 27 Rio de Janeiro SB 113
Depp, Johnny SB 89; TB 100 Rome SB 14
Edison, Thomas SB 27 San Salvador SB 21
Einstein, Albert SB 26, 27; TB 38 Scandinavia SB 15
Franklin, Benjamin SB 34; TB 46 Seine, the TB 28
Gershwin, George SB 32, 33; TB 44 Seville SB 22
James, P.D. SB 11; TB 23 Spain SB 17, 22, 113
King George II SB 59 Tatra Mountains SB 15; TB 26
Knightley, Keira SB 89; TB 100 Tennessee SB 96; TB 108
Lennon, John SB 27 UK, the SB 16, 86, 116
Mrquez, Gabriel Garca SB 33; TB 44 USA, the SB 52, 86
Menzel, Peter SB 50 Vienna SB 32, 33
Morrison, Toni SB 34; TB 46 Wales SB 116
Nostradamus SB 67 Warsaw SB 33
Picasso, Pablo SB 26, 27; TB 38 Whitsunday Islands SB 71
Scott, Marianne SB 38
Shakespeare, William SB 111, 116 Places, Arts and Entertainment
Shaw, George Bernard SB 52, 53; TB 64 10 Downing Street SB 59
Southall, Ben SB 71 Aberdeen Football Club SB 107; TB 119
Stewart, Miley SB 87; TB 98 Addams Family, The SB 86; TB 98
Tarantino, Quentin SB 18 Afflecks SB 18
Verdi, Giuseppe SB 35 Aint no sunshine SB 82; TB 94
Walpole, Robert SB 59 Angel Station SB 118
Wilson, Robbie SB 38 Bangles, The TB 122
Withers, Bill SB 82; TB 94 BBC World News SB 86
Wordsworth, William SB 37 BBC, the SB 86
Beijing National Stadium SB 113
Geographical Names Bend It Like Beckham SB 89
Acapulco SB 33 Big Brother SB 86
Amsterdam SB 14; TB 26 Brainball SB 77
Australia SB 52, 71, 118 Britains Got Talent SB 86; TB 98
Bahamas, the SB 95 British Museum SB 118
Baku SB 96; TB 108 Bubble House SB 46, 47
Barcelona SB 17, 113 Bugs Bunny SB 87
Ben Lawers SB 116 Cambridge University SB 37
Boston SB 32, 33 Camp Nou SB 113
Brazil SB 113 Cat Waltz, The SB 32, 33
Buenos Aires SB 19 CNN SB 86
Caribbean, the SB 95 Colosseum SB 14; TB 26
China SB 113 Coronation Street SB 87
Cornwall SB 116 Covent Garden SB 119
Croatia SB 52 Daffy Duck SB 87
Detroit SB 96; TB 108 Deansgate Locks SB 18
Fistral Beach SB 116 Doctor Watson SB 112
Germany SB 52, 86 Edinburgh Royal Infirmary SB 107; TB 119
Great Barrier Reef SB 71; TB 82 Edward Scissorhands SB 89
Greece SB 17 Eiffel Tower SB 15, 47
Hamilton Island SB 71; TB 82 Eisteddfod SB 116
Hawaii SB 95 English Premier League Football SB 86
India SB 52 European Cup SB 107; TB 119
16
A06_SUCC_TB_PINGLB_7131_CON2.indd 16 11-09-26 17:52

Eurosport SB 86 Other
Eurovision Song Contest SB 86 Aborigines, the SB 52, 53
Flintstones, The SB 86 Associated Press SB 62; TB 74
Formula 1 car racing SB 86 Aztecs, the SB 52, 53
Fox SB 86 Chow chow SB 103; TB 114
Globe Theatre SB 116 Con artists SB 100; TB 112
Gothic Quarter TB 28, 29 Cosmopolitan Britain SB 9; TB 20
Guardian, The SB 90 Dyslexia SB 27; TB 38
Guildhall School SB 89 English as a global language SB 23
Hamlet SB 111; TB 123 Housing in the UK SB 48, 49; TB 60
Heathrow Airport SB 19 Incas, the SB 52, 53
Hello Kitty SB 87 InterRail SB 16, 17
Heroes SB 93 Kendo SB 6; TB 18
Hollywood SB 88, 91, 95 Language schools in the UK SB 20; TB 32
Holmes, Sherlock SB 112 London Tours SB 74; TB 86
Home and Away SB 87; TB 98 London Underground SB 118, 119
Hungry Planet SB 50 Nobel Prize, the SB 33
Kansas City Public Library SB 46 NVQ SB 74; TB 86
Kubla Khan SB 37 Olympic Games SB 8, 9, 86, 113
Lech Pozna SB 107; TB 119 Schools in England SB 24, 25, 114,
Lord of the Rings, The SB 89 115; TB 36
Lower East Side SB 44; TB 56 Tourism Queensland SB 71
Lowry, the SB 18 Vegetarianism SB 52, 53
Manchester United Football Club Stadium SB 18 Working holidays in the UK SB 21; TB 32
Maracan Stadium SB 113
Marlowe, Philip SB 98; TB 110
Meteora monasteries SB 46, 47; TB 58
Montpellier University SB 67
Moonlight Sonata SB 32, 33
Neighbours SB 87; TB 98
Nextfest SB 77
One Hundred Years of Solitude SB 33
Open Your Eyes SB 89
Oscars SB 89
Picasso Museum TB 28, 29
Pirates of the Caribbean SB 89, 95
Pokemon SB 87
Pride and Prejudice SB 89
Rhapsody in Blue SB 32, 33
Robin Hood SB 101; TB 112
Royal Ascot SB 116
Sacr Coeur Basilica TB 28
Schipol Airport SB 19
Simpsons, The SB 86
Sopranos, The SB 86; TB 98
Sorbonne, the TB 28, 29
Star Wars Episode I SB 89
Strictly Come Dancing SB 86; TB 98
Super Mario Bros SB 29
Teletubbies SB 86
Tinnitus SB 80
Upside Down House SB 46, 47
Vanilla Sky SB 89
Vistoria Station SB 19
Waterworld SB 95
Wembley Stadium SB 113
Who Wants To Be A Millionaire? SB 86
World Cup SB 107
Science and Technology

DDR memory SB 90
Facebook SB 90
Google SB 34, 90
Internet, the SB 9, 23, 90, 91;
TB 20
Messenger SB 9
Mobile phone SB 62
Skype SB 9; TB 20
Sputnik 1 SB 62; TB 74
Tupolev Tu-144 SB 62; TB 74
VHS SB 62; TB 74
Wikipedia SB 90
17
A06_SUCC_TB_PINGLB_7131_CON2.indd 17 11-09-26 17:52

01 Its me!
Read, listen and talk about identity.
Practise the Present Simple and Present Continuous; state/action verbs; personality adjectives.
Focus on expressing interest; reading for the main ideas.
Write a personal introduction.
EXAM FOCUS Topic: People

Speaking Roleplay: SB p.12, ex.5
Giving information: SB p.7, ex.9 Unit 1 Materials
Listening True/False: SB p.12, ex.4 Workbook Unit 1
Reading Matching: SB p.9, ex.4 Photocopiable resources 1, 2, 3
Grammar and Vocabulary multiple choice: SB p.10, ex.3 Testing and Evaluation Programme tests
vocabulary Error correction: SB p.11, ex.5 DVD-ROM Unit 1
Verbs in brackets: SB p.11, ex.6
GRAMMAR AND LISTENING write and give their own short descriptions, making
sure they use examples of the Present Simple and
Present Continuous.
This section looks at the difference in use between
the Present Simple and Present Continuous. We
1 Put Ss into pairs and give them two or three
are introduced to Jade, a teenager going to school
minutes to discuss what they think they can discover
in the north of England, and find out about her and
about Jade. Look at the questions in the book but tell
her life. Ss revise and practise the target structures
them to guess any more information from the
and then use them to talk about their own lives.
pictures. Make pairs into groups of four and ask Ss to
Special difficulties: In some cases, both tenses compare information before checking.
are possible, e.g. 1 Ilive in Manchester. Iwork
at aschool. 2 Iam living in Manchester. Iam 2 Tell Ss that the texts are all about Jade and said by
working at aschool. Explain to Ss that in the first different people. Tell Ss to match people to the texts.
examples we are talking about apresent state that Ss do this alone for three minutes and then check in
probably wont change in the near future. In the pairs. Ss should justify their decisions.
second examples, however, the action is happening
Answers b 4 c 3 d 1 e 6 f 5
now.
3 Read through the questions with Ss and check

Culture notes understanding. Play the recording ONCE ONLY. Ss
Many British Christian names have short forms then check in pairs. Then play the CD again before
such as Alex for Alexander. Some of the less obvious aclass check.
ones include: Elizabeth Liz, William Bill, John For tapescript see page 129.
Jack, Richard Dick.
Kendo is the Japanese martial art of swordfighting, Answers 1 Miller 2 Manchester
using long, bamboo swords. It is quite popular in the UK. 3 half-Scottish, half-English 4 eighteen
5 History and French 6Politics 7Grammar School
AGrammar School is atype of state high school.
However, unlike most state schools you have to have 8Because they are working hard for their mock exams.
very good marks and the syllabus is more academic
than in normal high schools. 4 Give Ss three minutes to decide which adjectives
Phillip Pullman is awriter of fantasy novels for suit Jade. Check understanding by eliciting the
teenagers and young adults, especially known for his meanings from the class and, if necessary, use
trilogy, His Dark Materials, the first of which, The examples of people that Ss know. Play the listening
Golden Compass, was made into afilm. again, before checking.
Optional procedure: Instead of class checking you
For tips on how to use the culture notes see page 28.
could play the listening afinal time and ask Ss to
shout stop, when they hear evidence for one of their
Warm-up Revision of question formation for the Present
chosen adjectives.
Continuous and Present Simple. Present yourself!
Prepare ashort oral description, using the Present Answers quiet, clever, funny, modest, caring,
Continuous and Simple Present, about yourself, e.g. hard-working, romantic
Iteach English and am learning Spanish these
days. Read out your description to Ss. Then ask Ss to
18 Students Book pages 67
M01_SUCC_TB_PINGLB_7131_U01.indd 18 11-09-26 17:53

Its me!
01
5 Ask Ss to look back at their answers to Exercise1 9 Read through the instructions with Ss. Elicit what
and double check their answers. the different types of music are like and examples. Ss
fill in the first column of the table on their own. Pair
up Ss, possibly with someone they do not know well.
Work it out Tell Ss they are going to ask questions to each other
6 Check Ss understand the meanings of temporary, and fill in the information for their partner. After four
routine and habit. Then Ss do the activity alone minutes, do aclass check.
before checking in pairs. Optional activity: To check understanding of music and
Answers 1 b 2 c 3 e 4 a 5 d reading you could prepare asmall CD of snippets from
the different types of music and possibly aprintout of
different book covers which you can find using Google
Check it out Images.
Read through the grammar box with Ss. At the end 10 Ask Ss to predict the answers. Do aquick check,
of each of the two sections, elicit from Ss example without giving the answers and then play the
sentences about themselves using time expressions. recording ONCE ONLY. Check and then only do
Anticipated problem: Ss might not remember the time asecond listening if they are really having problems.
expressions involved. You can elicit the meanings
or, with the first set of expressions, draw atimeline Tapescript CD1 Track 5
with never and always and ask Ss to put the other Kelly: Hi, Jade! How are you doing?
expressions on the timeline. With the second set of Jade: Oh, hi Kelly. Im feeling abit tired at the moment
expressions, elicit from Ss that at the moment and actually. Were taking our mock exams at college so
now is different from these days and nowadays. Im pretty busy.
Kelly: Oh, right. How are they going?
7 Ss do the activity individually and then check in Jade: Well, my exams are going quite well, Ithink. But
pairs before doing aclass check. Make sure that Ss its alot of work: Im going to bed too late and Im not
give justifications for their answers. getting enough sleep at the moment.
Kelly: Iknow the feeling. And hows Marc?
Answers 1 isnt watching 2 often watches Jade: Yeah, hes fine thanks. But were only seeing each
3 Are you working 4 is getting 5 stays; is staying other at the weekends nowadays were both just so
6 am spending busy.
Kelly: Aww! And hows that brother of yours? Are you
8 Check Ss understand the questions and then play two still arguing all the time?
the CD ONCE ONLY. Ss check in pairs before listening Jade: No, Alex is away at university. So Im getting on
again. You can elicit from Ss what they think about much better with him these days!
Jades choice of music and reading.
Answers 1 is feeling 2 are going 3 is only seeing
Tapescript CD1 Track 4 4isgetting
Marc: Jade! Over here!

Jade: Marc! So good to see you! 11 Give Ss two or three minutes to think about their
Marc: Hi, love! Happy Birthday! answers. Ss then stand up and walk around the class
Jade: Thanks! asking and answering with as many different Ss as
Marc: Whats that youre listening to? possible. Elicit answers for each student, e.g. What is
Jade: Oh, right. Sorry. Erm, its Steve Reich. Sort of Marc doing at the moment?
modern classical music, Isuppose you call it.
Marc: Classical music! But you only listen to soul. ADDITIONAL PRACTICE: Photocopiable resources.
Jade: Iusually listen to soul. But Im listening to alot of Resource 1: Find someone who listens to rap
classical music at the moment. Its good to study to. music
Do you want acopy?
Marc: No, youre alright. Anyway, Ive got you apresent.
Dont you want to open it?
Jade: Of course! Oh, fantastic!
Marc: Happy?
Jade: Very! Well, as you know, Ilove fantasy novels and
Philip Pullman is my favourite writer. And its nice
to have something new to read. The only books Im
reading these days are History textbooks!
Answers 1 soul 2 modern classical music 3fantasy

4History textbooks
Students Book pages 67 19

READING AND SPEAKING 3 This time make sure Ss understand that we are
looking for the main idea of each paragraph now. Point
out to Ss that the main idea of the text was in the first
In this section Ss will practise understanding the
paragraph. This is the introduction and nearly always
main ideas in atext.
the main idea can be found in the introduction. Ss do
the task individually and then check in pairs. Then do
Culture notes aclass check.
Today Britain is atruly cosmopolitan country with Answers
ahuge mix of different nationalities, religions and Aproud, where we come from, world is changing,
ethnic groups. Nearly ten percent of all people living global community
in Britain were born abroad. Likewise, nearly ten B New technologies, breaking down borders, The
percent of British people are not white British. Finally, Internet, Messenger, Skype, not where youre from,
nearly thirty percent are not Christians. Next to whoyou are counts
Christianity, the next largest religion is Islam, followed CForeign travel, bringing us together, neighbourhood,
by Hinduism, Sikhism and Judaism. Over fourteen more than adozen languages, eat food from all around
percent of people living in Great Britain are atheists. the world, mixture of music and art
New technology (media) are the new ways that DNationality, important, someone comes from another
we have found to communicate with each other over place, not our enemy, rivals, get on well, respect
the last twenty years. The two most common are E national differences, divisions between people,
mobile phones and the Internet. On the Internet there disappearing, Olympic Games, athletes, from different
are now new ways to communicate such as twitter, countries, holding hands, singing same song, waving
blogging and podcasting. Skype and add-ons to Google same flag
and Yahoo allow people to have phone and video calls
via their computer for free.
4 Make sure Ss understand the six possible titles.
Then give Ss two or three minutes in pairs to decide
Warm-up Revision of the Present Simple and Present on the right titles for each paragraph and then do
Continuous. Noughts and crosses. Draw agrid three aclass check. Make sure Ss give justifications.
by three on the board and in each of the nine squares
write anumber 19. Put Ss into two groups, Oand X. Answers 1 c 2 b 3 d 5 e 6 a
The first group choose asquare. Give them the word Extra heading 4
below corresponding to the number chosen and allow
thirty seconds for the group to agree on asentence
including their word. If it is grammatically correct, TRAIN YOUR BRAIN
draw their symbol in that square. If wrong, ask the 5 Ss do the activity individually. Then do aclass
other group to correct it. The first group to get three check. Elicit the following information from Ss:
of their symbols in arow wins. (i) the main idea of atext is usually in the
Words to use: 1 often, 2 now, 3 sometimes, introduction/first paragraph; it is often repeated at the
4 at the moment, 5 always, 6 these days, end of the text;
7becoming, 8regularly, 9 never (ii) main ideas in other paragraphs usually support
the main idea;
1 Ask Ss to think about their own country. Elicit from (iii) main ideas in other paragraphs can often be
Ss what they like/dislike about their country. Write the found in the first sentence, e.g. paragraphs B or C.
word proud on the board and elicit the meaning.
Then ask Ss if they are proud of their country. In pairs Answers 1 Dont worry about 2 paragraph 3Underline
get Ss to share their opinions and give reasons. Do
aclass check. Make alist of the reasons on the board. 6 As this is achange in focus, from the main idea to
Read through the instructions for the second task and specific ideas, you might like to tell Ss that we are now
go through the vocabulary, eliciting the meaning to going to look at the text in more detail. Put Ss into
check. Then ask Ss to consider if they associate these pairs and ask them to write one sentence for each of
adjectives with their country. Do aclass check and ask the five points. You can encourage Ss to do this in
Ss to provide examples why the adjectives should be their own words to show that they have understood
associated with their country, e.g. Poland is what they have read. Give Ss about eight to ten
aromantic country because many men give their minutes. Then put pairs into groups of four and Ss
girlfriends red roses or other flowers. compare their sentences, correct and choose the best
one. Do aclass check, putting the best sentences on
2 Go through the three sentences in the task, the board and eliciting language corrections where
checking meaning, then tell Ss they have up to three necessary. Have aclass discussion on these opinions,
minutes to find the main idea of the text. Allow Ss to with Ss responding with their own opinions on these
check their answers in pairs. Then do aclass check issues. Ss should give justification for their opinions.
but make sure Ss give their justifications.
Optional procedure: Rather than class discussion
Answer 3 you can always allow Ss to discuss their opinions in
groups. If you are short of time, each group can do

Its me!
01
one of the five sentences and then put people into
groups of five, with each student having adifferent
example sentence.
Possible answers
1 Nationality is not as important as before.
2 New technologies break down the borders between
people.
3 Countries are more cosmopolitan (as are people).
4 Competitors can be friendly and dont have to be
enemies.
5 The closing ceremony is wonderful because different
people get together/are friendly to each other.
7 Ss work in pairs. First allow the pairs to try and

answer the collocations. Then ask each pair how many
they think they know. Then allow access to dictionary
sources and give an extra five minutes to complete the
task. Do aclass check.
Note: Ss need to have adictionary to do this activity.
If this is unlikely, have aclass set of dictionaries
available or, alternatively, photocopies or a computer-
prepared page of definitions with extra words
included. If you have aprojector in the room you
could also use aDVD-ROM of adictionary for the
whole class. Where possible, use monolingual
definitions designed for Pre-Intermediate level like
Longman Active Study.
Answers 1 c 2 d 3 b 4 g 5 a 6 e 7 f
8 Ss do the activity individually and then check in

pairs before the class check.
Answers 1 travel abroad 2 apply for avisa
3emigrate to aforeign country 4 cross the border
5change your nationality 6 sing the national anthem;
wave flags
Optional activity: You might also allow Ss to write or

say their own sentences using the collocations from
Exercise 7.
9 Go through the six sentences checking

understanding before giving Ss three minutes to do
the activity individually. Then put Ss into groups of
three or four and ask them to share their opinions
with justifications. Go round the class monitoring and
taking notes of language use and possibly questions
for further discussion. Then bring the whole class
together and go over language and things picked up
during the class discussion.
Optional activity: Ask Ss, individually, in pairs or in
groups, to choose one of the statements from Exercise
9 and prepare aposter presentation that justifies their
opinions. For example, Ss prepare aposter of pictures
and words showing why they are proud of their
country or example of music and food from different
countries. This can be started in class and finished for
homework and in the next lesson the posters can be
put on the wall and/or Ss can give mini-presentations.

VOCABULARY | Personality Optional activity: In groups, Ss can make some extra
questions for any of the words not practised in this
exercise. They can write them on the board for others
This section recycles and reinforces adjectives of
to answer.
personality.
Special difficulties: Be careful with words that look 4 Ask Ss to write down, on their own, five adjectives
the same in the Ss L1 but may have adifferent that describe themselves and two that dont. They
meaning and/or pronunciation, e.g. optimistic. This should mix them up, i.e. the wrong adjectives are not
is quite common with adjectives, cf. Exercise 3. the first or the last two. Give Ss about two or three
minutes to do this before they complete the activity in
pairs. Then, try and guess acouple yourself. You may
Warm-up Revision of vocabulary. Meanings quiz.
also like to find out if Ss agreed with their partners
Divide Ss into an even number of pairs. Give each
self-evaluation of their personality.
pair acard. On the card there will be written either
personality adjectives or kinds of music and books.
5 First, go through the statements and elicit the
Tell each pair they have two minutes to write down as
meanings of each one. Then Ss do the activity
many words as they can think of that they studied in
individually and then in pairs.
class connected with their category. Then pairs swap
their cards with apair that has adifferent category
6 Ask Ss to listen to the song. Elicit what it is about.
and repeat the activity, adding any words that they
Turn to page 120. Read the instructions and give Ss
think are missing. This means that each pair will be
afew minutes to read. Check understanding but do
given time to add words to both word groups. Then
not give the meaning of any of the personality
tell Ss to look at the first card they had and come up
adjectives at this stage. Ss predict the gaps in pairs.
with definitions, e.g. funny someone or something
Play the song again for Ss to check. Ask Ss to identify
that makes people laugh; metal very loud music
the personality adjectives in the song. Elicit meanings
played with guitars and drums. All the personality
where possible. Ask Ss if the song describes their
adjectives pairs and kinds of music and books pairs
character. Why/Why not?
come together and choose the best definitions for
their team. Then each team, as awhole class activity, Answers a 9 b 4 c 1 d 5 e 7 f 8 g 3 h 6 i 2
reads out adefinition and the other team has to guess
the word. Each team gets apoint for every word they Optional activity: Ss rewrite the song to describe their
get right. own character.
1 Think Back! Give Ss two minutes to individually read Additional practice: Photocopiable resources.
the adjectives and try and remember which ones were Resource 2: Make your own personality test
used to talk about Jade in the first lesson.
Answers caring, clever, funny, hard-working, modest,
quiet, romantic
2 Write the words good and bad on the board. Ask

what their relationship is. Elicit the word opposite.
Tell Ss that the table in Exercise 1 has pairs of
opposites, e.g. caring and selfish. Ss work in pairs to
find the pairs in the table and then check in groups of
four. Ss may use adictionary if they get stuck but
encourage them to try without adictionary. Ss then
listen to check. Play the CD again for Ss to practise
pronunciation.
Answers cheerful pessimistic, clever stupid, funny
serious, generous mean, hard-working lazy,
laid-back bossy, lively boring, modest big-headed,
outgoing shy, polite rude, quiet loud
Optional activity: Write the words on the board and ask

Ss to identify where the stress goes on each word.
3 Ss do the task individually and then check in pairs.

While doing the class check make sure that Ss have
understood all of the words used in the vocabulary
section.
Answers 1 a 2 c 3 a 4 b 5 a 6 b

Its me!
01
GRAMMAR AND WRITING Mind the trap!
Write think on the board. Ask Ss if it is astate or
This section looks at the difference between state action verb. Point Ss to the two examples in the
and action verbs and highlights the fact that state Mind the trap! box. Elicit which one is showing
verbs cannot generally be used in the continuous astate verb and which one is showing an action
form. verb. Elicit that averb can sometimes be both
Special difficulties: (1) Ss sometimes have difficulty astate verb and an action verb but the meaning
in understanding the difference between state and changes. Then elicit from Ss another verb that can
action verbs. You need to be sure that Ss know be used with different meanings as astate and
the difference before moving on. (2) Ss become action verb (have). If they struggle to do this, write
confused when they are introduced to state verbs the following on the board and elicit example
that can be used in the continuous form. It is sentences: want, have, forget.
important for Ss to realise that when this happens,
the meaning changes, e.g. Ihave acat. the 3 Give Ss about five minutes to do the quiz individually.
state of owning. Im having dinner. Iam in the Ss compare their answers and decide what it tells them
process of eating it now (action). about each others personality, using the personality
adjectives they studied, when possible. Do aquick
Culture notes discussion and ask Ss for their opinions, e.g. Marc is
outgoing because he hates spending alot of time
PD James (born 1920) is afamous English crime indoors by himself. Ask Ss to check their answers with
writer who has been writing novels for more than forty the description on page 120. Discuss what type of
years. Many of her novels have been adapted for TV person they are and if they agree with the description.
and one, The Children of Men, has been made into
afilm. 4 Ss do the activity individually and check in class.
Warm-up Revision of adjectives of personality. Famous Answers love, prefer, forget, understand, belong, want,
personalities. One student stands up and makes hate, agree, love, know, believe
asentence using apersonality adjective about
afamous person. The rest of the class has to guess 5 Ss work individually, then check in pairs. In the
who it is. Then the original student has to prove why class check, Ss should justify their answers.
they think the personality adjective fits.
Answers 3 = 1, 3, 4 Corrected sentences 2 Jack
1 Ss do the activity in pairs in about aminute. doesnt like the book 5 Im sorry but Idont agree with
Makesure your Ss do not look at the questionnaire. you. 6 Ithink my answer is wrong. 7 You dont
understand the joke.
Work it out 6 Ss work alone, then check in pairs and decide on

2 Elicit the tense that the two sentences are in (the the justification for each answer.
Present Simple). Ask which sentence describes an Answers 1 come 2 am studying 3 love 4 want 5like
action (the first one). Elicit more examples of action 6 am reading 7 belong 8 think 9 is getting
sentences in the Present Simple. Ask which sentence 10understand
describes astate (the second one) and elicit more
examples of sentences with state verbs. Write
nowadays on the board and elicit the two example 7 This activity can be done individually or quickly as
sentences from the book in the Present Continuous. awhole class if you are short of time.
Ask Ss which sounds better (the sentence with an Answers age, nationality, personality, where he lives,
action verb). Ask them what this tells us about state how well he knows English, hobbies, interests, sports
verbs (that they cannot be used in the Present
Continuous).
8 Go through the instructions with Ss. Tell Ss to use
Answers 1a watch 1b love 2 watch the information in Exercises 6 and 7 to help them.
Give Ss about ten minutes to write and then they can
swap introductions to read and check.
Check it out Optional procedure: Ss can write their introductions
Check understanding and then ask Ss to write their without names. The messages can then either be
own examples to replace those in the Check it out put on the board or be collected and redistributed
box. Make sure their examples are correct. to different Ss. Ss should then try and identify the
writers of each message.

LISTENING AND SPEAKING Answers
Richard confident, outgoing, popular
This section gives Ss the chance to practise their Sandra lazy, rude, talkative
listening skills around an extract which provides Carmella helpful, friendly, tolerant
examples of grammar and vocabulary that has been
practised in this unit. 3 Think Back! Play the recording ONCE ONLY. Ss do
the task individually and then check in pairs. Elicit
whether the people were the same in private.
Warm-up Revision of state and action verbs. State or
action jigsaw. Prepare four sentences, two in the For tapescript see page 129.
Present Continuous and two in the Present Simple
Possible answers
with state verbs but with only infinitives of the verb
Richard shy, reserved, serious, modest
given. For example: These days I(go) to Judo
Sandra polite, hard-working, sensitive, caring,
classes. I(love) watching DVDs. I(listen) to aCD
helpful, proud, cheerful, positive
at the moment. I(prefer) coffee to tea. Cut up each
Carmella bossy, rude, selfish, big-headed, lazy
sentence and put the pieces of the four sentences into
an envelope. Prepare as many envelopes as there will
be groups. Put Ss into groups of three or four. Give 4 Play the recording ONCE. Ss work individually.
each group one envelope to put the sentences
Answers 1 T 2 F 3 T 4 F 5 F 6 T 7 T 8 F
together.
1 Ss discuss the questions in pairs. Then do class 5 Give Ss aminute to read their roles and then check
feedback. understanding. At the end of the activity ask one or
two pairs to act it out in front of the class.
2 Play the recording ONCE. Ss work individually and Suggested answers 1 rude to customers
then in pairs. Do aclass check with Ss giving 2spending too much time talking to your friend Lucy
justifications for their answers. Ask Ss whether the 3 doing (my job very) well 4tired 5 am working
people seem to be good at their jobs. Why? 6am studying 7 are you studying 8 to be anurse
9are working 10That would be great!
Tapescript CD1 Track 9
One 6 Before doing this activity give Ss acouple of

Richard Moretti: Thank you, London! Wooooo! Thank you minutes to think and then three minutes to discuss.
to all my fans for coming to see me! Ilove you all so
much! See you next year!
Two
Lucy: What time do you finish today, Sandra?
Sandra: Six oclock.
Lucy: Me too. And its only half past one now.
Sandra: Yeah. Four and ahalf hours to go!
Customer: Er, excuse me!
Sandra: Still Im glad there arent many customers this
afternoon.
Lucy: Yeah. Sometimes Thursday afternoons are
pretty busy. God! Look at these sweaters theyre
absolutely horrible.
Customer: Hello? Is anyone actually working here?
Sandra: Yes. Terrible, arent they? Im surprised theyre
so popular. Whats your sister doing these days,
Lucy?
Customer: Excuse me!
Lucy: Oh, you mean Melanie? Shes doing acourse at
the college. She wants to
Three
Carmella: Thats it really stretch. Keep your arms
straight! And stay in position for as long as you can!
You can do it! Remember to smile. This exercise
is really good for your back! Fantastic! And relax!
Breathe deeply now thats it!
Pupil: Carmella. Could you show me that last position
again? Im not sure Im doing it right.
Carmella: Of course, no problem at all. Put your feet at
the edge of the mat like this. Great! And then slowly
lower your back and try to

Its me!
01
SPEAKING stay the same, except with do. Elicit when we use do
in echo questions (when the verb in the earlier
statement is not an auxiliary or amodal).
This section introduces echo questions and other
expressions to show interest. These are important Answers 1 really 2 That sounds interesting 3Do you
tools in keeping aconversation going. 4Cool 5 Are you 6 That sounds brilliant 7Is it
8Great
Special difficulties: (1) Ss are often not clear on
which auxiliary to use in their echo questions. Ts
need to pay special attention to this and give as much 3 Do the task as a class and then individual drill. Let
practice as possible. (2) Ss will enjoy learning these your Ss over-exaggerate at this stage.
skills but will quickly forget, so it is important that the
T constantly reminds Ss to use them in later lessons. Tapescript CD1 Track 12
(3) Ss need to get the intonation right when trying to
1 Are you? 5 How interesting!
show interest or it will have the opposite effect.
2 Is it? 6 That sounds cool!
3 Really? 7 Thats great!
Warm-up Revision of talking about peoples character. 4 Brilliant!
Silent dialogue. Ss work in pairs to prepare avery
short dialogue between an employer who is unhappy
with an employee and afriend of the employee who is 4 Ss write the proper echo questions individually,
defending them and justifying their behaviour. Refer Ss then listen to check. In pairwork, listen out for
to the roleplay on page 12. Give Ss three minutes. Ss act incorrect pronunciation or incorrect echo questions.
out the dialogue ONLY using gestures and mime to show Answers/Tapescript 1 Are there? 2 Are you?
as much information as possible. At the end of each 3Canshe? 4 Do you? 5 Is it? 6 Have you?
mime, elicit from the class what they were saying.
1 Play the recording ONCE. Elicit the answer. If Ss 5 Play each sentence separately. Ss respond first as
aclass, then individually. Play the correct echo
have difficulties, ask: Was the information the same?
question. Repeat this process with each sentence.
(yes) Did both speakers sound the same? (no) Who
sounded different? (Rob) How did he sound in the
second dialogue? (more interested). Tapescript CD1 Track 14
1 A: My mums avegetarian.
Tapescript CD1 Track 11 B: Is she?
One 2 A: Icome from London but Ilive in Berlin.
Sam: What do you do at weekends, Rob? B: Do you?
Rob: Iread alot, and Iwrite poetry too. 3 A: There are two official languages in Wales.
Sam: Mm B: Are there?
Rob: Yes. 4 A: French is my mother tongue.
Sam: Iplay the guitar. B: Is it?
Rob: Oh 5 A: My brother can do karate.
Sam: Im playing aconcert tonight. B: Can he?
Rob: Right 6 A: Ive got my own website.
Sam: Its at the arts centre. B: Have you?
Rob: Uh huh.
Two Answers In the tapescript
Sam: What do you do at weekends, Rob?
Rob: Iread alot and Iwrite poetry too. 6 Ss do the task individually and then share their
Sam: Oh really? That sounds interesting! sentences with their partners. Monitor and note down
Rob: Yes, Ilove it. What about you? What do you do in any issues to go over in the class check.
your free time?
Sam: Well, Iplay the guitar. 7 All Ss finish the sentences for Student A
Rob: Do you? Cool! individually, trying to make them interesting, e.g. Ive
Sam: Im playing aconcert tonight, actually. got two cats. My parents come from Trieste. Divide
Rob: Are you? That sounds brilliant! Where? Ss into groups of three and allocate roles. Ss do the
Sam: Its at the arts centre. three-part dialogues, then change roles and do it again
Rob: Is it? Great! What time?
until every student has been Student A.
Sam: Well, Im not sure because
8 This can be done quickly in the class but encourage
Answer In Dialogue 2 the listener is more interested. Ss to come up with other answers once they have
identified the correct echo question.
SPEAK OUT Possible answers Does he? Thats interesting!
2 Focus on the echo questions. Write Do you?
Areyou? Is it? on the board. Elicit what came before. ADDITIONAL PRACTICE: Photocopiable resources.
Then elicit the rule for statements with to be. Tell Ss Resource 3: Find afriend
that in most cases the auxiliary (or helping) verb will

02 On our way
Read, listen and talk about future plans; travel and leisure.
Practise structures for future intentions and arrangements; indirect questions.
Focus on making and responding to suggestions.
Write formal emails (asking for information).
EXAM FOCUS Topic: Travelling and tourism

Speaking Roleplay: SB p.18, ex.8
Describing a photo: SB p.19, ex.4 Unit 2 Materials
Listening Matching: SB p.16, ex.7 Workbook Unit 2
Reading True/False: SB p.16, ex.3 Photocopiable resources 4, 5, 6
Matching: SB p.16, ex.4 Testing and Evaluation Programme tests
Grammar and Sentence transformations: SB p.21, ex.5 DVD-ROM Unit 2
vocabulary
Writing Formal emails: SB p.21, ex.9
GRAMMAR AND speaking Normandy became king of England in 1066. His story
is told in abeautiful tapestry which is in amuseum in
This section looks at going to and the Present Normandy. The tapestry is nearly athousand years old.
Continuous to talk about future plans and Krakow is Polands most beautiful city and rivals
arrangements, around the topic of holidays and Prague and Budapest as the highlights of Eastern
travel. They also compare the use of these two Europes cities. The main square is the largest
structures. medieval square in Europe. Other attractions include
Wawel Castle and its dragon, and the Jewish quarter
Special difficulties: As going to is usually used to of Kazimierz.
show future plans and intentions, Ss would be right
The Tatra Mountains, on the border of Poland
to think that, as future arrangements are future and Slovakia, are the highest part of the Carpathian
plans and intentions, they dont need to use the Mountain chain which continues eastwards through
Present Continuous. However, in English, when the Ukraine and Rumania. Zakopane is the main resort
the arrangement is confirmed and sure, it is more of the Tatra Mountains in Poland and is sometimes
natural to use the Present Continuous. This can be called The Winter Capital. The highest peak in Poland
shown by aspecific time or date being given (its is Rysy at 2499 m, although Gerlachovsky Stit in
happening at eight this evening) or preparations Slovakia is higher (2655 m).
made to make it certain (the tickets have been
reserved at the restaurant).
Warm-up Revision of echo questions. Throw the
statement! You will need aball for this activity. Ss
Culture notes write down four sentences about themselves, one for
each of the following structures: Iam, Ihave, Ican
Amsterdam is the most famous city in the
and Ilike. Astudent reads one of their sentences and
Netherlands, although not the capital. It is well known
tosses the ball to another student who must respond
for its canals, bicycles and historic centre. There
are many famous museums, notably the Van Gogh
with an echo question. If the student gets the echo
Museum and Anne Franks house. question right, he or she continues. If they get it
wrong, they return the ball and the first student tries
The Colosseum is an ancient Roman amphitheatre in
again. Continue until at least all of the Ss have had
Rome. It is considered to be the largest ever built by
achance to make one echo question.
the Romans and one of the best examples of Roman
architecture and engineering. It could have as many as
50,000 spectators, who would mostly watch gladiators 1 Put Ss into pairs. Give Ss aminute to think about
or other public spectacles, including fake sea battles, their answers and then two or three minutes for the
animal hunts and re-enactments of famous battles. It Ss to discuss the questions. Then have aclass check,
is one of Romes most important and popular tourist eliciting opinions.
attractions.
Normandy is anorthern region of France, on the 2 Elicit from Ss what the story is in the pictures.
English Channel. It is very popular with English Then give pairs two minutes to add the captions
tourists who come to see the sites of famous battles, before doing aclass check.
drink the wine and eat the food. Normandy has aclose Answers 2 c 4 d 7 a 9 b
historical connection with England as William of
M02A_SUCC_TB_PINGLB_7131_U02.indd 26 18/10/2011 13:46

On our way
02
Work it out 5 Read through the task and model the dialogue.
Divide Ss into pairs. Give Ss aminute to think of
3 Ss try and work out the answers first in pairs. Then answers to the questions and then allow three minutes
look at each frame of the text separately and elicit to ask each other. Then put pairs into groups of four
answers to the following questions: What is the key and ask each pair to ask the people what their partner
phrase? (note in 6 there are quite afew possible key is doing, e.g. Whats Piotr doing tonight? In both
phrases). At this stage do not tell them if they are stages, walk around the class monitoring and taking
correct or not. note of mistakes. Then do aclass feedback session
Answers a5 were flying to London in four hours and maybe ask for some interesting answers to share
6Were staying one more night here in London; with the class.
Tomorrow were leaving for Amsterdam; OnWednesday
were visiting Paris; were spending aday in Rome; 6 You may need to pre-teach pop in. Ss first do the
Were coming home on Friday b 3 were going to visit task individually and then check in pairs. Then they
Europe this summer 6 Were going to see the listen ONCE only to get the right answers.
Colosseum. 8Imgoing to ask that policeman for help. Answers 1 are leaving 2 are you going 3 are going
4are flying 5 are staying 6 are you going to do
7aregoing to go sightseeing 8 am going to take
Check it out 9aregoing to go hiking 10 am going to pop
Refer Ss to the Check it out box. Read through and
check understanding with Ss. Then ask Ss to look at Optional activity: You might like to get Ss to listen and
the example sentences but now change the structures, repeat the questions and sentences involving going to
e.g. Were going to visit Europe this summer as Ss sometimes have problems with where to put the
becomes Were visiting Europe this summer. Elicit stress in this form.
how this changes the meaning (more definite, maybe
tickets are booked and hotels reserved). Elicit from Ss 7 You might need to pre-teach fortnight. Divide Ss
what the Present Continuous tense sentences would into pairs, one Student Aand one Student B. Atakes
mean without atime reference (We are visiting the role of Tom, and B is Pam. Give Ss aminute to
Europe without atime phrase would mean it is read through the prompts and prepare. Then pairs act
happening now and not in the future). Then elicit the out the dialogue. Ss then swap roles and do the
answers again for Exercise 3. Make sure that this time dialogue again.
Ss provide justifications for their answers. Ask each Answers We are leaving for the train station at half past
student that answers: Are you sure it is going to ten. We are going to France for afortnight. Were
happen? catching atrain to Paris at eleven oclock. Areyou
staying in Paris for the whole fortnight? No,we are
4 You may need to pre-teach the following words: staying there for the first week. Weve got areservation
platform, ferry, delay, babysit. Ss do the activity at ahotel near the Eiffel Tower. Well, we are going to
individually and then check in pairs before doing visit museums and Im going to practise my French.
aclass check. Make sure Ss give justifications for their Then we are going to go cycling in Normandy.
answers.
Answers 1 catching 2 going to write 3 meeting 8 Divide Ss into different pairs from those that were
4going to visit 5 going to explore 6 going used in Exercise 7. Ss now attempt the dialogue with
their books closed.
Mind the trap! Optional activity: Ss write adialogue of their own.
Refer Ss to the first example sentence. Ask Ss what They should try to make it as realistic as possible.
tense it is (the Present Simple) and how they know They can act it out to other members of the class.
(Igo skiing NOT Iam skiing). Tell Ss that most
leisure activities are used with the verb go, not as
verbs (here show the incorrect example). Ask Ss to
replace ski with other leisure activities. Remember to
tell Ss that leisure activities that need another verb,
e.g. play football, do not use go. Ss then look at the
second sentence. Identify the form with them and
confirm the meaning. Then substitute ski with other
leisure activities. Finally, do the same with the last
example and then confirm the difference in meaning
between going skiing and going to go skiing, i.e.
in the first example it is adefinite plan and in the
second it is more an intention. To finish, elicit that
there are two go verbs in the final sentence.

READING AND listening and give only abrief outline of the item so,
as ahomework task, Ss could find out more from
In this section Ss will practise reading and listening the Internet or books and be encouraged to make
for specific information and gist. They will also avisually interesting poster that could be used for
get further practice in going to and the Present display in the classroom. They could also present their
Continuous for future plans. findings to each other, in groups, at the start of the
following lesson.
Culture notes Warm-up Revision of the Present Continuous for future

plans and going to. Getting the message. Ask Ss to
The Sorbonne is the more common name for the
draw two grids of two columns and four rows. In the
University of Paris. Founded in 1253, it was originally
top row they should write Saturday and Sunday, and
one of the colleges of the University of Paris. This was
closed in 1882 but the Faculty of Theology continued to the remaining rows should be for Morning, Afternoon
be called The Sorbonne. In 1971 the Paris University and Evening. Tell Ss to write in their plans for the
was divided into thirteen different universities. coming weekend. As Ss do this, write your own grid
However, the head office for all thirteen universities is on the board. Make sure that on Saturday morning
in the Place de Sorbonne hence the reason why people you are somewhere where at least one student in the
still say they study at The Sorbonne. class can get to you. Then divide Ss into pairs and
The Seine is the name of the river that flows through ask them to fill in the grid with what their partner is
the centre of Paris. It is famous for its romantic views doing. Elicit from Ss that they should use going to
and has become amajor tourist attraction. There are if its not definite and the Present Continuous if it is.
thirty-seven bridges that cross the river Seine in Paris Also elicit from Ss the possible questions, e.g. What
alone. In fact, the Seine is amajor river and is actually are you doing on Saturday morning? When all
776 kms long. pairs have completed their grids, tell Ss that you will
The Sacr Coeur Basilica or the Basilica of the have an important message to give the Ss before next
Sacred Heart is amajor landmark in Paris. The view Mondays lesson. Point out what you will be doing
from this beautiful Roman Catholic church is quite on Saturday morning and find someone who you can
astounding as it looks across the whole of Paris. It is meet to pass on the message. Then, either as awhole
found in the Montmartre district, which is famous for class or, in large classes, in groups, try and make sure
its art scene. that all Ss get the message by Sunday night.
The Picasso Museum is famous for having one of
the largest collections of Picasso art. It was opened in 1 Check that Ss understand the meaning of rucksack
Barcelona in 1963 on Picassos own request. It houses and suitcase. Ss discuss the questions in pairs for
atotal of 3,500 of Picassos pieces. acouple of minutes and then have ashort class
The Gothic Quarter is the centre of the old city discussion. As aclass, brainstorm all the things that Ss
in Barcelona. The word quarter is usually used might pack in their rucksack/suitcase. This will allow
to describe acertain area in atown and city with you to check much of the vocabulary for Exercise 2.
aparticular description. In this case, the Gothic Quarter You could in fact elicit all the vocabulary items without
in Barcelona is named like this because most of the Ss knowing you are preparing them for Exercise 2.
buildings in the quarter date back to medieval times.
2 Ss do this activity individually and then check in
pairs. Do not overtly pre-teach the vocabulary
Using the culture notes beforehand. In the class check, ask Ss to point out the
The culture notes in the book are mainly designed items that are in the picture and either ask Ss to
as areference for teachers in case Ss ask for more explain or draw on the board the item that is not in the
information about people or places mentioned in the picture (i.e. adaptor plug, shampoo and waterproof
book. However, you could also incorporate them into jacket). You could also ask reasons why they should
the lessons in anumber of ways: consider taking the items. Do the first two questions as
1. Comparisons with the Ss country aclass and the third can be done in pairs or as aclass.
For example, with the culture notes in this unit, Ss
could discuss who they think their countrys most Answers Things in the photo: anti-sickness tablets,
famous musician or writer is and brainstorm facts battery charger, camera, guidebook, money belt,
about the persons life such as their major works and passport, penknife, playing cards, rail timetable, suntan
achievements. lotion, toothbrush, towel
2. Inspiring the Ss 1 They are travelling round Europe, especially Italy and
Where there is no obvious corresponding information Spain. We can tell because of the guidebooks and
about the Ss own country, the culture notes may phrase book. 2Possibly by train because of the train
stimulate their imagination. As an example, rather timetable.
than looking at real peoples lives, Ss could work
together to create afictional biography of afamous
person, perhaps imagining future things they will do.
3 Give Ss aminute to read through the questions.
Ask if any of the Ss think they know any of the
3. Find out more answers. Play the recording ONCE only while Ss read,
This is away of using the culture notes to generate then do aclass check. Check where in the text Ss
homework. The notes themselves are necessarily brief
found the answers.

On our way
02
Answers 1 T 2 F 3 T 4 F 5 F 6 F Quarter and were probably going to go to the beach
this evening. Iknow! Im sorry you cant be here with
4 Check understanding of the questions before us, though. No, were staying at ayouth hostel but
playing the recording ONCE only. Then give Ss two its actually really comfortable. Well, the day after
minutes to check their answers in pairs and then do tomorrow, were travelling into France. Ireally want
aclass check. to go to Bordeaux. No, Iunderstand, thats OK. Catch
you later, byeee!
Answers 1 M and J 2 M 3 M 4 M 5 J 6 M 7J
Answers 1 Germany 2 Paris, France 3Barcelona, Spain
5 Ask Ss to read through the sentences in the task
and ask them to guess which words might fit. Elicit 7 Ss do the task individually and then check in pairs
some possible answers. Then direct Ss to the texts before doing aclass check.
and give them five minutes. Then do aclass check.
Answers 1 H 2 R 3A 4 A 5R 6 H 7 H 8 R 9H 10 R
Answers 1 distances 2 over/under 3class
4convenient 5 around 6 minute 8 Divide Ss into groups of three or four. Ask Ss to
read through the first bullet point on page 120. Check
Optional activity: Divide Ss into pairs and ask them to
understanding. Then direct Ss to the map on page 17
write six questions, each one using one of the words
and tell them to use the map when planning their trip.
tested, to ask their friends.
Ask Ss to read the second bullet point. Give Ss about
five minutes to discuss the trip and plan their
6 Tell Ss that they are going to listen to three people itinerary. Then go through the third bullet point with
and they ONLY need to identify where they think the
them. On the board, brainstorm phrases that they can
travellers are. Play the recording ONCE only and then
use. Give Ss another five minutes to prepare their
do aclass check with Ss providing justification.
short presentations, making sure that everyone in the
group says something. Listen to the presentations and
ask questions after each one to encourage more
One Adam thought and use of English. Finish with ashort
Hi, Dad. How are things? Well, were having abit discussion on the best plan.
of anightmare, actually. Charlies lost his passport. Optional activity: Ss can prepare their own brochures,
Yeah, Iknow. No, were at the station at the moment.
with pictures of the planned trip and descriptions of
Well, were queuing up at the lost property office
the things that will be done in each place, as if they
but the chances they have it are pretty small. Well,
luckily, Nathan speaks pretty good German. Dad,
are selling tickets for the trip. This can be then put on
could you do me afavour and look up the address of the wall for Ss to browse and choose what they think
the British Consul? Ithink Hamburgs probably the is the most interesting trip.
nearest big city. Can you phone me back when you ADDITIONAL PRACTICE: Photocopiable resources.
find it? Great! No, were trying to keep calm. We still Resource 4: Oh! You need a
want to travel to Austria on Saturday but now Idont
know if OK! Speak to you soon. Bye!
Two Harvey
Yeah, we got here on Saturday morning. Can you
still hear me? Sorry, the receptions not very good.
No, Im actually climbing up to the viewing platform.
677 steps or something really tiring! Almost there,
though! No, the weathers really miserable, actually
Im glad Ive got my waterproof jacket with me. Yeah,
were staying with afriend of Beckys shes doing
acourse at the Sorbonne. No, just two nights. Were
travelling to Lyon on Monday morning and then on to
Marseilles. Hang on! Im on the viewing platform now.
Wow! What abrilliant view! Fantastic view up the
Seine. Really takes your breath away! Sacr Coeur?
Hold on yes, Ican see it! Wonderful! Yeah, Im sorry
youre stuck in boring old Bristol, mate!
Three Rachel
Hello? Oh, hi Millie. Well, if you must know, the suns
shining and Im sitting in an outdoor caf eating
aplate of delicious paella, watching the world go by!
Yes, were having an absolutely fantastic time. Well,
this afternoon were going to the Picasso Museum
and then were going to walk around the Gothic

SPEAKING AND LISTENING Debbi: The Lowry ahuge arts centre with two
theatres, concert halls and exhibitions of art and
This section introduces Ss to making suggestions, photography. Hmm, sounds good!
agreeing and disagreeing with them. Ss listen to Will: Great! So, thats adecision, then.
aconversation which gives examples, practise Debbi: And after that we could go shopping. Ireally
these examples and then get the chance to use the want to go to Afflecks.
expressions themselves. Will: Yeah, thats fine with me! Craig says Afflecks is
brilliant. And then perhaps lets go to Chinatown for
something to eat. If weve still got time, of course
Warm-up Revision of vocabulary from the last lesson. What do you think?
Backwards dictation. Tell Ss you are going to Debbi: Im sorry but Im not mad about Chinese food. Why
dictate some phrases from the last lesson. You will dont we go to one of the cafs at Afflecks instead?
spell the words and Ss should write them down. Will: Yeah, good idea.
However, to make it more difficult, you are going to
say the phrases backwards and pause after every Answers The Lowry and Afflecks
three letters, not at the end of each word. When they
have finished, Ss read through their letters and try to SPEAK OUT
identify where each word starts and finishes.
Dictate: etu nim tsa ltn ein evn oce fin kne 4 Check that Ss understand what asuggestion is. Give
pse cna tsi dgn olg ulp rot pad ass alc dno ces Ss amoment to read the Speak Out box but do not
Words: second class, adaptor plug, long distances, explain anything yet. Then play the listening ONCE only
penknife, convenient, last minute for Ss to underline the phrases. Then do aclass check.
Answers All the expressions are used except Yes,
1 Ss discuss the questions in pairs. Then do class Sure and Why not?
feedback. Try and make sure Ss write at least five
different pieces of information in their pairs.
5 Ss listen and repeat each phrase as aclass. Then
2 Quickly check that Ss understand all the places. pick individuals randomly.
Then give Ss no more than two minutes to do this task
and then class check. Ask Ss which of the places they Tapescript CD1 Track 19
would like to visit, and why or why not. Doing this 1 Lets go for awalk.
may help Ss understand the upcoming listening better 2 Good idea!
by foregrounding some of the comments that Will and 3 Do you fancy going to the cinema?
Debbi make. 4 That sounds good!
Answers art gallery, clubs, concert hall, museum, 5 How about visiting the museum?
restaurants, shopping centre, stadium, theatre 6 Why not?
7 We could go to aclub.
8 Im sorry but it isnt really my cup of tea.
3 Tell Ss that they are now going to listen to two 9 Im not keen on clubbing.
people planning to visit places in Manchester. Play the
listening ONCE only and Ss take notes individually.
6 Give Ss two minutes to do the task individually and
Give amoment for Ss to check in pairs, then do aclass
then another minute to check in pairs. Then play the
check. Ask for justifications for answers.
recording ONCE only and class check. Then play
again, with Ss repeating each statement.
Answers 1 about 2 going to the theatre 3go to the
Will: Ooof! Its nice to sit down at last! cinema 4keen on 5 go for awalk 6 That sounds
Debbi: Yeah all of asudden Ifeel really tired. So what are
our plans for tomorrow? Its our last day in Manchester
and there are lots of things weve still to see! 7 Go through the instructions with the class and
Will: Im not sure. Have you got your guidebook there? model the example. Then divide the class into pairs
Debbi: Yes, here you are. How about visiting the and let them complete the task. Go round and monitor
Museum of Science and Industry? It sounds quite as they do it. At the end, choose acouple of pairs to
interesting. Why are you looking at me like that, Will? do the dialogue for the whole class and highlight any
Will: Well, Im sorry but Im not keen on the idea. Imean, problems you overheard.
neither of us is really interested in science, are we?
Debbi: Well, Isuppose not. Do you fancy going on the Possible answers 1 A: How about going to the theatre?
Manchester United tour? B: Im not keen on the theatre. Why dont we visit the
Will: Im sorry but you know football isnt really my cup museum? A: Fine with me! 2 A: Do you fancy going to
of tea. the shop? B: That sounds good! 3 A: Lets go
Debbi: Oh, go on, Will sightseeing around the city. B: It isnt really my cup of
Will: Anyway, look at the price! Its too expensive. How tea. Why dont we go to the zoo instead? A: Sure!
about going to the Lowry? 4A:Why dont we go to the country on Saturday?
B:Yes. Why not? A: How about taking our bikes?
B:Thats agood idea!

On our way
02
8 Divide Ss into pairs and direct Ss to the relative 2 Read through the instructions and go through the
role descriptions on page 123. Give Ss aminute to prompts with Ss. Make sure they know what to finish
read their roles and then afurther two minutes to do the prompts with, e.g. Im going to visit APLACE.
the dialogue. Walk around and monitor. Highlight any Give Ss three minutes to prepare what they are going
issues that came up while you were monitoring. to say and then Ss tell each other about their holidays
in pairs. Go round the class and monitor. When all Ss
Optional follow up: Suggest some other scenarios
have finished, ask them to tell you about their
where they could discuss suggestions and come to an
partners dream holiday.
agreement, e.g. going to arestaurant, aplace to go on
holiday, something to do at the weekend.
Mind the trap!
Read through the box, emphasising the use of the
VOCABULARY | Holidays prepositions. Then call out arandom list of
countries, towns, places and buildings and elicit the
This section recycles and reinforces vocabulary correct prepositions from Ss.
related to holidays and the use of some
prepositions. 3 Ss do the task individually and then check in pairs
Special difficulties: Pay special attention to the use before doing aclass check. When you check the
of prepositions. There is no real rule to this and Ss answers, ask Ss if there is acollocation (aword that
would do best to learn prepositions in relation with the answer always goes with) and if so, what it is.
the words they go with, i.e. like collocations. Look back at Mind the trap! and ask Ss if there are any
examples in this exercise. Also ask Ss if there are any
other prepositions being used here and why they are
Warm-up Revision of suggestions. Suggestions being used (e.g. on holiday is acollocation). Tell Ss
mania. Before the class prepare slips with the that prepositions dont always have rules and so they
following phrases: Aplace to visit, Arestaurant to need to learn the collocations.
go, Acountry to go to Afilm to see, An activity
to do for each group you are planning to have in Answers 1 at 2 on 3 agents 4 booking 5delayed
class. In class, divide Ss into groups of four. In each 6towel 7 in 8 at 9 at 10 go shopping 11lost
group, one student is identified as suggester, one property office
as disagreer, one as agreer and one as marker. The
marker must have apen and paper in front of him/ 4 This should be divided into two tasks. First, in
her. The suggester picks up one slip. Tell Ss that they pairs, Ss should answer the first three questions by
now have two minutes to make as many suggestions, looking at the advert. Then do aclass check. Make
acceptances and rejections of that suggestion as they sure you check understanding of the phrases in the
can. The marker will count the number completed. box for the third question before Ss begin. Then ask
Tell Ss when to start and watch the clock for two Ss to consider the last two questions for about three
minutes. At the end of two minutes, Ss in each group minutes, before having aclass discussion.
swap roles and choose the next slip. Continue until all
the slips are finished. The team that has completed Possible answers 1 sunbathing, swimming 2Turkey,
the most correct suggestions and replies wins. As Ss Croatia, Greece
do the activity, go round the class monitoring and
Optional activity: Ss could write aparagraph about
taking note of any problems.
why their country has great places to visit. This can be
done as suggestions for visitors coming to the country.
1 Think Back! Direct Ss to the advert. Identify with
them the headings of each section and encourage ADDITIONAL PRACTICE: Photocopiable resources.
them to fill in the gaps with more examples. Ss work Resource 5: The best holiday
individually and then in pairs. When they are in pairs,
encourage them to check through the unit for other
words they can add. Then do aclass check.
Possible answers 1/2/3 by train/plane/ferry/boat/ship
4/5/6 at aguest house/YMCA/pension/hotel, bed and
breakfast, in acaravan, with afamily 7/8/9 swimming,
sailing, camping, skiing

writing | Formal email board. Then Ss write their own sentences and then
mime them to their partners to guess. Finally, pick
afew to mime to the whole class.
This section looks at the difference between formal
and informal emails and how to write formal ones.
1 Start by dividing Ss into pairs and asking Ss if they
It also looks carefully at how to make indirect
would like to learn English in Britain and why? Give
questions. This is presented through the topic of
them about two minutes to discuss this and then
attending language schools and doing working
share the answers with the whole class. Then give Ss
holidays in an English-speaking country.
an extra five minutes to complete the rest of the task.
Special difficulties: (1) Ss may have trouble As part of the class check make alist of all the missing
understanding the concept of formal emails as they information questions on the board and then ask the
will have almost never come across this before. class to grade the list and identify the four most
Make sure you establish the importance of formal important questions.
emails if you want them to retain this information.
Possible answers
(2)Ss may have problems with the different word
2 No: cost of courses, length of courses, what help is
orders involved with indirect questions. Make sure
given for accommodation, certificates, etc. Possible
you go through this carefully and Ss are aware
questions: How much does the course cost? How long
of how the word order changes, especially when
does each course take? Do you help me find
dealing with wh- questions. You may also need to
accommodation? How can Ifind accommodation? Do
present the use of if for making yes/no questions
you give acertificate at the end of the course?
indirect. (3) In class, you can do writing activities
in groups and pairs which means that the writing
activity becomes more communicative and Ss can 2 Ss do this task individually before class checking.
share what they know and support each other. Ss will only need aminute to do this. Compare with
However, it does also mean that some Ss may get the list of questions on the board. Ask Ss if they have
away with doing nothing. The best way to deal with written an email like this before. If so, when?
this is to do the preparation in groups but all Ss
will, at the end, write their own individual texts. 3 First, ask Ss to read the second email. Ask Ss which
email is similar to the emails they write. Then ask Ss
to compare the two emails using the questions. Ss do
Culture notes this individually and then check answers in pairs. Note
that for the second part of each question there may be
There are many different language schools in avariety of answers which may include indirect
the UK. Some of these schools work all year round questions. Do not explain indirect questions at this
and some are only open in the summer. Some are stage. Elicit from Ss why aformal email would be
private language schools while others are courses better to respond to the advert from Exercise 1 (its
run by educational colleges. The second group is more polite, its official, it gives agood impression, we
mostly, though, for people wishing to study or live in are asking for information).
the UK. Private language schools will usually either
provide accommodation for students in families or, Answers 1 Email 1 Ihope you can, Firstly, could you
especially the summer schools, will offer residential tell me, Id also like to know, Finally, Ihope to hear from
courses where the students live on campus. All year you soon, Regards 2 Email 2 3 people we dont know,
round schools offer avariety of different courses businesses and institutions
ranging from General English to English for very
specific purposes and will also prepare students for
international exams. Summer schools tend to provide 4 Go through the examples of direct questions and
language courses plus avaried social programme. indirect questions together as awhole class. Then give
Ss acouple of minutes to think about the questions.
As an option to language schools, Ss may choose
Ss do the activity individually, then check in class.
to do working holidays in the UK. These could
be working at touristic places, for example working
When you finish question 3, write the two phrases on
at one of the many National Trust centres in the the board and leave aspace before finishing the
UK. This could involve service work like working in examples: Id like to know ... how many hours of
acaf or shop or even guiding visitors around famous classes there are. Could you tell me how much it
houses. There are also opportunities to work on farms costs? Ask Ss if the word order is the same as the
or at summer camps. However, applicants do need direct questions (no). What has changed in the first
to be careful that the working holiday they choose is example? (The verb is at the end.) What has
reliable. changed in the second example? (do/does has gone
and the verb is at the end of the sentence.) Do the
Warm-up Revision of vocabulary of holidays. Mime the questions all have questions words? (yes) What are
holiday. Elicit from Ss the phrases they used to they? (how many, how much, when) What other
describe their imaginary holidays in the last lesson question words could be used? (where, when, how,
and write them on the board, e.g. You are going to who, etc.)
visit (Paris). You are travelling there by (train). Answers 1 A 2 B 3 Id like to know, Could you tell me
You are staying (at ayouth hostel). Mime your
holiday so that Ss can complete the sentences on the

On our way
02
5 Ss work individually, then check in pairs. In the Optional activity: It is possible, and probably better,
class check, make sure that Ss are getting the word to use if to create some of the yes/no questions
order correct. When you have checked, write Is the in Exercise 7: Could you tell me if there are
school near the park? Elicit from Ss the possible any places on your Pre-Intermediate course?
answers (yes/no). Could you tell me if there is much free time for
sightseeing? You may like to introduce this to your
Answers 1 what your phone number is 2 where you Ss. Make sure they understand that if is used only for
live 3 where the nearest youth hostel is 4 what time polar questions when making them indirect.
we are arriving
Optional activity: The issue of how to report using if

8 Give Ss afew minutes to read the advert and think
about the questions and then afurther three minutes
may need to be addressed. If so, write Could you
to discuss. Have aquick class discussion, putting any
tell me on the board and elicit the rest of the
possible ideas that Ss can use later on the board.
indirect question. It is unlikely that Ss will know it
immediately but prompt by giving each word one by
one until they can elicit the rest themselves (if the
9 Divide Ss into groups of three or four for planning.
Ask Ss to look at the prompts and discuss what they
school is near the park). Ask Ss: What replaces
are going to write. Give them about three minutes,
the question word? (if) What else is different from
walking around and monitoring. Then give Ss about
the question? (the subject is before the verb). Then
six minutes to write the emails individually. Make
write up the following on the board: Does the school
yourself available especially to the weaker Ss as they
have aswimming pool? Elicit the answer from Ss
will probably need help with grammar. Then put Ss
in the same way as above, i.e. Could you tell me if
into pairs. Make sure that you dont have pairs of two
the school has aswimming pool? Elicit that, again,
very strong or two very weak Ss. Give Ss six minutes
do/does is not used in indirect questions. Write the
to look at each others work and correct. Again walk
following questions on the board and ask Ss to turn
around to give assistance where necessary. Then build
them into indirect questions:
amodel answer on the board with the help of the
Does the school have abus service?
class.
Is there acaf in the school?
Are there winter courses? Optional activity: For homework, Ss find an
Does the shop sell sandwiches? advertisement on the net or in apaper and write an
email requesting information. Make sure Ss give you
6 After completing the activity individually, Ss check acopy of the advert with their email.
in pairs and decide on the justification for each
ADDiTiONAL PRACTiCe: Photocopiable resources.
answer. Give Ss about two minutes to read.
Resource 6: Your holiday plans
Answers Pers email is better because it is more polite
and more formal. He doesnt use colloquial vocabulary
(e.g. Hi guys, Ilove, its cool, kisses) or style (multiple
exclamation marks and question marks, smileys).
TRAIN YOUR BRAIN

7 Read through the Train Your Brain box with the
class. Return to the first points and, as aclass, elicit
possible ideas for the subject box and then choose one
from the ideas. This ensures that the class is focused.
Ss then, in pairs, rewrite the email. Check as aclass by
Ss writing the model answer on the board.
suggested answer
To: info@1class.co.uk.net
From: blackcat7@mailbox.com
Subject: Information about 1class school
Iam anineteen-year-old student from San Salvador.
Iam interested in doing aPre-Intermediate course
atyour school. Ihope you can answer some questions
for me.
Firstly, could you tell me how much the accommodation
costs? Also, are there any places on your
Pre-Intermediate course? Finally, could you tell me
howmuch free time Iwill have for sightseeing?
Ihope to hear from you soon.
Regards
Maria Gonzalez

exams revision 1 units 12
INTRODUCTION 2 Start by brainstorming as many prepositions on the
board as Ss can recall. Then elicit as many collocations
These review sections give students achance to revise as the class can think of. Ss then do the task
the grammar and vocabulary of the previous two units individually before doing a class check.
of the book as well as giving them important exam
practice in reading, listening and speaking skills. Answers 1 on 2 on 3 at 4 in 5 by
It is suggested that, at the beginning of the course, the

activities can be done mainly as pair or group work 3 Tell Ss to cover the words in capitals and read the
with lead-ins to the exercises to remind students of sentences, thinking of (but not writing) what word
the grammar or vocabulary or to give them help with could go in the gaps, e.g. 1 week. Elicit what kind of
techniques for carrying out the activities successfully. word each is, e.g. 1 noun. Ss then look at the words
The main aim here is to increase the students given and do the activity in pairs.
confidence and to help them see how they can Answers 1 fortnight 2 waterproof 3inconvenient
improve their performance in the exam. 4neighbourhood
As the course continues, however, it is important
to give students more and more exposure to exam 4 Ss work alone and then compare what they wrote
conditions and let them attempt the activities with in pairs. Elicit answers from the class.
less help from you. At this stage it is more useful to
Answers 1 doesnt like 2 is not doing 3 am never late
tell students to do the activities alone but to allow
4 not going on/not going to go on
them to compare answers with others before feedback
to avoid weaker students being put on the spot. After
eliciting answers from the students, focus on areas 5 Ss work alone to complete the exercise, then join
which they are having most difficulty with and look at up into groups of three or four to compare answers
what the correct answers should have been and why. and to try to convince each other that they are
correct. When groups have agreed on the answers,
By the end of the course, you could set all activities elicit and correct where necessary.
as amini test. Time limits would be set which would
approximate the time allowed in the students end of Answers 1 c 2 a 3 a 4 a 5 b 6 a 7 a 8 a 9 b
year exams. If time and space permit, take students
out of the classroom in pairs to do the speaking part
of the revision section whilst the rest of the class are
doing the rest of the activities. If this is not feasible,
Pronunciation
students could do the speaking task in front of the 6 Ss listen to the words given in the table. Drill
class with no practice beforehand. Although stressful, carefully, making sure that Ss are saying them with
students will need to overcome such stress in the the correct stress. Ss then look at the other words
exam itself. given in pairs and try to guess the stress pattern of
each. They then listen to check their ideas and put the
words into the correct column. Play the CD again and
Vocabulary and grammar drill all.
1 Ss have books closed. Write the following five Answers Ooo nowadays, classical, generous, property
words from the exercise on the board and elicit what oOo convenient, cathedral, frustrating, romantic
they mean: snorkelling, train, battery charger, ooOo multilingual, optimistic, reservation, pessimistic
modest, shopping centre. Ss guess what the five
categories are and then look in their books to check
and complete the exercise.
Answers Personality adjectives laid-back, reserved,
modest, passionate (big-headed, quiet, clever, funny,
outgoing, caring, serious, romantic, selfish, talkative,
hard-working, generous, punctual, loud, polite,
sophisticated) Means of transport train, motorbike,
ferry (car, coach, plane, foot) Holiday activities
snorkelling, camping, sightseeing (trekking, sailing,
fishing, sunbathing, cycling, climbing)
Items for aholiday battery charger, money belt,
penknife (adaptor plug, anti-sickness tablets, camera,
guidebook, passport, playing cards, rail timetable,
shampoo, sleeping bag, suntan lotion, toothbrush,
towel, waterproof jacket) Town attractions art
gallery, shopping centre, theatre (cathedral, cinema,
clubs, concert hall, museum, restaurants, stadium)
M02B_SUCC_TB_PINGLB_7131_REV1.indd 34 11-09-26 17:55

Listening skills Reading skills

7 Allow Ss one minute to read through the statements 8 Ss read through the four sentences and, for each,
carefully to make sure they know exactly what to do. underline key words which will help them to carry out
After the first listening, allow Ss to compare answers in the activity successfully, e.g. 1 400 million. When Ss
pairs and then play the CD again for Ss to check and have completed the task, ask how they can be sure
note what is said which gives them those answers. they are correct.
Answers 1 T 2 T 3 F 4 F
Paula: Jodie?! Whats going on in here? What are you 9 As Ss have already read this text, this task should
doing? be pretty easy. Give them two minutes to read again
Jodie: Dont say aword, Paula! Were going away for and choose the correct answers. In the class check,
the weekend tomorrow, and Ihave to pack my things make sure Ss give justification for their answer.
but Ive got too much stuff. My mum is going to be
mad at me! Answer b
Paula: Whats the problem? Youre only going away for
aweekend, right?
Jodie: Its along weekend! Three days! It isnt easy,
you know Mum says Ican only take one bag, but Speaking skills
Iwant to take all of these things, and the bag is too 10 Put Ss into pairs and allow them aminute to read
small! through the instructions. They should try to carry out
Paula: Havent you got alist? Ialways use alist when
the roleplay as naturally as possible and respond
Ihave to pack.
spontaneously to what their partner says. When Ss
Jodie: No, Ihavent. Which of these sweaters do you
have finished, nominate an Aand aB from different
like better the green one or the black one?
Paula: Idont know, but listen
pairs to act out the roleplay in open class, again
Jodie: Oh well, Im going to take both of them, then. making the task amore spontaneous one than if they
Paula: Jodie! You really dont need to take two sweaters had already practised together.
with you. Model answer
Jodie: Hmm, but theyre so cute! A: Hello, could you give me some information about the
Paula: Do you want my advice? Think about where camping trip to Brighton, please?
youre going and what youre going to do there. B: Certainly. What would you like to know?
Its better to pack light! By the way, where are you A: Could you tell me if there are any places available?
going? B: Yes, we have got seven places available.
Jodie: To France Paris. My dad booked everything A: How much does the trip cost and how do we get to
on the Internet. Brighton?
Paula: Oh, youre so lucky! Its awonderful place! B: It costs 100 for ten days. We are going to travel to
Jodie: Yeah, Iknow Were going to Eurodisney, Brighton by coach from London.
and A: Could you tell me what we can do in Brighton and
Paula: Really? what Ishould take with me?
Jodie: Uh huh, and Im going to practise my French, B: In Brighton you can swim in the sea, go shopping,
and maybe Ill meet some nice people, and visit the museums. There are lots of things to do. You
Paula: And youre going to fall in love with alovely need to bring asleeping bag but you dont need atent.
French boy, and youre going to walk hand in hand by Weve got tents.
the river A: OK. Thank you very much.
Jodie: Yeah, yeah but Im going to take both
sweaters anyway. Imean, it can be cold in Paris,
especially by the river in the evening
WRITING SKILLS
Answers 1 T 2 F 3 T 4 F 5 F
11 Give Ss two minutes to read the text. Then tell Ss
to read again and underline the key words. Check:
local youth club invites young people, variety of
activities, email, introduce yourself, if foreigners
can participate, hobbies, express interest in,
certain activity, when your activities take place,
how big groups are, if you have to pay, what you
have to do to take part. Brainstorm as aclass types of
activities that the youth club might do. Then give Ss
fifteen minutes to write their draft. Ss then work in
pairs. They swap each others emails and check them.
Give Ss another ten minutes to rewrite before taking
them in or building the best email on the board with
the class.

03 Growing up
Read, listen and talk about school and education; growing up.
Practise the Past Simple and used to for past events; adjectives with -ed/-ing endings.
Focus on asking for permission; predicting in reading and listening.
Write a personal recollection.
EXAM FOCUS Topic: School

Speaking Asking for permission: SB p.28, ex.6
Describing a photo: SB p.24, ex.2; p.28, ex.1; p.30, ex.1 Unit 3 Materials
True/False: SB p.31, ex.8 Photocopiable resources 7, 8, 9
Reading Multiple choice: SB p.26, ex.9 Testing and Evaluation Programme tests
Matching: SB p.26, ex.7
DVD-ROM Unit 3
Grammar and Error correction: SB p.29, ex.3
vocabulary Sentence completion: SB p.29, ex.6
Word formation: SB p.30, ex.3
Writing Description of past events: SB p.25, ex.10
Grammar and reading first teacher? 4 Where was your first school? They
can use some phrases more than once. Put Ss into
groups of four and number them 14. Ss ask other Ss
This section recycles the Past Simple on the topic
in their group their numbered questions (number 1s
of memories of school.
ask question 1, etc.) but have to do it politely by using
Special difficulties: This shouldnt be new to Ss at indirect questions. Give groups five minutes. Then ask
this level so it would be better not to give a teacher- individual Ss to tell you one answer to their question.
led presentation but to let Ss show you what they The rest of the class identify the indirect question and
can do and then correct where necessary. then guess who gave that answer.
1 In pairs, Ss ask and answer the questions. Then do

Culture notes aclass check.
Schools in England 2 Check understanding of the vocabulary in the box. Ss
The normal school system in Britain is as follows: look at the photo for one minute and think about their
Aged 34 Nursery school answers without looking at the text. In pairs, Ss share
Aged 57 Infant school their answers to the three questions using the words
Aged 811 Junior school from the box. Next, Ss read and listen to see how close
Aged 1116 Secondary school their answers were to the girls experience. Ask Ss to
Aged 1718 Sixth form (at secondary school or compare this with their own experience of their first day.
in aseparate sixth form college)
Schools have three terms: September Christmas, Answers 1 She is five years old. 2 It is her first day at
Christmas Easter, Easter late July. Summer holidays school. 3She is scared/nervous (cried all the
are six weeks long, Christmas and Easter holidays are way/didnt want to go).
about two weeks long. Students take GCSE (General
Certificate of Secondary Education) exams at age
sixteen (the end of their fifth year at secondary school). Work it out
They can then leave school or go on to study for 3 Before Ss do this exercise, give Ss aminute to read
A-levels which are needed to get into university. through the text to find all the things that Kate did on
her first day at school (walked, cried, thought, learnt,
Warm-up Introducing the topic of the lesson and revising sang, clapped). Give another minute to find out what
indirect questions. First day at school? Write the other things happened (abell rang, everybody
following phrases up on the board: stopped running and went inside, MrsBell spoke, Mrs
do you remember about / your first day atschool / Bell read astory). Class check and then Ss do the
thenameof / wherewas / howdid / whatwas / exercise in pairs.
what/ yourfirstschool / youfeelon / eachstudent /
Answers 1 Past 2 was/were 3 walk/walked, cry/cried,
yourfirstteacher
look/looked, stop/stopped, clap/clapped, ask/asked
Ask Ss, in pairs, to make four questions using the
4have/had, know/knew, ring/rang, go/went, think/
phrases, i.e. 1 How did you feel on your first day
thought, speak/spoke, learn/learnt, sing/sang, read/read,
at school? 2 What do you remember about your
sit/sat, say/said, make/made
first day at school? 3 What was the name of your
M03_SUCC_TB_PINGLB_7131_U03.indd 36 18/10/2011 13:48

Growing up
03
4 Ss should be able to do this without referring to the 9 Before listening, tell Ss to think of the answers.
text. Only ask them to look if you class check and they Elicit answers in open class. Then play the recording
dont have the answers. ONCE. Play the CD asecond time if Ss are having
trouble. Ss can also give the answers to the questions
Answers 1 walked 2 didnt 3 Did 4 did 5 didnt
in their own words.
Check it out Tapescript CD1 Track 25
(Interviewer: Were you scared before the first day?)

For each box, e.g. affirmative to be, ask Ss to give
Speaker 1: Nah, not really. Ialready knew alot of kids
simple example sentences, e.g. Michael Jackson was in my class because we all went to the same primary
asinger. Encourage Ss, in pairs, to make sentences school. So no Iwasnt scared before the first day.
using all the time expressions, e.g. Yesterday we (Interviewer: What did you wear?)
learnt to write formal emails. Speaker 2: Ooh, Im not sure but Iremember Ifelt
really proud because my mum bought me some
5 This can be done individually and then checked in new clothes the weekend before school started. So
pairs or as aclass game. Ss close their books. Write Iprobably wore new trainers and anew jacket on my
the words on the board or dictate them for Ss to write first day.
down. Ss put their hands up as soon as they know (Interviewer: Did you make any new friends?)
which is the irregular verb. Ask astudent to come to Speaker 3: Yes. Iremember that during the first lesson
the board and write the past form. Ss then open their Isat next to aboy called Paul and we both made
books and write the answers alone. friends really quickly. We had alot in common we
were both interested in motor sport.
Answers 1 think (thought) 2 buy (bought) 3forget (Interviewer: Did you like your form tutor?)
(forgot) 4 feel (felt) 5 wear (wore) 6 give (gave) Speaker 4: Yes, very much. Our form tutor, Mrs Adair,
was like agrandmother to us. She was afunny old
6 Drill the three verbs given in the example box and lady in glasses. She wasnt strict at all. Everybody
elicit the difference in the sound of the -ed ending. Ss, really liked her.
in pairs, try to guess the sounds of the verbs in (Interviewer: How did you spend the first day?)
Exercise 5. If there are any disagreements, write on Speaker 5: Well, our form tutor gave us the timetable for
the board with aquestion mark. Listen and repeat the term and then we met our new teachers for the
from the CD once and then ask Ss to confirm the first time and that was all really. We didnt do very
much on the first day.
answers on the board. Ss then copy the correct table
in their books. It may be agood idea to drill once more
to confirm they have retained the verbs. Answers 1 e 2 f 3 c 4 b 5 a
Answers /d/ phoned, rained, listened, stayed, lived

10 Ss create notes by answering the questions in
/t/ worked, talked, watched, promised, laughed
Exercise 9. Then they analyse the text on page 24.
/id/decided, shouted, visited, hated, invited
Elicit the purpose of each paragraph introduction,
before school, at school and after school. Ss
7 Ss work in pairs to write question forms and brainstorm content for each paragraph. Encourage
answers. Ss ask and answer in open class. Elicit them to do avocabulary mind map with useful nouns,
corrections where necessary. verbs and adjectives. Once they have finished writing,
Ss can swap descriptions to check and read.
Answers 1 How old was Kate? She was five. 2Did Kate
walk to school on her own? No, she didnt. She walked
ADDITIONAL PRACTICE: Photocopiable resources.
with her mum. 3 What did everyone do when the bell
Resource 7: Its all in the past!
rang? They stopped running and went inside. 4 What
colour were the walls? They were yellow. 5 What was
Kates teachers name? Her name was Mrs Bell. 6 Was
the teacher strict? No, she wasnt. 7 Did the children
sing songs? Yes, they did. 8 Did Kate enjoy her first day
at school? No, she didnt.
8 With books closed, write When did you last on

the board. Elicit possible endings. If Ss dont know,
write eat ice cream as aprompt, then elicit questions
and answers. Refer Ss back to the time expressions.
Brainstorm any others that Ss might think of, e.g. this
morning, two weeks ago, two hours ago, etc. Ss
then ask and answer in pairs and make up some more.
Then do aclass check, encouraging Ss to share the
extra questions and answers they came up with.

READING Albert Einstein (18791955) was born at Ulm in
Germany. He was considered aslow learner, possibly
This section provides areading text on the topic due to dyslexia, simple shyness, or the significantly
of dyslexia with which Ss will learn how to use first rare and unusual structure of his brain (examined
and last paragraphs to work out the main idea. after his death). Einstein began to learn mathematics
They will also be given practice in doing multiple- around age twelve. In 1914, just before the start of
choice tasks. It also continues the topic of school World War I, he settled in Berlin as professor at the
and grammar of the Past Simple. local university. In November 1915, Einstein presented
aseries of lectures in which he described his theory
Special difficulties: (1) The idea of using the first of general relativity. The theory allowed scientists
and last paragraphs to work out the gist of atext to understand many features of the universe that
may be alien to Ss and they may still prefer to read were discovered well after Einsteins death. General
the whole text. This rule needs careful attention relativity has passed every test till now and become
and further practice as much as possible. amethod of perceiving all of physics. In 1921, Einstein
(2) Multiple-choice exercises can cause problems was finally awarded the Nobel Prize. After Adolf
as Ss are distracted and confused by wrong Hitler came to power in 1933, Einstein renounced
answers. It is important for Ss to identify exactly his German citizenship and fled to the United States,
where the relevant information can be found and where he was given permanent residency.
why two of the answers are wrong. Dyslexia is astate in which apersons reading,
listening and/or writing ability is significantly lower
than that which would be predicted by his or her
Culture notes general level of intelligence. People are diagnosed
as dyslexic when their reading problems cannot be
Ludwig van Beethoven (17701827) was explained by alack of intellectual ability, inadequate
aGerman composer and pianist. Although born in instruction, or problems such as poor eyesight. Five
Bonn, he moved to Vienna when he was young to to fifteen percent of the population are thought to be
study music and first became famous as apianist. He suffering from various degrees of dyslexia. Anumber
started to lose his hearing in his late twenties and of eminent scholars throughout history have suffered
was completely deaf by the time he was forty-five. from varying degrees of dyslexia, e.g. Albert Einstein,
However, this did not stop him writing some of the Thomas Edison, Alexander Graham Bell, Walt Disney
most impressive classical music the world has heard. and many others.
Unlike Mozart, who died without anyone noticing,
when Beethoven died more than 20,000 Viennese
citizens crowded the streets to say goodbye. He is Warm-up Review of the Past Simple question forms.
considered one of the most important and influential Famous questions. Ss, in two groups, choose
classical composers and is particularly remembered afamous person from the past. Each group has to try
for his Third and Fifth Symphonies and the to find out who the other groups person is by asking
Emperor Concerto. questions. Ss can only answer yes or no, e.g. Was it
Pablo Picasso (18811973) is most commonly awoman? (yes) Did she live in Europe? (yes) Was
known as apainter but, in fact, he was also she awriter? (no). To avoid problems, make sure
adraughtsman and asculptor. He was agreat talent you accept the groups choice of character before the
from avery young age. His father, aprofessor of Fine activity begins.
Arts, decided to give up art after seeing his thirteen-
year-old sons work. He changed his style many times, 1 Tell Ss to keep their books closed. Write the four
starting with realism before becoming one of the names on the board as titles of four columns and ask
creators of the Cubist movement. His most famous Ss, in groups of three or four, to make anote of
works are Les Demoiselles dAvignon and Guernica,
everything they know about each person. Elicit
which is apainting of the bombing of asmall village in
everything Ss know and put it on the board. Then
Spain during the Spanish Civil War.
allow Ss to open their books. Check they understand
Agatha Christie (18901976) was aBritish crime propose and compose. Ss then complete the
fiction writer. She also wrote romances under the sentences and match the pictures.
name Mary Westmacott. Christie is the worlds best-
known mystery writer and all-time best selling author Answers 1 wrote (B) 2 proposed (D) 3 painted (C)
of any genre other than William Shakespeare. Her 4composed (A)
books have sold over abillion copies in the English
language and another billion in over forty-four
foreign languages. During World War IIshe worked
2 Check Ss know the meaning of hidden and talent.
as apharmacist, ajob that also influenced her work: Elicit examples of talents that Ss have. Ask Ss if their
many of the murders in her books are carried out parents always knew about their talents. Why/Why not?
with poison. Famous characters include Hercule Ask why they think the people in the pictures talents
Poirot and Miss (Jane) Marple. Her stage play The were hidden, e.g. Nobody could see it until they were
Mousetrap holds the record for the longest run ever older. They were shy when they were children.
in London, opening at the New Ambassadors Theatre
on November 25, 1952 and, as of 2010, still running
after more than 24,000 performances.

Growing up
03
3 After Ss have read the first paragraph, discuss their 8 Ss do the task individually and then check in pairs
ideas in open class and elicit reasons for those ideas. before doing aclass check.
Dont tell Ss the right answer yet.
Answers b classmates c memorise dmark
Possible answers 1 unhappy schooldays edisappointed f creative
2didnt learn to read and write until they were older,
friends laughed at them, hated their schooldays Optional activity: This might be agood time to
3 No mention of bad education in paragraph 1 introduce word forms. Check Ss understand the
4 No mention of successful people in paragraph 1 meaning of verb, noun, adjective and adverb. Ask Ss
to identify the word forms of each answer and elicit
how they found out (by using the abbreviations and
4 Give Ss about aminute to read the final paragraph, then checking in the text). Elicit other possible word
then do the same as Exercise 3. Repeat the ideas
forms from Ss.
above after reading the final paragraph. Look at the
first line of paragraph 5 and ask Ss: What do you
know must be in the paragraph before? (It must
9 Do number 1 with the whole class. Give Ss about
aminute to find the answer. Check their possible
talk about Agatha Christie and her problems at
answers. Then ask Ss to identify where the answer is
school.) This is useful practice for the text insertion
(the whole of the first paragraph). Elicit why (b) and
type of reading task. Elicit from Ss which sentence in
(c) are wrong, i.e. (b) Friends laughed at them but
the last paragraph contains the main idea (the last).
they werent stupid. (c) Some decided to drop out as
Answers 4 seems the most appropriate now (important soon as possible. Then elicit why (a) is correct: didnt
and creative people who had problems with reading and learn, parents thought they were stupid, classmates
writing when they were young) laughed at them, unhappy. Ss do the rest of the task
individually and then check with the whole class,
following the same procedure as with the first
TRAIN YOUR BRAIN question.
5 Read through the box together with Ss, who fill in Answers 1 a 2 c 3 a 4 b 5 c
the box before checking in pairs. Ss then think about
what they did to complete Exercises 24. 10 The three questions are quite different in terms of
Answers apictures b title c first d last subject so they can either be done as three separate
tasks or as one. Allow Ss abit of time to think before
doing the pairwork. Ask for volunteers to share their
6 Ss now read and listen at the same time ideas in open class but dont force them to speak as
(alternatively you can do it as atwo-minute skimming this may be difficult and personal to talk about
activity to emphasise the importance of not reading publicly. It may help if you talk about your own
every word). Check that all Ss understand what experiences. If they do speak, ask if they did anything
dyslexia is. Put Ss into pairs and tell them to work special to overcome their problems and if they have
together to say in their own words, in one sentence, any advice for others with similar problems.
what the text is about. Elicit ideas in open class and
get the class to vote on the best idea (apart from their Additional practice: Photocopiable resources.
own). Ask Ss if their original answers are very Resource 8: Oh no! The coffee!
different from their final answer (they shouldnt be).
Answer 4 successful people who had learning
difficulties
7 One way to do this is to cover the choices and ask

Ss to identify the most important point in each
paragraph, e.g. 1 People who had unhappy
schooldays. Ss reduce this to two or three words
(unhappy schooldays/bad at school). Ss do the same
for the other four paragraphs in pairs and then
compare their ideas in open class. Then Ss uncover
the choices in their books and see how close their own
ideas were to those in the book. Ask Ss if there was
aspecific place where they found the information in
each paragraph (yes). Remind Ss that in every
paragraph there is usually one sentence that tells you
the main idea of aparagraph.
Answers 1 b 2 d 3 a 4 f 5 e (c is redundant)

SPEAKING SPEAK OUT
4 Go through the Speak Out box with Ss. Elicit how
This section looks at ways of asking for permission arude person would ask for adictionary, e.g. Give me
and giving or refusing permission politely. your dictionary! Ask Ss if it is necessary to be polite
Special difficulties: Politeness differs from one to school friends (yes, in English). Ss then listen and
culture to another so it may seem strange to some underline individually. Do aclass check, then ask what
Ss to use polite statements when talking to peers or the rude speaker says. Why is it rude (too direct,
people who are not in positions of power. doesnt give areason). What could he have said
instead? (Im afraid Ido )
Warm-up Revision of vocabulary. Mixed definitions. Tapescript CD1 Track 28

Divide Ss into groups of four. Then hand out the
definitions from Exercise 8 on page 26 but cut up into 1 Female: Er is it OK if Iborrow your pen?
the following pieces: Male: Sure, no problem!
stop going to / school or university 2 Male: Er do you mind if Iopen the window?
pupils in / the same group at school Female: Um Im afraid Ido. Its abit cold
learn by / heart 3 Female: Do you mind if Ismoke?
Male: YES, IDO!
ascore / which shows how good a piece of work is
unhappy because of / poor results
good at / using your imagination Answers Phrases marked in the tapescript. Male
Ss have to put the definitions together and then speaker in conversation 3 is rude because he is too
supply the right word or phrase. The first group to direct and does not give areason.
finish is the winner.
5 Ss listen and repeat as awhole class.
1 Give Ss two minutes to discuss in pairs. Elicit their
ideas with justifications in aclass check. Elicit Tapescript CD1 Track 29
descriptions of the two people and what Ss think their
characters might be like. 1 Can Iborrow your pen?
2 Yes, of course.
2 Play the recording ONCE only. Ss check their 3 Is it OK if Iopen the window?
4 Im afraid not. Its abit cold.
answers to Exercise 1 individually and then in pairs
5 Do you mind if Ismoke?
before doing aclass check.
6 No, please do.
7 Do you mind if Ifinish early today?
Tapescript CD1 Track 27 8 Yes, Ido. We have alot to do.
Josh: Excuse me, is this seat free?
Katie: Yes, but my bag Mind the trap!
Josh: Its all right. Ill sit behind you.
Josh: Sorry. Er, can Iborrow apen? Elicit that Ss understand Yes means they dont
Katie: Sure. No problem. Here you are. want someone to do something and vice versa.
Josh: Is it OK if Iborrow your calculator for aminute? Reinforce the correct response to this question by
Katie: Yes, of course here you are. asking Ss questions: Do you mind if Iopen the
Josh: Sorry again. Do you mind if Iborrow some paper? window/borrow your pen/sit down? etc. Ss will
Katie: No, Idont Wait aminute. Is that enough? get used to answering: No, Idont. Make it more
Josh: Yes, thanks. Thats great! Could Iborrow your difficult by asking questions that they should say
ruler? Yes, Ido to, e.g. Do you mind if Ikeep you here
Katie: Sure go ahead! until 6 oclock tonight/coming to school on
Lecturer: Good morning, today, were going to look at Sunday? etc. Keep the pace high so Ss have to
quantum mechanics concentrate hard and responses become more
Josh: Er do you mind if automatic.
Katie: YES, IDO!
Answers 1 In alecture theatre. 2 The man keeps 6 Model the example with astudent, then give Ss
asking to borrow things. aminute to prepare before pairwork. Monitor and
note any problems to refer to later.
3 Allow Ss to discuss this in pairs before listening. Ss 7 Tell Ss that they should have at least one No and
try to remember what they heard on the first listening.
should not use astructure more than once. Choose
Play the recording again before checking.
different pairs to act out one of their dialogues. To
Answers pen, calculator, some paper, ruler make the activity more difficult, you could then
nominate Ss from different pairs to act out dialogues
together.

Growing up
03
GRAMMAR AND Listening Check it out
Drill the phrases with the class. Ask Ss to find other
This section looks at the use of used to to express examples of used to in the text. Elicit examples.
aregular habit or state in the past that is no longer
true. This is done through acontinuation of the 3 Ss do the task individually and then check in pairs.
story of Josh and Katie from the previous lesson. Elicit from Ss why used to cannot be used in the
Special difficulties: Sometimes Ss dont see this as incorrect sentences.
anormal past verb form and forget to delete the -d Answers 2 He failed his Maths exam last Friday.
in questions and negatives. This is more difficult 4Iforgot to do my homework yesterday.
because the pronunciation of used to is the same as 6 Last summer Ibroke my leg.
use to.
4 Model the first sentences with Ss. Ss then do the
Warm-up Review of asking for/giving/refusing permission. activity in pairs. Show them that there may be more
Mimed requests. Mime asking for permission to open than one possible answer. Do aclass check and try
the door. Elicit from Ss what you are asking, e.g. and get more than one possible answer for each
Can Iopen the door? Elicit the correct response. question.
Do one more and then astudent who gives you the
correct response mimes arequest. Do this about ten Possible answers 1 Katie lives in London now, but she
times. Encourage Ss to give more positive or negative didnt use to/she used to live in Leeds. 2 Katie goes to
responses if one is being used too much. university now, but she didnt use to/she used to go to
Wadley School. 3Katies brothers name is Gary, but
1 Play the recording as Ss read. Ss do the task she didnt use to call him Gary/she used to call him
individually and then do aclass check. Gazza. 4 Katies slim now, but she didnt use to be/she
Note: The tapescript is not exactly the same as the used to be fat. 5Katie doesnt wear much make-up
text in the book. now, but she used to wear too much. 6 Her hair is
blonde now, but it didnt use to be/it used to be red.
5 Elicit from Ss what they know about Josh and Katie
Lecturer: And thats all for today. The next class is on (Josh used to know Katie). Then elicit possible
Wednesday at 9 a.m. Dont be late. Thank you reasons how he knows her. Play the recording ONCE
Josh: Look, Im sorry for bothering you.
and check the answers. Elicit if Katie remembered
Katie: No, no, Im sorry for shouting earlier.
him (no) and why not (he used to look very different).
Josh: Its all right. Dont worry about it.
Katie: Its the first day at university Isuppose Im For tapescript see page 129.
abit nervous.
Josh: Yeah! Em you used to live in Leeds, didnt you? Answer Because he went to school with her and they
Katie: Yes, but ? went to the same swimming classes.
Josh: You used to go to Wadley School.
Katie: Sorry, do Iknow you? 6 Ss read the sentences and fill in the gaps. Play the
Josh: Your names Katie, and your brothers called Gary, listening ONCE again and Ss check their answers.
but you didnt use to call him Gary; you used to call
him Gazza. Your parents had ashoe shop, but they Answers 1 used to be 2 used to go 3 used to go
sold it five years ago and moved to London.
4used to wear; used to have 5 didnt use to be
Katie: Wait aminute!
Josh: You didnt use to be so slim. You used to wear lots
of make-up and you used to have lots of piercings 7 Read through the instructions and model the
too. example with astudent. Ss do the activity in pairs,
Katie: How do you know all this? preparing the questions and collecting answers.
Josh: You didnt use to have blonde hair, either. It suits
you, by the way.
Katie: Th Th Thanks, but whats going on? Resource 9: Work it out
Answer Avatar A
Work it out
2 Give Ss aminute to do the task and do aclass poll
of which answer is correct. Ask Ss if Josh used to
know Katie (yes). As you check the two questions
write used to, didnt use to and Did use to? on the
board.
Answers Both answers a

VOCABULARY | Adjectives with 2 Ss should be able to do this quite easily now. Ask
them to do it individually and then check in pairs.
-ing/-ed Monitor to check for individual problems. When doing
aclass check, for the -ed adjectives (e.g. 1 excited),
This section looks at -ed and -ing adjectives to elicit what the -ing form would describe (e.g. 1 the
describe things and feelings. first day at school) and vice versa.
Special difficulties: Ss often get these two types of Answers 1 excited 2 tiring 3 surprised 4 boring
adjectives mixed up so need alot of practice and 5interested 6 amazed
correction. Although not entirely accurate, one way
to remind Ss is: -ing for the thing, -ed for how 3 Ss do the task individually. Check the answers as
you feel. aclass and ask Ss to come up and write the answers on
the board. Check the spelling. While doing this, elicit
Warm-up Review of used to. Who used to what? Write spelling rules for words ending in -e (drop the -e before
up prompts for up to eight of the questions used at -ing) and -y (drop the -y and add -ibefore -ed).
the end of the last lesson, e.g. Who/live/another
house/five years ago? Put Ss into groups of three or Answers 1 satisfied 2 shocked 3 disappointing
four. Ss write the questions and the answers for other 4fascinating 5 terrifying 6 embarrassed
Ss in their group, trying to remember who said what
in the previous lesson. Then have aclass discussion, 4 Ss do the task in pairs. You could always brainstorm
asking Ss to read their answers, e.g. Student 1: Ithink some more situations with the class to add to the list
Marek used to live in another house five years ago. here.
Student 2: Thats true./No, Ididnt use to live in
another house. 5 Give Ss aminute to think about this task before
they start doing pairwork. You could ask Ss to try and
1 Think Back! This could be done as aboard race with use at least two adjectives.
two groups attempting to write more words than each
other. This also enables you to check meanings and
spellings with the whole class. Make it clear that Ss
have to supply both the -ing and the -ed forms of the
lstenng and speakng
adjective.
This section looks at different ways of helping you
Possible answers fascinating/fascinated, understand alistening and revises used to through
exciting/excited, surprising/surprised, tiring/tired, the topic of agirl meeting her boyfriends mother
amazing/amazed and talking about his childhood.
Special difficulties: Ss often feel daunted by having
Mind the trap! to do listening and dont take advantage of key
Before looking at the Mind the trap! box, ask Ss to clues. Make special emphasis of the tricks they
tell you when we use -ed adjectives and when we can use and show how they make alistening much
use -ing adjectives. Its possible that some Ss may easier to follow.
know. If they come up with the right answer, ask
them for examples. Read through the Mind the Warm-up Review of -ing/-ed adjectives. Which one?
trap! box. As an example, ask Ss: If astudent says Elicit afew -ing adjectives first to give Ss some
he is boring, what does he mean? Does it mean ideas. Dictate six things and tell Ss to write down one
people think he isnt interesting or does it mean adjective which they think best describes each one.
the student is fed up because the lesson isnt They have to think of adifferent word each time and
interesting? Then elicit what we should say if the all adjectives must be -ing adjectives. Ss then join
teacher is teaching something that is not up in pairs but dont show each other their lists. Ss
interesting. How does the student feel? (The choose one of their adjectives at random and their
student is bored.) After looking at the Mind the partner has to try to guess which thing it is describing.
trap! box, go through the -ing adjectives on the Examples of words to use: English lessons, football,
board (from Exercise 1), eliciting what they could Harry Potter, your last exam marks, holidays, your
be describing. Then look at the -ed adjectives and town.
elicit from Ss when they have felt that emotion. When Ss have finished, tell them to change their
adjectives so that they finish with -ed. Now ask Ss to
think about when they last felt like that. Ss now tell
the class Ilast felt [blank] when and the other Ss
have to guess what adjective should go in the blank.
1 Ss discuss the questions in pairs and then do aclass

check.

Growing up
03
2 Tell Ss to listen and check their answers. Play the Tapescript CD1 Track 34
CD ONCE only. Then class check. Try and elicit what
the clues/key words were (terrified, my mum, Mum: Heres the tea! Do you take sugar, Becky?
looking forward to meeting you, for the first time). Becky: No, Idont, thanks!
Mum: Becky, perhaps youd like to see some photos of
Simon when he was younger?
Becky: Oh, that would be really interesting!
Simon: Right! Here we are! Number 23! Simon: Oh, Mum! Do you have to?
Becky: Oh, God! Were here already? Mum: Here we are. This is Simon when he was four
Simon: Come on! We dont want to be late! years old on holiday in Croatia. We used to go every
Becky: Isuddenly feel really terrified! summer Simon loved playing on the beaches!
Simon: Theres nothing to worry about. My mums really Becky: What funny little fat legs! And his hairs so long!
Mum: Yes, Simon always used to have long hair. It was
nice and shes really looking forward to meeting you
the fashion then, Isuppose.
for the first time.
Becky: He doesnt look very happy, at all.
Becky: But what if Isay something stupid?
Mum: Icant remember exactly but he was probably
Simon: Dont be silly. disappointed that Ididnt buy him an ice cream. He
loved ice cream, you see. And this is Simon on his
answers 1 The boy is going to introduce his girlfriend sixth birthday in his firemans uniform. He really
to his mother. 2 She is terrified but he is quite calm. wanted to be afireman, even when he was quite old!
Simon: Mum! This is really embarrassing!
Mum: Oh, and heres Simon playing the piano.
3 Ss first brainstorm in pairs what the people will say Becky: Fascinating! Inever knew you played the piano,
to each other. Explain that we are thinking about key Simon!
phrases they might use when meeting for the first Mum: Well, he used to. He stopped when he was nine
time and what the mum might say when someone or ten. He always preferred playing football when he
comes to her house. Then do aclass check and put up was little. Sorry, is this boring for you, Becky?
on the board any phrases the class agrees will be used. Becky: Oh, no. Not at all. Show me more!
Mum: And this is Simon on his first day of secondary
4 Ss listen ONCE only and identify any of the things school!
that they wrote on the board. Simon: This is getting very annoying!
Becky: Oh my God, look at those trainers!

answers 1 Simons mum and Becky are getting to know
Becky: But what if Isay something stupid? each other. 2 Simons mum is showing Becky pictures
Simon: Dont be silly. Hi Mum! of Simon when he was achild. 3Simon feels very
Mum: Oh, hello. You must be Becky. Nice to meet you uncomfortable because he is embarrassed that Becky is
at last! Simon talks about you all the time! looking at the pictures and they are laughing. 4 Simons
Becky: How do you do, Mrs Kent?
mum is telling Becky stories about Simons childhood.
Mum: Oh, just call me Anita. Right! Well, do come in.
Dont worry about taking your shoes off. If youd
both like to take aseat in there. Thats right. Make 8 Play the recording again ONCE. Ss do the task
yourself at home. Ijust want to make aquick phone individually before doing aclass check.
call to tell
answers 1 T 2 F 3 T 4 F 5 T 6 T
5 Ss first try and do the task from memory. Then play

the CD again and do aclass check. 9 Go through the instructions with Ss and look at the
example. Then put Ss into groups of four or five. Give
answers 1, 2, 4, 5, 7 and 8 them five to ten minutes to ask each other the
questions and collate the answers. Then have aclass
discussion and discover the most popular answers.
TRAIN YOUR BRAIN Optional activity: Ss either write about or prepare
6 Direct Ss attention to the Train Your Brain box. aproject with pictures, etc., entitled When Iwas
Give Ss aminute to read and fill in the blanks. Ss achild. This is to be done at home and then brought
check in pairs and do aclass check. Elicit from Ss to the next class to be presented or given to the
when they did each task on page 31, i.e. a Exercise teacher.
1, b Exercise 2, c Exercise 3. Elicit from Ss which
was the most helpful and why?
answers 1 situation 2 key words 3 experience
7 Give Ss two or three minutes to work in pairs to

answer the questions. Do aquick class check and then
play the CD once to check the correct answers. You
might ask Ss if they have been in this situation. How
did they feel? If not, how would they feel?

04 Create and inspire
Read, listen and talk about artists and writers; music; inspiration.
Practise the Past Simple and Past Continuous; time expressions.
Focus on recounting past events; phrasal verbs.
Write informal emails.
EXAM FOCUS Topic: Culture

Speaking Describing a photo: SB p.35, ex.1; p.36, ex.1
Unit 4 Materials
Listening Sequencing events: SB p.37, ex.4
Workbook Unit 4
Reading True/False: SB p.35, ex.4
Photocopiable resources 10, 11, 12
Grammar and Verbs in brackets: SB p.33, ex.6, ex.7
Testing and Evaluation Programme tests
vocabulary Word formation: SB p.35, ex.5
Writing Informal emails: SB p.39, ex.6 DVD-ROM Unit 4
Grammar and listening Gershwin composed both for Broadway and for the
classical concert hall. His first hit was in 1918 with his
This section introduces the Past Continuous to song Swanee. In 1924, George and Ira collaborated
set the scene in a story and to show what was on amusical comedy, Lady, Be Good. Of Thee ISing
happening at a particular time in the past. It also (1931) was the first musical comedy to win aPulitzer
looks at the use of the Past Simple and the Past Prize. His most famous piece is probably Rhapsody
Continuous together, to show that a shorter activity in Blue which is famously featured in Walt Disneys
happened while a longer activity was in progress. Fantasia and at the start of Woody Allens film
Manhattan.
Special difficulties: The main difficulty for Ss is Gabriel Garca Mrquez (born 1928) is
knowing when to use each tense and how the aColombian novelist, journalist, publisher and political
same activity can be seen as a long term activity activist. He has lived mostly in Mexico and Europe
(the Past Continuous) and a single action (the and he currently spends most of his time in Mexico
Past Simple), e.g. I was cooking dinner. I cooked City. He is often considered the most famous writer of
dinner. magic realism. He started as areporter at university
and first wrote for El Universal, and he later worked
as aforeign correspondent in Rome, Paris, Barcelona,
Culture notes Caracas and New York City. His most famous novel,
Frdric-Franois Chopin (18101849) is widely One Hundred Years of Solitude, has sold more
seen as the greatest of Polish composers and among than ten million copies. It tells about an isolated
the very greatest of composers for the piano, the South American village where strange happenings
instrument for which he wrote almost exclusively. He are portrayed as commonplace. Garca Mrquez was
was born as Fryderyk Franciszek Chopin, adopting the awarded the Nobel Prize for Literature in 1982 for his
French variant Frdric-Franois when he left Poland short stories and novels.
for Paris at the age of twenty. The musical talent of
young Chopin became apparent early on. At the age Warm-up Revision of greetings and phrases when meeting
of seven, he was already the author of two polonaises. for the first time. Mixed greetings. Either write up the
He was featured in the Warsaw newspapers, and little mixed up phrases on the board or give them out to
Chopin became the attraction at receptions given each pair in slips. Pairs have to rearrange the phrases
in the capital. He also began giving public charity
and then put them in the right order and create
concerts. His first professional piano lessons, given
adialogue out of them. Once they have created the
to him by the violinist Wojciech Zywny, lasted from
dialogue, Ss will act it out in front of the class.
1816 to 1822, when the teacher was no longer able to
give any more help to him. In commemoration of the Mixed phrases: Meet to nice you! Doing you how
genius of Frdric Chopin, the International Chopin are? Seat take a! In do come! Much you thank very!
Piano Competition is held in Warsaw, Poland every five Do do you how? Home yourself at make! Surprise
years and the airport in Warsaw is named after him. awhat! Well you very Im thank. Call just me
George Gershwin (18981937) was born Jacob
Gershowitz in Brooklyn, New York to Russian Jewish 1 Ss look at the adjectives given and try to explain
immigrant parents. George made most of his works what they mean by giving examples of music which
with his brother Ira Gershwin, who wrote the lyrics. could be described by each. Drill all the new words. Ss
then match adjectives to the pieces of music.

Create and inspire
04
Alternative option: Play the music before Ss open their Answers 1 Gershwin wasnt smoking acigar, he was
books and tell Ss to close their eyes and see what smoking apipe. 2 Gershwin wasnt travelling with
images come to their minds while they are listening. friends, he was travelling alone. 3 Beethoven wasnt
Then continue as for Exercise 1. walking around Vienna in the morning, he was walking
around Vienna in the evening. 4 The person wasnt
2 Ss individually look at the pictures and try to match playing on the violin, she was playing on the piano.
them to the composers/pieces of music before they 5 In 1837, Chopin wasnt living in Warsaw, he was living
read and listen to the texts. Have aquick check before in Paris. 6 He wasnt reading, he was composing.
letting them read and doing the class check. Ask what
clues they found, e.g. the cat and moon in the pictures
and titles.
6 If Ss are confused, tell them that if the activity
takes along time or it is an activity shown over time, it
Answers 1 B 2 C 3 A will most likely be continuous. Ss do this activity
individually and check in pairs before doing aclass
check.
Work it out Answers 1 was driving 2 was crossing 3 came
3 Elicit the answers as aclass and then elicit other 4arrived 5 won
phrases that could be used to set the scene, e.g. It
was raining. The sun was shining. Tell Ss to find 7 Ss work in pairs. Then do aclass check. After
other examples of people being in the middle of eliciting the answers, ask Ss what is the linking word
something in the texts, i.e. Gershwin was travelling to in 1, 2, 3 and 5 (when). Make sure Ss know where
aconcert, Beethoven was walking around Vienna, when goes in the sentence (between the two tenses
somebody was playing on the piano. Write these on and always before the Past Simple). Ask Ss what is the
the board and leave them there. linking word in 4 (while). Ask Ss why this is different
Answers 1 a 2 b from when (it comes before the Past Continuous).
Elicit the rules: Iwas doing something WHEN
something else happened. Something happened
4 Do the task as awhole class. You can use time lines WHILE Iwas doing something else. Look back with
to show the two different tenses: Ss at Exercise 6 and the text about Gabriel Garca
He was travelling. Mrquez and elicit sentences about him crossing the
_______^^^^^^^^^^^^^^^^^_______ desert and thinking of the idea for his book using both
X when and while: He came up with the idea for his
He got an idea. book while he was crossing the desert. He was
crossing the desert when he came up with the idea
Elicit from Ss: Does the shorter action always stop for his book.
the longer action? (No, e.g. Iwas watching TV
when my mum went out.) Answers 1 was reading; came 2 were (you) going; saw
3 woke; was snowing 4 dropped; was texting 5Were
Answers 1 b 2 got the idea, the Past Simple (you) sleeping; phoned 6 wasnt looking; was going;
crashed
Check it out
8 Allow Ss to look at all the phrases and think which
Go through the box with Ss and elicit what the are the longer activities and which the shorter. Then
shorter action was that interrupted the activities in Ss try to match them together to make pairs. On the
the anecdotes on page 32, i.e. travelling to aconcert first listening, tell Ss to check which sounds go
got the idea; Beethoven was walking heard his together and correct their guesses where necessary.
composition; someone was playing kept making Then allow them time to write full sentences. Finally,
mistakes; sitting at the piano kitten ran across. play the recording again and elicit sentences for each
pair of sounds.
5 Make it clear to Ss that all the sentences in the task
are wrong. Tell them to make anegative sentence and Answers 2 While they were having apicnic, it started
then follow it with the correct sentence, e.g. to rain. 3 While he was sleeping, robbers broke into the
Gershwin wasnt smoking acigar, he was smoking house. 4 While he was having abath, he had agood
apipe. It is important to do both positive and idea. 5 While he was playing the guitar, someone
negative sentences to practise both forms of the Past complained.
Simple and the Past Continuous. Check in pairs before
doing aclass check. 9 Divide Ss into pairs. Model the example, then let
them do the activity. After the pairwork, get Ss to ask
and answer in open class using the form: What were
you doing ?

READING 1 In pairs, Ss answer the questions. Elicit what Ss can
see in the photo before aquick class check.
This section provides areading text on the topic
of creativity which includes examples of the Past
2 Elicit from Ss what is the best way to find the main
idea of atext (read the first and last paragraph). Ss do
Continuous. It also supplies practice on word
the task individually in one minute. Then class check
formation.
but do NOT give the answer.
Special difficulties: Ss have problems with word
formation for avariety of reasons: (1) they are 3 Pre-teach: report card, pleasant, blank,
not used to thinking past the word they learn; nowadays, interruption, dawn, complicated. Give
(2)they are not aware of the differences between Ss two minutes to skim the article. Make sure Ss give
verb, noun, adjective and adverb. Emphasise justifications for their answers.
its importance not only as away to significantly
enlarge their knowledge of vocabulary but also as Answer c
away to improve their use of English.
4 This is agood chance to tighten scanning practice.
Ask Ss to look at number 1 and identify the key words
Culture notes which will help them to find the answer in the text
Raymond Carver (19381988) was an American (write essays). Give Ss thirty seconds to find these
short story writer and poet. He is considered one of words. Someone then reads out the relevant text.
the greatest American writers of the late twentieth Elicit the answer. Tell Ss that this is the best method
century and responsible for the revival of the short to do exercises like true/false or multiple choice. Ss
story. By the time he was twenty, he was already then have afurther five minutes to do the rest of the
married with two children and it was only then he questions (or give them aminute to underline the key
became interested in writing. Carver had serious words and then play the recording). They check in
problems with alcoholism and died at fifty of lung pairs. As you do the class check, make sure Ss tell you
cancer. His most famous compilation of short stories, first the key words and identify the relevant part of
Short Cuts, was made into afilm. the text.
Toni Morrison (born 1931) is ablack American
novelist. Best known for her novel Beloved, she is Answers 1 T 2 F 3 F 4 T 5 F 6 T 7 F
considered one of the major American novelists of
the twentieth century. As well as being aPulitzer 5 Note: Encourage Ss to bring dictionaries to class
Prize winner, she won the Nobel Prize for Literature for this task or supply class sets.
in 1993. She is also aprofessor and apublisher and Draw athree-tabled column on the board and label
has been responsible for getting many black writers the columns NOUN, VERB, ADJECTIVE. Using the
published. words run and happy work with Ss to fill the
Henri dAguesseau (16681751) was better known columns. Underline the endings for each word form.
as apolitician and lawyer than he was as awriter. He Then elicit from Ss other regular possible endings for
was Chancellor of France three times between 1717 each word form. Divide Ss into groups of three or four
and 1750. Most of his writing was legal writing. He was to guess the endings for the different word forms
also very well known for his speech-giving. given in Exercise 5. Give five minutes for this. Remind
Benjamin Franklin (17061790) is best known Ss that some word forms might not exist and that
for being one of the Founding Fathers of the United some words (especially adjectives) can have prefixes
States, as well as being awriter, aprinter, apolitician, at the beginning such as un- for unhappy. Ask Ss to
ascientist, asoldier and adiplomat. He earned add any of those to their lists. Ss then check in their
the title of the First American for his support of dictionaries before aclass check, filling the columns in
independence. He also created the first lending library on the board. Once completed, ask Ss to do
and the first fire department in Pennsylvania. Exercise5. Make sure Ss justify why they think the
Archimedes (287212 BC) was aGreek word is anoun, verb or adjective. Tell Ss to now check
mathematician, physicist, engineer, inventor the text to find the right form.
and astronomer. He was responsible for many
mathematical laws which are still used today and he
designed many machines, especially for warfare.
Warm-up Review of the Past Continuous and the Past

Simple. Story continuing Start the activity with
asentence, e.g. Iwas watching TV when the phone
rang. Nominate astudent who has to make asentence
with When/While the phone was ringing . They
then nominate another student to continue. Do this
three or four times. Then divide the class into teams
of four. Each group has to try and create the longest
string of sentences they can.

Create and inspire
04
The final grid might look like this: 2 Icant study in class. Something always happens
outside and Ilose my concentration. Ihave to
NOUN VERB ADJECTIVE look out of the window. (distract distraction,
distraction distract distracting distracted, distracting)
science, 3 Ilove to close my eyes and think. In my head
scientific Ican see abeautiful garden. (imagine
scientist
imagination, imagined, imaginative)
organisation, organised, 4 When this happens to me, Iget very nervous and
organise
organiser disorganised angry. It usually happens just before an exam.
stressful, stressed, (stress stressed, stressful)
unstressed, 5 This means something is normal. Its not strange.
stress, distress stress
distressed, Maybe it is expected. (usual unusual)
distressful 6 This is helping to get something together or
creation, to work. For example Ihad to do this for my
create creative brothers party. (organise organisation,
creator
usual, unusual organised, disorganised)
7 When Iwant to make something or do something
imaginative,
imagination imagine new. For example to make apicture. (create
unimaginative
creation, created, creative)
Ss create their own sentences with suffxes or prefixes.
Answers 1 distractions 2 scientist 3 disorganised
4stressful 5 creative 6 unusual 7 imaginative
1 Think Back! Ss try to complete the exercise without
finding the words and then look through the text to
6 Divide Ss into pairs, Aand B. Pairs Adiscuss the check their answers.
first two questions and pairs B discuss the last two
questions. Give three minutes to do this. Then put Answers 1 keep 2 come 3 find 4 stay 5 chill 6get
pairs Awith pairs B to create groups of four and
discuss all four questions. 2 Ss should be able to come up with their own ideas
before looking at the definitions. Elicit and then let Ss
7 Let Ss look through the words and make sure all Ss do the matching.
understand them. Give Ss aminute or two to discuss
the first two questions and then elicit answers for Answers akeep on b come up (with) c find out
these. Give Ss three or four minutes to discuss dgetdown (to) e stay up f chill out
question 3 in pairs. Encourage Ss to use as many of
the phrases in the box as possible. While Ss do
pairwork, walk around and monitor, taking note of any
3 Ss do the task individually. Make sure Ss write the
verbs in the correct form and, when eliciting answers,
problems. Finish by having aclass discussion of
ask how they knew which form to use, e.g. 1 while is
question 3. Discuss the best five pieces of advice for
usually followed by the Past Continuous; 2chatted +
people studying for an exam.
all night suggests the Past Simple; 4need to is
usually followed by the infinitive.
VOCABULARY | Phrasal verbs Answers 1 came up with 2 stayed up 3 chilled out

4find out 5 keep on 6 get down to
This section looks at phrasal verbs that have come
up in the unit so far. Ss will have understood them in 4 Ss write sentences alone. Then get Ss to read them
context but may not be able to use them productively. out as aguessing game in small groups. Ss insert the
Special difficulties: Write down and tidy up are word blank into their sentences instead of the phrasal
separable, i.e. the object can come between the verb and the other Ss have to say what the verb
verb and particle or after the particle. The other should be and what form it should be in.
verbs, however, are either inseparable (i.e. the ADDITIONAL PRACTICE: Photocopiable resources.
object must come after the particle) or they dont Resource 10: Your story?
have adirect object. Its probably best not to go into
the grammar of phrasal verbs at this point but to be
aware of the potential problems should they arise.
Warm-up Review of word forms vocabulary. Matching of

beginnings and endings. Write the following on the
board: ion, ist, ed, ful, ive, un, ative. Then read out
adescription of the core word and Ss shout out if they
know the word.
1 Iloved this subject at school. Ialways stayed late
in the laboratory to do experiments. (science
scientist)

SPEAKING AND LISTENING Answers The beginning First, It happened two years
ago, The first thing Isaw The middle After that, Later,
This section continues looking at the Past Next, Then The end Eventually, Finally, The last thing
Continuous and the Past Simple and introduces Iremember
time expressions needed in order to talk about an
event in the past. 5 Ss read the sentences individually and choose the
answers. Discuss as awhole class. Ask Ss what they
think the answer is and why. Then listen and check as
Warm-up Review of phrasal verbs from the last lesson.
aclass. Follow up by eliciting examples from Ss of
Jumbled sentence dictation. Put Ss into two groups
when they have had these feelings.
and get one student from each group to come to the
board. Dictate asentence including one of the phrasal
verbs from the last lesson, but in the wrong order. Ss Tapescript CD2 Track 6
write the individual words and then attempt to write 1 Iwas eating my breakfast when the postman
the sentence in the correct order. The rest of the delivered aletter for me. Iopened it up and read it.
group can help but cant move out of their seats. Swap Theyre going to publish my story in amagazine!
Ss after each sentence. Examples: Isaid. Istarted dancing around the room. Ifelt really
stay exam shouldnt an up before You night all excited.
(You shouldnt stay up all night before an exam.) 2 Iwas waiting all summer. Iwas so worried. Ireally
good is found for sleep our Scientists brains that out wanted to go to university, but Ineeded to get good
(Scientists found out that sleep is good for our exam results. Eventually at the end of August they
brains.) arrived. And it turned out that Ihad the best results
come sentences any couldnt more up Iwith in the class. Ifelt really pleased.
(Icouldnt come up with any more sentences.) 3 Iwas travelling on aplane for the first time and we
were going through some really bad weather and
1 Go through the words in the box first, checking for suddenly the plane started shaking and going up and
down. Ifelt really worried.
understanding. Discuss the first two questions as
aclass and then do the third as apair activity.
Answers 1 excited 2 pleased 3 worried
2 Ss listen and read, answering the questions
individually. Then check in pairs before doing aclass 6 Allow five minutes thinking time and encourage Ss
check. to note down their ideas but not to script their speech.
Remind them to look at the Speak Out box to help
Answers 1 Just before Christmas last year. 2 She lost them. When they are ready, Ss practise in pairs and,
20, then failed her Maths exam and her boyfriend left while one is speaking, their partner checks the Speak
her. 3 Acouple dancing on YouTube, the woman was in Out box to make sure they have included all the
awheelchair. 4Amazed and inspired 5 If you really points. Finally, nominate Ss to speak in open class
want to do something, you can do it. 6 She took up without referring to their notes. If they forget to
dancing seriously. include any of the points in Speak Out, ask questions,
or elicit questions from other Ss to elicit the
SPEAK OUT information, e.g. How did you feel?
3 Look through the Speak Out box with Ss. Elicit

which parts are used at the beginning of the story (say
when the story happened), in the middle of the story
(linking words, the Past Continuous and saying how
you felt) and the end of the story (agood way to finish
the story). Check understanding and then Ss work
individually to underline the phrases in Caitlins story.
Then do aclass check.
Answers This happened just before Christmas last year.
First, Then, After a while, Finally, As I was watching, I
realised two important things, Iwas amazed,
changed my life!
Optional activity: Play the recording of Caitlins story

again and Ss listen and repeat the key phrases.
4 Let Ss do the task individually, then check in open

class.

Create and inspire
04
listening Narrator: It was aman from Porlock, atown nearby.
Nobody knows what the man wanted, but it was
This section gives Ss alistening text on the nothing very important.
biography of afamous person, although possibly The man: Iwas saying to my wife it was acold
not one they will have heard of. They then have evening, very cold. Iwas worried about my potatoes
achance to try to retell the story themselves. There so Iwent out into the garden
is also further practice of the Past Continuous with Narrator: The poet stood at his front door for almost an
when and while. hour. As he was listening to this talkative stranger,
Coleridge began to forget his dream He felt very
irritated. Finally, when he returned to his pen and
Warm-up Review of storytelling. Build astory. Elicit paper, the poet found that he could remember almost
ways of starting astory from Ss, e.g. It was ten oclock nothing. One of the great masterpieces of English
in the morning on 4 July 2003. Put Ss into groups poetry was lost forever.
of four or five. One student in each group gives the
first sentence of astory. Each person in turn has to Answer Somebody knocked at the door and started
add asentence. Once Ss have done this in groups, do talking to him.
the same in open class but, at regular intervals, recap
on the complete story so far and give instructions to 4 Allow Ss time to read through all the sentences and
Ss to use sequencers, the Past Continuous, etc. elicit which sentence they think is the first and why.
Make sure that all Ss know that they should start with
1 Ask the first question as awhole class and write up (b) and then they complete the exercise in pairs.
names on the board. Then give Ss one minute to Then play the recording ONCE only to check.
discuss each of the other two questions in pairs. Get
class feedback. Answers 1 b 2 e 3 f 4 d 5 h 6 g 7 a 8 c
Optional activity: Ss could be encouraged to bring
afavourite poem to class at the end of the previous 5 Divide Ss into pairs. Give them aminute to read
lesson. This will give them time to find out about the through the prompts. Then tell Ss they are going to
author of the poem and be able to discuss him/her retell the story using the prompts and the phrases
more. from the Speak Out box. Finally, as aclass check, pick
adifferent student to tell each sentence of the story
2 Ss read through the text and then discuss in pairs using the prompts. Correct any problems and elicit
what the missing information could be. Elicit answers better sentences when necessary. You might like to
even if they arent totally serious, e.g. kicked him, have one student as arecorder, writing the final story
kissed him, killed him. Elicit which word Ss think is on the board in the class check.
the most likely.
6 Elicit that this is arevision of the Past Continuous
3 Tell Ss they will now listen to the story. Tell them with when, while and as. Ss spend about five minutes
they should take notes that give them the answer to writing sentences. Tell Ss that they should write some
Exercise 2. Then do aquick class check. Play the true sentences and some false ones. Then divide Ss
recording ONCE only. into pairs and do the task. At the end, elicit some of
the strangest sentences and find out if they were true
or false.
Narrator: Samuel Taylor Coleridge was one of Englands

greatest poets. He was also very unlucky. In the Resource 11: What and why?
summer of 1797, Coleridge was travelling alone
around southwest England. One evening, he decided
to spend the night in alonely farmhouse. He wasnt
feeling very well and took some strong medicine. He
sat in achair by the fire and read abook. After afew
minutes he fell asleep. While he was sleeping, he had
an amazing poetic vision he saw awonderful, exotic
palace with beautiful gardens. When he woke up,
he found that he could still remember his fantastic
dream. Coleridge took apen and some paper and
began to write. Some people think that the first lines
of this poem Kubla Khan are some of the most
beautiful in the English language.
Coleridge: In Xanadu, did Kubla Khan/Astately
pleasure-dome decree
Narrator: While he was writing, somebody knocked at
the door.
Coleridge: Who can that be?
Aman: Good morning, Mr Coleridge!

WRITING | Informal email the Apaper to one person in the B group and vice
versa. Tell the student with the paper to choose one
of the sentences, e.g. At 4 p.m. yesterday Iwas
This section gives Ss practice at writing informal
washing the car, and tell them they are going to
emails. It also focuses on the difference between
write ashort friendly email to their friends that they
formal and informal styles.
saw someone washing their car at 4 p.m. yesterday
and you want to know if it was them (e.g. Marc). Give
Culture notes Ss about three minutes to do this, while the other Ss
in the group look at the sentences on the paper they
Abbreviations are often used in informal emails. have been given and choose one for themselves. Ss
Here are some of the most common: then show their emails to the rest of the group and
2BCTND To Be Continued the other group members write ashort friendly reply,
2G4U Too Good For You
saying whether it was or wasnt them. Have aquick
4YEO For Your Eyes Only
AFAIK As Far As IKnow class check, finding out who was doing what at 4 p.m.
AKA Also Known As yesterday and then have aclass discussion about the
ASAP As Soon As Possible characteristics of the emails they used (e.g. informal,
AWHFY? Are We Having Fun Yet? short, colloquial words, etc.). You could put these
AYPI? And Your Point Is? characteristics on the board as astarting point for the
B4 Before rest of the lesson and they can check at the end of the
BBL Be Back Later lesson if they were doing the right thing in this first
BCNU Be Seein You attempt at writing short informal emails.
BEG Big Evil Grin
BFN Bye For Now 1 Direct Ss attention to the leaflet. Elicit descriptions
BG Big Grin
BRB Be Right Back
of the pictures. What do Ss think they are promoting?
BTW By The Way Give Ss aminute to read the leaflet, check vocabulary
CM Call Me and ask Ss to match the pictures to the items on the
CUL8R See You Later schedule. Then Ss work in pairs to do question 1
DUR? Do You Remember? before doing aclass check. During the check ask Ss to
FYI For Your Information point out where the different art forms are shown. Ss
GMTA Great Minds Think Alike then discuss questions 2 and 3 in pairs before doing
HTH Hope This/That Helps aclass discussion.
IMO In My Opinion
IOW In Other Words Answer Photography is not mentioned.
IRL In Real Life
J4F Just For Fun
JK Just Kidding
2 Read through the possible titles ae in the task.
L8R Later Brainstorm with Ss possible email topics for each
LOL Laughing Out Loud headline. Then give Ss three or four minutes to read
LTNS Long Time No See the emails and decide on their answers. Let them
MOTD Message Of The Day check in pairs before doing the class check. Make sure
OBTW Oh, By The Way Ss give justifications for their answers.
OIC Oh, ISee
OTOH On The Other Hand Answers 1 d 2 c 3 a
POV Point Of View
ROTFL Rolling On The Floor Laughing
RSN Real Soon Now TRAIN YOUR BRAIN
T+ Think Positive
TAFN Thats All For Now 3 Before looking at the Train Your Brain box, let Ss
TIA Thanks In Advance try and do Exercise 3 on their own as they probably
TIC Tongue In Cheek can do most of this already. Do aquick class check but
TTFN Ta Ta For Now do NOT give the right answers at this stage. Then read
TTYL Talk To You Later through the Train Your Brain box with the class. For
TTTT To Tell The Truth point 3, elicit from Ss more examples of smileys, e.g.
TX Thanks , and abbreviations. Maybe have an open board
TYVM Thank You Very Much session. Ss come to the class and draw smileys or
WB Welcome Back
write abbreviations on the board and then, when the
WEG Wicked Evil Grin
WRT With Respect To board is filled, elicit the meanings from the whole
class. For point 4, elicit other possible endings for
informal emails, e.g. TTFN Ta-Ta For Now, which is
Warm-up Introduction to writing short emails. Was it also an abbreviation. Ss then go back to Exercise 3
you? Divide Ss into an even number of groups of and check their answers.
four. Label groups Aand B. Give each group apiece
of paper and ask them to write down what they were Answers smiley abbreviation CU dashpictures
doing at 4 p.m. yesterday. Each student writes their thanks two greetings Hello, Hi threeendings
sentence and then folds the paper so no one can see All the best, CU soon, cheers
what they wrote. When Ss have completed this, give

Create and inspire
04
Optional activity: Ss write each other short emails,
using as many abbreviations and smileys as they can.
Pass them around and Ss try and guess what they say.
4 Ss do the activity individually without looking back

at the emails. Do aclass check and then find the
words in the emails. For questions 1, 6, 7 and 8, elicit
other possible answers (again, great, like, later).
answers 1 back 2 know 3 Hope 4 All 5 for 6good
7love 8 soon
5 Give Ss aminute to read the email and then check

understanding with some comprehension questions,
e.g. Who is writing the email? What is the topic?
What does Jez Bodlin want? When is the festival? Is
the festival important? How do you know? What
does Ms Scott do? What should she do? Check
understanding of the phrases ai. Then divide the
class into pairs and ask Ss to underline those phrases
in the original email that can be replaced by ai. Do
aquick check of this. Pairs then rewrite the email.
Give them about ten minutes. Put pairs into groups of
four. They check each others emails and come up
with one group email. Ss then check their emails with
page 121. Have aclass discussion and elicit from Ss
any suggestions other than aithat they could have
used to change the email, e.g. instead of (d), they
could say Itd be great to see you there. You could ask
them if they can further improve the email by adding
smileys or abbreviations.
6 There are two possible approaches to this task.

(1) With agood class, read through the possible topics
together. Read the rubrics and remind Ss about the
Train Your Brain box. Then give Ss ten minutes to
write two emails. Make sure Ss write the From and
the Subject but leave the To blank. Collect all the
emails in abag. Mix them up and then each student
picks out two emails from the bag. They should add
the To to the original and then write their two replies.
Ss then give the relevant Ss their replies. Do aclass
check and discuss the different emails they received
and replied to. As Ss are writing the emails, walk
around monitoring and taking note of interesting
sentences or problems. During the class discussion,
show the interesting sentences and discuss the
problems you saw.
(2) If you have aslightly weaker class, do the same as
(1) but when you have read the possible topics,
brainstorm the sort of things that Ss could include in
the emails. This is to help weaker Ss focus on what
they are going to write before they write.
Optional activity: Ss create their own local Arts
Festival brochure like the one in the SB and bring to
the next lesson. As arevision of what they have done,
in the next lesson, they can then rewrite invitation
emails to their own festival.
additiOnal PRaCtiCe: Photocopiable resources.
Resource 12: Whats your alibi?

Vocabulary and grammar 4 Tell Ss that they have to rewrite the sentences
using the words in capital letters, but keep the same
1 Write up the start of the first sentence of the meaning. Do the first as an example on the board by
exercise on the board. Tell Ss you are going to say eliciting from Ss. Help Ss by making them think about
three words. One of them will correctly finish the the following questions: Is the sentence apositive or
sentence. Read out the words in italics and Ss call out negative statement, or aquestion? (aquestion)
what they think is the right answer. Elicit why the Look at the word in capitals, what word form is it?
other two words are wrong, i.e. what they refer to/ (adjective) What tense is needed? (past). If Ss still
mean. Ss then work in pairs to do the other sentences. have trouble, elicit the first word, then the second,
Do aclass check. Then in pairs, Ss write up six more etc. Ss work in small groups. Monitor and assist where
sentences using one word from each sentence that necessary. In the class check, get Ss to write their
hasnt been used. Ss can then read them out to the sentences on the board and then the class corrects if
rest of the class and Ss have to guess the correct they are wrong.
answer.
Answers 1 Did the teachers use to be strict?/Were the
Answers 1 playground 2 terrified 3 finally 4pleased teachers very strict? 2 Ididnt use to be agood student
5 calm before./Iused to be abad student. 3When Iwent into
the room, the man was shouting. 4While Iwas writing
2 Write up the first words of the phrasal verbs on the the last answer, the teacher told me to stop. 5 Ididnt
board. Elicit the prepositions that follow and check fail any of my exams.
meaning by asking questions, e.g. which verb means
discover, etc. Ss read the text quickly. Elicit what it is 5 Ss do the activity alone and compare ideas in pairs.
about (astrange noise in the night). Ss work on their
own to complete the gaps with the correct verb. Do Answers 1 couldnt 2 were/are 3 recorded
the first as an example and make sure Ss understand 4 did not revise 5 Did you make 6 were writing
that they have to change the tense when necessary. 7 did you start 8 was performing
Give them acouple of minutes to check in pairs before
doing aclass check.
Answers 1 stayed up 2 got down to 3 come up Pronunciation
4wrote down 5 kept on 6 find out 6 Ss read the words aloud and try to see which is
different. Play the CD and elicit answers. Highlight
3 Ss cover the words in capitals and think of aword and drill the two vowel sounds in each set. If Ss are
which could go in each space, e.g. 1 musician. Elicit familiar with the phonemic chart, refer to this. You
ideas. Tell Ss to uncover the words. Ss then work in may introduce and practise the particular sounds
small groups to complete the exercise. here. If so, make sure Ss write them down in their
notebooks with the words that show that sound, e.g.
Answers 1 composer 2 secondary 3 boring 4dramatic /a:/ car, start. They can then add more words with
5 imagination 6 memorise similar sounds later.
Optional activity: If Ss have trouble with this, you Answers 1 car 2 start 3 form 4 turn 5 four 6word
might like to elicit the possible prefixes and suffixes
that could go with each of the words in capitals. Draw
agrid with about ten boxes on the board. In each box
write asuffix that Ss are familiar with, e.g. -er, -or,
-tion, -able, etc. Make sure you include those from
Exercise 3. Put Ss into small groups and tell them
they have five minutes to think of at least one word
for each suffix and be prepared to give an example
sentence to show the word in action, e.g. He was
very bored with the lesson. Play the game by groups
taking turns to choose asuffix and present acorrect
example sentence. Each box is owned by the group
who gives the first correct example.

Listening skills Host: Thank you, Jake. And now were going to listen
to Brian, from Edinburgh. Brian, can you hear me?
7 Play the recording for Ss to do individually. Ss then Brian: Yes, Ican, hello. Im sixteen and Igo to aprivate
check in pairs before listening again. boarding school.
Host: And is it acreative place?
Tapescript CD2 Track 9 Brian: Well my parents think so. They sent me here
Host: Welcome back to the programme. Today, were because in this school we learn to think creatively
talking about creativity in schools. In amoment, and to work in teams. Our teachers believe students
were going to ask some secondary school students to work better when they work together so they often
tell us about how their schools help them to be more teach us through projects and group work. Ilike
creative. And Ithink weve got the first person on the it. Ithink it makes everyone more open to other
line. Its Vicky from Manchester. Is that right? peoples ideas and definitely more creative. We also
Vicky: Yes, hi! Im seventeen and Igo to astate have alot of afterschool clubs to choose from. Im
comprehensive school and we take part in this in the school band and Ialso go to creative writing
European Union programme to help state schools with classes and poetry workshops.
technology. Last year we got adigital video camera Host: That sounds great, Brian. All right, its time
and this year we got an interactive whiteboard and for abreak now and well be right back with more
amulti-media projector and none of it cost apenny. comments from our listeners.
Our Computer Science teacher showed our class how
to use the technology to prepare presentations and Answers 1 d 2 e 3 c 4 f 5 a
then we worked together on abig project about our
interests and hobbies. Our presentation was really
good and we got aprize from our form tutor.
Host: Congratulations, Vicky. And now weve got Reading skills
another caller. Hello!
Greg: Hi, Im Greg and Im calling from Liverpool.
8 Ss read through the five sentences and, for each,
Host: What school do you go to, Greg?
underline key words which will help them to carry out
Greg: Its aprivate secondary school near Liverpool. the activity successfully, e.g. 1 author, article, thinks,
Host: So, tell us about your school. Does it help you be cannot, creative, creativity, myth, people, help,
creative? false ideas, limit creativity. Ss then read the text
Greg: Yes, Ithink it does. Our school organises quickly, identifying the part of the text where they
Journalism Club classes. We have workshops on think the answer is. They then read the chosen
how to write successfully and journalists visit our sections more intensively, looking for key words or
school to tell us about their jobs. We have our school their synonyms. When Ss have completed the task,
newspaper too, so we can write our own articles and ask how they can be sure they are correct.
practise what they teach us during the workshops.
Then all we need is acomputer and agood idea. Answers 1 d 2 c 3 b 4 a 5 c
Host: Great! Thanks for calling, Greg. Lets see,
who do we have next?
Jessica: Hello? Erm my name is Jessica. Im sixteen
and Igo to asecondary school here in Nottingham.
Speaking skills
Host: So, Jessica, do you feel your school helps you 9 Ss work in groups of three or four. Firstly, give Ss
become more creative? afew minutes to brainstorm things they could include
Jessica: Yes, its brilliant! Some of our teachers want under each heading. Tell them not to worry if they
us to take part in artistic talent contests. They help cannot think of something under each heading but
us find what were interested in and what were warn them that they will be expected to talk for at
good at, and then help us prepare for the contests. least three minutes. Then tell Ss to give aresponsibility
They know that it needs alot of work and time to to each of the Ss, i.e. who will talk about what. Then
create something artistic, so they meet with us give them another eight minutes to prepare their
every time we ask them. The results are great! Last presentations. Pair the groups and the groups should
year students from our school won prizes in many
give their presentations to each other. Through all of
categories: Art, Music, Dancing and Graphic Design.
Host: Lucky you, Jessica. Iwonder what our next caller,
these stages, walk around monitoring, helping and
Jake from Cardiff, has to say. Do you take part in taking notes of problems that you can go through in
competitions too, Jake? the class check. The pairs of groups can nominate the
Jake: Well, not really. Ithink my school has adifferent best presentation for the whole class to hear.
attitude to creativity. Our teachers say that creative
students need to be independent, so they teach us to
make our own decisions and choices. In fact, we even
plan our own school timetable.
WRITING skills
Host: What? So does that mean you can stay in bed all 10 Give Ss acouple of minutes to read the rubric and
day if you dont want to study? underline the key words. Elicit key words from Ss.
Jake: No, of course not. We always have six lessons Then refer Ss back to pages 3839 and, in particular,
aday and at the end of the school year, we still need the Train Your Brain box. Then give Ss fifteen minutes
to do exams, but we can choose which subjects are to write their letters. Put Ss into pairs. They swap
important for us and spend more time studying letters, check and give back. Then as aclass, write up
them. Ifind that very helpful. amodel on the board that Ss can compare with.

05 A place called home
Read, listen and talk about houses and homes.
Practise comparative and superlative of adjectives; relative pronouns.
Focus on describing photographs.
Write a description.
EXAM FOCUS Topic: Home

Speaking Describing a photo: SB p.49, ex.7, ex.8
Unit 5 Materials
Listening Matching: SB p.43, ex.6
Completing a plan: SB p.45, ex.7 Workbook Unit 5
True/False/No information Testing and Evaluation Programme tests
SB p.47, ex.3 DVD-ROM Unit 5
Grammar and Sentence transformations: SB p.43, ex.7
vocabulary Multiple choice: SB p.45, ex.4
Writing A description: SB p.47, ex.5
Grammar and listening definitions. Check in pairs and do aclass check.

Asyou check, you can elicit definitions.
This section introduces ways of making Answers Skylight and hedge are missing
comparisons on the topic of homes.
Special difficulties: Ss have probably met 2 Ss look at the three sentences. Check they
comparatives and superlatives before but (not) understand the words in the box. In pairs, Ss practise
as as may be new. Ss may make errors in completing the sentences using the words in the box.
forming the sentence, e.g. using so as or so At this stage do NOT give the correct answers.
like, because of L1 interference and such errors
may quickly become fossilised. Listen out for 3 Play the recording ONCE only and Ss follow the
the less important grammatical items (than in text by reading. Once they have finished reading, give
comparatives, as in the structure as as and the two minutes for Ss to complete the questions for
in superlatives) as well as the adjectives used and Exercise 2 and then do aclass check. Elicit from Ss
correct thoroughly. which home they would prefer and why.
Answers 1 it is the most spacious, it has agarden, it is
Warm-up Alead-in to the topic of the lesson. Draw it! quieter 2 it is near the shops, it is more fun 3it is
Draw asquare on the board and tell Ss that this is inexpensive, there are friendly neighbours
ahouse. They have to add features to the house but
can only draw items if they know the word for them in
English. Put Ss into two groups. One student comes Work it out
to the board to draw one item and writes what it is in
English. One student from the second group does the
4 Ss work quickly individually and then check in
pairs. Do encourage Ss to check the text to help them.
same and Ss continue until they are unable to think
of any more things for which they know the word in Finally do aclass check. As stated in the special
English. Make sure adifferent student comes to the difficulties, Ss may have trouble with both these
board each time as, even if they themselves dont structures. Write on the board:
know any words, their groups can teach them. The not as _____ as = _____ than
activity stops when neither group can think of any Add big into the first blank and elicit the second blank
more words to add. Keep the picture and words on (smaller). Make sure Ss see that the meaning is
the board. opposite to the adjective used. Then write:
too _____ = not _____ enough
1 Ask Ss to look at the three pictures. Elicit which Add dirty and elicit the second blank (clean). Again,
one they think is (a) in the city, (b) in the country, make sure Ss see that the opposite adjective is
(c)in the suburbs. Ask them how they know (other needed. Ss write these in their books. Then elicit from
than the titles). Check the meaning of detached and Ss as many adjective pairs (adjective with its
check understanding of semi-detached (connected on opposite) that they know and then practise with these
one side to another house) and terraced (connected two forms. There may also be problems with word
to other houses on both sides). Give Ss about three order, e.g. not enough + adjective, so it is important
minutes to do Exercise 1 but at this stage do NOT give to focus on these structures very clearly at this stage.

A place called home
05
It may also be useful to point out that we use not as + again. Ss do the task individually and then let them
adjective + as as away of avoiding using negative check in pairs before doing aclass check. Be careful
adjectives when describing people or things. It sounds with as as and too/enough.
much nicer to say: X is not as clever as Y than to say
Answers 2 The centre is noisier than the suburbs.
X is stupider than Y.
3The suburbs are not as interesting as the centre.
Answers 1 a 2 b 4Its more difficult to get to school from the house in
the suburbs. 5 The country is the most boring. 6The
flat isnt as nice as the cottage. 7 The house is too far
5 Start by Ss underlining all comparatives,
from the shops. 8 The centre is not quiet enough.
superlatives and other ways of making comparisons in
the text. Then Ss fill in the gaps individually. Do
aclass check. Then elicit spelling rules for forming 8 Let Ss discuss in pairs what they think will happen
comparatives and superlatives where the word ends in for no more than two minutes. Take aquick poll and
one vowel and one consonant, e.g. hot, big with then play the recording ONCE only. Check what the
these we double the last consonant. Elicit from Ss decision was and then play again for Ss to check how
examples of other adjectives with their comparatives Ivy feels and why.
and superlatives. This will help them with the next
task. Tapescript CD2 Track 12
Answers 1 quieter 2 bigger 3 the nicest 4 the noisiest Ivy: Yeah, in the end dad got his way Well, he was
5 friendlier 6 more boring 7 the most expensive probably right. The flat was abit too expensive
8better 9 worse Yeah, its great to have agarden, especially for
sunbathing in the summer No, its not so far away
really Yeah, the good news is that its on adirect
6 Before Ss start, elicit what word usually comes bus line to school and its not too far from the train
after acomparative, e.g. Iam taller ____ Juan. station either so Ican be in the centre in about
Alsoelicit what usually comes before and after twenty minutes And theres ahuge shopping
asuperlative, e.g. ____ best teacher ____ the world. centre just ten minutes walk away Im glad were
Then elicit which of these three words for superlatives not moving to the country Iwouldnt like that at
is ALWAYS used (the). Ss first predict what they think all Anyway, what about you? Did you go out with
should go in the gaps and who they think says what. Kevin last night?
Check in pairs and possibly have aquick class check,
but do not give the answers. Then play the recording Answers Ahouse in the suburbs. Ivy is happy about it.
and do afinal class check. You may need to play the
recording more than once.
9 Ss work in groups of four or five. Elicit how Ss can
find out the information. What questions must they
ask, e.g. How far from school do you live? Then give
Ivy: Ireally dont want to go and live in the suburbs. Ss about six to eight minutes to discuss before doing
Dad: Why not, Ivy? aclass check and poll.
Ivy: Well, for astart, its further from school so it means
getting up earlier and getting home later, so Iwont Optional activity: Ss prepare apresentation or aposter
have as much time for homework, will I? presentation about their favourite place to live,
Dad: No, but you could do your homework on the bus. comparing it to other places in the area.
And remember the house in the suburbs is larger, ADDITIONAL PRACTICE: Photocopiable resources.
more comfortable and more peaceful than the flat. Resource 13: In my opinion
And you need peace and quiet to do your homework,
dont you?
Mum: The cottage in the country is the most peaceful
place to live. Its definitely the best.
Ivy: Mum, the country isnt the best place to live, its
the worst.
Mum: Country people are fitter and healthier than
people in cities.
Ivy: Yeah, and theyre also sadder and colder than people
in cities. And theyre wetter too and more fed up
Dad: Thats enough, Ivy.
Answers 1 further; earlier; later (a) 2 larger; more

comfortable; more peaceful (c) 3 most peaceful (b)
4best; worst (a) 5 fitter; healthier (b)
7 Go through the example with Ss so they

understand what they are doing. Ss should be able to
do all the questions without checking the recording

GRAMMAR AND READING answer, e.g. people: The American girl who, the kind
of girl that, Everyone that, person who enjoys;
possession: the girl whose father; objects and things:
This section continues the topic of houses,
one thing which is very odd, The thing that Ilike, an
extending the vocabulary to household items.
indoor garden that, aphoto which; places: agreat
Italso introduces relative pronouns.
district where, the youth hostel where.
Special difficulties: There may be L1 interference
Answers awho, that b whose c which, that dwhere
when deciding on which pronoun to use, e.g. the
overuse of what instead of which, e.g. Here is
apicture what Itook. There may be word order 3 Ss do the task individually before aclass check.
issues and students may have trouble adding Once Ss have identified the rule ask them to find one
the object, e.g. This is the picture that Itook more example of arelative pronoun that could be left
it this morning. Whose may cause problems in out and one that couldnt in the text.
understanding the meaning and needs special Could: You can hear everything that your flatmate
attention. does.
Couldnt: Everyone that sees it
Culture notes Answer a
The Lower East Side (also known as LES and

Loisaida) is asuburb in Manhattan, New York. Check it out
Although originally aworking class neighbourhood, it
has become more popular with the wealthy in recent 4 Go through the Check it out box first. You may
years and has now been placed on the list of Americas encourage other examples from the class for each
Most Endangered Places. It has always been apopular section. Read through the rubric with Ss. Make sure
place for immigrants and has avery large Jewish they realise that there could be more than one answer
community. It has been the centre of Jewish culture to each question. Ss work individually before checking
for many years. It is the site of many synagogues, the in pairs. Tell Ss to refer back to the Check it out box if
Bialystoker in particular. The Bowery, another part they are not sure. Then do aclass check. Make sure Ss
of the Lower East Side, was the home of the CBGB, give justifications why they chose the answer.
one of the most famous nightclubs in New York and Particularly pay close attention to questions 5 and 6 as
the place where many famous rock acts like Blondie this may cause confusion between the use of who and
started. whose.
Answers 1 that/who 2 which 3 where 4that/which
Warm-up Review of ways of comparing. Mines better! 5whose 6 who 7 that/which You can leave out the
Put Ss into groups of four or five. Each group thinks relative pronoun in sentences 2, 4, 6, 7.
of atopic that they are all interested in, e.g. football,
music, animals, school. Each person, alone, thinks of
their favourite team, group, animal, subject, etc. Each 5 Ss do this individually. Then do aclass check. If
student gives their opinion as to who or what is the there are problems, refer to Exercise 3.
best and then, as agroup, they give reasons why their Answers The American girl (who) we met Shes just
choice is better than the others (e.g. better looking, the kind of girl (that) you want to share aflat with. The
more talented, sweeter, more interesting) and why thing (that) Ilike about it You can hear everything
the other choices are worse (e.g. not as exciting, not (that) your flatmate does. Im sending you aphoto
as tuneful, not as easy to look after, more difficult). (which) Itook
Open the conversations up to the whole class and
correct as necessary.
6 Read through the rubric and look at the plan. Ask
1 Give Ss three minutes to read the text and answer Ss to predict which rooms are which. Before listening,
the first three questions individually. Give them three check: left and right, corner. Then play the recording
minutes to check in pairs and answer question 4. Ask ONCE only and do aclass check.
Ss if they have heard of other houses or flats that are
different. How were they different? Tapescript CD2 Track 13
Answers 1 In Mikis apartment on the Lower East Side Miki: Here we are.
in New York 2 The district is great, her flatmate is the Nadine: Its apity theres no lift!
kind of girl that you want to share aflat with and the Miki: Ilike walking up the stairs!
Nadine: Wow! Its so bright.
flat is lovely. 3 The glass walls
Miki: Yeah, well this is an apartment whose owner is an
artist.
Nadine: An artist?
Work it out Miki: Hmm, the guy who rents it to me is an artist,
2 Point out to Ss the words in bold in Nadines email. hes quite famous Let me show you round This
Ss fill in the blanks individually and then do aclass room were standing in is the hall. And the room
check. Ask Ss what helped them to choose the correct which is in front of you is the living room.

A place called home
05
Nadine: Wow! Its big! Answers 1 whose 2 which/that 3 which/that 4where
Miki: Hmm, now, on your right here next to the hall is 5 who/that Only 3 can omit the relative pronoun.
asmall lavatory.
Nadine: Toilet and washbasin, OK. 9 Go through the example with Ss. Elicit which
Miki: And the room thats in the corner with the relative pronoun has been omitted (which/that). Ss
comfortable armchair and all the bookshelves, thats then do the task individually. Make sure they know
the study. Theres agreat sound system in here Oh, that some of the answers cannot omit the relative
em You see the computer which is on the desk? pronoun. Remind Ss to use the Check it out box if
Nadine: Yeah. they are not sure. Ss then check in pairs before doing
Miki: Its mine. Please dont use it. Its one thing Idont
the class check.
like sharing.
Nadine: Dont worry; Ive got my own computer. Answers 2 where you watch TV 3 where you keep
Miki: Good em under the window in the living your clothes 4 who/that lives with you 5who/that sells
room theres agames console which you can play flats and houses 6 that you use to clean the floor
whenever you like
Nadine: Thanks! Optional activity: Ask Ss to come up with some
Miki: And theres aTV and DVD player there too definitions (maybe three) for themselves, using words
This is the cupboard where we keep the vacuum on pages 44 and 45 in SB.
cleaner and all the other stuff Inever use. And this is
the indoor garden. 10 Ss look at the sentences individually and complete
Nadine: Oh, its lovely. Ilove plants. them with their own information. Then put Ss into
Miki: And behind this curtain is the bathroom. Its got pairs to discuss their answers and give more
ashower and abath. information. Finish with aclass summing-up.
Nadine: Cool.
Miki: And here on the left is the kitchen and dining ADDITIONAL PRACTICE: Photocopiable resources.
room. The dishwashers under the sink and the fridge Resource 14: Define it
and freezer are over there in the corner.
Nadine: Wow! What agreat kitchen table.
Miki: Yeah, this is the place where Ispend time with my
friends. And behind the kitchen is the balcony.
Nadine: What aview!
Miki: This balcony is the thing Ilove the most about
this apartment its big enough for atable and chairs
Iusually eat here when the weathers good. Look!
Thats the market Iwas telling you about, its where
Ido most of my shopping.
Nadine: Right.
Miki: On the other side of the kitchen is my bedroom,
and here, next to my room and near the hall is your
bedroom.
Nadine: Oh wow! Ilove it! Oh! Theres abox of books in
the wardrobe!
Miki: Yeah, they belonged to the girl who used to live
here. My ex-flatmate. You can keep them if you like.
Nadine: Er, no thanks. Maths was never my strongest
subject.
Answers 1 Nadines bedroom 3 lavatory 5 living room

6 cupboard 8 bathroom 9 kitchen and dining room
7 Ask Ss to read through the words and guess which

room they will be in before they listen again. Then do
the class check.
Answers sink 9, desk 4, freezer 9, shower 8, armchair4,
wardrobe 1, washbasin 3, bookshelves 4, DVD player 5,
games console 5, vacuum cleaner6, dishwasher 9
8 To begin, elicit the possible relative pronouns and

what they refer to again before starting this exercise
to re-focus and give weaker Ss time. Do this as two
separate tasks. First, Ss fill in the relative pronouns
individually and then check in pairs before doing
aclass check. Then, as aclass, identify the relative
pronouns that can be omitted.

reading 3 Read through the instructions. Make sure that Ss
understand the difference between false and no
information. Ss do the activity, first individually and
This section gives Ss practice at multiple-matching
then in pairs before doing aclass check. For the true
reading tasks on the topic of homes of the future.
and false statements, Ss should be able to give
evidence for their answers. Elicit ideas and then get
Culture notes Ss to do the exercise.
Pierre Cardin (born 1922) is an Italian-born Answers 1 NI 2 F 3 T 4 T 5 NI
French fashion designer who started life as an
architect but then worked with Christian Dior before 4 This is agood opportunity to check Ss understand
forming his own house in 1950. He was the first word order in English. Before Ss look at the text, elicit
designer to enter the Japanese market and was one of
the word type that should go in the sentences, i.e.
the first designers to create aready-to-wear collection.
1adjective, 2 noun, 3 noun, 4 noun, 5 noun,
Famous for geometric designs and unisex clothing, he
6adjective, 7 verb/past tense, 8 verb/past tense. This
is particularly famous for the bubble dress.
is auseful skill for Ss when they do tests, especially
Meteora is one of the largest and most important close tests. Ss then individually find the correct
complexes of eastern Orthodox monasteries in
underlined words from the texts to complete the
Greece, second only to Mount Athos. In total there
sentences.
are six monasteries (although there were once
twenty) and all of them are very difficult to reach. It is Answers 1 round 2 floor 3 ceiling 4 location
unknown when these monasteries were first built, but 5residents 6 practical 7 built 8 designed
it was certainly in use by the beginning of the twelfth
century. Five of the monasteries are populated by men Optional activity: Ss prepare their own sentences,
and one by women. There are normally no more than using the words in Exercise 4, to show that they have
six monks in each monastery. In recent years, they understood the meaning.
have become apopular tourist attraction.
5 Ss first work in pairs and then share their ideas
Warm-up Review of relative pronouns. Alien game. with another pair. Then have aquick class discussion.
Tell Ss that they should think of anoun athing or
aperson. Tell Ss that you are from adifferent planet
and that you speak very good English but dont know
what many things are in the world. Write the word
postman on the board and ask: Whats apostman?
Elicit adefinition using arelative pronoun, e.g.
Apostman is aperson who delivers letters. Ask
anew question: What are letters? and keep repeating
the process for as long as possible. Ss now do the
same with their nouns in pairs.
1 Before starting the exercise, direct Ss attention to

the pictures and elicit descriptions of what they can
see. Revise comparisons by asking Ss to compare the
pictures. Ss do the task in pairs, but at this stage do
NOT check the vocabulary of any words in the box. Do
aclass check, asking for opinions. Then give Ss one
minute ONLY to find out what the buildings are from
the text. Only after checking the final answers, check
understanding of the words in the box.
Answers Atourist attraction B monastery Cprivate
home D library
2 Tell Ss to read the reasons and then predict which

reasons go with which building. Then give Ss three
minutes to read the text (or listen to the text while
they read) and then class check. Elicit from Ss the
words and phrases in the text that helped them find
the answer.
Answers 1 B 2 A 3 extra 4 C 5 D

A place called home
05
VOCABULARY | Home when you are checking meaning, Ss can move words
around easily where necessary. When they have the
correct categorisation, they can write the categorised
This section extends Ss knowledge of house-
words in their books.
related vocabulary, revising nouns and introducing
useful adjectives. Answers Positive practical, comfortable, tasteful,
original, spacious, attractive, roomy, elegant, cosy
Negative ugly, tiny, uncomfortable, tasteless
Warm-up Introducing the vocabulary for the lesson and
Both bright, modern
revision of relative pronouns. Backs to the board. Put
Ss into two groups and get one student from each
group to come to the front of the class. They sit facing 4 Ss read through the text on their own and make
the other Ss and facing away from the board. Write their choices. Give them about three minutes. They
garden on the board. The Ss facing the board have then listen ONCE only and check their answers. Do
to define the word to the two Ss facing the class, e.g. aclass check and elicit reasons for their answers. Ss
It is aplace where you grow flowers. When they then discuss in pairs what room it is and the reasons
guess the word, they swap places with two other Ss why they think so.
and you write the next word (curtains). Continue Answers 1 cosy 2 upstairs 3 skylight 4 roomy
with vacuum cleaner and garage (the noun, not the 5heater 6 door 7 attractive 8 bookshelf 9armchair
verb). Leave the four words on the board and elicit Its astudy.
what kind of things they are, e.g. garden = thing
outside the house. Ss work in groups to brainstorm
other vocabulary that they know in each category. 5 Allow Ss time to think and make notes before
Elicit ideas and then Ss open their books to do writing. They can use this time to ask you for any
Exercise 1. vocabulary they need. If Ss do ask for vocabulary,
make anote of the words on the board and, at the end
1 Think Back! Ss should now be ready to go straight of the activity, go through all the words with the whole
into this exercise knowing exactly what the four class so that all Ss will learn the same vocabulary
groups are. Elicit answers and then, when Ss have items. Once Ss have made notes, show them how they
added their own words, rather than telling each other can use the example text as amodel for their own
what they are, Ss again have to define their words for writing by writing the first sentence on the board, but
other groups to guess. with spaces: Ireally _____ this room its very
_____ and _____ . Its _____ [where]. Elicit how Ss
Answers Rooms/places in the house attic, toilet, could complete the sentences for their room, e.g.
stairs, basement Ireally hate this room its really small and dark.
Furniture/decorations cupboard, curtains, Its next to the bathroom. Ss can either continue
bookshelves, wardrobe writing in class or, perhaps better, write for
Appliances washing machine, vacuum cleaner, freezer homework. If for homework, Ss can provide pictures,
Things outside the house hedge, balcony, garage, etc.
garden
2 Ss work in pairs to see how many of the words they

know. Elicit ideas and, if there are any that Ss dont
know, give them aclear definition and make sure they
make awritten record.
Answers Rooms/places in the house none
Furniture/decorations stool, blinds, rug, sofa, chest
of drawers
Appliances microwave, heater
Things outside the house doorbell
3 Note: Either ask Ss to bring dictionaries to the

lesson or have aclass set of dictionaries available.
Sswork alone and then in pairs, first without
dictionaries. Check what they know and only then
allow access to dictionaries to check. Allow Ss to
justify answers if they are different from those given,
e.g. modern may be felt by some to be negative or
bright too colourful.
Optional procedure: If possible, each pair should have
the words written out on separate pieces of paper so
that they can move them around and attempt to put
them into categories (positive or negative). Then,

speaking Answers Type of accommodation in the pictures
1terraced houses 2 acottage 3 ablock of flats
This section gives Ss practice at describing photos,
revising the language of homes from the unit. 2 Before listening, Ss should think about the
vocabulary that someone might use to describe the
different types of accommodation. First, Ss write
Culture notes down their own and then collate information in pairs.
Housing in the UK is quite different from other Then do aclass check and put the most important
countries. Most people in England live in urban areas. vocabulary on the board. Possible examples could be:
Towns and cities are spreading into their surrounding photo 1: old, many, similar, boring, dirty; photo 2:
environment to cope with the increase in population. garden, small, country; photo 3: high, balcony, lack
About two thirds of the people in England and the of space, etc. Play the recording TWICE. On the first
rest of Britain either own, or are in the process of listening, Ss match the text to the correct picture.
buying, their own home. Most others live in houses They then listen asecond time to write down all the
or flats that they rent from aprivate landlord, the words which describe what can be seen.
local council, or housing association. People buying
their property almost always pay for it by getting Tapescript CD2 Track 16
amortgage, which they must repay, with interest,
usually over a25-year period. Most houses in England The photo shows ahousing estate in acity. Idont
are made of stone or brick from the local area where know where it is exactly but it might be somewhere in
the houses are built. The colours of the stones and Europe. Perhaps its in Germany or it might be Sweden.
bricks vary across the country. England has many There are some blocks of flats one on the left and
types of homes. In the large cities, people often live in some more in the background. The blocks of flats look
flats. In most towns, there are streets of houses joined really colourful and there is alot of grass and trees.
together in long rows, called terraced houses. The Some of the balconies have flowers on them. There
main types of houses in the UK are detached (ahouse might be aschool with aplayground on the right, but
not joined to another house), semi-detached (two Im not sure. In the foreground theres awoman with
houses joined together), terraced (several houses abig rucksack. Shes wearing shorts and asun hat
joined together), and flats (apartments). The most and shes walking through the estate. She looks like
popular type of home in England is semi-detached atypical tourist. Its surprising because the housing
(more than 27% of all homes), closely followed by estate doesnt look like atypical place for tourists to
detached, then terraced. Almost half of Londons visit. Perhaps shes lost! The estate seems quiet and
households are flats, maisonettes or apartments. pleasant its probably quite anice place to live.
Answer 3
Warm-up Review of housing vocabulary. Pair them up.
Each student needs three large pieces of paper. Tell Ss
to write one word, in large, clear letters, on each piece 3 The text on page 121 is the tapescript of the
of paper. Two should be nouns on the topic of homes previous listening. Having made notes in Exercise 2,
and furniture and one should be an adjective. Collect Ss should have alot of ideas for this. Allow Ss to work
in all the words and remove any duplicated words to in pairs and try to answer the questions before looking
reduce the number. Place them so that Ss can see at the text. Elicit ideas and then allow Ss to look at
them all either stuck on the board or place on adesk the text to check their answers.
in the middle of the class. Ss work in pairs and each Answers 1 summary 2 on the left/right, in the
pair in turn chooses two words which, in some way, go foreground/background 3 the Present Continuous
together and says why they go together. At first, this 4positive: quiet, pleasant, nice place to live
is quite easy, e.g. kitchen sink; sinks are found in
the kitchen. As the activity goes on, the words that
are left tend to be the most difficult and are more SPEAK OUT
difficult to put into pairs, e.g. attic cosy. Ss have to
show they understand the meaning and, if they say 4 Go through the Speak Out box with Ss. To practise
something like: My attic is cosy, ask why to make the structures, tell Ss you are going to find apicture in
sure they really do understand what the meaning is (it the book and, from your description, they have to try to
doesnt matter if the answer is completely untrue, as find the correct one. Choose the picture at the bottom
long as it shows they understand). of page 55. Start with asummary: This picture shows
some people sitting in aroom and maybe eating
1 Tell Ss to look at the vocabulary given and to dinner. Ican see five women and twelve men. One
discuss in pairs what they think each word means. person is holding afish skeleton. Many people are
Elicit ideas and then give Ss the correct definition of unhappy. Perhaps they are unhappy with their
each type of accommodation. Ss in pairs discuss what food. As soon as someone finds the picture, they
they can see in each picture, describing the homes should shout out the page number so that other Ss can
and any people and what they are doing. Elicit see it as well. If Ss are enjoying this activity, the person
answers and then refer Ss to the other questions in who found the picture first can come to the front and
Exercise 1. Again, Ss discuss in pairs before discussing take your place, choosing apicture and starting to
their ideas in open class. describe it using the Speak Out box as amodel.

A place called home
05
5 Re-elicit how you can talk about apicture in sentences (3 and 5 work best because of the greater
general (It shows /Ican see ). Ss think about the possibility of variety in the answers) but saying the
picture alone and then discuss ideas in pairs. Elicit word blank where the space is written in the book,
ideas in open class. Following on from the previous e.g. Most homes are rather [blank] and [blank]. All
exercises, ask Ss to make general statements about Ss write down what they think the student at the front
other pictures on other pages. wrote and get apoint if they are correct. Swap Ss
after each sentence.
answer The photo shows astreet of terraced houses.
Optional activity: Ss find out about how and where
people live in other countries and bring the
6 Look at the photo with Ss and elicit the missing information to the next class. They could find an
words for sentence 1. Ss complete the other sentences
example picture on the Internet to describe.
in pairs. Elicit ideas and then listen to check.
additiOnal PRaCtiCe: Photocopiable resources.
Tapescript CD2 Track 17 Resource 15: Describe and draw
1 In the foreground, at the bottom, theres alittle boy
on abike.
2 In the middle of the photo, there are some people
who are chatting in the street.
3 In the background, on the right, there might be
aparked car.
4 In the background, at the top of the photo, theres
abig hill with afarm on it.
answers In the tapescript
Mind the trap!

Articles are always aproblem for Ss and they need
constant reminding of afor general and the for
specific. Read through the Mind the trap! carefully.
Then, using the sentence from the tapescript, ask
Ss to make up an imaginary sentence for each one,
e.g. In the foreground, theres alittle boy on
abike. The boy is very happy. Get more
examples, correcting article use as necessary. You
can also use the third picture, which they studied in
Exercises 2 and 3.
7 Ss think about the answers to both questions and

then discuss them in pairs before doing aclass
discussion. Once you have finished the questions, get
Ss to describe the picture to each other using the
Speak Out box to help them. Nominate one or two Ss
to give their descriptions in open class.
8 Ss have now looked at two of the photos in some

detail so should be able to do this without too much of
aproblem. Monitor closely while Ss work alone and
help the weaker Ss where necessary. When they are
ready, divide Ss into pairs. Each student in turn gives
their description. Ss give each other feedback and
decide who gave a better description in their pair.
Elicit these in open class to see who gave the best
description and why.
9 Give Ss about two or three minutes to read and

prepare before putting them in pairs to discuss. If Ss
are from the same country and disagree, encourage
them to explain their reasoning. Once Ss have done
the pairwork activity, you could play Blankety blank
with some of the questions. One student comes to the
front of the class and the others have to guess what
this students answer will be. Read out one of the

06 Good food!
Read, listen and talk about food; diets; lifestyles.
Practise countable and uncountable nouns; quantifiers; articles with singular countable nouns.
Focus on complaining and apologising; dealing with new words in listening; word stress.
Write a letter of complaint.
EXAM FOCUS Topic: Food

Speaking Making recommendations: SB p.54, ex.1
Reading Multiple choice: SB p.52, ex.3 Photocopiable resources 16, 17, 18
Matching: SB p.56, ex.4 Testing and Evaluation Programme tests
Writing Letter of complaint: SB p.57, ex.9 DVD-ROM Unit 6
Grammar and VOCABULARY Answers 1 abook 2 Text A the Baintons;

Text B The Mendozas
This section introduces the topic of food and the
grammar of countables and uncountables. 2 Ss work first individually and then in pairs in this
activity. Then do aclass check but do NOT give them
Special difficulties: (1) The main problem can be
the answers until after Exercise 3. Also rather not use
that countable and uncountable nouns may be
dictionaries until Exercise 3. Play the CD and drill the
treated differently in Ss L1. There may also be
words.
different quantifiers. The issues of some and any,
and much and many may be quite alien to them. Answers oil, yoghurt, tea, flour, onions, butter, rice,
There is also alot of new vocabulary for Ss to learn beans, carrots, beef, chicken, red peppers, coffee,
in this lesson, as well as the grammar and it is mineral water, eggs
important to ensure that Ss understand each part
thoroughly before moving on to the next. 3 Check: dairy, vegetables, fruit to make sure all Ss
(2)Some Ss may know some of the uncountable understand them. Ss begin by working individually.
nouns as countable, e.g. Would you like Tell Ss to only fill in those words which they definitely
achocolate? as opposed to Would you like some know. When Ss have done as much as they can, put Ss
chocolate? Ive got two cakes left as opposed into pairs to check and share vocabulary. Then do
to Have you had any cake? Who looks after the aclass check. When Ss nominate afood or drink, ask
chickens? as opposed to My favourite dish them to identify it in the pictures. For those words
is roast chicken. You need to be able to explain given that they cannot identify in the pictures, ask
when they are countable (when you are referring them to describe them and see if the rest of the class
to aspecific bar of chocolate, cake or chicken) and can guess. You can then confirm the answers for
when they are uncountable (when you are referring Exercise 2. There are other foods and drink in the
to ageneric any chocolate, cake or chicken). pictures that are not given. See if your Ss can name
them but dont worry if they cant. Those words that
Warm-up Review of describing aphoto. Spot the nobody knows can be looked up in dictionaries.
similarities. Tell Ss they have three or four minutes
Possible answers
to draw apicture which includes abuilding and people
Fruit and vegetables beans, carrots, red peppers,
doing different things. Because of the time limit, their
brussel sprouts, onions (tomatoes, apples, cucumbers)
pictures should be as basic as possible. Ss can also
Meat and fish beef, chicken, bacon, prawns, tuna, ham
label anything in their picture which isnt clear. Ss
(salmon, sausage, salami)
now get into pairs, making sure that they dont show
Dairy yoghurt, butter, eggs, cheese (milk, cream)
their partner their picture. Each student in turn says
Drinks wine, tea, beer, coffee, mineral water (fruit
something about their picture, e.g. In the background
juice, hot chocolate)
there is ablock of flats. On the right theres agirl. She
Otheroil, flour, rice, breakfast cereals (crisps, pasta,
is eating. The idea is to find anything that is the same in
chips)
both pictures. Elicit what Ss found in open class.
Optional activity: As acheck, after this activity, Ss could
1 Ask Ss to look at the pictures. Elicit what they play pictionary, drawing their food on the board for other
think the texts will be about. Ss then individually do Ss to guess what it is.
the first two questions. Do aclass check and then Ss
in pairs discuss the last two questions before having
aclass discussion.
M06A_SUCC_TB_PINGLB_7131_U06.indd 62 11-09-26 17:57

Good food!
06
Work it out Tapescript CD2 Track 19
4 Ss should have studied uncountable and countable Man: Are there any dairy products in their diet?
nouns before but you might want to elicit the meaning Woman: Yes. They dont eat any cheese but there are
of these before you start this task. Make sure they some eggs and alittle milk and yoghurt.
understand that uncountable does not mean we cant Man: What about fruit?
count that thing (as an example, money is Woman: They dont eat much fresh fruit: there
uncountable but we often count money!). It means arent any oranges, just awatermelon and afew
that the word has no plural form so we cant say that strawberries.
there are one, two, three of that item. For example, Man: How much meat and fish do they eat?
we cant say that we have one money. Ss do the task Woman: Well, they eat alot of seafood. Some people
individually and then check as awhole class. might think they eat too much, but fish is good for
you. They dont eat much meat, just some beef and
Optional procedure: Write two of the underlined words pork, but they eat alot of noodles and rice. Perhaps
on the board in two columns without telling Ss what there are too many packets and tins, but there arent
the two columns are. Ss should then be able to guess many sweet things, so in general, its avery healthy
what the difference is and they can show you that diet.
they understand by telling you in which column to Man: Theyre from Japan, arent they?
write the next underlined food item. Other items Woman: Yes, they are.
from Picture B might also be used. At the end of the
activity, make sure Ss understand what the terms Answers 1 any 2 any 3 some 4 alittle 5 any 6afew
countable and uncountable mean. 7much 8 alot of 9 too much 10 much 11some
Answers 1 sugar, cake, juice, fruit, meat, fish, chocolate 12alot of 13 too many 14 many
(You may want to point out that cake can be countable
when talking about whole cakes but is uncountable 7 Put Ss into pairs and label them Aand B. Tell Ss to
when talking about apart of the whole.) 2 singular go to their respective pages and read the notes. Give
them afew minutes. Summarise the activity quickly.
5 Give Ss three minutes to do this individually before Brainstorm the questions, e.g. How much fruit/meat/
checking in pairs and then doing aclass check. Tell Ss drinks/desserts, etc. do they buy? Are there any
that the answers are in the texts, if the words can be dairy products in their diet? How much meat do
used with both uncountable and countable nouns then they eat? Do they eat much ? How about? Make
they are. sure Ss remember to guess the country and say
whether they think it is healthy or not. Ss will need at
Answers 1 alot of (fruit juice/fresh vegetables), not least ten minutes to do this activity. During the
any (fish/drinks), some (cake/apples) 2 much (sugar), activity monitor and take note of any problems to deal
alittle (chocolate) 3 many (things), afew (bags) with in the class check.
4alittle/afew/not much/not many
8 Ss now individually make notes about their own
familys diets. Tell them to think about their normal
Check it out day and to write down what they eat for breakfast,
lunch/dinner and tea/supper as well as any snacks that
Go through the Check it out box with Ss and ask
they often have. Make sure you are available to Ss as
if they can see the difference in use between alot
they may need help with some foods and drink that
of and much/many (much/many is rarely used in
have not been studied.
positive statements). Focus on the examples in the
box to help them. Elicit from Ss what the comparative
forms for some but not alot would be for countables
9 Now put Ss into groups of four or five. Go through
the instructions and model the examples. Check
(fewer) and uncountables (less). Give the following
understanding of sweet tooth. Then give Ss up to six
examples with the comparatives blanked out. Ieat
minutes and at least find the answers to the two
fewer vegetables than Mark but he eats less fruit
prompts. Monitor the activity so you can cover any
than me. At this point it would also be useful to
issues in the following class discussion.
re-elicit the rules for some (positive statements) and
any (negatives and questions). In all of the above ADDITIONAL PRACTICE: Photocopiable resources.
cases encourage examples from Ss. Resource 16: Snakes and ladders
6 Ss work individually and then in pairs to check. Do

aclass check but do NOT give the answers. Make sure
Ss give justifications for their answers, e.g. 1 is any
because it is aquestion. Ask Ss to guess which
country it is. Then play the recording and do afinal
class check.

READING become groups of four. Ask Ss to agree on astatement
for each point, e.g. We believe we should only eat
fish. We should cut down on how many
This section continues the topic of food with hamburgers we eat. Have aclass discussion,
multiple-choice reading task. encouraging aclass opinion. If there are any
vegetarians, elicit questions from the other Ss about
why, how long, what their parents think, etc.
Culture notes
George Bernard Shaw (18561950) was an Irish
dramatist, literary critic, asocialist spokesman and ListenING
aleading figure in the 20th century theatre. Shaw
was afreethinker, defender of womens rights, and This section continues the topic of food with
advocate of equality of income. In 1925 he was alistening for gist task and atask for working out
awarded the Nobel Prize for Literature. He was meaning from a listening context task.
avegetarian, who didnt smoke or drink.
Warm-up Vocabulary revision of food types. What type
Warm-up Review of foods, countables and uncountables. of food is that? Take all the different foods and drinks
Alphabet game. Ss are going to play amemory game used on pages 5051 and write each one on adifferent
so they must listen to each other carefully. One slip of paper. If you have more Ss, add afew more that
student starts by saying: Iwent to the shops and the Ss know. Hand out the slips, one for each student.
Ibought (something beginning with the letter a, e.g. Get all Ss to stand up. Call out afood type (e.g.
an apple). The next student must repeat what has dairy) and the Ss who have aslip that corresponds
gone before and add something using the next letter to this food type sit down. These Ss then as agroup
of the alphabet, e.g. Iwent to the shops and Ibought check with each other that they are all correct. Do
an apple and some bread. Any student who cant this with each food type. Then encourage Ss to think
remember is out of the game. Allow Ss to help each of more foods and drinks that can fit their category.
other to think of new foodstuffs and elicit corrections
with the use of a/some where necessary. If some letters 1 Brainstorm with the class key words connected
are too hard, tell Ss to ignore them (e.g. Q, X, Z). with both topics. Play the recording ONCE only. Ask
Ss what helped them decide the answer.
1 First, ask Ss what avegetarian is. Then elicit the
noun form (meaning belief vegetarianism). Ss do Tapescript CD2 Track 21
question 1 in pairs. Elicit the answer and then elicit all
Presenter: Hamburgers, chips, hot dogs, pizzas and
the other percentages to see if they can read graphs.
kebabs We all know theyre bad for us. But why is it
Ss then discuss the next two questions in pairs before that some of us cant stop eating greasy junk food? Is
doing aclass discussion. it because its delicious? Or is there perhaps another
reason? Well, Ihave with me here in the studio Dr
2 Note: Make sure Ss know to bring dictionaries to Agnes Dermer, who is the author of the book The
the lesson or have aclass set handy. Hungry Brain. Welcome to the programme, Agnes.
Instigate discussion about strange or disgusting foods Agnes: Thank you.
from the Ss own country and from other countries Presenter: Now, Agnes believes that it is in fact our
around the world. Ss use dictionaries to identify the brains that feel hungry and make us want to eat junk
words. Elicit examples of these food groups and example food. Tell us more about it.
sentences. Then, in pairs, Ss discuss the two questions. Agnes: Well, first of all, we humans have substantial
brains and these substantial brains need alot of
3 Elicit from Ss what they did the last time they had energy. You know, early humans had brains the size
amultiple-choice task to do (they found out why of achimpanzees. Today our brains are more than
three answers were wrong as well as why one was three times bigger. In fact, theyre so big they use
correct). Give Ss ten minutes to do the task or play more than half the energy we get from our food.
the recording and then give another six minutes. Presenter: Rather alot!
Check in pairs before doing aclass check. Make sure Agnes: Yes! And at the same time as our brains got
Ss identify where the answer is and explain why the bigger, our gut actually got smaller over hundreds
other possible answers are wrong. and thousands of years. And because of this our
large brains and small gut we need food which has
Answers 1 d 2 c (not d as Aztecs and Incas eat SOME alot of calories but is also easy to digest so we can
meat) 3 a(not c as fridges and freezers were only ONE get what we need from it quickly.
reason why meat became cheaper) 4 a 5 b 6 d Presenter: So thats why we dont eat leaves, like gorillas
do?
Agnes: Thats right. Ahungry gorilla is happy to munch
4 Ss discuss each comment in pairs, giving details to leaves for afew hours but leaves would be very hard
support their views, e.g. 1 Ithink it is natural for us to digest in our small gut and they wouldnt
because it is what most animals do/because it is give us many calories anyway. No, humans need
healthy to have some meat in your diet. Ilike red quicker snacks, which unfortunately for many of us,
meat especially and Ilove lamb curry. Pairs means greasy fast food.

Good food!
06
Answer b 5 Ss may need to listen to this twice. Go through the
same process. If Ss are having problems, ask: What do
some people loathe? (low-calorie drinks) What is
2 Read through the first question and elicit the
there amug of? (tea) What do you do when you are
meaning of context. Ss listen again ONCE only. Then
peckish? (eat) What fruits are nutritious?/What
ask: What thing is greasy? (junk food) What is now
types of fruit are nutritious? (raisins, bananas).
substantial? (our brains) For how long have our
guts become smaller? (hundreds and thousands of
years) What do gorillas munch? (leaves). Ask Ss to Tapescript CD2 Track 24
label the word types. Check in pairs. Agnes: give us many calories anyway. No, humans
need quicker snacks, which unfortunately for many
Tapescript CD2 Track 22 of us, means greasy fast food.
Presenter: OK. Iunderstand that our large brains need
1 But why is it that some of us cant stop eating greasy alot of energy. But how exactly does our brain make
junk food? us want to eat fast food?
2 we humans have substantial brains and these Agnes: Well, the thing is, when we enjoy ahamburger
substantial brains need alot of energy. it is not because it is really delicious but because our
3 And at the same time as our brains got bigger, brains enjoy all those calories. You see, when our
our gut actually got smaller over hundreds and brains get quick energy they produce chemicals that
thousands of years. make us feel good.
4 Ahungry gorilla is happy to munch leaves for afew Presenter: So thats why people find it difficult to stay
hours on adiet?
Agnes: Thats right. Or why some people loathe low-
Answers 1 a 2 a 3 n 4 v calorie drinks they taste sweet but they dont give
us any energy so are not as enjoyable as the normal
3 Ss listen again and then check in pairs. This now drinks which have alot of sugar in them. By the way,
should be quite easy after the questions in the last did you know that atypical can of cola has nine and
exercise. Make sure Ss tell you the clues that helped ahalf teaspoons of sugar? Imagine putting that in
them. your mug of tea!
Presenter: Gosh, thats alot of sugar, isnt it? OK, so lets
say Im feeling peckish, whats the best thing for me
to eat? You know, something that gives me alot of
1 Hamburgers, chips, hot dogs, pizzas and kebabs energy but isnt unhealthy like pizzas or hamburgers.
We all know theyre bad for us. But why is it that Agnes: Well, of course theres really no reason to eat
some of us cant stop eating greasy junk food? fast food when youre hungry because there are so
2 First of all, we humans have substantial brains many healthy alternatives. Nuts, brown bread, beans,
and these substantial brains need alot of energy. raisins and bananas are all great snacks for hungry
You know, early humans had brains the size of brains. They give you some quick energy but theyre
achimpanzees. Today our brains are more than also very nutritious.
three times bigger. Presenter: And theyre delicious as well.
3 And at the same time as our brains got bigger, Agnes: Yes!
our gut actually got smaller over hundreds and Presenter: Erm, what about apeanut butter sandwich?
thousands of years. And because of this our large Agnes: Perfect brain food! With brown bread, of course!
brains and small gut we need food which has alot Presenter: Oh, of course! Well, Im afraid thats all weve
of calories but is also easy to digest so we can get got time for. Agnes Dermer thank you very much
what we need from it quickly. indeed!
4 Presenter: So thats why we dont eat leaves, like
gorillas do?
Agnes: Thats right. Ahungry gorilla is happy to
6 Ss check in pairs and listen again. Elicit the clues
they used. Check the dictionary for the definition.
munch leaves for afew hours but leaves would be
very hard for us to digest in our small gut and they Answers loathe astrong dislike or hatred
wouldnt give us many calories anyway. No, humans mug aheavy cylindrical cup, usually with ahandle
need quicker snacks. but without asaucer peckish alittle hungry
nutritious something that provides nutrition (i.e. the
Answers 1 B 2 A 3 A 4 B provision of the necessary foods and liquids that the
body needs)
TRAIN YOUR BRAIN

4 Ss should do this task individually and then check
as aclass. Then ask Ss in which exercise they did the
two tips (1 in Exercise 2 and 2 in Exercise 3).
Answers 1 part of speech 2 before; after

VOCABULARY | Food Three
Girl: Do you? Iabsolutely love Tarantino. All his films
This section extends Ss knowledge of food-related are fantastic
vocabulary and introduces useful adjectives for Waiter: Heres the menu.
describing food. It also looks at pronunciation and Bloke: Thanks. Oh, can we have some garlic bread first?
word stress. Waiter: Certainly.
Girl: Wow! What abig choice!
Special difficulties: Ss may not have consciously Bloke: Choose whatever you want, Liz the pizzas are
come across stress before and may be unable to great. Er but the other stuffs good too spaghetti
identify it easily. You may need to do an introduction Bolognese, lasagne So Liz what kind of music
to this and practise it before doing the tasks. do you listen to?
Girl: Iabsolutely love Radiohead. Thom Yorke is
Note: Ss will need dictionaries for this lesson. agenius
Warm-up Review of food preferences. Are you atea Answers 1 B 2 C 3 A

or coffee person? Make sure you have enough space
for Ss to all stand up and move from one side of the 3 Ss listen again ONCE only and tick the boxes. Elicit
room to the other. Ss have achoice of two things and what each dish is. Drill all new words and elicit what
they have to go to one or the other side of the room countries they come from if they have an obvious
depending on their answers. Give the choice and origin, e.g. goulash Hungary.
clearly show Ss where to stand. When they are ready,
the two sides discuss why they prefer their choice. Ss Answers a burger and milkshake, garlic bread, lasagne,
come back to the middle and repeat the process with pizza, salad, spaghetti Bolognese, tomato soup
another pair of words.
Example words: red meat/white meat, fruit/ 4 Question 1 can be played as agame. Ss close their
vegetables, tea/coffee, meat/fish, cheese/eggs, books. Write three foods on the board in three
sausage/ham, Chinese/Italian columns (one for each column) and Ss should try and
guess the headings for the columns. Then open the
1 Pairs discuss the questions. Ss look at the photos books and encourage Ss to do the question. Pairs then
and discuss what sort of foods they sell there and do the remaining questions.
whether they have ever eaten in such aplace.
Possible answers 1 starters: garlic bread, salad,
2 Play the recording ONCE only. When eliciting tomato soup desserts: apple pie and ice cream,
answers, ask how Ss know which place it is acream cake, chocolate cake main courses:
(e.g.burgers and milkshake are almost always sold in everything else except cappuccino 2 asandwich, garlic
fast food restaurants). bread, fish and chips, pizza, salad, tomato soup
3aburger and milkshake, goulash, apple pie and ice
Tapescript CD2 Track 25 cream, lasagne, chicken curry and rice, cream cake,
chocolate cake, pizza, steak and chips
One
Sarah: Hey Karen Idont know about you but Im
really tired after all that shopping. 5 Ss do this activity in groups of two or three. Do
Karen: Mmm, me too. Why dont we find aplace where aclass check and then, if there are problems, allow
we can sit down for ten minutes and maybe get abite them to check in adictionary. Elicit food stuffs for
to eat. each adjective to check that Ss understand them, e.g.
Sarah: OK, lets go in here it looks quiet. bitter coffee, greasy chips.
Karen: Good idea. Ireally fancy amilkshake
Answers 1 e 2 d 3 f 4 a 5 c 6 b
Sarah: And Ireally fancy abig fat burger
Two
Proprietor: Good afternoon. La Vie En Grise?
Man: Oh hello. Id like to book atable for this evening.
TRAIN YOUR BRAIN
Proprietor: Certainly, sir. For how many people? Check: stress and syllable. Look at the two examples
Man: Er five people. For seven oclock this evening and elicit how many syllables each word has and
if thats OK. where the stress is. Ask how many Ss mark the stress
Proprietor: Thats fine. What name is it? when noting new words and, if anyone does, how
Man: Mr Evans. Oh Ialmost forgot! My daughters (underlining, box above the stressed syllable). Tell Ss
avegetarian. Ijust wanted to check if theres that, from now on, you will be giving stress with new
something on the menu she can eat. vocabulary. Ask Ss to find the stress in the words from
Proprietor: Well some of the soups are vegetarian Exercise 5.
French onion soup, tomato soup.
Man: Mmm soup. Iwas hoping for something more
exciting. Its her eighteenth birthday, you see, and
its aspecial occasion.
Proprietor: Well, theres always salad

Good food!
06
6 Ss practise trying to say the words before they look Tapescript CD2 Track 27
in dictionaries and then see how many they got right.
Explain that longer words such as lemonade, One
margarine or avocado have also secondary stress Customer: Im sorry but the musics too loud!
but tell Ss not to worry about that for the time being. Waiter: Oh, Im very sorry madam. Ididnt realise.
Then do drilling practice with the listening. Two
Customer: Owww!
Answers kebab, lemonade, margarine, menu, pizza, Waiter: Im sorry, it was an accident!
spaghetti, dessert, recipe, melon
Three
ADDITIONAL PRACTICE: Photocopiable resources. Customer: We didnt ask for this!
Resource 17: Food and diet crossword Waiter: Im sorry, Ididnt realise.
Customer: Yes, its the wrong order.
Waiter: Oh, yes, youre right. Im sorry, Itook the wrong
plates by mistake.
speaking
Answers In the tapescript
This section introduces how to make complaints
and how to respond to them.
4 Do the task as awhole class and then pick out afew
Special difficulties: The main difficulty for Ss to Ss to model.
understand, and this is true for non-British native
speakers as well, is that we often apologise for Tapescript CD2 Track 28
having to complain, even when it is fully justified.
It has to be avery serious complaint indeed for 1 Excuse me, its too loud!
aBritish person not to preface it by saying: Im 2 Im sorry, Ididnt realise.
sorry, but or Excuse me. 3 Excuse me, you forgot to bring me my coffee.
4 Im really sorry, Icompletely forgot!
Warm-up Review of adjectives to describe food. What 5 Im sorry but theres amistake in the bill.
6 Im really sorry about that.
do you think? Tell each person to write down afood.
Ss mingle and ask each other for one adjective which
they think best describes that food, e.g. lasagne 5 Ask how Ss would feel in these situations. Then
delicious, tasty, disgusting, greasy. Ss note down pairs construct their complaints. In the check, ask Ss
all the answers given and, at the end of the activity, how comfortable they feel complaining in this way.
feedback to the whole class about what they found. If How would they say it in their own language?
any strange or wrong adjectives are used, try to find
out who said them and why. 6 Ss do this activity individually and then practise in
pairs before you do the class check. This is because
1 In pairs, ask Ss to describe everything they see in when they speak, Ss might realise their mistakes.
the picture before answering the question. Why are so
many people unhappy? Ask them to find as many Answers 1 c 2 b 3 d 4 a
problems as they can. Give Ss about four minutes to
do this before doing aclass check. Mind the trap!
Look at the box with Ss and compare what they
2 Some of these will have come up in the previous
would say in L1. Look back at the picture and ask
exercise. You might ask Ss what they would do if this
Ss if they think any of the people would not
happened to them and what they would say. Ask Ss if
respond politely to an apology (probably the man
they have had similar situations before and what they
having soup spilt in his lap).
(or their parents) did.
Answers a2 b 4 c 3 d 5 e 1
7 Ask Ss if they are complaining or apologising in
these two situations (1 complaining, 2 apologising).
SPEAK OUT Ask how angry they would be in the first situation and
how apologetic in the second. Ss write the dialogues
3 Make sure that Ss see that English people start and then practise in pairs. Monitor these two stages
with an apology before they complain. Elicit the and take notes for the class check. Then nominate two
apology, e.g. Excuse me/Im sorry, but You can or three pairs to act out their dialogues in open class.
elicit other complaints that could be made from the
phrases given, e.g. Its too loud/hot/cold/spicy/sweet. ADDITIONAL PRACTICE: Photocopiable resources.
It isnt hot/cooked/tasty enough. Play the listening Resource 18: Dont stop complaining!
ONCE only.

writing | Letter of complaint Answers Write a letter for a refund/apology/
compensation and write a negative review on the
This section shows Ss how to write aletter of Internet.
complaint, with reference to the topic of food.
It also revises the use of articles with countable 3 You might want to check the following words before
nouns. starting: refund, ingredients. Direct Ss to the
reading text. Give Ss four minutes to find answers
Special difficulties: Ss always have trouble with
individually. Then give them an extra two minutes to
articles, especially when speaking, so special
check with partners before doing aclass check.
attention needs to be paid to this.
Answers 1 The pizza arrived 95 minutes later and the
Warm-up Review of complaints. Im sorry! Each next day they felt very ill. 2 Orders should be delivered
student writes down one complaint about anything faster and they should check the freshness of the
they like. Put Ss into groups of five. One student starts ingredients. 3 Arefund of 7.50 and an apology.
by making their complaint and the other four Ss have
to apologise but each has to use adifferent phrase 4 Before doing this task, see if Ss can work it out for
and, where appropriate, think up asuitable excuse. themselves. Explain to Ss that this is atypical letter of
Elicit some of the complaints made and the best complaint. Elicit how many parts the letter is divided
excuses in open class. into (four). Then ask Ss to work in pairs to decide
what information is in each part. Do aclass check and
1 Divide Ss into pairs and get them to guess the write up their suggestions on the board. Then ask Ss
answers. Have aquick class check and elicit their to do the task in pairs. Do aclass check and compare
answers but do NOT give them the right answer. the answers to the exercise with the information on
Answers 1 At home. They are lying or sitting on their the board. Tell Ss that they should use this format
sofa. The man is using his computer. 2 They are not when writing their own letters of complaint.
feeling well, maybe because of the pizza on the table. Answers a 3 b 1 c 2 d 4
2 Discuss the best way to complain as awhole class 5 As aclass, ask Ss to look at the underlined phrases
BEFORE looking at the choices. Ask Ss for reasons in the letter. Elicit from Ss why they think these are
why. Then play the recording ONCE only to get the important. Put up some ideas on the board but DONT
answer. Do aclass check and check also the answer give the answers at this stage. Ss then do the activity
for Exercise 1. When they have finished, ask Ss how on their own before doing aclass check.
effective you think their complaint will be. Ask Ss if
they have had similar situations. Did they complain Answers 1 To make matters worse 2 Unfortunately
and would it be effective in their country? Why/Why 3Ilook forward to your reply. 4 It is unacceptable that
not?
Optional activity: Elicit from Ss how Declan starts
his letter (Dear Sir/Madam) and finishes it (Yours
faithfully). Elicit other possible ways to start letters
Jessica: How are you feeling now, Declan? and emails. Then ask Ss why these two are chosen
Declan: Abit better than when Iwoke up, Ithink. But (because it is aformal letter). Ask Ss to identify
Ive still got aterrible stomachache. other formal beginnings and endings of letters, e.g.
Jessica: Yeah, me too. Its so annoying that Icouldnt go Towhom it may concern, Yours sincerely.
to work today because of this. Ihad so much to do as
well.
Declan: Yeah, Im pretty angry too. You know what? Im TRAIN YOUR BRAIN
going to start by leaving areally bad review on Top
Table you know, that website where people write 6 Go through the Train Your Brain box with Ss. Elicit
their own restaurant reviews. from Ss example endings of all phrases in the box, e.g.
Jessica: Yeah, good idea! But dont you think we should Im writing to complain about my television.
write aproper letter of complaint as well? Ibought it from you last week. Ibelieve Ishould
Declan: What, you mean actually write to the pizza receive arefund for my TV. etc. Then Ss individually
restaurant? put the letter in order and check in pairs before doing
Jessica: Yes! aclass check. Elicit from Ss their reasoning for the
Declan: Do you think so? order. To check understanding, ask the three
Jessica: Yes! They need to know theres aproblem. Its questions from Exercise 3 (only one answer in this
not just that their pizzas made us so ill we couldnt go case, not two) in relation to this letter, i.e. 1 inedible
to work today. The service was terrible. Imean, we cheese, milk and yoghurt past their sell-by dates;
waited almost two hours for those pizzas to arrive! 2check there are no more out-of-date products in the
Lets ask for our money back! store; 3 arefund for 5.60.
Declan: OK. Just let me finish writing this review and
then we can do aletter of complaint as well. Err, by Answers 1 C 2 F 3 H 4 B 5 D 6 G 7 A 8 E
the way, how do you spell stomachache?

Good food!
06
7 Elicit from Ss what they learned to work out model answer
meanings of words from listening (cf SB p.53). Elicit
the highlighted words and write them on the board. Dear Sir/Madam,
Then ask Ss for each word to find out, in pairs, what Iam writing to complain about the quality of the service
the context is and what clues are there to help them. at your restaurant.
Elicit these and put them on the board. Then ask each
pair to write adefinition. Ss then form groups of six My friend and Ivisited your restaurant last night.
(three pairs) and choose the best definition. Ss read When we arrived, the waiter ignored us for forty
them out and vote for the class best for each word minutes. We were very disappointed. In addition, the
before looking in adictionary. They compare their music was too loud and there was also amistake in the
definitions with ones in the dictionary. This task now bill.
revises using adictionary, guessing the meaning from
the context and writing definitions with relative Ifeel that you should improve the quality of your
pronouns. service. You should also be more careful about the
feelings of your customers. Most importantly, you
should double check your bills.
Work it out Ibelieve Ishould receive arefund of 32 for our meal
8 The issue of articles was touched on before at the and an apology. If you do not do this, Iam afraid Iwill
end of Unit 5 so, in asense, this is asecond revision. have to write to the local newspaper. Ilook forward to
Write the following on the board from Unit 5: Theres your reply.
____ small cottage in the background. ____ cottage Your faithfully,
looks very attractive. Elicit the correct answers (a;
The) and the reasons why. Then read rule 1 from the
box. Ask Ss to remember some other sentences like
the example they could use when talking about the
picture on page 56. Then read through rule 2. Write
the following: ____ class teachers name is Mr
Smith. Elicit the answer (The). Elicit from Ss other
sentences where it is obviously the that is needed. Ss
then individually fill in the blanks in the letter. They
then check in pairs before doing aclass check. Make
sure Ss give justifications for their answers.
answers The rules 1 a 2 a 3 The 4 the 5 The 6 the
7the
The letter A1 a A2 the B1 the B2 the D1 the
D2the F1 the G1 the H1 a H2 the H3the
9 This can be done either in class or for homework.

Ifdone in class, read through the rubric together as
aclass. Elicit the four parts of the letter of complaint
and possible beginnings and endings. Refer Ss back to
the Train Your Brain box. Then give Ss ten minutes to
write parts one and two of the letter. Ss then form
pairs, swap their papers and check each others work.
Pairs discuss and decide together what they think the
manager should do and then each student finishes
their last two parts of the letter. Ss then repeat the
process of checking. During the whole writing
process, walk around the class, monitor and take
notes. At the end of the activity, take in the letters and
talk about any identified problems.
alternative procedure: To make the activity more
interesting and challenging, hand out slips of paper to
pairs with the following on:
Reason for writing
What went wrong and the problem you had
Suggestion for improvement
Compensation
Ask pairs to fill it in and then give to you for your
approval. Ss then can write different letters of
complaint following the procedure above.

VOCABULARY AND GRAMMAR do the task individually before checking in pairs. Ss
then create sentences for the words not used in pairs.
1 Demonstrate the crossword activity by doing the
first clue with the whole class. Put Ss into pairs and Answers 1 tasteful 2 cosy 3 stale 4 filling
tell them that, as soon as they have found the secret
message, they should come to the board and write it 4 Tell Ss that they have to rewrite the sentences
there. Stop the activity if they are correct and elicit using the words in bold, but keep the same meaning.
the thirteen answers and correct spelling of each in Do the first as an example on the board by eliciting
open class. from Ss. Help Ss by making them think about the
following questions: What type of form do you need?
Answers 1 heater 2 bookshelf 3 armchair 4carpet (the superlative) What words go before/after the
5shower 6 drawers 7 basement 8 hedge 9stool word in bold? (was/of) Is the sentence you are
10washbasin 11 balcony 12 chimney 13freezer going to make positive or negative? (positive). If Ss
Secret message Home sweet home continue to have trouble, elicit the first word, then the
second, etc. Ss work individually and then check in
Optional activity: Say the word. Elicit the different
pairs. Monitor and assist where necessary. In the class
categories the words in the crossword come from
check, get Ss to write their sentences on the board
and write these as titles in columns, i.e. Furniture,
and then the class corrects if they are wrong.
Appliances, Rooms/places in the house, Things
outside the house. Ss in groups then brainstorm more Answers 1 the worst day 2 isnt as pretty as 3isnt
words for each column without looking at their books. much money 4 is too small 5 arent any cafs
Then groups add them to the columns on the board.
Choose aword from the board and write the beginning
5 As alead-in, put apicture of Windsor castle on the
of asentence, e.g. Akettle is athing Elicit from
board (you can easily find this on the Internet or,
Ss the next word (that or which) and elicit the end
alternatively, try and draw it). Elicit from Ss what they
of the sentence (we use to heat water/heats water/
know about this place. Write on the board anything
makes water hot). Make sure Ss understand that
they say. Then elicit other questions they would like
they have now written adefinition. Elicit what other
to ask to find out more about this place. Ss then read
words they can use while making definitions instead
the text. Get Ss to look at the multiple choices of each
of which or that (e.g. who). Tell groups that they
question. Elicit from them which structures we are
have to write five definitions for words on the board.
checking (comparatives and superlatives, relative
Give them time to do this and then play agame where
pronouns). You can revise these structures at this
groups read out their definitions and other groups
stage if you like. Ask Ss to give the answer to any of
have to guess the word.
their questions and identify any other information that
has been confirmed or been proven incorrect on the
2 With the books closed, draw one of the food items board. Ss then do the task individually, check in pairs
on the board. Ss have to guess what food you are
and then do aclass check.
drawing. The student who guesses correctly then has
to draw afood item which you will whisper to them Answers 1 a 2 c 3 a 4 c 5 c 6 a 7 a 8 b
from the list. Do this for all of the words in the box. Ss
then complete the activity in pairs. When they finish,
they should ask you to check. When it is correct, tell
that pair to add as many words as they can to each of Pronunciation
the categories. When everyone has finished, the pair 6 Tell Ss to read through the words aloud in pairs and
that has included the most correct words wins. Ss then elicit how each should be pronounced. Elicit from Ss
talk about food items from the list they like or dislike in what is different about all these words (some of the
pairs, giving reasons why. Have aclass check and find letters are silent in each word). Ss circle any silent
out the most and least popular food items in the class. letters they are sure about before they listen. Ss then
listen and check. Do aclass check and then play the
Answers 1 fruit juice, tea, wine 2 pork, beef, sausages
CD again to drill all the words. To finish, elicit from Ss
3 cabbage, beans, broccoli 4 crisps, chips 5cheese,
other words that have silent letters, e.g. doubt,
butter
yoghurt, lasagne, listen, bought, court, grandpa,
cousin. You can let Ss look through the book to find
3 Before Ss do the exercise, tell them to close their more.
books. Tell them to imagine abeautiful house. Say:
Ilive in abeautiful house. The next student has to Answers The silent letters are in brackets: ans(w)er,
add an adjective, e.g. Ilive in abig, beautiful house. bus(i)ness, cu(p)board, dau(gh)ter, ev(e)ry, ha(l)f,
Ss continue adding one adjective at atime until gran(d)mother, i(s)land, lam(b), nei(gh)bour,
someone forgets what has gone before or cant think san(d)wich, We(d)nesday
of another word to use. Ss then open their books and

Reading skills WRITING skills

7 As alead-in, write 10 Downing Street on the 10 Read through the rubric with Ss. Give them
board. Elicit from Ss why this address is important aminute to read again and underline the key words.
and everything that Ss know about this address. Read Check these. Ss work in pairs and brainstorm things
the headings with Ss and check understanding of they can complain about in ahostel. They might like
modest. Give Ss two minutes to speed read the text, to look back at the vocabulary for houses in Unit 5 to
not worrying about unknown words, and assign help them on this. Do acheck and write up the best
headings. In the class check, make sure Ss give complaints on the board. Ss then suggest which two
justifications for their answers. things are most important in their accommodation and
why. Again make notes on the board.
Answers 1 B 2 D 3 extra 4 A 5 C
Using the information on pages 56 and 57 in the SB,
pairs now write aletter of complaint. Give Ss fifteen
8 Ss read through the text quickly. Then ask them to minutes for this. Put pairs into groups of four. Ss share
re-read the six sentences with blanks in the text, their two letters and check and correct each. The
underlining the key words which will help them find class as awhole now make amodel on the board to
the right place in the text. Do the first together with compare.
Ss (key words: home, Prime Minister, one of).
Ssfind the answer and call out (d). Elicit their
justification (of the most famous fits with one of).
Ss work individually on the rest of the task and then
check in pairs. In the class check Ss must explain why
they chose the answer.
Answers 1 d 2 g 3 a 4 f 5 e 6 b
Speaking skills
9 Cover the second picture. As aclass, elicit
adescription of the first picture. Then do the same for
the second picture. Tell Ss they have three minutes to
talk about the pictures and include the points given
below the photos. Give them one minute to prepare
individually. Then divide Ss into pairs. Walk around
the class monitoring and taking notes of problems as
Ss do the activity. Then nominate some pairs to do the
talk again before going over any issues that came out
while you were monitoring.
Suggested answers
Differences The first picture is a formal dinner,
indoors, probably at night; the second picture is an
informal party, outdoors, during the day.
Why people met First picture: wedding, reunion,
conference; second picture: birthday party
Atmosphere First picture: serious, formal; second
picture: happy, informal, fun
Clothes First picture: formal clothes, suits and dresses;
second picture: casual, T-shirts, shorts, casual dresses

07 Looking ahead
Read, listen and talk about future predictions; technology and the environment.
Practise going to and will for predictions; the First Conditional.
Focus on probability and inference; listening for specific information.
Write a leaflet.
EXAM FOCUS Topic: Science and technology; Nature and environment

Speaking Describing a photo: SB p.66, ex.6
Unit 7 Materials
Completing notes: SB p.67, ex.6 Workbook Unit 7
True/False: SB p.62, ex.4 Testing and Evaluation Programme tests
Grammar and Verbs in brackets: SB p.64, ex.5 DVD-ROM Unit 7
vocabulary
Writing A leaflet: SB p.64, ex.8
GRAMMAR AND LISTENING 1 2 3

Reason for Reason for Reason for
This section introduces going to and will for writing writing writing
making predictions about the future with and 1 2 3
without evidence. What went What went What went
Special difficulties: The use of future tenses is wrong/problem wrong/problem wrong/problem
not always obvious and often there is achoice of 1 2 3
which structure to use. The problem is how much Suggestions for Suggestions for Suggestions for
evidence is needed before going to is used. In improvement improvement improvement
Exercise 7, Ss might ask why the fortune teller 1 2 3
doesnt use going to as she can see the evidence. Compensation Compensation Compensation
The answer is that she could use going to as
an alternative to will. Although Ss may prefer
concrete rules, it may be worth pointing out that, 1 Talk about superstitions in the Ss own country and
in many cases, both answers may be correct as what objects or events are supposed to bring good and
we dont know how much evidence there is but, bad luck. Discuss whether they believe in any
for the purposes of this unit, we are using going superstitions or have superstitions of their own, e.g.
to when the evidence is very immediate and will alucky mascot in exams. Ss then open their books and
when the prediction is about something in the more do the task quickly. During the class check elicit the
distant future. meaning of forecast and horoscope. You could teach
or try to elicit the rest of the zodiac in English as Ss
often like to know what theirs is. You could then
Warm-up Review of complaints. Match the identify the Ss star signs and ask them if they know
complaints. Make up slips like the one below. Divide their characteristics and if they believe it.
Ss into pairs. Tell Ss to think of three reasons to
complain to arestaurant/shop/hotel. They can be Answers 1 B 2 C 3 A The texts are optimistic.
unusual or strange. Encourage Ss to be creative. Elicit
ideas and choose the best three. Write them on the 2 Ss work in pairs describing the three pictures to
board and label them 1, 2 and 3. Have the slips (see each other. Elicit the three things that might be seen
below) in abag. Each pair takes aslip (Reasons for by Luke as unlucky (the date, walking under aladder,
writing, What went wrong/problem, Suggestions for running into amirror and breaking it; you might
improvement or Compensation) from the bag. Tell include stepping on the lines of the paving stones, but
Ss that the slip refers to the part of the complaint that is less well known).
that they have to write. The number refers to the
complaint (on the board) they are writing. Ss who Answer Pessimistic
have the Compensation slip can make up any
compensation they like. Give Ss about five or six
minutes to write their part of the complaint. The
rest of the class now finds the remaining parts of the
complaint letter. Ss then read out their letter and then
read out the compensation sections again and discuss
if they think the compensation is fair or unfair.

Looking ahead
07
Work it out ONCE only and check. Then in pairs predict what
they think will happen in Eves life. Check and write
3 Ss do the activity individually and then check in up the most popular predictions on the board.
pairs before aclass check. Ask Ss why someone would
say the two sentences given, e.g. 1 because the sky is Tapescript CD3 Track 1
getting darker; maybe they are out for awalk or Anastasia: Whats your name love?
hoping to start agame; 2 ateacher on areport or Eve: Nye. Eve Nye. Id like you to tell me about my
aparent talking to afriend. future, Anastasia.
Answers 1 b 2 a Anastasia: All right Eve. Let me just turn over the first
card
Eve: What is it Anastasia?
4 Read the rubric with Ss. Check the meaning of Anastasia: Isee an exciting future for you, Eve. You will
evidence. Elicit that all these sentences are about the be in aplace with alot of water. And somebody from
future and all use to be + going to + infinitive. below is trying very hard to contact you. She will ask
you for help
Answers 1 b 2 c 3 a
Eve: Ooh really?
Anastasia: And theres atall young man who youll
be very pleased to see Oh He will only be
Check it out interested in your money.
Go through the box with Ss and point out that there Eve: Oh
may be situations where we are not totally sure but
we are not making awild guess either. You could Answers 1 water 2 ask you for help 3 very pleased
show in diagram form how the two structures may 4 only be interested in
overlap. When we are making aguess, we use will,
and when we have clear evidence, we use going 8 Ss listen ONCE only and make notes, then compare
to. In the middle, where we are making aguess but in pairs. Do aclass check and find out if any of the
still based on some sort of evidence, there may be predictions on the board came true.
situations where either structure is equally possible
(the overlapping arrows). Tapescript CD3 Track 2
Guess Clear evidence Narrator: The next day Eve is busy at home doing the
housework.
Will
Eve: Yes? Whats the matter?
Going to Neighbour: Im Mrs Jones from the flat downstairs.
Theres water everywhere in my flat and its coming
from upstairs from your flat. Please do something
5 Make sure Ss realise that they are only using going about it!
to in every sentence. Check: to faint. Do the first Eve: Oh no! Oh my God! My washing machine. Its
question together as aclass and then individually. flooded. Theres water everywhere! What am Igoing
LetSs then check in pairs. to do!?
Neighbour: Phone somebody who can repair it. And
Answers 1 is going to faint 2 is going to be
quickly!
3 is going to crash 4 is going to fall 5 is going to miss
Repairman: Miss Nye. Im here to look at your washing
6are going to be
machine.
Eve: Oh thank goodness youre here. Come in! The
6 Go through the rubric and then do the first kitchens on the right its in there.
question as aclass. Elicit from Ss that believe Repairman: Well thats fixed, Miss Nye. Everything
suggests it is aguess and not certain. Tell Ss that, should be OK now.
although both forms could be used in all sentences Eve: Oh brilliant! How can Iever thank you?
and be grammatically correct, they should choose the Repairman: Well, thatll be 50, please.
best answer based on how immediate the prediction Eve: 50! But you were only in there for three minutes.
is. To encourage discussion, Ss do the activity in pairs
and then check in groups of four. During the check, Answers 1 The flat below and her kitchen are flooded.
elicit from Ss that think works in the same way as 2 The woman who lives in the flooded flat.
believe. 3 The plumber/repairman who repairs the washing
machine.
Answers 1 will 2 is going to 3 is going to 4 will 5 will
6is going to ADDITIONAL PRACTICE: Photocopiable resources.
Resource 19: What am Igoing to do?
7 Look at the picture with Ss and elicit who the
woman is/what she is doing. Check: fortune teller and
elicit different ways of telling fortunes, e.g. palm
reading, tea leaves, crystal balls, coffee grinds.
Ingroups of four Ss discuss their ideas. Ss then listen

reading and speaking them are fortune tellers and must decide which way of
telling fortunes they would like to use. Their partners
ask their questions and the fortune teller must pretend
This section extends Ss ability to make predictions
to be looking, e.g. into acrystal ball, and give answers,
by introducing ways of talking about degrees of
again using going to or will. When they have finished,
certainty.
Ss swap roles and repeat the process. Elicit the most
Special difficulties: (1) There is apossible difficulty interesting questions and answers in open class.
with word order in that will comes before words
such as probably, definitely whereas wont comes 1 Before Ss open their books, talk about changes in
afterwards. You could also point out that you can technology that have happened in recent years and
use these expressions of probability with going to what changes they think will happen in the future. Ss
as well. then open their books. In pairs Ss describe the
(2) May and might are introduced for the first time picture. Elicit which year or decade it shows, which
but not as modal verbs but as an option for will. new technologies they think they can see and ask
Make sure Ss understand that may and might are them if they think there are any technologies that we
seen as options for will ONLY when something is already have (e.g. mobile phones).
possible, not likely or certain.
2 Set atime limit of one minute for Ss to read for the
answer. Elicit the answer and ask the class if they are
Culture notes surprised? Why/Why not? Direct Ss to the five dates at
The Associated Press is an American news agency the bottom of page 62. Check understanding and then
which is jointly owned by newspaper, radio and give them two minutes to do the underlining. Do
TV stations in the US. AP has many international aclass check.
members who access the news it collects. In 2005,
Answers
more than 1,700 newspapers and 5,000 television
Sputnik 1 asmall man-made planet will circle earth
and radio broadcasters accessed AP for news. More
Tupolev Tu-144 Large aeroplanes may fly at more than
recently, AP has received bad press for trying to open
court cases against blogs for using news or making 1,000 miles an hour.
links to news from AP agencies. Mobile phones Telephones it will be possible to use
them even outside the home.
Sputnik 1 means Elementary satellite-1 in Russian.
Videos it is possible that people one day will pay to
It was launched on 4 October 1957 as the first part
of the Sputnik programme, afleet of earth-orbiting watch films in the comfort of their living rooms.
satellites. Its battery ran out on 26 October 1957 and Life expectancy Women will live on average
burned up on re-entry on 4 January 1958. It was the
grandfather of all satellites and started arace between 3 Ss work in pairs and discuss the questions. Then
the USSR and the USA to control the atmosphere have aclass discussion. Ask them if the picture shows
around Earth. what life is like now? Why/Why not? Ask about
The Tupolev Tu-144 first flew on 1 January 1969. information in the text. Discuss the second question
The model was so similar to Concorde, the other and then ask Ss if they think the world has changed
early supersonic passenger plane, that espionage was alot in the last fifty years. Why/Why not?
suspected. Concorde flew for the first time two months
later. It broke the speed of sound on 5 June 1969 4 Ss should first read through the questions and
and was the first passenger flight to break Mach 2 on underline key words, i.e. 1 world, seem smaller,
15July 1969. Ahorrific crash at the Paris Air Show because, faster planes; 2 television, no longer exist;
in1973 set it back and although it went into full service 3people, enjoy, same types film, as did 1950s; 4we
in 1977, it only made fifty-five commercial air flights. wont go, cinema, so often; 5 people wont, fat, start,
The VHS, or Video Home System, is aconsumer level twenty-first century; 6 no teachers, schools. Check
video standard owned by Japanese company, JVC, they have done this before they start reading. Give Ss
which was unveiled in 1976. It was marketed to the five minutes but remind them to find proof in the text
public from 1 October 1977 and started the video if the answer is true or what the correct answer
war between Betamax and VHS to control the video should be where the answer is false, i.e. for 2 3D
industry. This war had been won by VHS by the late television will be common so there will be TV sets;
eighties and VHS remained dominant, until the advent
for6 TV will replace teachers in some subjects.
of DVDs. VHS videos remained in production until
Thendo aclass check with justifications.
2006.
Answers 1 T 2 F 3 T 4 T 5 T 6 F
Warm-up Review of going to/will. Fortune tellers.
Tell Ss to think of three things they would like to 5 Ss, as awhole class, look at the words and find
know about the rest of the day and three things they them in the text. They then do the task individually
would like to know about the distant future. Ss write and check in pairs. Ss should give justification for
questions about these things using going to for the their answers. If they dont say so, elicit the
immediate predictions, e.g. Is my father going to be identification of word forms as akey clue.
angry tonight? and will for the more distant future,
Answers 1 b 2 e 3 a 4 c 5 f 6 d
e.g. Who will Imarry? When Ss are ready, half of

Looking ahead
07
SPEAK OUT Mind the trap!
6 Go through the Speak Out box with Ss. Look at the Read through this carefully with Ss. Elicit the
examples for Very likely and Likely. Elicit from Ss difference in word order between sentences using
where we put definitely, certainly and probably will and those using wont. Then Ss come up with
(between will/auxiliary and infinitive). Then ask them some example sentences themselves to show they
to look at Unlikely and Very unlikely. Elicit where have understood the difference.
probably, definitely and certainly appear in the
sentences (before wont). Make sure they can see this
difference. Look at the possible statements. Elicit 9 Tell Ss to go through the points one at atime and
which phrases in the first two examples show that you will tell them when to move on to the next
probability (Perhaps and It is possible that ). Elicit point. Give them two minutes on each one and make
where they go in the sentences (at the beginning). sure they dont go on ahead before they should. That
Then look at the final sentence for probability. Elicit way all Ss will finish the activity at the same time and
from Ss which words replace will (may/might). Make all will have had achance to discuss every point.
sure that they notice that the form for may and might Remind them to take advantage of the Speak Out box.
is the same as will, i.e. + infinitive. In class check, While they are doing this, go round the room
when they have found the examples, ask Ss whether monitoring and taking note of any problems. Finish off
they agree or whether they think adifferent degree of by eliciting ideas in open class.
certainty would be better.
10 Put Ss into groups of three so that each student
Possible answers People will definitely work shorter can ask the others two of the questions. Each student
hours than today. We will probably no longer suffer in turn must give an answer and also say at what age
from common illnesses. Perhaps we will use it to reflect they think they will do these things, if at all. Elicit
radar. It is possible that hybrid car-planes will be ideas in open class.
popular. Awoman might even be president. Radio
stations probably wont exist. There certainly wont be Additional practice: Photocopiable resources.
so many cinemas in our towns. Resource 20: Optimist or pessimist?
7 Ss listen and repeat as aclass. Then nominate Ss to

do individual phrases as amodel and further practice.
1 Computers will definitely be cheaper.

2 Computers will certainly be cheaper.
3 Mobile phones will probably be cheaper.
4 It is possible that air travel will be cheaper.
5 Cars probably wont be cheaper.
6 Petrol definitely wont be cheaper.
8 Ask Ss to read through the sentences before the

listening and guess which degree of certainty will be
used for each. Check: retired (to retire). Elicit ideas
and then play the recording ONCE only. Again discuss
Ss opinions on the topic to see if they agree.
1 People will probably stop wearing glasses in the

future. Itll be cheaper to have alaser operation on
your eyes than buy glasses.
2 Perhaps people will be more interested in religion in
2025. People will be bored with technology theyll
start thinking about whats important in life again.
3 It will probably be more common for retired people
to go to university or study something new. People
will live longer and have more free time. Education is
the answer!
4 People will definitely travel more in the future
because air travel will be cheaper.
Answers 1 probably (b) 2 Perhaps (c) 3 probably (a)

4definitely (d)

grammar and writing 2 Read the rubric with Ss and divide them into pairs.
Tell Ss they dont have to agree with all policies of one
This section introduces Ss to the First Conditional party. Look at the example phrases given and practise
on the topic of political parties. saying them in class. Possibly model example
sentences with selected Ss (but not based on the
Special difficulties: There may be L1 interference texts). Give Ss then afew minutes to discuss. Once
in the way that this structure is formed with they have decided which policies they like or dont
some languages using the future form twice, i.e. like discuss in open class with Ss giving reasons for
after if as well as in the result clause. Correct this their opinions.
thoroughly and give Ss plenty of practice of the
form. In addition, when the clause order changes,
Ss may understand moving if but may not change Work it out
the order of present and future tenses. This will
be particularly true of Ss whose mother tongue 3 Do this activity as awhole class. Write the sentence
expects meaning to change when word order on the board to focus Ss attention. Elicit the answers
changes. to the three questions and write the form If + present
tense + will + infinitive on the board. Make sure Ss
also write it into their notebooks. Check that Ss notice
Warm-up Degrees of certainty. Our topic. In pairs, we have two different tenses in the structure and that
Ss think of atopic that they are interested in (use the Present Simple follows if.
technology as an example). Ss have to work together
to make five sentences about their topic using five Answers 1 possible 2 the Present Simple 3 will +
different degrees of certainty. Use the ideas in the infinitive
Speak Out box on page 63 as an example. Pairs now
join together to make groups of four. Each pair in turn
says anoun that they have written about (e.g. laptop) Check it out
and the other pair has to try to guess what they might
Read through the box and the two examples with the
have said about it, e.g. Laptops will definitely be
class. Compare the first part of the first example with
cheaper in the future. The first pair then says what
When we win Elicit why we would use if and not
they actually wrote. Elicit ideas in open class and
when (because it is not certain we will win). Elicit
allow Ss to discuss them further if they are interested
more sentences but make sure Ss understand that this
in the topics.
conditional is about things that can probably happen,
Before looking at this unit, lead in by eliciting from
e.g. If Isave money, Iwill buy acar NOT If Iam
Ss the meaning of the following vocabulary: political
amillionaire, Iwill buy an island. You may put
party, to increase, to decrease, to lower, to limit, to
these examples on the board and elicit the answer.
protect, election, to vote.
Use the vocabulary to talk about politics in the Ss
own country, asking questions in open class, e.g.
4 Ss do this task individually. When Ss have found
and written the examples from the texts, focus on the
When was the last election? Who won? How old
difference in sentence order between sentences which
do you have to be before you can vote? What has
start with the condition clause and those which start
the government increased/lowered? How many
with the result clause (beginning with If or beginning
parties are there in your country? Is there an
with We will). Elicit that the result clause still uses
environment party? Who or what is protected by
will + infinitive and the condition clause still uses the
the government (animals, national parks, etc.)?
Present Simple. Make sure Ss therefore understand
that with the conditional, the clause order can change.
1 Ss quickly read the two texts (allow one minute) You could also elicit from Ss that some sentences dont
for overall understanding. Elicit what the texts are
state the condition clause if it is obvious or has just
about and what differences or similarities there are
been stated, e.g. We will also increase taxes on car
between the two parties. Ss then look at the questions
owners.
to see how many they can answer from the quick read,
without looking back. Check how many questions they Answers If we win on June 9, we will reduce the price
got right. Tell Ss that this quick read is important as of petrol. Travelling by car will be cheaper. We will
they will know roughly where the relevant information spend more on education if you vote for us. We will cut
is and they will be able to find it more quickly when taxes and create thousands of new jobs. If we dont win,
they do the task. Only then allow Ss to find out by unemployment will get worse. We will build more power
checking the texts any questions they couldnt stations if we win. We will cut military spending if we
remember the answers to. win the election. If you vote for EGO, the environment
will be safe. If we win, we will increase taxes on road
Answers 1 EGO 2 ID 3 ID 4 EGO
users and spend more on public transport.

Looking ahead
07
5 Ss do the activity individually and then check in teachers know what grades to give us?). To make it
pairs before doing the class check. Make sure Ss more interesting, make the voting asecret ballot.
justify their use of forms to confirm that they have Each student takes apiece of paper and writes the
understood it. In particular, Ss may get stuck when name of their political party. Tell them they cant vote
changing the clause order, i.e. we can have the if for their own party and must choose one of the others.
clause as the second clause and the tenses wont Ss fold over their paper and you collect them in. Write
change, e.g. People will switch to public transport if the names of the parties on the board and, as you read
we increase road tax NOT People switch to public the votes, write arunning total on the board to make
transport if we will increase road tax. When they it more exciting.
have finished, direct Ss to the changing of the ADDITIONAL PRACTICE: Photocopiable resources.
different verbs because of order of conditional in 4, 5 Resource 21: A cleaner decision?
and 6, e.g. 4 will be more unemployment, 5 if there
is more unemployment. This highlights changes in
form very well.
Answers 1 will switch; increase 2 will get; switch
3 will be; gets 4 dont reduce; will be 5 is; will not have
6dont have; will spend
6 Remind Ss that these should be likely/possible

ideas. As an example, look at number 1 and 2 with the
whole class. In number 1, the condition is given (the
likely future) so the first half could describe what Ss
will do (e.g. Ill buy all my friends apresent) or how
they will feel (Ill be very happy). However, in 2, the
condition part is what is missing and Ss must make it
something that is likely or possible (e.g. if Ilearn
French), not impossible or unlikely. Ss do the task
individually and then discuss their answers in pairs.
After the pairwork, elicit ideas in open class.
7 Read the rubric and drill the correct question to

ask for the first point (in the example). Then just
elicit the second question. If Ss are having problems
with the question form, go through all the points in
the same way. Ss then divide into pairs and ask and
answer. Monitor and help Ss during the pairwork.
After the pairwork, elicit questions and answers in
open class and correct where necessary.
8 Introduce the idea of school student parties and

what they might want to do. Before Ss get into groups,
decide as aclass on the limits (if any) as to what these
parties can do (e.g. sacking teachers) and brainstorm
some ideas to check that everyone is on the right
track (without looking at the SB). Then go through
the examples and the different verb options and
prompts given in the task. Check understanding and
maybe elicit some example sentences. Then put Ss
into four groups and monitor and help where
necessary. Give Ss no more than about fifteen minutes
to do this.
9 Before the presentations, encourage Ss to design

alogo and give tasks to as many members of their
group as possible (e.g. each student might have
adifferent area of responsibility and they each talk
about the plans for their area). After each group has
made their presentation, the listening Ss should be
encouraged to think of questions about points that
didnt come up in the presentation (e.g. If you win,
how much homework will we have to do?) or about
points that were raised that might lead to further
problems (e.g. If we dont have exams, how will

Vocabulary | Ecology Answers 1 survive 2 recycle 3 protect 4switchto
5 lower
This section increases Ss awareness of
environmental vocabulary and useful verb + noun 5 Read through the rubric and the statements with Ss
collocations on the same topic. to check understanding. Play the recording ONCE
only, then do aclass check. Elicit clues that Ss heard.
If they havent got all the answers, play the CD once
Warm-up Review of the First Conditional. Superstitions.
more and check again.
Put Ss into small groups. Ss have already touched on
superstitions so this wont be completely new to them. For tapescript see page 130.
Write on the board: If you break amirror and
Answers 1 d 2 c 3 a 4 f 5 e
elicit possible answer, e.g. you will get seven years
Extra statement b
bad luck. Tell the groups that they are now going to
write conditional sentences about superstitions, they
can make them up but they must be believable. Also 6 Set atime limit for Ss to describe the photo (two
tell Ss they cannot finish with you will have bad minutes) using question 1 and elicit ideas. Then set
luck. They need to give more information. Give groups another time limit for questions 2 and 3 and again
about five minutes to write as many as they can. Then elicit answers in open class.
each group reads out their superstitions and the rest
of the class have to decide whether they are true or
not. Probably most of them will not be true, but that listening
doesnt matter.
This section gives Ss listening practice and training
1 Ss may need access to dictionaries for this activity. for how to best approach listening gap fill activities.
It may be worth leading into this by talking about
environmental problems and eliciting any words that Warm-up Review of verbnoun collocations. Collocation
Ss know in English on the topic. Check the meanings collection. Put all of the words used in Exercise 4 on
of the verb + noun collocations, particularly sort page 66 onto slips of paper and hand out to Ss, one
domestic waste, replant forests, recycle paper, use each. For fewer numbers of Ss remove the words that
bottle banks. Ss do the activity in pairs and then do not collocate and for more have more than one
discuss their answers as awhole class. Do they think copy of aword. Tell Ss that they have three minutes
there are any activities that are neither good nor to find the rest of the members of the group. When
harmful for the environment? Why/Why not? Make they are ready, check this. Allocate Ss with wrong
sure Ss give justifications for their answers. Ask Ss collocations to groups and then give Ss afurther
what they can do about the harmful things and what five minutes to write sentences for each collocation.
the good things do to improve the environment or Groups then read out their sentences with the first
reduce damage to the environment. word of the collocation and other groups have to give
Possible answers the right missing word.
Good ride bikes, use public transport, sort domestic
waste, replant forests, recycle paper, use bottle banks 1 Ss do activity in pairs and then discuss as a class.
Harmful drive cars, travel by plane, drive to huge Answers 1 sixteenth century 2 He is famous for
shopping centres writing predictions.
2 Give Ss two minutes to work individually. The 2 Highlight the importance of this technique for gap
discussion they had in Exercise 1 should help them. fills. Ss do the task individually. In class check, gather
Do aclass check and ask for justifications. any more information they can give about each gap.
Answers a3 b 2 c 4 d 1 e 5 f 7 g 6 Answers 1 date 2 number 3 noun (aschool subject)
4year 5 adjective (describing the family) 6 number
3 Divide Ss into pairs. Check Ss remember the 7number (age)
meanings of optimistic/pessimistic, realistic/
unrealistic. In total there are three questions here 3 Play the recording once. Dont elicit any answers
(two in question 1). Pairs should discuss each yet but allow Ss to compare in pairs before the second
question separately and then follow with ashort class listening.
discussion. In the class discussion, allow Ss to
challenge each others opinions.
4 Remind Ss that they are looking for words that go Part One
with the word in bold, not words that mean the same. Presenter: The machine of flying fire will trouble the
Ss do the activity individually and then check in pairs great chief. Those are the words of Nostradamus
before doing aclass check. written over 500 years ago. Some people think that
with those words he was predicting the attack on the
World Trade Centre. So who was Nostradamus

Looking ahead
07
and should we believe his predictions? With me in Answers 1 number (twelve) 2 year (1550) 3adjective
the studio is Mary Bolton, Reader in History at West (popular) 4 noun language (Italian) 5number
Thames University. (fourteen) 6 year (1566) 7 number (two)
Mary Bolton: Hello.
Presenter: So Mary, first of all, how much do we know 7 Tell Ss to make notes about what Mary says and to
about Nostradamus life? try to justify their answers by referring to these, e.g.
Mary Bolton: Well, certainly not everything. We do know Theyre fascinating books. But no Idont believe
that his real name was Michel de Nostredame and them. Then play the CD again so that weaker Ss have
he was born in 1503 in southern France. He came achance to listen again having heard other Ss ideas of
from quite alarge family, he had four brothers, and what was said.
they were quite rich. As ayoung man, Michel studied
Maths and Astrology. Later, he studied Medicine at
Montpellier University and he finished his studies Tapescript CD3 Track 9
in 1525. He married awoman from arich family and Part Three

had two children. He began writing his books of Presenter: So Mary, what kind of things did he predict?
predictions when he was forty-seven. Mary Bolton: Nostradamus seemed to be most interested
Presenter: So, Mary, tell me how in rather negative things catastrophes and wars
especially.
Presenter: Of course one of the reasons Nostradamus
4 Play the CD again and elicit answers.
is so popular even today is that some people think
Answers 1 1503 2 four 3 Medicine 4 1525 5rich that some of his predictions are true and are even
6two 7 forty-seven happening today.
Mary Bolton: Thats right. Some people think that
Nostradamus predicted the French Revolution, the
TRAIN YOUR BRAIN Spanish Civil War, Hitler, the dropping of the atomic
bomb on Hiroshima and Nagasaki and as you said
5 Re-elicit what Ss have done so far in the lesson and earlier, the attack on the World Trade Centre
why, then let them look at the Train Your Brain box Presenter: Well did he?
and answer the questions. Mary Bolton: Well, one problem is that his texts are
actually very difficult to read. Theyre not written
Answers 1 b 2 c 3 a in alogical order and they are full of strange names,
even anagrams and metaphors, so you can find
6 Ss use the skills in Train Your Brain to do the task anything you want to in them. The other thing is
in pairs. Check and elicit what they think the answers that Nostradamus wrote mostly about death and
will be. Play the listening ONCE only. unhappiness. Its asad fact but most of human
history is about death and unhappiness. So again, its
easy to fit his predictions to anything really.
Presenter: So Mary, youre not convinced.
Part Two Mary Bolton: Theyre fascinating books. But no Idont
Presenter: So, Mary, tell me how adoctor from southern believe them.
France came to write some of the most famous
predictions in history? Answer b
Mary Bolton: Well, even as ayoung boy, Nostradamus
was interested in religion and to be more exact, the
last book of the Bible the Book of Revelations. But 8 Put Ss into groups of four. Tell some Ss they are
some of his family were probably Jewish and he also optimists whilst other groups are pessimists. Elicit
read alot of Jewish mystical texts. To begin with, he ideas in open class or display the predictions and
started making predictions about the next twelve allow Ss to read all of them and say which they think
months. He published this as an almanac every year are the most likely.
the first one was in 1550. These were very popular so
Nostradamus decided to make predictions for several
centuries into the future.
Presenter: And how exactly did he predict the future?
Mary Bolton: Well, Nostradamus used to study the stars
at night and, as Isaid, he read alot too. He wrote
these predictions as short verse of four lines. He
wrote about 4,000 lines altogether in amixture of
languages, most in French and some in Latin, Greek
and Italian. He needed fourteen years to write The
Centuries thats his book of predictions that we
know today.
Presenter: Fourteen years thats a long time!
Mary Bolton: Yes, it is rather. Well, Nostradamus died
in 1566 and they published the completed book two
years after his death.

08 Jobseekers
Read, listen and talk about jobs and work.
Practise verb patterns.
Focus on reading for specific information; taking and leaving messages.
Write a covering letter (for a job).
EXAM FOCUS Topic: Work

Unit 8 Materials
Workbook Unit 8
Reading Matching headings: SB p.70, ex.3
Photocopiable resources 22, 23, 24
Grammar and Verbs in brackets: SB p.69, ex.6
vocabulary Word formation: SB p.72, ex.1 Testing and Evaluation Programme tests
Writing A covering letter: SB p.75, ex.7 DVD-ROM Unit 8
GRAMMAR AND Reading 2 Think Back! Ss discuss the ideas in the questions and
try to think of their own contrasting pairs, e.g. the
This section introduces three common verb most/least dangerous. One pair of Ss then comes to
patterns (verb + to + infinitive; verb + infinitive the board and writes two jobs on the board which
without to; verb + -ing form) on the topic of jobs. correspond to two extremes, e.g. librarian pilot
danger. The rest of the Ss guess what those two
Special difficulties: This is an area where Ss often extremes are. Ss then discuss whether they agree or
have difficulty because there is no equivalent not and, if not, which jobs they would choose instead.
in the Ss L1. Correct thoroughly and give Ss as Nominate another pair to repeat the process with
much practice as possible to try to overcome such adifferent pair of jobs.
difficulties. Make sure Ss know that they have to
learn the patterns for each individual verb. There is 3 Before Ss do the quiz, they should discuss with
no rule to help them. their partner what job they would like to have and
why. They then do the quiz alone and look up what
Warm-up Lead-in to jobs. Alphabet game. Give Ss their results indicate. Finally, Ss should discuss how
aletter of the alphabet and then in pairs think of as accurate the results were in pairs and then as awhole
many jobs as they can starting with that letter. To class. Do the results correspond with what they want
choose the letter, you can use Stop the bus whereby to be in the future?
you silently say the alphabet to yourself and, when Ss
say Stop, you choose the letter that you had reached. Work it out
If it is adifficult letter, you can cheat and give Ss an
easier one. 4 Before looking at the exercise, ask Ss to look at the
questions in the quiz they have just answered and to
1 Note: You will need monolingual dictionaries for try to work out what the grammar point is. You may
this section. suggest that they focus on the underlined structures.
As there are so many jobs, many of which may be new Ss then do the matching individually.
to Ss, you could put Ss into five groups, each of which
looks at one set of jobs. Ss check the jobs they know Answers 1 b 2 c 3 a
and then use monolingual dictionaries to give them
practice at understanding definitions and 5 Go through the box with Ss and look at the verbs
pronunciation. When Ss are ready, change the already given. Elicit the meanings of these and ask Ss
groupings so that Ss are now in groups of five made up to make example sentences to practise the form and
of one student from each of the original five groups. Ss ensure they know what they mean, e.g. Iprefer
then peer teach each other the meaning and dancing to swimming. = Ilike dancing better than
pronunciation of the words. Monitor and make sure swimming. When Ss have completed the exercise,
this is done in English so that Ss practise asking for point out the difference between like + -ing (= enjoy)
clarification and other skills. Then do the task as and would like + to + infinitive (Iwant to).
aclass activity.
Answers Verbs followed by -ing form enjoy, like,
Answers Jobs in the photos (from the left): musician, love, hate, start, avoid Verbs followed by to +
reporter, engineer, judge, scientist infinitive hope, decide, want, would like, need
Verbs followed by infinitive without to must, can

Jobseekers
08
6 Tell Ss to cover up the verb patterns box in their John: Well exactly, thats another great thing about
books and work in pairs and complete the exercise the job. Sometimes the work is very physical
without looking. Then they can uncover the table from sometimes its intellectual, you know, trying to solve
Exercise 5 and check their answers. Elicit ideas and acrime. Id like to help people, too Icant think of
then play the CD to confirm. abetter job.
Kevin: John, Icant believe youre serious, mate
Answers 1 believe 2 to pass 3 to decide 4 to do
5to study 6 to be 7 become 8 be 9 to enjoy Three
10towork 11working 12 doing 13 getting Interviewer 2: So, Marilyn. Why do you want to work
14travelling 15working 16 talking with us?
Marilyn: Well, because Iwant to be successful, and
Ilove what you do, and Ithink youre going to be
7 After eliciting the answers in Exercise 6, play the really big, and also because Ihope to get the chance
recording again while Ss read through the completed to play my own songs
text. Ss then discuss what job she could do and why. Interviewer 2: You write your own stuff, do you?
Elicit ideas and reasons in open class. Marilyn: Yeah, Ilove writing songs. Id love to play them
Possible answers Apolice officer working with in public.
Interviewer 2: Isee, and which instruments can you
people, working outside, travelling, not the same thing
play?
every day. Also possibly areporter or an actor for
Marilyn: Keyboards, flute and guitar. But Iprefer
similar reasons.
playing the guitar.
8 Look at the six jobs given and elicit what people Answers 1 Mr Jones apolitician 2 John apolice
might say if they had, or wanted to have, one of these, officer 3 Marilyn amusician
e.g. an artist might say Ilove painting. Ss work in
pairs to think of more ideas. Elicit all and then listen
and check as aclass. Give asecond listening for Ss to
9 Ss may be able to remember who said what so allow
them to complete as much of the exercise as they can
note key words and ideas given by each person.
before listening to check. Only play the recording
ONCE.
Answers 1 writing 2 having 3 being 4 wearing
One
5to get 6 to help 7 do aMr Jones 3, 7
Interviewer 1: So Mr Jones, what do you enjoy about
b John 2, 4, 6 c Marilyn 1, 5
your job?
Mr Jones: Well, Ienjoy being the centre of attention.
Optional activity: Ss could work in pairs to think of
In fact, my wife always tells me Ishould be an actor
asimilar conversation with someone who does one of
or aTV presenter! Anyway, its the perfect job for
the other three jobs. When they are ready, Ss act out
me. Ilove speaking in public, and Im on TV almost
every week. What else? Well obviously Ispend most their conversations in open class.
of my time here in London but Ialso travel round the
country alot, and Ilove travelling! Another thing is 10 Divide Ss into pairs. Go through the rubric
that Ifeel Ican do things for people Did you know checking understanding and give some examples
there are more places for university students than about yourself for Ss to guess. Give out clean sheets of
ten years ago paper to write their sentences on. Tell Ss to avoid
Interviewer 1: Mr Jones, Idont think were here to talk using ideas that are obviously false. After Ss have
about completed the activity, ask them to mark which
Mr Jones: and my government is spending more on sentences are true and collect them in. Read out the
hospitals true sentences to see whether other Ss can guess who
Interviewer 1: Mr Jones, I wrote them. Ask follow-up questions to find out more
Mr Jones: and the police more than ever before, information, e.g. Why do you like/dislike?
and
Optional activity: Ss write an advert for ajob from this
Two spread using the verb patterns. You could give the
Kevin: You want to be aWHAT, John?! following as an example:
John: Seriously, Kevin. Its the perfect job. You know Do you like working with money?
me, Icant stand having aroutine and in this job
Do you enjoy telling people what to do?
every day is different. One day you have to work
Then be abanker. You can work with money. You
at the station, the next youre working in the town
can become rich. Would you like to know more?
centre, another day youre controlling the crowd at
afootball match. The most important thing is that Phone 234567.
you spend alot of your time outside, just walking Additional practice: Photocopiable resources.
around. Resource 22: Right for the job!
Kevin: But John Icant imagine you in auniform.
John: Oh, Idont mind wearing auniform. Its not as
bad as wearing asuit
Kevin: Well, you have to be very fit you know to
catch all those criminals.

reading AND VOCABULARY Give Ss only one minute to find the answer and elicit
from Ss where they find the information (the title
focuses on the job, also paragraph 3 focuses on the
This section gives Ss extensive practice at reading
competition).
comprehension tasks and provides them with
strategies to improve their ability to find the correct Answer b
answer.
3 Read the rubric plus headings af. Elicit from Ss
Culture notes that they should start by reading the paragraph and
then answer before reading the whole text. Give Ss
Hamilton Island is the second largest of the just thirty seconds to read the first paragraph. Then
inhabitable Whitsunday Islands off the coast of elicit the correct answer (f). Ask what helped them
Queensland, Australia. It is avery popular destination find the answer (relaxing, swimming, turn up for
for tourists wanting to see the Great Barrier Reef. It work when he wants to, have abreak any time).
is also famous for its annual yachting week and its Ss then do the rest of the text. Give them about three
Whitehaven Day when yachting enthusiasts have or four minutes for this. Ask Ss which headings they
abeach party of the island. The island has been used didnt use (aand d) and why (it is only for six months
as alocation in afew films such as Muriels Wedding
and the competition has made money, not lost it).
and Fools Gold.
Give Ss extra three minutes to compare answers in
The Great Barrier Reef is one of the top tourist pairs and identify evidence. Then do aclass check.
attractions in Australia. It is the worlds largest reef
(arock or sandbar below the surface of the water) Answers 1 f 2 b 3 c 4 e Extra headings a, d
with 2,900 different roofs and 900 islands. It stretches
for more than 2,500 kms. It can be seen from outer 4 Look at number 1 with Ss and ask which words
space and was labelled by CNN as one of the seven
they think are the most important to help find the
wonders of the world.
answer in the text (Bens job). Ss then do the same
Queensland is one of the states of Australia. inpairs for the other questions. Elicit ideas.
Itoccupies the north-eastern segment of the
country. It is the second largest state and its capital Suggested answers 1 Bens job 2 have to do, job
is Brisbane. It is often called The Sunshine State 3 how much, paid 4 how long, work, island
because of its weather. 5why, tourists, come, Hamilton Island
6How easy, Ben, get, job 7 Ben, feel, job, now
Warm-up Review of gerunds and infinitives. Finish
the sentences. Write some sentence stems on the 5 Again, do the first question as aclass. Look at the
board (see below). Tell Ss that they should write the key words and ask Ss to look for the same words in
second half of the sentences on apiece of paper so the texts. Then brainstorm synonyms for job and ask
that they are true for them. Give Ss about five minutes Ss to check for those words in the text (work). Give
to do this. Then divide Ss into pairs. They dictate the them six minutes to work in pairs on this task before
second halves of their sentences to each other and doing aclass check. Explain to Ss that now it should
their partners should decide which stem should be be very easy to answer the questions.
added. They then check with their partners to see if
Suggested answers 1 work 2 has to, involves 3earns,
they were correct. This tests, as well as verb patterns,
salary, wage 4 permanent, for six months 5attract
how much they know about each other. Finally, have
tourists, perfect place for tourists, visit 6 to get the job,
aclass check, asking for what some of the Ss wrote,
had to 7delighted, best job
checking for correct use of verb patterns.
Sentence stems to use: Ilove, Icant stand, Iwould
like, Ihave decided, Ienjoy, Ihope, Ican, Idont 6 Give Ss about four minutes to do the task
mind. individually and then do aclass check. Make sure Ss
can show justification, i.e. refer back to the key words
1 Go through the rubric with the whole class. Check before and after the text that helped them find the
the meaning of the jobs, eliciting from Ss what they answers. Check they understand the meaning of
would be expected to do in that job, and the meaning caretaker.
of the prompts. Divide Ss into pairs and give them Answers 1 caretaker of atropical island 2swim, relax,
three minutes to discuss. Extend the activity by make friends with the local people, explore other
getting Ss to tell you what other jobs could use the islands, write ablog, take photos and videos of the
prompts in Exercise 1 to describe them, e.g. work island 312,500 amonth 4six months 5 To visit the
outside firefighter, dangerous police officer. Great Barrier Reef with its wonders 6 Very difficult
he had to win over 35,000 other applicants 7 He thinks
2 Read through the two sentences and tell Ss to he has the best job in the world.
underline the key words in the sentences, i.e. a
man, wonderful, job; b wonderful, job, man, won,
competition. Elicit and identify the main difference
(the first focuses on the man, the second on the job
also the second talks about winning acompetition).

Jobseekers
08
TRAIN YOUR BRAIN 10 Ss discuss the first question in pairs and do aclass
check. Ss then can discuss in pairs the two final
7 Elicit what stages Ss have gone through during the questions before doing aclass discussion.
lesson and why (to get an overall understanding of the
text and to prepare themselves for what they are Optional activity: Ss imagine they are Ben Southall.
about to read by focusing on key words in the Ask them to write ablog entry about what it is like
questions). Ss then complete the exercise alone and to be the caretaker on Hamilton Island. Then collect
then check in class. Ask Ss which of these tactics they the blogs and decide as aclass which is the most
used before and also which they found most helpful. entertaining. This can also be done in groups, with Ss
having four or five blogs and choosing the best. They
Answers 1 the main idea 2 underline 3 similar ideas read the best out and the class votes for the best.
4before and after When the best one is chosen, tell the student that he/
she will become the next caretaker of Hamilton Island.
8 Ss work alone. Monitor and help where necessary.
Tell Ss that they dont have to read the text quickly
again as they already know what it is about, but they
should follow points 24 in the Train Your Brain box,
i.e. underline key words in the questions and in the
text, find the answers and write them in full in their
notebooks. Ss check in pairs and then do aclass
check. As Ss give their answers, again make sure Ss
show that they have identified the key words before
and after the answers.
Answers 1 Free beach home with three bedrooms,
aprivate pool and wonderful views, an electric golf
buggy 2 Quite easy there is alarge airport and
frequent ferries. 3 By video 4 Stay on the island for
four days and answer questions, show they could
snorkel, swim, organise barbecues and write
entertaining blogs. 5 Because of his imagination,
energy, ability to deal with difficult situations and his
love for Queensland. 6Tour guide and charity worker
7 Publicity brought to the region is worth over 110
million Australian dollars.
9 Some of these words will have come up in the

answers to Exercises 5, 6 and 8 so, if Ss didnt
understand them, they may well have already asked,
or looked up, what they mean. If Ss are still unsure,
tell them to find the words in the text and see if they
can guess what they mean. Ss work in pairs to try to
give adefinition. Elicit ideas and, where necessary,
give the correct definitions. Ss then do the gap fill
alone before doing aclass check.
Answers 1 earn get money for the work that you do
2break rest 3 salary the money you earn in aweek,
month or year 4 turn up arrive
5 contract an agreement you sign to do work
6 full-time ajob you do all the time (e.g. 35+ hours
aweek) 7interview ameeting between an employer
and applicant to check if the applicant is right for the
job 8 employers people who give you ajob
9permanent for along time/forever
10 what you prepare to apply for anew job
aearn; salary b turn up; break c permanent; full-time
d employers; contract e application; interview

Vocabulary | Work Mind the trap!
Look at the definitions with Ss and check
This section revises suffixes for nouns and verbs. understanding. Then ask: What jobs do your
It also looks at adjective + preposition phrases. parents have? Elicit answers and then ask: Do you
Some of these should already be known to Ss, e.g. do any work at home? Again elicit afew answers
interested in whilst others may be new, e.g. fond and then re-elicit the two questions to make sure Ss
of. Finally, it looks at the difference between job use job and work correctly. Then write too much
and work. and too many on the board and ask them to match
Special difficulties: Ss can often be confused by which one goes with work (too much) and which
the number of different adjective + preposition one goes with job (too many). Make sure they
phrases, especially where L1 uses adifferent write this in their notebooks.
preposition. Its important that Ss are given plenty
of opportunity to practise these and corrections are 5 Ss work alone and compare answers in pairs.
made whenever necessary. During feedback, ask Ss how they know their answers
were correct, e.g. 1 Too much is followed by an
Warm-up Review of vocabulary. Define it! Ss work in uncountable noun. Point out to Ss that we say: Ilike
pairs. Each pair is given four words, either set Aor work and not working because here work is anoun,
B below. They work together to make sure they can not averb.
define their words. When they are ready, pair Aand
Answers 1 work 2 job 3 job 4 work 5 job 6work
pair B join up. Each pair in turn defines one of their
words to see how many the other pair can guess.
Aabreak, asalary, to earn, acontract, full-time 6 Ss read the captions. You may need to check the
B to turn up, interview, an employer, permanent, meaning of temporary. Individually they decide on
an application the right captions and then discuss their choices in
pairs. Get Ss to explain their reasoning.
1 Think Back! Before starting this task, with books Possible answers A2, 4 B 1, 3
closed, elicit the meaning of suffix. Then elicit as
many suffixes as you can, putting them all on the Additional practice: Photocopiable resources.
board. Then ask Ss to underline on the board suffixes Resource 23: -er or ist?
for nouns. Finally, ask them to underline again suffixes
for nouns that describe people. Ss then do the activity
in pairs. If they have difficulties, let them use
dictionaries. Then do aclass check.
LISTENING AND speaking
Answers Nouns 2 librarian 3 musician 4politician This section looks at taking messages on the
5psychologist 6 scientist 7 therapist telephone around the topic of ajob interview.
Verbs 2 designer 3 director 4 manager 5programmer
6 reporter 7 translator Warm-up Review of job vocabulary. Whats my job?
Ss work in pairs. Each student thinks of ajob and
2 Check Ss understanding of adjective and their partner has to try to find out what the job is by
preposition. Elicit some examples of each. After asking questions. However, they can only ask yes/no
doing the first part of the task, elicit the meaning of questions, e.g. Do you work outside? Do you enjoy
the four phrases. Then, as aclass, elicit the second travelling? When Ss have guessed each others jobs,
part of the task. Tell Ss that there are alot of elicit what they were and what questions they asked
examples of adjective + preposition phrases. Elicit to find them.
some more examples that use -ing and put them on
the board. Encourage Ss to make afew in pairs. 1 Give Ss three minutes to discuss the questions in
pairs and have aclass discussion.
Answers keen on, comfortable with, used to, interested
in, good at, mad about, bored with All are followed by Suggested answers 1 An interview for ajob 2The boy
-ing. is nervous, the interviewers are calm and professional.
3 Ss discuss the questions in pairs and come up with 2 Allow Ss to read through the questions first. Play
reasons to support their arguments. the CD ONCE only and then check the answers.
Possible answers Sara translator, librarian Tapescript CD3 Track 14

Max musician, actor
Lucy therapist, psychologist, politician Part 1
Jon programmer, artist Jacob: Hi Lily!
Lily: Hiya Jacob! Oh, listen there was amessage for
you on the ansaphone.
4 First Ss write their three sentences individually. Jacob: Oh, really?
Then they compare their ideas in groups.

Jobseekers
08
Ansaphone: You have ONE new message. Rachel Jacob: Its too small for me. Iwas planning to borrow
Hi this is amessage for Jacob Pearce. Its Rachel Maxs suit but there isnt time now. And Ive only got
Stephens from the Bristol Hotel. Wed like you to one good shirt and its dirty.
come for an interview for the receptionists job this Lily: Oh, Im sure itll be OK. Just wear anice tie or
Thursday at two oclock. My contact number is 01241 something!
671353. Thats 671-353. Look forward to meeting you Jacob: Im so nervous. Theres no way Im going to get
on Thursday. Thanks. Bye. this job!
Jacob: Oh no! Ive got my last exam on Thursday
afternoon. Answers He is panicking because he doesnt have much
Lily: Well, why dont you phone them up and ask them time and he doesnt have anything to wear.
to change the time? Im sure it isnt aproblem. She
left her phone number, didnt she?
Jacob: Idont even want the job. Perhaps Ill just not go! SPEAK OUT
Lily: You need the extra money, Jacob. Phone her!
Man: Hello, Bristol Hotel. How can Ihelp? 5 Ask Ss to close their books. Play the first two parts
Jacob: Oh, good afternoon. Can Ispeak to Rachel of the listening (from Exercises 2 and 3) whilst Ss
Stephens, please? note down any phrases that people use on the
Man: Erm, Im sorry but she isnt here at the moment. telephone. Two Ss then do conversation in the Speak
Can Itake amessage? Out box. Tell B to make up aname (not X) and to use
Jacob: Can you tell her that Jacob Pearce thats the No option. Then choose two different Ss and this
P-E-A-R-C-E phoned and that Icant come to the time, tell B that they should use the Yes option and
interview on Thursday because Ive got an exam. think of ashort message. Ss then put the mixed-up
Perhaps you could ask her to phone me back? dialogue in order. Nominate Ss to act out the
Man: No problem Ill tell her. Goodbye, then! conversation and elicit corrections if necessary. Ss
Jacob: Bye! then listen to the CD to check.
Answers 1 receptionist 2 Phone and change the time. Tapescript CD3 Track 17
3B
Lily: Hello, 605782.
Rachel: Hello, good morning. Could Ispeak to Jacob
3 Ss read the questions and then listen ONCE only. Pearce, please?
Lily: Im sorry, but Jacobs out, er, out again at the
Tapescript CD3 Track 15 moment. Can Itake amessage?
Rachel: Yes, please. Can you tell him that Rachel
Part 2
Stephens called again and Im happy to tell him that
Lily: Hello, 605782.
hes got the job, starting on Monday. Can you ask him
Rachel: Hello. Can Ispeak to Jacob Pearce, please?
to phone me back?
Lily: Jacob? Im sorry. He isnt here right now.
Lily: Thats brilliant news. Ill let him know. Goodbye.
Rachel: Oh! Your flatmates very difficult to contact!
Lily: Well hes got exams this week. But he should be
back at lunchtime. Can Itake amessage? Answers a5 b 2 c 4 d 1 e 3
Rachel: Er, yes. Can you tell him that Rachel from the
Bristol Hotel phoned. Igot his message about his 6 Do the activity as aclass, then nominate
exam on Thursday. Could you ask him to come for individuals.
the interview this afternoon, say about four oclock?
Lily: Four oclock this afternoon?
Rachel: Thats right hope its not aproblem!
Lily: OK. Ill tell him. Thanks alot. Goodbye. 1 Can Ispeak to Tim, please?
Rachel: Goodbye. 2 He isnt here.
3 Can Itake amessage?
Answer four oclock 4 No, its OK thanks.
5 Ill call back later.
6 Can you ask him to phone me back?
4 Ss work in pairs. They look at the questions and
predict the answers. Then they listen ONCE. Only
play the CD again if there are problems. 7 Give Ss arole, either Aor B, and allow Ss time to
read through their instructions carefully. Then Ss join
Tapescript CD3 Track 16 up in pairs, Aand B, to act out their dialogues.
Nominate Ss to act out their dialogues in open class.
Part 3
Lily: Ijust didnt know what to say to her!
Jacob: Four oclock this afternoon! That means Ill have
to leave in about twenty minutes! Idont even have
anything to wear.
Lily: Youve got asuit, havent you?

writing | Covering letter 2 Before Ss begin this task, ask Ss to imagine they
were going to write acovering letter to apply for the
job. In pairs, ask them to write down the things they
This section gives Ss the chance to practise writing
would include in the covering letter. Elicit what they
acovering letter for ajob application. It also
wrote down but at this stage dont give feedback. Give
reminds students how to use articles with job titles.
Ss about two minutes to read the letter and identify
the required qualities or qualifications. Then let them
Culture notes check in pairs before doing aclass check. Compare
them with the ones on the board and as aclass discuss
London is famous for its London Tours. These are whether Lauren has the right qualities for the job.
guided tours around the main sights in London or Then ask Ss if they think they have the right qualities
around specific areas or places. These can be done for the job. What qualities/qualifications do they have?
by open-top bus, by bicycle, by boat or by foot. Would they like to do this job? Why/Why not?
Sometimes they may have aspecific theme, like
the London ghost walk where people visit places Answers an interest in local history, agood knowledge
famous for ghosts. of foreign languages, sociable, agood sense of humour,
aqualification in First Aid, mature
NVQs, or National Vocation Qualifications, are
work-based qualifications in England, Northern
Ireland and Wales. They are based on practice and 3 Give Ss about two minutes to do the activity and
experience and there are five levels to an NVQ. then check in pairs but do not give feedback because
An NVQ Level 1 is approximately the equivalent Ss will check their answers to Exercises 3 and 4
of three or four GCSEs and aLevel 3 NVQ is the against the Train Your Brain box in Exercise 5.
approximate equivalent of two A-levels. The NVQ Answers 1 d 2 b 3 a 4 c
is supposed to show competence in being able to
do ajob so if you want to be suitable for ajob in the
administrative sector, you would take an NVQ in 4 Now ask Ss to match words or phrases in the exercise
Business and Administration. with those in the letter. Use the same procedure as
Exercise 3. Remember not to give feedback.
Warm-up Review of taking messages. Pass the Answers a6 b 4 c 10 d 1 e 8 f 3 g 2 h 7 i5 j9

message. Ss work in groups of four. They are given
the role a, b, c or d and have to write ashort message
that they want to give to one of the other Ss in their TRAIN YOUR BRAIN
group: ato b, b to a, c to d and d to c. They shouldnt 5 Direct Ss attention to the Train Your Brain box and
show anyone else their message. Ss now get together ask Ss, in pairs, to check their answers for Exercises 3
with another member of the group: awith c, and b and 4. When completed, do aclass check. Then go
with d. They tell each other their messages, acting as back to Exercise 3 again. Ask Ss to now compare the
if they are on the phone so they must sit back to back completed list in Exercise 4 with their ideas from
and cant look at each other. After the phone call, Ss Exercise 3. Is it the same or if different, why? Tell Ss
note down as much information as they can from the that this is the correct order in which to include
message they have just been given. They now join up information in acovering letter and get them to write
with the student the message is for and give them the the order in their notebooks. Then ask them to look at
message. Finally, Ss compare the message they were the words or phrases in Exercise 4. Elicit whether
given to the original to make sure the information is they think some of those given in Exercise 4 are
the same. better than the ones Lauren used and why (am
proficient in is more formal than have agood working
1 Direct Ss to the picture at the top of the page. knowledge, completed is more formal than did,
Elicit adescription. Ask Ss what they think the job is. which appeared is more formal than which Isaw,
Then give Ss aminute to read. What is the picture possibly sociable is more formal than outgoing).
of? (an advert) What information is given/asked for Read through the Train Your Brain again with Ss
in the advert? (description and some information checking that they understand everything.
about the job/application either by letter or online
from only over eighteens). Check Ss understand the
Mind the trap!
meaning of ideal, to show around. Read through the
rubric of Exercise 1. Check the meaning of first aid, Ss close their books. Write on the board: he is ____
mature. Give Ss about five minutes to discuss the pilot, she is ____ artist. Elicit from Ss if anything
qualities/qualifications needed to be atour guide in goes in the blanks and if it does, what? (aand an
pairs. Then have aclass discussion. Try and come to respectively). Then ask Ss to open their books to
aclass consensus and put it on the board, but do not the letter on page 74 and ask them to look at the
give them answers. first sentence of the covering letter. Elicit what is
different about it (no article before the job). Then
direct Ss to the Mind the trap! box. Remind them
that they need to be careful of this when writing
covering letters.

Jobseekers
08
6 Read through the rubric with Ss. Then give them
afew minutes to read the adverts and find the
mentioned qualifications and personal qualities. Elicit
these from Ss (motivated, fit, driving licence, play
amusical instrument, speak aforeign language,
cooking skills). Then give Ss an extra three minutes in
pairs to think of more for each job. Then do aclass
list.
Possible answers Delivery driver has adriving
licence, motivated, physically fit, sociable, friendly,
mature
Nanny good with/likes children, knowledge of foreign
languages, can play amusical instrument, driving
licence, can cook, should be astudent, must be over
sixteen, friendly, mature
7 Read through the rubric with Ss and the key points.

Do abrainstorming session with the class of possible
jobs and write the suitable jobs on the board. To make
sure that more than one student applies for the same
job, you should then decide with the class the best
four or five jobs to use. You might also like to
brainstorm as aclass the qualities needed for each.
Tell Ss to write notes, using the prompts as headings.
Give them five minutes to do this. Then Ss compare in
pairs. Give Ss an extra fifteen minutes to write their
covering letters individually, referring to the letter on
page 74 and the Train Your Brain box. As they do this,
walk around monitoring, supporting and taking notes
of any problems.
8 Make groups of three or four Ss who applied for the

same job. Collect all the letters and then reorganise
them into sets of letters which all applied for the same
job. Hand out the packs to groups of Ss who did not
apply for that job. Tell Ss to read each of the letters
and identify in each letter whether the Ss have done
all the things mentioned in Train Your Brain properly.
Then do aclass check and ask each group to talk
about the things that were not done. Make anote of
them on the board and remind Ss of the importance of
doing these things properly. Give each group an extra
four minutes to decide which person should get the
job and the reasons why. Groups then present their
decisions.
Optional activity: Groups could write letters of reply to
the winning candidate. You may also discuss with Ss
how they would write to candidates who did not get
the job. Elicit from Ss polite sentences that could be
used to do this.
ADDiTiONAL PRACTiCe: Photocopiable resources.
Resource 24: Were looking for

VOCABULARY AND GRAMMAR Elicit the correct verb and then elicit the correct form
and the final sentence. Ss then work in pairs to
1 Demonstrate the task on the board with an complete the exercise and do aclass check.
example. Write the stem write and elicit the suffix
(-er) and write this up using adifferent colour. Answers 1 is going to crash 2 will use 3 am going to
Brainstorm more suffixes that Ss should know, look 4 are going to rise 5 will be 6 is going to ask
especially those associated with professions. Ss work
alone to complete the words and then check in pairs. 5 Write on the board: If you do that again and
Remind them that they might have to lose letters from elicit possible endings. Write one to complete an
the stems when adding suffixes. Do aclass check, accurate First Conditional sentence. Elicit the form
making sure to check spellings. Then ask Ss to re-read and check when we use this form and its structure.
the text and decide which job would suit them best Tell Ss to rewrite the sentence on the board as the
and explain why. Have aclass discussion. negative form and as aquestion and then elicit. Ss
then work in pairs to complete the exercise. Do aclass
Answers translator, lawyer, psychologist, artist, check. You may ask Ss to mime the answers to the rest
musician, accountant, salesperson, reporter, actor/ of the class.
actress, engineer, scientist, politician, therapist
Answers 1 do; will tell 2 wont have; buy 3doesnt
2 Tell Ss that they have to rewrite the sentences in invest; will get 4 will talk; forgets 5 Will you call; is
the book using the words in bold, without changing 6wont work; dont switch
the meaning. Do the first as an example on the board.
Write I_____ to cycling. Let Ss work in pairs on this
for thirty seconds. Elicit from Ss how many words Pronunciation
they will need to fill in the gaps (two). Elicit that they
do not have to change the form of prefer and then 6 Draw the grid from the book on the board and add
elicit the words (prefer swimming). Ss work in pairs the example words. Underline the parts of the word
to do the remaining questions. Monitor and assist that make the target sounds. Listen to these three
where necessary. Then do aclass check. Finally go words and drill them chorally and individually. Play
through each question eliciting what form each the remaining words. Ss compare their answers in
question is testing. pairs. Then do acheck, not only of the sounds but also
of the pronunciation.
Answers 1 prefer swimming 2 it rains Iwont
3will probably 4 isnt keen on 5 avoid working Answers /d/ bridge, engineer, jeans // elections,
fashion, insurance, social /t/ cheaper, future, kitchen
3 Do the first sentence as an example. Write the first
Optional activity: Sound collectors. Divide Ss into
three words in italics on the board. Check Ss
three groups (or three sets of groups). Give each
understand them. Elicit what words could come
group asound. Using dictionaries or just their own
afterwards. Then read the sentence from the book
ideas, they should brainstorm as many words as
with the blank. Ss then work alone and circle the
possible that use their sound. Then re-form into
correct answers for the remaining questions. At this
groups of three with one person from each sound
stage do not tell them the meanings of any words. Ss
group. Ss either mime the words in their list or
then check in pairs. In the class check, go through the
describe the word without actually using any form of
same process you used for the example. Ss in pairs
the word or synonym. Once it is done, collect all the
then write six gapped sentences for one of the other
words up on your grid on the board for Ss to put into
words for each question and then swap with another
their exercise books.
pair and try to complete the other pairs sentences.
During this final stage check and monitor closely so
that the finished sentences are correct.
Answers 1 power 2 commute 3 increase 4protect
5cant stand 6 rubbish
4 Elicit the rules for will (predictions without

evidence) and going to (with evidence). Write the
following on the board: There _______ be an exam
on Friday at 9.00 a.m. It _______ be very difficult.
Elicit the answers from Ss and the reasons why
(going to because it is sure; will because there is no
evidence yet). Do the first sentence as an example.

Listening skills Reading skills

7 Tell Ss they are going to hear an interview with 8 Write the title of the text on the board. Elicit what
someone talking about their job. Set gist questions: Ss think the text is about. Then give Ss thirty seconds
What is her job? (tour guide) What do you have to to read the text quickly and check their prediction.
be to do this job? (be good with people, be able to When checking, ask for evidence. Any more than
solve problems, possibly have atourist qualification). thirty seconds and Ss will probably read the whole
Ss listen ONCE only and then compare their answers text intensively, whereas they actually only need to
with apartner before doing aclass check. Read read the first sentence to get the answer and not
through the multiple choice questions with Ss. Ask bother with the rest. Ss do the activity individually
them to underline the key words. Check these with Ss. and then, whilst checking, make sure Ss give
Play the recording ONCE only and then Ss compare in justifications for their answers.
pairs. Listen to answers and then play again WITHOUT
Answers 1 e 2 a 3 d 4 f 5 c Extra heading b
correcting. If it is clear that Ss have problems, you may
want to stop the recording after each answer. On the
final check, try and elicit justifications.
Speaking skills
9 Put Ss into groups of three or four. Each student
Teacher: and so as the Headmaster of Seaton gives their opinion on each issue. Make sure Ss dont
Academy Iwould like to thank you very much for simply answer yes or no. Ss should respond to each
coming to this Careers Guidance Meeting. The first other, giving their opinion. Then have aclass
speaker to help you all decide what youre going to discussion. Give the same groups another three or
do when you leave school is Sonia Jefferson from four minutes to come up with new predictions that
Get Away Tours, and shes going to ask, sorry, Imean
they agree on. Throughout these two activities, go
answer your questions about what its like to be atour
guide. Sonia whats it like being atour guide?
round the class monitoring and taking notes of
Sonia: Its fascinating. problems for feedback.
Teacher: Whats fascinating about it?
Sonia: Well, firstly, it gives you the chance to travel
around the world, to visit new countries and to learn WRITING SKILLS
about their cultures and traditions. Secondly, you
get to meet interesting people and above all, its 10 Give Ss thirty seconds to read the notice. Check
achallenge! You have to know what to do in all sorts the meaning of SOS, extinction and ecological. Ask
of difficult situations. It can be stressful but at least Ss for opinions about the job: What do you think it
you never get bored. will be like? What sort of job would you have to do?
Teacher: OK, any questions? Where would you go? Then brainstorm with Ss the
Student 1: What do you have to do to become atour skills and experience someone would need to do this
guide? job and put them on the board. Then give Ss ten
Sonia: Actually, you dont really need any special minutes to plan the application, using the prompts. Ss
qualifications, but it is agood idea to take adegree
then write their applications, using the writing section
in tourism. And of course its important to know alot
about the history and geography of the countries in Unit 8 to help them. When they have finished,
youre going to visit. Imean, you have to know your collect the application letters. Put Ss into pairs and
stuff if you want to sound interesting. give each pair two application letters. Pairs should
Student 2: Do you need any other skills? then decide who they are going to give the job to and
Sonia: Well, obviously foreign languages. You need to prepare justification. Have adiscussion on this. You
know at least two foreign languages. And youve got may also then write aperfect model on the board as
to have some knowledge of first aid. Adriving licence aclass.
is useful, too.
Teacher: What do you think is the key to being
successful as atour guide?
Sonia: Probably the most important thing is to be good
with people and to have asense of humour. You
need to be patient and diplomatic, too because there
are some really difficult people out there. You also
have to know how to solve problems, give advice
or negotiate with people, you know, to get the best
prices, and so on.
Student 3: What kind of people make good tour guides?
Sonia: Well, Ibelieve being atour guide is ajob for
people who dont like routine at work and who want
to see the world and to be independent. Its agreat
job for young single people. You dont earn alot of
money, but what Ilike the most is its alot of fun.
Student 4: What kind of problems do you have to deal with?
Answers 1 a 2 c 3 b 4 b 5 c

09 Friends and family
Read, listen and talk about love and relationships.
Practise the Present Perfect; phrasal verbs.
Focus on agreeing and disagreeing.
Write text messages.
EXAM FOCUS Topic: Family and social life

Exchanging opinions: SB p.84, ex.7 Unit 9 Materials
Reading Matching: SB p.82, ex.2, ex.3 Testing and Evaluation Programme tests
True/False: SB p.83, ex.4
DVD-ROM Unit 9
vocabulary
Grammar and reading can come back to the sentences and show Ss where it
would be better to use the Present Perfect.
This section introduces the Present Perfect to talk
2 Look at the names and relationships and ask Ss
about recent events and for actions happening at an
which one they can answer without reading (Eddy
unspecified time in the past. It also introduces the
must be the father as he is the only male). Ss read and
time adverbials yet, already, just and ever.
listen and mark parts of the text which give them the
Special difficulties: Ss may have difficulties answers. Elicit sentences which show the
understanding exactly when to use the Present relationships as well as answers, i.e. Monica and
Perfect and when to use the Past Simple. The Ihave decided to get married, Thanks, Gran, How
Mind the trap! section looks in more detail at how old were you when you got married?
to decide which tense to use. The finished time
Answers 1 c 2 a 3 d 4 b
periods used with the Past Simple may not refer
explicitly to atime, e.g. on holiday, at university.
If both speaker and listener know what the time 3 Ss re-read the text individually and answer the
period is, it doesnt always need to be stated at all, questions. Make sure they find words or phrases in the
e.g. Did you see the football? (last night). It may text which justify their answers. After eliciting the
also be worth pointing out to Ss that when using answers, ask Ss what they think their parents would
ever and never, the unfinished time period being say if they decided to get married at the age of twenty
referred to is in your life. and who would be the most supportive member of
their family.
Warm-up Review of job applications. What job? Put Answers 1 No 2 His grandmother
Ss into pairs. Tell them to think of ajob. They should
write three qualities or skills that would be useful
for their job and one which would be unnecessary or Work it out
even ahandicap, e.g. teacher of languages: patience,
knowledge of grammar, clear writing, cooking 4 Ss look at the example sentences and say which
skills. Ss swap their lists with asecond pair and one is different to the others and why (They met is
have to try to work out what job they were thinking the Past Simple, the other two arent). Elicit the form
of based on the skills listed. Ss tell each other their of the other two sentences (have/has plus the Past
guesses and see if they were right. Elicit ideas in open Participle). Ss now look at the three sentences again
class. and match them to the correct use. Check and make
sure Ss put the correct information in their notebooks.
1 Put Ss into pairs. Ss describe the people and what
they can see in the picture. They then think of who Answers We use the Present Perfect to talk about news
the people are (probably afamily: mother, father, and recent activities (sentence 1) and for past actions if
grandmother and son) and what they are doing we dont say exactly when they happened (sentence 2).
(having dinner and possibly discussing some difficult
or controversial opinions/decisions). Also ask: What 5 Ask Ss to find the four words in the text and read
do you think happened before this? Elicit ideas and through the sentences in which they appear to try to
note the Past Simple sentences that Ss use. After the fully understand them. Check which tense they go
presentation and practice of the language point, you with (the Present Perfect). Also elicit where they

Friends and family
09
appear in the sentences (already, just and ever come
9 Ive never heard of such athing. heard
before the Past Participle, yet at the end of the
10 You havent eaten your breakfast. eaten
sentence). Ss then do the matching in pairs. 11 Shes gone away for the weekend. gone
Answers a2 b 4 c 1 d 3 12 She hasnt finished college yet. finished
13 Theyve decided to get married. decided
14 Have you ever met afamous person? met
15 Havent you forgotten something? forgotten
Check it out
Read through the box with Ss. Tell Ss to find other Answers In the tapescript
examples of the Present Perfect in the text, e.g. Ive
bought, hasnt finished, Have you heard. Ask Ss to
change the examples in the text to the other forms
7 Ss start by doing this individually, trying to work
out the verbs in the gaps, then check in pairs. Monitor
(positive, negative, question) to check they have
and note any problems Ss are having. There may be
understood the form. Elicit or explain that, if the verb
some confusion with number 5 as there is no obvious
is regular in the Past Simple, the Past Participle is
time period stated but we still use the Past Simple.
also regular. If the verb is irregular, it is sometimes
You might like to tell your Ss at this stage that it is
the same in both forms, e.g. bought and sometimes
very rare to use the Present Perfect with the question
different, e.g. did/done.
When? as this indicates that we are talking about one
specific occasion. The Present Perfect is used for
Mind the trap! more general occasions, e.g. Ihave been to France
Look at the box with Ss and elicit other time BUT Iwent to France last year. Elicit some more
expressions that could be used with the Past examples from Ss. Alternatively you could explain this
Simple, e.g. in 2010, last night, etc. Tell Ss that after the check. Elicit answers before the listening and
the finished time doesnt have to be an exact day or allow Ss to try to justify their answers but do not
date, it can be, e.g. on holiday, at primary school, correct until after they have done the listening. Play
when Iwas younger. You could also look at the CD ONCE only.
expressions such as today which can be used with
the Past Simple or the Present Perfect, e.g. at home Answers 1 Have (you) heard 2 have decided
in the evening your parents might say: What did 3Has (he) told 4 told 5 did (they) meet 6 met
you do at school today? because they are talking 7Has (she) finished 8 hasnt finished
about the school day which has finished, not the 9 has already found 10started
calendar day which hasnt. However, the parents
might say: Have you done your homework today? 8 Re-elicit the meanings and uses of the four time
because today is still unfinished and the child can adverbials. You can also elicit the difference in
still do some homework later. Either give some sentence positioning of yet. Look at number 2 and ask
more examples of Past Simple and Present Perfect Ss which words could go into the gap and be
sentences and elicit meaning or ask Ss to come up grammatically correct (already, just). Now ask Ss
with some. which word makes more sense in terms of meaning
(just). Ss complete the dialogue in pairs and then
listen to check.
6 Read through the Past Participles with Ss, eliciting
what base form they correspond to, e.g. told tell. Answers 1 yet 2 just 3 already 4 yet 5 yet 6ever
After the listening, Ss compare answers in pairs. Ask 7just
how many each pair got. Then choral and then
individually drill the Past Participles. It may be worth 9 Re-elicit the rule from Exercise 7 that, when talking
doing this with the present and past simple forms, e.g. about any time in the past, we use the Present Perfect
tell, told, told; have, had, had. Be careful with verbs but, for specific occasions, we use the Past Simple.
that look the same but sound different, e.g. read, Ask the first question: Have you ever met anyone
read, read. famous? (in your life) and if any Ss answer yes, ask
follow-up questions in the Past Simple: Who did you
Tapescript CD3 Track 22 meet? Where/When did you meet them? What did
1 Has he told his parents? told you say? Ss then carry out conversations in pairs.
2 Theyve had an argument. had After about five minutes, when they have asked each
3 Have you read this book? read other, nominate Ss who answered yes to one of the
4 Hes taken abus to work. taken questions to come to the front of the class and the
5 Whats happened to you? happened rest of the Ss ask questions to find out as much
6 Hes already bought the ring. bought information about the event as possible.
7 Hes done alot of stupid things. done
Additional practice: Photocopiable resources.
8 Have you ever been to London? been
Resource 25: Whos done what?

grammar and speaking Work it out
4 Ss work in pairs. Try to elicit the missing
This section looks at the use of for and since to information without Ss referring back to the text. Ss
answer the question How long ? then find the information in the text.
Special difficulties: Ss may be confused by this Answers 1 thirty 2 1995
new use of the Present Perfect, especially if in
L1 adifferent structure is used to give the same
information. Make the distinction between for and 5 Ask Ss to answer the questions in pairs. Give them
since clear and give Ss sufficient practice of the no more than two minutes for this. When you have
form, correcting as necessary. checked that the class has chosen the right answers
for the three rules, give Ss more examples of how they
could be used and when they cant be used, e.g.
Warm-up Revision of the Present Perfect. Who has Ihave been in this class since/for , Ihave been
done? Ss brainstorm four Have you ever in this school since/for , Ihave been in this
questions, similar to those in Exercise 9 on page79. lesson since/for . Then write on the board Iwas in
Put these on the board. Then, on slips of paper, primary school for Elicit from Ss why this is the
each student answers these, following it up with Simple Past and not the Present Prefect (because the
Past Simple sentences. If the answer is no, Ss Ss are not in primary school any longer). Elicit why Ss
should answer with, e.g., Ihavent eaten chicken cant use since with the Past Simple (because it
but Ihave and write something else with aPast suggests an unfinished activity).
Simple sentence, e.g. Ihavent been to France but
Ihave been to Germany. Iwent there last year. Answers aPresent Perfect b since c for
You might like to model this to show Ss how to write
their sentences. Then divide Ss into groups of five
or six. In their groups, Ss then fold up their slips and Check it out
then put them in abag. Then each student picks aslip The box recaps what Ss have just learned. Read
and reads it. Ss in the groups should then guess who through it with Ss and ask them to make one true
wrote it. sentence about themselves using for and one using
since. Elicit ideas in open class.
1 Do this as aclass discussion. Put three columns on
the board entitled Noughties (2000s), Nineties,
Eighties. Elicit what these refer to (decades). Elicit
Mind the trap!
what the most popular bands in their country are now, Look through the box with Ss and stress the rule
then work back decade by decade. You can put the given, especially where the present tense is used in
names of the bands on the board if you like. If Ss L1 and may cause problems. It may be worth doing
name bands that others dont know, ask them to tell translation exercises whereby Ss in pairs have
the rest of the class about them or their famous songs. asentence in English, e.g. Ihave known her for
five years or Ihave been here since 1996,
2 Read through the rubric with Ss. Check vocabulary translate it into L1 and swap with another pair who
of the prompts. Make sure Ss understand the have translated asimilar but different sentence. Ss
difference in meaning between the word choices. then have to translate back into English to make
Divide Ss into pairs and give them about three sure they have got the form correct and used for or
minutes to discuss. Make sure they do not look at the since correctly. This will emphasise the difference
text. Then elicit answers but do not give feedback. between the two languages.
3 Play the CD once while Ss read the text and check 6 Ss do this individually and then check in pairs.
their answers. Give pairs aminute or two to check Make sure Ss write out full sentences to answer the
together before doing aclass check. Ask Ss: Have questions. Then check the answers. Particularly pay
they been successful recently? (no) What makes attention to the negative form in question 3. Elicit the
them think the band isnt very successful? (they are form for negative questions and then ask Ss to make
playing in ashopping centre, done atour of English one sentence about themselves using the negative
seaside towns). form, e.g. Ihavent done my homework for two
Ask Ss if they know of any other old bands that are weeks. Then elicit how they would ask the questions
still playing (Fleetwood Mac, the Eagles, Pretenders, to go with their answers, e.g. How long have you not
Rolling Stones, U2). Ask what they think about these done your homework?
bands.
Answers 1 He has played the guitar since his seventh
Suggested answers 1 Forties 2 Colleagues, they are birthday. 2 He has known Tony and Martin since 1977.
tired of each other, they argue (one doesnt speak and 3 The drummer hasnt spoken for five days.
the other two keep disagreeing). 4 The record has been at number 39 in the charts for
three weeks.

Friends and family
09
7 Tell Ss to read through the sentences. They are all 1 Tell Ss to cover up the definitions. Ss work in pairs
grammatically correct but have adifferent meaning to read the sentences carefully and use the context to
(the Present Perfect shows that the action is not yet try to work out the meaning. Elicit ideas and then Ss
complete). Ss decide on the answer alone and then uncover the definitions given and do the matching
compare in pairs, giving reasons for their choices. activity in pairs before doing acheck.
Answers 1 Ian 2 Pat Answers 1 b 2 d 3 f 4 a 5 e 6 c
8 Ss work in pairs to decide whether the expressions 2 Ss work in pairs to think of the meaning and tense
take for or since. Elicit the answers and, for each one, of the missing words.
elicit what time expression would be needed for the
Answers 1 get on with 2 has split up with 3 gone out
other word, e.g. since 7 oclock = for (five) hours. Ss
with 4 stood by 5 have fallen out with 6 look after
write sentences alone. Monitor and help where
necessary. Go through the model dialogue and then
allow Ss to do the activity in pairs. Then do aclass 3 Ss listen once. Then elicit the answers but dont tell
check. Ss if they are right or wrong yet. Play the CD again
and tell Ss to note down key words which help them
9 Ss first read and write down the answers in short to decide on the relationship. Elicit these and check
form for themselves. Give them about three minutes the answers, e.g. 1 Shes too busy with her boyfriend
to do this. Tell Ss that, when they answer the she cant be his girlfriend. When we were younger,
questions, they should use amixture of for and since Iused to get on with her must be his sister.
and not just one of them. Ss then interview each other
in pairs. Tapescript CD3 Track 26
Additional practice: Photocopiable resources. One

Resource 26: Youre a star! Boy: Well for starters she really irritates me when
she spends so long in the bathroom shes very
unfair, especially when she lies in bed all morning
VOCABULARY | Relationships and Ihave to go to school so early. Luckily she just
ignores me alot of the time shes too busy with her
boyfriend usually. Its sad really because when we
This section looks at phrasal verbs used to talk were younger, Iused to get on with her really well. In
about relationships. fact, she was probably my best friend.
Special difficulties: Although phrasal verbs can be Two
potentially confusing for Ss, they are introduced Girl: We have abrilliant relationship. Shes so easy
here as individual vocabulary items rather than as to talk to and she always helps me when Ive got
phrasal verbs. Ss should be encouraged to regard aproblem. Shes got agreat sense of humour as
them as such (in asimilar way to how get up is well she makes me laugh. And she gives me alot of
introduced when teaching daily routine). freedom too. Im very lucky, Isuppose.
Three
Warm-up Review of for and since. Tennis. Put Ss into Man: When we first started to go out together, we used
three groups. Each group writes three sentences using to argue quite often. But now Ithink she trusts me
for, since and ago, e.g. Ihave been in this lesson and we have areally good relationship. We have alot
for five minutes. Ihave been at this school since in common so that helps. The only problem is that
2009. Imet my best friend ten years ago. One group she changes her mind alot it can be very annoying
sometimes.
starts by saying one of their sentences and telling
asecond group to rephrase it using one of the other
time expressions, e.g. Ihave been in this lesson for Answers 1 sister 2 mother 3 girlfriend
five minutes. Ago. The second group has to give the
same information using the word given, e.g. Icame to 4 Check that Ss understand all the vocabulary given.
this lesson five minutes ago. If they rephrase it to, Then model the activity with astudent. Ss then work
e.g. This lesson started five minutes ago that is also alone to think of someone and what they could say
acceptable. Set astrict time limit (fifteen seconds) about him/her. When they are ready, Ss do the activity
to keep the pace up. The second group then pass on in pairs. Elicit ideas in open class for other Ss to guess
the sentence to the third group who have to rephrase who is being talked about.
the sentence using the third time expression (since).
Repeat the process with adifferent group starting
Resource 27: Changes
each time.

reading Optional activity: To follow up the song, Ss work in two
groups. One group thinks of aprequel to the song, i.e.
who the characters are, what they look like, why the
This section focuses on the topic of being separated
woman keeps going away, where she goes, etc. The
from those we love through asong and astory.
second groups think of asequel, i.e. what will happen
in the future: Will she return? What will happen if she
Culture notes does? Will they be happier in the future? When they
are ready, put Ss into pairs to tell each other what
Bill Withers was born in 1938 in West Virginia. He they decided.
started singing in 1967 and Aint No Sunshine was
his first hit single, in 1971. The song won aGrammy 3 Give Ss time to read through the story and give
Award as best R&B song of the year. them agist task to make sure they have read the story
Lima is the capital of Peru. It was founded by properly and do understand it, e.g. What are the
conquistador Francisco Pizarro on 18 January 1535. main similarities and differences between the song
Its original name was Ciudad de los Reyes but Lima and the story? (The main similarity is that it involves
was its name in the local Aymara language and it awoman who has gone away from home leaving asad
comes from the word lima-limaq (yellow flower). man. The main difference is that in the story the man
Lima is located in the Sechura Desert and it is the
knows where she is and why she is there. They are
second largest desert city in the world, after Cairo.
also married with children, which doesnt seem to be
The population in 2010 was estimated at just over
7.5million.
the case in the song.) Then Ss read and listen to the
text and answer the questions. Ss check in pairs
Madrid is the largest city in Spain, as well as being
the capital. It has apopulation of 3.3 million (more
than 6 million for the province of Madrid) and covers Answers 1 both 2 story 3 song 4 both 5 story 6both
698 square kms. It is the seat of government in Spain
and the home of the Royal family. Madrid has many
interesting landmarks, including the Royal Palace of
4 Get Ss to first underline the key words in the
Madrid, the Royal Theatre, the Prado Museum and sentences. Then Ss answer the questions individually.
the Stadium of Light, home of the football team Real Ss then work in pairs to check the key words and their
Madrid. answers. They should then make sure they have
justification from the text for their answers, i.e. what
were the key words that made them choose the
Warm-up Review of phrasal verbs. Act it out. Put Ss into answer, e.g. for 1 in apoor district in the text
pairs. Each pair is given aslip of paper with one of the matches with poor family in the question. Check both
verbs from the last lesson on it: fall out with, get on the answers and the justifications.
with, go out with, look after, split up with, stand by.
Ss think about how they can show their verb in ashort Answers 1 T 2 T 3 F 4 F 5 F 6 T
dialogue or act it out without actually using the word.
When they are ready, Ss join up with other pairs who 5 Ask Ss who says: Nacho! Nacho! (the mother) and
have adifferent word and act out their word for the who says Mam! (Vernica). Point out the quotations
other team to guess. Nominate pairs to show how they
in Exercise 5. Ss check the story to find out who
acted out their phrasal verb in open class.
would have said them. Walk round the class as they do
1 Write the words from the exercise on the board this, checking they are on the right track. You may
while Ss have their books closed. Elicit the meaning of need to model the first one. When Ss have compared
each and then Ss work in pairs to think of astory answers, ask if there were any differences of opinion
which contains all of them. Elicit ideas in open class and write the different ideas on the board. Elicit all
and encourage Ss to read the title of the song. Elicit the answers with justifications to see who was correct.
what Ss think it means. Again, possibly go through the Answers 1 Vernica waking up her brothers and sisters
words on the board and try and make the story, (or the father waking up his other children)
without looking at the song itself. Then Ss open their 2the mother 3 the father (or possibly Vernica)
books to do the gap fill. When they have finished, play 4Vernica 5 the mother 6 the father 7 the mother
the song to check. Dont elicit answers until after Ss
have listened to the song.
6 Tell Ss to look at the first sentence of the story. Ask
Answers 1 warm 2 too long 3 wonder 4 stay 5alone who is mentioned in the first sentence (ayoung man).
6darkness Elicit who ayoung man is (the father). Then ask Ss
who the first word of the next sentence (He) refers to
2 If Ss liked the song, play it again while they read (again, the father). Elicit from Ss that pronouns are
through the lyrics. After Ss have read through, they often used to refer to other people but remind Ss that
work in pairs to find the answers and their reasons. it isnt only pronouns. Ask Ss to look at the underlined
Elicit both in open class. words in the text and identify those words that are
NOT pronouns. Then direct their attention to Exercise
Answers 1 a 2 b 3 c 6 and match the underlined words. Finally do aclass
check and check their reasons for the answers.

Friends and family
09
Optional procedure: If you think your Ss are good at
reference questions, ask them to predict what the
underlined words refer to without looking at the
options in Exercise 6. Give them about five minutes
for this. Once you have checked this, you can then
refer to the options.
Answers a1 b 7 c 4 d 5 e 3 f 2 g 6
7 Allow Ss time to think of examples. When they are

ready, Ss tell each other as much as they can about
the other person and their partner tries to think of
questions that will elicit even more information, e.g.
What do they like/dislike about the new country?
Have you ever been to visit them? When did they
leave? Elicit ideas in open class.
Optional activity: Ss work in pairs. Each student
chooses one of the three topics. Tell Ss that they will
speak for one minute on that topic to their partner.
Ss have three minutes to brainstorm and write down
words they might use and ideas. They are then
expected to speak for one minute to their partners.
Before they begin, tell the partners that they should
ask at least one question afterwards. Time the first Ss
for one minute, walking round monitoring and taking
note of anything important. Then give another minute
for questions and answers. Ss then swap over and
the second student has one minute to talk, and then
questions and answers. Finally nominate afew Ss to
give their talk to the whole class and for the whole
class to ask questions. Then go over any issues you
overheard during the talks.
Optional activity: Especially if the issue is known to
Ss, you might have ashort discussion/debate about
people going abroad to find work. Is it agood thing or
bad thing? What are the advantages/disadvantages?

speaking and listening Ethan: Thats right! And have you thought about whos
going to do the cooking and the cleaning and the
This section gives Ss practice at giving opinions, laundry and the shopping?
agreeing and disagreeing. Ss are introduced to Ruby: No, youre better at home, Jane, seriously.
the language through alistening and then given
opportunities to use the language themselves. Answers 1 Shes fed up with her parents. 2Because
they care. 3 Talking to her parents. 4Leave home.
5She cant survive on her own, she is better at home
Warm-up Introducing the topic of the lesson. Who does
with her parents.
the chores? As aclass, brainstorm all the chores
that need to be done at home. Tell Ss to stand in the
middle of the room. Tell them that you will make
3 Ss read through the sentences and see if they can
guess the answers based on what they remember.
astatement and if Ss agree, they should go to the left
Elicit ideas and then play the CD to check.
of the room and if they disagree, they should go to the
right of the room. Read out the statement Children Answers 1 E 2 E 3 R 4 R 5 J 6 E
can and add one of the brainstormed chores,
e.g. wash the dishes at home. Ss from agree and
disagree groups then have to give reasons for their SPEAK OUT
decision and debate. If they all agree or disagree on 4 Read through the four categories and the phrases
one, then you should play the opposite point of view. given with Ss. Look at the first phrase from Exercise 3
(If you ask me) and elicit which category that should
1 Elicit from Ss adescription of the picture and what go in (Expressing opinion). Ss complete the rest of
the person has been doing (washing-up). Ss then do the table in pairs before aclass check.
the activity as per the coursebook. With the last two
examples, elicit from Ss what they argue about and Answers 1 Thats right! 2 What do you think?
what they have agood talk with their parents about. 3Isee what you mean, but 4 You cant be serious!
5If you ask me 6 Personally, Ithink
2 Tell Ss that they are now going to listen to an upset
teenager. Give Ss thirty seconds to read through the 5 Ss listen and repeat each phrase. Ss mark the
questions and check understanding. Then play the stressed words. Elicit ideas and play again if there are
recording ONCE only. Ss check in pairs. Only play the any difficulties. Drill thoroughly, also paying attention
CD again if it is clear that the Ss have had problems. to intonation patterns.
Ask Ss if Janes friends are giving her good advice.
Why/Why not?
Tapescript CD3 Track 29 1 Itotally agree.

2 Thats agood point!
Ruby: Hi Jane. 3 Isee what you mean but personally Im not sure.
Jane: Oh hi, Ruby Hello, Ethan. 4 You cant be serious!
Ethan: Hi Jane. 5 Dont you think its agood idea?
Ruby: Whats up? 6 If you ask me, its totally crazy!
Jane: Its my parents. Im fed up with them. 7 Personally, Ithink its wrong.
Ruby: Why? What have they done now?
Jane: They havent done anything. Its just they dont
understand me. Theyre always telling me what to do! 6 Ss work individually. Ss cant find the correct
They dont let me do what Iwant. Youre not going answer unless they read the whole response. They
out wearing that, are you? And make sure youre have to understand what B is saying to know which
back home by ten oclock at the very latest! Time to answer is correct. Dont elicit answers before playing
do the dishes! Im fed up. the CD. After eliciting the answers, drill the phrases
Ethan: Oh, grow up Jane! If you ask me, youre lucky. from the CD and then Ss practise in pairs. Nominate
Jane: Lucky! What are you talking about, Ethan? They different pairs to act out each dialogue in open class.
treat me like alittle kid, and Im seventeen!
Ethan: Theyre only doing it because they care about you!
Answers 1 You cant be serious! 2 Isee what you mean.
And if you live in their house, youve got to follow their 3 Personally, Ithink 4A Dont you think 4BItotally
rules, right? Its that simple. What do you think, Ruby? agree.
Ruby: Well Ethan, Isee what you mean, but Im not
sure Iagree with you. Personally, Ithink you need to
have agood talk with your parents, Jane. Tell them
how you feel. Its important to talk with your mum
and dad. My mum is
Jane: Oh come on! You cant be serious! If Italk to them,
well just have another fight! No, Ive made up my
mind. Im leaving home. Ill be happier on my own!
Ruby: What?! You cant survive on your own. You
havent got ajob. Flats cost money, you know.

Friends and family
09
7 In pairs Ss discuss four topics but they should use Darren: Lily Tompkins? Your best friend? In the
the language they have studied in this lesson. One shopping centre with your boyfriend?
person will start the conversation by giving their Carol: Yes. You know what Ithink has happened.
opinion on one of the topics and their partner will Darren: What?
agree or disagree as appropriate and give reasons. Carol: Ithink hes
After two minutes, repeat the procedure with
asecond topic, etc. Monitor and note errors for Possible answers 1 sad/worried 2 She hasnt heard
correction later on. Also take notes of which Ss are from her boyfriend and it is her birthday tomorrow.
using the phrases and which are not. Elicit which Shehas also seen him with her best friend. 3 happy
topics were chosen and what was said in open class at
the end of the activity.
2 Ss read through the sentences and try to remember
the answers from the first listening. Compare in pairs
LiSTeninG and WRiTinG and then play the CD again for Ss to complete their
answers.
This section looks at writing text messages and answers 1 T 2 F 3 T 4 F 5 F 6 T
some common abbreviations and symbols used.
3 Ss may know these abbreviations already
Warm-up Review of expressing an opinion. (especially as we have looked at some in Unit 4) so
Controversial statements. Elicit topics which are ask before they do the exercise if anyone ever uses
important in Ss lives, e.g. music, relationships, school. these. After the matching, discuss any other
Ss work in pairs and choose one of the topics and then abbreviations Ss use. They can discuss abbreviations
write acontroversial statement about it that some of L1 words as long as they use English to do so.
people might agree with and others might disagree answers 1 you 2 with 3 great 4 at 5 see you 6to
with, e.g. Classical music is all rubbish. Ss pass
their statement to the pair on their left. Each pair
discusses their opinions about the new statement for 4 Re-elicit who the different people mentioned in the
one minute and then pass them to their left again. listening are (Jimmy, Darren, Carol). Ss then work in
Theprocess is continued for about four or five turns. pairs to do the matching. Elicit answers and
Elicit ideas in open class. justifications.
answers 1 Carol 2 Jimmy 3 Darren
1 In pairs, Ss describe the photos in as much detail as
possible, looking at the girls appearance and
imagining her character as well as answering the
5 As in Exercise 4, Ss match the senders and
receivers to the messages. You may need to check the
questions in the exercise. Elicit ideas in open class
meaning of jewellery.
and then play the CD to check.
answers a5 b 6 c 4
Darren: Hi, Carol. 6 Ss work in pairs, then do aclass check.

Carol: Hi Darren. Listen, have you seen Jimmy answers 1 minutes 2 in my opinion 3 Friday 4be
recently?
5 thanks 6 for 7 and 8 hugs and kisses
Darren: No, Ihavent seen him since Saturday. Why?
Carol: Cause Ihavent seen him for three days now.
Itsmy birthday tomorrow and Idont even know if 7 Put Ss into groups of four, then divide these groups
were going to do anything to celebrate it. into pairs who will communicate with each other.
Darren: Have you tried calling him? Pairs should try and keep the dialogue going as long
Carol: Yes, Ihave. Ive called him lots of times on his as possible using text messages and they must use all
mobile, but he never answers it. of the prompts and as many abbreviations as possible.
Darren: Why dont you send him atext? Make sure each pair has aclean sheet of A4 paper. Ss
Carol: Ihave. Ive sent him three texts and two emails write amessage to each other, reply and continue the
as well, but he hasnt answered me. dialogue. Allow about six minutes for this activity.
Darren: Well, call him at home. Then tell the pairs to swap their pieces of paper. The
Carol: Ive called him at home twice but his mother pairs try and understand the dialogues and count up
picked up and just said he couldnt come to the the number of abbreviations used. The best dialogues
phone and hed call me back, but he hasnt. Im really with the most abbreviations are read out to the class.
worried. Idont know whats wrong with him.
Darren: Have you two fallen out, you know, had an
argument or something?
Carol: No!
Darren: Maybe hes ill and cant get out of bed.
Carol: No, Claire saw him at the shopping centre
yesterday with Lily.

10 Whats on?
Read, listen and talk about the media.
Practise the Passive.
Focus on taking part in a conversation; listening for gist.
Write short notes/messages.
EXAM FOCUS Topic: Culture

Unit 10 Materials
Listening Multiple choice: SB p.90, ex.2
Workbook Unit 10
Reading Multiple matching: SB p.88, ex.4
Grammar and Verbs in brackets: SB p.87, ex.7 Testing and Evaluation Programme tests
vocabulary Sentence transformations: SB p.87, ex.8 DVD-ROM Unit 10
Writing Notes and messages: SB p.93, ex.9
Grammar and VOCABULARY Miley Stewart is acharacter in the Disney TV series,

Hannah Montana. Miley Stewart is the character
This section introduces the Passive voice in the and Hannah Montana is her pop singer alter ego. The
Present Simple, Past Simple and Present Perfect character is played by Miley Ray Cyrus, who is the
through the topic of the media. daughter of the famous singer Billy Ray Cyrus. Both
father and daughter play in the TV series as father and
Special difficulties: Ss are often confused by the fact daughter. Miley Ray Cyrus has now become one of the
that, in the present Passive, the Past Participle is hottest celebrity properties in the US.
used. It is important to stress that it is the verb to In September 2010, Coronation Street became the
be which forms the tense of the Passive and that longest running scripted television programme in the
the Past Participle is simply the form of the verb world. This soap opera, set in asuburb of Manchester,
that is used in the Passive regardless of the tense. was first broadcast on September 7, 1960 and has had
more than 7,400 episodes. In March 1987, more than
28.5 million viewers watched an episode and it has
Culture notes never fallen below more than 5 million viewers, even
The Sopranos was atelevision drama about gangster when the World Cup is on TV.
families in America. It ran from 19992007. It is the Neighbours is an Australian soap opera, broadcast
most commercially successful cable series in television in many countries, which has been running since
history and won many awards. March 1985. It has broadcast nearly 6,000 episodes.
The Addams are afamily of ghastly characters It is particularly famous for launching the careers
who live in an old house. They have aFrankenstein of three world famous Australians, Kylie Minogue,
monster as abutler and one of the relatives is ahand. Jason Donovan and Guy Pierce. Another Australian
The first series of The Addams Family was broadcast soap opera, Home and Away, has almost been as
in 1964 but it was re-created and aNew Addams successful. It first broadcast in 1987 and has now had
Family was shown in 1998. There have also been two more than 5,000 episodes.
very successful films made about the family in 1991
and 1993. Warm-up Review of text language. Message
Strictly Come Dancing is areality TV show that expansion. Have amessage prepared on the board
started on British television in 2004. In the show orscreen:
famous celebrities dance with aprofessional dancing Hi Kate, Im going 2CU soon! Ill B wU@8 n Ucan
partner and try to win the competition over aperiod tell me all the goss then! IMO Un John will be gr8
of weeks. It is so successful that it has been imported together. H&K Beth
to thirty other countries. Put Ss into two groups. One person from one group
Britains Got Talent (or BGT as it is also known) is comes to the board and replaces one of the symbols
aBritish reality TV show. Different amateur acts of all with the appropriate word (it doesnt have to be the
different types (singers, dancers, gymnasts, animals, first one, they can do this in any order). Astudent
comedians) of all ages compete against each other for from the second group repeats the procedure and
the first prize of 500,000 and the chance to perform this continues with different Ss each time until all the
in the Royal Variety Performance, ashow put on symbols have been converted into words.
especially for the Queen. There are different versions
of the same show in over thirty countries.

Whats on?
10
1 Ask Ss to look at the title of the unit and say what it Check it out
refers to (watching television). Elicit from Ss what is
on TV today. Ss discuss the questions in pairs, then in Give Ss further examples, e.g. elicit adifferent famous
open class. Ask: How much do you watch TV on the TV programme in the Ss own country and ask how
computer? What do you watch? What are the many people watch it each week. Elicit asentence
advantages/disadvantages of watching TV/films on in the Active and Passive, e.g. Five million people
computer/TV? watch _ every week. _ is watched by five
million people every week.
2 Ss do the activity in pairs. Do not give them the
meaning of the different programmes. Ask them to 6 In pairs Ss choose the Passive or Active form and
guess what each one refers to. The meaning of the then answer the questions.
different programmes should become clear in the Answers 1 are made (Japan) 2 have been made
class check. If it does not, give an example of (Greys Anatomy, House, ER, Private Practice)
aprogramme (e.g. reality show Big Brother) to help 3created (Warner) 4 has been seen (Eurovision)
Ss understand and then you can elicit more. Ss should 5played (MTV) 6 is also known (Hannah Montana
explain any programmes that are not known. Miley Ray Cyrus)
3 In small groups, Ss decide together on the answers Optional activity: In groups, Ss make another five quiz
for the quiz. If there are any disagreements, they questions using the Passive. Then groups have ashort
should practise the language of agreeing and quiz with another group.
disagreeing introduced earlier in the course. Elicit
suggestions from Ss and then play the recording. 7 Do the first gap as aclass activity. Elicit the
possible forms, then the correct form and the reason
For tapescript see page 130.
why (early TV suggests past tense). Ss do the activity
Answers 1 D 2 B 3 C 4 B 5 A 6 D individually and then check in pairs. Elicit why Ss
chose the correct form. Take special notice of number
3. Make sure Ss know where the time adverbial goes
Work it out with all three tenses of the Passive.
Answers 1 was given 2 were included 3 is often used
4 Ss look at the first pair of sentences. Elicit the 4 has been broadcast 5 have been made 6 are watched
differences (verb form and word order). Elicit that the
meaning has not changed. Read through the other
examples with Ss, making sure that they see the 8 Before Ss do the task, elicit the tense of each
changes are the same in all three examples. Elicit the sentence. With the first sentence, elicit why it takes
form on the board for the Passive: subject + to be + was not were (the idea singular). Ss work in pairs
Past Participle. Ask Ss if the form of to be changes to complete both parts of the activity. In the class
(yes). Then ask if the Past Participle changes (no). Ss check, pay attention to the placement of adverbials
do the task in pairs for one minute. Use the three (1) and when prepositions are needed (2, 4).
example sentences to explain that, e.g. in the first Answers 1 was first made in the UK in 1998 2are
Passive sentence we are interested in English football given (to the winners) 3 has been turned into aboard
but in the first Active sentence we are more interested game 4 up to fifteen questions were asked (to the
in the 1.2 billion people. contestants)/the contestants were asked up to fifteen
Answer Passive questions 5 the contestants have only been asked/have
been only asked twelve questions/only twelve questions
have been asked (to the contestants) 6 is known for
5 Ss fill in the gaps individually. Elicit what part of the question is that your final answer?.
the sentence changes when the tense changes (the
verb to be) and what part of the sentence stays the
same (the Past Participle). Point out that the Past 9 Ss discuss the first questions. Then put pairs into
Participle doesnt mean that the verb is in the past, it groups of four to share ideas and then do aclass
is simply what we use to make the Passive. Elicit what check. Repeat the process for the second question.
we would use the different tenses for, i.e. the Present ADDITIONAL PRACTICE: Photocopiable resources.
Simple for facts and routines; Past Simple for Resource 28: Media quiz
completed events in finished time periods; Present
Perfect for past events happening in unfinished or
unstated time periods or for events that started in the
past and are still continuing.
Answers 1 am/is/are 2 was/were 3 has been/have been

reading dictionaries and compare the dictionary definitions
with their own.
This section looks at how actors become movie Possible answers science fiction about an imagined
stars while giving vocabulary related to films and future, usually about space, e.g. Star Wars, IRobot
practice in exam-type reading tasks, e.g. multiple (psychological) thriller an exciting story, usually
matching and true/false. connected with crime and is usually connected with the
psychological effects on one person, e.g. Open Your
Eyes, Psycho, Fight Club
Warm-up Review of TV programmes. Kings of TV!
fantasy involving magic or other supernatural
Before the lesson, write all the different programmes
phenomena; may also take place in other worlds, e.g.
on different slips of paper and put them in abag. At
The Lord of the Rings, Harry Potter, Narnia
the beginning of the lesson, elicit all the types of TV
horror films written to frighten or disgust the viewer,
programmes from the previous lesson on the board
e.g. Dracula, Saw, A Nightmare on Elm Street,
and check understanding. Divide the class into groups
TheRing
of three or four Ss. Each group, in turn, chooses aslip
(historical) drama based on historical events or
of paper. They have one minute to prepare asmall
persons, e.g. Braveheart, Saving Private Ryan,
scene from aTV show of the type on the slip. Ss
Titanic
act out their snippet and the rest of the class have
action where there are aseries of challenges for the
to guess what type of programme it is (with books
cast, usually involving physical effort, fights and chases,
closed). The group that guesses correctly then has
e.g. Transporter, The A-team, The Expendables
thirty seconds to name programmes on TV of this
(romantic) comedy or ROMCOM, light hearted films
type. For every correct programme they get right,
with aromantic story attached, e.g. Bridget Jones
they get one point. Each group does at least one or at
Diary, The Proposal, Notting Hill
most three. The group at the end of the game with the
cartoon films that are drawn or created on computer
most points are crowned Kings of TV!
and then animated, e.g. Toy Story, Shrek, Up, Tangled
Culture notes Optional activity: You could extend the warm-up

activity to further practise these genres.
Since Edward Scissorhands, Johnny Depp has
made the following well-known films: Benny and
Joon (1993), Ed Wood (1994), Fear and Loathing 2 Give Ss about three minutes to discuss the issues in
in Las Vegas (1998), Sleepy Hollow (1999), pairs. Go round the class monitoring and taking note
Chocolat (2000), the Pirates of the Caribbean trilogy of any problems. Then have aclass discussion.
(2003-2007), Finding Neverland (2004), Charlie Encourage Ss to use the language of agreeing and
and the Chocolate Factory (2005), Sweeney Todd: disagreeing that they practised in the previous unit.
The Demon Barber of Fleet Street (2007), Alice in
Wonderland (2010). He has been nominated for three 3 Probably it is best to do this as aclass activity. Get
Oscars. Ss to identify the actors and actresses (the more
Since Vanilla Sky, Penelope Cruz has made difficult might be Parminda Nagra who played Jess in
the following well-known films: Captain Corellis Bend It Like Beckham, now more famous for her part
Mandolin (2001), Volver (2006), Vicky Cristina in ER). Then brainstorm any other films these actors
Barcelona (2008), Nine (2009). She has won an and actresses have been in.
Oscar and has been nominated for two more.
Since The Lord of the Rings trilogy, Orlando Bloom 4 Start by asking Ss to underline the key words in
has made the following well-known films: Black Hawk each question sentence, e.g. in 1, big commercial
Down (2001), Ned Kelly (2003), Troy (2004) and success. Then give Ss six minutes to do the activity,
The Pirates of the Caribbean films. underlining the relevant passage in each paragraph
Since Bend It Like Beckham, Keira Knightley has (either that or let Ss listen while they read and then
made the following well-known films: Love Actually give them an extra three minutes after). Ss then
(2003), King Arthur (2004), Pride and Prejudice check as pairs and then do aclass check. Make sure Ss
(2005), Atonement (2007), The Duchess (2008). give justifications for their answers. Ask Ss if they
All four actors are expected to act in the fourth part of have seen any of these films? What did they think of
Pirates of the Caribbean. them?
Answers 1 B 2 C, D 3 B 4 D 5 A, C, D 6 A, C
1 Note: You will need dictionaries for this lesson.
Ss, in pairs, think of examples of films for each genre 5 Again, prepare Ss for the task as much as possible.
given here. At this stage do not give them definitions. Allow Ss to read through the statements to make sure
While Ss are doing this, write the genres on the board. they understand everything and check the underlining
Then as aclass, listen to Ss suggestions of examples of key words to look for, e.g. 1Johnny Depp, left
of movies for each and get class agreement. Once you school; 2 After, Edward Scissorhands, stopped
have done this with as many as you can, Ss can then playing unusual characters; 3Penelope Cruz, teens,
prepare their own definitions of the genres. Do aclass TV; 4 Orlando Bloom, drama school, played Legolas;
check and decide as aclass on adefinition of each 5Bend It Like Beckham, Keira Knightley, first film;
genre to put on the board. Finally, Ss check their

Whats on?
10
6image changed after Bend It Like Beckham. If Ss
remember some of the information from their previous
speaking
reading of the text, elicit ideas in open class. If not,
This section gives Ss achance to practise having
elicit what the text might say if the answer is true and
conversations, asking for clarification, interrupting,
if the answer is false, e.g. 1 if true, the text could say
asking people to repeat what they said and using
something like: Johnny Depp left school at sixteen.
hesitation techniques.
If it is false, it may say something like: Johnny Depp
graduated from high school. Ss work alone to find
the answers and then compare in pairs or small Warm-up Review of vocabulary from the previous lesson.
groups, justifying their answers where there are Make the collocations. Tell Ss to turn to page 88. Ask
disagreements. them to look at the vocabulary presented in Exercises
6 and 7. Elicit from Ss that all the words in Exercise
Answers 1 T dropped out of school 2 F he has
6 are adjectives and all the words/phrases in 7 are
continued to play eccentric, memorable characters
nouns. Remind Ss that collocations can be made
3 T finally, at the age of eighteen, acting in films
between adjectives and nouns and that every noun/
4 F two days after graduating 5T Her first film
noun phrase can collocate with at least one adjective.
role was () Star Wars 6 T Today Keira is famous
Ss work in pairs to make the collocations. Once they
for her glamorous roles
have made all the collocations, they then have to
make an example sentence with the collocations,
6 Ask Ss to find the first word in the text (paragraph which shows the meaning, e.g. eccentric director: He
A, last sentence). Get astudent to read out the whole was an eccentric director and always asked his
sentence. Elicit the type of word (adjective). Then ask actors to do strange things. Pairs then form groups
what the adjective is describing (characters). of three or four and read out the sentences with the
Brainstorm other adjectives that could suit the collocations blanked. The other group has to guess
characters. Then ask Ss to choose one of the words the collocations. When they have finished, check
from the list they have just made that is an adjective with Ss what collocations they came up with. Not all
and could describe acharacter. Once completed, tell adjectives collocate with all nouns/nouns phrases.
Ss to use the same approach for the other four words Possible collocations: eccentric director, major box
in the exercise in pairs. If Ss have dictionaries, office hit/director/scenes, modest dialogue/director/
encourage them to find other synonyms of the words, stunts/plot, enthusiastic dialogue/director,
or perhaps write some on the board for them to spectacular stunts/plot/scenes/dialogue
further match.
Answers 1 b 2 d 3 a 4 e 5 c
1 Tell Ss they must keep talking for two minutes so
they shouldnt agree but should give ideas and discuss
them as much as possible.
7 This is asimilar activity to Exercise 6, except that
Ss are not matching synonyms but definitions. Ss start 2 Read out the questions and check understanding.
by reading the definitions and guessing what the Play the recording ONCE only and then check.
words could be. They can also guess the word forms
from the definitions. They then check the underlined
words individually and match. Ss check in pairs before
doing aclass check. Simpson: Good morning and welcome to Problems
Aired with me, Adrian Simpson. Im here to help you
Answers 1 box office hit 2 stunt 3 director 4plot with your problems or the problems of the ones you
5scene 6 dialogue love. The lines are open and the number you need
to dial is 0121 458 345. And our first caller is Martha
8 Read through the rubric with Ss. Model an example from Sheffield. Hello Martha, how can Ihelp you?
yourself, of afilm you recently saw and liked (try to Caller: Hello, Dr Simpson. Em, well, my question is
choose one that Ss are unlikely to use). Ss then about buying things on the Internet and
individually think of afilm theyve enjoyed and make Simpson: Im sorry, Ididnt catch what you said. Could
notes using the prompts. Give them about five you say it again, please?
Caller: Yes, of course. Em, well, you see the thing is that
minutes. They now describe it to their partners but
my daughter loves her computer. Shes always in her
they must not say the title of the film or the names of
room chatting with her friends and
the actors. Their partner has to try and guess the
Simpson: Excuse me, can Ijust say something? Um
name of the film from the description. You can do this how old is your daughter?
anumber of times with Ss swapping partners and then Caller: Shes twenty. She started working recently
finally choose afew to do as awhole class. shes ahairdresser and now shes got her own
money and her own credit card, and shes always on
the Internet and well, Im worried that its not safe.
Simpson: Im not sure Iunderstand, what do you mean?
Caller: Well, shes started buying things online, you
know, books and music and clothes
Simpson: Thats very interesting, but why is that
aproblem?

Caller: Well, Im worried that shes going to lose alot Tapescript CD4 Track 3
of money by giving her bank details on the Internet.
Isaw aterrible story about ayoung man who lost One
thousands of pounds when A: Theres aprogram which you can download and
Simpson: Well, youre right to worry. It is dangerous install on your computer which allows you to control
to share your bank details with strangers. On the which websites your children can log onto.
Internet, or anywhere really, but most serious B: Could you repeat that, please?
websites use different forms of secure payment, Two
you know different ways to make sure you cant lose A: Look, Icant help you if you cant tell me the
money when you buy things online. For example, specifications of your computer. Do you know what
encryption or the size of your hard disk is?
Caller: Im sorry, what do you mean by encryption? B: Em let me think Im sorry, Idont know.
Simpson: Encryption is away of changing the A: How big is your DDR memory?
information that you send from your computer to B: What do you mean by DDR memory?
another computer so that other people, for example, Three
online criminals, cant read it. Its also important to A: and another reason why music radio has afuture
have agood anti-virus on your computer. Do you is
know which anti-virus your daughter has on her B: Em, Id just like to say
computer? A: that you can do other things when you listen to
Caller: Im not sure really. Why? Is that important? radio and
Simpson: Yes, of course. You see the thing about B: Yes, but I
A: its good to listen to music that you dont know and
Answers 1 c 2 b B: Can Ijust say something?
Four
A: If you think computer games are bad for children,
SPEAK OUT why are your children always playing them?
3 Go through the box with Ss. Play the listening B: Well, you see, the thing is
ONCE only again for Ss to mark. Do aclass check and
Answers 1 a 2 b 3 a 4 b
then play again. As Ss listen, ask them to try to hear
how they are used, e.g. When the caller asks: What
do you mean by encryption? what does the 6 Look at the first part of the dialogue. Ask what B is
presenter say? doing (interrupting). Look at the Speak Out box with
Ss and elicit which phrase is the best (B is
Answers Im not sure Iunderstand. What do you mean? disagreeing, Adidnt say anything particularly
What do you mean by encryption? Well, you see, the interesting so the most likely phrase is Thats true,
thing is , Im not sure really. Im sorry, Ididnt catch but ). Ss do the same for the whole dialogue. They
what you said. Could you say it again, please? Thats then listen ONCE only and check.
very interesting, but Excuse me, can Ijust say
4 Listen and drill the phrases as awhole class and
then individually. Make sure Ss pay attention to A: Newspapers could disappear because of the Internet
intonation and stress. After the first listening and drill and 24-hour news channels
you can ask Ss to mark the stresses in the table. B: Thats true, but Idont like reading on ascreen. And
what about public transport?
A: Im not sure Iunderstand. What do you mean?
Tapescript CD4 Track 2 B: Imean, its easy to read apaper on abus, but the
1 What do you mean by processor? Internet isnt so practical, is it?
2 Well, you see, the thing is A: Well, you see the thing is computers are getting
3 Let me think smaller and you can access the Internet with
4 Ididnt catch what you said. B: Sorry, Ididnt catch what you said. Could you say it
5 Could you repeat that, please? again, please?
6 Thats very interesting but you havent answered my A: Yes, Isaid you can connect to the Internet with your
question! mobile phone.
7 Id just like to say that most of my friends download B: Im not sure really OK. The paper versions of
films. newspapers dont have much future, but did you
know that over amillion people read The Guardians
website in only one day? It was in 2005 when
5 Ss look through the possible responses and, in
pairs, think of what the other person may have said Answers 1 Thats true, but 2 Im not sure
beforehand to elicit the responses. Elicit ideas and Iunderstand. What do you mean? 3 Well, you see
then play the listening ONCE only. After checking, ask the thing is 4 Sorry, Ididnt catch what you said.
what actually caused the replies. You may need to play Could you say it again, please? 5 Im not sure really
the CD again.
7 Allow Ss time to practise the dialogue in pairs.
Monitor and help with intonation where necessary.

Whats on?
10
8 Put Ss into groups of four. Tell two Ss in each group famous people are known to hang out, and youll
that they will support the statement and two will be never guess who she was with. Our very own local
against the statement. Then, as aclass, look at the comedy star, Jasper Kale!
prompts and make sure Ss know what they are. Then
give the statements to the groups and give them five Answer celebrity gossip
minutes to prepare their arguments. Make yourself
available at this stage to give support. Ss then have six
minutes to discuss. Tell the Ss supporting the 3 Ss discuss what they remember from the recording
statement to begin. Walk around and monitor during in pairs with their books closed. Do aclass check and
the discussion. Then have aclass discussion on the write what they remember. Ask Ss to do the task in
issue and take aclass vote. the book and check as aclass.
addtonal practce: Photocopiable resources. Answers 1 the Hollywood star 2theres ahot story
Resource 29: Can you converse? 3getting adivorce 4 fed up with their relationship
(possibly also: this years hit movie) 5famous people
(possibly also: local comedy star)
listening
4 Allow Ss to read through the three choices. Ss
This section introduces some strategies for discuss what they think and then listen again to check
understanding the main point of alistening without and note reasons. Do aclass check and ask Ss to give
worrying what every word means. you the key phrases that helped them.
Answer b
Warm-up Review of taking part in aconversation.
Difficult discussion. Put Ss into groups of four and
give each student arole card: TRAIN YOUR BRAIN
A: You are going to talk about atopic that interests 5 Re-elicit the stages Ss went through when listening
you. You have aminute to think about what to say. to the radio show and then go through the box with
B: You dont understand some of the words Auses. them and elicit the correct choices.
Look at page 90 to remind yourself of how to ask
for explanations. Answers 1 is 2 Dont try 3 key phrases
C: You are abit deaf and dont hear everything
that Asays. Look at page 90 and remind yourself 6 Tell Ss they are going to do the same as before with
of how to ask for repetition. anew listening, but this time on their own.
D: You disagree with some of the things that Asays.
Look at page 90 and remind yourself of how to Tapescript CD4 Track 6
politely interrupt.
When Ss are ready, Astarts the conversation and the Presenter: and lets see what the weekend has in
other three Ss have to interrupt when appropriate. store for us. Dave Green, do we need our umbrellas
Monitor carefully and nominate the best group to or our sun tan cream?
carry out their conversation in open class. Dave: Well Sue, it can only get better, cant it? The
weather has been absolutely terrible this week, but
1 Allow Ss time to discuss the points in detail, talking cheer up, this weekend is going to be much better.
There may be alittle rain early on Saturday morning,
about why they like one type of radio station, where
but by late morning it will start to brighten up and
they usually listen to the radio and whether there are
in the afternoon it will be bright and sunny in most
any presenters or DJs they particularly like or dislike.
of the region. Sunday will start cloudy in coastal
areas, but by mid-morning it will be hot and sunny
2 Read the rubric and ask Ss what clues they would everywhere in the area. So, to sum up, it looks like
look for to find out what kind of programme is being being alovely weekend and Sunday, especially,
broadcast if they dont understand the language? should be agreat day for apicnic in the country or
Elicit ideas, e.g. speed of voice, background noises, aday at the beach.
the number of speakers. Presenter: Thanks Dave. Thats good news. Ineed some
sun. And news is just coming in of an accident on the
Tapescript CD4 Track 5 Hatfield bypass
Presenter: and now we have some more news about
Answer the weather
Matt Dawson. As you know, the Hollywood star was
arrested on Friday in Los Angeles and has since been
charged with drink-driving and resisting arrest. Well, 7 Play the CD again and allow Ss to note down more
now theres ahot story that the Australian actor words and phrases which help them decide the main
may be getting adivorce. Although he only married point of the programme. In small groups, Ss compare
Lynette Lee three months ago, his co-star in this ideas. Check their justifications.
years hit movie Lies and Love is apparently fed up
with their relationship already. She was seen last Answer b
night at an exclusive London club where lots of

VOCABULARY | The media Writing | Notes and messages
This section extends the Ss knowledge of arange This section looks at how to write short notes and
of different media-related vocabulary items. messages.
Warm-up Review of types of radio/TV programmes. Warm-up Review of media vocabulary. Board rush.
Yesterday. Put Ss into pairs/groups of three. Each Write words from the last lesson all over the board,
student has to talk for one minute about aradio show e.g. director, download, celebrity gossip, online
or TV programme that they listened to the day before. games, etc. Put Ss into two groups. One student
As they talk, the other Ss in the group think of one from each group comes to the front. Give adefinition
question each to ask. of one of the words on the board (or an example of
type), e.g. Afactual programme about asubject
1 Think Back! Split the class into four groups and give (documentary). Big Brother (reality show). The
each group one of the headings (TV, radio, the two Ss try to be the first to touch the correct word,
Internet and cinema). With books closed, Ss have the winner getting apoint. Swap Ss and repeat the
two minutes to list as many words for their heading as process for the other words.
they can. At the end, go through the vocabulary with
the whole class. 1 Ss look at the message. Elicit what it is (email),
who it is from/to (from Pete to Rachel) and the topic
Example answers TV documentaries, reality shows,
(Saturday night). Then give Ss one minute to answer
news, game/quiz shows, talent shows, soap operas
the two questions.
Radio the weather, local news, sports news, travel
report, radio dramas, phone-ins TheInternet upload, Answers To see ahorror film with Mark and Vicky and
virus, social networking sites, blog, online shopping, meet in acaf earlier.
search engines Cinemahorror, box office hit, stunts,
fantasy, dialogue, director 2 Ss do the task individually. Do aclass check. Then
elicit from Ss the type of words that have been left out
2 Go through the table on page 142, drilling and (pronouns, auxiliary verbs, articles). Elicit that the
checking. Then allow Ss time to find the correct meaning has not changed and that they can
pronunciation. Elicit and, if there are any problems, understand everything on the post-it notes.
drill the words thoroughly.
Answers Ive, Do you, The, do you (not still there),
Answers 1 b 2 f 3 d 4 e 5 a 6 c Im, I, Could you
3 Divide Ss into pairs. Give them three minutes to do 3 Ss work in pairs for three minutes to do the task.
the activity. Then put pairs into groups of four and Ss During the class check, elicit possible reasons why the
discuss again. Make sure that Ss can provide information was not included on the post it (apart
justifications for their answers. Finally, do aclass from to keep it short, e.g. we dont need to greet on
discussion. Some of the sections should provoke alot notes, what Tammy thinks is not relevant).
of discussion as the answer is not clear.
Answers 2 and 5
Possible answers cartoon strip, gossip column,
crossword, readers letters, possibly also TV guide,
whats on TRAIN YOUR BRAIN
4 Once Ss have done the activity individually and
4 Allow Ss time to think about their ideas alone then checked in pairs, read through the whole box
before putting them into pairs to discuss. Elicit ideas and elicit the blanks. For point 3, look back at the
in open class. original email and elicit when we can use imperatives
addtonal practce: Photocopiable resources. (to shorten requests, e.g. Please phone or for
Resource 30: Define, one word, mime suggestions, e.g. Lets meet).
Answers a4 b 2 c 1 d 3
5 Divide Ss into pairs. Give them about four minutes

to do this task and then do aclass check. Elicit
justifications for their answers. Ask Ss what C:\ refers
to (drive on acomputer).
Possible answers a2 b 3 c 4 d 1

Whats on?
10
6 Ss do the activity individually WITHOUT using the
prompts in Exercise 6 and then check in pairs. Ask
four different Ss to come up to the board and write
the first sentence of each message. Then ask another
student for each second sentence, etc. until the
messages are finished. Then check by using the
prompts.
answers 1 Martin, Ive gone to lunch. Ill be back in half
an hour. Your document is in C:\personal. 2 Kerry, my
boss phoned Ihad to leave early. Your sandwiches are
in the fridge! 3 Pete, great news! Iwould love to go. Ill
see you at 7 at the station. 4 Sal, Ive borrowed your
dictionary. Ihope you dont mind.
7 Once Ss have done this task individually, let them

check in pairs before doing aclass check. Make sure
Ss explain why they have left words out.
answers 1 See you outside cinema at 8. 2 Going to
club tonight. Want to come? 3 Going home (on)
Friday? 4 Fancy watching Heroes tonight? 5Arriving
at station (at) 6.30. (Please) wait under clock.
8 Ss do the activity in pairs and then join up with

another pair to check each others answers. Then
check page 121. Do aclass check and ask if there
were any major differences between Ss answers and
the one on page 121. Did they find any other ways to
cut down the number of words?
9 Read through the rubric with Ss and go through the

prompts. Remind Ss of the Train Your Brain box and
elicit what was in the Speak Out box before Ss check.
Then give Ss five minutes to write their messages.
Walk around monitoring and helping as they do it.
10 In pairs, Ss swap notes. Ss then write notes in

reply to each other and then share them. Have aclass
discussion on what they are proposing to do. Have
they agreed on it? Why/Why not?

Vocabulary and grammar Optional activity: Speaking old friends. Tell Ss
it is now ten years in the future. Elicit some of the
1 Write the word relationships vertically down the things they think will be different in their lives then,
middle of the board and tell Ss to do the same in pairs e.g. studies, work, relationships, family, travel. To
in their notebooks. From the r at the top, write the help them imagine ideas, you can show apicture of
word romance and using the e in second place, write ayoung person and write some notes on the board,
friend: e.g. studies Art, now ateacher, married, one child,
romance travelled to India. Ss work on their own making
friend notes about their lives ten years later. Tell Ss they
Tell Ss to continue writing related words. Allow are now going to meet up with some old friends
five minutes or stop the activity when one pair has from school. Model this with astudent, asking and
finished. Elicit all the words used. Ss then open their answering, e.g. Are you married? Yes, Ive been
books and quickly read the dialogue in Exercise 1 to married since 2016. Put Ss into groups of three
answer the question How many relationships do or four and set atime limit for them to find out as
they talk about? (two). Ss then work in pairs to fill in much about each other as they can. Monitor and note
the gaps with relationship words. In the class check any problems while they are doing this, especially
also take note of spelling. problems related to the Past Simple and the Present
Perfect. Do areport back session and go over any
Answers 1 on 2 argument/row 3 out 4 split problems you took note of.
5relationship 6 married
5 Ss look at number 1 as awhole class and work out
2 Check understanding of the words in the box. In what the second sentence should be. Do this by
pairs, ask Ss to use two words from the box in checking what the tense of the sentence should be,
asentence, e.g. The film is being broadcast on two what words they need to keep from the original
different channels. Give Ss thirty seconds to read the sentence and then what other words we need to bring
article and tell you what it is about (watching TV on it all together. Once they have got the whole thing
the mobile phone). Ss then do the activity first correct, Ss work on the rest of the exercise in pairs.
individually and then in pairs before doing aclass You can make this abit more fun by each group
check. Brainstorm any other words on the media and nominating arunner and Ss are unable to go onto the
put them on the board. Then ask Ss to write, in pairs, next question until the runner has come to you with
three more sentences related to the subject using the the correct answer to the previous question.
extra media words. Answers 1 been married since 1983 2 been/gone out
Answers 1 music videos 2 news 3 weather together for four months 3 was published in 1821
4radio stations 5 soap opera 6 broadcast 7channels 4 is bought by about 400,000 people every day
8TVguide 5 is not accepted on this website
3 Do the first sentence as an example. Elicit from Ss

the key words from the first sentence (last time, Pronunciation
spoke, her, 1998). Elicit the key verb they will need 6 Play the CD for Ss to listen to the words given. Drill
(speak), then write the gapped sentence on the board the three vowel sounds and elicit words which have
and elicit the answers. At this stage do not tell them the same sounds, e.g. /ai/ my, life, /ei/ same, late, /ci/
the meanings of any words. Ss then do the task in pairs boy, royal. Ss look at the words in the box and say
in the same way you did the example. In the check, go them out loud in pairs. They then listen to check and
through the same process you used for the example. complete the table.
Answers 1 not spoken to her since 2 are printed
Answers /ai/ cyclist, online, site, sunshine
3ve already eaten/been 4 hasnt told Mark yet
/ei/ campaign, daily, engaged, game
/ci/boyfriend, enjoy, point, voice
4 Elicit the rules for using the Present Perfect and
Past Simple (we use the Present Perfect when the Optional activity: Pronunciation bingo. Divide the
time is unstated or unfinished). Ss prepare an example board into three spaces and write the three phonemic
sentence of each form and share with the whole class. symbols in each. Elicit aword for each sound (not
Ss quickly read the dialogue and find out why Karen from the previous exercise). Give Ss afew minutes to
and Dawn are happy (Dawn new job, Karen new brainstorm more words for each symbol. Allow them
man). Do the first blank as an example. Elicit the tense to use their books if they like. Collect the words on
from Ss and the reasons why (the Present Perfect as the board so you have at least twenty. Ss then create
no specific time is stated). Ss do the rest individually their own bingo grids of 3x5 (15 spaces) and fifteen
before checking in pairs. Then do aclass check. words from the board. Tell Ss they are going to listen
Answers 1 b 2 c 3 b 4 a 5 a 6 b 7 c to astory and when they hear their word, they will
cross it off their list. Using the words from the board,
M10B_SUCC_TB_PINGLB_7131_REV5.indd 106 18/10/2011 14:00

create ashort story. The student who manages to

cross out all their words first wins.
READING skills
Example story: Last night Igot acall from my 8 This is aquick reading activity which practises
friend. It was to tell me that she and her boyfriend multiple-choice questions. Ss look at question 1. Get
had got engaged. Iwas overjoyed but, at the same Ss to underline the key words in the question (know,
time, suspicious. Ihad seen apicture of the boy on about, Kevin Costner). Then give Ss just one minute
my friends website but Istill hadnt met him. Who to read the text and choose the answer. Then let Ss
was he? check in pairs and be able to justify why the other
three answers are wrong, before doing aclass check.
Follow the same process for the second text and
LISTENING skills question.
7 Give Ss thirty seconds to read the text and then Answers 1 a 2 c

elicit what the topic of the listening is (graffiti). Ss
then work in pairs to predict what goes in the gaps.
Do acheck and put the words up on the board, spread
out and unnumbered. Ss listen ONCE only. Then ask
Speaking skills
Ss how many of the words used in the recording are 9 This is asimple picture-related discussion. Divide
on the board. Then listen again and check the Ss into pairs. Check understanding of the prompts.
answers. This listening can lead to ageneral Then Ss speak for two minutes about the picture.
discussion/debate on graffiti: Is it agood or bad Then swap pairs and do the activity again. While Ss do
thing? this, monitor and identify problems. Then discuss and
put on the board all the things people said and then
Tapescript CD4 Track 8 do amodel pair activity in front of the class where
people keep speaking using all the information on the
The first thing you need to know about graffiti is the board. This final activity is particularly good if Ss are
word tag. It means anickname. My name is Mike about to take an exam involving picture prompted
Lees, but Isign all my graffiti with M-W-L. Many speaking.
people dislike graffiti and say it looks ugly. Itotally
disagree. First of all, graffiti is an art form and it 10 Do this is aclass discussion. Brainstorm issues on
adds colour to our grey city centres. People think of
the board. Then divide Ss into pairs who can then
graffiti as amodern development but its been with
simulate polite arguments (showing disagreement)
us for avery long time. In fact, you could say that
with each other. For example, Ss are given (half)
cave paintings are the earliest examples of graffiti.
Some cave paintings are more than 30,000 years aminute on each topic. At the end of each (half)
old. Graffiti has also been discovered in the ruins of minute, you shout out the next topic of disagreement.
Pompeii, and it tells us more about everyday life than
statues and monuments do. It also helps scientists
understand the languages of past cultures. And WRITING skills
today, more than ever, graffiti artists are using graffiti
to communicate important messages to people. It is 11 Read through the message with Ss. Tell Ss they
true that some graffiti is limited TC was here is are unable to attend and brainstorm possible reasons.
not exactly creative. But there are many examples Put these on the board. Encourage Ss to be creative
of graffiti which has something to say. Unfortunately, with their excuses. Tell Ss they are now going to reply
many people just dont appreciate it. Still, many to the message politely. Elicit what Ss need to
artists in history have been misunderstood and today, consider to write their messages, e.g. polite greetings,
their paintings or sculptures are sold for millions. leaving out pronouns, etc. Give Ss five minutes to
Ihope that one day more people will understand write their messages. In groups of four or five, Ss read
that some of the greatest art of our time isnt in art the messages and choose the best message to share
galleries, but on factory walls and urban trains. And with the rest of the class.
the most important thing is that it is free and you
dont have to pay for tickets to see it.
Answers 2 MWL 3 ugly 4 thirty 5 everyday

6languages 7 important 8 creative 9 pay
M10B_SUCC_TB_PINGLB_7131_REV5.indd 107 18/10/2011 14:00

11 Its criminal!
Read, listen and talk about crime.
Practise the Past Perfect; Reported Speech.
Focus on dealing with new words in reading; expressing feelings.
Write a notice for a lost item.
EXAM FOCUS Topic: Country and society

Speaking Ranking/expressing degrees of difference: SB p.102, ex.3
Roleplay: SB p.103, ex.6 Workbook Unit 11
Listening Matching: SB p.98, ex.3, ex.4 Photocopiable resources 31, 32, 33
Reading Matching: SB p.101, ex.3 Testing and Evaluation Programme tests
Multiple choice: SB p.101, ex.7 DVD-ROM Unit 11
vocabulary Sentence transformations: SB p.99, ex.3
Writing A short notice: SB p.103, ex.7
Grammar and reading Warm-up Review of writing notes. Chinese notes. Put
Ss into groups of at least six. Tell each group to write
three messages for another group. When they have
This section introduces the Past Perfect for events
finished their messages, check that they have omitted
happening before another past event (expressed in
unnecessary words. Then give each group one of the
the Past Simple).
other groups messages. They have to stand in line
Special difficulties: This structure can cause and the student with the message will whisper it into
anumber of problems. It doesnt always have the ear of another student who will then pass it down
an equivalent structure in L1 so Ss may not the line, whispering what they were told. The last
understand why it is necessary. On the other hand, student in the line has to write down the full message,
Ss may overuse it, thinking it is always necessary including the words omitted from the original
when there are two past events mentioned in the message. Ss then compare the final message with the
same sentence. The Past Perfect is normally only first message. The first group to finish correctly is the
necessary when, without it, we would be unable to winner. This can be done atotal of three times.
determine the order of events. In other cases we
use the Past Simple. Correct Ss and try to show 1 Note: Dictionaries will be needed for this task.
them why their choice of structure is wrong. In pairs, Ss check how many of the words they know
or think they know. Ss then check the other words in
dictionaries and write adefinition for each one. They
Culture notes then close their notebooks and test each other in open
Naples is the major city of southern Italy. It is the class by asking about the words, e.g. Whats
home of pizza and is famous for its pasta dishes, ice arobber?
creams and pastries. It is located close to Mount
Vesuvius and the ruins of Pompeii. Possible answers guard someone who looks after
abuilding to stop people taking things from it or
Tennessee is astate in the southeastern part of
destroying it robber someone who steals by force,
the United States. Nashville is the state capital of
threat or violence thief someone who steals
Tennessee and it is also the home of the Appalachian
Mountains and the Mississippi River. Tennessee is especially secretly or without open force steal to
particularly associated with rock and roll music and take something without the permission or knowledge of
the development of early blues music. Memphis and, the owner arrest to be taken away to be questioned
in particular, Beale Street are the centres of this music about acrime or because someone is suspected of the
phenomenon. Elvis Presley, Johnny Cash, Roy Orbison crime escape to get free of something or avoid
and Jerry Lee Lewis all began their career in Memphis, something break into to get into abuilding or car,
Tennessee. usually by force, with the intention of stealing
Detroit, in the state of Michigan, is often called something burglar aperson who illegally enters
Motor City because it was home to major car abuilding and steals something
factories. It has apopulation of about amillion and is
famous for its high crime rate. 2 Tell Ss to read story number 1. Check
Baku is the capital of Azerbaijan on the shore of the understanding and tell them to discuss what might
Caspian Sea and is now an important oil-producing city. have gone wrong. Model the example given to show
them how to do this. Ss discuss in pairs and then they

Its criminal!
11
share ideas in groups of four. Elicit ideas in open class the recording and elicit what the real answer was.
and then tell Ss to move on to text 2. Repeat the Point out the similarities between the Past Perfect
process for all four crimes. Put the best explanations (looking back from apoint in the past) and the
up on the board to compare later. Present Perfect (looking back from now). Ask Ss if the
same time adverbials can be used with both with the
3 In pairs, Ss match the four answers together with same meaning (yes). Elicit examples of time
the situations. Elicit answers and then Ss close their adverbials that would work (just, already, never,
books. Ss work together to remember the main details since).
of the four crimes and what went wrong. Elicit
summaries from different Ss. Compare them with Answers 1 had spent 2 had already cut 3 had climbed
their predicted summaries. Were they the same/ 4 had never seen 5 had stolen 6 Had he forgotten
different? Ask Ss if they have heard of other stories of Hehadnt worn his gloves!
crimes gone wrong.
7 Ss look at the two pictures and spot the differences
Answers 1 B 2 D 3 A 4 C (e.g. in 2 there are clothes all over the floor) but dont
let Ss look at the exercise yet. Now Ss close their
books. Tell them that picture 2 is what Kays flat
Work it out looked like when she got in. There had been burglars
while she was out. Ask: What had they done? Ss try
4 Look with Ss at how the first two stories have been to make sentences in their pairs from what they can
written. Elicit from Ss which happened first, 1 a or b remember. Elicit ideas, then Ss look at the exercise
(b) and how they know (the guard had gone out and do the matching. Ss then continue to write the
before the robbers broke into the bank). Ss then do story from the example, saying what the burglars had
number 2 on their own. or hadnt done.
Answers 1 b 2 a Answers 1 e They had come in through the window.
2d They hadnt broken the window. 3 aThey had
5 In pairs, Ss think of the correct answers. When eaten some pizza. 4 b They had thrown all her clothes
eliciting the answers, refer to the sentences from on the floor. 5 c They had stolen the money and the
Exercise 4, e.g. 1 before the guard had gone for DVD player, but they hadnt stolen the TV.
acoffee before they broke in; 2 had plus Past
Participle Ezedrick had lost his job ; 3 Past Simple 8 Look at sentence 1 with Ss. Ask: Which event
broke, tried. happened first? (Not close the window.) Which
event is written first? (Feel angry.) How can we
Answers 1 before 2 had + Past Participle show this order? (Use the Past Perfect for the thing
3 Past Simple that happened first.) This should be easy as the Past
Perfect has already been given. In pairs, Ss do the
same for the other sentences. Monitor and help where
Check it out necessary. Elicit why there is achoice in 4 and 5
Go through the Check it out box with Ss. Explain that (because the word after makes the order clear so
it isnt always necessary to use the Past Perfect even there is less need to use the Past Perfect) and in 7
when there are two past events mentioned. Often it (we could be looking at both events as happening
is obvious which happened first and we can use the before she arrived home, in which case we would use
Past Simple for both events, e.g. Igot up and ate the Past Perfect. We could also think in terms of these
breakfast. Sometimes, though, it is necessary, e.g. two actions only, the eating of dinner happening
Iwent to school. Iate breakfast. This means Iate before the leaving of the pizza).
breakfast when Igot to school. However: Iwent
to school. Ihad eaten breakfast. This means Iate Answers 1 2 3 ; hadnt 4 /had; 5 ; /had
breakfast at home before Iwent to school. Elicit why 6 ; had 7 /had; had
it might be useful to use the Past Perfect (to make
written work more interesting and avoid writing alist addtonal practce: Photocopiable resources.
of events happening one after the other). Ss, in pairs, Resource 31: Don is arrested
come up with examples.
6 Give Ss aminute to quickly read the story to find

out what its about (aburglar who breaks into ahouse
full of valuables but who realises he has forgotten
something). They then put the verbs in the correct
form. Elicit the answers and then tell Ss to think about
what he had done wrong. Elicit that, because hes
thinking about things he did/didnt do before breaking
in, they should use the Past Perfect to show this. Ss
discuss ideas in pairs and compare in open class. Play

listening Tapescript CD4 Track 11
Part Two
This section gives Ss anumber of listening tasks
Marlowe: There were five suspects, and they all had
which, together, build up the story of amurder motives for murder.
whodunnit? which Ss have to work out. Bobbie Davies, pop idol. Tina and Bobbie had had
alove affair, but they had argued so Bobbie had left
her for his new girlfriend, Nicola Goodfellow. Tina
Culture notes couldnt accept that Bobbie didnt love her. She kept
Philip Marlowe is afictional private detective on calling him and he really didnt like that. Bobbie
created by Raymond Chandler. He appears in six has aviolent personality and he loves guns.
books plus one unfinished novel, all of which were Nicola Goodfellow, actress. Nicola knew that Tina
made into films. Possibly the most famous was The had had alove affair with her boyfriend, Bobbie. She
Big Sleep starring Humphrey Bogart as the detective. hadnt wanted to go to the dinner party because she
felt jealous of Tina. She only agreed to go because
Warm-up Review of crime vocabulary. Whats the Bobbie had insisted.
word? In groups of four, Ss write down ten words Delia Adams, Tinas personal assistant. Last
related in some way to crime. These can be names or Christmas, Tina had her biggest number one hit song.
real nouns, e.g. Agatha Christie, mafia or other items Everyone thought Tina had written the song herself.
of vocabulary, e.g. robber, thief. Ss then swap lists But in fact, Delia had written it, and Tina had stolen
with asecond group. They should use the ten words it from her. She had promised to give Delia half the
money, but she hadnt kept her promise.
they have been given to make ashort story. Elicit
Billy Squires, Tinas brother. Billy loves casinos, but
stories in open class.
unfortunately he never wins. Tina had always given
him all the money he needed. But last week, she
1 Note: Ss need dictionaries for this activity. decided not to give him any more. Billy is Tinas only
In pairs, Ss guess the meaning of each word. Write the brother and he will inherit her fortune.
words on the board, eliciting or checking what each Christine Cross, Tinas manager. Tina had discovered
means. If some meanings have not been given, allow that Christine had stolen alot of money from her.
Ss to check their dictionaries. Then re-elicit. Christine knew that Tina had started looking for
anew manager.
2 Ss read through the newspaper extract first to see
how many questions they can answer (1 and 3). Also
Answers 1 d 2 e 3 b 4 a 5 c
ask Ss how many of the words from Exercise 1 have
been used so far in the story of Tina (handgun,
silencer). Ss then listen and check if any of the other 4 Look at the actions and elicit key words that might
words from Exercise 1 are used. be heard during each extract, e.g. a Iwas tired, the
party was boring, Ihad to get up early. In pairs, Ss
do the same for the other actions and share ideas in
open class. Play the recording ONCE.
Part One
Marlowe: Last Saturday night, pop star Tina Squires For tapescript see page 130.
held adinner party in her luxury apartment near
Central Park. At 1 a.m. her personal assistant, Delia Answers 1 d 2 e 3 a 4 b 5 c
Adams called the New York Police Department.
Someone had shot and killed Tina. Iwent to 5 Ss match the sentences in pairs. Elicit ideas and
investigate. Tina had died at about 12.50. The then play the recording ONCE only.
murderer had used ahandgun with asilencer. It was
my job to find out who had killed her. Answers Bobbie b Nicola c Delia d Billy e
Christinea
Answers 1 Last night during adinner party on the
terrace of her luxury apartment near Central Park. 6 Ask: Who was killed? (Tina Squires) Where was
2Delia Adams, Tinas personal assistant. 3 She was she killed? (on her terrace). In groups of four Ss have
shot by ahandgun with asilencer. three minutes to do the activity. Elicit and discuss
whether the class agrees or disagrees and why. Then
3 In pairs, Ss look at the different pictures and try to play the CD for Ss to check.
guess who they think is the guilty person. Ss make
notes as they listen and compare in pairs. Tapescript CD4 Track 13
Part Four
Marlowe: Iarrested Delia Adams. She had made
asimple mistake. The killer had used ahandgun with
asilencer. But Delia said she had heard ashot, so
Iknew she was lying.

Its criminal!
11
grammar Work it out
This section introduces Reported speech through 2 Ss look at the sentences in the first column of the
the gathering of evidence in the Tina Squires case box. Ask: Who said the Direct speech sentences?
from page 98. (Delia) Who probably said the Reported speech
equivalent? (Marlowe). Elicit that Marlowe is
Special difficulties: The tense changes required for REPORTING what Delia said. Ss discuss what the
Reported speech are not common for all languages Reported speech equivalents will be (the tenses are
but shouldnt cause too many problems. If Ss are given which will help Ss with their ideas). Make sure
given freedom to use this structure with time that Ss have understood that tenses go one place back
expressions, these have to change, e.g. yesterday in Reported speech.
becomes the day before/the previous day. Try and
avoid using them for now. Answers 1 was lying 2 had never killed anyone
3hadnt murdered Tina 4 would go to prison
Warm-up Review of vocabulary from the previous lesson.
Blanked story. Give pairs five words from the last 3 Ss work in pairs. When eliciting answers, elicit the
lesson, either Aor B: tense of both Direct and Reported speech, e.g. 1
A: dead, handgun, inherit, investigate, jealous Present Continuous Past Continuous.
B: motive, suspect, murderer, silencer, love affair
Give Ss five minutes to write ashort story in which all Answers 1 he would do with so much money 2was
five words appear. Ss then join up with another pair trying to forget what had happened but it wouldnt be
(pair Awith pair B), read each other their stories but, easy 3 had never loved anyone the way he had loved
instead of saying the words given, they have to say Tina 4 had found anew job; was working in the prison
anonsense word, e.g. banana. The other pair has to and liked it alot
guess what the missing word is, e.g. The police found
abanana woman last night. Monitor and nominate
one or two pairs to read out their stories in open class Mind the trap!
at the end of the activity. Ss find all the examples of tell in Exercise 3 and
look at the words it is immediately followed by
1 Give Ss two minutes to answer the questions, then (told me, told Detective Marlowe). Elicit the
play the CD. rule for tell before Ss look at the Mind the trap! box.

4 Ask Ss to read the four crimes (not what Ned said).
Marlowe: Delia Adams. Im arresting you for the murder Check understanding of these crimes. Tell Ss to read
of Tina Squires. You Neds excuses. In pairs Ss have three minutes to
Delia: What? report what Ned said in his defence. Make sure Ss
Marlowe: You shot her with ahandgun on the terrace of take note of the example beginning (When Ned was
her apartment on September 23rd. accused of vandalism ). Ask Ss if they believe
Delia: No! Ned, and why/why not?
Marlowe: You killed her because you believed she had
stolen asong that you had written. You have the right Answers Vandalism Ned told Mrs Dibbs (that) he was
to remain silent, but anything you say may be used sorry he had thrown abrick through the window and
against you. (that) he wouldnt do it again. Shoplifting He told his
Delia: What are you talking about?! Ididnt murder mum that he had bought the game but he had lost the
Tina. Ive never killed anyone. receipt. Mugging He said that he had taken her iPod
Marlowe: Youre lying! but he hadnt hurt her. He said that he didnt like
Delia: No, no, Im not. violence and had never hurt anyone. Burglary He told
Marlowe: Just like you lied about hearing agunshot.
the officer that he wasnt stealing those things but just
Delia: Idid hear agunshot!
borrowing them.
Marlowe: You forgot something, Delia. You forgot about
the silencer on the gun.
Delia: OK, Iadmit it. Ikilled Tina. But Iwont go to 5 Model the example with astudent. Then give Ss
prison. You dont have any evidence. five minutes to discuss in pairs within their groups.
Marlowe: You will go to prison Listen to this, Delia Give another five minutes for the new pairs and then
Delia: OK, Ikilled Tina. But Iwont go to prison. You five minutes talking to the last person in their group.
dont have any evidence. Then do aclass discussion. Did Ss identify the false
Delia: No! information?
addtonal practce: Photocopiable resources.
Answers 1 On the terrace of her apartment she was Resource 32: Who did it?
shot. 2 Delia, because she believed Tina had stolen
asong that she had written. 3 She forgot about the
silencer on the gun.

READING AND VOCABULARY doing, e.g. He is playing cards. Is he playing alone
or with someone? What is the purpose of what he is
doing? Do not give them the correct answer at this
This section gives Ss avariety of reading tasks on time.
the subject of cons. It also helps Ss with strategies
to help them to deal with unknown vocabulary. 2 Ss do this activity individually. Give them no more
than aminute to read the texts to find the answer.
Culture notes Then do aclass check and ask Ss what words or
phrases they used in the text to find the answer.
Robin Hood is aseemingly mythical hero from British
folklore who was famous for stealing from the rich Answer c
and giving to the poor. He and his Merry Men, who
supported him in his activities, lived in Sherwood
forest, which is in Nottinghamshire in the centre of
3 Elicit from Ss how to do this task, i.e. (a) underline
the key words in the sentences; (b) think about words
England. He supposedly lived in the Middle Ages. At
this time, the (good) King Richard was away fighting that are similar; (c) read the text and underline any
wars and his brother (bad) King John was in charge. parts that refer to amain idea; (d) choose the right
Robins role was to keep England free as the real answer. Do both parts (a) and (b) individually and
king would want it. He was especially gifted at using then as awhole class and then let Ss do the rest of the
the bow and arrow and fell in love with Maid Marion task themselves. Then do aclass check. Make sure Ss
who is sometimes portrayed as amember of the royal point out the relevant parts of the text that helped
family. them choose the right answer, i.e. Ait looked easy,
One of the most famous con men is Frank Abagnale Bthe dog is very valuable and could cost as much as
who Leonardo DiCaprio played in the film Catch Me , C he was writing to me because .
If You Can. His career started as ateenager when he
used his fathers petrol card to buy spare parts and Answers A2 B 4 C 3
then sell them back at profit to other garages. He went
on to fly all around the world for free, pretending to 4 Tell Ss to first find all the underlined words. Elicit
be apilot. He also worked as amedical supervisor, how many there are (six). Appoint two board
teacher and lawyer without anyone discovering him. monitors. Give them pens and stand them at either
When he was finally caught, the FBI offered him ajob end of the board. Divide the class in two and tell the
to help them catch other con artists. His consultancy group on the right to dictate to the monitor on the
work has made him amultimillionaire. Other great con right the first three sentences with the underlined
men include: words in. The group on the left do the same with the
Charles Ponzi (18821949) whose Ponzi Scheme final three words. Ask the monitor to underline the
has been used on the Internet and is the idea behind words, as in the text. Rub out the underlined words on
pyramid schemes. the board and ask Ss, in pairs, to think of other words
Victor Lustig (18901947) who sold the Eiffel Tower. that could be used instead, e.g. bet used, gambled,
George Parker (18701936) who sold the Brooklyn gave; vanished disappeared, ran away;
Bridge twice aweek for many years. accomplice helper, partner, colleague; valuable
Robert Hendy-Freegard (born 1971) who expensive; hard up poor, bankrupt, out of
pretended to be an MI5 agent. money, penniless; cashpoint ATM, bank machine.
Do aclass check and then ask Ss to do the task in the
Warm-up Review of Reported speech. Favourite book in pairs. Check and elicit from Ss the reasons
topics. Put Ss into pairs. Each student thinks of any why they chose the word types.
topic they are interested in or feel strongly about. Ss
prepare ashort talk and then each tells their partner Answers Nouns accomplice, cashpoint
what they are interested in and why. Ss now change Verbs bet, vanished Adjectives valuable, hard up
partners. The students now have to report to their
new partner the monologues that were given in their 5 Ss do the first one on their own. Elicit answers,
original pairs, e.g. Marek said that he was interested then look at the sentence before cashpoint. Ask:
in music. He told me that he liked rock music but What do they agree on? (to buy the dog for 200
hated disco. When all Ss have reported the original pounds). Read the cashpoint sentence. Ask: Did the
monologues, elicit some of the most interesting things man have the money with him? (no) Where did he
that were said and correct the reported forms where get it from? (acashpoint). Once Ss have found the
necessary. correct definition, they can go on and do the rest of
the exercise on their own, before doing aclass check.
1 Note: Ss will need dictionaries for this lesson. In the check, elicit how they came to the correct
Do not start by pre-teaching the vocabulary. Put Ss meaning.
into pairs and ask them to talk about the picture,
using as many of the words and phrases as they can. Answers 1 acashpoint 2 an accomplice 3 vanish
Then do aclass check. If any word/phrase does not 4bet 5 hard up 6 valuable
come up in the description, try and elicit the meaning
from the picture. Ask Ss what they think the man is

Its criminal!
11
TRAIN YOUR BRAIN
6 Elicit from Ss what reading skills they have done so
far in this lesson (thinking of overall meaning and the
main idea of the paragraph, deciding on the parts of
speech of unknown vocabulary and working out
meaning from context). Ss glance at Train Your Brain.
Ask: Which skill that we have done does this refer
to? (dealing with new words) Have you used this
tactic before? If not, what did you do? Do you think
this is agood tactic? Why? Remind Ss of what they
did in Exercises 4 and 5. When they are ready, Ss
discuss their ideas in pairs and tell each other how
they worked out the answers. Elicit ideas in open
class and then, if possible, allow Ss to check their
answers in dictionaries.
Answers to deposit to put something valuable,

especially money, in abank wealthy rich
anaccount an arrangement with abank to keep your
money there and to allow you to take it out when you
want to split to divide into two or more parts
7 Introduce the activity to the class. Ask Ss first to

find key words in the questions and then think about
other words that might mean the same. Check this
and then Ss do the exercise individually. Remind Ss to
underline the key places in the text where they found
the answers. Let them check in pairs before doing the
class check. Make sure they give justifications for their
answers.
Answers 1 b 2 d 3 d 4 a 5 b
8 Divide Ss into pairs and give them three minutes

for each question. Suggest to Ss that they might like
to take notes of their partners answers as they are
going to tell someone else later.
9 Put Ss into new pairs, making sure no one is sitting

with the same person. Quickly revise the form
changes of Reported speech on the board and the
difference between say and tell. Then give each
student three minutes to tell their partner about what
their first partner said. Go round the class monitoring
and making notes of any issues that come up to deal
with after the class discussion, where you can discuss
the questions from Exercise 8 as awhole class.

VOCABULARY | Crime 3 With books closed, check the vocabulary of some of
the phrases in the tasks, particularly: common,
This section introduces Ss to vocabulary for crimes, immoral, lead to. Read out some of the phrases given
criminals and actions. It also gives Ss the chance to andSs write down acrime or activity they think of,
discuss their attitudes to various crimes. e.g. Itsreally annoying. (e.g. vandalism) Its really
common. (mugging) When they have finished, Ss
Special difficulties: Although there is alot of compare ideas in pairs. Do aquick check to see if Ss
vocabulary for Ss to learn, they can be helped by are on the right track. Ss then do the activity alone. In
pointing out patterns, e.g. many words for criminals groups of four, Ss compare ideas and try to come to
end in -er. agroup agreement. Monitor and remind Ss of how to
agree and disagree politely and encourage them to use
Warm-up Introduction of vocabulary needed for the the phrases introduced in the exercise. At the end of
lesson. Mime the crime. Ss work in groups of four to the activity, elicit ideas and discuss what they think
think of atype of crime. Then they think of ashort are or arent serious problems.
story that they can mime which will show that kind of
crime. Each group acts out their story in front of the 4 Give Ss three minutes to say as much as they can
class and the other Ss try to guess. If no one knows about the photo describing the people, where they
the word for the crime in English, elicit adefinition are, what they are doing and so on. Monitor and note
and give Ss the correct word. interesting ideas and elicit these when Ss have
finished talking. See if Ss can find areason for the
1 Think Back! Ss do the task individually and check in activity (freeing the carrots!). Ss now look at the two
pairs. Check that they understand the meaning of follow-up questions. Elicit some ideas in open class
each item. Play the CD ONCE only and model and drill and write on the board, e.g. Causes boredom,
all the words. Play again and ask Ss to mark the stress parental neglect, lack of police, not strong enough
on each of the words. Check spelling and elicit punishments; What can society do? harsher
meaning before checking in dictionaries (if available) punishments, more police, education, community
for any difficult words. groups. In groups of four, Ss discuss which of the
ideas on the board they agree with and which they
Answers 1 vandalism 2 mugging 3 shoplifting 4thief disagree with and why. Set afive-minute time limit.
5 robber 6 burgle 7 murder Remind Ss of the language of taking part in
adiscussion from Unit 10 (Speak Out page 90). Then
elicit ideas from each group and allow awhole class
Mind the trap! discussion.
Go through the box with Ss and dictate some addtonal practce: Photocopiable resources.
nouns. Ss write these down in their notebooks and Resource 33: You are the judge!
match them with the correct verb, rob or steal. At
the end of the activity, elicit the answers, e.g.
aschool rob, acomputer steal, apost office
rob, an office rob, apainting steal, clothes Speaking and writing
steal. Look at the difference between thief,
burglar and robber, i.e. aburglar breaks into This section gives Ss the chance to write notices
houses and tries to steal things without being seen; describing lost objects and to carry out roleplays
arobber steals things from banks, post offices and in which they respond to people who have had bad
similar places and often uses agun or similar experiences or heard bad news.
weapon; athief is anyone who steals arobber,
burglar, shoplifter, pickpocket or anyone else. Give
Culture notes
Ss example sentences of each to elicit the meanings
of the three. Achow chow is atype of dog. It supposedly
originated from Mongolia over 4,000 years ago and
was then introduced into China. It is suspected
2 With books closed, write the three people on the of being one of the oldest breeds. These dogs are
board and elicit one thing that each does, e.g. very possessive of their family and home and can
acriminal does bad things, apolice officer catches be suspicious of strangers. They are, however, not
criminals. In pairs, Ss think of more ideas. Elicit and aggressive.
fill the board with them. Ss then do the activity. Were
the activities they put on the board the same as the
task? Warm-up Review of crime vocabulary. Board game.
Put Ss into two groups. One person from each group
Answers acriminal 3, 5 apolice officer 1, 4 comes to the board and takes aboard pen/piece of
ajudge 2, 6 chalk. Ask them aquestion and they have to write the
correct word on the board (with the correct spelling).
The rest of the group can help them but cant leave
their seats. Change Ss after each word. Example
questions:

Its criminal!
11
What is aperson who commits amurder called? answers Whats happened? Whats the matter? Youre
(murderer) What crime does avandal commit? kidding! Im so worried! Dont worry/panic! Take it
(vandalism) What do we call aperson who breaks easy! (Im sure) theres nothing to worry about!
into peoples houses to steal things? (burglar) Everything will be all right/OK. Cheer up!
1 Allow Ss to read through the advert and identify

what they are listening out for, e.g. 6-month/3-year
3 Ss listen and repeat, first chorally and then
individually. You may also do stress work with Ss
How old is the dog? Then play the recording ONCE
marking the correct stress.
only for Ss to identify the right choices. When
checked, ask Ss if they have lost anything important,
like adog or amobile phone, etc. Encourage Ss to Tapescript CD4 Track 18
speak. 1 No way!
2 Youre kidding!
3 Idont know what to say!
Freya: Hello? 4 Im so scared!
Becky: Oh, Freya. Im so glad you answered. 5 Ive never been so frightened in my life!
Freya: Becky! Whats happened? 6 Whats the matter?
Becky: Ithink Ive 7 Dont be silly!
Freya: Whats the matter? 8 Take it easy!
Becky: Its Meeshoo. Hes gone. 9 Cheer up!
Freya: Youre kidding! 10 Its not the end of the world!
Becky: No! Im so worried. He wasnt there when Igot 11 Theres nothing to worry about!
home from college. The front gate was open and hes 12 Theres probably asimple explanation.
just
Freya: Are you sure that Benji didnt just get home from
work early and take him for awalk? 4 Ss use the Speak Out box to guess the responses.
Becky: No! Benjis away for acouple of days. He Elicit ideas and then listen to check. On the second
wont be back until Wednesday. Oh Freya what listening, stop the CD after each line and drill for
am Igoing to do? Weve had him since he was just intonation. Ss practise dialogues in pairs.
apuppy. Hes been part of our lives for three years!
Freya: Dont panic. Im pretty sure answers 1 No way! Idont believe it! 2 Really? It cant
Becky: Ive looked everywhere for him. Ive knocked be true! 3 Dont be silly. Theres nothing to worry
on all the doors in Hamilton Road. Ive walked round about! 4 Well Im shocked! 5 Ive never been so
Crowcroft Park about five times. Nothing! And you frightened in my life! Dont panic! 6Youre kidding!
hear all those stories about people stealing chow
chows. You can get alot of money for them. What if 5 Give Ss about two or three minutes to do this and
someones stolen him? then nominate pairs to read their dialogues to the
Freya: Becky, take it easy. No ones taken him. class. Check and correct where necessary.
Becky: Well, Isuppose he just let himself out through
the gate. It never closes properly. 6 Ss do the activity in pairs. Monitor and help where
Freya: Im sure theres nothing to worry about. He wont
there are problems. When they are ready, nominate Ss
be far.
to act out their dialogues in open class.
Becky: Well, hes quite anervous dog, Isuppose.
Freya: Why dont you put up anotice next to Slade
Lane post office. Everyone will see it.
7 Write the first line from the notice in Exercise 1 on
Becky: Yes, Isuppose youre right, Freya. the board: Lost 3-year-old male chow chow. Elicit
Freya: And cheer up! Everything will be all right! what else Ss could lose, e.g. purse. Rub out dog from
the board and ask Ss if the adjectives could still be
used to describe apurse (3-year-old maybe but male
answers 1 3-year 2 male 3 Meeshoo 4 Hamilton Road couldnt). Elicit other adjectives that could be used
5 Becky instead, e.g. brown, leather. Then Ss write their
adverts alone, changing the details. Collect and
display the adverts so Ss can see and compare each
SPeak OUT others work.
2 Look through the Speak Out box and elicit any
expressions Ss remember hearing from the CD. If
possible, ask Ss to mark the expressions used B (for
Becky) or F (for Freya) rather than just ticking them.
In pairs, one student chooses aphrase from the left
hand side of the box, e.g. No way! and their partner
has to respond with asuitable phrase from the right
hand side, e.g. Whats wrong? Elicit what situations
may cause such adialogue, e.g. you find out you have
got very low marks in atest.

12 Fit and well
Read, listen and talk about health and sport.
Practise modal verbs; the Second Conditional.
Focus on giving advice.
Write informal letters (openings).
EXAM FOCUS Topic: Health; Sport

Unit 12 Materials
Multiple choice: SB p.110, ex.2 Workbook Unit 12
Reading Multiple choice: SB p.107, ex.3 Photocopiable resources 34, 35, 36
Grammar and Verbs in brackets: SB p.109, ex.4 Testing and Evaluation Programme tests
vocabulary DVD-ROM Unit 12
Writing Informal letter/email: SB p.111, ex.7
grammar and Vocabulary 2 Note: Ss will need dictionaries for this task.
Ss may know some of these words so elicit any that
This section looks at modals of advice, prohibition, are known before Ss look up the others in dictionaries.
obligation and lack of obligation. Play the recording again ONCE only. When Ss have
listened, ask them to match what he thinks is wrong
Special difficulties: Students have looked at modals with what his wife says it is (heart attack
before and should be aware of the sentence indigestion, dangerous virus cold, cancer sore
grammar (modals are not preceded or followed throat).
by to). There may be aslight problem over the
difference between must for internal obligation and Answers aheart attack, adangerous virus, cancer
have to for external obligation. If Ss overuse must,
correct as necessary. The fact that have to is not
amodal may cause problems as will the formation Work it out
of dont have to, so practise this well.
3 Ss find the verbs in the text and read out the
Warm-up Review of expressing feelings. Facial sentences around them. Elicit what Ss think they
expressions. Ss plan ashort dialogue in pairs which mean before doing the activity. Ss do the task
involves the use of expressions for expressing feelings individually and then class check. Elicit ideas and then
on page 103. Ss then practise miming it. Then put two give Ss the correct answers.
pairs together. Each pair mimes the dialogue and the Answers 1 d 2 a 3 b 4 e 5 e 6 c
other pair has to identify what has happened and the
expressions used. Make sure you model this first with
the class. You may also like to brainstorm situations Check it out
with Ss to give them an entry point.
Go through the box with Ss and, after each example
1 Give your Ss about two minutes to describe the sentence, elicit more sentences that are true for Ss,
pictures to each other and agree on the answer to the e.g. Imust do my homework. Although there is
question. Then do aclass check. You can ask your Ss aMind the trap! box which looks at the difference
the following questions: What is he holding? (abook) between must and have to later on in the lesson, it
What kind of book could it be? What does his wife is worth introducing the difference now, especially
think? You might also like Ss to guess what might be if Ss make sentences which sound wrong. Make sure
wrong with him. This would give you an initial idea of Ss give examples that clearly show the differences
which illnesses/sicknesses they know. Then play the between should/must, shouldnt/mustnt and dont
recording ONCE only and check. After the listening, have to/mustnt. Also remind Ss of the grammar of
check: hypochondriac. modal verbs. With the exception of have to, modals
dont use to before the infinitive. Elicit from Ss that
Answer No modal verbs are auxiliary verbs. Put will and have on
the board. Ask Ss if they can use these before modal
verbs. The answer is no, except for have to. Explain
to Ss that have to is not amodal verb. If Ss want to
use will for the future, they cant use must, they must
use have to, e.g. Iwill have to get up early next
week.

Fit and well
12
4 Read the title with Ss. Elicit what they would or
wouldnt do if they had abad cold or sore throat and
temperature. Elicit ideas and encourage Ss to think of
family cures such as honey and lemon, garlic or onion
and sugar. In pairs, Ss then look at the choices given
in the exercise and decide which the best choice is.
After eliciting ideas, Ss give their own advice using the
ideas they brainstormed earlier, using modal verbs
and have to.
Answers 1 shouldnt 2 should 3 must 4 shouldnt
5must
Mind the trap!

Even if you have already told Ss the difference
between must and have to when going through the
Check it out box, it is worth reading through the
box with Ss and eliciting other example sentences
which show the difference between the two, e.g.
Imust get my hair cut. Ithink it looks amess.
Ihave to get my hair cut. My parents told me to.
5 Start by doing the first sentence in the class.

Ssread the sentence. Ask: What are the key words?
Is it agood thing to smoke in ahospital? (no) So,
what are the possible modals? (shouldnt, mustnt)
Do you think its alaw? (yes) So what modal must
it be? (mustnt). Ask Ss to do the same for the other
six questions. Ss do this individually and then check in
pairs before doing aclass check. Make sure Ss explain
why they chose the relevant modal.
Answers 1 mustnt 2 dont have to 3 must 4 have to
5 have to 6 dont have to 7 mustnt
6 Read through the rubric carefully, especially the

box of treatments. Brainstorm what the treatments
could be used for as aclass. Go through the model
together and then Ss do the activity in pairs. When
completed, have Ss do this as aroleplay, one student
as the patient and one student as the doctor. Switch
roles for each one.
Optional activity: Ss in pairs make alist of different
ailments and the possible treatments. Then choose up
to six doctors for the whole class. The rest of the class
take it in turns to visit one of the doctors and describe
their ailments. The doctor will suggest treatment
based on the earlier brainstorming. You can then
choose six new doctors to do it again.
Resource 34: Dos and donts.

VOCABULARY | Health problems 2 Ask Ss if they have had any of these problems, why
and what they did to make it go away. Ss then look at
This section introduces some more common the advice and try to do the matching. Elicit ideas for
ailments and revises the use of should and each problem. Play the recording ONCE only for Ss to
shouldnt for giving advice. check. Feedback by getting one student to give
aproblem, e.g. Ive got aheadache and another to
Warm-up Review of modals of obligation, prohibition give advice, e.g. Do you want an aspirin?
and lack of obligation. Signs. Draw on the board three
signs. One represents: You mustnt smoke (apicture Tapescript CD4 Track 22
of acigarette with alarge X over the top). The next One

represents: Children dont have to pay (asign Carol: Whats the matter now, Harry?
saying: Children free). The last represents: You Harry: Ive got areally bad toothache. Its killing me.
have to stop (acircle with Stop written in it). Ss Carol: Mm, perhaps you should see adentist, you know.
work in pairs and think of their own three signs which Two
represent the three words: have to, dont have to, Carol: Hay fever again, darling?
mustnt. Tell Ss not to write anything, just to draw Harry: Yes. Its that time of year again.
the signs. Ss then swap signs with adifferent pair and Carol: Perhaps you should stay indoors
decide what the three pictures represent, writing the Three
rule under each. Ss join up and compare their ideas Harry: Oh my stomach!
with those of the pair who originally drew the signs to Carol: Whats up, Harry?
see if they are the same. Harry: Its probably just astomachache. Ive had too
much to eat!
1 Ask Ss to first look at the pictures and to guess Carol: Mm, perhaps you should drink some peppermint
what the problems are. Then look at the words. Model tea.
and drill all the words, especially the pronunciation of Four
ache. Elicit from Ss what they think the word ache Carol: Lets leave him in peace. Poor thing hes got
means (note the connection to teeth, stomach and terrible flu. In fact, perhaps Ishould phone for
head). Ss should know some of the words or be able to adoctor
work out their meaning from the part of the body Five
given (e.g. head). If Ss dont know, tell them to guess. Carol: The shops were busy, today, werent they, dear?
After the listening, elicit exactly what each word Harry: Yes, Ive got an awful headache.
means and why you might suffer from them, e.g. hay Carol: Do you want an aspirin?
fever allergic to pollen, astomachache eating too
Six
much. Carol: What is it now Harry?
Harry: Ive got backache. Iwas working in the garden
Tapescript CD4 Track 21 when Isuddenly felt apain.
One Carol: Well, you should take apainkiller and lie down
Carol: Whats the matter now, Harry?
Harry: Ive got areally bad toothache. Its killing me. Answers 1 f 2 c 3 a 4 d 5 e 6 b
Two
Carol: Hay fever again, darling ? 3 Ss have their books closed. Write the underlined
Harry: Yes. Its that time of year again. words up on the board. Ask Ss what they think these
Three phrases mean. Elicit answers and then ask Ss to open
Harry: Oh my stomach! their books and look at the sentences. Again elicit
Carol: Whats up, Harry? what the words mean and ask Ss which words in the
Harry: Its probably just astomachache. Ive had too sentences helped them. Ss may understand the
much to eat! meaning but may not be able to explain. If this is the
Four case you may want to have dictionaries on hand for
Carol: Lets leave him in peace. Poor thing hes got them to check the meanings. Ss then discuss the
terrible flu. questions in pairs for about five minutes. Then put Ss
Five into different pairs and they should now report on
Carol: The shops were busy today, werent they, dear? what their previous partners said. Finally have aclass
Harry: Yes, Ive got an awful headache. discussion.
Six
Carol: What is it now Harry?
Harry: Ive got backache. Iwas working in the garden
when Isuddenly felt apain.
Answers atoothache b hay fever c stomachache

d flu e aheadache f backache

Fit and well
12
READING AND VOCABULARY angry, enthusiastic, romantic; dangerous bad,
risky, nasty, serious. Once you have checked the
underlined key words, give Ss to read the text
This section provides more practice of reading
individually and choose the correct answer. Then elicit
tasks around the subject of being obsessed
the answers. If they have got them correct easily, then
with football. It also provides some collocations
ask for reasons why. If not, put Ss into pairs to check
associated with football.
the answers together and find justifications. Also ask
them to provide justification why the other answers
Culture notes are impossible.
Aberdeen Football Club is aScottish professional Answer c

football team. Affectionately known as the Dons, they
are one of the most successful teams in Scotland, after 3 Again, Ss begin by trying to answer the questions
the giants of Scottish football, Rangers and Celtic. WITHOUT looking at the text. You could ask them to
Their biggest success was winning the European Cup underline key words while they are doing this. Then
Winners Cup in 1983. give Ss four minutes to individually find the answers,
Lech Poznan is aPolish professional football team underlining parts of the text where the answers are
who won the top league in 2010 for the first time found. Ss then check in pairs before doing the class
in seventeen years. Based in Poznan, the team is check. As before, check the justification both for the
affectionately known as the Railwaymen. answers and for why the other possible answers are
The European Cup is the old name for the European wrong.
Champions League. The name was changed in 1992.
Real Madrid has won this competition most times Answers 1 d 2 c 3 b 4 c
(nine), followed by AC Milan (seven) and Liverpool
(five). 4 Ss look at the task. Elicit what acollocation is
The Royal Infirmary of Edinburgh is the largest (theyve done this before two words that go
voluntary hospital in Scotland. Opened in 1729, it is together). Ss individually match the collocations as
also one of the oldest. Today it is particularly well they think they should be. Then tell Ss that the
known as ateaching hospital. answers are in the reading text. Give them two
minutes to read the text and find the answers and
Warm-up Review of illness vocabulary. Mingle and then check. Ask Ss for other possible collocations
get advice. Each student has one illness from connected to football, e.g. free kick, half time, full
the last lesson (hay fever, headache, backache, time, take afree kick/corner, yellow/red card, etc.
stomachache, toothache, flu) written on apiece of Finally, in pairs, Ss create adialogue that involves as
paper. Ss mingle and look at each others problem and many football collocations as possible. Choose the
give advice. However, when one piece of advice has best to be done in front of the class.
been given and someone else gives the same advice,
the student with the problem says: Ive already tried Answers 1 a 2 f 3 d 4 b 5 c 6 e
that and the student giving advice has to think of
something else. 5 Divide Ss into pairs and give them four or five
minutes to discuss the questions. Then do aclass
1 Put Ss into pairs and ask them to describe the discussion. You can follow up with the following
picture to each other without looking at the caption. questions: What are the characteristics of asporty
Do aclass check and then write obsessed on the person? Which sports should be on TV that are not
board. Elicit from Ss what it means. If they dont on now? What are better: team sports or solo
know, give some examples, e.g. Iam obsessed with sports? How do you feel when the World Cup is on?
the weather. Ialways have to know what the What do you do? Do you watch every game? Do
weather is going to be like the next day. When Ss you try and escape?
have understood the word, elicit the noun form
(obsession). Ask Ss if they have any obsessions. What
are they? Ss, in pairs, look at the caption and discuss
the questions before having aclass discussion. Ask
about which football team (or other sports teams)
they support. What will they do to support their team?
How much do they know about their team? Maybe get
Ss to share information about their team.
2 Look with Ss at the summary statements and ask Ss

to underline the key words. Then check they know the
meaning of incredible, irritating, passionate and
dangerous. Elicit other adjectives that might mean
the same as these words e.g. incredible
unbelievable, impossible, marvellous, wonderful;
irritating annoying, upsetting; passionate

Grammar and speaking Answers Iwould do some sport, Idont know how to
swim, Id play golf, Iwouldnt play video games
This section introduces the Second Conditional
for unreal situations in the present and unlikely or
impossible future events. Work it out
Special difficulties: Ss can be confused by the form 3 Look at the example sentences with Ss and elicit
of this structure, using would in both clauses and the answers to the questions in open class. Ask Ss to
not understanding why apast form is used to talk find athird sentence with the same structure in the
about afuture or present situation. Make it clear texts. (Iwouldnt play video games so often if it didnt
that, although we use apast form, this doesnt rain so much.) Elicit that the two clauses can be
mean that the structure has apast meaning. written in either order (as with the First Conditional),
and that the if clause always uses the Past Simple.
Warm-up Revision of vocabulary in the unit so far. Read through the box with Ss and check
Collocation football. Draw afootball pitch on the understanding. Then write the following two
board and mark six crosses from one goal to another. sentences on the board:
Circle the cross in the middle of the board. Divide the If its sunny, well have apicnic.
class into two teams (or four teams and either play If Ihad more time, Iwould tidy my room.
the game twice or have another student being the Elicit that these are examples of Conditionals 1 and 2
moderator). Flip acoin to see who kicks off. Then and then elicit what the difference in meaning is, i.e.
read out asentence which has acollocation missing in the first it can happen (it is likely), in the second
either from the previous lesson or the early vocabulary its unreal because he or she DOESNT have time (it is
lessons. Ss may need to add one word or the whole unlikely).
collocation. If the team get it right, they pass the ball Answers 1 no 2 yes 3 unreal 4 Past Simple 5would
close to the goal they are attacking. The idea is to get
as many right answers that they score agoal. If they
get one wrong, then they lose possession and the ball Mind the trap!
goes to the other side from the balls last finishing Read through the box with Ss. Tell them that both
point on the pitch. Example gapped sentences to use: forms are grammatically correct but that the were
1 Norway has never won the (World Cup). Most form is more formal and that they should use it in
countries take part in the (World Cup) every four writing, except for informal letters and emails.
years.
2 If you need to rest, you should take some time
(offwork). Optional activity: Divide the class into boys and girls.
3 In football you have to head or kick (aball). You Write If I_ aboy on one side of the board and If
cant play football if you dont have (aball) to kick. I_ agirl on the other. Give Ss aminute to think
4 He cant speak because he has a(sore throat). and then elicit from different Ss different endings, e.g.
5 To win agame, you have to (score) agoal. If Iwas/were agirl, Iwould wear make-up. Ss then
6 If you have abad injury you should wear write five conditional sentences into their notebooks.
a(bandage). Monitor and help where necessary.
7 He was very ill so I(called) an ambulance.
8 If you eat too much, you might get (indigestion). 4 Do the first example as awhole class, eliciting the
9 Their football (shirts) look terrible. They are all answer. Then Ss work individually before checking in
pink! pairs. As this is written, tell Ss that they should use
10 I(beat) her at cards and at chess. the more formal option where appropriate. Then do
aclass check, asking for reasons why they chose the
1 Note: Ss will need dictionaries for this task. form. Pay special attention to 4, 5 (negative form),
Ss look through the sports mentioned. Drill all. Elicit and 6 (question form).
descriptions of each sport from the class. Check Answers 1 was/were; would play 2 had; would join
understanding of games console and then give Ss two 3would try; were 4 would go; didnt have 5wouldnt
minutes to put the sports in the relevant categories feel; played 6 was/were; would you go
for themselves. Ss then work in pairs and tell each
other about their categories. Finally give Ss another
five minutes to use their dictionaries and add other 5 Ss look through the ideas and the example. Elicit
sports to the categories. Do aclass check and find out another kind of sport you would need to live near the
peoples preferences. Particularly ask for unusual sea to do (e.g. windsurfing). Do the same for the other
sports that Ss have tried in real life. ideas. Ss then write sentences alone so they are true
for them. Ss compare in pairs. Elicit ideas in open
2 Give Ss two or three minutes to do this activity class.
individually and then check in pairs. In the class check
ask for justifications. Ask Ss if they play video games.
What are their favourite games? How much time
aday/aweek do they spend on video games?

Fit and well
12
6 Elicit from Ss how Kyle was using the Second
Conditional to give excuses. Explain that this is one of
the most common uses of the Second Conditional.
Write Can you write me a500-word composition
tonight? on the board. Elicit excuses from Ss using
the Second Conditional, e.g. Iwould write your
composition if Ididnt have Maths homework
tonight. Ss then look at the examples. Ask Ss to come
up with another excuse for bungee jumping (e.g.
Ihave abroken arm) and practise making excuses
for all the other things. Give Ss about ten minutes for
this and then do aclass check and ask Ss what they
think of the different excuses. Are they believable?
Example answers 1 Ihave abroken arm. If Ididnt have
abroken arm, Id go bungee jumping. 2 Icant swim. If
Icould swim, Iwould go sailing with you. 3 Idont have
time. If Ihad time, Iwould train for amarathon. 4 The
weather is going to be terrible. If the weather were
better, Iwould go windsurfing this weekend. 5 Idont
like fighting. If Iliked fighting, Iwould try kick boxing.
6 Icant ski. If Icould ski, Iwould come. 7 The games
console is broken. If the games console werent broken,
we could play sports games.
7 Put Ss into groups of four and allocate each student

aquestion to ask so that they dont all choose the
same question. After Ss have asked and answered all
the questions and reported their answers to the class,
Ss could work together in their groups of four to try to
think of three more questions to ask using the Second
Conditional. Change the groups so that Ss are with
new partners and again Ss ask and answer the
questions and again report the results to the class.
Resource 35: A question of sport

speaking Chris: Morning Emma
Presenter: Chris whats your question for Dr Moody?
This section gives Ss more opportunities to ask for Chris: Well, the problem is Ifeel so depressed on
and give advice in the spoken form. Monday mornings. Iworry about it most of the
weekend. Can you give me some advice?
Dr Moody: Well Chris, Im sure there are thousands of
Culture notes listeners who understand your problem. But there
are some simple ways to make Mondays better.
The Bangles were an all-girl band from Los Angeles. First of all, if Iwere you, Id get up an hour earlier
Manic Monday was written by Prince and reached than usual on Monday. And do something nice and
number 2 in 1986. relaxing. For example, why dont you listen to your
favourite CD before you leave home?
Warm-up Review of the Second Conditional. What do Presenter: Hmm thats anice idea. Maybe Ishould try
Iwish Iwas? Give an example yourself. Read out that.
these sentences: If Iwas this, Iwould know many Dr Moody: What else could you do? Well, if you get up
famous people. What am I? Elicit possible answers, early, you dont need to rush to get to work; youve
then read the following sentences one by one until got time to do things. Its agood idea to go for awalk
or arun in the park and watch the sunrise. If you do
someone answers correctly.
that, the day of work or study ahead of you wont
If Iwas this person, Iwould
seem so bad.
win lots of awards.
Presenter: Mmm, some good advice there, Im sure. Any
see many different places and different times in other ideas, Dr Moody?
history. Dr Moody: Well, Monday is the day that people usually
know many actors and actresses. stay at home in the evenings and thats amistake. Its
spend alot of time behind acamera. (film better to do something nice after work on Monday.
director/cameraman) You could arrange to go for apizza or to the cinema
Then ask Ss to write five similar Second Conditional with friends. Then youve got something to look
sentences. Next put Ss into pairs and they have to forward to on Monday morning.
guess what they wish they were. Then choose some to Presenter: Mmm, good idea. Has that helped you Chris?
do as awhole class activity. Chris: It certainly has. Thanks very much.
Presenter: Take care then, Chris!
1 Divide Ss into pairs and give them two minutes to Dr Moody: Of course, theres one other thing Iforgot to
describe the picture and answer the first bullet point say there. You can make Mondays better by starting
question. Class check. Ask Ss what their favourite day on Friday. Ithink you should make alist of the things
of the week is and why. Ask them if they like Mondays. to do for the next week on Fridays. Its
Why/Why not? Then pairs consider the remaining two Presenter: Mmm you know, the last thing Iwant to do
bullet points for three to four minutes and then do on Friday is to think about Monday morning!
aclass check, comparing different Ss routines. Dr Moody: Now look here, Ms Dale! You asked me to
come onto this programme at half past seven on
2 Tell Ss they are going to listen to someone talking aMonday morning and then you dont even take my
advice seriously! Quite frankly, Ive got much more
about how to deal with Monday mornings. Elicit Ss
important things to do than
ideas about making Monday mornings better. Write
possible ideas on the board. Then look at the multiple-
choice questions and get Ss to underline key words. Answers 1 c 2 c 3 b 4 b
Check these and then encourage Ss to guess what
they think the answers are. Then play the recording
ONCE only. Ss check in pairs and then do aclass
SPEAK OUT
check. 3 Read through the box with Ss, then play the CD
again and Ss complete the phrases. Focus Ss
Tapescript CD4 Track 24 attention on Could you give me some advice? Elicit
if advice is singular or plural (plural). Then elicit if it
Presenter: Thats Manic Monday there by The Bangles. is countable or uncountable (uncountable).
Youre listening to Live Your Life here on Home
Counties Radio with me, Emma Dale. Call us on 675 Answers 1 If Iwere you, Id 2 Why dont you 3Its
987 3635 if you have aproblem youd like to discuss. agood idea to 4 Its better to 5 Ithink you should
Our guest today is someone you have probably seen
on TV or heard on the radio before. Hes aman who 4 Ss listen and repeat chorally, then individually. You
regularly gives advice to government ministers. Hes
may also like to do some stress work.
just completed asuccessful tour giving talks in the
most important universities in the United States. Its
doctor and psychologist, Dr Julian Moody. Welcome Tapescript CD4 Track 25
to the show, Dr Moody. 1 What should Ido?

Dr Moody: Thank you, Ms Dale. 2 Have you got any tips on how to keep fit?
Presenter: And our first caller is on the line. Its Chris 3 If Iwere you, Id join agym.
from Marlow. Hi Chris!

Fit and well
12
4 Why dont you join agym?
1 Ss work in pairs to describe the picture and answer
5 Idont think you should smoke. the questions. Then have aquick class discussion.
6 Its better not to smoke.
2 Ss read through the email once quickly to find out
what Beckys problem is (shes been ill). Ss then read
5 Tell Ss to work in pairs and use the Speak Out box again to think about what advice she asked for
to fill in the gaps in the dialogue. Then play the (probably how to catch up with her school work) and
recording ONCE only and check as awhole class. You what the correct advice is.
can follow with alisten and repeat of the dialogue for
further pronunciation practice. answers 1 Why dont you 2 Ithink you should
3Ithink you should
3 Ss work in pairs to analyse the email with the help
Amy: Hello, Dr Moody. Em Iwant to live to be
of the questions. Read through the Train Your Brain
ahundred. Could you give me some advice?
box with Ss, checking understanding. With the
Dr Moody: Hmm, well, first of all, can you tell me
expressions for point 1, elicit from Ss what each of the
something about your lifestyle, Amy?
Amy: Well, Iwork in an office and Ieat too much
expressions could be referring to, e.g. Im so glad that
andIhavent been back to the gym since then. they have just come back from an enjoyable
Dr Moody: Well, Amy, Ithink you should get some holiday. Check understanding of the word concise
exercise. It isnt agood idea to go everywhere by car, (expressed in as few words as possible). Then check
you know. Its better to cycle or walk. You should also the answers Ss chose.
eat more fruit and vegetables. And if Iwere you, Id answers 1 three, short 2 To respond to an email asking
stop smoking.
for advice. Yes 3 () here are afew suggestions
Amy: Thats easy to say, Doctor, but have you any tips
on how to do that?
Dr Moody: Why dont you go and see ahypnotist? Many
people have stopped smoking thanks to hypnosis. TRAIN YOUR BRAIN
Perhaps you know 4 Explain to Ss that there are three introductory
paragraphs (ac) and Ss need to match the correct
answers Underlined in the tapescript sentences to the right introduction. Ss work alone for
about five minutes, then check in pairs before doing
6 Read through the rubric and check understanding aclass check. Ss check that the introductions match
of all the prompts. Refer Ss back to the Speak Out box the advice in the Train Your Brain box.
and give them five minutes to think of advice. Walk answers 1 b, f 2 c, e 3 a, d
around and monitor, making sure Ss are practising the
phrases and taking note of any problems. Do aclass
check and put up the best pieces of advice on the 5 Do this activity as awhole class and elicit what Ss
board. Then give Ss afew minutes to read the advice think the first sentence of the second paragraph will
on page 122. As aclass compare their advice to that say.
on page 122. answer e
7 Ss discuss in pairs for two minutes before having

aclass discussion. 6 Divide Ss into pairs and label each member of apair
Aand B. Ss Alook at message aand B look at message
addiTional PRacTicE: Photocopiable resources. b. Ask Ss to read their message and brainstorm pieces
Resource 36: Health and leisure crossword of advice for about five minutes. Then, still in their
pairs, Ss decide on the best piece of advice for each
message. Do aclass discussion and come up with
WRiTing | Opening paragraph some agreed pieces of advice.
This section gives Ss practice in writing opening 7 As before, Student Awrites the reply for A,and B
paragraphs while giving further practice in giving for B. Make sure Ss take advantage of the Speak Out
advice. and Train Your Brain boxes. Then Ss get together in
their pairs to prepare final drafts. Ss then work
together in groups of Students Aand Students B to
Culture notes decide on the best versions and write these on the
board.
Hamlet, one of Shakespeares best known tragedies,
is about Prince Hamlet of Denmark who learns from
aghost that his father, the king, was poisoned. The
play ends with Hamlet murdering the killer, then dying
himself.

Vocabulary and grammar 4 Elicit what you have to think about when writing
reported statements (tense changes and pronoun
1 Lead-in. Beat the clock. You will need astopwatch changes). Go through the tense changes for each
or astopwatch facility for this task. Divide the class tense and maybe even do some examples on the
into two halves. Assign the first group the topic board. Ss complete the activity alone and then
illness/health and the second sports/activities. Give compare answers in pairs before doing aclass check.
Ss three minutes to brainstorm as many words as
possible WITHOUT looking into their books. Then tell Answers 1 Tom didnt like extreme sports 2 had
the groups that they have another three minutes to robbed four banks in one week 3 that Mr Cross had
write asynonym or adefinition for each of their murdered Ben Box 4 would never catch him 5that the
words. This should be done by adesignated note taker women werent guilty
in the group. Be available to help Ss here so that their
synonyms and definitions are valid. Then divide the Optional activity: Journalism. Divide Ss into three
board into two halves and write the number 5 (for five or four groups. Tell Ss that they are going to have an
minutes you can make it shorter if you think this is election for aschool representative. Each group selects
too long). Ss nominate astudent for each team. That one student to be their nominee. They then spend
student stands by the board. The first group reads out five minutes preparing their nominees promotional
adefinition and asynonym and the other group has to speech. Once this is prepared, the nominees go to
decide on the word/phrase and tell the person at the adifferent group. Tell the group members that they
board what to write. While this is happening, the clock are journalists and they should take notes of what the
is running. The clock will only stop when the right nominee says, ask him or her questions and take notes
answer is on the board. Subtract the time taken from of their answers. Give the groups about five or six
the five minutes and then write the new time minutes for this. Nominees return to their own groups.
remaining on the board. Then it is the other teams Now tell groups to work together to provide the report
turn. The team that runs out of time first is the loser. (in Reported speech) of the nominee. Groups read
Ss now do the exercise individually before checking in out the reports and based on these reports, Ss vote
pairs and then doing aclass check. for their school representative. Ss shouldnt vote for
their own nominee. You may then ask the nominees if
Answers 1 appointment; dentist 2 temperature; they felt that the reports were correct. If not, you may
headache; sore 3 coach; referee 4 sailing initiate adiscussion about how reported journalism
5windsurfing affects how we think about people.
2 Ss cover the first column and look at the words in 5 Ss should now be familiar with this activity type so
the second one. Elicit any words that they collocate should do the exercise without an introduction or help.
with. Ss then uncover the words in the first column However, as this task is quite hard, let them do it in
and do the matching alone. Elicit answers and what pairs. Monitor and note any problems and, when
they mean. eliciting the answers, ask Ss what conditional sentences
they are using. If you feel Ss are unable to do the task,
Answers 1 b 2 e 3 d 4 a 5 f 6 c go through the first as an example. Elicit from Ss the
different conditionals they have studied and their forms
Optional activity: Definitions. Read out adefinition for and meaning. Then ask Ss to identify which conditional
one of the collocations, e.g. When someone is found is needed for question 1 and why (Second Conditional,
guilty of murder, for example, they have to do this unreal) and if it should be positive, negative or question
(go to prison). Tell Ss to write three definitions for (negative). Ss then should be able to do the answer
some of the other phrases in five minutes. Monitor and themselves. Ss can do the rest of the exercise in pairs.
assist. Ss either read out or swap definitions and other
student guesses. Answers 1 If he wasnt ahypochondriac, he wouldnt
feel ill all the time. 2 If he didnt have asthma, he
3 Ss read through the text for no more than thirty wouldnt have to take alot of medicines. 3 If she didnt
seconds and elicit what the problem is (the house was break/kept her promises, people would trust her. 4 If
burgled). Then Ss should try and think of what the she went to the gym more often, she would be fit/fitter.
missing words could be without looking at the choices
given. Elicit ideas and write them on the board. Ss Optional activity: Silly conditionals. Give Ss some
then look at the different choices and choose the right blank pieces of paper in different colours, e.g. blue
ones individually and then check in pairs before doing and yellow. They work in groups and on the yellow
aclass check. During the check Ss should explain why pieces of paper write If stems, e.g. If Iwas married to
the tense was the most suitable. Finally look back at Robert Pattinson Encourage Ss to be imaginative.
the ideas on the board. Why were the unused words On the blue pieces of paper they write would stems
unsuitable? for their sentences, e.g. all the girls would be jealous
of me. Ss should write lots of stems. Ss then give the
Answers 1 c 2 c 3 b 4 a 5 b 6 c stems to another group who have to make sentences
the sillier the better, e.g. If Iwas afamous actor,
Iwould wear ahelmet.

Pronunciation WRITING SKILLS

6 Play the CD for Ss to listen to the words given. Drill 9 Read through the rubric with Ss and check
the words carefully, concentrating on the th sounds understanding. Refer Ss back to Unit 11 page 103 and
and the difference between them. Ss look at the words check they know what they need to do. Give Ss ten
in the box and say them aloud in pairs, marking each minutes to write their notices. When they have
one with what they think is the correct symbol. Ss finished writing, Ss get in pairs and give each other
then listen to check their ideas and complete the their notices. Ss should now check if their partners
table. Drill all the words. notice includes all the information and if everything is
clear. Have aclass check with Ss giving feedback.
Answers // brother, other, than, there, together, Then ask Ss to write areply to the notice, saying how
weather, without // anthem, both, north, thank, thing, sorry they are and that they havent seen the bag but
birthday, tooth want to give them some advice. Before they start
writing, refer them back to the opening paragraph
Optional activity: Tongue twisters. Find atongue help in Unit 12. Ss write their replies and hand them
twister using the two sounds for spelling th. You can back to the Ss who wrote the notice. Then do aclass
search sites on the Internet, e.g. feedback session. All through this activity monitor and
http://www.esl4kids.net/tongue.html. An example make yourself available to help.
could be: Not these things here but those things
there. Get Ss to say the tongue twister several times.
Then put Ss in small groups and tell them to write
their own tongue twister using some of the words in
the pronunciation exercise. They then can teach the
other Ss their tongue twister you can do this in open
class or as amingling exercise. The group with the
hardest tongue twister, that makes sense, wins.
Reading skills
7 Ss start by reading the ten statements. Individually
they should underline the key words and then
compare in pairs. Check this and then elicit other
words that are connected to the key words, which
they look for in the texts. Put these on the board. Ss
then do the task individually for six minutes. Elicit
answers but dont correct yet. Ss then compare in
pairs and identify the words and phrases that helped
them find the answers. Then do afinal class check.
Answers 1 b 2 b 3 a 4 d 5 b 6 a 7 c 8 b 9 b 10a
Speaking skills
8 As aclass, Ss look at the different activities in the
task. Elicit advantages and disadvantages of each
activity. Ss then read the rubric. Also refer Ss back to
Unit 11 and look at how to express feelings and
degrees of difference. Give Ss one minute preparation
time and then three minutes to roleplay the
discussion. After three minutes, change the pairs and
ask them to do the task again with adifferent partner.
Throughout these two roleplays, go round the class
monitoring and taking note of any problems that
occur. Then do afeedback session and discussion to
get the classs overall opinion.

CultureShock1
Lead-in to the topic of the lesson. Noughts and Geography and German. Ifound Geography really
crosses. Play the game with words from the section. interesting. And then you take A-level exams in
Tell Ss to keep their books closed. Draw agrid on the your three subjects at the end of secondary school.
board and in each space write the initial letters of the A-levels are really important if you want to go to
words as below (dont write the words, these are just university later.
for your reference). Four
Rob: Actually, the subject Ihated the most was sport.
A (to attend) C (compulsory) CP (corporal
We call it games or P.E. Thats Physical Education.
punishment)
We used to have one class aweek in the gym, and
GY (gap year) NS (nursery O (optional) team sports outside on one afternoon aweek. We
school) used to play rugby and cricket. The girls did aerobics
P.E. (Physical PS (pre-school) SU (school or played netball thats akind of polite version
Education) uniform) of basketball! For me, rugby was the worst. Every
Wednesday afternoon for five years. It always used
BD (Bachelors S (specialise) to rain! Cricket was more fun Iused to spend two
degree) hours every week just looking at the trees and clouds.
The ball only came near me ooh, every few weeks!
Ss work in two groups. Each group in turn chooses
Five
asquare and you define the word. If they can guess
Naomi: If aclass was badly behaved, the teacher often
what it is, they win that square. If not, the other used to give us lines. You had to write the same
team have achance to guess. If neither team knows sentence over and over again. Something like Imust
the word, add letters to make it easier for them until not talk in Mr Browns Physics class you had to
one group gets the word. The winning team is the write it fifty or ahundred times! Sometimes we had
one which gets three words in arow but, even if this detention as well. That meant you had to stay in
happens early on, continue to define and elicit words. school after classes. That was terrible!
1 Before doing the exercise, ask Ss to work in pairs to Answers 1 d 2 a 3 g 4 b 5 f

talk about what they can see in the photos and
whether these photos could be taken in their own
country. If not, elicit what is different about them, e.g. 3 Ss read through the text, marking the idea they
uniforms. Ss read through the questions in Exercise 1 think is correct. Allow Ss to discuss their ideas in
to check what information they are looking for. pairs. Elicit ideas and then play the CD again.
Answers 1 4 or 5 2 16 (changing to 17 in 2013 and 18 Answers 1 fifty percent 2 3.30 p.m. 3 two 4netball
in 2015) 3 13 4 22 5stay after school
2 Before Ss listen, elicit words which may be used to 4 Ss go through the text underlining all the facts
talk about each topic, e.g. (a) lessons, start, breaks; about school life in Britain. Tell them to also look at
(b) games, sports. Play the CD for Ss and ask Ss the seven points from Exercise 2 and note down any
which of their words they heard. facts that they can remember. Ss compare ideas in
groups of four and then discuss the differences there
are between Britain and their country. Elicit ideas in
open class.
One
Frank: Well, the first thing which Ithink is strange for 5 Go through the vocabulary given to make sure that
many people from other countries is that we had to Ss understand everything. Look at the first item (too
wear ashirt and atie every day. Even when Iwas five old/young) with Ss. They should decide whether they
years old Ihad to wear them. Ithink about fifty percent like their countrys system or Britains system better
of schools here still have school uniform. Personally, and make asentence saying why, e.g. Iprefer our
Ihated it! It was really uncomfortable to wear. country. We start school at age seven. Ithink four
Two or five is too young. Ss then do the same for each of
Kirsty: The timetable is the same every day in most the other cues given. Monitor and help if Ss arent
schools. In my school the first lesson started at sure how the vocabulary relates to education, e.g.
quarter past nine and we finished at about half past liberal could refer to relaxed rules about uniform,
three. We didnt go to school on Saturday, though attendance, how much freedom Ss have to determine
agood thing, too. their own education. When Ss have finished talking in
Three pairs, elicit ideas in open class.
Jo: At the beginning of secondary school when Iwas
11 or 12 we used to have lots of different subjects
English, Maths, French, Science, Computing, Art,
Music loads of different things. But in the last
two years we had just three subjects and you could
choose what you wanted to study. So Ichose English,
Z01_SUCC_TB_PINGLB_7131_CULT.indd 126 11-09-26 18:04

CultureShock2
Lead-in to the topic of the lesson. Tourist Britain. Woman: How lovely! Now, the Royal Enclosure, you say?
Note: Ss will need dictionaries for this task. Well, actually, its not far at all. Just keep going straight
Divide the board into two columns and the class into along here for about ahundred yards or so, and then
two teams. Each team nominates anote taker. Tell youll see it on your right. There are lots of signs.
Ss they have to come up with as many things to see Kate: Thanks.
or do in Britain as they can in four minutes. Once Woman: Youre welcome But
completed, they have to write at least one adjective Kate: Yes?
for each attraction, e.g. Buckingham Palace historic. Woman: Well, you cant get into the Royal Enclosure
Give Ss an extra four minutes to do this and check. without tickets, you know. Thats the place where the
Finally, write on the board: coast, competitive, date Queen and her family welcome their guests.
from, replica, sea level, spectators, stage, take place, Joe: Oh, thats all right. We have tickets.
waves. Give Ss acouple of minutes to check their Woman: Oh!
dictionaries and then check understanding. Tell the Three
teams that they have now to make one sentence for Assistant: National Ticket Services. Good morning. Can
each word/phrase including one attraction of Britain. Ihelp you?
Joe: Hello, em look Iwant to travel from Newquay
1 Ss work in pairs to describe the photos. Ss then do to London tomorrow afternoon.
the task and prepare their justifications. Assistant: Thats Newquay in Cornwall, isnt it?
Joe: Thats right.
Answers 1 C 2 A 3 E 4 D 5 B Assistant: Well, the first train this afternoon leaves at
13:07.
2 Read through the instructions carefully with Ss, Joe: Thats fine.
noting that more than one answer is possible for some Assistant: But you have to change twice. First at Par
questions. After the class check Ss discuss, in pairs, at
which events/places they would like to go to and why. Joe: Hold on asecond, let me get apen OK.
How many of these did they know about? Assistant: You get the 13:07 from Newquay which gets
you into Par at 13:58. Then youve got to hurry to
Answers 1 A, B, D 2 E 3 A 4 B, E 5 D 6 C change platforms to get the 14:01 to Plymouth. That
gets in at 14:59 and then you catch the 15:04 to
London Paddington arriving at 18:21.
3 Ss listen ONCE only and then check answers in
Joe: 18:21. OK, thanks alot.
pairs before listening again and doing aclass check.
Four
Joe: The em the eh the Theatre, please? Em
Cabby: Which one? The Old Vic? The Palladium? The
One National?
Joe: Good evening, we have areservation for the Kate: No, the one for Shakespeare. Were going to see
weekend. Hamlet.
Receptionist: Ah you must be Joe King. Cabby: Well, theres the Royal Shakespeare Company at
Joe: No, no. Im perfectly serious. the Duke of Yorks.
Receptionist: No, Imean Ah, Iget it Welcome to Kate: No, its not that. Its the old theatre the one
the hotel Mr and Mrs King. Here are your keys. Your where you can stand up to see the play.
room is on the third floor. Welcome to Llangollen. Cabby: Oh right, you mean The Globe.
Kate: Welcome to where? Kate: Yeah, thats the place.
Receptionist: Llangollen. Cabby: Come on! Get amove on! Look at them all! Ive
Kate: Oh! Llangollen! nothing against the tourists, you know what Imean,
Receptionist: Yes, but in Welsh we pronounce it but the summer is just crazy. Millions of them.
Llangollen. And the traffic is terrible! Wheres he going? Thats
Kate: Llangollen. aONE-WAY STREET, mate!
Receptionist: No, Lla Lla Llangollen.
Kate: Llangollen. Answers 1 In ahotel reception 2 Asking for directions
Receptionist: Very good. Icould help you learn some 3 Asking for travel information 4 In ataxi
Welsh if you like.
Kate: Oh, well, maybe, I
Joe: Kate? Shall we go? 4 Ss listen ONCE only and then check in pairs. Then
listen again to find justifications for their answers
Two
Joe: Excuse me, miss. Excuse me
Woman: Yes? Answers 1 The Eisteddfod 2 Royal Ascot 3Fistral
Joe: Do you happen to know where the Royal Beach 4 The Globe
Enclosure is?
Woman: Oh, Isay! Are you Americans?
Kate: Yes, were from New York.
5 Divide Ss into groups. Encourage them to go over
all the points, using as much vocabulary from the
lesson as they can.

CultureShock3
Lead-in to the topic of the lesson. Tube word Dave: Whys that then?
puzzles. Carol: Because the standard fare for asingle journey
Note: Ss will need dictionaries for this task. is alot more expensive than if you get aTravelcard
Before the lesson write the following on the left side or an Oyster card. With aone-day Travelcard you
of the board and cover: can travel as many times as you like for less than the
laotscaEr (Escalator), niLe (Line), gooL (Logo), price of two single tickets; and if you get yourself an
niMd eht pag! (Mind the gap!), grePsasne Oyster card, asingle ticket will cost you less than
(Passenger), froPltam (Platform), yailRaw half of the standard fare.
(Railway), leShret (Shelter), scuRackk (Rucksack), Dave: Sounds good. What other advice have you got for
Hrus roHu (Rush Hour), gliSen ciTtek (Single us?
Ticket), carTk (Track), raSdtand eFra (Standard Carol: Dont trust the map. Imean, Ilove the Tube map,
Fare), nuTlen (Tunnel) but it doesnt show real distances so sometimes it can
Write the word underground on the right side of seem its agood idea to take the Tube when in fact,
the board and elicit meaning. Do the same with tube. its quicker to walk.
Finally, write metro and elicit the connection between Dave: For example?
Carol: Well, the most popular tube route for tourists
the three words (they are synonyms). Ask: Have you
is from Leicester Square to Covent Garden on the
ever been in an underground? Ss, in twos or threes,
Piccadilly line. But its only adistance of 250 metres
find out words and phrases (using the dictionary)
so its actually quicker to walk it.
related to the underground. Try to have one person Dave: Right. Any more Donts?
in each group who has been on the underground. Carol: Lots of them. Dont read other peoples books
Uncover the first mixed word. Tell Ss that the capital or magazines over their shoulders: its not polite.
letter is the first letter of the word. Ask: What does Dont get on the train with ahuge rucksack on your
the word mean? What is its connection to the back: it can be really irritating for other passengers.
underground? The first pair/group to answer the Dont put your bags or suitcases on aseat if there are
questions correctly wins apoint. Once they have people standing. Maybe they want to sit down.
finished, check understanding of all the words and Dave: Have you got any dos to tell us about?
phrases. Carol: Yes, of course. First, avoid the rush hour if you
possibly can. As Isaid, its cheaper if you do, and also
1 In pairs, Ss talk about what they can see in the the Tube is terribly crowded from 8 to 9:30 in the
photos. Ask: What is the map of? What information morning and from 4 to 6 in the afternoon.
does the map give? Ss then complete the task in Dave: OK.
pairs. Carol: When youre going up or down the escalators,
stand on the right, not the left. Alot of people on the
Answers 1 over 140 years/almost 150 years 2The Tube are in ahurry and they want to be able to get
London metro is the oldest and the longest, but metro past you Em When youre on the train, look
systems in Moscow and Paris are busier. 3He believed before you sit down. There could be chewing gum
people are only interested in how to get from one place or food and drink on the seat so be careful Keep
to another. 4 As ashelter during the Second World War away from the doors when theyre closing. It can
5two 6 The mouse half amillion 7 The Central line really hurt if you get your arm or foot stuck in the
red doors. And, of course, Mind the gap!
Dave: Mind the gap!
Carol: Eh yeah If you take the Tube often, youre
2 Ss work in pairs. Ask if they believe the information probably totally fed up hearing that recorded voice
about the ghosts. Why/Why not? Play adirections
saying Mind the gap.
game: How do you get from Piccadilly Circus to Dave: Mind the gap!
Euston? (You go to Oxford Circus and then change for Carol: But actually it is good advice because there is
Euston.) often alarge gap between the train and the platform
and some passengers, especially children, have fallen
3 Ss do the activity in pairs and talk about their ideas. onto the tracks. There was one case just last week
Play the recording ONCE only. actually when alittle boy fell
Tapescript CD4 Track 30 Answers In the tapescript

Dave: Welcome back and were still talking to our guest
Carol Bedford, author of the award-winning Blog 4 Ask: What types of transport are there in your
Times on the Tube. Carol, Ibelieve youve got alist of country? What is the best/the worst? Why? Ss do the
things that you should and shouldnt do on the Tube. activity in groups. Each group can be adifferent form
Carol: Thats right, Dave, Dos and Donts on the Tube of transport. Ss prepare alarge Dos and Donts chart
its called. similar to the one in the book and present it to the
Dave: So whats your first piece of advice? rest of the class. Do other Ss agree with the Dos and
Carol: Well, the first thing is dont waste your money. Donts? Which ones would they change? What might
Dont buy astandard fare single ticket unless you they add?
really need to.

Extra tapescripts
Tapescript CD1 Track 2 Tapescript CD1 Track 10
Exercise 3 page 18 (SB page 7) Exercise 3 page 24 (SB page 12)
One One
Dad: Hello, were Mr and Mrs Miller. Jades parents. Hows she Reporter: Hi, Mr Moretti! Im Cheryl from the London Metro
getting on in your History classes? Newspaper. Pleased to meet you!
Teacher: Pleased to meet you! Well, Jades very quiet and she Moretti: Er, hi, er Cheryl. Richard.
rarely takes part in class discussions. Reporter: And this is Martin, our photographer. Perhaps afew
Mum: Oh dear! photographs before the interview?
Teacher: But she always writes excellent essays. In fact, shes Moretti: I-I-really dont like photographers. In fact, can he, er,
probably top of the class in History this year. your photographer, er ?
Dad: Great! Reporter: Er, yes. Martin, do you want to wait outside? Well,
Mum: And how about her mock exams? Shes working really Richard. Another fantastic concert here in London. You
hard at the must love doing concerts in London. We love you here!
Moretti: Well, Im always very nervous before, I, er, come to
Two
Dad: with my kids. Actually Ive got apicture of them here
London. It seems Im very popular. Its very stressful for me,
in my wallet. Thats my daughter Jade and thats my son you see.
Reporter: But dont you find that ?
Alex, whos twenty-one now.
Moretti: In fact, can we maybe just end this conversation?
Woman: Nice! Is Jade atypically Scottish name?
Dad: Er, no, not really. You see, Icome from Scotland but my
Ireally dont like to talk about myself. And Im not feeling
wifes English and we live in Manchester. at all well tonight. Ineed to get to my bed.
Reporter: Yes, of course thats fine. Iquite understand.
Woman: Ah, Isee.
Dad: So Alex and Jade are half-Scottish, half-English. Still,
Martin, were ready for those photographs now!
Ithink my kids are quite proud to have some Scottish blood Two
in them! Mum: Hi Sandra! Good day at the shop?
Sandra: Hi Mum! No, not really, Im afraid.
Three
Mum: You must be hungry. Do you want something to eat?
Friend: yeah, sisters are so annoying. Youve got ayounger
Theres still some vegetable soup in the
sister, havent you, Alex?
Sandra: No, thank you, Mum. Its very kind of you but Ihave
Alex: Yeah, Jades eighteen, three years younger than me.
Friend: Mmm. Difficult age!
to go straight out again. My class starts at seven and Idont
Alex: We get on OK, Isuppose. Luckily, she usually spends her
want to be late.
Mum: Youre not eating enough these days. It cant be good
free time with her boyfriend so Idont see her very often.
Friend: Lucky you!
for you. Are you sure this course is agood idea?
Sandra: Iknow its hard but Ireally want to finish my Health
Four Studies course so Ican train to be anurse.
Mum: so yes, Alex is away at university. Jade? Oh, shes Mum: But youre working such long hours at the shop as well
doing really well at school at the moment. Yes, shes these days. Why dont you give up your job and Ican help
working very hard. Im so proud of her. Yes, Iknow. Such pay for your studies?
aclever girl. She always comes top of the class in History Sandra: No, Mum. Iknow you want to help but Idont want
and French, you know. Oh no. Shes planning to study you to spend your money on me. You need it for yourself.
Politics at university. Yes, Ithink so. Yes, she still spends all Anyway, Ive got to go. Oh and dont worry about the
evening on the phone to Marc. Ithink shes talking to him washing-up. Ican do it later. See you!
now.
Three
Five Kelly: Oh no! Mums home!
Jake: Hey Kelly, do you know agirl called Jade Miller? Carmella: Kelly! Ben!
Kelly: Yeah, Iknow Jade from Kendo classes. Shes getting Ben/Kelly: Hi, Mum? Good day?
pretty good but shes really modest about it! Carmella: No! Another day just teaching yoga to beginners.
Jake: Kendo? How boring! Frankly its awaste of my time and my
Kelly: Its akind of Japanese martial art. talents! Whats all this in the kitchen? How many times do
Jake: Oh, right. Ihave to tell you after along day teaching yoga, the last
Kelly: Ithink shes doing her A-levels at Sale Grammar School thing Iwant to do is come home and tidy up.
at the moment. Ben: Sorry, Mum theyre all my books for my English
Jake: She must be quite clever. And, er, whats she like? project. Tomorrows the last day we can
Kelly: Well, people think Jades very serious but shes got Carmella: Oh! My back is killing me!
afantastic sense of humour. Shes really funny. Anyway, Ben: Why dont you sit down, Mum?
why do you want to know, Jake? Kelly: Yes. And have something to eat. Theres some spaghetti
Jake: Oh, no reason. Bolognese for you.
Six Carmella: Bolognese? Again? Ben you can take the rubbish out.
Marc: and shes got such abrilliant sense of humour. And Kelly take my bag upstairs and bring me down my
Jake: Thats nice.
Marc: And do you know something, Jake? Shes such acaring
person Ireally love her. Tapescript CD1 Track 31
Jake: Im sure you do, Marc. Exercise 5 page 41 (SB page 29)
Marc: Its just apity that were working hard for our mock
exams this term so we dont see each other so often in the Katie: How do you know all this stuff about me?
evenings. But at least Isee her at school every day. Josh: Look at me.
Jake: Yes. Katie: Iam looking at you.
Josh: Have another look.
Katie: OK, Im looking.
Josh: You dont know who Iam?
Katie: Eh no, Idont think so.
Josh: Imagine me with long hair and glasses.
Katie: Oh! No, it cant be.
129
Z02_SUCC_TB_PINGLB_7131_ETAPE.indd 129 11-09-26 18:05

Josh: Remember me? Jamal: Yes, final answer.
Katie: Josh? Josh Hunter? We used to go to the same school! Presenter: You had 500. Youve just won one thousand! Next
Josh: Yep, thats right. question for 2,000. Which TV family was created by Matt
Katie: Ididnt recognise you. You look so different. How are you? Groening in 1987? The Flintstones, The Sopranos, The
Josh: Fine, what about you? Simpsons, The Addams?
Katie: Great! What asurprise! You used to be in my brother Jamal: [laughs]
Garys year, didnt you? Presenter: Whats so funny, Jamal?
Josh: Yeah, and we used to go to the same swimming classes, Jamal: Its my favourite programme. The answer is C, the
Katie. Its good to see you again. Simpsons.
Katie: Good to see you too. Presenter: Final answer?
Josh: Ithought you were really attractive when we were at Jamal: Yes.
school, you know. But you never paid any attention to me. Presenter: Youve won 2,000! How are you feeling?
Iused to go round to your house just to see you, but you Jamal: Fine, not as nervous as before.
never even noticed Iwas there. Presenter: Great, now have alook at question 4, its worth
Katie: Yeah, well, you were different then. You used to wear 5,000! The first Olympic Games on TV were broadcast in
horrible thick black glasses and you used to have long hair 1936. But where from? The USA, Germany, the UK, Italy?
and spots! You didnt use to be so so Jamal: Can Igo 5050?
Josh: Yes? Presenter: Yes, of course you can. Jamal is going to use his first
Katie: So good-looking. lifeline. The computer will take away two of the answers
Josh: Thanks Listen, what are you doing later on? Maybe, OK, the options left are Germany or the UK.
we could Jamal: Idont know Im going to guess Germany. Thats
my final answer.
Presenter: You didnt know but you guessed right! You
Tapescript CD3 Track 6 now have 5,000! OK, for 10,000! The Teletubbies
Exercise 5 page 78 (SB page 66) conversations have been translated into how many
languages? 45, 30, 15, none?
Nobby: Its just after seven and youre listening to Nobby Miles Jamal: Well, Iknow it isnt D because they do talk. They
and the Miles Better show. The politicians of the world are say big hug! And Iknow its one of the most successful
meeting this week to discuss ways to stop climate change childrens TV programmes ever, so Im going to go for A, 45.
and save the planet. So we went out on the street to ask Presenter: Final answer?
you what you do to help stop climate change. Jamal: Final answer.
1 Not alot. Imean, Ido recycle abit when Iremember to, Presenter: You had 5,000 And now youve doubled it. You
but Istill use my car alot Ilove driving. And Itake the have won 10,000! Weve just got enough time for one more
plane at least once ayear. Im not too worried about climate question for 20,000. Have alook Which of these TV
change. Ithink the scientists will find anew way to get shows has been made in more countries (over 100)? Big
energy so well have electric cars and things and we can Brother, Strictly Come Dancing, Britains Got Talent,
keep on living the way we live now. Who Wants to be aMillionaire?
Jamal: D, Who Wants to be aMillionaire?
2 Nothing. Idont recycle, Iuse my motorcycle. The thing is
Presenter: Is the right answer! Youve won 20,000! What
Ithink were too late to stop climate change. The weather
agreat show! Congratulations Jamal, and youll be back
is going to get worse and the sea is going to cover the tomorrow at the same time as always. Goodbye.
earth. The future looks terrible and theres nothing we can
do about it.
3 Itry to recycle but it can be very confusing to know which Tapescript CD4 Track 12
bin to use for which things. Ialways walk or use public
transport, but Iam planning to buy acar. Im fed up waiting Exercise 4 page 110 (SB page 98)
for the bus in the rain. Ive no idea how serious climate Part Three
change is. Its all very hard to understand. Marlowe: Iinterviewed the suspects Bobbie Davies.
4 Itry to do as much as Ican. Icycle to work, Irecycle glass Bobbie: Nicola and Iwere about to leave the party. Afew
and paper and plastic and Inever fly. The fight against minutes earlier Ihad argued with Tina, and she had left the
climate change is the most important fight in the world today. room. She was crying. And then Iheard Billy shouting from
If were not careful, humanity will just die out. the terrace. When we got there, Tina was dead, and Delia
5 You dont need to do anything. Imean, its true that the planet had already called the police.
is getting warmer, but its not because of human activity, its Marlowe: Nicola Goodfellow
just anatural cycle. Its nothing to worry about. So Idont Nicola: Iwas putting on my coat when Billy started shouting
bother recycling and theres no way Im getting on abike. so we ran to the terrace. Tina was dead. It was the most
horrible thing Ihad ever seen. Iscreamed.
Marlowe: Delia Adams
Tapescript CD3 Track 33 Delia: Ihadnt finished answering Tinas fan mail so Ileft the
party early and went to my office, which is directly upstairs
Exercise 3 page 99 (SB page 86) from Tinas apartment. Iwas working when Iheard ashot.
Presenter: OK Jamal Are you ready for your first question? Iran to the terrace and found Tina dead. Billy was already
Jamal: Ye Yes, Iam Ithink. there, but he hadnt called the police so Icalled them.
Presenter: Your first question for 500 is this. Which of these Marlowe: Billy Squires
TV programmes is watched by up to one billion people? Billy: Ineeded acigarette so Iwent out to the terrace. At first
The BBC World News, the Eurovision Song Contest, Ithought there was nobody there, but then Isaw Tina.
Formula 1 car racing, English Premier League football? Iwas surprised to see her on the terrace because Ithought
Jamal: Em Formula 1, it could be No, Ithink its D, she had gone to her bedroom after the argument with
English Premier League football. Bobbie. When Igot nearer, Isaw she was dead. Istarted
Presenter: Is that your final answer? shouting.
Jamal: Yes. Marlowe: Christine Cross
Presenter: Its the right answer. 500. Now, this question for Christine: Iwas reading the newspaper, looking for anew job,
1,000. On which of these TV channels are adverts not actually, and Iheard Billy shouting and awoman screaming,
shown? Fox, the BBC, Eurosport, CNN? so Iwent to the terrace, and there she was, lying on the
Jamal: Thats an easy one B, the BBC. terrace. There was alot of blood. Itried to help her, but she
Presenter: Youre sure? had already died.
130
Z02_SUCC_TB_PINGLB_7131_ETAPE.indd 130 11-09-26 18:05

Photocopiable resources
Contents
Resource Language point When to use Time
(minutes)
Unit 1 Its me!
1 Find someone The Present Simple and Present After Grammar and Listening, page 6 20
who listens to Continuous
rap music
2 Make your own Adjectives of personality After Vocabulary, page 10 30
personality test
3 Find a friend Reading skills; echo questions After Speaking, page 13 2030
Unit 2 On our way
4 Oh! You need a Vocabulary: travelling After Reading and Listening, page 16 2025
5 The best holiday Vocabulary: travelling/holidays; After Vocabulary, page 19 30
the Present Continuous and going
to
6 Your holiday plans Indirect questions After Writing, page 20 2025
Unit 3 Growing up
7 Its all in the past! The Past Simple affirmative After Grammar and Reading, page 25 20
8 Oh no! The coffee! Reading skills; the Past Simple After Reading, page 26 30
9 Work it out Used to After Grammar and Listening, 20
page 29
Unit 4 Create and inspire
10 Your story? The Past Simple and Past After Vocabulary, page 35 1520
Continuous; phrasal verbs
11 What and why? Adjectives of mood After Listening, page 37 2030
12 Whats your alibi? The Past Simple and Past After Writing, page 38 2030
Continuous
Unit 5 A place called home
13 In my opinion Comparative and superlative of After Grammar and Listening, 30
adjectives; giving opinions, page42
agreeing and disagreeing
14 Define it Relative clauses After Grammar and Reading, page 44 15
15 Describe and There is/there are; prepositions After Speaking, page 48 2035
draw of place; articles; adjectives
(todescribe rooms and household
objects)
Unit 6 Good food!
16 Snakes and Countables and uncountables After Grammar and Vocabulary, 2030
ladders page51
17 Food and diet Vocabulary: food After Vocabulary, page 54 25
crossword
18 Dont stop Making complaints and apologising After Speaking, page 55 30
complaining!
131
Z03_SUCC_TB_PINGLB_7131_CON.indd 131 11-09-26 18:05

Resource Language point When to use Time
(minutes)
Unit 7 Looking ahead
19 What am I going Will and going to After Grammar and Listening, 20
to do? page60
20 Optimist or Will for predictions; degrees of After Reading and Speaking, page 62 30
pessimist? certainty
21 A cleaner Vocabulary: environment; After Grammar and Writing, page 64 30
decision? FirstConditional
Unit 8 Jobseekers
22 Right for the job! Vocabulary: jobs and work; After Grammar and Reading, page 68 2035
Verbpatterns
23 -er or -ist? Suffixes used to form jobs After Vocabulary, page 72 15
24 Were looking Reading skills; Vocabulary: jobs After Writing, page 74 15 (+ up to
for and work an hour for
follow-up
activities)
Unit 9 Friends and family
25 Whos done what? The Present Perfect with yes/no After Grammar and Reading, page 78 20
questions
26 Youre a star! The Present Perfect with for, After Grammar and Speaking, 20
since and just page80
27 Changes Vocabulary: relationships; After Vocabulary, page 81 30
thePresent Perfect
Unit 10 Whats on?
28 Media quiz The Passive After Grammar and Vocabulary, 20
page86
29 Can you Speaking skills (discussion) After Speaking, page 90 up to 45
converse?
30 Define, one word, Vocabulary: media After Vocabulary, page 91 30
mime
Unit 11 Its criminal!
31 Don is arrested The Past Perfect After Grammar and Reading, page 97 30
32 Who did it? Vocabulary: crime; Reported After Grammar, page 99 3040
speech
33 You are the judge! Vocabulary: crime; Speaking skills After Vocabulary, page 102 20
(problem solving)
Unit 12 Fit and well
34 Dos and donts Modals of prohibition, lack of After Grammar and Vocabulary, 15
prohibition and advice page105
35 A question of Second Conditional After Grammar and Speaking, 20
sport page109
36 Health and Vocabulary: health and leisure After Speaking, page 110 20
leisure crossword
132
Z03_SUCC_TB_PINGLB_7131_CON.indd 132 11-09-26 18:05

Workbook Answer Key
01 Its me! 2
1Wow! 2Really? Why do you think
Listening 9was 10 walked 11looked
12wasnt 13sat 14waited
1 15didnt have 16took 17did you
that? 3That sounds good. 7.30?
Grammar 4Id love to. 5Is it? Congratulations!
1C 2D 3E 4B leave 18did 19phoned
Present Simple and Present 2 2
Continuous Vocabulary 1 F 2T 3T 4F 5F 6F 7F
11Did Mrs Agatha Christie write
8T 9F 10 T 11F
1 1 Twilight?
1c 2c 3a 4b 5a 6b 7a 1clever 2generous 3lazy 2Who did Bella live with?
4modest 5passionate 6polite
Speaking 3When was the first Twilight film?
2 1 4Where did Oliver Twist live?
7romantic 8selfish 9shy
1is playing 2doesnt wash 3dont go 1D 2E 3A 4B 5Why was Charles Dickens famous?
10stupid
4is not/isnt driving 5is getting 6do 6Did Oliver Twist live with his
7m not getting up 8Are you 2 2
family?
reading 9Does, get 1shyness 2generous 3generosity 1my cup of tea 2the museum
21c 2f 3e 4d 5b 6a
4passion 5romantic 3not to 4go to the cinema
3 5Why not 6do you fancy 3
1Where do you live? 2Which 3 7fine with me 1They saw their friends at the
football team does she support? classical folk hip-hop jazz pop
3 weekend.
3What are they studying this year? reggae rock soul techno
A How about going 2She spoke to her friend at eight
4What is her nationality? 5Does he
4 B prefer not to, Why dont we oclock last night.
send lots of texts? 6Am Iannoying
1bilingual 2neighbourhood A Thats agood idea 3He started learning the guitar in
you?
3nationality 4national; anthem B We could July.
4 5border B That sounds good 4They had aparty on 5th May.
1is staying 2visits 3does 4am not 5Last year, we went on holiday in the
5
spending 5m doing 6is 7works autumn.
8isnt living 9sworking 10 sends
1c 2a 3c 4b 5d 6c Vocabulary 6Yesterday, Idid my homework in
5 1 the morning.
Extend your vocabulary 1coast 2convenient 3distance
2It always gets dark at night. 4
3Please be quiet. Im listening to the 1 4frustrating 5information
6stimulating 7stressful 8tiring 1on 2at 3at 4in 5in 6on 7in
news. 1are making 2are playing 3do
8at 9in
4My sister never reads science fiction. 4dont play 5make 6m doing 2
5Do you sometimes walk to school? 1frustrating 2informative 5
8My aunt is staying with us this week. 3distance 4convenient 5stressful, (Possible answers)
1Ilast went on holiday in 2010.
6
1dont read 2Is 3are reading
02 On our way tiring
2Ilast read one on Saturday.
3 3Ilast cleaned it on Monday evening.
4am reading 5is 6are 7read 1hotel 2tent 3youth hostel
8buy 9get 10 give
Grammar 4Ilast went to afriends house on
4guest house Friday.
11m reading 12are using 13start Going to and Present 4 5Ibegan this exercise at 10 oclock.
14try Continuous for future plans 1playing cards 2suntan lotion 6Igot up at nine oclock.
Reading and intentions 3money belt 4sleeping bag

6
5waterproof jacket
1 1Whats your name? 2Where was
1 5 your last school? 3Did you like it?
Answer 2 is corect 1m going to travel 2is going to find
3m going to do 4 m going to catch 1b 2a 3a 4a 5c 6b 7b 8a 4When did you leave school? 5Why
2 5is going to meet 6are going to 9c 10 a 11a did your family move here? 6What
A4 C 1 D 3 E 2 drive 7m not going to speak 6 subjects did you study? 7Were the
3 1at 2for 3at 4to 5by 6at teachers strict?
2
1degree 2cosmopolitan 1What is he going to do 7 8in
3confident 4programme 5CV 2How are they going to get Reading
6independent 7gap 3What is she going to ask Extend your vocabulary 1
4 4When are you going to get 1 1musician 2film star
1CV 2independent 3confident 5How long is it going to stay 1crossing 2journey 3tour 2
4programme 5cosmopolitan 3 4break 5voyage 6trip 7tour Text 1photo Aand D
5 1are meeting 2m playing 3Are 8trips 9travel Text 2photo B and C
1N 2N 3 T 4 NI 5 T 6 NI 7 F 8 F you doing 4m seeing 5m not
3
doing 6are going 7are you meeting Writing 1NK 2ST 3ST 4NK 5NK 6NK
Grammar 8are meeting
1 7 ST
State and action verbs 4 Formal
4
1Im not going to buy 2s leaving 2
1 3are you flying 4s going to work
1shock 2Velvet Revolution
1I can hear; Theyre playing in the 1T 2F 3F 4F 5F 6T 3talented 4movies
5m taking 6are starting; re going
garden 2Im looking; Ithink 3Do 3 5down-to-earth 6ambassador
to catch 7going to read 8Are you
you know; Iknow; Idont remember 1where the camp is 2how much
going to travel
4Idont believe; Idont understand; astudent ticket is 3to know what Grammar
are melting 5Are you enjoying; 5 time we start work 4tell me where
Ilove; Ilike 1re leaving 2are you going 3are 1
the sports coaches sleep 5tell me
not going to argue 4Im going to 1She didnt use to go to cheap cafs.
2 please when we get paid
study 5m going 6are meeting 2She used to wear expensive clothes.
1dont like 2am making 3tastes 4 3She used to go out with arich
7m seeing 8are going to do 9Im
4is running 5Do you promise Students own answers. boyfriend.
going to live 10 m starting
3 4She didnt use to drive an old car.
1looks 2dont like 3prefer 5She didnt use to wear casual
4dont understand 5Do you know
Reading
6 m reading 7Do you want 8feel 1 03 Growing up clothes.
2Evan Germany 3Greg Estonia 2

9Dont forget
(Possible questions)
4Olivia France Grammar
1Did you use to have agood job?
Speaking 2 Past Simple 2Did you use to earn alot?
1 1C 2D 3B 3Did you use to go out?
1
1Do you? 2Are you? 3Is it? 3 1started 2were 3read 4looked 4Did you use to eat fast food?
4Have you? 5Do you? 6Can you? 1T 2F 3F 4F 5F 6F 5wrote 6went 7wore 8thought 5Did you use to be happy?
133
Z04_SUCC_TB_PINGLB_7131_ANS.indd 133 11-09-26 18:07

3 4 Writing 3The couple who live next to us have
1used to live; have 1stopped 2was sleeping 3clapped got five children.
2used to share; left 4was looking 5was snowing
1 4Theres ashop near my home which
3didnt use to like; are 6went 7were waiting 8phoned 1abbreviations: ID, Cu , ur sells cheap game consoles.
4didnt use to have; uses 9was driving 10 heard 2emoticon: 3Informal language: 5Hes the boy whose dog bit me.
do you fancy going?
4 5 3
Sentences 2and 3are about habits in 2We were waiting outside the theatre 2 1This is the street where Miki lives.
the past. because we wanted to meet the actors. 1Hi there 2good idea 3 2This is the ferry that Itook to the
3They didnt eat the meal because it 4write back 5Cheers Statue of Liberty.
Speaking tasted bad. 3This is Lidia who Imet at the
5Ithink she preferred the chocolate hostel.
1
1e 2c 3d 4b 5a
cake.
8Iwas very tired and Ineeded acup
05 Aplace called 4This is the hostel where Istayed in
when Iarrived.
2
1you cant 2Is it; Sure, no problem.
of coffee.
9She didnt remember her money so
home 5This is Mikis dad whose paintings
Ilike.
3Do you mind; No, please do. Ipaid for her.
Grammar
3 Speaking
1Is it OK if Ishare Reading Comparative and superlative
1
2Do you mind if I 1 adjectives 1f 2e 3a 4c 5b 6d
3Can Iborrow 1TM 2 PM 3PN 4PN T PM 1 2
2 1b 2c
Vocabulary best title b
1shows 2probably 3 left 4might
2 be 5background 6looks like 7are
1 3 1House 2is not as cheap as house 1. walking 8looks
1anxious 2calm 3creative 1tiredness 2lack 3behave 2House 1is too small for abig family.
4smelly 5strange 6strict 4nature 5research 3House 2is too big for one person. Vocabulary
2 4 4House 2is better for abig family
1creativity 2anxious 3smelly 1
1 d 2c 3a 4a 5d 6c 7c 8a than house 1.
4strict 5smell 6calm Inside the house: basement, ceiling,
5House 1is nearer to the school than
attic, floor, skylight, study
house 2.
3 Speaking 6House 2is more modern than
Outside the house: balcony, chimney,
1f 2e 3g 4a 5c 6b 7d fence, garage, hedge, lawn
1 house1.
4 1It happened afew months ago. 2
1playground 2textbook 3form 2It was an unforgettable day. 3
1attic 2bathroom 3lavatory
tutor 4classmate 5primary school 3It was the best day of my life. 1the most expensive 2the worst
4shower 5washbasin 6bedroom
4It was my first week at primary 3the happiest 4the best 5the
5 7bed 8chest of drawers 9wardrobe
school. most unusual 6the furthest
1annoying 2terrifying 10 sofa 11armchair 12bookshelves
3fascinating 4surprising 5To this day Ifeel proud of my 4 13fitted kitchen 14sink
5interested 6disappointing friend. 1is not as big as Chicago 2is too 15microwave 16washing machine
7embarrassing 8excited 6Ifelt very happy. noisy for my mum to study 3is as 17vacuum cleaner 18dining room
9surprised 7Finally, we all went home. old as that flat 4is not too tidy but 19doorbell 20 front door
6 2 its big enough 5as far from the
3
1are 2made 3makes 4have 11was eating 2was about 3Then station as Tom does 6is the most
1curved 2cottage 3typical 4rent
5was 6pass 4finally 5never forget this day beautiful of all the houses
5peaceful 6appliance 7noisy
21It happened 2First 3then 5
4After awhile 5changed; life 4
Extend your vocabulary 1too short 2too big 3smaller
1on 2in 3at 4of 5in 6in 7of
4prettier 5too expensive
1 Listening 8in 9on
1school playground/yard 2school 6
run 3school friends 4school 1 1Ben isnt as fashionable as his Extend your vocabulary
leavers 5school age 1c 2c 3b 4c sisters. 2Anna is not as tall as
Claire. 3Anna is older than Claire. 1
2
4Claire and Anna arent as tall as 1keep in touch 2keep; down
1F 2T 3T 4F 5F 6T 7F 8T
Ben. 5Anna is the shortest. 3keeping; back 4keep; off
04 Create and Vocabulary
5keeps; in 6keep at
inspire 1
Reading
1chill out 2find out 3come up 1
Grammar with 4keeps on 5get down to Answer d is correct 06 Good food!
6stay up
Past Continuous 2
Grammar
1 2 1d 2e 3g 4b 5a
1was living in England; composed
1composer 2dance 3exhibition 3 Countable and uncountable
4novelist 5painting 6piano
2was travelling; crashed 3was
7poet 8scientist
1cleanliness 2fall out 3divide nouns
singing; made 4met; were waiting 4contribution 5compromise 6rota
1
5was composing; was 6was doing; 3 7revenge 8interaction 9help
Countable: apple, egg, onion, orange,
met 1poet 2composer 3exhibition yourself 10 common
packet, prawn, red pepper, sausage,
4novels 5compositions 6scientist
2 4 tub
1checked 2was eating 4 1F 2T 3T 4F 5F 6F Uncountable: bacon, cheese,
3was waiting 4remembered 1on 2back 3of 4in 5up chocolate, fruit, ice cream, meat,
5was deciding 6arrived 5 Grammar milk, oil, sugar, yoghurt
7was getting 8got 9found 1a 2b 3a 4a 5b 6c 7a 8c
10was cleaning 11was thinking 1 2
9b 10 a 1Thats my Maths teacher that you 1How many vegetables are there?
12saw 13was driving 14was
15stopped 16was walking spoke to last year. 2This is my 2How much fruit is there?
17closed 18opened 19knew Extend your vocabulary brother who wanted to meet you. 3How much milk is there?
20standing 1 3Thats my cat which caught abird 4How much cheese is there?
abus doesnt normally go with the yesterday. 4Here is your MP3player 5How many cartons of fruit juice are
3 that you lost last week. 5This is the there?
1Where were you? 2Were you verb have
house where Istayed. 6How many bottles of water are there?
sitting near the window? 3Tell me 2 7How much cake is there?
exactly where you were sitting. 1having ashower 2having our 2
8How many sausages are there?
4What were you doing? 5Did you picnic 3had adrink 4had aparty 1Thats the girl who Imet in the
hear aloud bang? 6Did you see 5had; adream 6had; meal shopping centre. 3
aman driving at high speed? 7Did 7have an idea 8have an accident 2Theres ashop where you can buy 1b 2a 3b 4b 5b 6b 7b 8a
you see anything unusual? 9had an opportunity some fascinating gadgets. 9a 10 c
134

Workbook Answer Key
4
1how much 2too much
07 Looking ahead Vocabulary Listening
3How much 4 too many 5few
1 1
6little 7How many 8How much Grammar 1Pollution 2electricity A: 1d 2b 3a 4e 5c
3renewable 4destroy B: 1f 2b 3c 4a 5h 6e 7d
9How much 10 too many 11some Will and going to for 5Technological 6reduce 8g
predictions 7economy 8prediction 2
Reading
1 2 1Mr Brown 2 receptionist
1 1is going 2ll 3s going 4arent 1rain 2power 3domestic 4Solar 3 your sister 4 Anna
Answer d is correct going to 5s going 6re going to 5life 6forecast 7bank 8public 5 anna.green@ btt.com
2 7is going 8are going to 9wont 6 Cassandra 7 0207 7268 7362
3
1E 2D 3B 4A 8 Paul 9 seven/eight
2 1of 2in 3in 4to 5of
Extra sentence is C 1Im not going to enjoy 2m going 4 Speaking
3 to buy 3sgoing to win 4ll be 5ll 1c 2a 3b 4c 5b 6b
1c 2a 3c 4d 5c 6d help 6s going to ask 7ll see 1
1Could Ispeak to 2Could Itake
3 Extend your vocabulary
Listening 1will 2are going 3will 4s going
amessage 3Could you tell him
1 4Sorry 5Ill ring back later 6Ill
1 4 1cut down 2cut short 3cut out tell him
1C 2D 3B 4A 1s going 2ll write 3are going to 4cut up 5cut off
2
2 walk 4 ll go 5re going to travel
1Can Ispeak to 2sorry 3Could
A: 1Its apizza. 2Because he 6re going to stay 7re going 8ll
Itake amessage 4Could you tell
completely forgot about it.
B: 3The waitress did. 4Yes, he can.
5
1are going to do 2are going 3ll
08 Jobseekers him; phoned 5call back 6tell him
C: 5Two. 6They had one pizza.

D: 7They bought two pizzas. 8The
see 4is going to take 5are going to
Grammar Vocabulary
buy 6wont be 7ll ring
assistant asked for ten pounds. Verb patterns 1
1scientist 2teacher 3actor/
Speaking Reading 1 actress 4psychologist 5accountant
Verb + ing: love, dont like, prefer, 6architect 7artist 8gardener
1 1
practise
1h 2d 3a 4f 5c 6g 7b 8e b The worlds changing climate 2
Verb + to + infinitive: want, learn,
2 hope, need, agree 1g 2i 3e 4f 5h 6b 7c 8d
2 9a
1Im really sorry about that. It was an 1E 2B 3A 4D Verb + infinitive without to: should,
accident. My dog ate it. 2Excuse 3 can, might 3
me, theres amistake in my change. 1long-term 2greenhouse gases 2 1to 2on 3in 4of 5of 6at 7in
3Im sorry but my coffee is cold. 3heatwave 4standby 5control 1f 2g 3a 4c 5d 6b 7e 8of 9in
4Im sorry but Icompletely forgot. 6protocol 7slow down 4
5Thats OK, dont worry about it.
3
1sociable 2application
4 1c 2a 3a 4b 5a 6b 7c 8b
9a 3salesperson 4qualifications
1F 2F 3T 4F 5F 6F 7F
Vocabulary 8F 9F
5interview 6caretaker
4 7responsible 8ideal 9lawyer
1
1International reporters need to 10motivated 11apply 12nurse
Group 1: 1butter 2sugar 3cake
4sweets 5chips
Grammar travel alot. 13First Aid 14get in touch
First conditional 2Idont mind working away from
Group 2: 6milk 7yoghurt 8cheese
home.
9eggs 1 3She cant be ateacher. She cant
Extend your vocabulary
Group 3: 10 fish 11chicken 1g 2h 3i 4j 5c 6a 7d 8b 1
stand working with children.
12steak 13nuts 9f 1job 2career 3profession 4job
4He stops thinking about work when
Group 4: 14broccoli 15cabbage 1If you eat too much, you will feel 5occupations 6Work 7career
he leaves his office.
16mushrooms ill. 5An actor might work on TV or in 2
Group 5: 17melon 18apple 2If you dont save some money, you the theatre. 1composing 2jobs 3job
19grapes 20bananas
wont go on holiday. 6Musicians practise playing every day. 4profession 5career 6occupation
Group 6: 21cereal 22rice 23pasta
3If you want to go camping, you will 7My mother learned to draw when
24bread
need atent. she trained as an architect.
2
Writing
4If you see your sister, will you tell 5
1healthy 2fat 3dairy products her about the concert? 1Promise to phone me after the
Acovering letter
4vegetarians 5vegetables 6sugar 5If you telephone me when your meeting. 1
7fruit 8pasta 9bread train arrives, Iwill collect you from 2Can you work outside all the time? 1E 2A 3B 4F 5D 6J 7G
3 the station. 3She must practise for her exams. 8H 9I 10 C
1tomato 2mushroom 3rice 6If you cycle too fast, you will have 4Icould speak French when Iwas
4mayonnaise 5fresh 6ketchup an accident. achild.
7If you forget your homework again,
7noodle 8avocado
you will be in trouble.
5Iwant to work in an office.
6Id like to get ajob next year. 09 Friends and
4
1delicious 2filling 3greasy
8If you go out in the snow, you will
get cold.
7He hopes to get ajob in abank.
8He cant stand going to interviews.
family
4inedible 5nutritious 6sweet
9If you dont eat breakfast, you wont 9Ihate speaking in public.
7spicy 8bitter 9stale
have enough energy in the morning. Grammar
10unhealthy 6
2 1being 2sitting 3working 4to Present Perfect
5
1of 2on 3out 4on 5out 6of 1If you see two black and white birds send 5be 6be 7to include 8to 1
together, you will have good luck. see 9write 10 to apply 1Have; written 2ve met 3havent
7by 8about
2If you walk under aladder, youll 11to get 12do 13to ask spoken 4Has; got 5havent
have an accident. chosen 6ve gone 7havehad
Extend your vocabulary
3If you pass someone on the stairs, Reading 8has forgotten
1 youll have an argument.
1look down on 2look through 1 2
c This article is about someone 1a 2b 3b 4a 5a 6b 7b
3looking round 4look after 5look
up 6looking into
Speaking starting their working life. 3
1 2 1A: Have you ever seen an opera?
Writing 1will probably 2Perhaps people a 5 b 3 c 4 d 2 e 1 B: Yes, Ihave. Ilove all classical
3probably 4probably wont 5may music.
1 3 2A: Have you ever eaten snails?
6definitely wont
1c 2b 3e 4a 5d 6 f 1f 2d 3e 4b 5a B: No, Ihavent. Im avegetarian.
2 2 4 3A: Have you ever fallen in love at
Students own answers 1b 2c 3 c 4c 1e 2d 3b 4c 5a 6f 7 g first sight?
135

B: Yes, Ihave. Ifall in love with 4look after 5went out 6took care engine, social networking sites, upload park. He thought they were planning
every good-looking person 3 The film industry: box office hit, to steal one.
Imeet. 1a 2c 3b 4b 5b 6c 7a 8b cinema, plot, scenes, soundtrack, 3Mr James said that he had heard
4A: Have you ever read anovel in 9a 10 b 11c 12b special effects, stunts two women talking outside the
aforeign language? 4 Southland Bank earlier that day. He
B: Yes, Ihave, but Iused 4 thought there would be arobbery
1date 2fall 3love 4relationship 1world 2documentary 3talk show
adictionary alot. 4soap opera 5game show 6talent later that week.
5A: Have you ever won aprize for 5best 6friends 7ring 8dream 4Diana Harris said she had seen
9true 10 have show
running? aman climbing through awindow
B: No, Ihavent. Ive never been in 5 about five minutes before. Hed been
arace. Extend your vocabulary 1gossip 2game shows 3historical
wearing ablack T-shirt and jeans.
drama 4reality show
4 1 5Clara Hernandez said she was
1When did you come here? 2What 1get on 2get ahead 3got into phoning about the jewellery shown
did you eat? 3Ihavent eaten 4get to 5get about 6get away Extend your vocabulary on TVs Crime Stoppers the week
4How long have you lived with 7 gets about 1 before. She thought the necklace was
5Ihavent met 6Ijoined 1come out 2came across 3come hers. She wanted to know (or she
7Ihavent played 8Ive been busy back 4come off 5come round asked) how she could get it back.
revising 9Have you finished 6came up 6The last caller said that he had
10Ifinished on 5th June 11Ive had 10 Whats on? heard the news report at lunchtime
agreat time this evening. Writing that day. The person the police were
Grammar looking for had changed their
Notes and messages
Grammar The Passive appearance. They had then short,
1 dark hair.
Present Perfect with since 1 1informal 2friends 3know each
3
and for 1b 2a 3b 4c 5b 6c 7a 8c other well
1Ilove the smell of napalm in the
1 2 2, 3, and 4 morning. 2Ill make you an offer
since: Wednesday, Easter, January, 1was produced 2was written Students own answers you cant refuse. 3Ihad afarm in
last month 3have been printed 4were Africa. 4Itravelled each and every
for: afew weeks, along time, ayear, published 5was copied 6is printed highway. 5My mother was atailor
quarter of an hour, two minutes 7has been published 8are sold and she sewed my new blue jeans.
2 3 11 Its criminal 6Ishould know better than to cheat
1since 2since 3for 4since 1In 2009, the Nobel Prize for afriend. 7Theres no place like
5for Literature was won by Herta Mller. Grammar home. 8Ithink that this is the
3
2The Nobel Prize for Literature has Past Perfect beginning of abeautiful friendship.
been won by four Polish writers. 9Ilike work, it fascinates me. Ican
(counting from 2011) 3J. M. Coetzee has been given two 1 sit and watch it for hours.
1Alaska has been astate since 1959. literature prizes. 1b 2c 3b 4a 5c 6b
10Ifought the law and the law won.
Alaska has been astate for 52years. 4The Pulitzer Prize was started by 2 11The man buys agun, steals acar.
2The Statue of Liberty has been in Joseph Pulitzer to encourage good 1arrested; had watched 2had 12Crime doesnt pay. 13Ithink
New York since 1886. The Statue of writing. stolen; knew 3were; had left 4had crime pays, the hours are good and
Liberty has been in New York for 5Each year, the Pulitzer Prize for spent; decided 5left; had fallen you meet interesting people.
125years. Reporting is won by ajournalist. 6threw; had got 7had given;
3Number 10 Downing Street has 6Has the Pulitzer Prize ever been allowed 8didnt recognize; had
been the home of the British prime won by an American president?
Reading
worn; had been 9didnt know; had
minister since 1735. Number 10 painted 1
Downing Street has been the home of
the British prime minister for
Reading title b
276years. 1 Grammar 2
c radio and television Direct and Reported Speech 1F 2C 3B 4D 5E 6A
4Buckingham Palace has been the
home of the British king or queen 2 1 3
since 1837. Buckingham Palace has 1C 2A 3B 4D 1Dan told Clara that he was reading 1c 2e 3a 4f 5b 6d
been the home of the British king or the news about the murder. 4
queen for 174years.
3
1d 2a 3e 4b Clara said that she had read it earlier. 1d 2a 3a 4d 5d
5Ireland has been independent since 2Sally said that the burglars hadnt
1921. Ireland has been independent 4 taken anything valuable of hers.
for 90 years. 1T 2F 3T 4F 5F 6T 7T Speaking
Eva told her that she had been lucky.
8NI 9T 10 F They had taken her computer. 1
Reading 3 Frankie said that the judge had sent 1 A: Did you see that horror film on
1 Speaking the robbers to prison. TV last night?
Gina said that he had sentenced them B: Yes! Ive never been so frightened
1c 2b 1
to four years. in my life!
1you see 2not sure 3do you
2 4Jake said that she knew alot about 2A: Ithink Idid badly in todays test.
mean 4very interesting 5Excuse
1B 2E 3A 4C 5D the law. B: Dont worry, its not the end of
me, could Ijust 6yes, sure; the
3 trouble/the truth 7Im sorry 8Let Lucy told him that both her the world.
1c 2c 3a 4c 5c 6b 7d 8d me think 9catch; said 10 Can you grandfathers had been in the police. 3A: Whats the matter?
9c 10 a repeat it, please? 5Nina told Poppy that the police B: Im scared. Theres someone
hadnt finished their investigation. outside the window.
Poppy said that it would take along A: Theres nothing to worry about.
Speaking Listening time. Its only the wind.
1 1 6Rufus said that the suspect 4A: Whats wrong?
1if you ask me 2seems to me 1c 2d 3c 4c 5 b 6b 7b wouldnt answer the police officers B: Ithink Im going to miss the plane.
3come on 4agood point 5my questions. A: Dont worry. Everything will be
opinion 6do you think 7Ithink Vocabulary Tim said that he thought she had to. all right.
8agree 7Jack told Alex that the journalist
1 had written abook about the crime.
2
2 1access 2broadcast 3connect 1Youre kidding! 2Whats the
1In my opinion, 2You cant be Alex told Jack that he was reading it
4direct 5gossip 6photograph at that moment. matter? 3Theres probably asimple
serious! 3Dont you think 7star explanation. 4Idont believe it!
4Itotally disagree. 2 5Dont panic.
2 1The caller said that he didnt want
1psychological thriller 2horror
Vocabulary 3romantic comedy 4action film
to give his name. He thought the
Vocabulary
woman the police were looking for
1 5science fiction 6cartoon had bought aticket to New York the 1
1of 2of 3in 4in 5of 6in 3 week before. 1guilty 2piracy 3thief 4burgled
2 The Internet: (anti) virus , blog, 2Billy Davies said he had seen two 5accused 6Vandals 7innocent
1fell out 2gets on 3stands by download, online, website, search men looking at cars in the station car 8judge 9prisons
136

Workbook Answer Key
2 Listening
1explain 2punish 3recording
4crowd 5reduce 6explain
1
Conversation 1C
3 Conversation 2B
1assistant 2mask 3fingerprints Conversation 3E
4gun 5officer 6evidence 7guilty Conversation 4A
8sentence 9commited
Speaking
Extend your vocabulary 1
1 1A: Have you any ideas how
1had broken the law 2broke the ice B: If Iwere you
3break the news 4break arecord 2A: Could you give me some advice?
5broke; heart 6broke; journey B: Idont think you should
3A: Have you got any tips on how to
B: Why dont you
4A: What should Ido?
12 Fit and well B: Its better not to
2
Grammar 1If Iwere you 2Idont think you
Modal verbs should 3Have you got any ideas
1 about how to 4You should
1B: must 2B: should 3B: have to 5Why dont you
4B: mustnt 5B: shouldnt
6B:dont have to 7B: have to Vocabulary
2 1
1must 2mustnt 3should 4should 1j 2c 3i 4e 5h 6a 7b 8d
3 9f 10 g
1You dont have to take vitamins if 2
you have ahealthy diet. 1snowboarding 2hockey 3golf
2You mustnt take alot of painkillers. 4bowling 5horse riding 6baseball
3Imust lose weight. 7windsurfing
4You shouldnt move someone with
3
abroken leg.
1sport 2 exercise 3hiking
5Do Ihave to make an appointment?
4sailing 5aerobics 6cycled
6You should follow your doctors
advice. 4
1lungs 2back 3leg 4head
Reading 5heart 6stomach 7throat 8tooth
1 5
1c 1bandage 2flu 3ambulance
4team 5vitamin 6score
2
correct order: C, B and A 6
1give 2get 3lie 4suffered 5call
3 6fill 7make
1vow 2arduous 3stamina
4grave 7
1aspirins 2stay; bed 3fever
4 4virus 5depressed 6sympathetic
1F 2T 3F 4F 5F 6F 7F 8F 7bandage 8prescription
9painkillers
Grammar
Second Conditional Extend your vocabulary
1 1
1Id go; were 2met; d ask 1out 2up 3with 4on 5away
3wouldnt lose; trained 4didnt 6in
enjoy; wouldnt play 5Id go; were
6would; was 7were; would you play Writing
2 1
1If it were windy, we would go 1C 2A 3B
sailing. 2If you did an extreme
2
sport, which one would it be?
instructions paragraph 3
3Iwould go surfing every day if
information paragraph 1
Ilived in California. 4If you were
invitation paragraph 2
better at judo, you would have
ablack belt. 5If Iran akilometre, it 3
would kill me. 6If Ididnt live so far 1youre fine 2you heard 3happy
from the mountains, Iwould go 4Congratulations
skiing more often. 7Which martial
art would you do if you had the time?
8How would you feel if you won an
Olympic medal? 9If Iwere atennis
champion, Iwould play at
Wimbledon. 10 Iwould relax more if
Iwere you. 11She would do
aerobics if it wasnt so boring.
137

Workbook Tapescripts
Unit 1, Track 2, Reading experience. The camp languages are were staying at acampsite on the beach.
Russian and English. This is an opportunity Im going to take my guitar so we can
Erasmus to learn about the history of the area and spend the evenings relaxing and singing
Are you interested in other cultures, make new friends. afew songs. Ihope to do some sunbathing
meeting new friends, learning another Accommodation is in asmall tourist village as well if theres time.
language? Do you want to live and study with lots of sports facilities. Interviewer: Ihope so, Ruth. What about
abroad? If your answers are yes, then you, Oliver? Have you got any plans?
For more information contact Tom Jenkins
ERASMUS is what you are looking for!
tom.jenkins@teentravel.com Oliver: Yes, Im going to my familys
ERASMUS is the European Unions cottage in the Lake District for aweek.
education programme for university Germany
For this job you must enjoy working with This year, Im going with my cousins.
students. It helps students from more Were meeting in London and travelling up
than thirty European countries to study at children and speak good German. The
work includes planning games and other on the train together. My cousins are all
foreign universities. keen walkers and climbers but Im not
Students live and study abroad for activities for the children. Volunteers also
cook lunch for the children every day. going to go with them. Im taking lots of
between three months and ayear. The books, my laptop and some DVDs Im
time is part of their degree course, it isnt Accommodation is in ayouth hostel.
There are two with shared bedrooms (one just going to chill out, admire the view and
agap year. relax. So, Im putting my feet up and
ERASMUS for men and one for women), two
bathrooms, akitchen and agames room. taking it easy for awhole week! Luckily,
is fun and agreat thing to have on your one of my cousins loves cooking so hes
CV Volunteers eat lunch with the children but
must cook breakfast and dinner for doing all the meals.
helps you become more confident and Interviewer: Well, Ihope you are going
themselves.
independent to help with the washing-up! Thank
For more information contact Stefen
teaches you about life and yourself you, Im sure youre all going to have
Schmidt Stefenschmidt@summercamp.org
improves your language skills agreat time
France
introduces you to people from different
countries (10% of students meet their AFrench environmental charity is looking Unit 2, Track 6, Speaking
lifelong partner!) for volunteers to work in central France.
This year, the volunteers are going to One
Danielle A: How about visiting the thirteenth
remove rubbish from the Seoule River.
Im studying engineering in Rome for nine The work is near water so volunteers must century cathedral tomorrow?
months. Im having afantastic time: Im know how to swim. B: Im sorry, Im not keen on old buildings.
learning Italian, continuing my Two
Accommodation is in tents at alocal
engineering studies and making new
campsite. There is afree bus between the A: Lets go to the concert hall.
friends. There are Italian, French,
Spanish, Polish and Swedish nationals on campsite and the river. B: Yes, sure. Why not? Ilove music.
my course and everyone is friendly. For more information contact Celine Three
Pablo Debaene c.debaene@ourworld.org A: Do you fancy staying in ayouth hostel
Im studying in Leeds and its abrilliant or taking atent?
Unit 2, Track 5, Listening B: Campings fine with me.
experience! Im lucky because Im
bilingual in Spanish and English so Idont Interviewer: Tell me about your plans for Four
have any language problems. Leeds is the summer, Martha. A: We could visit the mountains next
acosmopolitan city but some foreign Martha: Im going to Sweden with my summer.
students cant understand the local boyfriend. Were going to spend aweek in B: Im sorry but climbing isnt really my
accent! avery unusual hotel, made of ice! cup of tea. Why dont we go to the beach
To find out more, visit the international Everything in the hotel is made of ice too instead?
student office at your home university or the beds, chairs and tables. It looks
you can find information on the Internet. really beautiful in the brochure. My Unit 2, Track 7, Speaking
boyfriend is really excited about it, but Im A: Do you fancy going to the art gallery?
Unit 1, Track 3, Speaking abit nervous Im worried that its going B: Im sorry, but art isnt really my cup of
Helen: What do you do, Ed? to be uncomfortable. Were going to take tea.
alot of warm clothes all the rooms are A: How about the museum?
Ed: Iwork for atravel company.
minus two degrees! Anyway its certainly B: Hmm, Id prefer not to. Why dont we
Helen: Do you? That sounds great. Do
going to be different. go to the cinema? Theres anew James
you like travelling?
Interviewer: Im sure it will be! Well, Bond film.
Ed: Yes, Ilove it. What sort of holidays do
Peter, what about you? A: Sure. Why not? It starts at 7.45 so do
you enjoy?
Peter: Im flying to the States on Saturday you fancy having apizzafirst?
Helen: Ilove cycling holidays. Im avery
with my parents. First were going to B: Thats fine with me. Ill get my coat.
enthusiastic cyclist.
spend three days in New York. Ireally
Ed: Are you? How far do you go? want to see the Ellis Island museum, and Unit 2, Track 8, Speaking
Helen: Usually no more than fifty miles. of course the Statue of Liberty. Were
The countryside near my home is staying in ahotel near Central Park. Its A: How about going camping at the
beautiful. quite expensive Ithink, but everyone tells weekend?
Ed: Is it? It sounds great. Ive got abike me the park is great in the summer. B: Id prefer not to. The weathers too
too. Theres always alot going on like free cold. Why dont we go hiking but sleep at
Helen: Have you? Lets meet up one concerts and things. Then were spending home?
weekend. afew days in Washington at my uncles A: Thats agood idea.
Ed: That sounds good but Ialways work house. Im really looking forward to it. B: We could take the bus from the city
on Saturday. Interviewer: Thats great! What are you centre, then walk.
Helen: Do you? Ican go next Sunday. doing this summer, Ruth? A: Ill bring apicnic!
Ed: Can you? Great! Lets meet up. Ruth: Im going to Cornwall at the end of B: That sounds good! See you on
August to do abungee-jumping course. Saturday.
Unit 2, Track 4, Reading
Im going with three friends from my class. Self-Assessment Test 1, Track 9, Listening
Estonia After ahard year at school we all want to
This is an international voluntary camp for do something energetic for achange! The One
young people aged 14-18. Local Russian- course is quite expensive, about 400, but Idont know when were leaving. The
speaking teenagers also attend the camp. Icant wait to go! At the end of the course plane is delayed, so were waiting to find
The main work is to restore old farm we have the chance of jumping 60 metres out what time the flight is going to be.
buildings in the area. Volunteers do not over the sea. Its going to be fantastic, but Right now were going to sit in
need to have any special skills or probably abit frightening as well. And arestaurant and eat lunch. Weve got
138
Z05_SUCC_TB_PINGLB_7131_TAPE.indd 138 11-09-26 18:07

some money from the airline because the United Nations, Ghana and Sleep scientists are researching the
were late. Ihope were not too late Czechoslovakia. In Czechoslovakia from problem. They say that it is crazy to fight
because our hotel is along way from the 1989-1992, she saw the Velvet Revolution. nature so the only answer is for schools to
airport and the children are tired. Later she said That was the best job start later. As one scientist said, At 7.30
Two Ihad. a.m. students are at their desks but their
Im going to go camping this year. Ive got brains are at home in bed. Luckily, some
anew tent, arucksack and anice, warm Unit 3, Track 11, Speaking head teachers listened to the new
sleeping bag. My friends dont want to One scientific advice and changed their school
come with me they like sunbathing and A: Is it OK if Ipark here? hours. The results are very interesting:
relaxing but Ithink thats aboring way to B: Im afraid not. Its not allowed. teachers and parents say students behave
spend your time. Iwant to walk in the better, learn more, get better marks and
Two
mountains. Im not sure where Im going fewer students drop out.
A: Do you mind if Iuse your laptop?
to go yet Poland looks interesting, or B: No, please do. Im not using it.
maybe the Pyrenees. Unit 4, Track 15, Speaking
Three
Three One. Maggie
A: Do you mind if Iturn off the radio?
This is great! Were leaving in about an It was in November 1963 and I was eating
B: No, Idont mind. Im not listening to it.
hour. Ican see the ferry and Im waiting to dinner with my family. Aneighbour came
drive on. Theres aman checking tickets Four in and said that President Kennedy was
and apassport control and then we can A: Can Itake my phone into the exam? dead. Iwas about ten years old so Ididnt
go. Im hungry now. When Iget on the B: No, you cant! Leave it in your bag really understand but Istill remember my
boat, Im going to find aseat in the outside the room. parents faces they were shocked and
restaurant next to awindow and eat Five Iwas frightened. Then Mum switched on
breakfast. My last English breakfast for A: Do you mind if Ieat this sandwich? the TV news Iremember it was black
two weeks! B: Yes, Ido. Im saving it for my lunch. and white. We watched the TV for along
Four time but finally mum told me to go to bed.
Unit 3, Track 12, Speaking Like most people my age, Ill never forget
This is so exciting. This afternoon, were
going to go to the travel agents and book One that day.
our holiday. Were going to have amonth A: Can Isit here? Two. Pete
in India. Icant believe it! The price B: Sorry, you cant Im travelling with It happened on October 6th 1996. Iwas
includes flights, hotels and travel in India afriend. sixteen years old. Afilm company came to
and were going to see everything the Two my school looking for teenagers to be in
Himalayas, the Taj Mahal, The River A: Is it OK if Iopen the window? afilm. First, we read aplay and then they
Ganges. Iwant to ride on an elephant in B: Sure, no problem. filmed us acting. They told us to wait and
the jungle and see atiger. Three they went out of the room to discuss our
Five performances. After awhile, aman came
A: Do you mind if Iuse your phone?
Im not going anywhere this year. Ive got back and said, Pete, we want you in the
Ipromised to phone my dad.
two weeks holiday in July but Iknow film. Iwas amazed! Iwas in the film and
B: No, please do. Idecided to be an actor. So October 6th
what Im going to do. Im going to paint
the house, work in the garden and relax. Unit 3, Track 13, Speaking was the day that changed my life!
Ilike holidays but when Icome home Im
always more tired than before Ileave. One. You want to share atable in Unit 4, Track 16, Listening
Ihate flying, and holidays in England are acaf. Radio Interviewer: My guest today on
very expensive. Imight go cycling at the A: Is it OK if Ishare your table? Radio Poetry is Gregory Thompson.
weekend but nothing else. B: Sure, no problem. Welcome to the programme, Gregory.
Two. You want to use afriends Guest: Its apleasure to be here.
Unit 3, Track 10, Reading bicycle. RI: Youre interested in the romantic
One A: Do you mind if Iuse your bicycle? poets, arent you?
The British violinist Nigel Kennedy was B: No, Idont mind. G: Yes, Iam Ifind their poetry and lives
born into amusical family in 1956. He was Three. You want to borrow apen from very interesting. Ifirst read Coleridges
atalented child so he went to aspecialist your teacher. Kubla Khan at school. Ithen read more of
music school. His career started when he A: Can Iborrow apen, please? his poems and those of his friend, the
recorded Vivaldis Four Seasons in 1989 B: Im afraid not, Ihavent got aspare one. poet, William Wordsworth, and Istudied
and he is now the worlds best-selling the romantic poets at university.
classical violinist. However, he often Unit 4, Track 14, Reading RI: So your main interest is in Coleridge
shocks people because he doesnt look or Students are at their desks but their and Wordsworth?
behave like atypical classical musician. He brains are at home in bed. G: Well, it was. But now Dorothy
wears unusual clothes (he sometimes Why are typical teenagers never tired at Wordsworth Williams sister fascinates
wears afootball scarf when he performs!) 11 p.m. but they hate getting up in the me.
and experiments with different styles of morning? Are they lazy? No, the good RI: Can you tell me why?
music. Nigel Kennedys down-to-earth news is that its natural. G: First let me tell you abit about the
behaviour makes him popular with people Everyone has anatural body clock which family. There were five children and their
who arent usually fans of classical music. tells them when to wake up and fall father died when Dorothy was twelve
Now, he lives in Krakow with his wife, asleep. In teenagers, the chemical that years old. After that, she went away to
Agnieszka. He supports the local football controls sleep, melatonin, is in their brains school and then when she was ayoung
team, Cracovia, and sometimes performs between 11.00 p.m. and 8.00 a.m. The woman she lived with different members
with alocal group of musicians called result is that teenagers dont feel tired late of the family.
Kroke. in the evening but, when they get up RI: Was William with her?
Two before 8 a.m., their brain is telling them to G: No, at that time he wasnt. The family
In the 1930s, the worlds most famous sleep. This lack of sleep means they are didnt have alot of money, so the children
child film star was Shirley Temple. She often unhappy, angry, cant learn and get couldnt be together. It wasnt unusual
started work when she was only three bad marks. then for poor relations to go and live with
years old and made more than forty films In the US, alot of high schools start at grandparents, aunts, uncles and so on.
before she was twelve. When she became about 7.30 in the morning. This means the Dorothy finally lived with her brother
ateenager, her career in movies was over. students are at their desks after only five again when she was in her twenties and
As an adult, she married, had children and or six hours sleep. However, they need after that she spent her life looking after
worked in public service. In 1967 she tried 9-10 hours because their bodies and him. She never got married.
unsuccessfully to win aseat in the US brains are still developing so they are very RI: But why is she fascinating? She
House of Representatives. However, she tired. Tiredness means 20 percent of high doesnt sound very interesting.
then had several jobs representing the US school students fall asleep during their G: Well, in the 1930s about eighty years
government and she was ambassador to first two hours of school. after she died, someone found her diaries.
139

These are extraordinary she wrote 1989, awriter named Robert B Parker Unit 5, Track 20, Speaking
about her day-to-day life, nature, her poet finished it.
brother and their famous friends like For this weeks homework, Ihave got The picture shows acity street. Its
Samuel Coleridge and Sir Walter Scott. some of Chandlers work for you to read probably somewhere in Europe. On the
When you read the diaries, you learn alot and we will talk about it next lesson. Here right and the left there are shops and cafs.
about how much she helped her brother. you are There might be flats and offices above the
In fact he sometimes used her ideas in his shops. In the background there is atall
poems. Unit 5, Track 18, Reading building it looks like achurch. Its asunny
RI: As they say, behind every great man day and people are walking along the
Home, sweet home. pavements. It looks quite relaxed.
there is agreat woman. One day, you may share arented flat with
G: Im sorry? What? other people. Sharing ahome with other Unit 6, Track 21, Reading
RI: Behind every great man there is people can be the most fantastic fun but it
agreat woman. Imean, Wordsworth Some British primary schools are
can be your worst nightmare if you dont encouraging the children to drink more
could write poems and be famous because think ahead.
she looked after him and the home. water. This is because scientists believe
People fall out over the tiniest things: who that our brains need water to send
G: Oh, yes but thats what most women finished the milk? who used all the hot
did then. messages and make connections. They
water? who played loud music late at say that abottle of water is the easiest
RI: Indeed. Did Dorothy publish anything night? But you can avoid alot of arguments
when she was alive? way to improve childrens health,
if you follow the practical advice below. behaviour, learning and test results.
G: No, she didnt. It is clear in her diaries Money.
that she didnt want to be famous her In Green Dale Primary School, all the
This is the most frequent cause of pupils have awater bottle on their desk.
job was to look after her brother so he arguments. When you move in, have
could write. No one outside her family They can drink as much water as they
ameeting with everyone and agree how want and then fill up their bottle from the
read her diaries until the twentieth you will divide the bills. Dont expect one
century. However, as Isaid, William used tap. Mrs Harris, head teacher, told our
person to pay for the electricity and then reporter, Everyone needs to drink alot of
some of her notes and ideas in his poems. try to collect everyones contributions.
RI: So what happened to Dorothy? water its good for our bodies, our brains
Privacy. and its free. Some children drink too
G: Sadly, during the last part of her life People enjoy different levels of social
she had serious health problems. She died many fizzy drinks. Soft drinks and colas
interaction. Some of us love chatting over have too much sugar they are unhealthy
in 1855, five years after her brother. It was acup of coffee but some people arent as
nearly ahundred years after her death and they cause discipline problems.
outgoing as others. Learn to respect your The school and parents are impressed by
that people learned about how much she flatmates space. Never go into someones
helped one of our greatest poets. the results. The Year Five teacher said,
room when theyre out and always knock After only two weeks, things were alot
RI: Can we read her diaries? on the door if it is shut. better in my classroom. Now, the children
G: Yes, of course you can. You can buy Shared rooms. concentrate better and they are more
them online or in any good bookshop. Hopefully, the accommodation will be awake in the afternoons. In the past, when
RI: Well, Ithink our listeners will be spacious enough for everyone to have they drank sugary drinks, they were much
interested to find out more when they their own bedroom. However, there will be noisier and didnt behave well. Day after
read these. Thank you for coming into the rooms that everyone uses, for example, day, Iused to see tired and bad-tempered
studio the kitchen and the bathroom. These children who couldnt learn because they
Self-Assessment Test 2, Track 17, Listening common areas need to have their own were thirsty. Ialso saw children going into
rules. the school sick-room with illnesses which
Good morning. Now, as you should In the kitchen, make sure you always do could be cured with aglass of water.
remember, last week we were looking at your washing-up (or load the dishwasher) Mrs Williams, whose son Billy is in Year
the works of Ernest Hemingway. Did you and dont help yourself to anything in the Five, said, Ithink its avery good idea.
all do your homework? Good. Ill collect it fridge or freezer you arent in your Water is better for the children and it
in at the end of the lesson. Now today, parents house now! doesnt cost anything. Inow give the
were going to look at some of the greatest The golden rule for any shared bathroom children more water at home and Ithink
writers of detective stories. Later Ill tell is: leave it as clean as you like to find it. they are healthier and happier. Another
you about Sir Arthur Conan Doyle who Clean the bath and dont leave your dirty mother added, When you see the Prime
wrote the Sherlock Holmes books but first clothes and wet towels on the floor. Minister speaking, he always has abottle
Iwant to look at an American writer, Housework. of water next to him. Why cant our
Raymond Chandler. Does anybody know Obviously, some people are cleaner than children have the same?
him? No? Well, never mind. others! Its easiest to share with people The children had the last word on the
He was born in 1888 and spent the first who have similar standards of cleanliness subject: Its OK but Ilike cola more. Idont
few years of his life in Chicago but, when to you, but youll probably need to like water very much but Idrink it. Now
he was achild, his family moved to compromise. If the house gets dirty or no we drink more water we need more toilets.
England. He went to school at Dulwich one does the washing-up, have achat with Its great its free and Ilike it. Iprefer
College, thats an expensive private school your flatmates about having arota for fizzy mineral water tap water is boring.
in south London, but he also studied in cleaning.
France. He became aBritish citizen but Communication. Unit 6, Track 22, Listening
he moved back to America in 1912. If aflatmates behaviour is driving you
During the First World War he was A
crazy, you need to deal with the problem. Girl: Excuse me, you forgot to bring one
asoldier in the Canadian army. After the Its not agood idea to leave angry notes or
war, he went to live in southern California of the pizzas. My friend ordered
to get revenge. The best answer is to aNeapolitan.
where he had many jobs. He worked as discuss the problem in an open and
ajournalist, teacher and pilot. He also Waiter: Im sorry about that. Icompletely
friendly way. forgot about it.
wrote books of course, and all his stories
were about Philip Marlowe. Marlowe was Unit 5, Track 19, Speaking Girl: Thats OK but please bring it now.
aprivate detective in Los Angeles, atough B
but very honest man. All of these stories 1 The picture shows astreet with Man: Excuse me, Im sorry but its the
were also made into films, perhaps the detached houses. wrong order. Iasked for aham and
best and most famous is The Big Sleep 2 Its probably somewhere in Europe. pineapple pizza, not sausage and red
starring Humphrey Bogart and Lauren 3 It looks like atypical street in the pepper.
Bacall. suburbs. Waitress: Im very sorry about that.
He wrote his first story in The Black Mask 4 In the background, there are some Imade amistake when Iwrote down the
magazine in 1933 and wrote his first book trees. order. Let me ask the chef to make
in 1939. That was The Big Sleep. He only 5 In the foreground, there are two boys another one. Do you mind waiting another
wrote seven books but an eighth, Poodle playing football. 15 minutes?
Springs, was unfinished and, finally, in 6 Perhaps the boys live in the street. Man: No, thats all right.
140

C Five past, natural events caused these climatic

Woman: Excuse me, theres amistake in Speaker C: Im really sorry Ididnt send changes but now scientists use the phrase
the bill. you abirthday card. Iwas really busy and climate change to talk about changes
Waiter: Could you show me, madam? Iforgot to post it. which started with the growth of industry
Woman: Look, here it says two pizzas but Speaker D: Thats OK, dont worry about in the nineteenth century. The changes
we only had one. We had one pizza, two it. people are worried about now are the
salads and two glasses of mineral water. result of human behaviour not natural
Waiter: Iam sorry, Ididnt realise. Ican Self-Assessment Test 3, Track 25, Listening changes in the atmosphere.
change the bill for you here. Restaurant owner: Good afternoon, can 2 Climate change and the future
D Ihelp you? Scientists study unusual weather events,
Customer: Im sorry but its the wrong Johnson: Good afternoon, sir. My names for example heatwaves, and other evidence
price its too much. Johnson. Im from the Public Health of climate change to predict our future
Department. Heres my card. Im here to weather. Avery important part of their
Server: No, its not. work is looking at the long-term effects of
Customer: Yes, it is, its amistake. It says look at your kitchens to check that they
are clean and that everything is OK. Can climate change on our environment. For
up there: One pizza is five pounds, two are example, water is extremely important for
eight pounds, not ten. Icome in?
human life. Is rainfall going to increase? Or
Server: Im sorry, youre right. That was Owner: Of course. will there be less rain and more hot
rather stupid of me. Johnson: Thank you now, could you weather? Some people believe that water is
Customer: Never mind, heres atenner. show me the way? so important that there will be wars about
Server: And heres your change. Owner: Through here. it in the future.
Johnson: OK, please tell your cooks and 3 Changing our behaviour
Unit 6, Track 23, Speaking kitchen workers not to stop working. There are alot of things we can do to slow
Idont want to disturb them. Now, first, down climate change. Instead of using
One
can you show me where you keep your coal, oil and gas which produce
A: Excuse me, theres amistake in this bill. meat, please?
B: Im really sorry, madam. Iadded 10 by greenhouse gases, we will need to get
Owner: Here it is. Weve got two large more energy from sources such as the
mistake. fridges for meat and afreezer here.
Two sun, wind and water. Already there are
Johnson: Aha, mmm. wind farms in Europe and governments
A: My parcel still hasnt arrived. Owner: What are you writing? Is are going to build more. We can also be
B: Im really sorry. Isent it to the wrong everything OK? These fridges are very more environmentally-friendly in our own
address. new. We bought them last year and we lives. For example, when you go to bed
Three clean them every day. tonight, are you going to turn off your
A: Excuse me, but why is this book wet? Johnson: OK, thank you. Now, Id like to computer and TV or will you leave them
B: Im sorry. Idropped it in the bath. It look at the cupboards yes, Isee pots on standby? This weekend, are you going
was rather stupid of me. and pans, knives and forks, very good. to use public transport or drive your car?
Four Wait aminute. Whats that? On the floor? By making small changes in our lives, we
A: Im sorry but Icant eat this Im Cheese? can help to save energy and reduce
avegetarian. Owner: Oh that, er well you see we had pollution.
B: Im sorry. Ididnt realise. Have some mice in the kitchen and we put those near 4 International action
vegetable curry instead. the cupboards to try to catch them. Do you know about the Kyoto Protocol? In
Five Johnson: Oh dear, mice 1997, the countries of the United Nations
A: This table is too small for eight people. Owner: Dont worry, we havent got any met in Kyoto, Japan and agreed to try to
B: Im very sorry but there isnt abigger mice now. This cheese is old. Weve got control climate change. In 2005, the
table free. acat that lives in the kitchen. He catches agreement became international law. The
Six the mice, look. countries which signed the agreement are
A: You forgot to text me about the party. Johnson: Acat? In the kitchen? going to reduce their greenhouse gases by
Owner: Is that bad? Hes very clean. 5.2% before the end of 2012. The only two
B: Im sorry, Icompletely forgot.
Johnson: You cant have acat in the industrial countries that didnt sign the
Seven agreement are the USA, the worlds
A: This spaghetti Bolognese isnt hot kitchen. Now, these sinks. Are they for
washing vegetables or dirty plates? biggest polluter, and Australia. In 2009,
enough. world leaders met again for the United
B: Im very sorry. Let me take it back to Owner: Er Both.
Nations Climate Change Conference in
the kitchen. Johnson: Both? You wash vegetables in
Copenhagen, Denmark. After alot of
Eight the same sink that you wash dirty dishes.
discussions and arguments, they agreed to
A: Youre very late! You cant do that.
continue trying to reduce greenhouse
B: Im sorry it wasnt my fault. The train Owner: But we clean them very well. gases but, this time, it isnt alegal
Hello, Patrick. Patrick works here. agreement.
was delayed.
Johnson: Wait aminute. Hes washing his
Unit 6, Track 24, Speaking hands in that sink. Unit 8, Track 27, Reading
Owner: Oh yes, hes very clean.
One Dancer takes the right steps
Johnson: But its the same sink. Oh dear,
Teacher: Your homework looks terrible It is very difficult for people who work in
oh dear
its wet and its got teeth marks. show business to find permanent jobs.
Johnson: Well, the inspection is finished Out-of-work actors, singers and dancers
Student: Im really sorry about that. It now. Ill send you afull report in afew
was an accident. My dog ate it. often work in bars or restaurants while
days but Ican tell you some of the things they are looking for work.
Two Isaw today which arent good enough:
Customer 1: Excuse me, theres However, when 19-year-old Heidi Calver
animals in the kitchen, only one sink, dirty
amistake in my change. moved to London to build her career as
fridges, cooked and uncooked meat in the adancer, she decided not to be awaitress
Waiter: Im very sorry. Heres the five same fridge, dairy foods not put away in again. Ihoped to get work as afull-time
euros. the fridge, food on the floor, two workers dancer but Iknew that was an impossible
Three tasting the soup and putting the dirty dream! Idont mind working in cafs and
Customer 2: Im sorry but my coffee is spoon back into the soup Im going to bars but Iprefer being in touch with other
cold. come back again in one month and Iwant dancers and entertainers. Ilooked for jobs
Waitress: Im sorry, Iforgot to bring it to to see this place cleaner and better which are linked to show business and
the table. Heres afresh one. organized than now. Goodbye. Iwas very lucky Igot ajob as an evening
Four Owner: Goodbye. manager for asmall dance studio in north
Speaker A: Where were you last night? London.
Iwaited at the cinema for half an hour! While Heidi was working for the dance
Speaker B: Im sorry but Icompletely 1 What is climate change? studio, she learned that alot of the
forgot. The Earths weather is changing. In the teachers at the studio got their jobs
141

through an Internet job agency for Receptionist: Im sorry Mr Brown isnt in Maria: Bye, Paul. See you soon.
dancers. She applied for ajob with the the office today. Can Itake amessage? Paul: Yes, bye.
Internet company and aweek later she Caller: Yes, please. Could you tell him his
was part of the sales team. After only sister phoned? Unit 8, Track 30, Speaking
amonth, the manager asked her to be his Receptionist: His sister, of course. Ill Simon: Hello, Smiths Shoe and Boot
personal assistant. It was apromotion leave anote on his desk. Factory. Can Ihelp you?
with apay rise so Isaid yes! immediately. Caller: Thank you. Caller: Can Ispeak to Dee, please?
The company is one of Britains largest Receptionist: Youre welcome. Goodbye. Simon: Im sorry, she isnt here. Can
agencies for performing artists so Heidi is Caller: Goodbye. Itake amessage?
always very busy. Ilook after my bosss B Caller: Yes, please. Can you tell her Gene
diary, make his travel arrangements, Naomi: Cambridge 3428933. phoned?
answer the telephone. In fact, Idont mind Anna: Hi, is that Stella? Simon: Yes, of course. Anything else, sir?
doing anything to help! Imight take Naomi: No, its her sister, Naomi.
photographs of aspiring dancers for the Caller: No, its OK, thanks. Ill call back
Anna: Sorry Naomi you sound the same. later.
website, look for twenty singers for abig Its Anna here can Ispeak to Stella,
London musical, find apianist for an Simon: OK, Ill tell her. Thank you for
please? calling. Goodbye.
orchestra or help someone to write their
Naomi: Sorry, shes not here. Do you want Caller: Goodbye.
CV.
to leave amessage?
Ihate being bored so this job is perfect Anna: Yep, can you ask her to email our Self-Assessment Test 4, Track 31, Listening
for me and it keeps me close to the French homework to me?
world of dance. Ihear about dancing jobs Sara: Well, Im all ready to go. This is so
Naomi: Has she got your email address? exciting, three months back-packing
and my boss is very good at letting me
have time off last month Idid arock Anna: Im not sure, Ill give it to you now around Europe!
video and the month before Iwas in its anna dot green all lower case at Mum: Oh, Im so worried! Are you sure
achildrens TV programme. btt dot com. youll be all right?
Naomi: anna dot green did you say Sara: Yes, Mum. Dont worry, Itold you.
Istill want to make my career in dancing
lower case? Everything is organised. Ill be fine. Ill be
but Im happy to wait. Im very lucky
Ienjoy my job and every day is an Anna: Yes, all lower case. with Jill and Fran. Theyll look after me.
adventure! Naomi: at btt dot sorry, did you say net Mum: Have you got your mobile phone?
or com? Sara: Yes, of course.
Unit 8, Track 28, Speaking Anna: com Mum: And where are you going?
Naomi: OK, Ive got it: anna dot green at Sara: Mum! You know this. Youve got
A btt dot com. Ill leave anote in her
Receptionist: Good morning, Barretts amap in the kitchen with everything on it.
bedroom.
Engineering. How can Ihelp you? Were getting the ferry to Holland and
Anna: Thanks very much. were going to stay in Amsterdam for
Caller: Id like to speak to Mr Brown, Naomi: Thats OK, bye.
please. aweek. Then we might go to France or
Anna: Bye. maybe to Germany. Well see. Iwant to go
Receptionist: Im sorry, Mr Brown isnt in C
the office today. Can Itake amessage? to Germany but Jills got afriend in
MS: Hello? France.
Caller: Yes, please. Could you tell him his
Cassandra: Hi, is Tim there? Mum: What will you do if you lose your
sister phoned?
MS: No, Icant see him. Ithink he must be money?
Receptionist: His sister, of course. Ill
in the bar. Sara: Ive got my credit card. If Ilose that,
leave anote on his desk.
Cassandra: Could you take amessage? Iwill ring the bank Ive got their number
Caller: Thank you.
MS: Yeah, OK. on my mobile phone. They will stop the
Receptionist: Youre welcome. Goodbye.
Cassandra: Can you tell him Cassandra card and Ican get anew one in afew days.
Caller: Goodbye. phoned and Ill borrow money from Jill and Fran and
B MS: Sorry? then give it back to them later. And well
Naomi: Cambridge 3428933. Cassandra: Cassandra probably get part time jobs somewhere.
Anna: Hi, is that Stella? CASSANDRA. We can work in arestaurant. We all speak
Naomi: No, its her sister, Naomi. MS: c as s an d r a, got that. French.
Anna: Sorry Naomi you sound the same. Cassandra: and ask him to call me on Mum: What about if youre ill? What will
Its Anna here can Ispeak to Stella, please? 0207 7268 7362. you do?
Naomi: Sorry, shes not here. Do you want MS: Sorry, could you say it again? Sara: Mum, Itold you. Weve got these
to leave amessage? Cassandra: 0207 7268 7362. cards, EHIC cards. If were sick we can go
Anna: Yep, can you ask her to email our MS: Ill just read it to you: 0207 7268 7362. to any hospital in Europe and we wont
French homework to me? Cassandra: Thats right. Thanks. have to pay any money.
Naomi: Has she got your email address? MS: Bye. Mum: But you wont be able to
Anna: Im not sure, Ill give it to you now Cassandra: Bye. understand the doctors.
its anna dot green all lower case at D Sara: Im sure theyll probably speak
btt dot com. English or French. Fran speaks German
Maria: Hello?
Naomi: anna dot green did you say too.
Paul: Hi Maria, its Paul here. Can Ispeak
lower case? Mum: What will you eat? Will you cook?
to David?
Anna: Yes, all lower case. Sara: Well stay on campsites or in
Maria: Oh, hello Paul! Sorry, hes not
Naomi: at btt dot sorry, did you say net home yet. Can Ihelp you? hostels. Well probably eat in restaurants
or com? but, if not, well buy food in supermarkets.
Paul: Idont know he left amessage on
Anna: com my answerphone asking me to ring him. And dont worry, Ill eat lots of fruit and
Naomi: OK, Ive got it: anna dot green at Maria: Did he say what it was about? vegetables, it wont be burgers and chips
btt dot com. Ill leave anote in her every day! Now, Imust go, the taxis here.
Paul: No, he just said to ring him but he
bedroom. didnt say why. Mum: Will you come home if youre
Anna: Thanks very much. unhappy?
Maria: Mmm, sorry Paul, Ive no idea
Naomi: Thats OK, bye. what its about. Sara: Yes, Mum.
Anna: Bye. Paul: Well, can you let David know Ive Mum: Have alovely time and be careful.
phoned and ask him to ring me between 7 Sara: Iwill. See you in September.
Unit 8, Track 29, Speaking Mum: Will you phone?
and 8 this evening?
A Maria: OK, Im going out in half an hour Sara: Yes, Ill phone you from Amsterdam.
Receptionist: Good morning, Barretts so Ill leave him anote. Sorry, did you say Just stop worrying, Mum! Bye.
Engineering. How can Ihelp you? between 7 and 8?
Caller: Id like to speak to Mr Brown, Paul: Yes, thanks, Ill definitely be home
please. then. Weve been together
142

Continuing our regular feature about listened to by about 150 million people. Lets go to our next caller, Ian, who wants
couples. The only time that the service has stopped to talk about tabloid newspapers. Whats
Greg Howes and Yolanda Drake was in 1985 when BBC workers went on your point, Ian?
Greg: We first met ten years ago. We were strike. The strike was because the British
both art students at Queens Art School. government had wanted to ban Self-Assessment Test 5, Track 36, Listening
At the time, Iwas going out with someone adocumentary which included an interview Presenter: Good morning and welcome
else and Idefinitely wasnt looking for with amember of Sinn Fein (the political to Network Souths Monday morning
another girlfriend. Yolanda was just party which wants to unite Ireland). phone-in show. Today were talking about
another person in my class Iliked her In countries around the world where the relationships and we want you to
but she was very quiet and Iwasnt news is tightly controlled or censored, the telephone with your problems, advice,
romantically interested in her. That all BBC is trusted to be honest and truthful. stories, happy or sad. Whatever you want
changed at the end of our second year. We Some governments try to stop their to talk about, just pick up the phone and
were at the same party and we were both people listening by either blocking the call 01616 328415, thats 01616 328415.
bored so we left and went to acaf. Thats radio signals or the BBC website. And our first caller is Jenny. Hi, Jenny.
when everything changed we got talking World Service radio programmes are Jenny: Yes, Ijust wanted to phone to say
and at eleven oclock the waiters told us to broadcast twenty-four hours aday, seven that my advice for anyone who has
leave! We went back to her flat and talked days aweek. It is also used to send problems with relationships is to listen to
all night. By the next day, Iknew she was emergency messages to British people each other. Its very easy to think you are
the right woman for me Isplit up with overseas. For example, in 1970, amessage right but there must be some reason why
my long-term girlfriend and Yolanda and told British listeners in Jordan to evacuate the other person sees things differently.
Ihave been together ever since. Weve the country immediately. More recently, Presenter: Thank you, Jenny, thats
been married for seven years and weve when the tsunami hit Asia on 26th agood point. Im sure we all agree. Now,
never spent aday apart. Icant imagine December 2004, programmes were Daria, you have asad story, Ibelieve.
ever wanting to be with anyone else. extended to bring the latest news to the Daria: Yes. Well, not very sad now. Iwas
Yolanda: Ive been in love with Greg since people in the disaster areas. Within hours going out with my boyfriend for two years
day one! Isaw him during my first week at of the tragedy, online sites were giving when he suddenly left me. We were always
college and Ithought he was fantastic information to the victims and their happy, never argued, never had any
but hes agreat extrovert and Iam quite families and the message boards were problems and Idont think he had another
shy so it took awhile to get to know him. looked at by more than two million people. girlfriend. He just suddenly finished the
When Ifound out he had agirlfriend, Iwas relationship and never told me what was
broken-hearted! Iwent out with one or Unit 10, Track 35, Listening
wrong.
two men but no one serious. We finally got DJ: And that was this weeks number one. Presenter: If Darias ex-boyfriend is
together after two long years Iwas at Youre listening to Radio X. This is Jan listening, can you telephone and tell us
afriends party and Greg suggested going Turner on Turners Turning World the why you left her! Stuart. What do you
for acoffee. We ended up talking all night phone-in where the listeners decide what want to say?
and that was that! Weve had small we are going to talk about. Weve got our Stuart: Ive just split up with my
disagreements over the years but weve first caller on the line. Its Hazel from girlfriend. She wanted to go out all the
never had abig fight Ithink its because Enfield. Hi there, Hazel. time and she didnt like me playing
we are so different. He still loves being the Hazel: Hi, Jan. computer games with my friends. You
centre of attention and Im happy to be DJ: Okay, why have you called this
the quiet one. Icant believe Ive been so have to put alot of effort into having
morning, Hazel? agirlfriend, thinking of what to wear,
lucky the man of my dreams fell in love Hazel: Well, Iwanted to talk about
with me and weve been happy for eight where to go, what to say. It was too much
advertising on kids TV. There are lots of for me.
years! We havent had any children yet but ads for toys and junk food and clothes.
were hoping! Presenter: Iknow what you mean,
Idont think its right. Stuart! Now, heres some good advice,
Unit 9, Track 33, Speaking DJ: Uhuh? Whys that? from Emily, Ithink? Emily?
Hazel: Well, my two boys believe the Emily: Yes. Ijust want to say, that Ive
Ben: Ihavent got very good marks. If you advertisements and they want everything been married for 40 years and were still
ask me, Ishould leave school now. they see. Then they ask me and ask me to very happy. Ill tell you why. We have
Mum: Thats true but Idont think you buy junk food and the latest trainers. Its always had two days aweek when we do
should leave school. terrible, we dont have much money but what we want. Igo to my friends, my
Ben: It seems to me, Im wasting my time. Ihave to buy expensive things for them. husband goes to the pub or the football
Icould get ajob. DJ: So your children see an with his friends. We can come home
Dad: Oh come on! You need to work advertisement, and you have to buy anytime we want. The other five days
harder. If you get better marks, youll things? Idont understand. Why do you were together. Thats what everybody
enjoy school more. have to buy expensive things for them? should do.
Mum: Thats agood point. Hazel: Because all their friends at school Presenter: Good advice. Now, heres
Ben: But its really boring. have them and Idont want them to be aquestion from Ed.
Dad: In my opinion you are being lazy! different. If their friends have Ed: Yes, Ive got abit of aproblem. Ive
What do you think, dear? DJ: Excuse me, can Ijust say that its done something abit stupid, Iwont tell
Mum: Personally, Ithink Dads right. aparents job to say no sometimes? And you what it was and my girlfriend is very
Itotally agree with him. to sometimes turn off the TV? Weve got angry with me. We havent split up but Im
our next caller on the line. Hi is that worried that we might. Iwant her back
Unit 10, Track 34, Reading Rupert? but Idont know how to tell her Im sorry
The BBC is known all over the world for its Rupert: Yes, it is. so that she will believe me. Any ideas?
fair and informative reporting. In the UK, DJ: And whats your point, Rupert? Presenter: Im sure somebody will
BBC radio and TV is paid for from the Rupert: Iwork in the advertising business telephone to help, so keep on listening,
listeners and viewers licence fees. However, and our research shows that children like Ed. Now, one last caller before the news
the World Service, which is broadcast to adverts. The ads give the children and weather. Over to you, Sam
almost every country in the world, is funded information and they can use it when they Sam: Idont know what Ed did but Ive
by agovernment department called the spend their pocket money. also made afew mistakes and lost some
Foreign and Commonwealth Office. Despite DJ: You cant be serious! The adverts are very nice girlfriends because of them.
this, the World Service has editorial there because companies want to sell When Iwas younger, Ithought Icould do
independence which means the government things! They are not to inform children! what Iwanted and the girlfriend would
cant control what is broadcast. Rupert: Yes, they are. The advertisers still be there waiting for me when Igot
In addition to news, the World Service want to educate the kids who are home. Now Im older, Iknow this isnt
broadcasts drama, sports and educational DJ: Id just like to say that Idont think true. Now Ive met the perfect girl and
programmes. The programmes are in more many parents will agree with you ads are Ithink Im the perfect man. Well, almost!
than forty languages including Arabic, about selling, not education. If youre Presenter: OK, thank you Sam. Well be
Greek, Mandarin Chinese, Polish, listening and you have an opinion on this back with more calls in two minutes so
Romanian and Spanish and they are or anything else, call me on 0200 8374873. dont go away.
143

Unit 11, Track 37, Reading days. In years four and five, they have to Four
run the same distance but for 200 days. In Chemist: Can Ihelp you?
Andrew Cooper stayed at the worlds most the last two years of training, things get Customer: Ineed some advice, please.
expensive hotels, flew first class all over even more arduous. By the sixth year, Ive got aterrible headache.
the world and bought the best clothes they have enough stamina to run 60
money can buy. However, yesterday Chemist: And have you got
kilometres aday for 100 days and this is atemperature?
Cooper exchanged his five-star hotel room increased to 84 kilometres or two
for acell after he was sentenced to six Customer: No, Ihavent.
marathons aday in the seventh year. To Chemist: Idont think its anything to
months in prison. add to the difficulty of the test, they must
Unemployed Cooper, 23, from Cardiff in worry about. Ican sell you some aspirin.
stop and pray at 260 temples on the route Customer: Thanks. How many should
south Wales, had conned twenty-five which means the run can take 20 hours so
credit card companies and banks before Itake?
they have very little time for sleep. Chemist: Take two every four hours. But
he was caught last December. He had used Four
stolen account numbers to buy designer you mustnt take more than 8 in a24 hour
This level of difficulty means that only period. And if the headache lasts more
clothes, jewels and plane tickets on the thirty monks completed the challenge in
Internet. When he was arrested, police than acouple of days, you should think
the whole of the 20th century. In previous about seeing adoctor.
found a12,000 pound watch which he had centuries, men died and their graves are
bought only aweek before. along the route of the race. For the monks Self-Assessment Test 6, Track 40, Listening
Coopers life of crime finally came to an who enter the race, there is no room for
end when he was caught by detective failure: if they dont complete the course, Host: Its the holiday season so weve
Wendy Abbott. She had first investigated they have to kill themselves (although invited Doctor Grace Chan to give us some
him four years ago when he was using the there havent been any suicides since the holiday advice.
name Mr Conway. After yesterdays trial, 19th century). Guest: Well, advice on staying fit and well
Ms Abbott said: It was adifficult Five on holiday. Theres nothing worse than
investigation because alot of his crimes The marathon monks give anew meaning getting ill when you are away from home
were committed on the Internet. He got to the words brave, strong and and spending your holiday in bed.
away with his crimes for along time disciplined. If they were to enter Host: So what should we do?
because he used five different names and amarathon, they would beat most other Guest: The first thing if you are travelling
was always travelling. runners. Luckily for international runners, abroad is to get health insurance.
The court heard that Cooper had along they wont be competing because they Hopefully, you wont need it but its silly
history of dishonesty: he was asked to vow to stay on amountain for twelve not to have it medical bills in some
leave school because he had stolen and years. For the monks, the motivation is to countries are very expensive. The next
sold exam papers. When he was twenty, he test their belief, not to be atop athlete. thing is to take sensible precautions before
had deceived several wealthy people into you travel. For example, if you are going
giving money to anon-existent charity for Unit 12, Track 39, Listening to acountry which has malaria, you must
sick children. However, the judge take malaria pills before you go because it
explained why she had decided to give One is avery dangerous illness. Make sure you
him ashort sentence. You are ayoung Employee: Hello and welcome to Fitness have any injections you need in some
man and Iwant to give you asecond World. My names Jake. countries, you have to carry acertificate
chance. Ihope that your time in prison New member: Hi, Jake. Im alittle bit from your doctor to show you have had
will be ashort, sharp, shock and that you nervous. Ihavent done any exercise since your injections. If you dont have the
will change your behaviour, she said. Ileft school but my doctor says Ihave to certificate, you wont be allowed in the
Coopers legal representative said, At the get fitter. country.
time of the crimes my client was an Employee: Well, you shouldnt worry. Ill Host: Yes, Ithink you can check which
immature person. He lived in afantasy show you around and you can ask me any injections you need on the Internet.
world and he thought that he could buy questions you like. Guest: Yes, or your doctor can tell you.
friends. But, of course, he didnt make any New member: Oh good. er what else? Oh yes! While youre
true friends. Today, he is alonely and Employee: But before that, Ihave to fill away, be sensible. In hot countries, you
rather unhappy young man. Ithink he has in this form about your general level of must drink lots of water but to avoid
learned his lesson. fitness, your lifestyle and diet. stomachaches, have bottled water. And
After the judge had sentenced Mr Cooper, Two you really shouldnt spend alot of time in
his parents said, Andrew is agood son. He Receptionist: Good morning. How can the sun skin cancer is becoming
has done some silly things but he isnt Ihelp you? acommon problem for northern
violent. Hes learned the hard way that he Patient: Yes, Id like an appointment with Europeans. Make sure you use ahigh
must be honest. Dr Austin, please. Ineed acheck-up it factor sun screen to protect your skin.
isnt urgent. And your children must be well protected
Unit 12, Track 38, Reading Receptionist: Let me see ah shes they need sun screen, T-shirts and sun
One busy all day today and tomorrow. How hats.
We all know the legend of the first about Friday morning? She could see you Host: So, to sum up: buy travel insurance,
marathon: aman ran 42 kilometres from at 9.30 or 11.45. make sure you have any injections you
Marathon to Athens to bring news of the Patient: Friday is difficult. Idont have to need, drink lots of bottled water and use
armys victory. Nowadays, marathon races see her this week so what about next sun screen
are popular with both amateurs and Monday? Guest: Yes, those are the basics.
professionals who run for fun, health or to Receptionist: Mmm yes, shes got Remember to pack any prescription
raise money for charity. However, in Japan aspace at 10.15. medicines you need and you should put
theres agroup of men in areligious Patient: Thats perfect. together asmall first-aid kit. You dont
community who make the worlds top Receptionist: Could Ihave your name, need to spend alot of money on aready-
marathon runners look like beginners. please? made one just get asmall box and fill it
Two Three with things like bandages, aspirin and so
Teen: Idont feel very well this morning. on.
These Japanese monks complete
achallenge in which they run two Parent: Whats the matter?
marathons, every day for one hundred Teen: Well, Ive got asore throat and
days. They do this incredible test of aheadache.
strength to increase their spiritual Parent: Are you getting flu?
knowledge. To have the right level of Teen: Yes, Ithink so. Ithink Id better stay
fitness for this extraordinary challenge, at home today.
they have to train for seven years. Parent: Well, if you stay at home, youll
Three have to spend the day in bed. You mustnt
For the first three years of training, the watch television or go online.
monks run 40 kilometres aday for 100 Teen: Ooooh, Mum!
144

New Success Pre Intermediate TB PDF

Diunggah oleh

Informasi Dokumen

Deskripsi Asli:

Judul Asli

Hak Cipta

Format Tersedia

Bagikan dokumen Ini

Bagikan atau Tanam Dokumen

Opsi Berbagi

Apakah menurut Anda dokumen ini bermanfaat?

Apakah konten ini tidak pantas?

Hak Cipta:

Format Tersedia

New Success Pre Intermediate TB PDF

Diunggah oleh

Hak Cipta:

Format Tersedia

success

A01_SUCC_TB_PINGLB_7131_TTL.indd 1 21/10/2011 09:25

Extra tapescripts.............................................................................................................................................................................. 129

Photocopiable resources contents.............................................................................................................................. 131

Workbook answers ......................................................................................................................................................................... 133

A02_SUCC_TB_PINGLB_7131_CON.indd 2 11-09-26 17:48

A03_SUCC_TB_PINGLB_7131_INTR.indd 3 26/10/2011 15:10

A03_SUCC_TB_PINGLB_7131_INTR.indd 4 26/10/2011 15:10

A03_SUCC_TB_PINGLB_7131_INTR.indd 5 26/10/2011 15:10

A03_SUCC_TB_PINGLB_7131_INTR.indd 6 26/10/2011 15:10

Teaching Writing they have completed the exercises, they should be

A03_SUCC_TB_PINGLB_7131_INTR.indd 7 26/10/2011 15:10

Organisation The New Success Workbook activates all of the

A04_SUCC_TB_PINGLB_7131_COMP.indd 8 18/10/2011 13:02

Vocabulary New Success Pre-Intermediate

A04_SUCC_TB_PINGLB_7131_COMP.indd 9 18/10/2011 13:02

The New Success Testing and Evaluation Programme

New Success Elementary

A04_SUCC_TB_PINGLB_7131_COMP.indd 10 18/10/2011 13:02

The Testing and Evaluation Programme includes:

4 Written assignments. There are twelve topics for

The two main reasons for giving students regular tests

A05_SUCC_TB_PINGLB_7131_INT2.indd 11 18/10/2011 13:39

A05_SUCC_TB_PINGLB_7131_INT2.indd 12 18/10/2011 13:39

A05_SUCC_TB_PINGLB_7131_INT2.indd 13 18/10/2011 13:39

A05_SUCC_TB_PINGLB_7131_INT2.indd 14 18/10/2011 13:39

Other NEW Success components

Testing and Evaluation Programme

Teachers Support Book

A05_SUCC_TB_PINGLB_7131_INT2.indd 15 18/10/2011 13:39

A06_SUCC_TB_PINGLB_7131_CON2.indd 16 11-09-26 17:52

Science and Technology

A06_SUCC_TB_PINGLB_7131_CON2.indd 17 11-09-26 17:52

EXAM FOCUS Topic: People

3 Read through the questions with Ss and check

18 Students Book pages 67

M01_SUCC_TB_PINGLB_7131_U01.indd 18 11-09-26 17:53

Marc: Jade! Over here!

Answers 1 soul 2 modern classical music 3fantasy

Students Book pages 67 19

M01_SUCC_TB_PINGLB_7131_U01.indd 19 11-09-26 17:53

20 Students Book pages 89

M01_SUCC_TB_PINGLB_7131_U01.indd 20 11-09-26 17:53

7 Ss work in pairs. First allow the pairs to try and

8 Ss do the activity individually and then check in

Optional activity: You might also allow Ss to write or

9 Go through the six sentences checking

Students Book pages 89 21

M01_SUCC_TB_PINGLB_7131_U01.indd 21 11-09-26 17:53

2 Write the words good and bad on the board. Ask

Optional activity: Write the words on the board and ask

3 Ss do the task individually and then check in pairs.

22 Students Book pages 1011

M01_SUCC_TB_PINGLB_7131_U01.indd 22 11-09-26 17:53

Work it out 6 Ss work alone, then check in pairs and decide on

Students Book pages 1011 23

M01_SUCC_TB_PINGLB_7131_U01.indd 23 11-09-26 17:53

One 6 Before doing this activity give Ss acouple of

24 Students Book pages 1213

M01_SUCC_TB_PINGLB_7131_U01.indd 24 11-09-26 17:53

Students Book pages 1213 25

M01_SUCC_TB_PINGLB_7131_U01.indd 25 11-09-26 17:53