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elementary
elementary
beginner
Real language &
memory training
Real language &
memory training
Jeremy Harmer ∙ Jane Revell
Student’s Book
Student’s Book
JETSTREAM Cloud
with LMS
Student’s Book
Real language &
memory training
Everyday English
videos
Everyday English
videos
Student’s Book
Student’s Book
JETSTREAM Cloud
with LMS
advanced
Everyday English
videos
JETSTREAM Cloud
with LMS
• Grammar to go
The right grammar at the right time plus
a full grammar reference
• Emphasis on speaking
Real language &
memory training
Student’s Book
Teacher’s Guide
Your opinion, your voice - right from the start
of the lesson
Mary Tomalin
advanced
upper intermediate
intermediate
JETSTREAM Cloud
with LMS
upper intermediate
Real language &
memory training
JETSTREAM Cloud
with LMS
• Personalisation
Everyday English
videos
Student’s Book
Jeremy Harmer ∙ Jane Revell
intermediate
Helps you find the right words
Real language &
memory training
Dialogue karaoke
videos
JETSTREAM Cloud
with LMS
Get you interested and communicating
• Focus on vocabulary
Student’s Book
Dialogue karaoke
videos
elementary
• Motivating topics
pre-intermediate
pre-intermediate
beginner
Jane Revell ∙ Mary Tomalin
with Jane Revell and Mary Tomalin
Student’s Book
Engaging activities to get you talking
Comprehensive introduction and overview
elementary
Jane Revell ∙ Mary Tomalin
Student’s Book
Amanda Maris
Student’s Book
Student’s Book
JETSTREAM is the brand new Helbling Languages
6-level course for adult learners. Its carefully
balanced pace and challenge offer a learning
experience that is fun and motivating and which
prepares students to use their English effectively
in work and life.
Ingrid Wisniewska
Extension activities
Culture notes
• Thinking & Memory
Ideas for mixed ability classes
Encourages thinking and memory training
• Cross culture
Photocopiable games and tasks
Maximise your social and cultural awareness
• Stories
Lively stories for extra reading practice
Technique Banks
• Dialogue karaoke videos
on
• Cloud Book
• Pronunciation
• Cyber Homework
• Exam practice
• Dialogue karaoke videos • Testbuilder
• Mp3 audios
• CLIL Projects
w w w.helbling-ezone.com
An exciting way to practise real language
Guide for new teachers on
• JETSTREAM Workbook
Revision and practice, progress checks
and writing skills development
• PLUS - fully integrated digital components
Lots of options for flexible blended learning
Teacher’s Guide
www.helblinglanguages.com
With Audio CDs
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Ingrid Wisniewska
with Jane Revell and Mary Tomalin
elementary
Teacher’s Guide
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Contents
Jetstream Elementary Student’s Book contents
Introduction
Letter to you, the teacher
Jetstream Elementary components
Jetstream approach – a summary
Unit overview
Unit notes
Nice to meet you!
Unit 1
Unit 2
Units 1&2 review
Unit 3
Unit 4
Units 3&4 review
Unit 5
Unit 6
Units 5&6 review
Unit 7
Unit 8
Units 7&8 review
Unit 9
Unit 10
Units 9&10 review
Unit 11
Unit 12
Units 11&12 review
Photocopiable games
Photocopiable tasks
Technique banks
Using the video
Using stories
Using memory games
20 easy games
Five fun techniques to use with a flagging class
Extra questions and tasks for Movies & Music
Working with mixed-ability classes
Ensuring learner autonomy and using technology
De-stress cartoons
4
7
8
8
12
23
27
39
52
55
70
84
86
99
111
114
127
140
143
156
168
171
183
197
201
217
225
226
227
229
231
232
233
233
235
Introduction
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CONTENTS
Jetstream Elementary Student’s Book
VOCABULARY
GRAMMAR
The alphabet
Numbers
Personal information
Classroom language
P The alphabet
The imperative
Following instructions
LESSON 1
I’m from Argentina.
Countries and nationalities
P Sentence stress
be affirmative
Introducing yourself
Exchanging phone numbers
Introducing people
LESSON 2 Are they dancers?
Jobs
P Word stress
be negative
be questions and short
answers
Reading: The world has
talent
Talking about jobs and
nationality
LESSON 3
Where’s our suitcase?
Common objects (1)
P Plural noun endings /s/,
/z/, /z/
this / that / these / those
Possessive adjectives
Listening 1: Three airport
conversations
Listening 2: flight
information
Talking about possessions
Talking about flights and
destinations
VOCABULARY PLUS
Common objects (2)
INTRODUCTION
Nice to meet you
page 6
UNIT 1
Who are you?
page 8
EVERYDAY ENGLISH
UNIT 2
Family and home
page 16
6
Colours
READING AND LISTENING
Nationalities
Asking about language Making requests FOCUS ON: can
VOCABULARY
GRAMMAR
LESSON 1
We have six children.
Family
Have: affirmative /
negative / questions
Possessive ’s
LESSON 2 There’s a painting on the
wall.
Rooms and furniture
P Schwa /ə/
There is / There are
LESSON 3
Is there a bank?
Places in town
Prepositions of place
P /ɒ/
Large numbers
People
VOCABULARY PLUS
EVERYDAY ENGLISH
6
SPEAKING AND WRITING
Physical appearance
READING AND LISTENING
SPEAKING AND WRITING
Talking about your family
Reading: Unusual houses
Describing a plan of a home
Writing a description of
your home
Listening: population
statistics
Talking about places and
population
Writing a description of
a place
Personality
Asking for directions
REVIEW Units 1 & 2 page 24; Cross culture: Stereotypes
UNIT 3
Leisure time
VOCABULARY
GRAMMAR
READING AND LISTENING
SPEAKING AND WRITING
LESSON 1
I love parties!
Music
Present simple: I / you /
we / they
Questions with who and
what
Object pronouns
P // v /i/
Reading: Are you an
introvert or an extrovert?
Talking about music likes
and dislikes.
LESSON 2 I travel a lot.
Leisure activities
like / love / hate + noun /
+ -ing form
Present simple
Questions with why
Reading: dating website
profiles
Writing a personal profile
Talking about your interests
LESSON 3
We do the same things
every weekend.
Days of the week
Questions with where,
when, which
Listening 1: an interview
about weekend activities
Listening 2: an interview
with a video producer
Talking about weekend
activities
VOCABULARY PLUS
Musical instruments
Nouns from verbs
EVERYDAY ENGLISH
Making suggestions
Agreeing and disagreeing
VOCABULARY
GRAMMAR
READING AND LISTENING
SPEAKING AND WRITING
LESSON 1
She gets up very early.
Time (1)
Daily routine (1)
P Third person ‘s’: /s/,
/z/, /z/
Present simple: third person
affirmative, questions and
short answers
Reading: The daily routine
of a sound engineer
Comparing two people’s
routines
LESSON 2 She sometimes sees very
sad things.
Adjectives
Adverbs of frequency
Questions with how
Reading: Tahira loves her
job
Writing an email about
a job
LESSON 3
She doesn’t feel good in the
morning.
Daily routine (2)
Time (2)
Present simple: third person
negative
Listening: a conversation
about early birds and
night owls
Talking about daily routines
VOCABULARY PLUS
Transport FOCUS ON: have
page 26
UNIT 4
Monday to Friday
page 34
EVERYDAY ENGLISH
6
Expressing interest
Personal information
P using intonation to express interest
REVIEW Units 4 & 5 page 42; Cross culture: Culture shock
4
Introduction
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UNIT 5
Amazing
lives
page 44
VOCABULARY
GRAMMAR
READING AND LISTENING
LESSON 1
He was born on a plane.
Personal qualities
in / at with time expressions
was / were born
be past simple
LESSON 2
There weren’t many events.
Ordinal numbers
Sports (1)
There was / There were
LESSON 3
All sports for all people.
EVERYDAY ENGLISH
UNIT 6
How things
began
6
LESSON 1
It started with a party.
Modifiers
Talking about the Olympic
Games
Deciding on a shortlist of
famous athletes
Writing a biography of an
athlete
Sports (2) FOCUS ON: play, do, go
VOCABULARY
GRAMMAR
Dates
Animals (1)
Past simple regular
affirmative
P Past simple –ed endings
/t/, /d/, /Id/
Past simple irregular
affirmative
LESSON 2
She didn’t get up.
Technology (1)
READING AND LISTENING
SPEAKING AND WRITING
Talking about the year
you were born and your
Chinese Zodiac sign
Past simple negative
last, ago
Reading: The First Lady of
Civil Rights – Rosa Parks
Writing a story using
appropriate connectors:
and, but, because, so
Retelling a famous story
Past simple questions
Reading: an article about
Steve Jobs
Listening: a conversation
about Steve Jobs
Writing a paragraph about a
famous person
Talking about technology use
READING AND LISTENING
SPEAKING AND WRITING
Animals (2) Technology (2) FOCUS ON: get
VOCABULARY PLUS
EVERYDAY ENGLISH
Reading: Two great
Olympians – 100 years
apart
Asking for and giving opinions
page 52
LESSON 3
Who did he call?
Talking about when and
where you were born
Talking about people’s
personal qualities
Listening 1 & 2: an interview
with the author of a book
about the Olympic and
Paralympic Games
Listening 3: a radio
documentary about Tanni
Grey-Thompson
Opinion adjectives
VOCABULARY PLUS
SPEAKING AND WRITING
6
Talking on the phone
REVIEW Units 5 & 6 page 60; Cross culture: Birthdays
UNIT 7
It’s delicious!
page 62
VOCABULARY
GRAMMAR
LESSON 1
There isn’t any olive oil!
Food and drink (1)
Adjectives
Countable and uncountable
nouns
a / some / any
LESSON 2
We eat too much sugar.
Food and drink (2)
a lot of / much / many
too much / too many
Reading: The obesity
epidemic
Writing a food blog
Talking about the food you
eat
How often …?
Listening 1: four short
conversations about food
P /υ/ v /u/
Listening 2 & 3:
a programme about the
world’s top restaurants
Talking about restaurants
and food
Writing about a memorable
meal in a restaurant
LESSON 3
How often do you go to a
restaurant?
UNIT 8
People and
abilities
page 70
VOCABULARY PLUS
Food: collective nouns
EVERYDAY ENGLISH
Ordering food in a restaurant
Talking about ingredients for
making a dish
Describing food
Cooking
VOCABULARY
GRAMMAR
READING AND LISTENING
SPEAKING AND WRITING
LESSON 1
She can speak a lot of
languages.
Languages
can / can’t for ability
P can / can’t
be good at / be interested in
Listening: information about
hyperpolyglots
Talking about what you
can do and what you’re
good at
LESSON 2
What do you want to do?
Personality adjectives
want to / would like to /
need to
Reading: an article about
Oprah Winfrey
Writing a paragraph about a
successful person
Talking about ambitions
LESSON 3
And then they lived happily
ever after.
Physical descriptions
Parts of the face
Adverbs of manner
Listening 1: a conversation
Describing people’s
about two famous film
appearance
scenes
Describing a couple
Listening 2: an interview with
a married couple
VOCABULARY PLUS
Parts of the body (1)
EVERYDAY ENGLISH
6
Verbs of movement
Asking for, giving and refusing permission
Physical descriptions
FOCUS ON: good
Talking about possibility
REVIEW Units 7 & 8 page 78; Cross culture: TV across the world
Introduction
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VOCABULARY
GRAMMAR
READING AND LISTENING
Weather
P /w/
Clothes (1)
Present continuous
SPEAKING AND WRITING
UNIT 9
Clouds, clothes
and careers
LESSON 1
He’s singing in the rain.
page 80
LESSON 2
She wears a uniform at
work.
Present continuous v
present simple
State verbs
Reading: Are you the
cleaner? – an article
about male nurses
LESSON 3:
I have to think quickly!
have to / don’t have to
Listening 1: people talking
about unusual jobs
Listening 2: an interview
with a teacher
Writing about your job or
studies
READING AND LISTENING
SPEAKING AND WRITING
Clothes (2) FOCUS ON: verbs with clothes
VOCABULARY PLUS
EVERYDAY ENGLISH
Describing a person’s
clothes
6
Shopping
VOCABULARY
GRAMMAR
UNIT 10
Health and
fitness
LESSON 1
What are you going to do?
Health and fitness
going to
page 88
LESSON 2
Do you want to be stronger
and more flexible?
Parts of the body (2)
Comparatives
P Unstressed sound schwa
/ə/
Reading: an article about
Pilates
Writing a comparison of two
activities
should
Listening: a radio interview
with a fitness expert
Talking about how to reply
to a problem page letter
Writing a reply to a problem
page letter
LESSON 3
You should do both!
Parts of the body (3)
VOCABULARY PLUS
EVERYDAY ENGLISH
6
Adjectives
Talking about things you
are going to do at the
weekend
Vague words: thing, things, stuff
Giving advice
REVIEW Units 9 & 10 page 96; Cross culture: Colours
UNIT 11
Going places
page 96
LESSON 1
Have you ever been to
Machu Picchu?
VOCABULARY
GRAMMAR
Natural features
Prepositions of movement:
across, into, to, over,
through
Present perfect
Past participles, been and
gone
Talking about things you
have done, and things you
have always wanted to do
Present perfect v past simple Reading: an article about
Past questions
Catherine Destivelle
Writing an email reply to
an advertisement to a
mountain school
too and enough
Talking about travel
experiences
P /aI/ v /I/
Writing a short story about
a travel problem
LESSON 2
She’s climbed all over the
world.
LESSON 3
I forgot my passport!
Travel
VOCABULARY PLUS
Places
EVERYDAY ENGLISH
6
Adventure
Prepositions of place: on, in, at
page 106
LESSON 1
The most expensive city in
the world?
LESSON 2
Is this the coolest place to
stay?
Hotel facilities (1)
LESSON 3
What’s the hardest thing
you’ve ever done?
EVERYDAY ENGLISH
6
FOCUS ON: go
GRAMMAR
READING AND LISTENING
SPEAKING AND WRITING
Superlatives
Reading: a travel website
about the best and worst
cities
Talking about capital cities
P Consonant clusters /st/
could / had to
Reading 1: the Ice Hotel in
Jukkasjärvi
Reading 2: online comments
about the Ice Hotel
Talking about good and bad
hotels
Writing a review of a hotel
Review of tenses
Listening 1: a conversation
about an interview with
Helen Skelton
Listening 2: a report about
Ade Adepitan
Talking about charities
Writing about a charity
Hotel facilities (2) FOCUS ON: look
VOCABULARY PLUS
Listening: five travel
problems
SPEAKING AND WRITING
Buying a ticket
VOCABULARY
UNIT 12
Extremes
READING AND LISTENING
Checking in
FOCUS ON: a useful word
Solving problems
REVIEW Units 11 & 12 page 114; Cross culture: Hollywood and Bollywood
Pages 116 – 123 Information gap and extra material
Pages 124 – 131 Stories
Pages 132 – 143 Grammar reference
6
Pages 144 – 154 Transcripts
Page 155
Mandala
Pages 156 – 158 Pronunciation and irregular verbs
Introduction
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Letter to you, the teacher
Welcome to Jetstream, a course designed to
motivate and engage learners. We aim to provide
you with material that is stimulating and relevant,
so your students learn English easily and with real
enjoyment.
We hope to give you everything you would expect,
and more besides. We have aimed to balance the
familiar and the new: to give you what you know
works well and, at the same time, to introduce
some unique features that will greatly enhance
your students’ learning experience.
Our approach in general
We believe that engaging content together with
enjoyable and useful learning activities are the keys
to successful learning.
We believe that students need to be exposed to
the most useful vocabulary that they will need to
speak and write English at this level.
We pay special attention to the grammar of the
language – without grammar, vocabulary is just
words!
We believe in the importance of having students
meet words and grammar in exciting and
interesting situations – and in giving opportunities
for students to practise this language so that they
can be comfortable with it.
We also believe that teacher support is crucial –
we know you’re really busy. This Teacher’s Guide
provides clear lesson notes and a lot of other
things as well (see Contents page 3). There is
also a lot of support online in the form of extra
material, practice tests and so on.
You don’t have to use all – or even any – of the
Teacher’s Guide, of course, but it’s there if you
need it and it will help to give you lots of choices.
We’ve put a lot of work into ensuring that
Jetstream is simple to use. And thought-provoking.
And effective. And fun.
Enjoy!
Jane Revell and Mary Tomalin
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Jetstream Elementary components
For the student:
Student’s Book
The Student’s Book contains 12 units of three
double-page lessons, and a Vocabulary plus and
Everyday English section at the end of each unit.
It also contains the following:
•
a two-page review unit after every two units
•
four stories
•
a comprehensive Grammar reference section
•
information-gap activities and extra material
•
complete transcripts for the audio
•
a Pronunciation spread covering the main
vowel sounds
•
an irregular verbs list
Workbook with audio
The Workbook contains 12 units of four pages –
one page per SB lesson, and one page for
Vocabulary plus and Everyday English.
It also contains the following:
• a review quiz after every two units
• a Check your progress test after every two units
• one page of dedicated Writing practice for
each unit, giving students a structured writing
development course
E-zone
The e-zone is an online resource for students and
teachers containing:
•
the video for all Everyday English pages
•
a cloud book – an interactive version of the
Student’s Book including all video and audio
•
cyber homework – interactive activities
covering grammar, vocabulary, reading,
listening and dialogues. They are assigned by
the teacher in a virtual classroom and have
automatic feedback. (They can also be used in
self-study mode – see below.)
•
mp3 audio files
•
online training – pronunciation exercises, exam
practice (Cambridge ESOL, TOEFL, IELTS and
TOEIC) and cyber homework in self-study
mode (extra practice)
• CLIL projects
For more information on the e-zone, see page 11.
8
For the teacher:
Teacher’s Guide with class audio CDs
The Teacher’s Guide contains full teaching notes
for each unit including all transcripts, keys and
useful background information, plus ideas for early
finishers and mixed-ability suggestions.
Three class audio CDs contain all the listening
material for the Student’s Book.
The Teacher’s Guide also contains the following
extra material:
• one photocopiable game per unit
• one task per unit
• eight ‘technique banks’ giving ideas in the
following areas:
Using the video
Using stories
Using memory games
20 easy games
Five fun techniques to use with a flagging class
Extra questions and tasks for Movies & Music
Working with mixed-ability classes
Ensuring learner autonomy and using technology
Interactive book for whiteboards DVD-ROM
E-zone
Full access to the students’ area plus
• the video for all Everyday English pages
• mp3 audio files
• downloadable Teacher’s Guide with answer keys
• Helbling placement test
• Guide for new teachers
• Testbuilder containing 12 unit tests covering
Grammar, Vocabulary, Functions and the four
skills and 6 progress tests
Jetstream approach – a
summary
Motivation
Research shows that motivation is key to learning;
to learn, students need to be interested! Jetstream
has been written to be highly motivating for
students, and includes the following:
•
interesting and relevant topics
•
stimulating and often thought-provoking
photos
•
lots of personalisation activities where students
are encouraged to talk about themselves
Introduction
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•
communicative activities which give students a
real purpose for completing a task
Most of the three main lessons in Jetstream have a
vocabulary component. In addition:
•
highly motivating tasks throughout
the Student’s Book, and also a bank of
photocopiable tasks in the Teacher’s Guide
•
Vocabulary plus pages (one at the end of each
unit) provide an opportunity for vocabulary
enrichment.
•
a Movies & Music feature in every unit which
encourages students to use their English in a
fun and less formal way
•
•
Everyday English pages at the end of every
unit which provide immediately useful
conversations practising different functions,
including short video clips
Focus on sections within the Vocabulary plus
pages highlight and practise high-frequency
words and phrases and their different uses and
meanings.
•
Preposition park sections in the Review
units focus on prepositions, often within an
interesting text.
•
Similar or different activities ( ) get students
comparing new words with words which are
the same or different in their own language.
•
plenty of games and game-like activities, and
also a collection of 20 Easy games and a bank
of photocopiable games (one for each unit) at
the back of the Teacher’s Guide
Grammar
Grammar is an important element in Jetstream. It
is dealt with in the following way:
•
It is introduced gradually – each of the three
main lessons in a unit usually has a grammar
point. This enables the grammar to be
introduced step-by-step, practised and easily
absorbed.
Reading
The main reading focus in Jetstream is usually in
Lesson 2, but there are often other, shorter reading
texts elsewhere.
There is a variety of high-interest text types – reallife stories, articles, quizzes, blogs, etc. Where
possible at this level, texts are based on real
people, places and events.
•
Activities develop the students’ ability to
scan a text for its general meaning and guess
meaning from context.
Texts, whether in the form of human interest
articles or fiction stories, are absorbing and
memorable and a key way of learning and
practising language.
•
It is revised in the review units that occur every
two lessons.
•
The grammar for a lesson is introduced in
context. The grammar form is highlighted and
students given activities where they deduce the
form and meaning.
•
•
Activities are realistic and meaningful.
•
A clear and straightforward Grammar
reference section at the end of the Student’s
Book explains each lesson’s grammar.
•
The we don’t say ... / we say ... section at the
end of each Everyday English page rounds off
a unit by highlighting common grammatical
mistakes in the language learnt in the unit.
•
The Irregular verbs section provides an
invaluable reference for students.
Four two-page stories at the back of Jetstream
are an extra resource that provide practice in
extensive reading, where students can read
for meaning and pleasure without necessarily
studying the text in detail. See page 226 for
more ideas on how to use these stories.
Other sections that provide very short, highinterest texts for additional reading comprehension
relevant to the topic are:
Vocabulary
It is increasingly recognised that vocabulary is just
as important as or perhaps even more important
than grammar when learning a language.
Jetstream has a high vocabulary input so that
students can understand, speak, read and write
with ease. Stimulating and unusual pictures and
motivating activities ensure students absorb the
vocabulary easily and there is plenty of practice.
•
•
Movies & Music
•
Did you know?
The Cross Culture section in the Review units
provides additional reading matter. It offers
interesting and practical information on different
cultures and should lead to stimulating discussions.
Writing
Regular short Writing sections in the Student’s
Book provide guided writing practice through a
variety of tasks. The core writing course, however,
Introduction
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is to be found at the back of the Workbook, which
includes a full page of guided writing tasks per
unit. In this writing development course, students
cover the following areas:
•
form-filling
•
chatroom posts and social-media messages
•
blogs
•
profiles
•
messages, notes and invitations
•
a review
•
emails
•
anecdotes
The Don’t forget feature summarises the use of
linkers and other accuracy features: word order,
punctuation, time expressions, paragraphing, etc.
The Writing section also starts to cover format and
tone, which many lower-level books don’t cover.
Check it sections allow students to review and
improve their work.
•
The main Speaking section of a lesson
generally has longer speaking activities than
earlier in the lesson.
•
The photos, cartoons, listening and reading
texts all provide stimulating platforms for
speaking activities.
•
You first! at the start of some lessons uses a
short question to get students engaged with
the lesson topic immediately.
•
Everybody up! sections encourage students
to stand up and move around the class,
interacting with each other to find out
information.
•
The Movies & Music and Did you know?
sections in the main units, and the Cross
Culture sections in the Review units also
provide platforms for stimulating discussions.
•
The photocopiable tasks in the Teacher’s
Guide and the information-gap activities at
the back of the Student’s Book provide further
communicative practice.
Listening
The main listening focus in Jetstream is in Lesson
3 of each unit, but there are often short listening
activities elsewhere. The Everyday English page
provides further listening practice in the form of
functional dialogues.
To train students in useful and relevant listening
skills, the listening texts reflect a variety of real-life
situations, including:
Pronunciation
•
Short pronunciation activities throughout the
Student’s Book provide clear practice of some
common areas, including:
•
specific sounds
•
word stress
•
sentence stress
conversations
•
simple intonation
•
interviews
•
talks
•
reports
•
radio programmes
In addition, students are encouraged to listen
to and repeat the main vocabulary groups
throughout the book.
The Pronunciation section on page 156 of the
Student’s Book includes a phonemic chart for
students’ reference and fun practice of all the
major vowel sounds.
The transcripts of the listening texts can be found
at the back of the Student’s Book for students’
reference and are also reproduced in the relevant
activity notes in the Teacher’s Guide.
Speaking
For many learners of English, speaking is the most
important language skill.
There are speaking activities at all stages of a
lesson in Jetstream:
•
10
At Elementary level, activities are carefully
controlled so that students can express
themselves freely without making a lot of
mistakes.
Stories
There are stories about real and fictional people
throughout the course, but at the back of the
Student’s Book (SB pages 124–131) you will
also find four slightly longer, completely new
stories. These stories are a way of providing an
opportunity for students to read more extensively
and gain a sense of satisfaction from doing so.
For this reason, they deliberately contain language
which is slightly above students’ level (linking in
with Stephen Krashen’s idea that we learn most
from language which stretches us a little – but not
too much). However, the texts are not too difficult
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and students shouldn’t be reaching for their
dictionaries all the time.
There are no tasks on the Student’s Book page
itself. This is in order to leave you completely free
as to how you approach the stories, but you will
find a variety of interesting techniques on page
226.
Online training
Consolidation and review
Cloud Book
An interactive version of the Student’s Book &
Workbook, where students can access all audio
and video content at the click of a mouse or touch
of a screen. Students can complete the activities,
check their results and add their own notes.
Resources and interactive activities for individual
student access. Includes:
• exam practice
• pronunciation
• all exercises from the cyber homework in selfstudy mode.
Consolidation of recently acquired language and
regular revision are crucial to learning.
After every two units there is a Review unit that
revises key language in these units. Each Review
unit contextualises the language through reading
and sometimes listening texts. There are also
grammar exercises and writing and speaking tasks.
The Workbook provides further practice and
testing of the language in a unit. In addition,
after every two units in the Workbook there is a
Review quiz, which tests students using a general
knowledge quiz. This is followed by a Check your
progress test.
Cyber homework
Interactive activities assigned to students by their
teacher within an online virtual classroom. Full
results and feedback are automatically given as
soon as the deadline fixed by the teacher has been
reached.
Projects
Open-ended tasks on both cultural and global
themes, where students can embed other
resources such as web links or files and share them
with the teacher and their class.
Online resources – available on e-zone
HELBLING Placement Test
Designed to give students and teachers of English
a quick way of assessing the approximate level of
a student’s knowledge of English grammar and
usage.
How to integrate LMS (a Learning Management System) into your teaching
Initial assessment
Assessment
HELBLING Placement Test
Exam Practice
Testbuilder
1
Planning
>
2
Scope & Sequence
Teacher’s Guide
>
6
5
>
4
Virtual Class and Self-study practice
Lesson enrichment
•
•
•
•
Projects
Online training
Cyber homework
Student downloads
•
•
•
•
3
Class routine
Student’s Book &
Workbook
Resources
Videos
Interactive Book for Whiteboards
Teacher downloads
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Unit overview
Grammar or vocabulary spots
When you see a section
highlighted in yellow, this means
that it gives simple information
about a grammar or lexical item.
They are generally short notes on
items that help students to do an
activity.
Listening
This symbol tells you that there
is recorded material that goes
with the activity. This can either
be a full listening text, where
there is no text on the page, or,
as here, it might be listening to
check answers or to hear the
correct pronunciation of words
or the correct stress on words
or sentences. Full transcripts are
given in the back of the Student’s
Book.
12
P Pronunciation
There are regular pronunciation activities
throughout the Student’s Book. At Elementary
level, these focus mostly on simple but often-heard
sounds, and word and sentence stress. There is a
small introduction to intonation, but it is not a key
feature of this level. All the pronunciation activities
are recorded so that students can hear the correct
sounds or stress. There is also a Pronunciation
section at the back of the Student’s Book on pages
156–157. This contains all the main English sounds
and a focus on vowel sounds in particular.
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Explore
This is an opportunity for students
to go beyond the page and find
out more about some aspect of
the topic: a sort of mini project.
They should do the research
online, make notes and report
back, working either alone or in
pairs. You may want to set this
up in the classroom by suggesting
possible websites or just by
eliciting suggestions for words
and phrases to type into the
search engine. As with Movies &
Music, there is a natural mixedability element to this section.
Information gap
There is an information-gap
activity in every second unit.
In these, students need to get
information from each other in
order to complete a task. All the
material students need to do
the tasks is in the back of the
Student’s Book on pages 116–
123.
Grammar reference
There is a useful grammar
reference at the back of the
Student’s Book. Each main
grammar point from the grammar
boxes throughout the book has a
relevant section in the Grammar
reference.
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You first!
Students have very different levels
of knowledge but most students
know something, however little,
and that needs to be validated.
You will find a You first! box on
many of the large photos at the
beginning of a lesson. It has a
triple purpose. Firstly, to engage
students and get them saying
something immediately. Secondly,
to allow students to use what
they already know and boost
their confidence. And thirdly, to
give you an idea of what and
how much they already know so
that you can target your teaching
much more effectively. What if
your students don’t respond at
all? That’s fine. Now you know.
Just move on and start to teach
them something.
Did you know?
These are very short, interesting
pieces of information related to
the theme of the lesson. They
can usually be done at any point
in the lesson. The Teacher’s notes
suggest ways of exploiting this
section, but if students want
to know more, they can be
encouraged to search online.
14
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Memory games
This symbol represents your
brain! Memory is a crucial
component in learning anything
and it’s like a muscle: the more
you exercise it, the stronger it
will be. These simple games ask
students to remember a variety
of things: vocabulary items, facts
from an article and so on. But
you can play a lot more games
than the ones suggested here
(see page 227). And remember
that the more you get students to
exercise their memory in English,
the more it will serve them in
other aspects of their life as well.
Think
Movies & Music
This section is designed to motivate students and transfer the
language to a new context. Most people enjoy films and songs and
know a fair amount about them, and this section also gives students
the opportunity to research online and bring the information back
to the class. There is also a natural mixed-ability element: more
competent students will be able to take it further than those who are
less competent.
Each section provides a very short reading text or a task, incorporating
language from the unit. Students are then invited to go online
to check their ideas and to find out answers to one or two more
questions, find lyrics and perhaps listen to the song in the Music
section.
This is used to signal a creative or
critical-thinking exercise. Students
are asked to work something out
for themselves, give an opinion
or use their creativity, rather than
find an answer directly on the
page. A simple example might
be: How old was Rosa? Students
know her year of birth, and they
know the year of the incident, so
they can calculate how old she
was at the time. Encouraging
students to think creatively
means they increase their
engagement with the material.
The increased alertness enhances
their learning capacity.
With these sections – as indeed
with many others – it’s a good
idea to give students a chance
to look at the material and think
about (or even write down) their
ideas individually (for say 30
seconds) before they start talking
to each other. Some students are
quick thinkers and talkers, while
others need more time. Giving
them ‘thinking time’ evens it out
a little.
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Similar or different?
This symbol often occurs where
new vocabulary is introduced
and it suggests that you ask
students which words are the
same as or similar to words in
their own language – and which
are very different. This feature
of Accelerated (or Holistic)
Learning (see page 22) aims
to draw students’ attention to
the fact that they already know
some words. It serves to reassure
them, build their confidence and
lighten their learning load. It can
also give them a basis for wordbuilding (eg the fact that words
ending in -ion in English may also
end in -ion in their language).
Suddenly they know ten words,
not just one.
Note: Very often, if the word is a similar one,
the difference is in the pronunciation – especially
the word stress – or the spelling. Also, similar or
different is obviously easier if you have a unilingual
class, especially when you are familiar with the
students’ mother tongue, but it can work well
with a multilingual class, where students compare
words in different languages.
16
De-stress!
Apart from providing tiny practical texts to read,
these sections are there to help students unwind
from time to time. Why? Because, quite simply, we
don’t learn well when we are stressed. We learn
best when we are relaxed. You will find a simple
de-stress exercise in every unit. If it’s a piece of
advice, talk about it with students. If it’s a physical
exercise, get (or help) students to read it and
follow the instructions. Do it there and then in the
classroom if you can. Then you can use it again
and again, whenever it’s useful (see, for example,
the mandala on SB page 155 – instructions on
how to use it are in the notes for Unit 3 on page
60).
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Guess
Asking students to ‘guess’ answers
before reading or listening to
information not only gets them to
interact, it also frees them up from
having to know the ‘right’ answer
and thus inhibiting their response.
In addition, it prepares them for
the text and gives a valid reason for
reading or listening to something
– to see if they were right. For this
reason, it’s very important not to
confirm if students are right or not
in their guesses. Just say things
like: Hmm or That’s interesting
or Possibly, etc and let the text
provide the answers.
Everybody up!
This is a Find someone who … activity, a chance for students to move
around the classroom and use specific language in a controlled way
to get information from other students. This kind of short intensive
practice can be very lively and also very rewarding if students succeed
in completing the task using the language resources available to
them. It also allows them to interact with lots of different people.
The act of physically getting up and moving around is also mentally
refreshing; being physically active helps us to learn. Students may
naturally find that they engage in longer conversations than the
activity requires. If time allows, this is good and enjoyable practice for
them. However, it’s a good idea to set a time limit for this activity.
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Vocabulary plus
Students need words. They need
lots of them and they need to
know how to combine them.
This page, which comes after the
third lesson in every unit, provides
an opportunity for vocabulary
enrichment and consolidation. It’s
a flexible section and can be used
in several ways. It can be done as a
complete lesson. Alternatively, the
unit-by-unit notes indicate points
where a vocabulary set can be
usefully explored in a lesson. Or an
exercise can be used as a filler by a
teacher with time to spare, or given
to stronger students when they
have finished a task ahead of other
students.
Focus on
These short sections appear on
many of the Vocabulary plus pages.
They are dedicated practice of a
word or words that have come up
in the unit, taking them further,
and showing students how they
can be used in different ways. In
Elementary there are Focus on
sections for can, have, play, do and
go, get, good, verbs to use with
clothes, go, look and left.
18
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Everyday English
This section provides practice in
the everyday functional language
that students need when getting
around in English and interacting
with people, such as making
requests, asking for directions,
buying a ticket and so on.
Video
The main conversation in Everyday
English appears on video, which
provides extra contextualisation
for the functional language. (If you
don’t have the video or prefer not
to use it, then just play the audio
version.)
See also Using the video on page
225.
Karaoke video
After practising the language
in the video, students act out
the conversation themselves.
They can do this in pairs or else
by interacting with the karaoke
video, where they take the role
of one of the speakers, read the
words on the screen and say
those words at the right time.
We don’t say … / We say …
This section focuses on common errors that we know from
experience students are likely to make. The ones we have selected
are those made by learners from a variety of different language
backgrounds, but there will, of course, be many errors which are
made by speakers of a particular language that you will also need to
pick up on. By drawing students’ attention to them, and making it
very clear that these are errors, we hope to help them avoid making
such mistakes.
One way of using this section is to ask students to cover the We
say … column and produce the correct version, then look back and
check.
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Review units
Six review units revise key
language from the preceding two
units, using a reading text as the
main presentation.
20
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Cross Culture
Each of the Review units finishes
with a Cross Culture section.
This is often an opportunity to
reflect on how people do things
differently (or not!) in different
parts of the world and how we
can begin to be sensitive to these
differences and act accordingly.
There is usually a short reading
text with a task or questions,
often leading to a discussion and
a comparison with the students’
own culture.
Preposition park
This section appears in each
review unit and provides a short
text either practising some of the
prepositions from the previous
units, enabling students to recycle
them in a new way, or presenting
new and useful prepositions.
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A final word
The features new to Jetstream, which occur
throughout the units, are informed – in a
gentle way – by some of the key principles of
Holistic Learning (sometimes called Accelerated
Learning*):
1 We learn with our body as well as our mind:
they are connected. Hence the value we
attach to bringing more physical activities into
the classroom and paying attention to our
students’ physical well-being.
2 Different learners prefer different kinds of
input. Some people learn more with their eyes,
some more with their ears and some more
with their bodies and movement. We aim to
provide a variety of activities to reflect these
preferences.
3 What we learn with emotion, we tend to
remember best. We hope to engage students’
emotions through the use of stories, songs and
games – and making them laugh.
4 Our memory is very powerful … and we can
make it work even better. The reason for all
the little memory training games is to give
students practice in using their memory, and
aid their learning.
22
5 People know a lot already – more than they
think. Good teaching and good material can
help to make students aware of what they
already know and boost their confidence.
6 People are different. Some people are more
outward-going and sociable, while others are
more introspective and reflective. The former
readily enjoy interacting with others while the
latter often prefer to work on their own. They
usually welcome time to think on their own
too, before being asked to participate in an
activity. As teachers, we need to try to cater for
these differences.
*The roots of Accelerated Learning go back to the
Bulgarian educator, Georgi Lozanov, who developed
something called ‘Suggestopaedia’ in the early 60s. By
helping learners feel comfortable, relaxed and confident,
they were able to absorb and remember more information
more quickly. That’s it in a nutshell!
Introduction
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Nice to meet you!
UNIT
FOCUS
GRAMMAR: the imperative
VOCABULARY: the alphabet; numbers; personal
Aims
The focus of this introductory unit is to give
students the opportunity to get to know each
other, and feel relaxed about speaking English in
the classroom. Focus on creating a positive and
comfortable atmosphere and helping students to
reduce possible anxiety about speaking.
You first!
There are You first! boxes at the beginning of
many lessons in the Student’s Book. They have
three goals: firstly, to engage students and get
them saying something immediately, secondly, to
allow students to use what they already know and
boost their confidence, and thirdly, to give you an
idea of what and how much they already know
so that you can target your teaching much more
effectively. Students can say as much or as little as
they want.
For this one, start by introducing yourself to
the whole class. Say: I’m …, / My name’s …
Then introduce yourself to one or two individual
students. Model shaking hands. Emphasise warm,
positive intonation, making eye contact, smiling
and nodding.
Introductions
1
information; classroom language
Tip: You may want to introduce a strategy for
signalling the end of walk-around activities.
Sometimes these activities can be a little
noisy, so it’s a good idea to have a signal that
everybody recognises and to avoid having to
raise your voice. Ideas could include:
switching the lights on and off.
raising your hand – everybody who sees
you raises their hand and stops talking.
ringing a small bell.
●
●
●
2
Ask students to stand up and move around the
classroom. Walk among them and join in the
activity. Tell students to try and remember the
names for the next activity.
This symbol shows that this is a memory
game – the first of many in the book. Memory
is an important part of learning anything, and
the more we exercise our memory by playing
these kinds of games, the better it will be.
Practise the language with the class and check
understanding of my and your.
Tell students to remain standing. This time
they should move around the class and try to
remember everybody’s name. Focus on the
example exchange in the book.
The alphabet
3
1.2 Play the audio and ask students to
repeat the short conversation all together and
then individually. Emphasise warm, positive
intonation.
Transcript
FENG
Hi, I’m Feng.
LEILA My name’s Leila. Nice to meet you.
pp6–7
P
Ask students to call out each letter
in turn. Focus on their pronunciation. This will
help students to complete exercise 4.
1.3
Transcript and answers
A B C D E FG H I J K L M NO P Q R
S T U V W X Y Z
Tip: Some letters are pronounced differently
in different languages. For example, ‘a’
can be pronounced /æ/ and ‘b’ can be
pronounced /beɪ/. You may want to use
this kind of contrastive approach to help
students improve their pronunciation.
4
1.4 Say the first letter in each line,
P
emphasising the vowel sound in each case.
Students can work in pairs to complete the
lists. Encourage them to say the letters aloud
as they work. Then play the audio to check the
answers and repeat the letters again.
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Transcript and answers
1 A, H, J, K
2 B, C, D, E, G, P, T, V
3 F, L, M, N, S, X, Z
4 I, Y
5 Q, U
1.5 Play the audio once through. Then play
5
it again, pausing to allow time for students to
write. Play it several times if necessary. Practise
the conversation as a class. Divide the class into
two groups. Each group says one part. Then
they switch roles.
Transcript and answers
WOMAN
Hello, what’s your name?
STUDENT
Javi Montejano.
WOMAN
How do you spell that?
STUDENT
J-A-V-I, Javi. M-O-N-T-E-J-A-N-O,
Montejano.
WOMAN
Thanks. OK, you’re in the
Elementary class.
6 Students can stand up and walk around to
do this activity. Monitor students and make
notes of any errors with pronunciation. Give
feedback by writing the problem letters on the
board and practising them again.
Extra idea: Dictate the spelling of four or
five names. They can be names of students in
the class, names of famous actors or sports
people, or random first names that include
problem letters. Invite volunteers to write the
answers on the board.
Numbers
7
Ask the whole class to read out the
numbers. Then ask individuals. Play the audio
and repeat each number as a class and then
nominate individuals to repeat each one.
1.6
MA Wherever you see this icon (MA) in the
teacher’s notes, you will find an idea for using
the activity with a mixed-ability class. Here, as
an extra challenge, ask higher-level students to
say the numbers from ten to zero very quickly.
Transcript and answers
ten, nine, eight, seven, six, five, four, three,
two, one, zero
24
8
Point out the way we say double
numbers, eg double one, double two, etc.
Write some double numbers on the board
as further examples. Also point out that 0 is
usually pronounced oh, not zero when giving
phone numbers.
1.7
Play the audio twice. Then invite volunteers to
write their answers on the board. Practise the
numbers all together and individually. Then ask
students to write the phone numbers as words.
Transcript and answers
1 116 77 3450
double one six, double seven, three four
five oh
2 399 21 8800
three double nine, two one, double eight
double oh
Extra idea: Dictate four or five phone
numbers. Make sure you include a variety of
numbers and some double numbers. Check
the answers by asking students to read them
out or write them on the board.
9
Ask the whole class to read out the
numbers. Then ask individuals. Play the audio
and repeat each number as a class and then
nominate individuals to repeat each one.
1.8
MA As an extra challenge, ask higher-level
students to say the numbers from twenty to
zero very quickly.
Answers
16 sixteen, 17 seventeen, 18 eighteen, 19 nineteen, 50 fifty, 60 sixty
Transcript
eleven, twelve, thirteen, fourteen, fifteen,
sixteen, seventeen, eighteen, nineteen, twenty,
twenty-one, twenty-two, thirty, forty, fifty, sixty
Extra idea: Write the following number
series on the board and put students in pairs
to complete the numbers in each series.
The answers are in brackets – don’t write
them on the board! Invite students to write
the answers on the board and ask them to
explain their answers. They probably won’t
have the language, so help them with this
using plus, minus signs, etc.
Nice to meet you!
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1
2
3
4
5
6
5, 7, 9, 11, __, __, __, __ (+2: 13, 15, 17,
19)
2, 4, 8, 16, __, __ (double the number:
32, 64)
47, 41, 37, 31, __, __, __ (prime numbers backwards: 29, 23, 19)
14, 18, 23, 29, 36, __, __, __ (+4, +5,
+6, etc: 44, 53, 63)
69, 65, 61, 57, __, __, __ (–4 each time:
53, 49, 45)
12, 21, 30, 39, __, __, __ (+9 each time:
48, 57, 66)
Personal information
10
Tell students to cover exercise 11 while
they do this exercise. Play the audio and allow
time for students to compare answers. Play the
audio again if necessary. Write the answers on
the board.
1.9
Answers
First name: Li
Family name: Lee
Mobile phone number: 07642 251938
Transcript
Man
What’s your first name?
Woman Li. That’s L-I.
Man
And what’s your family name?
Woman Lee. That’s L-E-E.
Man
Oh, Li Lee! What’s your mobile
number?
Woman It’s 07642 251938.
Culture note: In some cultures, the family
name is first and the given name is second.
This may be confusing and can cause
misunderstandings. Make sure that students
understand that when someone says first
name, it means given name, and last name
means family name or surname.
11 Allow time for students to work individually
or in pairs. Play the audio again to check the
answers, then write the answers on the board.
Practise the conversation as a class. Divide the
class into two groups. Each group says one
part. Then they switch roles.
Answers
1 What’s your first name?
2 What’s your family name?
3 What’s your mobile number?
12 Allow time for students to work in pairs.
Then call for volunteers to present their
conversations to the class.
Tip: To encourage students to get to know
each other, ask one student in each pair to
sit with another partner. Repeat as many
times as appropriate so that students have
the opportunity to work with different
partners.
Classroom language
13 This part of the lesson focuses on language
that students will need to understand your
instructions. You may want to add other
instructions that you frequently use, eg Stand
up. Walk around. Make groups of three. Swap
books with your partner. Switch roles. etc.
Focus on the use of the imperative for giving
instructions. Refer to the grammar reference
on SB page 132 for more information about
this structure. Go through it with them. Elicit /
Show students that don’t = do not.
Answers
1f, 2d, 3e, 4b, 5a, 6c
Extra ideas: Say four or five instructions and
have students act out the response, eg stand
up, sit down, open your books, etc. Then
have students repeat the activity in pairs.
Write these instructions on the board. Put
students in pairs and ask individual students
to read out the instructions and follow them.
Then in their pairs, students take turns to
follow the instructions.
1
2
3
4
5
Ask your partner a question.
Repeat the answer.
Write the answer in your notebook.
Circle the answer.
Check the answer. Ask, ‘Is this right?’
Nice to meet you!
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14 Ask students to look at the pictures and work
out the instructions.
MA For an extra challenge, ask students to
cover the instructions in exercise 13 and try to
remember the words.
Answers
A2, B5, C6, D4, E1, F3
15
1.10 Use exercises 15–17 to practise the use
of the imperative to give instructions. Check
understanding of any new language before
allowing time for students to circle the correct
words. Then play the audio. Check answers,
then practise each line with the class.
Answers
1 Excuse 2 Sit down 3 look 4 say that again
5 look
Transcript
JAVI Excuse me, is this the Elementary
class?
TEACHER
Yes, it is, come in. Sit down. What’s
your name?
JAVI Javi.
TEACHER
Say hello to Javi, everyone.
CLASS Hi Javi.
TEACHER
OK, everyone, look at page 21,
please.
LI Sorry, I don’t understand. Can you
say that again?
TEACHER
Of course! Yes, look at page 21,
please.
16 Ask students to make groups of three.
Encourage them to switch roles and practise
the conversation again.
MA As an extra challenge, have students close
their books and repeat the conversation from
memory using their own names.
17 Model the instructions in the example. Ask
students to help you make a list of other
instructions on the board. Then ask students
to work in pairs. Finally, ask volunteers to say
an instruction and choose someone in the class
to respond. Encourage students to be creative
with their instructions, eg Ask a question. Now
repeat the question, please. Make sure they
include some instructions with don’t, eg Don’t
laugh!
26
Nice to meet you!
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1
UNIT
FOCUS
Who are you?
GRAMMAR: be, present tense; possessive adjectives
VOCABULARY: countries and nationalities; jobs; common objects
FUNCTIONS: introducing yourself and other people; asking about
Lesson 1 I’m from Argentina.
language; making requests
Transcript
Europe: the UK, Spain, Turkey, Russia
North America: Mexico, the USA
Asia: Thailand, Taiwan
Africa: South Africa
South America: Brazil
pp8–9
Aims
The focus of this lesson is to practise the verb be in
the affirmative form, to learn names for countries
and nationalities and to practise introducing
yourself and other people.
Note: It will be useful to have a map of the world
on a wall or a computer in this lesson.
3
Model the example dialogue with one or two
students. Ask one or two to ask you as well.
Than ask students to practise in pairs. Notice
any problem words and practise them again.
You first!
4
This exercise reviews the use of correct
pronouns (he, she or they) and the correct
form of the verb be. Review these points
before starting the exercise if you feel students
may have problems with them.
If possible, point to a world map on the wall or
projected on your screen or whiteboard. Point to
various countries and ask students to name them.
Invite volunteers to come to the board and point
to their country saying, I’m from …
Tell students to look at the photos and the
world map, then complete the sentences.
Ask five or six individual students the question. Ask
a student to ask you, too.
Answers
1 They’re from Mexico.
2 He’s from Brazil.
3 They’re from the UK.
4 She’s from South Africa.
5 She’s from Spain.
6 She’s from Turkey.
7 They’re from Thailand.
8 He’s from Russia.
Vocabulary Countries and nationalities
1
When you see this icon with a vocabulary
exercise, it means that you should ask students
which words are the same or similar to words
in their own language – and also which
are very different. See detailed notes in the
Introduction, page 16.
Check that students understand the word
continent. Allow time for individual work. Elicit
from students that Turkey is in Europe and in
Asia. Ask students which words for countries
are very similar in their own language and
which are very different. Do not check answers
at this point.
2
1.11 Play the audio, then ask students to
repeat the countries as a class and individually.
Notice any names that cause special problems
and practise them again.
Answers
1 South America 2 Europe 3 Asia 4 Asia
5 Africa 6 North America 7 North America
8 Europe (although large parts of Russia are
also in Asia as it is such a big country) 9 Europe 10 Europe (it is in both Europe and
Asia)
Jetstream.TG_mod1_finals2.indd 27
5
Tell students to look at the photos
again and the list of nationalities. Point out
that there are two nationalities they don’t need
to use.
1.12
Check the answers and correct any problems
with pronunciation. Play the audio and practise
the pronunciation again. Pay attention to
stress patterns in each word, eg Brazilian and
Taiwanese.
Transcript and answers
Photo 1
They’re Mexican.
Photo 2
He’s Brazilian.
Photo 3
They’re British.
Photo 4
She’s South African.
Photo 5
She’s Spanish.
Photo 6
She’s Turkish.
Unit 1
27
10/02/15 10:30
Photo 7
Photo 8
Tip: To demonstrate the meaning of stressed
syllables, ask students to identify how many
syllables are in each word. Demonstrate
the stress pattern by beating the rhythm
with your hands or writing the words on
the board with small bubbles above each
unstressed syllable and a larger bubble
above the stressed one, eg
O oo
Mexican. Stressed syllables are louder and
have more force or energy.
6
9
Demonstrate the rhythm of stressed
and unstressed words in the first line by
beating the rhythm with your hands (tapping
or clapping them lightly together) or writing it
on the board with bubbles (see the Tip above).
Play the audio and ask students to identify the
stressed words. Play the audio again and pause
for students to repeat each line.
After students have practised with a partner,
ask one student in each pair to stand up and
sit with another partner. Repeat as many
times as appropriate so that students have the
opportunity to work with different partners.
10 Ask if students know any of the famous people
in the photos and what they know about
them.
MA For an extra challenge, ask students to
cover exercise 9 and remember the sentences
about each picture.
Answers
A2, B3, C5, D1, E4
11
Grammar be affirmative
8
Tell students to look at the grammar table.
Explain the difference between full and short
forms. (Short forms are used in speech and in
informal writing.) Write the answers on the
board.
Answers
I am (I’m)
you are (you’re)
he / she / it is (he’s / she’s / it’s)
we / you / they are (we’re / you’re / they’re)
Refer to the grammar reference on SB page
132, now or at the end of the lesson.
28
Write all the subject pronouns on the board
if necessary. Do the first sentence together
with the class as an example. After students
have completed the task individually, write the
answers on the board.
Answers
1 This is Neymar. He is / ’s from Brazil.
2 This is Salma Hayek. She is / ’s from Mexico.
3 This is Penélope Cruz and Javier Bardem.
They are / ’re from Spain.
4 Hi! We are / We’re One Direction. We are /
’re from the UK.
5 I am / ’m from Turkey. It is / ’s in Europe
and Asia!
1.13
Transcript and answers
LUIS
Where are you from?
PAULA I’m from Argentina.
LUIS
Really? You’re Argentinian!
PAULA Yes. What about you? Where are you from?
LUIS
I’m from Argentina too.
7
Extra idea: Practise pronunciation by
contrasting each pair of forms, eg I am / I’m,
we are / we’re, etc. Say one of each pair and
ask students to raise their hand – their left
hand if it is a short form, their right hand if it
is the full form.
They’re Thai.
He’s Russian.
You may want to organise this as a team
competition. Set a time limit of three minutes
for students to write as many countries as they
can. Award points for correct spelling and extra
points for the nationality associated with each
country.
Speaking
12
Ask students to look at the photo. Ask:
Where are they? Where are they from? What
are their names?
1.14
Ask students to read the conversation silently
and try to predict the missing words; not the
actual words, but what type of word it is, ie
a nationality or a number. Play the audio and
check their predictions. If appropriate, play
the audio again and pause after each line so
that students can repeat in order to focus
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on intonation and pronunciation. Then ask
students to practise the conversation in pairs.
Answers
1 Spanish 2 Spanish 3 Taiwanese 4 0766 594211 5 0795 590043
Transcript
Hi, I’m Eduardo. What’s your name?
LIN My name’s Lin. Nice to meet you.
What nationality are you?
EDUARDO
I’m Spanish.
LIN You’re Spanish! Really? I’m Taiwanese.
EDUARDO
Let’s have a coffee.
LIN Cool! …
EDUARDO
Can I have your mobile number?
LIN Yes, it’s 0766 594211. What’s your
number?
EDUARDO
0795 590043.
LIN Thanks! Bye! See you soon!
EDUARDO
13 Monitor pairs as they practise the conversation,
making a note of any common problems with
grammar, pronunciation or intonation.
14 Encourage students to stand up and move
around the classroom as they do this activity.
Movies & Music
Tip: This could be a good opportunity to teach /
revise I don’t know and other fixed
expressions, eg I have no idea. Perhaps
Russia?
This section is designed to motivate students and
transfer the language to a new context. Most
people enjoy films and songs, and this section also
gives students the opportunity to research online
and bring the information back to the class.
The Movies section provides a very short reading
text and task on a film or films. Students can go
online to check their ideas and to find out answers
to one or two more questions.
a couple more questions, then find the lyrics and
listen to the song if they want to.
Read through the short text in the Movies section
and teach / elicit the meaning of popular, stars, set
and several. Do the same with the Music section,
checking understanding of city. Explain that the
missing word is the name of a city. If students
have access to the internet, they can do a lot
of the activity in class. If not, they can do it for
homework and you can discuss the answers in the
next lesson. You may want to ask students to find
the words and listen to the song for homework.
Tell them to read the words of the chorus (the
third verse) as it’s easy to understand.
Extra idea: Ask a student to write the words
of the chorus on the board. Teach / Elicit the
meaning of legal alien. Play the chorus while
students sing along. Then remove the words
from the board and ask students to sing it
again.
Extra questions for class or for homework
Movies
Are James Bond films popular in your
country?
Which actor is James Bond?
Who is the villain (bad guy)?
Who is your favourite James Bond actor?
Find three titles of other James Bond films.
Suggest titles in your own language and
search online to find the English equivalent.
Answers
Movies
British
Skyfall is set in Istanbul (Turkey), Shanghai and
Macau (China) and Scotland (UK)
Music
New York
Song title: An Englishman in New York
Singer: Sting
The Music section often gives an incomplete line
from a song, or a song title, which students have
to complete. Again, they can go online, answer
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Culture notes: Skyfall is the third film with
Daniel Craig as James Bond, an agent for
the British secret intelligence service, and the
23rd James Bond film. Javier Bardem plays the
villain Raoul Silva, an ex MI6 agent. Silva’s
aim is to kill M, the head of MI6, played
by British actress Judi Dench, as an act of
revenge for betraying him. It is Bond’s job
to protect M and he takes her to Skyfall,
his family estate in Scotland. Silva and his
men follow them there. The film made over
$1,000 million worldwide.
Englishman in New York is by the British
artist Sting and is on his album Nothing Like
the Sun (1987). The original version was
released as a single and didn’t do very well
but a new version, released in the 1990s,
was commercially successful.
Sting, born in 1951, is an English singer /
songwriter whose real name is Gordon
Sumner. He was the lead singer and
songwriter for the rock band The Police,
which had worldwide success between 1978
and 1983. Since then he has had a hugely
successful career as a solo artist.
Point out the difference between a and an
(a for words beginning with consonants and
an for words beginning with vowels).
Refer to the grammar reference on SB page
132, now or at the end of the lesson.
Transcript
1 a doctor
2 a scientist
3 an engineer
4 an office worker
5 a teacher
6 a factory worker
7 a journalist
8 a dancer
2
Explain that the similar / different strategy
can help students work out the meaning of
new words. You may want to give some other
examples from the students’ own languages,
or some international words such as television
or internet.
3
1.16 Ask students to look at the photos and
make one or two guesses about the people’s
jobs. Then ask students to read the example
dialogues and say who they refer to. Then play
the audio and ask students to repeat. Teach /
Elicit maybe.
Lesson 2 Are they dancers?
pp9–10
Transcript
1 WOMAN
M AN
2 WOMAN
M AN
Aims
The focus of this lesson is to practise the verb be in
the negative and also questions and answers with
be, learn names for jobs, make guesses /
suppositions and to practise predicting and
guessing meaning from context.
You first!
4
GUESS When you see GUESS in front of an
instruction, it means students can talk about
what they think the answers to something are,
but they don’t have to know the right answers.
For more information about these exercises,
see the Introduction, page 17.
Ask students to work in pairs and try to agree
on the job for each person. They should make
a list of their guesses in their notebooks. Ask
students to cover exercise 5 and don’t give any
answers away at this stage!
5
Ask students to read the sentences silently
and match them with the photos. Write
the answers on the board. Check students
understand boyfriend, married, Indian and the
negative meaning of isn’t and aren’t.
Ask students about their jobs and write all the job
names on the board in random order. Afterwards,
point to each job and see if everybody can
remember whose job it was.
Vocabulary Jobs
1
30
P
Check the comprehension of
the words. Ask: Where is a doctor’s place of
work? What is a scientist’s job? Use drawings,
mime and translation if necessary to explain
meaning. Play the audio and pause for
students to repeat. Check any difficult points
of pronunciation (eg silent ‘c’ in scientist) and
word stress (eg engineer, journalist).
Maybe they’re dancers.
I don’t know. I think they’re teachers.
Maybe he’s an engineer.
I’m not sure. I think he’s a factory worker.
1.15
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Grammar 1 be negative
Reading
6
10 THINK When you see THINK in front of
an instruction, it means students should think
about ideas before they start doing an exercise.
Students could also think on their own for
one minute, then talk to a partner about their
ideas. In this case, students look at the photos
on the page and the title of the review and
think about what the connection is. For more
information about these exercises, see the
Introduction, page 15.
Contrast the full and short forms in the table
and practise the pronunciation of each form.
Point out the alternative negative form: He’s
not / He isn’t.
Answers
I am not / I’m not (American).
He / She / It is not / isn’t (Turkish).
We / You / They are not / aren’t (Taiwanese).
Refer to the grammar reference on SB page
132, now or at the end of the lesson and go
through it with them.
7
Read the example sentence together and
practise the language with the class. Refer
students back to exercise 5 to find the answers.
Answers
1 She isn’t a teacher. She’s a scientist.
2 They aren’t engineers. They’re teachers.
3 He isn’t a journalist. He’s an engineer.
4 He isn’t Spanish. He’s Chinese.
5 They aren’t Brazilian. They’re British.
6 She isn’t a dancer. She’s an office worker.
7 He isn’t Chinese. He’s Indian.
Extra idea: Refer back to the students’ jobs
that you wrote on the board in You first!
Make false sentences about some students
so that students can correct you using the be
negative form. Then ask students to make
some false sentences about each other, eg
He’s Turkish. He’s 25 years old. (He isn’t
Turkish, he’s Spanish. He isn’t 25 years old,
he’s 24 years old.)
Writing
8
Ask students to cover the text in exercise
5 and just look at the photos. You may want
to organise this as a team competition to see
who can write the most true sentences in three
minutes.
9
Allow a few minutes of quiet time for students
to write two sentences about themselves. Ask
volunteers to read out their sentences. Ask
other students to correct them if appropriate.
Culture note: Talent shows now exist in
more than 58 countries around the world,
so it’s likely many students will have heard
of shows like The World Has Talent. In
monolingual classes students could discuss
the shows in L1 as a lead-in.
Ask: What does ‘talent’ mean? Give an
example of a famous person with a talent, eg
Jennifer Lawrence. Ask students to say what
talent they have, eg She’s a great actor. Check
comprehension of the words in the box by
asking for examples of famous actors, dancers,
etc.
11 Allow a few minutes for silent reading, then
check students’ ideas from exercise 10. (The
connection is that the people in the photos
are in a talent show.) Check that students
understand the word review by asking: Who
wrote this article? Is it a description or an
opinion? Why do people read this type of
article? (You might need to use L1 at this
stage to help students.) Ask some general
comprehension questions, eg Where are the
people from? What kind of talents do they
have? Elicit possible explanations of the words
in bold.
Answers
programme = something you watch on
television
show = another word for programme
professional = relating to your work or career
other = different person or thing
different = not the same
judges = people who decide the winner of a
competition
Unit 1
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Tip: Encourage students to guess the meaning
of the words in bold, and after guessing
they can consult their dictionaries. Explain
that it is better to guess first using the
context because the dictionary may provide
many different meanings that are unrelated
to the context.
12
Students can work individually or in pairs.
Go through the list of people and make sure
students can remember who they are. Ask
students to tell the class their answers.
MA Students who need extra support may
want to keep the text uncovered and simply
circle or underline the information relating to
each person.
Suggested answers
1 the people on the show – they are from
a lot of different countries, some are
professional singers and musicians, some
are good, some are bad, some are young,
some are old
2 Pati – she is a singer and a salsa dancer,
she’s from Switzerland, she’s 80 years old
3 May – she is a judge on the show, she’s
from Thailand, she’s a singer
4 Vicente – he is a judge on the show, he’s
from Chile, he’s an actor
5 Alison – she is a judge on the show, she’s
from Canada, she’s a songwriter
6 Bruno – he is a judge on the show, he’s
from Italy, he’s a scientist
Grammar 2 be questions and short answers
13 Point out the word order in be questions. Ask:
Which word is first? Which is second? You may
want to refer students to the different types
of questions (wh- versus yes / no questions)
depending on the level of your class. Point out
that short forms are not used in the affirmative
short answers.
Answers
Are you (a teacher)? Yes, I am. / No, I’m not.
Is he / she / it (Spanish)? Yes, he is. / No, he
isn’t.
Are they (Thai)? Yes, they are. / No, they
aren’t.
32
Refer to the grammar reference on SB page
132, now or at the end of the lesson and go
through it with them.
14 Allow time for students to work individually.
Then compare answers in pairs. Ask volunteers
to write the answers on the board.
Answers
1 Is 2 Are 3 Are 4 Are 5 Is 6 Is
15 Encourage students to use short answers
where possible, then monitor pairs as they ask
and answer the questions, making a note of
any common problems with grammar. Give
students praise and corrective feedback at the
end of the task.
Answers
1 Yes, it is.
2 Some people are young and some people
are old.
3 Some people are good and some people
are bad.
4 No, they aren’t. May is Thai, Vicente is
Chilean and Alison is Canadian.
5 No, he isn’t. He’s from Chile.
6 Yes, she is.
16
1.17 Ask students to read the conversation
and predict the missing words. Check students
understand nice place. Then play the audio.
Write the answers on the board. If appropriate,
play the audio again and pause for students
to repeat the missing words. Emphasise
pronunciation and intonation. Then ask
students to practise the conversation in pairs.
Answers
1 is 2 are you 3 ’m not 4 ’m 5 ’s 6 are you 7 ’s 8 ’m 9 ’m
Transcript
BRUNO Hello and welcome to The World Has
Talent!
NICO
Thank you very much.
BRUNO What is your name?
NICO
Nico. Nico Drouga.
BRUNO And are you from Portugal, Nico?
NICO
No, I’m not. I’m from Greece. From
Piraeus.
BRUNO Oh! I know it. It’s a nice place. How old
are you, Nico?
NICO
I’m 28.
BRUNO And what’s your job?
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NICO
BRUNO
I’m an office worker. But I’m also an
opera singer!
Great.
Speaking
17 Ask everybody in the class to write down one
talent that they have (real or imaginary), eg
I’m a singer. Ask students to form groups of
four or five and to each do a short act, eg sing
a song, do a dance, play a real or imaginary
instrument, do a magic trick, perform with
an animal (dog, horse, elephant!). If you tell
students they don’t have to perform their act
well, they can choose to do it really badly – it
will help them to be less self-conscious and it
will also be a lot of fun.
Picture B:
Also revise I don’t know.
Vocabulary Common objects (1)
1
Ask students which names for objects are
very similar in their own language and which
are very different. Check the pronunciation of
the words as you check the answers.
Answers
1 a bag 2 a mobile phone 3 a pen 4 a ticket 5 an apple 6 a key 7 a passport
8 a suitcase 9 a toothbrush 10 a camera
11 a watch 12 a book 13 an umbrella
2
Choose two people in each group to be
judges and interview the performers, using
the conversation in exercise 16 as an example.
They can role-play the conversation several
times, switching roles each time.
Ask one or two groups to present their
conversation to the class. When everybody in
each group has performed their act, the judges
choose their favourite act: I like … best.
Chocolate? Big pens? (Dynamite?!)
P
1.18 Play the audio and ask students to
notice the three different ways to pronounce
the plural ‘s’ ending. Don’t check answers at
this stage.
Transcript
books, suitcases, toothbrushes, umbrellas,
cameras, tickets, apples
3
P
pp12–13
1.19 Allow time for students to predict
which category each plural word is in. Then
play the audio to check their answers. Write
the answers in a table on the board. Play the
audio again, pausing for students to repeat
each word.
Aims
Transcript and answers
The focus of this lesson is to practise possessive
adjectives, learn names for common objects, ask
about and identify objects, practise listening for
numbers, letters and names of places and practise
useful language when in an airport.
/s/ books, passports, tickets
/z/ apples, bags, cameras, keys, mobile
phones, pens, umbrellas
/ɪz/ suitcases, toothbrushes, watches
Lesson 3 Where’s our suitcase?
Warm-up
4
The sooner students recycle newly learnt
words, the more likely they are to remember
them. Ask students to close their books and
either say the words to a partner, or write them
in their notebooks.
5
Demonstrate the difference between this, that,
these, those by placing objects near or far
away from you. Invite a volunteer to come up
to the front of the class and practise using the
same objects to ask What’s this? and What’s
that? Practise the different pronunciation of
this and these.
Ask: What’s your favourite possession? Give some
examples of your own. You could also ask students
to guess what things are in your bag or purse.
Ask students to work with a partner and name all
the objects in their bag today.
Ask students to look at the pictures and try to
name as many objects as they can. Ask: What’s the
woman’s job? (security officer).
Note: The objects the security officer is holding
in the pictures are deliberately not obvious so it
makes her question a genuine one. Ask students
to speculate about what the things could be.
Picture A: Matches? A camera? Cake?
Refer to the grammar reference on SB page
132, now or at the end of the lesson and go
through it with them.
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Transcript
1 WOMAN
Extra idea: Ask students to choose one
object and draw a picture of it on a small
piece of paper. Pass a paper bag around the
class and ask everybody to put their ‘objects’
in it. Gather students around a table and take
turns to pull out an ‘object’ and ask: What’s
this / What are these? If they are correct, they
can keep the object.
6
Excuse me? I think that’s my
suitcase!
MAN
Your suitcase? No, it isn’t. It’s my
suitcase!
WOMAN
No, look! That’s my name – Jemima Jackson-Jones!
MAN
Oh. You’re right. I’m so sorry.
WOMAN
That’s alright.
2 SECURITY OFFICER Excuse me? Is this your
bag?
GIRL
No, it isn’t. Ask those people.
Perhaps it’s their bag.
SECURITY OFFICER
Excuse me? Is this your
bag?
MAN
Oh, yes. It’s our bag.
WOMAN
Thank you.
SECURITY OFFICER
Please keep it with you.
MAN
Right. Sorry.
3 OLD MAN Goodbye!
WOMAN
Bye! Have a good flight!
MAN
Look! His tickets are on the table.
WOMAN
Oh yes, and that’s his passport
too. Quick!
MAN
Excuse me! Your passport and
tickets!
OLD MAN
Oh thank you.
Refer to any famous brand names
that are in the classroom or amongst students’
possessions. Ask about famous brands of
computers, clothes, watches, shoes, etc. Hold
something up and ask, What’s this? What’s
the brand? Discuss the names shown and then
play the audio to check students’ answers.
1.20
Transcript and answers
1 MAN
Mont Blanc is famous for pens.
WOMAN Yes, and it’s also famous for watches.
Rolex is famous for watches.
2 MAN
3 WOMAN Apple is famous for computers,
iPads and mobile phones.
Listening 1
you know?
There
* Did
are short Did you know? sections
throughout the Student’s Book. They are very
short high-interest reading texts whose aim is
to give extra information on the lesson topic.
They can usually be done at any point in a
lesson.
Ask students to look the photo and ask Where
are the people? (At an airport.) Ask students
to read the text and ask comprehension
questions, eg What’s the busiest airport in the
world? Check students understand busiest,
passenger. You don’t need to teach superlative
adjectives at this stage, just the meaning of the
word.
7
Tell students they’re going to hear
three conversations in an airport. Tell them to
listen and look at the objects on SB page 12.
Play the conversations two or three times if
necessary. Then check students’ answers and
play the relevant lines in the conversations
again.
1.21
8
Tell students to read through the conversations
briefly and see if they can remember the
missing words – it doesn’t matter if they’re
wrong. Ask some general comprehension
questions such as: Which conversation is
between friends / between strangers / with an
airport official / about a mistake.
Play the audio again as students write their
answers. If necessary, play the audio a third
time and pause after each line to check the
answers.
Students can practise the conversations in
pairs. Encourage students to use appropriate
intonation and stress.
Answers
1 my suitcase 2 Your suitcase 3 my suitcase
4 my 5 your bag 6 their bag 7 your bag
8 our bag 9 His tickets 10 his passport
11 Your passport 12 tickets
Answers
suitcase, bag, tickets, passport
34
Unit 1
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Grammar Possessive adjectives
9
Demonstrate the meaning of all the possessive
adjectives by pointing to objects around you
and on students’ desks. Then ask students
to point to objects around the room and ask
other students to say whose they are, eg That’s
Ali’s book. It’s his book. Then ask students
to look at exercise 8 again and read out the
sentences with possessive adjectives. (Note that
students learn apostrophe ’s for possession in
Unit 2. Some students will know it, of course.)
Ask students to complete the grammar table.
Answers
singular
It’s my book. They’re my books.
my
your
It’s your suitcase. They’re your
suitcases.
his
It’s his book. They’re his books.
her
It’s her ticket. They’re her tickets.
plural
It’s our bag. They’re our bags.
our
It’s your key. They’re your keys.
your
It’s their ticket. They’re their tickets.
their
Refer to the grammar reference on SB page
132, now or at the end of the lesson and go
through it with them.
10 Model conversation 1 in exercise 8 with a
student, using different objects. Then ask
students to practise in pairs. Monitor pairs as
they work, making a note of any common
problems with grammar, pronunciation or
intonation. Encourage students to be (over)
dramatic and have fun with the conversation.
Extra idea: Direct students to the photos of
the people on SB page 10. Get students to
ask and answer about their jobs, eg What
are their jobs? She’s a … and he’s a …. .
You could then put students in pairs to write
some questions and answers.
Listening 2
11
1.22 Check comprehension of the column
headings in the table. Check that students
know the pronunciation of these place names
and ask which countries they are in. Point to
them on a map if available.
Play the audio a couple of times, pausing if
necessary. Draw the table on the board and
invite students to write the answers.
Answers
1 30 2 BA456 3 15 4 007 5 367 6 60
Transcript
Emirates flight EK983 to Dubai is now
boarding at Gate 45.
Air France flight AF261 to Buenos Aires,
please go to Gate 30.
British Airways flight BA456 to Acapulco.
Last call at Gate 15.
Thai Airways flight TG007 to Bangkok.
Please go immediately to Gate 22.
Aeroflot flight SU367 to St Petersburg is
now boarding at Gate 60.
Speaking
12 EVERYBODY UP! When you see
EVERYBODY UP! in front of an instruction,
it means that this is a chance for students
to move around the classroom and use
the language they have learnt. This kind of
short intensive practice can be very lively
and also very rewarding if students succeed
in completing the task using the language
resources available to them.
Ask students to write down the flight number
and destination they have chosen – but don’t
show it to anybody. Practise the question with
the whole class a couple of times before they
get up and do it on their own. You can use
some different examples to practise, eg Are
you on flight NZ054 to Wellington? Are you
on flight CA789 to Beijing? Tell students that
whenever they find someone on the same
flight they should shout out: Yes! (Dubai /
Wellington, etc). Do a tally at the end. Which is
the most popular destination?
Tip: Walk-around activities are a good way to
‘eavesdrop’ on conversations without being
too obtrusive. Take a notebook with you
and write down both good and incorrect
phrases. At the end, you can write correct
and incorrect phrases on the board and ask
students to identify the incorrect ones and
correct them.
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Vocabulary plus p14
This page provides an opportunity for vocabulary
enrichment. It’s a flexible section and can be used
in several ways. It can be done as a complete
lesson or alternatively, there are notes at
appropriate points in the unit where a vocabulary
set can be usefully learnt and practised. You could
also practise a vocabulary set when you have
time to spare or give a Vocabulary plus activity to
stronger students when they have finished a task
ahead of other students.
In this unit, we suggest you do the whole of this
page after Lesson 3.
Note: If possible, bring in pictures of flags and a
world map.
Common objects (2)
1
P
Use objects around the room and
in your bag to elicit the words. Then play
the audio so that students can practise the
pronunciation of each word. Ask students to
notice the stress pattern in the two-syllable
words (stress on the first syllable) and mark it
on the words.
1.23
Extra ideas: Hold up different objects of
various colours and ask students to name the
colours.
Name various colours and ask students to
name everything of that colour in the room.
5
Practise the questions and elicit more examples
of questions. Then put students in pairs to do
the activity.
Nationalities
6
Colours
3
Ask: How many colours do you know? Then
allow time for students to complete their
answers. Don’t check the answers yet.
4
Ask students to say the colours and
spell the words out. Write the answers on the
board. Play the audio for students to check
their answers, then play it again, pausing for
students to repeat each word.
1.24
Answers
1 red 2 blue 3 green 4 yellow 5 black
6 white 7 brown 8 pink 9 orange 10 grey 11 purple
36
Answers
The blue and white flag is Greek.
The red, white and green flag is Welsh.
The orange, white and green flag is Indian.
The red, black and white flag is Egyptian.
Ask students to work in pairs. They can name
all the things in their pockets or in their bag.
Extra idea: Ask students to switch partners
and guess what is in their new partner’s bag
or pocket. Three correct guesses and they
win.
Revise the countries and nationalities already
studied in this unit.
Ask for the country for each nationality
(Egypt, Greece, India, Wales). Ask where these
countries are and point to them on a world
map. You may want to teach the words stripes,
cross, symbol, circle and dragon.
Transcript and answers
1 glasses 2 credit card 3 comb 4 diary
5 tissues 6 tablet 7 wallet 8 notebook
9 coins
2
Go through the instructions with the
students and make sure they understand
what they have to do. Reassure them that
it’s fine not to remember all the objects or
colours! What’s important is doing these
mental exercises – they will help their memory
improve.
7
Ask students to describe their flag in pairs or to
write the description in their notebooks: My flag …
Extra ideas: Distribute pictures of flags, one
to each student. Ask each student to write
a description, then collect the flags and put
them on the wall. Collect the descriptions
and redistribute them. Ask students to find
the flag on the wall that matches their
description.
Play a flag game – which you may need to
research yourself in advance. Either give
students names of countries and they tell you
the colours in the flag or give them a colour
or colours and they must name countries
which have that colour in their flag. This is a
good game for both colours and countries.
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Everyday English p15
Transcript
ALI
What does ‘Memnun oldum’ mean,
Julie?
TEACHER Nice to meet you.
ALI
Can you repeat that, please?
TEACHER Nice ... to ... meet ... you.
ALI
Nice to meet you. Thanks. Can I ask
you another question? We say ‘a’
doctor but ‘an’ office worker. Why?
TEACHER ‘O’ is a vowel. We say ‘an’ with vowels.
ALI
I see. Thanks, Julie.
Everyday English provides practice in the everyday
functions that students need when getting around
in English and interacting with people. The main
conversation has a video which provides extra
contextualisation and is fun to watch. See page
225 for suggestions on exploiting the video. If you
don’t have the video or prefer not to use it, then
just play the audio.
Asking about language; making requests
1
1.25 Allow time for students to read the
conversation and predict the missing words.
Then play the audio. Write the answers on
the board. Play the audio again, pausing for
students to repeat each line.
Answers
1 help 2 say 3 speak 4 ask 5 explain
Transcript
1 ALI
Julie, can you help me, please?
TEACHER Yes, Ali.
ALI
How do you say ’Memnun oldum’
in English?
TEACHER Nice to meet you.
ALI
Sorry, can you speak more slowly?
TEACHER Nice to meet you.
ALI
Thank you.
2 HADIYA Can I ask you a question, Julie?
TEACHER Sure.
HADIYA Can you explain this? We say ‘a’
doctor but ‘an’ office worker. Why?
TEACHER ‘O’ is a vowel. We say ‘an’ with
vowels.
HADIYA Now I understand. Thanks, Julie.
2
Play the audio. Then play it again,
pausing for students to repeat each line. Check
answers as a class.
3
Tell students to work in pairs and ask about the
meaning of other words on this page.
Focus on: can
This section focuses on common and useful
language items.
Make requests, eg Can you stand up, Juan?
and get students to do what you ask them. Ask
students to find questions with Can …? in exercise
1 and write them on the board. Underline can +
pronoun and explain that we use can to make
requests.
Read through the first part of the Focus on box
with students. Check students understand menu
and bill and ask them to match the phrases to
make sentences. Tell them that they can match
each item 1–3 with more than one ending. Ask
individual students to write the answers on the
board and practise the language with the whole
class and individually. Then ask students to make
more requests, eg Can you write your name here?
Thanks! Put them in pairs or small groups to do this.
Answers
1 a/d 2 b/c 3 d
1.26
De-stress!
Although students haven’t studied can yet
(the main focus on can for ability is in Unit 8),
introduce them to it as part of a phrase they
can use to make a request, but don’t go into
detail. It’s a good idea to practise the correct,
unstressed pronunciation of can /kən/ with
them. You could do the Focus on section at
this stage if you want to.
These sections do two things. First, they provide
very short practical texts. Second, and more
importantly, they are there to help students
unwind from time to time. You will find a simple
de-stress exercise in every unit – not necessarily
a physical one, but one that’s easy to do in the
classroom as far as possible. For more detailed
information about the De-stress sections, see the
Introduction page 16.
Answers
2, 3, 5
This first de-stress exercise is based on a Pilates
exercise called the Corkscrew, which helps to free
up your upper back and get rid of tension. It gives
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you a lovely stretch across the top of your back
and works against having a rounded back and
shoulders from sitting too long! Do it with your
students and be careful – do it gently – no brusque
or sharp movements!
Explain the meaning of De-stress (start by
explaining stress). Then read out the instructions,
demonstrating the meaning of each word / phrase
as you do so. Then divide the text into sections,
eg Put your hands behind your head, and get
students to do the actions. Finally, students
perform all the actions.
Remember, you can do this activity at any point in
the lesson (or in the unit).
4
1.27
6 Decide whether you are going to
use the video or simply play the audio (you
may not have the video or the necessary video
equipment). Ask students to look at the photos
and say where the people are (in a hotel /
restaurant). Ask them to identify the waiter
and receptionist.
Ask students to read the conversations and
check they understand room, key, here you are.
Tell them you are going to play the video or the
audio and ask them to match the photos with
each conversation. Ask: How do you know?
(The conversation is in a restaurant / hotel. The
man asks, Can I have the …?)
Each conversation is very short so you can then
practise the language as a prediction exercise.
For each conversation play the first line and
ask students to repeat it. Then ask What’s the
next line? Elicit answers and then play the next
line and practise it. Continue through each
conversation in this way.
For other video techniques, see page 225.
Answers
1B 2C 3A
Transcript
1 WAITER
LAURA
WAITER
LAURA
2
JACK
RECEPTIONIST
38
Good evening.
Good evening. Can I have the
menu, please?
Yes, here you are.
Thank you.
Good afternoon. My name’s
Humphreys.
Ah, good afternoon. You’re in
room 27, Mr Humphreys.
JACK
RECEPTIONIST
JACK
3
RECEPTIONIST
JACK
RECEPTIONIST
5
Thanks. Can I have the key,
please?
Yes, here you are.
Thanks very much.
Good morning.
Hi. Can I have the bill, please?
Yes, here you are.
When you see the karaoke symbol,
this means that students can practise the
conversation online, taking one part of the
conversation themselves.
Put students in pairs and ask a few pairs to
make the conversations. Then students act out
the conversations in pairs.
MA Stronger students can do this as a memory
exercise.
Alternatively, students can use the karaoke
function on e-zone. They start the video and
watch the conversation. Then they select
the role they want to play, click on the play
button and speak their part when they see the
highlighted words on the screen.
Note that at this level, the speed at which
the actors speak (on the video and audio
recordings) is not quite natural speed. It’s
slowed down slightly to help with students’
understanding.
we don’t say … / we say …
This section focuses on common errors
that students of many different language
backgrounds are likely to make. By drawing
students’ attention to them, and making it
very clear that these are errors, you can help
students avoid such mistakes.
Check students understand the heading and
explain that the section focuses on common
mistakes in the unit. Give some examples of
mistakes. Then ask students to cover the green
we say … side and to see if they can correct
the mistakes themselves before they look and
check.
This section focuses on the following errors:
•
•
•
omission of article
omission of subject
omission of auxiliary verb in questions
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2
UNIT
FOCUS
Family and home
GRAMMAR: have; possessive ’s; there is / there are
VOCABULARY: family; rooms and furniture; places in town; large numbers
FUNCTIONS: : talking about your family; describing your home; talking about
Lesson 1 We have six children.
Note: Star Wars characters left to right in
the photo: Yoda (green mask), Emperor
Palpatine (black robe), a stormtrooper (white
spacesuit), Chewbacca (monster), Obi-Wan
Kenobi (at back, brown hood and robe),
Darth Vadar (black space suit), C-3PO (gold
robot mask at the back). It isn’t clear who is
Princess Leia, the woman in the orange dress
or the bride. Student can give their opinions.
pp16–17
Aims
The focus of this lesson is to practise the different
forms of the verb have, talk about relationships
using possessive ’s and use vocabulary to describe
families.
Note: It will be useful to have photos of weddings
and a DVD of Star Wars (or download a clip from
Star Wars from the internet).
Culture note: Star Wars is a film series
created by the American director and
producer George Lucas and is divided into
two trilogies. The first film (1977) was a
worldwide success and the other two films
in the first trilogy (1980, 1983) were equally
successful.
You first!
Ask students to look carefully at the photo for a
minute or two. Check students understand the
question and put them in pairs to discuss it. Walk
around and listen to students’ answers. Someone
is likely to mention that it’s a Star Wars wedding
and point out some of the characters.
The second trilogy was a prequel and the
films were released in 1999, 2002 and 2005.
The story is set in a galaxy ‘far far away
in the distant past’ and concerns an epic
battle between the forces of good (the Jedi
warriors) and the evil Sith. There is an energy
called the ‘Force’ that some people are able
to use for good or evil. The soldiers of the
Sith are known as ‘stormtroopers’.
Vocabulary Family
Extra idea: Ask students to look quickly at
the photo and guess how many people are in
it, then count the numbers. I think there are
24. Maybe there are 20.
1
places; asking for directions
One of the main characters in the first trilogy
is Darth Vader (a Jedi who turned to ‘the
dark side’). Fighting against him are the Jedi
knight Obi-Wan Kenobi, Luke Skywalker,
Han Solo (a smuggler) and Princess Leia.
They eventually defeat the Sith. The prequel
shows the descent of Darth Vader (originally
called ‘Anakin Skywalker’) to the dark side.
Ask: What kind of wedding is this? and elicit or
tell students that it’s a Star Wars wedding. Ask
the questions and check students understand
fan and characters. If there are any ‘experts’ in
the class, ask them to tell you just a little about
the story and the characters. Help them with
the language. Students might want to identify
the characters in the photo, eg That’s Darth
Vader. If possible, bring in some video clips
from Star Wars and ask students to talk about
the kind of film it is and what the story is
about. Don’t worry about correcting language
as the point of this is simply to introduce the
topic and get students interested.
Extra idea: Ask students if they like the idea
of a Star Wars wedding. What theme would
they prefer? Brainstorm some funny ideas for
themed weddings.
2
Draw a family tree on the board
(perhaps your family tree) and ask students to
identify the names of the different people in
the tree, eg Mike is my (father). Play the audio
and practise the pronunciation of any difficult
1.28
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Transcript
I love this photo. It’s my wedding photo so Pete
and I are now husband and wife! My mother is
on the right, next to me. And just behind her
is my sister and her son – he’s in black. And
that’s my father behind me – he’s Darth Vader!
Next to him, on the left is my brother – he’s a
stormtrooper!
words. Ask students which names for family
members are similar in their own language and
which are different.
Transcript
aunt, brother, daughter, father, grandfather,
grandmother, husband, mother, parents, sister,
son, uncle, wife
3
MA To provide extra challenge, ask students
to work in pairs, cover the page, look at the
wedding photo again and describe who Sally’s
family members are. Students take turns to
check their answers by looking at the text on
SB page 17.
Explain that the pale green figures refer to
female and the turquoise ones refer to male.
Allow time for students to work in pairs. Then
check the answers as a class.
MA Students who need less support should
cover the words in 2.
Answers
1 grandfather 2 aunt 3 father 4 sister 5 husband 6 son
Parents is not used.
4
6
Answers
GUESS Encourage students to work in pairs
to discuss and write their opinions. Check
students understand Let’s … . Then see if
everybody in the class agrees. Don’t check the
answers yet. The answers will come up in the
next exercise.
1 Tan
Answers
1 husband 2 wife 3 mother 4 sister 5 son
6 father
40
3 Paul
4 Tan
Extra idea: Ask students to do a survey of
the class. Each student can have a different
survey question, eg how many people are
an only child, how many have one brother,
or one sister and so on. They should walk
around asking everybody in the class and
making notes of the answers. Finally they
should sit down, summarise the results and
tell the class.
1.29 Demonstrate the meaning of the
phrases on the left / right, etc by pointing to
people in the photo or to objects in the room.
Use the Darth Vader helmet images on SB page
17 to help with understanding.
Allow time for students to read the text and
look at the photo. Point out that on the right
here means from the viewpoint of the person
looking at the photo. Play the audio and check
the answers.
2 Paul
Culture note: You may want to discuss
differences in words for family members.
Some languages, for example, have different
names for male or female cousins, or for
maternal or paternal grandparents.
Extra idea: Ask students about wedding
customs in their countries. What is different
or special about weddings there? If possible,
bring in pictures of weddings and ask
students to identify the family members in
each one.
5
Explain the meaning of only child or ask
students to explain (= no brothers or sisters).
Do the first item together. Then allow time for
students to work alone or in pairs.
7
Ask students to close their books and work
in pairs or teams to write as many family words
as they can in three minutes.
Grammar 1 have
8
Tell students to read the texts in exercise 6 and
find the missing words for the grammar table.
Allow time for students to work individually.
Then check the answers and write them on
the board. Ask: When do we use ‘have’ and
‘has’? When do we use ‘do’ and ‘does’? What
do you notice about word order in questions?
(They use do or does followed by the subject
Unit 2
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followed by have.) What do you notice about
short answers? (They use do or does but not
has or have.)
Answers
affirmative
I / you / we / they have
he / she / it has
negative
I / you / we / they don’t have
he / she / it doesn’t have
questions and short answers
Do I / you / we / they have …?
Yes, I do. / No, they don’t
Does he / she / it have …?
Yes, he does. / No, he doesn’t.
Refer to the grammar reference on SB page
133, now or at the end of the lesson and go
through it with them.
9
1.30 Ask students to complete the
conversations. You may want to discuss
differing answers. Then play the audio to check
the answers.
Answers
1 don’t have
2 I have
3 have
4 has
Transcript
1 WOMAN Paul, tell me about your family.
Is it big?
PAUL
No, I don’t have brothers and
sisters. But I have five cousins.
2 WOMAN Tan, do you have a big family?
TAN
Yes, I do. We have six children
and my sister has nine!
Extra idea: Ask students to role-play
interviews with Paul and Tan. Ask volunteers
to present them to the class. This will practise
second person questions and first person
answers. Then ask students to interview a
partner about Paul and Tan. This will practise
third person questions and answers.
Grammar 2 Possessive ’s
You may want to teach the word apostrophe
to help explain this grammar point. Explain the
difference between ’s and s’ using examples from
the class, eg Lin’s ruler, the books’ pages. Then
look at the examples in the table. Point out that
we say children’s because children is plural.
Refer to the grammar reference on SB page 133,
now or at the end of the lesson and go through it
with them.
10 Do the first item together with the class. Then
ask students to work in pairs to complete the
exercise.
Answers
1 true
2 false (My aunt is my father’s / mother’s
sister.)
3 true
4 false (My cousin is my uncle’s daughter. /
My niece is my sister’s / brother’s daughter.)
5 true
Extra idea: Do a dictation using clues for
family members, eg Number 1 is my sister’s
daughter etc. Then ask students to tell you
the answers and dictate the clues back to
you, eg Number 1 is your niece.
Speaking
11 THINK This exercise encourages students
to reflect on assumptions and expectations
in their own culture compared with other
cultures. Give them 30 seconds to collect
their ideas individually before talking to other
people. Ask students to think of real examples
of families they know or have read about.
12 Ask students to find out about names too, eg
Do you have brothers and sisters? Yes, I do, I
have a brother. What’s his name? My brother’s
name is … . Monitor pairs as they work,
making a note of any common problems with
grammar, pronunciation or intonation. Ask
volunteers to tell the class about their family.
The other students can ask questions. Tell the
class about your family and encourage them to
ask you questions.
Extra ideas: If you didn’t use your family
tree in exercise 2, describe it and ask students
to draw it in their books. Or describe a
fictional family tree. Encourage lots of
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‘schwa’ sound and is often used when a vowel
sound isn’t stressed. Repeat the schwa sound
several times and practise it with the whole
class and individually. Then practise cooker
again.
questions about spelling of names and
relationships.
Play a find someone who ... game. Ask
students to find someone who has two
uncles / nephews or nieces / a child / an
aunt / a sister-in-law / two brothers / a small
family / a grandfather.
Play the audio and ask students to repeat the
words. Play the audio again and ask them to
underline the words with the schwa sound.
Elicit and check answers and practise these
words.
Lesson 2 There’s a painting on
the wall. pp18–19
Transcript and answers
armchair, bath, bed, bookcase, chair, cooker,
cupboard, desk, door, floor, fridge, mirror,
painting, shower, sink, sofa, table, television,
toilet, wall, wardrobe, window
Refer to the Pronunciation pages on SB page
156 for more practice of the schwa sound.
Aims
The focus of this lesson is to practise there is /
there are, learn names for rooms and furniture and
practise talking about your home.
Note: If possible, bring in magazine pictures of
different kinds of rooms.
You first!
3
Ask students to compare their bedrooms at home
with the room in the painting. Talk about furniture,
colours, size of room, size of window, floor, etc.
Give some examples by talking about your own
bedroom. There’s no need to teach extra vocabulary,
but see how much students can say on their own.
Remind students of the things they said for
You first! They should now be able to add
more information about the furniture in their
room. Allow time for individual and pair work.
Teach any extra vocabulary items as they come
up.
4
Check understanding of the name of
each room. Elicit an example sentence, eg A
bathroom has a bath. Then ask students to
predict what kind of furniture is in each room.
Play the audio to check their answers.
Vocabulary Rooms and furniture
1
Ask students if they know this painting and the
artist. (The painting is called Bedroom in Arles
and is by the Dutch artist Vincent van Gogh,
(1853–1890).) Ask: Do you like it? Why? / Why
not? See how many things students can name
without looking at the list. Make two lists on
the board: Things in the painting. Things not
in the painting. Underline items of furniture so
that it’s clear which things aren’t furniture.
Answers
in the painting: bed, chair, door, floor, mirror,
painting, table / desk, wall, window.
Not furniture – door, floor, painting, wall,
window
2
P
Play the audio and ask students
to repeat each word chorally and individually.
Practise the stress pattern in these words:
armchair, bookcase, cupboard (point out the
silent ‘p’), television.
1.31
Practise the pronunciation of cooker and
explain that the final vowel sound is called the
42
1.32
Transcript and answers
1 A bathroom has a bath, a mirror, a shower
and a toilet. And maybe a chair.
2 A bedroom has a bed, a wardrobe and
a mirror. And maybe an armchair, a bookcase, a chair, a painting and a television.
3 A dining room has a chair, a table, and
a cupboard. And maybe a mirror and a
painting.
4 A kitchen has a chair, a cooker, a cupboard, a fridge, a sink and a table. And
maybe a television.
5 A living room has an armchair, a bookcase,
a sofa and a television. And maybe a chair,
a table, a mirror and a painting.
6 An office has a chair, a desk and a bookcase. And maybe an armchair and a
painting.
Unit 2
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Extra idea: Bring in 8–10 pictures of different
kinds of rooms and ask students to list the
items in each picture. Then stick the pictures
on the wall with numbers attached. Say one
or two items for one of the pictures. Students
have to tell you the number of the picture.
5
6
Make true and false statements about Van
Gogh’s bedroom. If the sentence is true,
students should repeat it. If it’s false, they
should say: That isn’t true! You can do this
first with books open, and then with books
closed. Some ideas: There’s a bed. (T) There’s
a table. (T) There are two doors. (T) There’s
a mobile phone. (F) There isn’t a suitcase. (T)
There aren’t any bananas. (T)
EVERYBODY UP! Ask students to stand up
and walk around the room. Their task is to ask
questions to find one person who fits each of
the descriptions. When they have found five
names, they can sit down. Demonstrate asking
questions for the first item, eg Do you have an
office at home? Monitor students as they are
doing the activity and make notes on use of
grammar. Give praise and corrective feedback
at the end of the activity.
For this exercise, students only need to answer
true or false. (They don’t need to use the
target grammar yet unless they are happy to.)
Answers
1 true 2 true 3 true 4 true 5 false 6 true
Grammar there is / there are
7
Extra ideas: Ask students to correct the false
sentence in exercise 6 (5 There isn’t a sofa in
the room.).
Tell students to look at the sentences in
exercise 6 and highlight the use of there is /
there are. Allow time for them to complete
the grammar table individually or in pairs.
Check the answers as a class. Check the
pronunciation of There is (There’s) and There
are.
Answers
affirmative
There is (There’s) a table.
There are five paintings.
negative
There is a television.
There are three chairs.
questions and short answers
Is there a sofa?
Yes, there is. / No, there isn’t.
Are there two doors?
Yes, there are. / No, there aren’t.
Refer to the grammar reference on SB page
133 now or at the end of the lesson and go
through it with them.
As a follow-up exercise, students can work in
pairs taking turns to make statements about
the classroom which their partner must repeat
if it’s true or say That isn’t true!
8
Demonstrate the difference between in and on
by using objects in the classroom or on your
desk. Ask students to write six more questions
about the painting. Then ask them to close
their books and ask a partner.
Answers
1 Is there a phone in Van Gogh’s bedroom?
No, there isn’t (a phone in the bedroom).
2 Is there a cupboard in the room? No there
isn’t (a cupboard in the room).
3 Are there things on the table? Yes there
are (things on the table).
4 Are there things on the chairs? No there
aren’t (things on the chairs).
5 Are there paintings on the walls? Yes there are (paintings on the walls).
6 Is there a person on the bed? No there
isn’t (a person on the bed).
Grammar note: We say a the first time we
mention something. The second time we say
the, eg There’s a table in the room. The table
is small.
We also say the if we know what we’re
referring to or if there’s only one of
something, eg The bed is orange.
Note that after there is / there are we use a
not the.
Extra idea: You could extend this exercise to
asking questions about the classroom. Ask
students to look around the room for one
minute. One student in each pair closes their
eyes, while the other asks questions about the
furniture. Then they switch roles.
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9
Use this activity to review furniture and
colours. You may also ask students to test your
memory by asking you questions.
Many students hate being asked to draw.
Reassure them by saying a sketch or plan is
fine. It doesn’t have to be a Van Gogh!
Write these sentences on the board for
students to complete: The bed is _____, ____
and ____. The chairs are _____ and ______.
The walls and doors are ______.
De-stress!
Laughter is a great antidote to stress. It raises your
energy, it increases the number of endorphins in
your body, it increases your white blood cells and
it massages your stomach. Tell students: Laughter
is very good for you! Ask: Do you laugh a lot? Do
you watch funny videos? What films make you
laugh? If you have the technology, bring into class
a video clip that you find funny (or you can send
students the link or write it on the board). Ask
students to share links too.
Remember that you can do this section at any
point in the lesson (or unit).
Reading
Windows earlier in the sentence gives a clue
to the meaning of views. Also ask students
which words are easy to guess because they
are the same or similar to words in their own
language, eg electricity.
Answers
containers = big metal boxes, they are used on
ships for carrying things
comfortable = pleasant to spend time in
electricity = a form of energy that produces
light, heat and power
entrance = the place where you go into a
building
open-plan = with no walls dividing up the
space
views = the things you can see from, eg a
window
steps = something you walk on to go up to a
different level
13 Ask individual students to read out the
questions and elicit the answer to the first
question. Note that kitchen and bathroom are
not counted as rooms. Put students in pairs to
ask and answer the questions.
10 Ask students to describe the photos that go
with the article on SB page 19. Talk about
the colours, the number of floors and which
countries they think they are in. Encourage
students to use vocabulary for different types
of rooms and furniture when they talk about
the photos, eg I think there’s a bedroom in this
house but there isn’t a kitchen. I think there’s
a cooker. I don’t think there’s a bathroom, but
I think there’s a shower. Ask students to write
down their guesses.
Answers
1 a) 2
b) 1 & 4
2 a) 1
b) 1 & 4
11 Allow a few minutes for quiet reading time and
tell students to check their ideas from exercise
10. Students may ask you about unfamiliar
words; help them to use the context to work
out the meaning whenever possible.
Speaking and writing
Ask students to match the texts and the
photos. Check the answers as a class.
Answers
A2, B4, C1, D3
12 Check comprehension of the words in bold.
Give examples of how to use the context
to work out the meaning of new words, eg
photo C illustrates the meaning of container.
44
c) 3 d) 2 & 4
c) 1 & 3
d) 4
Extra idea: Extend this activity by asking
additional questions about the texts, eg Which
house has three floors? Which house doesn’t
have a garden?
14 Encourage students to talk and share opinions.
Brainstorm ideas for the second question.
Possible answers: colourful and unusual
houses, small but comfortable houses,
interesting and unusual rooms and houses.
Students who have lived in other countries
may want to speak about differences in homes
between countries that they know.
Answers
All these houses are in the Netherlands, and
Van Gogh himself was Dutch.
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15 This is the first of regular pairwork informationgap activities. They appear in every second unit
throughout the book. In these activities, each
student looks at a different page at the back of
the Student’s Book. Make sure they don’t look
at each other’s information while doing the
activity.
Check students understand what they have
to do in this activity. Explain that they have
different pictures and should make notes
about their picture before listening to each
other’s description and drawing a plan of
their partner’s flat. Finally, they compare their
drawings with the original picture in the book.
Answers
house
flat
number of floors 2
1
bedrooms
3
2
bathrooms and
3
2
toilets
sitting room,
sitting room, sitting room,
dining room,
dining room, kitchen
kitchen, office
kitchen
office
garden,
garden,
none
swimming pool, garage
of these
garage
16 You may want to start this activity in class and
ask students to finish it for homework. Begin
by asking one or two confident students to
describe their home and then ask students
to do this in pairs. They can draw a plan of
their home to illustrate the description. If
they are posting homework on a class blog,
they can add a picture of their home. Use
the homework to get feedback on how well
students are handling the new grammar and
vocabulary.
Extra idea: Ask students to work in pairs.
One partner describes their home, the other
draws a picture.
Tip: When giving feedback on homework
you may want to explain your criteria
for evaluation. Some students may think
you are only looking at grammar, so it is
worth explaining that you consider use of
vocabulary and creative ideas, too.
Explore
The Explore exercises give students the opportunity
to go beyond the page and find out more about
some aspect of the topic. They should do the
research online, make notes and report back,
working either alone or in pairs. You may want to
set this up in the classroom by suggesting possible
websites or just by eliciting suggestions for words
and phrases to type into the search engine.
For this activity, students should type into their
browser: unusual houses in (name of country) and
look at different images. They choose a house and
make brief notes on it. You might like to give them
some questions to guide their note-taking, eg
What’s the name of the house? Where is it? What
rooms are in it? What’s special about it? They
report back in the next session.
Lesson 3 Is there a bank?
pp20–21
Aims
The focus of this lesson is to practise questions
with there is / there are, learn names of places in a
town, ask for directions and describe places.
You first!
Students may talk about their home town or the
town where they are (if it is different). You may
need to teach some extra words to help students
with this question, eg church, temple, mosque,
meeting house, social centre, library.
1
Check comprehension of each
place name on the map. Ask: Where can you
eat? Where can you buy food? Where can you
get medicine? etc. Play the audio as students
write the answers. Then play the audio again
so that students can repeat each word. Check
pronunciation of any difficult items (chemist’s
starts with a /k/ sound, station has a /ʃ/ sound
in the middle). Note also that restaurant is
usually pronounced with only two syllables.
Ask students which place names are very
similar in their own language and which are
very different.
1.33
Transcript and answers
1 bank 2 restaurant 3 cinema 4 station
5 post office 6 art gallery 7 supermarket
8 chemist’s
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2
Prepare students for this activity by reminding
them of the word order of questions with there
is / there are. Then remind them of singular
and plural forms of each question type. This
activity mixes up all four kinds of question to
provide a thorough review of question forms
with there is / are and do / does + have. Check
students understand near.
Check comprehension of the new vocabulary
items by asking, eg What can you do at an
airport? What can you see in a museum? What
is the difference between an art gallery and a
museum?
Extra idea: Extend this activity by asking
students to make four more sentences,
two true and two false. They should write
the sentences in their notebooks. Then ask
individual students to read out a sentence
each. The others in the class will say if it is
true or false.
6
Ask students to answer the questions about
their hometown, or about the town where
they are. Ask individual students to read out
the questions and answer them, using short
answers. Then put them in pairs to do the
activity.
Answers
1 train station 2 supermarket 3 restaurant
4 restaurant 5 cinema 6 chemist’s
MA To help weaker students, write an example
for each type of question on the board.
Transcript
MAN Excuse me, where’s the train station?
WOMAN It’s in Carlton Road. It’s next to the
supermarket.
MAN Thanks. And is there a restaurant
near here?
WOMAN Yes, there’s a restaurant between
the cinema and the chemist’s.
Answers
1 Is 2 Are 3 Is 4 Do 5 Is 6 Is 7 Does 8 Does
3
Give some examples of the kind of questions
students could ask, eg Is there a station in your
town? Then ask students to work in pairs.
Note: You may want to look at Everyday
English at this point to do some work on
directions and more vocabulary for places in
a town.
4
Tell students to look at the pictures of the
dog and the bench. Ask: Where is the dog
in picture A? Then check again, by asking: In
which picture is the dog in front of the bench?
Provide further examples of the meaning of the
prepositions using objects in the classroom.
7
Brainstorm words that might go in each gap
in the conversation in exercise 6 (list some on
the board if necessary). Model one example
conversation with a student. Then ask two
students to model an example conversation.
Students then practise their conversations in
pairs.
MA Stronger students can practise with books
closed.
8
P
Answers
A behind B between C next to D in front of
E opposite
5
Students decide whether the sentences are
true or false according to the map. They then
correct the two false sentences. Check answers
as a class.
Answers
3 The post office is opposite the chemist’s.
4 The supermarket is behind the chemist’s.
46
1.34 Ask students to look at the map on SB
page 20, read the conversation and predict the
missing words. Then play the audio to check.
Write the answers on the board. Play the audio
again, pausing to allow students to repeat
each line.
The letter ‘o’ can be pronounced in
different ways. Begin by practising the
pronunciation of not with students and isolate
the short vowel sound /ɒ/ and practise it. You
may want contrast the /ɒ/ sound with the /əʊ/
sound in sofa and post. Ask students for other
examples of words with ‘o’ and identify which
sound it uses.
Students could work in pairs to say the words,
and underline the words with the /ɒ/ sound.
9
1.35 Play the audio, pausing for students
P
to repeat each word.
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Answers
opposite, office, shopping
Answers
1 63 million
Transcript
cooker, in front of, opposite, post office,
shopping mall, sofa, sports centre
Transcript
The UK is a small island, but it has a population
of 63 million. London, the UK’s capital, has a
population of eight million. Four of the main
cities in England are Manchester, Liverpool,
Leeds and Birmingham. Manchester and
Liverpool both have a population of about
465,000. The population of Leeds is about
751,000 and the population of Birmingham is
about one million.
Vocabulary Large numbers
10
Write all the figures on the board and
ask students to tell you the numbers. Invite
volunteers to write the numbers on the board.
Play the audio, pausing for students to repeat
each word. Note that we can say a hundred or
one hundred.
1.36
Extra ideas: Ask students about the map,
eg Which countries are shown here? Discuss
the differences between the UK (United
Kingdom), Great Britain and England. (The
UK is England, Scotland, Wales and Northern
Ireland. Great Britain is England, Scotland
and Wales.)
Answers
1 ninety 2 a hundred 3 and fifteen 4 four
hundred and twenty-three 5 thirty thousand
6 fifty thousand 7 a / one hundred thousand
Transcript
seventy, ninety, a hundred, a hundred and
four, a hundred and fifteen, four hundred, four
hundred and twenty-three, ten thousand, thirty
thousand, fifty thousand, a hundred thousand,
a million
Extra ideas: Write a list of numbers on the
board that have a special meaning for you
(eg the number of your house, the age of
your daughter, the number of people in
the class). Students try to guess what they
represent.
Prepare a number dictation, eg 385, 68, 943,
5,602, 23,476 and ask students to write
down the numbers. Then ask them to repeat
the numbers back to you.
Listening
11 Point out the map and the cities mentioned
in question 2. Ask students to read out each
question. Take a class vote on the correct
answer. Don’t check the answers yet.
12
Play the audio and check the answers
to exercise 11. You could also use one or two
sentences from the audio as a dictation and
extra practice for writing large numbers.
1.37
2 Birmingham
Ask, eg Which cities do you think are the
biggest? Do you know anything about these
places? What other cities in Britain do you
know?
Ask students about the population of the
towns and cities where they live.
13
Ask students to read the text. Teach /
Elicit any difficult vocabulary, eg famous, rugby,
village, wedding. Ask students to predict what
sort of words are missing, eg places, numbers,
prepositions. Play the audio while students
listen and write in the missing words. Write the
answers on the board.
1.38
Encourage active guessing about the location
of the place. Use a map to show where the
three places are. Note: the pronunciation of
Portmeirion is /pɔ:tˈmerɪən/.
Play the audio again, pausing for students to
repeat each line.
Answers
1 Europe 2 three million 3 next to 4 restaurants 5 fifteen 6 3,000
Where am I? c) Portmeirion, Wales
Transcript
Welcome to today’s episode of Guess where I
am!
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Today I’m in a very beautiful place. It’s in a
country in Europe that’s famous for the game
of rugby. There are about three million people
in this country. I’m in a village next to the sea.
It’s a very small village but there are a lot of
cafés and restaurants. The village doesn’t have
a post office but there are two hotels and
fifteen houses for tourists. It’s a very popular
place for weddings and there are about 3,000
visitors every day in the summer!
Where am I? a) Portofino, Italy? b) Dubrovnik,
Croatia? c) Portmeirion, Wales?
Extra idea: Ask students to describe the
photo.
Students can do the task in class or for homework
and you can check answers in the next lesson.
Tell them to look on YouTube and watch a video of
the song. In class, they could find the words and
sing the chorus if they want to.
Extra questions for class or for homework
Movies
Which film is set in the future?
Which one is about a dangerous sport?
What nationality are the directors?
What are some of the things 2001: A Space
Odyssey is famous for? (the music, the voice
of Hal the computer, the cinematography)
Music
Can you sing the chorus of this song?
Writing
14 Help students to brainstorm names of
places they could write about. They can be
international places or places in their home
country or in the country where they are right
now. Write questions on the board about
things they could include in their descriptions,
eg Where is this place? Why is it famous? Is it
near the sea / in the mountains? What places
are there? Is it popular with tourists? Give a
short description of a place you know well and
ask students to take notes. They can use their
notes to write the description in class before
starting their own description.
MA Ask weaker students to write just two
or three sentences. Stronger students should
write a paragraph.
15 This may be done in groups or as a whole
class. Use this opportunity to provide praise
and corrective feedback. You may want to start
this activity in class and ask students to finish it
for homework.
Tip: Collect the descriptions (or ask students to
email them to you) and use them to collect
correct and incorrect examples to review
the grammar and vocabulary from this
lesson in the next lesson.
Movies & Music
Teach / Elicit any difficult vocabulary, eg science
fiction, boxer, space. Elicit from students that
Pharrell’s full name is Pharrell Williams.
48
Answers
Movies
1 2001 2 Million
The name of the computer is Hal.
The main actors in the second film are Clint
Eastwood, Hilary Swank and Morgan Freeman.
Music
1 Happy
Culture notes: 2001: A Space Odyssey is
recognised as one of the most influential
films ever made. It was released in 1968
and directed by the American film director
Stanley Kubrick. The screenplay was based
on The Sentinel, a short story by sciencefiction writer Arthur C Clarke. The film is
about successive encounters between human
beings at various stages of their history and
strange black monoliths which appear to
affect their evolution. A famous part of the
film takes place in the future and is about a
journey to Jupiter to trace a signal from one
such monolith. The film music is very famous,
as is the part played by the very humansounding computer Hal.
Million Dollar Baby stars Clint Eastwood,
who plays Frankie Dunn, a brilliant but
unsuccessful older boxing trainer who
reluctantly agrees to train Maggie Fitzgerald,
a woman amateur boxer, played by American
actress Hilary Swank. Under his guidance she
becomes very successful but breaks her neck
in a $1 million match. Hilary Swank won an
Academy Award for Best Actress.
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Happy, written by American singer /
songwriter Pharrell Williams, is one of the
best-selling singles of all time. It was first
released in 2013. The music video of the
song is probably one of the reasons for its
popularity. Pharrell Williams (often called just
‘Pharrell’) is also a rapper, record producer
and fashion designer.
Vocabulary plus p22
4
5
6
4
5
Ask students to describe the people
in the photo. They could guess their ages and
nationality. Ask: What is the time of year? How
do you know? (December, because there is
a Christmas tree behind them.) Ask students
to read the sentences and predict the missing
words. Then play the audio to check. Play the
audio again, if necessary.
1.39
Transcript
attractive, beautiful, good-looking, pretty, ugly
6
Transcript
The man in the photo is Polly’s husband. The
woman is her mother. The boy on the left is
her son. The girl on the right is her daughter.
Review the plural forms and the pronunciation
of man / men, woman / women (/wɪmɪn/) and
people. Identify which plurals are regular and
irregular.
Answers
singular
one man
one woman
one boy
one girl
one child
one person
3
plural
two men (irr)
two women (irr)
two boys
two girls
two children (irr)
two people (irr)
Play the audio, pausing for students
to write their answers. Check the answers and
invite students to write the answers on the
board.
1.40
Transcript and answers
1 women
2 woman
3 men
1.41 Ask if students know any of the
words and ask more questions to check
comprehension, eg Is Rihanna attractive or
beautiful? Play the audio, pausing to allow
students to repeat each word. Pay attention
to syllables and stress, eg attractive, beautiful.
Ask students to work in pairs to discuss the
questions. Then compare answers as a class.
Answers
1 ugly 2 attractive, good-looking, ugly
Answers
1 man 2 woman 3 boy 4 girl
2
Play the audio again, pausing for students to
repeat each word.
Physical appearance
People
1
man
people
person
Model the example dialogue with one or two
students. Elicit opinions about the people, then
put students in pairs to discuss their opinions.
You could also ask students to describe the
people in the photos or they could guess their
jobs, ages and nationality.
Personality
7
Ask students if they know any of the words.
Ask them to give an example of a person
who is each of these things. Say the words
and get the class and individual students to
repeat them. Ask which words they would use
to describe themselves. Give an example by
describing yourself.
Answers
1 horrible 2 friendly / warm / kind / nice, shy / quiet
Extra idea: Put students in pairs and ask
them to mime a word from exercise 7 for
their partner to guess. Give an example by
miming a word yourself, eg kind. You may
get this kind of exchange: You’re kind. – No,
I’m friendly.
MA Write descriptions on the board and ask
students to match them with the words, eg
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doesn’t talk much (quiet), helps other people
(kind), doesn’t like big groups of people (shy),
makes you laugh (funny).
8
Play the audio or video and ask students to
circle the correct words. Elicit the answers
line by line. Play again, pausing after each
line. Ask students to repeat each line and
practise where necessary. Check students
understand Excuse me, How do I get there?
Go along this road. Play the audio again,
pausing for students to repeat each line.
Ask individual students to read out the
examples. This activity may be done in groups.
Monitor students as they work, making notes
of any common problems with grammar,
vocabulary or pronunciation. Ask students to
tell the class about someone in their group.
You may want to set this as a written task for
homework.
Answers
1 hotel 2 one 3 get 4 right
Everyday English p23
Transcript
JACK
Excuse me, is there a hotel near here?
MEL
Yes, there’s one in Chart Street.
JACK
How do I get there?
MEL
Go along this road. Turn right, turn
left, then turn left into Chart Street.
The hotel is on the right.
JACK
Thanks very much.
Warm-up
Start by checking and practising the words on
the map. The following words are new (ie not
in Lesson 3): bus stop, theatre, school, tourist
information, hospital, car park. Ask students to
read out the names of the roads.
Asking for directions
1
2
3
Point out ‘You are here’ on the map as that
gives students the perspective for the activity.
Stand facing the board as if you are facing
the Student’s Book page. Indicate left and
right using your arms. Practise the example
language and point out the pronunciation of
the short form Where’s = Where is.
Ask a volunteer to stand up. Give them some
instructions for walking around the classroom.
Model Turn left and Turn right. Then ask
everybody to stand up and take turns giving
instructions to their partner.
1.42 6 See page 225 for suggestions on
exploiting the video. Decide whether you
are going to use the video or simply play the
audio.
If you are using the video, play the video
silently and point out Jack and Mel. If you are
using the audio, play the audio once through
without stopping. Ask: What do you think
Jack and Mel are doing? Elicit suggestions and
teach the phrase, He’s asking for directions.
Note: You might want to draw students’
attention to the use of one to avoid saying
the same word (hotel) again.
Allow time for students to read the
conversation and predict the missing words.
50
4
Ask students to practise the conversation
in pairs, then ask a few pairs to act out the
conversation for the class.
MA For an extra challenge, students can try to
act out the conversation with books closed.
Alternatively, students can use the karaoke
function on e-zone. They start the video and
watch the conversation. Then they select
the role they want to play, click on the play
button and speak their part when they see the
highlighted words on the screen.
5
1.43 Ask students to look at the map again
while they listen to the directions. Play the
audio and make sure everybody has written
an answer. If any students are unsure, play the
audio again. Practise and repeat useful phrases
on the audio.
Answers
1 the bus stop 2 the station
Transcript
1 WOMAN How do I get there?
MAN
Turn left into High Street. Go along the road, then turn right
into Green Lane. Then turn left
into Upper Road. It’s on the left.
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2
WOMAN
MAN
Go along this road and turn right
into Upper Road. Then turn left
into Top Lane and left into Chart
Street. Go along Chart Street and
it’s on the right, opposite the hotel.
Thanks very much
Extra idea: Point out different ways of
asking for directions (Where’s the …? Is there
a … near here? How do I get to …?) and
write them on the board. Point to one of
them and say the name of a place, eg
(point to Where’s the …? on the
board) bus stop
STUDENTS
Where’s the bus stop?
TEACHER
6
Students can work in pairs, taking turns to ask
for and give directions. If necessary, make a list
of places on the board. Monitor pairs as they
work, making a note of any problems with
grammar, vocabulary or pronunciation. Praise
students and provide corrective feedback. Ask
volunteers to present their dialogues to the
class.
7
Read out the instructions and make sure
students understand what they have to do.
Ask confident students to model the role-play.
Provide examples of language you expect to
hear.
MA Students who finish early can write a sixline conversation in their notebooks.
we don’t say … / we say …
This section focuses on the following errors:
•
•
•
•
•
•
incorrect word choice
omitting the auxiliary in questions
incorrect word order in questions
incorrect plural noun form
incorrect use of auxiliary
incorrect subject / verb agreement
Ask students to cover the green we say …
side and to see if they can correct the mistakes
themselves before they look and check.
Unit 2
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Units 1&2 review
Reading
Grammar
1
Ask students to describe the photos and
say what they know about Haiti and about
Angelina Jolie and Brad Pitt. Check students
understand adopted. Discuss the questions
with the class. Encourage lots of active
guessing, but don’t give away the answers.
4
2
Allow two or three minutes of silent reading
time. Discuss the answers with the class.
Students may arrive at the correct answer:
Both families have adopted children. If they
don’t, elicit and practise the sentence. Check
that students understand new vocabulary, eg
dead, earthquake. Ask about the meaning of
biological (which is explained in the text).
Answers
1 sixteen, fourteen, nine and three years old.
2 Haiti
3 Brad and Angelina have adopted children.
4 six children
3
Extra ideas: Extend the activity by asking
students to make two further false sentences
and asking their partner (or the class) to
correct them.
Ask additional questions about the article,
eg Are Mark and Julie famous? How many
sisters does Grady have? How many sisters
does Zahara have? Where are Brad and
Angelina’s children from? Is it a good idea to
adopt children from different countries?
52
Allow time for students to write sentences
in their notebooks. Check their work as you
walk around the classroom. Invite students to
write their sentences on the board. Check the
answers. Then ask some additional questions
using the possessive ’s, eg Is Angelina Brad’s
mother? Is Brad Maddox’s father? etc. If
students have problems with possessive ’s,
refer back to the grammar on SB page 17.
You can also review possessive adjectives from
SB page 13, eg Brad and Angelina are their
parents.
Answers
1 Mark Augustan is Carter’s father.
2 Carter is Julie’s son.
3 Maddox is Pax’s brother.
4 Zahara is Brad Pitt’s daughter.
5 Julie is Mark’s wife.
5
Check the answers and ask students to say the
correct sentences.
Answers
1 Carter is on the sofa in the photo.
2 Grady has two sisters and a brother.
3 There are four children in the Augustan
family.
4 Brad Pitt and Angelina Jolie have a big
family with six children.
pp24–25
Use this exercise to evaluate how well students
have understood the grammar points be and
have. If necessary, refer back to the grammar
on SB pages 17 and 18. Review question forms
by asking students to change each sentence
into a question.
Answers
1 has 2 don’t have 3 aren’t 4 are 5 is 6 isn’t
6
Focus on the answers first and make sure
students understand they have to write the
questions that have these answers. Review yes /
no question forms, referring back to SB pages
17 and 18 if necessary.
Answers
1 Is Carter British?
2 Are Mark and Julie Augustan from the UK?
3 Do Brad Pitt and Angelina Jolie have a big
family?
4 Are there four children in the Augustan
family?
5 Is Haiti a Caribbean Island?
6 Are Emma and Cana adopted?
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Listening and writing
7
8
Allow time for students to read the
table and check that students understand what
type of information goes into each box, eg a
nationality, a number, a job.
1.44
Play the audio all the way through. Ask
students to compare answers in pairs. Play the
audio again and check the answers. Write the
answers on the board. Ask these additional
questions about the audio: How old are
Carmen’s other children? Where is Marie’s
daughter from? How old is she?
Answers
nationality
number of rooms
job
number of children
adopted child’s nationality
age of adopted child
Argentinian
four
journalist
two
Vietnamese
five
Transcript
MARIE
Hi, I’m Marie Colbert. I’m your neighbour. I’m in flat 23.
CARMEN
Oh great! Come in. Sit down. It’s great to meet you. My name’s
Carmen Sanchez.
MARIE
Where are you from, Carmen?
CARMEN
My husband and I are both Argentinian.
MARIE
Oh, OK. Your flat is lovely.
CARMEN
Yes, it’s great. There are four rooms
and I have an office too. I’m a journalist.
MARIE
Really? And are these your children?
They’re beautiful!
CARMEN
Yes. Paulo is three and Martin is five.
Martin is adopted. He’s Vietnamese.
MARIE
Oh really! He’s adopted! We have
one child and she’s adopted too.
CARMEN
Wow – we both have adopted children! What nationality is your
daughter?
MARIE
She’s Mexican. She’s five too.
CARMEN
So Martin and your daughter are the
same age.
MARIE
Yes!
Remind students to write complete sentences
in a paragraph format. If necessary, play the
audio again so that students can make more
detailed notes than just the answers in the
table in exercise 7. You may want to start this
activity in class and ask students to finish for
homework.
Preposition park
Preposition park is an exercise on prepositions
that occurs in each review unit. Use the pictures
to contrast the meaning of at with in or on or
under. Ask if students can remember the other
prepositions from page 20. Check students
understand wallet. Allow time for students to
work individually. Then check the answers as a
class. Ask students to read out each sentence.
Answers
1 in 2 on 3 in 4 in 5 to 6 under
Extra idea: To extend this activity, ask
students to make groups of three and roleplay the scene as a short play with three
characters: the narrator, Aisha and Aisha’s
husband. They can practise the scene with
books open a couple of times (switching
roles if they want). Then practise again with
books closed. Ask two or three groups to
perform the scene for the class. Encourage
lots of exaggerated intonation for surprise,
shock, panic, etc. The class can give points
for the funniest performance.
MA Weaker students can perform with books
open.
Cross Culture: stereotypes
Each of the six Review units finishes with a Cross
Culture section. This is often an opportunity to
reflect on how people do things differently (or
not!) in different parts of the world and how we
can begin to be sensitive to these differences and
act accordingly. There is usually a short reading
text with a task or questions, often leading to a
discussion and a comparison with the students’
own culture.
a
Ask students to look at the photo and guess
who and where the people are. (The American
flag gives a good clue!) Ask what kind of
event they think it is. Ask students to read the
information about stereotypes.
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Jetstream.TG_mod1_finals2.indd 53
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b
Check comprehension of any new words
by asking questions, eg Which word is the
opposite of noisy? The opposite of stupid?
The opposite of short? Check comprehension
of: general, exceptions. Ask: What’s a cultural
stereotype? and ask for examples.
Answers
a) American
b) Thai people are beautiful; Swedish people are all tall and blond.
c
Encourage discussion of the stereotypes and
say why they are all generalisations.
d
Ask students about stereotypes in their
country. They may want to write about this
topic in their notebooks for homework.
Extra idea: Get students to write two
stereotypes about people in their own
country, one of which they think is true, one
false. Other students must guess which is
which.
54
Units 1&2 Review
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3
UNIT
FOCUS
Leisure time
GRAMMAR: present simple: I / you / we / they; object pronouns; like / love / hate + noun / -ing
VOCABULARY: music; leisure activities; days of the week; verb phrases
FUNCTIONS: talking about likes and dislikes; making suggestions; agreeing and disagreeing
Lesson 1 I love parties! pp26–27
Make sure to tell students that this is a very
simple quiz and it is not black and white.
Some people are very extrovert and some
very introvert, but many are somewhere in
between!
Aims
The focus of this lesson is to practise the present
simple and object pronouns, learn vocabulary for
different kind of music and talk about likes and
dislikes.
Note: You may want to ask students to bring in
audio clips of their favourite songs for this lesson.
Answers
Mostly a = introvert, mostly c = extrovert,
mostly b = somewhere in between.
You first!
MA For an extra challenge, ask students to
make up one or two more multiple-choice
questions for the quiz. Ask them to read them
to the class for suggestions and feedback.
Ask students to look at the two photos and
compare the people in them. Ask questions, eg
Are they quiet or loud? Do they like being alone
or in groups? Encourage students to use any
vocabulary for personality that they already know.
Then ask them to say which photo is more like
them.
Culture note: The Swiss psychiatrist and
psychotherapist Carl Jung (1875–1961)
invented the terms extroversion and
introversion. According to him, an extrovert
is focused on the outside world and is
energetic and lively, while an introvert is
more interested in their own internal world
and is quieter.
Reading
1
Read out the title of the quiz (Are you an
introvert or an extrovert?) and explain the
meaning of these two words by giving one or
two examples, eg I like parties and big groups
of people. My brother doesn’t like big groups
of people – he’s quiet and shy. Practise the
pronunciation of both words.
Ask students to speculate about the photos,
eg I think the man in this photo is an …
because …. Go briefly through the quiz to
check vocabulary and pronunciation, and point
out the box (I quite like parties). Model and
practise saying the sentences. You may want
to point out that emphasising different words
in each sentence can affect the meaning.
Contrast the meaning of quite with very, really
and not very. Note that quite is practised with
other modifiers in unit 5.
Ask students to work in pairs to complete the
quiz. Compare the results of the quiz as a class.
Ask students to ask you the questions, too.
Students can check their scores on SB page
122. Ask if the results correspond to their idea
of themselves as an introvert or an extrovert.
form
Two women, Katherine Briggs and her
daughter Isabel Briggs Myers, studied Jung’s
book Psychological Types (1921) and from
it produced The Myers-Briggs Type Indicator
(MBTI) assessment, which they believed
would assess psychological preferences and
types and help people make the right career
and life choices. Extroversion / introversion
is one of the main psychological types in the
MBTI, which is used extensively in business
today. It has a lot to do with where we get
our energy: from outside ourselves / other
people or from within ourselves.
Grammar 1 Present simple (1)
2
Encourage students to use the quiz to work
out the missing words in the grammar table.
Point out the short form for the negative form
(don’t = do not). Ask: When do we use ‘do’?
What do you notice about the short answers?
(they don’t repeat the verb.)
Unit 3
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Answers
affirmative
I / You / We / They like loud music.
negative
I / You / We / They don’t like big groups.
questions and short answers
Do you like books? Yes, I do. / No, I don’t.
Refer to the grammar reference on SB page
134, now or at the end of the lesson and go
through it with them. Note that third person
singular forms will be presented later.
3
5
Vocabulary Music
6
Model the first sentence with the class. Allow
some quiet time for individual work, then invite
volunteers to write their answers on the board.
Make sure students can say the sentences
correctly.
MA For students who need more support, give
them the first word in each line.
Answers
1 A Do you like my family?
B I like your sister, but I don’t like her husband.
2 A My friends love parties.
B We love parties too.
3 A Do your parents like your friends?
B Yes, they do. They love my friends.
4
7
56
Play the audio, which is eight different
types of music. Pause for students to say the
type of music and also whether they like or
dislike it.
1.46
Answers
1 jazz 2 house music 3 country music 4 rock music 5 pop music 6 classical music
7 rap 8 folk music
Note: Point out that these sentences are true
according to the quiz only, and not necessarily
true of all extroverts and introverts, and neither
is being an introvert a negative thing.
MA For an extra challenge, ask students to
make two more sentences about extroverts
and introverts, eg Introverts don’t talk much. /
Extroverts talk a lot.
Ask students how many different types
of music they know and write them on the
board. You may want to start talking about
their opinions of each type of music, too.
Ask students to compare their answers and
encourage some guesswork and discussion
of any missing answers. Play the audio for
students to check their answers, then play it
again, pausing for students to repeat each
word.
1.45
Transcript and answers
1 rock music 2 jazz 3 pop music 4 house
music 5 folk music 6 rap 7 classical music
8 country music
Explain that students will need to choose
affirmative or negative verb forms. Compare
answers as a class and, if necessary, write them
on the board. Ask students to suggest any
other verbs they could use in these sentences,
eg have, play or read.
Answers
1 Extroverts have a lot of friends.
2 They like loud music and they love parties.
3 They don’t like books much.
4 Introverts don’t like loud music.
5 They don’t have a lot of friends, but they
have good friends.
Tell students to choose a partner. Model
the example conversation with one or two
students, then together as a class. Encourage
students to talk together about the quiz and
find out about their partner’s answers. When
they have finished, ask students to work with
a different partner. Monitor pairs as they work,
making a note of any common problems with
grammar, pronunciation or intonation.
Extra idea: Ask students when they
usually listen to music and why, eg to cheer
themselves up when they feel sad, or to relax.
Ask students to bring in some samples of
their favourite music and play it for the class.
They can explain something about the type of
music and why it is special for them.
8
1.47 Ask if students know the singer in the
photo and what they know about him (look at
the Did you know? box). Check understanding
of any new vocabulary. Ask students to read
the conversations and predict the missing
lines. Then play the audio to check. Write the
answers on the board. Play the audio again,
pausing for students to repeat each line.
Unit 3
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MA For an extra challenge, ask students to
replace some words in the conversations to
make new ones, eg A: What do you think
of the food? B: I don’t like it very much. It’s
horrible!
Answers
1 A So tell me, what do you do?
B I’m a singer. I sing with a band.
A What kind of music do you play?
B Rock music.
2 A Great song! I love it! Bruno Mars is my
favourite singer.
B I like him too. I like Marry you. But I
prefer jazz.
3 A Hi, Jane.
B Who are you?
A I’m Matt – remember?
B Yes – sorry! What do you think of the
band?
A I don’t like them very much. They’re so
loud! I’m into classical music.
Extra idea: Ask students to role-play the
conversations in pairs. Then switch roles.
know?
Askyou
* Did
students to read the information and
check they understand tattoo and shoulder.
Then ask them to close their books. Ask: What
do we learn about Bruno Mars? What else do
you know about him?
Culture note: Bruno Mars is an American
singer-songwriter and record producer.
He was born in 1985 in Honolulu, Hawaii,
and his parents are musicians. He started
making music and performing on stage
as a child and moved to Los Angeles to
become a professional musician. He plays
many different instruments and in different
musical styles. His first album, Doo-Wops and
Hooligans (2010), was a worldwide success,
as was his second album, Unorthodox
Jukebox (2012). Mars has sold more than
11 million albums and is one of the most
successful solo artists in the world. His stage
performances are famous. Some of his bestknown songs are Just the Way You Are, I
Was Only Dancing, Locked Out of Heaven.
9
Look at the information about who and what
below exercise 9. Explain that question words
are words that start a question and usually
begin with wh-. If necessary, practise the
pronunciation of what (initial sound /w/) and
who (initial sound /h/). Ask students to read
out each question and ask someone in the
class.
Answers
For underlined question words, see exercise 8
answers.
1 What 2 What 3 What 4 Who
Refer to the grammar reference on SB page
134, now or at the end of the lesson and go
through it with them.
Extra idea: Make a list of ‘party questions’
with who or what on the board. Then have
a party! Ask students to stand up and walk
around. Play some music as students ask each
other as many questions as they can.
Tip: Playing music as background music to some
activities can help students to relax and feel
less nervous about making mistakes. Also,
switching off the music is a nice way to
signal the end of an activity.
10 THINK Use the questions to encourage
students to challenge ideas and discuss their
opinions about introverts and extroverts.
Grammar 2 Object pronouns
11 Allow time for students to read the
conversations in exercise 8 and work
individually. Discuss the difference between
subject pronouns (before the verb) and object
pronouns (after the verb). Ask: Which pronouns
are the same in both forms? (you and it)
Answers
subject
I
you
he
she
it
we
they
object
So, tell me, what do you do?
I like you.
I like him too.
I don’t like her.
Great song! I love it!
They like us.
I don’t like them very much.
Unit 3
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Refer to the grammar reference on SB page
134, now or at the end of the lesson and go
through it with them.
do this. If the groups are bigger than five or
six people, they should split in two. When
students are in their groups, ask them to tell
the class about the kind of music they like.
Elicit example language from them, eg We all
love rock music and we don’t like jazz. Our
favourite singers are ... Give groups about
three minutes to discuss what they want to
say to the class. Tell them to choose someone
in the group as their spokesperson. Then
that person tells the class about their group’s
musical tastes. Encourage students to ask
questions and make comments. Note major
mistakes and write them on the board for the
class to correct.
Extra idea: Do a quick quiz with books
closed. Call out a subject pronoun and ask
students to say or write the correct object
pronoun.
1.48 Demonstrate the difference
12 P
between /ɪ/ and /iː/ by saying the example
words him and he. Ask students to predict the
answers, but don’t check the answers yet.
Play the audio and write the answers on
the board with help from the students. Play
the audio again, pausing for students to
repeat each word. Explain that confusing
these two sounds can sometimes cause
misunderstandings, eg ship and sheep, live and
leave. We bought a ship / sheep. How did they
live / leave?
Answers
/ɪ/
him
it
sing
sit
/iː/
he
me
she
we
Transcript
he, him, it, me, she, sing, sit, we
Lesson 2 I travel a lot. pp28–29
Aims
The focus of this lesson is to practise like, love and
hate followed by a noun or an -ing form, provide
further practice of the present simple and use
vocabulary for talking about leisure activities.
Warm-up
Ask students to make guesses about the people
in the photos, reviewing vocabulary for jobs,
nationalities and whether they might be introvert
or extrovert.
Vocabulary Leisure activities
1
Speaking
13 If you have asked students to bring in audio
clips of their favourite songs, this may be the
opportunity for them to play the audio and
try to convince the others to include it on
their playlist. Monitor groups as they work,
making a note of any common problems with
grammar, pronunciation or intonation.
Extra ideas: Ask students to stand up and
walk around and ask each other questions
about music. Who’s your favourite singer,
band? etc.
Say to students, Imagine you’re at a party.
Find people who like your kind of music and
make a group. Elicit example questions from
students. Get students to walk around and
58
Check comprehension of the words in the
box. Ask: What does an actor do? Where does
a film producer work? Then ask students to
say what they think each person does. Write
the guesses on the board, eg I think … is a …
Their answers will be checked when they do
the reading.
Note: You might need to tell students the
difference between a film producer and a film
director. The producer is in charge of preparing
and supervising the making of a film – they
look after the business side of a film. The
director is in charge of the creative side of the
film.
2
GUESS
Use the pictures to help check
comprehension of the words. Ask students
which words are similar in their own language
and which are very different.
Model the example dialogue with one or two
students, then ask students to make guesses
Unit 3
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about the people in the photos in pairs and
compare answers as a class.
Answers
MA You could ask stronger students what
places they associate with each activity, eg
ballet school (dancing), shopping centre
(shopping), swimming pool (swimming), etc.
Extra idea: Make a list of any other leisure
activities that are popular with your students.
Carry out a class survey to find the most
popular free-time activities.
1
Danny: IT worker Lola: actor Petra: sports
teacher Alex: (film) producer Liz: travel
writer
2
Words in bold are the ones listed in exercise 2
Danny: watching TV and films, sport,
playing football, good food, restaurants
Lola: travel, shopping, films, sport, swimming, tennis, spending time with
friends
Grammar 1 like / love / hate + noun / -ing
form
Petra: sport, swimming, films
3
If students have difficulty completing the table,
refer them back to the examples in exercise 2.
Point out the difference between a noun and
an -ing form. You could also point out some
spelling rules for -ing forms, eg the double final
consonant in swimming, shopping and jogging
and no final e in dancing. (Full spelling rules for
-ing forms are in the grammar reference on SB
page 139.)
Answers
like / love / hate
+ noun
I like football.
We like art galleries.
Allow time for students to discuss the questions
in pairs. Then ask volunteers to tell their
answers to the class. Give praise and corrective
feedback on the use of like / love / hate + noun
or -ing form.
Make sure students don’t look at the profiles
while they complete the sentences. Go
through the list of verbs before they start and
check comprehension. Allow a few minutes for
individual writing, but don’t check answers yet.
7
Allow time for students to check their answers
to exercise 6. Ask volunteers to read out their
sentences. Check the answers and practise the
sentences as a class.
Answers
1 visit (Alex) 2 talk to (Liz) 3 travel (Lola) 4 write (Liz) 5 play (Danny) 6 work (Alex)
Grammar 2 Present simple (2)
8
Reading
5
Refer students to the reading text on SB page
29. Ask them to explain the purpose of a
social website. Check understanding of the
navigation bar headings (home, matches for
you, etc). Point out that these people are the
same as the ones they talked about in exercises
1 and 2. Ask a few students if their guesses in
exercises 1 and 2 were correct.
Liz: art, visiting art galleries, reading,
listening to music
6
like / love / hate +
-ing form
I love playing tennis.
We hate visiting
museums.
Refer to the grammar reference on SB page
134, now or at the end of the lesson and go
through it with them.
4
Alex: films, art, visiting art galleries and
museums, watching sport, swimming
Use concept-checking questions to make sure
that students understand the meaning of in
general, eg Liz travels a lot. Is this something
she does regularly? Note that the verb can also
be negative, eg I don’t like swimming. (= this is
something that is true about me).
Answers
true in general
Refer to the grammar reference on SB page
134, now or at the end of the lesson and go
through it with them.
9
Check students understand all the words in the
boxes, then give one or two examples of things
that are true for yourself and your friends, eg
I play tennis. We don’t go to football matches.
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Model the example sentence with one or two
students. Then ask students to make their own
sentences in pairs. You may want to set a time
limit for students to make as many sentences
as they can.
10 Check students understand that they can find
the answers to the questions in the profiles,
but they may not find the exact words they
need. After checking their answers, practise
the questions and answers as a class, then ask
students to role-play them.
Point out the grammar note about why and
because, and check pronunciation of both
words.
Suggested answers
1 Because I’m a travel writer.
2 Because I live near the sea.
3 Because I love good food.
4 Because I love films!
Refer to the grammar reference on SB page
134, now or at the end of the lesson and go
through it with them.
Extra idea: Ask students to choose one
person from the website and interview them
about their likes and dislikes.
MA For an extra challenge, one student closes
the book. The other asks questions using the
book. Students who need more support can
do this with the books open.
11 Ask volunteers to read out the conversation.
Encourage students to justify their answers by
referring to the text.
MA For extra support, write pairs of names on
the board.
Point out the grammar note about both.
Practise the sentence, focusing on the word
order: They both enjoy sport. Ask some
questions about the people in the reading: Do
Petra and Alex both like sport? Mention that
both comes before a main verb, but follows
the verb be.
Refer to the grammar reference on SB page
134, now or at the end of the lesson and go
through it with them.
12 THINK Explain the meaning of a good
match. Ask volunteers to present similar
60
conversations to the one in exercise 11 to the
class. Have a class discussion about which
people are the best match.
Writing and speaking
13 Brainstorm ideas about what should be
included in a personal profile for a social
website. You may want to put some headings
on the board, eg age, job, nationality,
appearance, personality, free-time interests. Set
a time limit for students to write their profiles.
Walk around the classroom and provide help as
needed.
14 Ask students to form small groups of four or
five. Ask students to read out their profiles
while the others take notes and then try to
find a good match from within the group or
the class. Ask a spokesperson from each group
to tell the class, eg Edita and Ivan are a good
match because they both like movies. Finally,
provide praise and corrective feedback. Collect
the profiles to obtain review material for the
next lesson.
you know?
* Did
Read the information and encourage students
to find out more about the Student Letter
Exchange online. Note that the website is for
students aged 9–20, so students might want to
find a penpal website that is more appropriate
to their age group.
De-stress!
A mandala is any kind of regular, symmetrical
figure with a central point, like the one here
(note that it is also reproduced much bigger on
SB page 155). Many mandalas exist in nature (eg
snowflakes, sunflowers, whirlpools) and generally
in the world (eg rose windows, certain plates,
bicycle wheels). The human eye is also designed
like a mandala, with the pupil in the centre and
the iris forming symmetrical patterns around it.
Mandalas have been used for centuries in the east
in order to heighten concentration. Many people
use them nowadays in the west as a calming
device or as a way of tuning into our unconscious
mind in order to gain fresh insights on issues or as
a way of engaging the non-dominant part of our
brain to enhance our creativity.
Tell students what to do with it. They should stare
at it for several minutes breathing slowly and
deeply. Start short – just a minute or two – and
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gradually extend the time. Tell them to hold the
mandala at a comfortable distance from their
eyes and stare at the centre. As they do this, lines
around the centre will seem to move around,
clearing and blurring. Tell them to keep staring at
the centre, focusing on their breathing, counting
each breath in and out in order to give their
conscious mind something to do. If they keep
thinking about other things (as they probably will
(lunch? an important phone call?)), tell them not
to fight these thoughts, just accept them and
focus even more on their breathing and counting.
3 40% of Americans do the shopping at the
weekend. They do more shopping on Saturday than Sunday.
4 38% of Americans say they do too much at
the weekend and they feel tired on Sunday.
5 44% of women like time alone at the weekend. 38% of men like time alone at
the weekend.
2
If students like the mandala on SB page 155, they
should use it as often as they want to. If they don’t
like that mandala but like the idea of using one,
tell them to search online to find one they like.
Lesson 3 We do the same
things every weekend. pp30–31
Transcript and answers
Monday, Tuesday, Wednesday, Thursday,
Friday, Saturday, Sunday
Aims
The focus of this lesson is to practise wh- and yes /
no questions with regular verbs and be and to talk
about daily routines using the present simple.
You first!
Elicit the three activities in the photos (sleeping,
relaxing with family, shopping). Ask students to say
which one they like most and why (I like sleeping
the most). Give your opinion, too.
Vocabulary Days of the week
1
Ask students to read the text and
predict the missing information. Explain that
more or less in the instructions means that
they don’t have to guess the exact percentage.
Play the audio to check their ideas. Ask: What
is important for most Americans? Do more
men or more women like time alone at the
weekend? Write the answers on the board.
Ask which statements are true for them, their
family, or people in their country.
1.49
Answers
1 44% 2 93% 3 40% 4 38% 5 44%; 38%
Transcript
1 44% of Americans plan their weekends on
Thursday or Friday.
2 93% of Americans say it is important for
them to relax with their family at the weekend.
Tell students to find the days of the
week in the text in exercise 1 and write them
in the list. Play the audio for students to check
their answers, then play it again, pausing for
students to repeat each word. Focus on any
difficult words, such as Wednesday. Ask which
words are similar in their language and which
are different.
1.50
Listening 1
3
Explain the setting of the audio (a
woman is in the street and a man is asking
her questions). Ask if any students have any
experience of answering surveys in the street.
Ask if they usually say yes or no to this kind of
survey.
1.51
Read out the question. Play the audio all the
way through. Discuss the answer and ask how
they know she is busy.
Answers
No, she isn’t. She’s very busy.
Transcript
MAN
Excuse me. Um, excuse me!
WOMAN Yes!
MAN
I work for a magazine. Can I ask
you some questions?
WOMAN Oh, OK. Please be quick.
MAN
When do you do your shopping?
WOMAN I do it on Sunday morning.
MAN
Where do you do it?
WOMAN At the local supermarket.
MAN
When do you plan your weekend?
WOMAN Usually on Monday or Tuesday – in
the afternoon or evening. Is that
all? Goodbye.
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MAN
WOMAN
MAN
WOMAN
MAN
WOMAN
MAN
WOMAN
MAN
4
No, please wait just a moment.
What do you do at the weekend?
Do you relax with your family at the weekend?
No, I don’t.
Do you do too much at the weekend?
Yes, I do. Is that all? Goodbye. I’m
very busy.
No, no, please wait just a moment.
Which day do you feel very tired?
Very tired? I feel very tired every day. I have six children.
Oh. Six children! Congratulations!
Um – do you like time alone at the weekend?
Yes, I do. But with six children, I don’t get it. Is that all? Goodbye!
Goodbye.
Check comprehension of the sentences and of
the prepositions in, on and at. Use sentences
from exercise 4 to teach / elicit that we use on
with days of the week, at with the weekend,
and in with a time of day, eg afternoon /
evening. Don’t go into more detail at this point
as more work will be done on prepositions of
time in Unit 5. Check the answers and practise
the sentences.
Answers
1 on 2 at 3 in
Extra idea: Ask students to close their books.
Say the sentences using mmm instead of
the preposition. Ask students to repeat (or
write) the phrase with the correct preposition.
Students could also do this activity in pairs or
ask a student to come to the front of the class
and play the role of teacher.
62
For this activity, students should type into their
browser: typical weekend activities or perhaps a
question, eg How many people go shopping at the
weekend in (Mexico)? etc. This information may
be difficult to find out, but students should be able
to find some information about what people like
to do at the weekend, even if they can’t find exact
percentages.
6
Ask students to read the questions and check
they understand them. Play the audio again.
Students listen and choose the correct answers.
Check the answers as a class. If students
disagree, play that segment of the audio again.
Ask students what they think the magazine
article will be about.
Answers
1 Sunday. 2 At the local supermarket. 3 Monday or Tuesday. 4 No, I don’t. 5 Every day. 6 Yes, I do. 7 She’s very busy.
5
Explore
Refer students to exercise 4. Point out the first
question word (When). Remind students that
question words usually start with ‘w’ (except
for How). After completing the questions,
ask: Which question word asks about a time?
(when) Which word asks about a place?
(where) Which asks about a thing? (which)
What is different about ‘which’? (It is followed
by a noun.) Practise the questions and answers
with the class.
Answers
1 Where 2 When 3 Which 4 Why
Refer to the grammar reference on SB page
134, now or at the end of the lesson and go
through it with them.
7
Model the example dialogue with one or two
students and look at the questions in exercise 4
again. Put students in pairs to ask and answer
the questions. Get them to practise again with
a different partner. Monitor pairs as they work,
making a note of any common problems with
grammar, pronunciation or intonation.
Listening 2
8
1.52 Ask students to look at the photo and
say what job they think the man has and what
he is doing. Focus on the map and ask: What
country is it? What are the cities? What do you
know about these two cities?
Read the sentences out and check
comprehension before playing the audio.
Play the audio again as students write their
answers. If necessary, play the audio a third
time and pause after each line to check their
answers.
Answers
1 live 2 week 3 night 4 four 5 love 6 relax
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Transcript
TOMMY INTERVIEWER TOMMY INTERVIEWER TOMMY INTERVIEWER TOMMY INTERVIEWER TOMMY INTERVIEWER TOMMY INTERVIEWER
11
Tommy, where do you live?
I live in Chicago.
Where do you work?
I work in Los Angeles. I spend
the week in LA and I come home to Chicago on Friday evening.
When do you fly to LA?
I fly to LA on Sunday night. It’s
about four hours.
So why do you work in LA? It’s a
long way from Chicago.
I love my job. I’m a music video
producer. The work is in Los
Angeles. And my wife, Jo, has a
good job in Chicago.
Where do you stay in LA?
I have an apartment.
What do you do at the weekend
when you come home?
I relax. I don’t work.
Extra idea: Ask additional questions about
the audio, eg What is Tommy’s wife’s name?
(Jo) What kind of videos does he make? (music
videos) Where does he stay in LA? (in an
apartment)
9
Do the first question together as a model.
Allow time for individual writing. Check the
questions and write them on the board. For
each question, ask a student to give the
answer. Ask the others if it is correct. Then play
the audio again to check.
Answers
1 Where do you live? 2 Where do you work?
3 When do you fly to LA? 4 Why do you work
in LA? 5 What do you do at the weekend?
10 Ask students to work individually to match the
parts of each phrase. Check the answers as a
class and practise the sentences. Point out that
have can have several meanings: have (eat)
lunch, have (organise) a party, have (own) a
car. Note that have friends is also possible, but
it doesn’t describe an activity.
Answers
1b 2d 3a 4c
Read out the question, then play the
second part of the interview. Check the answer
with the class. Play the audio again to check.
1.53
Answer
Saturday
Transcript
TOMMY INTERVIEWER TOMMY INTERVIEWER TOMMY INTERVIEWER TOMMY INTERVIEWER TOMMY INTERVIEWER
What do you do at the weekend
when you come home?
I relax. I don’t work.
Do you do interesting things?
Oh no, we’re very, very boring.
We do the same things every
weekend. We do the same things every Saturday and the
same things every Sunday!
Really?
Oh yes. On Saturday morning,
Jo and I do the housework. Maybe in the afternoon, we go
to a movie. And then we see friends in the evening. We
go to a restaurant and then a
club.
What do you do on Sunday?
We get up late. We have a big
lunch with friends. We don’t go
out. We watch a movie on TV.
We relax.
And then?
I fly to Los Angeles – and start
the next week!
Extra ideas: Ask some extra questions about
the audio, eg Do Tommy and Jo do the
housework on Saturday? (Yes, they do it on
Saturday morning.) Does Tommy go out on
Sundays? (No, he doesn’t.) When do they have
a big lunch with their friends? (On Sunday.)
Then play the audio again.
Ask students to list Tommy and Jo’s activities
on each day. Check that students understand
the word housework. Write the answers on
the board.
12 Allow time for individual work. Then call on
students to tell their answers to the class.
MA For more support, play the audio again
first. For a more challenging exercise, ask
students to complete the answers from
memory. Then play the audio again to check
the answers.
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Answers
1 do 2 go 3 see 4 go 5 get up 6 have 7 watch
Speaking
13 THINK This activity encourages students to
challenge ideas in the listening and express
their own opinions. Ask some questions to
encourage critical thinking, eg What does
‘boring’ mean? How does ‘boring’ mean
different things to different people?
14 Encourage pair and group discussion of things
students do at the weekend. Encourage them
to ask you questions, too. Praise students
for using vocabulary and grammar from this
lesson.
Movies & Music
Read through the instructions and questions
for both sections and teach / elicit any difficult
vocabulary, eg alien, dinosaur, shark. You may
want students to check the answers to the
first two questions in Movies in class as a lot of
students may know who the director is. If you
want to make the online task more specific, ask
students to find out three things they don’t know
about the film director for homework.
Have students read the first line of the song
and check comprehension. Ask: What can you
do instead? Note that students will find several
versions by different singers online.
Students can do the task in class or for homework
and you can check answers in the next lesson.
Extra questions for class or homework
Movies
What’s your favourite Spielberg film? Why?
Music
What word occurs eleven times in the song?
(don’t)
Where does the singer want to hear the
news? (a park, a zoo, a circus)
Answers
Movies
a) E.T. b) Lincoln c) Jurassic Park d) Jaws
The director is Steven Spielberg and he’s
American.
64
Music
The name of the song is Tell Me On a Sunday
(by Andrew Lloyd Webber). The next line
is Don’t call me at 3am from a friend’s
apartment.
Extra idea: Tell students to write a quiz about
Steven Spielberg’s films. Help them with
questions, eg Which Spielberg film stars …? /
Which Spielberg film is about …? / Who is in
…? / Where is … set?
Culture note: Jaws (1975) is a world-famous
thriller about a man-eating great white
shark that starts attacking swimmers at an
American seaside resort town. Part of its
fame is because it became a model for the
Hollywood ‘blockbuster’ with lots of exciting
action based on a simple idea. A police chief
(Roy Schneider), a shark hunter (Robert
Shaw) and an oceanographer (Richard
Dreyfuss) go out in a small boat to hunt and
kill the shark.
E.T. the Extra-Terrestrial (1982) has been
called the greatest science-fiction film
ever made. In it, a lonely boy called Elliot
becomes friends with an extra-terrestrial
whom he calls E.T. E.T. can’t get back to his
planet and the film is about the efforts of
Elliot and his brothers and sisters to help
E.T. get back home. The inspiration for the
story was Spielberg’s creation, as a child,
of an imaginary friend after his parents’
divorce.
Jurassic Park (1993) is an adventure thriller
with a science-fiction element. An eccentric
millionaire (played by Richard Attenborough)
invites two scientists (played by Sam Neill
and Laura Dern) to his amusement park on
an island off Costa Rica. He has succeeded
in cloning dinosaurs and his park contains
five different types, including the man-eating
Velociraptor and Tyrannosaurus Rex. The
scientists and the millionaire’s grandchildren
go on a tour of the park, but when the
power supply fails and the dinosaurs get
out of control, the dinosaurs pursue the
visitors. The film is based on the novel of the
same name by the American author Michael
Crichton.
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Lincoln is a historical drama that takes
place in 1865, the last year of the American
Civil War, and is about President Abraham
Lincoln’s fight to ensure freedom for slaves
and the end of the civil war. The film ends
with his assassination. A tremendous
performance by Daniel Day Lewis as Lincoln
won him an Academy Award for Best Actor.
Steven Spielberg is one of the world’s most
influential and successful film directors and
producers. His early films were sciencefiction and adventure films – the Indiana
Jones series of films are adventure classics.
Spielberg’s later films are an exploration
of issues such as war (Saving Private Ryan
1998), the Holocaust (Schindler’s List 1993)
and the slave trade (Lincoln, Amistad 1997).
He has won the Academy Award for Best
Director twice, and several of his films have
broken box-office records.
Transcript
drums, flute, guitar, keyboard, piano,
saxophone, trumpet, violin
3
Draw students’ attention to the grammar note
below the exercise. Point out the use of the
after the verb play with musical instruments.
Nouns from verbs
4
Tell Me On a Sunday is a song from a musical
of the same name. The music is by the British
composer Andrew Lloyd Webber and the
lyrics are by Don Black. The musical is about
an ordinary English girl who goes to the
USA looking for love. Several well-known
singers have sung the song, including Sarah
Brightman, Lulu, Denise Van Outen and Marti
Webb.
Musical instruments
Ask students what words for musical
instruments they know and write them all on
the board. Check comprehension of the words
in the box by referring to the numbers in the
photos, eg What’s number 1? Is it a guitar
or a flute? Ask students which names for
instruments are similar in their own language
and which are different. Don’t check their
answers yet.
2
1.54 Play the audio for students to check
their answers, then play it again, pausing for
students to repeat each word. Focus on the
stress in piano and saxophone.
Answers
1 flute 2 violin 3 piano 4 drums 5 guitar
1.55 Ask students to read out the questions
and help with pronunciation. Point out the
use of the unstressed schwa sound in singer,
drummer and player. (More work will be done
on making words like this in the next exercise.)
Tell students to look at the photo and elicit
answers. Ask if students know this band, then
ask questions about them, eg Do you like their
music? What songs do you know? How old are
they? Where are they from? Play the audio to
check their answers.
Answers
1 The Rolling Stones
2 a) Mick Jagger b) Charlie Watts
c) Ronnie Wood, Keith Richards
Vocabulary plus p32
1
EVERYBODY UP! Energise your lesson with
this quick walk-around activity. Elicit examples
of questions from students, eg Do you play
the guitar? Do you play it well? Set a time
limit for students to find three people for each
description. When they have finished, call on
students to tell the class their information.
Transcript
MAN
What’s the name of the band?
WOMAN
They’re the Rolling Stones.
MAN
What’s the name of the singer?
WOMAN
He’s Mick Jagger.
MAN
What’s the name of the drummer?
WOMAN
He’s Charlie Watts.
MAN
And what are the names of the
guitar players?
WOMAN
They’re Ronnie Wood and Keith
Richards.
5
Write the words sing, play and teach on the
board and then (using a different colour) add
the -er ending. Read out the information in
the box and ask students to complete the
missing jobs. Note that the noun from drum is
drummer – which they saw in exercise 4.
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Say each word out loud and get students to
repeat, checking their pronunciation. You
could play audio 1.55 again so students can
hear singer, drummer and player again.
Answers
singer, teacher, dancer, traveller
Extra idea: You could ask students to think
of other jobs they know that are formed in
the same way.
6
Model the example dialogue with one or
two students. Get students to think of other
famous people. Remind students that some
verbs add -or, eg actor, director.
Extra idea: You can turn this into a team
quiz. Students work in teams. Tell them to
name a famous singer, actor, etc. The first
team to answer correctly gets a point.
Tip: This may be a good opportunity to
encourage students to start listing new
vocabulary in a vocabulary notebook.
New words can be listed by theme,
with example sentences or pictures, or
translations to illustrate meaning.
Personal information
7
1.56 Teach the term speed-dating. Explain
that it’s an organised event where people have
about five minutes to find out about another
person, then move on to somebody else. At
the end of the evening, they decide if they’d
like to meet any of the people again. Also
point out the heading on the profile form:
matchmaker.com. Teach / Elicit the meaning of
matchmaker (somebody who finds partners for
people). Allow time for students to read the
form and check comprehension of vocabulary.
Make sure students understand that some of
the information in the form is incorrect. Play
the audio as students write their answers.
Check answers by asking students to say: He
isn’t divorced, he’s …
Answers
Family name
First name
Male / Female
66
Ramos
Nicolas
Male
Married / Divorced / Single
Single
Spanish
Nationality
Profession
Dancer
Age
26
Flat 2, 46 Hillsden Road,
Address
London, NW3 4XC
Email
nicolasramos7@gmail.com
Mobile number
0891 9535211
Interests
Dancing, swimming, football
Transcript
WOMAN
OK, Nicolas, it’s great to meet you.
Let’s check your details for this evening. Now, your family name is
Ramos.
NICOLAS
Yes. That’s R-A-M-O-S.
WOMAN
Thanks. And you’re divorced, Nicolas, is that right?
NICOLAS
No, I’m single.
WOMAN
Oh, single, OK. And what nationality are you? Oh yes, you’re
Mexican.
NICOLAS
No, no, I’m Spanish – Spanish.
WOMAN
Oh, I’m sorry – Spanish. Now, your
profession. You’re a dancer.
NICOLAS
That’s right.
WOMAN
A dancer, mm, interesting. What
next? Your age. You’re 28.
NICOLAS
No, I’m 26.
WOMAN
Oh, right, 26. And what’s your address? I have Flat 1, 46 Hilsden
Road, London.
NICOLAS
Actually, it’s Flat 2.
WOMAN
Flat 2. Let me check, how do you
spell ‘Hilsden’? H-I-L-S-D-E-N?
NICOLAS
No, it’s double ‘l’.
WOMAN
H-I-double L-S-D-E-N. OK. And what’s your postcode? I have NW3
4XC.
NICOLAS
That’s right, NW3 4XC.
WOMAN
Good. Now, I know your email address. It’s nicolasramos7@gmail.
com.
NICOLAS
That’s correct!
WOMAN
Thank you!
NICOLAS
And my mobile number is 0891
9535211.
WOMAN
Ah, 0891 9535211. Good. OK, now
your interests are dancing, obviously, swimming and cricket.
Unit 3
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Yes, but not cricket. Football.
Right, football. OK, that’s all – good
luck this evening. I hope you find
your perfect partner!
JACK
Tell students to copy the form in their
notebooks. They then role-play a conversation
to complete the form for their partner. This
task reviews questions and answers with the
verb be, spelling, numbers, jobs and free-time
activities. Monitor students as they work and
give feedback at the end. Ask one or two pairs
to present their conversations to the class.
JACK
NICOLAS
WOMAN
8
LAURA
LAURA
2
Tip: When giving feedback, remember to
give feedback on all areas of language
production, not just grammar, ie
pronunciation, intonation, good use of
vocabulary and other strategies such as
hesitation or clarification strategies (What
do you mean? How do you spell that? etc.).
3
Making suggestions
1
1.57 6 Decide whether you are going to
use the video or simply play the audio. Ask
students to look at the photo and say where
the people are. Ask if they can remember
what their relationship is and get them to
discuss what they might be talking about. Both
characters were in unit 1, so ask what students
can remember about them. Play the audio
or video with books closed and answer the
question.
Answer
Jack is tired.
Transcript
LAURA
I love Sundays. We have nothing to
do.
JACK
Great! Let’s just relax and listen to
some music.
LAURA
Why don’t we go out? Let’s go to the
cinema.
JACK
No! I’m tired.
LAURA
Well then, why don’t we cook lunch
and ask some friends?
Ask students to read the conversation and
check they understand takeaway and dessert.
Ask for some examples of each, eg a takeaway
pizza, ice cream. Play the video or audio
again and pause for students to complete the
answers. Play it again and pause at the end
of each line for students to repeat. Pay special
attention to the intonation the characters
use when they make a suggestion and point
out how some words run together in natural
speech, eg you can’t really hear the ‘t’ of don’t
in the expression Why don’t we ….
Answers
1 go to the cinema 2 cook lunch 3 Chinese
takeaway 4 make a dessert
Everyday English p33
Note: You may want to bring in sections of local
newspapers showing films that are currently on at
the cinema, and use them as prompts for exercise 8.
OK. But how about getting a takeaway? How about a Chinese takeaway?
OK.
And why don’t you make a dessert?
Why don’t I make a dessert? No, you
make one. Hey, let’s do something in
the evening! ... Jack?
Ask students to practise the conversation
in pairs, then ask a few pairs to act out the
conversation for the class.
MA For an extra challenge, students can try to
act out the conversation with books closed.
You can put key words on the board to help
with this.
Alternatively, students can use the karaoke
function on e-zone. They start the video and
watch the conversation. Then they select
the role they want to play, click on the play
button and speak their part when they see the
highlighted words on the screen.
4
Ask how many suggestions there are in the
conversation. Then write the language for
making suggestions on the board. Point
out the differences between Let’s / Why
don’t we, which are both followed by an
infinitive without to, and How about, which is
followed by the -ing form. Ask students which
expressions they have heard a lot and which
ones are new. Discuss the difference between
Why don’t you / Why don’t we / Why don’t I
… Ask: Who is going to do the action? Check
answers as a class.
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Answers
See transcript 1.57 on page 67.
JULIA
MAXIM
JULIA
5
After students have completed the
conversation, check the answers and write
them on the board. Ask students to explain
how they chose their answers (according to
the form of the verb), referring to the table as
appropriate. Ask students to close their books
and practise the conversation in pairs.
MA For more support, write the conversation
with gaps on the board. Stronger students
can use their own ideas to make new
conversations.
MAXIM
JULIA
MAXIM
JULIA
MAXIM
7
Answers
1 Let’s 2 let’s 3 Why don’t 4 How about
5 How about 6 Let’s
Ask students about the film Alien.
Ask questions, eg Have you seen it? What is
it about? What kind of film is it? Do you like
this kind of film? Why do people like sciencefiction films? Encourage some agreement /
disagreement. Ask: Do (Julio) and (Alex) agree?
Do they disagree?
1.58
Explain that you are going to play a
conversation between two people talking
about what to do. Go over the phrases in the
list and clarify any that students aren’t sure of.
Play the audio and allow time for students to
compare answers. Then play the audio again.
You may want to pause the audio and ask
students to repeat each line, or each phrase.
Answers
3, 4, 5, 6, 7, 8
Transcript
JULIA
What shall we do this evening?
MAXIM Let’s just relax – we have friends for
lunch!
JULIA
No, let’s go out – please.
MAXIM OK. Where do you want to go?
68
Allow time for students to write their answers
in the table. Ask if they know any additional
phrases for each column, eg Wonderful! Sure!
and No, that’s boring. No, I don’t like ….
Answers
agreeing
That’s a good idea.
OK.
So do I.
Alright.
Great idea!
Agreeing and disagreeing
6
Let’s go to the cinema.
Alright. What’s on?
Let me see. Oh, Alien – I love that
film!
I don’t – I hate science-fiction films.
OK, how about the new Bond film?
That’s on at 7pm.
Great idea! I love Bond films.
So do I. OK, so let’s watch the film,
then go for a pizza.
No way! It’s Sunday evening – I have a
really busy day at work tomorrow.
8
disagreeing
I don’t think so.
I don’t – I hate sciencefiction films.
No way!
Explain that students will use language from
both sections on this page: making suggestions
and agreeing / disagreeing. Remind students
about the verb forms used after Let’s and
How about. Model the example conversation
with one or two students, focusing on using
intonation to sound engaged and interested.
If you have brought in sections of local
newspapers showing films that are currently on
at local cinemas, you can use them as prompts
for this exercise. Students make their own
conversations in pairs. Monitor pairs as they
work, making a note of any common problems
with grammar, pronunciation or intonation.
Give feedback and repeat the exercise with
different partners.
MA To help students who need more support,
write some of the example sentences and
phrases on the board. Ask students to choose
whether to sit looking at the board or looking
away from the board.
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Extra ideas: Brainstorm a list of free-time
activities on the board, eg go for a picnic,
see a film, play golf, go swimming, etc.
Ask students to work in pairs to develop a
conversation using all the activities except
one. Ask pairs to present the conversation to
the class. The others can say which activity
they didn’t use.
Tell students to work in pairs and imagine
they have a foreign visitor. They work
together to plan a day of interesting activities
for him / her.
we don’t say … / we say …
This section focuses on the following areas:
• omitting the auxiliary verb in questions
• incorrect use of or missing preposition
• incorrect verb / noun collocation
• incorrect word order in questions
Ask students to cover the green we say …
side and to see if they can correct the mistakes
themselves before they look and check.
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4
Monday to Friday
UNIT
FOCUS
GRAMMAR: present simple: he / she / it; adverbs of frequency: always, usually, often, sometimes, hardly
VOCABULARY: time; daily routine; transport; adjectives
FUNCTIONS: talking about daily routines; expressing interest
Lesson 1 She gets up very
early. pp34–35
Extra ideas: If you brought in a large clock
face, use it to review additional times using
half and quarter. Hold up the clock and ask
students to tell you the time.
Aims
You can also do a dictation. Hold up the
clock and say ‘number 1’ as students write
down the time in numbers. Continue with
five or six different times. At the end they can
tell you the answers in words.
The focus of this lesson is to provide further
practice of the present simple, with the focus on
the third person singular affirmative and questions,
and also to learn how to talk about times of the
day and to talk about daily routines.
Note: You may want to bring in a large clock face
with moveable hands to use in this lesson.
Ask students to move around the class and
find people who get up at the same time as
they do.
Warm-up
Say one or two things you do every day, eg I go
to work. I read emails. Ask students to write two
things they do every day on a piece of paper. Tell
them to swap papers with another student, correct
any mistakes on the new paper, then read out the
sentences. You could do a class survey and write
on the board how many people said the same
thing.
Culture note: Note that in some languages,
eg German, half past is described as halfway
to the next hour so half past ten is said as
half to eleven.
2
Vocabulary Time (1)
1
1.59 Ask students to complete the times.
Point out that there are two different ways of
saying the half and quarter hour times. Play
the audio to check the answers. Pause at the
end of each item so that students can repeat
each one chorally and then individually. Check
the pronunciation of half (silent ‘l’). Note that
other times (eg twenty past) are covered in
Lesson 3.
Answers
1 o’clock 2 past 3 fifteen 4 quarter;
forty-five
70
Model the example dialogues with one or two
students. Point out the two ways of asking
somebody for the time. Use a clock, watch
or mobile phone to practise the two different
ways of saying each time. Then ask students
to work in pairs to ask and answer questions
about different times. One student should ask
about the time, the other says the time, then
they both write the time in numbers.
Extra idea: Dictate five or six times (hours,
quarters or half past) and ask students to
write them down in their notebooks as
numbers. Then ask students to tell them back
to you.
Vocabulary Daily routine (1)
1
Transcript
1 ten o’clock
2 half past two or two thirty
3 quarter past eleven or eleven fifteen
4 quarter to eight or seven forty-five
ever, never
Ask students to look at the photo and read
the description of Tania Green. Ask questions,
eg What is a CEO? (Chief Executive Officer)
What does she do? Ask students to read the
information silently.
Direct students’ attention to the small
numbered pictures. Check that students
understand each one by matching them with
the words in bold. Ask students to say what
time Tania does each of the activities. Check
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they use the prepositions at, from and to
correctly: She arrives at the office at nine. She
works from nine to six. She leaves the office at
six.
which sound the remaining verbs have. Play
the audio for students to check their answers,
then play it again, pausing for students to
repeat each word.
Note that Preposition park in the review unit on
SB page 43 gives further practice of from / to.
Transcript and answers
/s/ gets, looks, works
/z/ answers, arrives, goes
/ɪz/ relaxes, watches
MA To provide an extra challenge, write
additional words on the board and ask
students to decide which sound each one has
and add them to the chart, eg starts, finishes,
likes, washes, writes, sings, dances.
Answers
1 works at her desk 2 goes to bed 3 has a shower 4 gets up 5 works out 6 arrives in the office 7 looks at her emails
Culture note: The times in the text are
shown using the 24-hour clock, but in the
UK we usually say, eg six o’clock, even if the
time is written as 18.00. Some countries
only use the 24-hour clock and may find this
confusing.
4
Tell students to cover the information, then
go through the times with them. Make sure
they say each time correctly (see the note
about the 24-hour clock above). Encourage
students to work in pairs to remember what
happens at each time and write a sentence
for each time. They then look and check their
answers. Alternatively, one student can have
their book open and check their partner’s
answers.
MA For more support, ask yes / no questions
about Tania, eg Does she get up at 5.45 or
6.45? Then ask students to work in pairs and
do the same.
Answers
09.00–18.00 She works at her desk and has
meetings.
22.45
She goes to bed.
05.45
She gets up.
18.30
She gets home.
06.30
She has breakfast with her daughter.
08.15–09.00 She takes her daughter to school.
20.15
She answers emails and makes
phone calls.
5
P
Demonstrate the three different
sounds by doing the first word for each sound
with the students: gets, answers, relaxes. Point
out that the /ɪz/ ending adds an extra syllable
to the verb: re-lax-es. Ask students to predict
1.60
Grammar Present simple (3)
6
Allow time for students to work individually to
complete the table. Then check the answers
and write them on the board. Ask: When do
we use ‘s’ at the end of a verb? When do we
use ‘do’ and ‘does’? What do you notice about
word order in questions? (they use do or does
followed by the subject followed by the verb)
What do you notice about the short answers?
(they use do or does but not the main verb).
Point out the use of pm in 6pm to talk about a
time in the afternoon or evening. Ask students
what we say to talk about the morning (am).
Answers
affirmative
I / You / We / They get home at 6pm.
He / She / It gets home at 6pm.
questions and short answers
Do I / you / we / they work?
Yes, I / you / we / they do.
No, I / you / we/ they don’t.
Does he / she / it work?
Yes, he / she / it does.
No, he / she / it doesn’t.
Refer to the grammar reference on SB page
135, now or at the end of the lesson and go
through it with them.
Tip: It is sometimes helpful to describe do or
does as an auxiliary verb and contrast
it with the main verb. You may want to
explain routine as something we do every
day or usually and not something we are
doing right now or at the moment.
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7
Ask students to complete the questions about
Tania individually. You can check the answers
when doing exercise 8.
Answers
goes to work by train = travels to his office on
a train
starts work = begins to work
work team = the people he works with
makes = produces
radio advertisements = short articles on the
radio that make you want to buy something
finishes work = stops work
play together = make music with different
musical instruments
spends the evening = does something over
a period of time (here between about 7pm –
11pm)
Answers
1 Does 2 Does 3 Does 4 Does she have 5 Does she get
8
Ask individual students to say a question and
pick someone to provide the answer.
Answers
1 Yes, she does. 2 Yes, she does. 3 No, she
doesn’t. 4 Yes, she does. 5 No, she doesn’t.
Culture note: You may want to discuss
question 5 briefly and ask whether students
think she comes home late or not as this
can vary between cultures and 5.30 may be
considered early or late.
Extra ideas: Tell students about your daily
routine and have them take notes. Then ask
them to interview each other about you.
Ask students to role-play an interview about
Tania. Ask volunteers to present it to the
class.
Write seven or eight actions on the board
(get up, have breakfast, start work, have
lunch, finish work, have dinner, go to sleep)
and ask students to write when they usually
do each one. Students can role-play in pairs.
Then ask one student from each pair to tell
the class about their partner.
Reading
9
Ask students to look at the photo and describe
the man. Ask questions to help them, eg
What does he do in his job? Does he look
friendly / shy / kind? Allow time for students
to read silently. Ask about the words in bold.
Encourage students to use clues from the
context to work out the meaning, eg Who
does he meet in the morning? (colleagues or
co-workers) How can you describe a group of
co-workers? (a team).
10
Ask students to read the article and
guess the missing times. You can write the
guesses on the board, but don’t give the
answers yet. Do the first item together with
the class. Students should write their answers
as numbers. Then play the audio for students
to check their answers.
1.61
Point out the vocabulary note for talking
about approximate times. Discuss what about
six means as it may mean different things
to different people. Also point out that we
often say just a number, eg six rather than six
o’clock.
Answers
1 7.00 2 9.30 3 9.45 4 5.30 5 11.00
Transcript
He gets up at 7.00 and has breakfast with his
wife and son. He goes to work by train. He
starts work at 9.30. Every morning at 9.45
there’s a meeting with the work team. Sam
makes the sound for TV and radio advertisements and films.
He often works with famous people – he
loves that part of his job! He doesn’t make a
lot of money but that’s OK. He finishes work
at about 5.30. He plays in a band and they
often play together in his house after work. He
spends the evening with his family and goes to
bed at about 11.00.
11 Check students understand how and when by
asking questions, eg How do you go to work
– by car? When do you go to work – at 8.00?
72
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3 evenings
sometimes
has dinner
has dinner
with
with husband, husband
often goes
and
out, works at children,
her desk
sometimes
goes out,
works at her
desk
Highlight the use of the word by in the answer
to the first question. If necessary, practise the
questions with one or two students first, then
ask students to write their answers. They can
ask and answer the questions in pairs.
Check that students are able to say each time
correctly.
Answers
1 He gets up at 7.00 / seven o’clock.
2 He has breakfast with his wife and son.
3 He goes to work by train.
4 He finishes work at about 5.30pm / half
past five / five thirty.
5 He plays with his band.
6 They play at his house.
7 He goes to bed at about 11.00 / eleven
o’clock.
Extra idea: Ask students to write two
additional questions, eg Does Sam’s wife get
up early?
Tip: An alternative way to check answers is to
say the answers in random order and ask
students to tell you the questions. You can
say the answers fairly rapidly to stretch
higher level students. You can also say the
same answers in different ways (in this case
saying the time in different ways).
12 Check students understand what they have to
do in this information-gap activity. Explain that
they each have information about different
women. Make sure students don’t look at each
other’s information while doing this activity.
They each read their information and make
notes. They then ask and answer questions
and use all the information to find out which
couple spends most time together.
Suggested answers
Anna Sally PerezChan
1 breakfast
with her
not with
husband
her
husband
2 number of
11 (from
10 (from
hours at the 8–7)
8–6)
office
4
bed
at about 12
at about 11
Speaking
13 Model the example sentences with one or two
students, then ask students what is the same
and what is different about the daily routines
of Tania and Sam. Which do they think is
better and why? You could end the activity
by having a class vote on which life students
prefer. Ask, eg Who prefers (Tania’s) life?
14 Give some examples of similarities or
differences between your routine and that of
Tania or Sam. Ask: What is the same and what
is different about your routine and Sam’s or
Tania’s? What do you like or dislike about your
daily routine? Ask confident students to give
feedback to the class.
Lesson 2 She sometimes sees
very sad things. pp36–37
Aims
The focus of this lesson is to review the use of the
present simple for talking about work and travel
routines using adverbs of frequency, to talk about
feelings using adjectives, and to learn about the
conjunctions and and but.
Note: You could bring in a map of the world to
help with locating Azerbaijan.
You first!
Ask students to point to a world map or explain
where Azerbaijan is located. Find out what
students already know about this country.
Reading
1
Ask students to describe photo A. Ask: Which
city do you think this is? (Baku). Explain that
using pictures to make predictions about a
reading is a useful strategy and will make the
text easier to understand. Check students
understand the questions and can correctly say
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Answers
1 false: She’s single.
2 false: She usually walks.
3 true
4 false: They come to clubs at the social
service centre.
5 true
6 false: She feels good because she helps
other people.
disabled children. For question 3, give a hint
that students can use the pictures and the title
to help them guess.
Answers
1 Photo A shows Baku, the capital of Azerbaijan.
2 Photo B
3 Students’ own answers.
Culture note: The Republic of Azerbaijan
is at the crossroads of Eastern Europe and
Western Asia. A large part of the country
is mountainous. It became part of the
Soviet Union in 1920 and announced its
independence in October 1991. It does not
have an official religion but the majority of
the population are Muslims. It is economically
well-developed and has a low rate of
unemployment. It has an ancient culture and
architecture, literature and music play an
important part in the country’s cultural life.
2
GUESS Active guessing is a useful strategy
to make information easier to understand and
remember. Model the example language with
one or two students, then ask the class for
their guesses. Write the ideas on the board.
Point out that now that students have a little
bit more information (from exercise 1 and
from the instructions for exercise 2), they can
make some more specific predictions about the
content. Ask: Does she like her job?
3
Allow time for silent reading. Encourage
students to identify new words and try to
guess their meaning. Check the ideas they
came up with in exercise 2.
4
Go through the sentences and check
comprehension. Practise the pronunciation
of social service centre. Allow some time for
individual work. Check answers by asking
individual students whether a sentence is
true or false, and to give their reasons. After
checking the answers, ask some additional
questions about the article, eg Why does Tahira
live with her parents? Why doesn’t she drive
to work? How long does it take her to get to
work? What are the buses like? Does she start
work at 8.45?
74
Extra idea: Ask students to think of more
questions about the text. Then they can
choose someone in the class to ask.
MA For weaker students, write five answers
on the board and ask students to write a
suitable question for each answer.
5
THINK These questions encourage
students to develop a personal response to
the information in the article. Go through
the questions with the class first to check
comprehension.
6
This activity will help to recycle the
vocabulary in the article as well as using the
present simple. Tell students to cover the
text, then work in pairs to make notes about
Tahira’s day. Put pairs together to make groups
so students can exchange information about
Tahira. They can then check their ideas by
reading the article again.
Grammar Adverbs of frequency
7
Use the grammar table to point out the
position of the adverb in each sentence. Ask:
When is the adverb before the verb? When is
it after the verb? Students work individually
to underline all the adverbs they can find in
the article. Check answers as a class, asking
individual students for one example each.
Answers
Tahira Abazov always feels good in the
morning …
… single women usually live with their parents.
… Tahira never drives to work.
… she usually walks.
She sometimes goes by bus, but the buses are
always crowded and slow.
… they don’t usually go out.
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Some children hardly ever go out …
She usually visits one or two families a day.
… Tahira is usually there.
… she sometimes sees very sad things.
Both the parents and the children are often
angry and she’s sometimes very tired after
work.
Refer to the grammar reference on SB page
135, now or at the end of the lesson and go
through it with them.
8
Look at the boxes on SB page 37. Explain that
the first box (completely shaded in) represents
always. Ask: What’s the opposite of always?
(never). Explain that the last box (not shaded
in at all) represents never. Then allow time
for students to write their answers. Draw a
scale of 100% to 0% on the board and ask
students to tell you where to write each word.
Practise the pronunciation of the adverbs.
Answers
always, usually, often, sometimes, hardly ever,
never
9
Tell students to choose adverbs that
make each sentence true for them. Use this
activity to check that students understand the
meaning of the adverbs and the correct word
order. Note that some adverbs (eg sometimes)
can also go at the beginning or end of a
sentence, while others cannot (eg always,
never). Remind students of the use of by with
transport, eg by bus.
Suggested answers
1 I never travel by bus.
2 I sometimes have breakfast with my family.
3 I often watch films in the evening.
4 My friends are never angry with me.
5 I often help my friends with their problems.
10 Explain that students can choose any adverb to
complete the sentences so that they are true
for them. Practise the pronunciation of how
and the questions if necessary.
Ask individual students to read out their
answers. Find out who in the class has similar
answers. Encourage students to explain their
answers, eg I usually go to work by train
because I live a long way from the city.
Answers
Students’ own answers.
Point out the grammar note about how below
the exercise. Ask questions about their town,
eg How is the traffic in the morning? How is
the bus service? Ask questions about feelings,
eg How do you feel about your job? How do
you feel at the end of the day?
Refer to the grammar reference on SB page
135, now or at the end of the lesson and go
through it with them.
11 Ask students to stand up and walk around.
When you give a signal, they should stop and
ask someone the questions from exercise 10,
making a note of their answers. Do this four
times. Then ask everyone to sit down and
report their answers to the class.
Tip: Instead of correcting grammar mistakes
yourself, ask the other students if
they could hear any mistakes. This will
encourage students to listen to each other
more carefully.
Extra idea: Ask students to carry out a class
survey about daily routines. Give each pair
a question, eg How do you usually go to
school? They should ask everyone in the class
their question and write down the answers.
At the end they can report the results to the
class, eg Everyone usually goes to school by
bus. or 8 out of 10 students go by train.
Vocabulary Adjectives
12 Read out the words and practise the
pronunciation as a class. Make sure students
don’t pronounce the ‘r’ in tired. Ask which
word does not describe a feeling (crowded).
Check the meaning of crowded. Allow time for
students to find the words in the article. Check
the meaning of each word using mime or facial
expressions. Explain that the word bad can
describe a feeling but in the article it is used to
describe traffic.
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Answers
Crowded isn’t about feelings. Bad isn’t used to
describe a feeling in the article.
Extra idea: Give some situations to illustrate
each of the words for feelings and ask
students to tell you which word fits the
situation, eg My dog isn’t very well. (sad) I
get home late every day. (tired). Ask students
to work in pairs and give each other extra
situations.
13 Point out the grammar note about word order
with adverbs of frequency in questions. Model
and practise saying each question. Students
can then ask and answer in pairs or small
groups. Then report their answers to the class.
Refer to the grammar reference on SB page
135, now or at the end of the lesson and go
through it with them.
You could do exercises 1–4 on transport in
Vocabulary plus at this point if you wanted to.
Writing
14 Read out the example sentences. Teach / Elicit
that and and but can join two sentences or
ideas and show the relationship between
them. Ask: Are the ideas in each sentence
similar to or different from each other? Then
elicit the rules.
Answers
1 but 2 and
Extra idea: Provide some sentence starters and
ask students to continue them using and or
but, eg I like my job but … I like my job and …
15 Explain that there are two tasks here. One is
to fill in the gaps with the correct form of the
verb in brackets and the other is to choose
the correct conjunction. Students can work
individually. Check students understand boss,
late, advice and practise their pronunciation.
Then ask students to read out their answers or
come to the board and write the answers.
Answers
1 but 2 has 3 likes 4 but 5 doesn’t like 6 is
7 and 8 gives 9 comes 10 and 11 don’t see
12 isn’t
76
16 Encourage students to agree and disagree
about the best advice for Jake.
Lesson 3 She doesn’t feel
good in the morning. pp38–39
Aims
The focus of this lesson is to practise the present
simple negative in the third person, to review and
extend talking about the time and to talk about
morning and night-time routines.
Note: You may want to bring in a large clock face
with moveable hands to use in this lesson.
You first!
Look at the picture and ask for adjectives to
describe each bird. Ask: Which is the early bird?
Which is the night owl? Elicit why we use the
adjectives early and night. (Because most birds
wake up early but an owl is awake at night and
sleeps during the day.) Brainstorm things that
each bird likes / dislikes. Ask students to raise their
hands and see how many of each type of bird
there are in the class.
Grammar Present simple (4)
1
Ask students to use the grammar table
to explain the formation of the third person
singular negative. Point out the short form
doesn’t = does not. Also point out that there is
no ‘s’ on the main verb in the negative.
1.62
Ask students to read the text and predict
the missing words. Then play the audio for
students to check their answers. Write the
answers on the board. Play the audio again,
pausing to allow students to repeat each
line. Ask about the meaning of these words:
opposite, midnight, lazy, internal clock, human
clock.
Answers
1 wakes up 2 goes 3 doesn’t feel 4 feels
5 doesn’t wake up 6 doesn’t go
Transcript
Are you an early bird or a night owl? An early
bird wakes up early and goes to bed early. She
doesn’t feel good at night – she wants to be in
bed by ten o’clock! But she feels great in the
morning.
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A night owl is the opposite. He doesn’t wake
up early and he doesn’t feel good in the morning. He doesn’t go to bed before midnight and
he feels fine late at night.
At night, Enrico has a bath or a shower. Then
he gets into bed and plays the guitar. He goes
to sleep late!
What’s the reason? It isn’t because night owls
are lazy and can’t get out of bed. It’s because
of their internal clock. The human clock is
about 24 hours. But for the night owl it’s
longer, and for the early bird it’s shorter.
Extra ideas: Tell students to cover the
sentences and talk about Enrico’s routine
using only the pictures. Then ask them to
make questions about each picture.
Ask students to role-play a conversation with
Enrico.
Refer to the grammar reference on SB page
135, now or at the end of the lesson and go
through it with them.
Extra idea: Ask some comprehension
questions about the text, eg When does an
early bird feel good? Why do night owls feel
lazy in the morning?
2
You may decide to lead a class discussion on
the theme of being an early bird or a night
owl. Encourage students to express themselves
and supply additional vocabulary as needed.
Culture note: Some cultures start earlier than
others. Ask: What is the usual start / finish
time for shops and offices in your country?
What time do people usually have dinner in
the evening? Ask about possible proverbs
about being early or late, eg The early bird
catches the worm. Better late than never.
Early to bed, early to rise, makes you healthy,
wealthy and wise.
Vocabulary Daily routine (2)
3
Ask students to describe the pictures.
For each one, ask: Is it morning or evening?
What room is he in? Students can work
individually or in pairs to match the pictures.
and put them in the order they think is
correct. Play the audio for students to check
their answers, then play it again, pausing for
students to repeat each sentence.
1.63
Answers
1B 2E 3G 4F 5A 6C 7D
(order = 5, 3, 6, 2, 7, 4, 1)
Transcript
In the morning, Enrico gets out of bed. He
cleans his teeth and washes his face. Then he
gets back into bed and has breakfast. Then he
gets dressed.
Jetstream.TG_mod2_finals2.indd 77
MA For more support, elicit questions from
the class and write them on the board.
Stronger students can make up their own
questions.
4
Read out the first line of the example and ask
students to say if it’s true or false. Then model
one or two additional negative sentences
for the class, He doesn’t get up early. (That’s
true. He gets up very late!) Practise the
pronunciation of doesn’t. Monitor students as
they work in pairs. Give feedback at the end.
Listening
5
1.64 Explain that you are going to play an
interview with a man talking about his and his
wife’s daily routines. Play the audio and discuss
the question. Elicit as much information as
possible.
Answers
Martin is an early bird and Kay is a night owl.
They both have very different morning and
night-time routines.
Transcript
What do you do, Martin?
I’m a journalist.
INTERVIEWER And Kay, your wife, what does
she do?
MARTIN She’s a writer.
INTERVIEWER And you tell me that you both
have very different routines.
MARTIN That’s right.
INTERVIEWER So what time do you get up,
Martin?
MARTIN I get up at about six every morning.
INTERVIEWER That’s quite early. How do you
feel?
MARTIN I jump out of bed and feel great!
INTERVIEWER Do you have breakfast?
INTERVIEWER
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MARTIN Yes, then I go to my desk and
write.
INTERVIEWER And what time does Kay get up?
MARTIN She usually gets up at about
nine. But I sometimes go into
the bedroom and she’s still asleep – at about nine. I say,
‘Come on, it’s nine o’clock, get
up!’ She says, ‘OK, OK!’ Then
20 minutes later I go in and say,
‘Come on, it’s twenty past nine,
get up!’ No answer.
6
MARTIN Or later! Much later. She comes
into the kitchen. She doesn’t
have breakfast – and she doesn’t
talk!
INTERVIEWER So what does she do?
MARTIN She reads the paper. She really
doesn’t feel good in the morning.
INTERVIEWER And what happens at night?
MARTIN At night! At half past nine, I’m
tired. I’m in bed at quarter past
ten.
INTERVIEWER And what time does Kay go to
bed?
MARTIN She works, she writes, sometimes till two or three in
the morning.
INTERVIEWER She doesn’t feel tired.
MARTIN No. She usually goes to bed at
two or three.
INTERVIEWER So she really is a night owl. And
you’re an early bird. Do you ever
meet?
MARTIN Not often. That’s why we’re
happily married!
Ask students to read the sentences. Make
sure they understand the phrase jump out of
bed. Then play the audio while students listen
for the sentences. Play the audio again for
students to check their answers and pause
at the end of sentences 1, 2, 5 and 6 so that
students can repeat.
Answers
1, 2, 5, 6
7
1.65 Explain that students are going to hear
the second part of the interview, which gives
more information about Kay. Ask students to
read the sentences.
Extra idea: Ask additional questions about
the audio, eg What does Kay do at breakfast
time? (she reads a paper) What does she do
in the evening? (she works) When does she
go to sleep? (at 2 or 3am) Do they meet very
often? (no)
MA With stronger students you could ask them
to guess what the correct words are before you
play the audio, as they already know quite a bit
about Kay and Martin.
Play the audio while students do the activity.
Play it again for students to check their
answers and pause at the end of each
sentence so that students can repeat.
Discuss the meaning of the final sentence:
That’s why we’re happily married. Elicit what
that refers to (the fact that they don’t meet
very often). Ask students if they agree with
Martin.
Answers
1 doesn’t get up till ten 2 doesn’t have 3 doesn’t talk 4 doesn’t feel 5 quarter past ten 6 doesn’t feel
Transcript
No answer?
No! Twenty to ten, five to ten,
she’s still in bed!
INTERVIEWER So she sometimes doesn’t get
up till ten.
INTERVIEWER
MARTIN 78
Vocabulary Time (2)
8
Use a clock or draw a clock on the board and
demonstrate the meaning of twenty to and
twenty past. Then set the clock to different
times and ask students to tell you the time.
Say the times (or ask students to say the
times) on the clocks on SB page 39 in random
order. One person says the time, the next
person says the correct letter. Focus on correct
pronunciation and stress (especially the
unstressed to).
Play the audio and ask students to write the
number of the conversation next to the correct
clock. Note that there are eight clocks but only
five conversations.
Answers
1B 2D 3E 4F 5A
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Transcript
1 MAN
What time is it?
WOMAN
It’s ten to one. Time for lunch!
2 WOMAN Is it nine o’clock?
MAN
It’s twenty-five past eight – get up!
3 WOMAN What’s the time?
MAN
Five past nine – dinner time!
4 WOMAN Is it time for breakfast?
MAN
Yes, it’s twenty-five to eight.
Can I watch TV?
5 GIRL
MAN
No, It’s twenty to twelve – go to
bed!
Extra idea: Dictate five or six times in
words and ask students to write the times in
numbers. Then ask them to read the times
back to you.
MA For stronger students, dictate the times
rather rapidly. To add support, write the
list of times on the board in random order
before dictating.
Speaking
9
EVERYBODY UP! This is a chance for
everyone to move around and re-energise.
Tell students to ask questions (using first and
second person forms) in order to find someone
whose routine is different from theirs. Tell them
to make a note of the answers they get.
10 Read out the example. Emphasise the use of
stress to highlight differences, ie I get up at
half past six. She gets up at half past seven.
Highlight the s in the third person singular
form. Remind students to use some negative
sentences, too.
11 GUESS Model the example conversation
with one or two students and practise the
pronunciation of probably. Then ask two
students to read it out. Ask a different pair
of students to make guesses about another
student or about you. Allow time for students
to work in pairs, then gather ideas from
around the class. Check with the person
described to see if their guesses were accurate.
Encourage a class discussion.
12 Students can use logic and general knowledge
to help them complete these sentences.
Encourage discussion and disagreement!
Look back at SB page 32 to see who Keith
Richards is. Ask which facts students find most
surprising.
Answers
1 night owls 2 night owls 3 early birds 4 Night owls; early birds 5 Night owls 6 Early birds 7 Night owls
Movies & Music
Put students in pairs to read the short text about
Driving Miss Daisy, check new vocabulary and
answer the first two questions. They can check
their answers online in class or for homework. It’s
probably easier to give students the final task (Find
two more films for each actor) for homework.
For the song, check students understand the first
line before they do the task. Ask: What do you do
the moment you wake up?
If you want, tell students that the woman’s
boyfriend is in the Vietnam War and she’s afraid
for him. (See Culture notes below.)
Extra questions for class or for homework
Movies
Find another film by director Bruce Beresford.
Why is the film called Driving Miss Daisy?
Music
Who is the songwriter? What other songs
do you know by him? (The songwriter is Burt
Bacharach. He’s written a lot of very famous
songs.)
Find the words of the song. What is the
theme of the song? (The woman really loves
the man and thinks about him all the time.)
Why does she ‘say a little prayer’ for him?
(Because she loves him so much.)
Answers
Movies
Film description ending: they become close /
good friends.
Actors: Morgan Freeman and Jessica Tandy
Two more films for each actor:
Morgan Freeman (The Shawshank Redemption
1994; Amistad 1997; Million Dollar Baby 2004;
The Dark Night 2008; Invictus 2009)
Jessica Tandy (The Gin Game 1997; Cocoon
1985; Fried Green Tomatoes 1991)
Music
Next line of the song: I say a little prayer for you
Singer: Aretha Franklin
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Extra idea: To teach students some simple
language for talking about films, give
students this gapped text to complete for
homework. They will need to read about the
film online to complete it. The missing words
are useful vocabulary for films. Then you
can ask students to write about one of their
favourite films, using these words.
very similar in their own language and which
are very different.
Driving Miss Daisy ____ Jessica Tandy as Miss
Freeman, a rich old woman, and Morgan
Freeman as her African American driver. Dan
Aykroyd ____ Miss Daisy’s son. The film ____
their relationship. (Answers: stars / plays / is
about)
Extra idea: Ask students if they know
any other words for types of transport, eg
ferry, ship, yacht, van, caravan, lorry, hot air
balloon.
Culture notes: Driving Miss Daisy stars
Jessica Tandy as Daisy Werthan, a rich, lonely
and elderly white Jewish woman. After
she wrecks her car, Daisy needs a driver
and her son Boolie (Dan Aykroyd) finds
Hoke Coleburn, an African American driver
(Morgan Freeman). The film explores the
theme of racism in America and charts Daisy
and Hoke’s relationship over 25 years as they
slowly become good friends. Daisy teaches
Hoke to read and he helps with the cooking
and gardening. When Daisy finally enters a
retirement home, Hoke is one of her visitors.
The film won Academy Awards for Best
Picture and Best Actress.
I Say a Little Prayer is a well-known song that
was first sung by the American singer Dionne
Warwick in 1967. The music is by the hugely
successful singer / songwriter Burt Bacharach.
The lyrics, by Hal David, are about a woman’s
fears for her boyfriend, who is fighting in
the Vietnam war. The blues singer Aretha
Franklin released a famous version in 1968.
Transcript and answers
1 taxi 2 car 3 bike 4 motorbike 5 boat 6 train 7 underground 8 bus 9 plane 10 helicopter 11 tram
2
Answers
1E 2I 3B 4D 5H 6J 7G 8A 9F 10K 11C
Culture note: In American English,
underground is subway, tram is streetcar, taxi
is cab and helicopter can also be chopper.
Tip: This may be a good opportunity to review
how students are recording new vocabulary
in their vocabulary notebooks. New words
can be listed by theme, with example
sentences, or pictures or translations to
illustrate meaning.
3
Vocabulary plus p40
People
1
80
1.67
Before they do the activity, ask
students to name as many types of transport
in the photos as they can. Then ask them to
complete the words with the missing vowels.
Play the audio to check the answers and write
the answers on the board. Then play the audio
again, pausing for students to repeat each
word. Ask them which names for transport are
Match the photos with the words in exercise
1 and review the pronunciation of any difficult
words. Point out the initial syllable stress in
underground, helicopter and motorbike. It
might also be useful to point out the meaning
of each part of the word in underground.
Check comprehension of public transport and
of these new adjectives: expensive, fast, slow,
dangerous. Ask students what the opposites
are (cheap, safe). Discuss the questions
as a class and encourage agreement and
disagreement.
Extra ideas: Ask for additional adjectives to
describe transport, eg comfortable, quiet,
noisy, crowded.
Describe one type of transport without
saying its name. Students have to guess
which type of transport you have chosen.
4
Check students understand the sentences
and can say them. Allow some quiet time for
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Culture note: In some cultures, it is impolite
to look the other person in the eyes for
too long. It may be more polite to look
downwards, which can seem to show lack
of interest in western cultures. Another
difference may be in nodding. Sometimes
people nod to show interest, but mainly
it means Yes, I agree with you. In some
cultures, shaking one’s head is a way to show
agreement.
students to complete the sentences. They can
ask questions to find out each other’s answers
in pairs or small groups. Practise one or two
questions before they do this, eg How do you
travel when you go on holiday in the summer?
Ask students to ask you, too.
Point out the vocabulary note on verbs for
travelling. Note that we use take / get with
public transport. When it’s a regular thing we
use the, eg I take the train to work every day.
Focus on: have
a
Explain that have can have a variety of
meanings and is used with a lot of different
nouns. Write the headings on the board and
invite students to come to the board to write
the answers and to add their own ideas.
Practise the phrases in class, checking for
correct pronunciation.
b
Elicit example answers to the question, eg I
always have a glass of water at lunch, I often
have a swim at the weekend. Put students in
pairs to do the activity.
Answers
have + meal:
have a + food:
breakfast, lunch
a snack, a picnic, a salad,
a sandwich
have a + drink: a drink, a beer, a glass of
water
have a + action: a shower, a swim, a walk
other:
a holiday, a good time, a party
Everyday English p41
Expressing interest
1
Explain that active listening and showing
interest is an important conversational skill.
Go through the list of things we do and check
students understand any new vocabulary, eg
smile, lean forward. Students could work in
pairs or groups to do this activity. As a class,
discuss which behaviours are the same or
different in their cultures and check students’
ideas.
Suggested answers
a, b, d, f, g, h
2
1.68
6 Decide whether you are going to
use the video or simply play the audio. Look
at the photo and describe what is happening.
Ask: What is this person’s job? What is this
job like? Make sure students understand what
they are listening or watching for. Remind
them to listen out for the woman’s intonation,
and if you’re using the video, remind them
to look at her body language. Play the video
(or audio) with books closed and answer the
question. Tell students that they don’t need to
understand everything the speakers say for this
exercise.
Answers
Conversation 1: bored (monotonous,
monosyllabic answers)
Conversation 2: interested (varied intonation,
asks questions, reacts to answers)
Transcript
1 FRED
Hi, my name’s Fred.
RITA
Hello. I’m Rita.
FRED
It’s nice to meet you, Rita. What
do you do?
RITA
I’m a secretary – it isn’t very interesting.
FRED
Oh right. I’m sorry to hear that.
I’m lucky, I love my job.
RITA
Oh.
FRED
Yes, I’m a firefighter.
RITA
Ah.
FRED
Every day is different. That’s the
great thing about my job.
RITA
Oh, there’s my friend Clare. Bye!
FRED
Bye! Nice to talk!
2
LAURA
FRED
LAURA
What do you do, Fred?
I’m a firefighter.
Really? That’s interesting! Is it dangerous?
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FRED
LAURA
FRED
LAURA
FRED
LAURA
FRED
LAURA
FRED
LAURA
FRED
3
1.69
Sometimes!
I’m sure! Do you rescue lots of people?
Not lots of people, but I rescue
some people, yes.
Fantastic! Do you enjoy your job?
I love it!
Do you? That’s great! I hate my
work. So why do you enjoy your
job?
Because it’s never boring. And I
save people’s lives.
Of course, you save lives! But is it
tiring?
Yes, it is. Oh, that’s for me. Sorry, I
must go.
Well, it’s great to talk to you.
Thanks, you too.
watch the conversation. Then they select
the role they want to play, click on the play
button and speak their part when they see the
highlighted words on the screen.
5
conversation and check they understand
rescue, boring, save lives and tiring. Play the
video or audio and pause for students to
complete the answers. Play the video or audio
again and pause at the end of each line for
students to repeat. Pay special attention to
intonation, fluency and expression.
Transcript
1 Really!
2 I’m sure!
3 Fantastic!
4 That’s great!
5 Cool!
6 Well, it’s great to talk to you!
6
Transcript
See conversation 2 above.
Extra idea: Ask students if they can
remember any of the woman’s questions
in conversation 2. Ask them to dictate the
questions to you so that you can write them
on the board. Don’t correct them yourself.
Encourage students to correct them as
needed. Play the video again to check.
4
Act out the conversation with a strong
student. Then students act out the
conversations in pairs.
MA Stronger students can do this as a memory
exercise.
Alternatively, students can use the karaoke
function on e-zone. They start the video and
82
1.70 Practise saying the expressions
using different intonation patterns. Ask
students to say if your voice goes up or down a
lot or just a little. Explain that English speakers
have a wider ‘voice range’ than a lot of other
nationalities. Tell students that when we’re
interested our voice range gets wider. Play
the audio and ask again. Play the audio again
so that students can repeat each expression.
Students may have difficulty with intonation,
so help them with this by exaggerating the
voice range.
Answers
The woman’s voice range is big.
Note that her voice often goes down at the
end.
6 Ask students to read the
Answers
1 Really? That’s interesting! 2 I’m sure! 3 Fantastic! 4 Do you? That’s great! 5 Well, it’s great to talk to you!
P
Ask students to look at the picture. Ask:
What is the man doing? What is his job? Is it
exciting?
Model the first example exchange with a
student and explain that the echo question
uses the auxiliary verb, or the verb be (if be is
the main verb). Check the answers and write
them on the board.
Answers
1 Do you? 2 Are you? 3 Is he? 4 Are there?
7
1.71 Play the first dialogue and practise the
intonation chorally with the class. Play the rest
of the audio and pause for students to repeat
chorally and individually.
Transcript
1 MAN
I work as a lion tamer.
WOMAN
Do you?
2 WOMAN I’m a dancer.
MAN
Are you?
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3
WOMAN
MAN
4
MAN
WOMAN
My brother is the CEO of a multinational company.
Is he?
There are some interesting people
in my office.
Are there?
Extra idea: Provide some additional
examples and ask students to respond as a
class, or write their answers, eg My sister
works as a firefighter. (Does she?) My parents
live in Alaska. (Do they?) My brother is a
yoga teacher. (Is he?)
8
Allow time for students to write their
dialogues. Make sure they only write
affirmative sentences in the present simple.
Monitor pairs as they work, making a note
of any common problems with grammar,
pronunciation or intonation.
Extra ideas: Hand out some pieces of
paper with surprising sentences and the
correct responses written in brackets, eg
I’m the president of the USA. (Are you?)
Ask students to stand up and walk around.
When you give the signal, they should read
their sentence to another student. The
second student should respond with an echo
question (using correct intonation). The first
student should check to see if it matches the
question on their paper. Then they switch
roles.
Note: Only do one or two breaths to start with. It’s
possible to become dizzy if you do too many and
you aren’t used to so much oxygen! If students
practise regularly at home, they can gradually
increase the number of breaths.
Why is it a good idea to do this? It gets more
oxygen into our system and raises our energy and
at the same time this slower breathing calms us
down. Get students to stand up and take a few
breaths like this whenever you feel the energy level
of the class has fallen or become too hyper.
we don’t say … / we say …
This section focuses on the following errors:
•
•
•
•
•
omitting the third person singular ‘s’
incorrect word order with adverbs of frequency
incorrect third person singular form of the
auxiliary
omission of the auxiliary in questions
incorrect word order with adverbs of frequency with the verb be
Ask students to cover the green we say …
side and to see if they can correct the mistakes
themselves before they look and check.
Tell students to find someone in the class
they don’t know very well and ask them
about their job. They should express
real interest through their language and
intonation.
De-stress!
It is probably not a good idea to have your
students lie down in the classroom, but they can
learn this breathing standing up, and then practise
it lying down this way at home.
Students stand up and put their hands on their
stomach. As they breathe in deeply, their stomach
pushes out their hands a little. As they breathe
out, their hands come in. There is little or no
shoulder movement.
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Units 3&4 review
pp42–43
Reading
Grammar and writing
1
4
Ask students to describe the photos and guess
why these people are feeling the way they
do. Ask students to guess what their jobs are.
Encourage lots of active guessing, but don’t
give away the answers.
Answers
A tired B sad C angry
2
3
Answers
1 stays, doesn’t go, don’t see, feel
2 teaches, don’t like,
3 doesn’t sleep, think
Allow two or three minutes of silent reading
time. Tell students they don’t have to
understand everything on this first reading.
Discuss the answers with the class.
Answers
Reza doesn’t sleep very well, he thinks about
his patients all the time.
Sally works from home and often feels sad
because she is lonely.
Philip doesn’t enjoy teaching because the
students don’t listen to him.
Extra idea: Ask students to underline
adverbs of frequency in the article. Ask
additional questions with who, eg Who sings
in a band? (Philip) Who always feels tired?
(Reza)
5
Go through the questions first and make
sure students know what information they
need to remember. As they only read the
article quickly in exercise 2, they might not be
able to remember all the answers.
84
Use this exercise to evaluate how well students
have understood present simple questions.
If necessary, refer back to SB page 35 or the
grammar reference on SB page 135. Review
short answers by asking students to answer
each question.
Answers
1 Does Reza work from home? No, he doesn’t.
2 Does Sally think about work all the time?
No, she doesn’t.
3 Does Philip feel good in the morning? No,
he doesn’t.
4 Does Sally’s husband get home late from
work? Yes, he does.
5 Does Philip take work home? Yes, he does.
6 Does Reza usually sleep well? No, he doesn’t.
Ask students to write the answers to these
questions in their notebooks, then exchange
notebooks with a partner and read the article
again to see how many they got right. Then
check answers with the whole class.
Answers
1 Reza loves his work.
2 He doesn’t sleep well because he is thinking about his patients.
3 Sally works from home because she has a
three-year-old daughter.
4 Most of her friends go out to work every
day.
5 Philip doesn’t enjoy teaching because his
students don’t always listen to him.
6 He sings in a band at the weekend.
This exercise reviews the present simple
affirmative and negative. You may want to
review the pronunciation of the third person
singular ‘s’ ending, eg stays, teaches, feels.
Check the answers as a class.
6
You may want to start this activity in class and
ask students to finish for homework. Collect
the written work and use it to obtain example
sentences for review at the beginning of the
next lesson.
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7
Review object pronouns by writing a table on
the board with subject pronouns and asking
students to complete the object pronouns.
Cross Culture: culture shock
a
Allow time for students to read the sentences
and complete them with the correct object
pronoun. Ask students to compare answers in
pairs then ask pairs to write answers on the
board.
Answers
1 him, them 2 it 3 you 4 us 5 me 6 her
Ask students to read the two descriptions and
do the task. Check they understand abroad.
Speaking
8
Answer
description 1
Read through the suggestions and check
understanding of any new vocabulary, eg parttime job, relaxation exercises. Draw attention
to the -ing form after How about. Allow time
for students to discuss their answers in pairs.
Note that there’s no one fixed answer, so as
long as students can back up their suggestions,
anything they say is OK. After checking the
answers, ask students to guess how these
people might respond to these suggestions.
Culture note: Different cultures have
different dress codes and behaviour at work.
In some countries, the dress code at work
is quite formal (suit and tie for men, for
example) and in others more casual (shirt and
no tie, or a sweater). Behaviour at business
meetings can also be more or less formal. In
some cultures, it’s fine to eat, drink, text or
chat during a meeting. In others, the guest
must wait until the host has finished speaking.
So in this picture, the Japanese man is
confused because everybody else at the table
is casually dressed, chatting, eating, texting,
etc, all of which wouldn’t happen in Japan.
Suggested answers
1 Reza 2 Sally 3 Sally 4 Philip 5 Philip 6 Philip, Reza
9
Remind students of ways to make suggestions
and agree or disagree (see SB page 33). Read
through the instructions with the students,
then put students in pairs to do the role-play.
After two minutes, ask students to change
partners and work with a different student.
b
MA Students who finish early can write out
a conversation in their notebooks or on the
board.
Preposition park
Use the first pair of clocks to contrast the meaning
of before with after. Draw a timeline on the
board to show the difference between a period of
time and a point of time to explain the meaning
of from / to and for. Refer to the pictures in
the book to reinforce the meaning. Practise the
pronunciation of all the prepositions. Allow time
for students to work individually, then check the
answers as a class.
Answers
1 at 2 after 3 from 4 to 5 at 6 for
Ask students to look at the picture and explain
what is happening. Ask, eg What nationality
are the people? Who are they? Where are
they? How do they feel? Focus attention on
the man in the suit. Ask: How does he feel?
(surprised, confused) Why? (People are very
relaxed. In his country people aren’t relaxed at
a meeting.)
Ask if any students have experienced culture
shock. Ask them to tell the class about it. You
may want to introduce the word homesick and
contrast culture shock with feeling homesick.
You may also want to describe your own
experiences of culture shock and encourage
students to ask you questions.
Answers
1 A person has culture shock when they travel abroad.
2 They have it when the country is very different to their own.
3 They feel unhappy and disorientated.
c
Read through the suggestions first and check
comprehension. Ask students to work in
groups and choose the best suggestions. Elicit
ideas as to why each suggestion is good or
bad advice, and when or for whom it might be
useful. Ask each group to suggest three more
pieces of advice.
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5
Amazing lives
UNIT
FOCUS
GRAMMAR: was / were born; be past simple; there was / there were
VOCABULARY: personal qualities; ordinal numbers; sports
FUNCTIONS: talking about personal qualities; asking for and giving opinions
Lesson 1 He was born on a
plane. pp44–45
Refer to the grammar reference on SB page
135, now or at the end of the lesson and go
through it with them.
Aims
Extra idea: Use a short drill to practise
question forms.
Teacher: you
Students: Where were you born?
Teacher: she
Students: Where was she born?
etc
The focus of this lesson is to practise was / were
born in statements and questions, to learn the past
simple of be and to learn vocabulary for personal
qualities.
Note: You may find it useful to have a world map
to refer to in this lesson.
You first!
Put students in groups and ask them to talk about
the people in the photos. They can say anything
about them – they may only know what they are
famous for, but that’s OK.
2
Grammar 1 was / were born
1
Write possible answers to question 1 on
the board, teaching new vocabulary as
needed. This question may repeat what
students discussed in You first!, but it’s useful
reinforcement of vocabulary.
Read out the place names in the box and ask
where they are. If you have one, point to a
world map or get students to come and point
to the map. Model the example dialogue with
one or two students, and get them to add in
their guess for where Emma Watson was born.
Focus on the grammar table to practise the
structure of the question and answer. Check
pronunciation of was /wəz/ and were /wə/,
pointing out that they are both unstressed in
these questions and answers. Allow time for
students to discuss their answers in pairs.
Answers
Emma Watson is an actor. She was born in
Paris, France.
Mo Farah is an athlete. He was born in
Mogadishu, Somalia.
Rihanna is a singer. She was born in St Michael, Barbados.
Jackie Chan is an actor. He was born in Hong
Kong, China.
86
Practise the pronunciation of each year
in the box. Note that years with ‘20’ can be
said in two different ways, eg twenty ten or
two thousand and ten. The general rule is
that for the early years of the century we say
two thousand and …, but after 2010, we say
twenty eleven / twelve, etc – but many people
say both.
2.2
Allow time for students to make guesses about
the people, then play the audio for students to
check their answers. Play it again, pausing for
students to repeat each sentence.
Transcript and answers
1 Emma Watson was born in 1990.
2 Mo Farah was born in 1983.
3 Rihanna was born in 1988.
4 Jackie Chan was born in 1954.
3
Model the example dialogue with one or
two students. Make sure they use the correct
pronunciation of was and were. Students can
then ask you the questions. Tell students to
work in pairs to ask and answer the questions.
Extra idea: To extend this activity, ask
students to talk about members of their family
or famous people they know about.
4
Ask students to look at the photo and read the
title of the story. Ask if they can guess what it
will be about. Go through the questions below
the story so students know what information
to look for. Allow a few minutes for silent
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reading. Ask some easy comprehension
questions, eg What’s the mother’s name?
What’s the baby’s name? Where are they
from? Check students understand pregnant,
flight attendant and nurse. Ask students to
write their answers, then check the answers as
a class.
Answers
He was born in the sky!
Alfie Delemere was born on a plane,10,000
metres up in the sky! In April 2007, his parents,
Nicola (31) and Dominic (28), were on their
way from Manchester to Crete for a holiday.
Nicola was only six months pregnant, but
when they were over Germany, Alfie was born.
There were no doctors on board, but luckily,
the flight attendant, Carol Miller, was there
and there was also a nurse.
Afterwards, Dominic said, ‘Thank you,
everybody for your help in the air and on the
ground. And thank you, Carol, for saving our
baby’s life.’
Answers
1 2007 2 in the air 3 31 4 the flight
attendant 5 Because the flight attendant and
a nurse helped and saved Alfie’s life.
MA For an extra challenge, ask students to retell the story to their partner with their books
closed.
Extra idea: Ask students to interview Nicola,
Dominic or Alfie ten years later. Ask them to
tell the story from that person’s point of view.
7
Answers
1 wasn’t; was 2 was 3 wasn’t 4 Were;
weren’t
Background note: Seven years later, in July
2013, because of this ‘miracle’ birth, Alfie
was the name of the new Thompson Airways
Boeing 747 Dreamliner Jet!
Extra idea: Ask students to write three
sentences about where or when they were
born. Two are true and one is a lie. Their
partner has to guess which one isn’t true.
Grammar 2 be past simple
5
Draw a timeline on the board to contrast the
meaning of past (last year, yesterday) and
present (now). Ask students to complete the
table, then say each question and statement
and get students to repeat.
Answers
questions
What was
her name?
Who were
his parents?
affirmative
Her name
was Carol.
negative
She wasn’t a
doctor.
They were
Nicola and
Dominic.
They weren’t
on a train. Vocabulary Personal qualities
8
Refer students back to the story on SB page
44. Do the first example together, then allow
time for individual work. Check the answers by
asking how many examples of each form they
could find. Ask individual students to read out
the examples.
Check comprehension of the question What
are you like? Contrast its meaning with What
do you like? by showing the different kinds of
answers to each question, eg I’m quiet and shy.
I like reading books.
Brainstorm some words for personality and
write them on the board. Explain that the
information links personality with time of
birth. Allow time for quiet reading. Encourage
students to ask you questions about the text.
Refer to the grammar reference on SB page
136, now or at the end of the lesson and go
through it with them.
6
Students can work individually then compare
their answers in pairs. Ask them to explain the
reasons for their choices.
Check comprehension of the words in bold, eg
Which word means ‘good with computers’?
(technical) Which word means ‘like to work
alone’? (independent).
9
Go through the grammar and vocabulary notes
below the exercise. Review the meaning of am
and pm by relating some of the times in the
text What are you like? to the 24-hour clock.
Ask students to explain the different uses of at
and in based on the examples given.
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Refer to the grammar reference on SB page
136, now or at the end of the lesson and go
through it with them.
Model the task by identifying your birth time
in the text and saying if the description is good
for you or not or if there’s another one you
would prefer. Ask students to work in pairs,
then call on individuals to tell the class.
Extra ideas: Ask students to work in pairs.
One partner picks a personality description,
the other has to guess which one by asking
questions.
Ask: Do you agree with this statement: There
is a connection between your character and
the time of day you were born? (Answers: No,
I don’t, it’s silly! / I’m not sure. / Perhaps it’s
true.)
10 EVERYBODY UP! Energise your class with
this walk-around activity. Go through the list
first to check comprehension. You may want
to give one trait to each student, or ask each
student to find three people for each category.
Speaking
11 GUESS Model the example conversation with
one or two students. Remind students of their
answers to exercise 9 as these will help them
with this activity. Ask students to stand up and
walk around the classroom. Play background
music if appropriate. Students should spend
one minute with each person and try to find
out when they were born and what they are
like. When you ring a bell (or use some other
signal) they should switch to another partner.
Extra ideas: Tell students to write a sentence
on a piece of paper. They should write the
month, year, time and place they were born,
eg I was born in March 1989 at 4 o’clock in
the morning in a hospital in Recife. Collect in
all the pieces of paper then hand them out
at random around the class. Students should
then try and find the person whose sentence
they now have.
Ask students to find someone who was born
at the same time as them. Then ask them
to find ten things they have in common and
three things that are completely different.
88
Explore
For this activity, students should type into their
browser the name of a famous person (not somebody from this unit) and place of birth. As an
example, you could ask if anyone knows where
Freddie Mercury (the singer from the rock band
Queen) was born (Zanzibar).
Movies & Music
Read through the instructions and text for the first
section and teach / elicit any difficult vocabulary,
eg fish market, planet, rocket, perfume, murderer,
central.
Students can do the task in class or for homework
and you can check answers in the next lesson.
Extra questions for class or for homework
Movies
How many Superman films are there?
Who is your favourite Superman actor?
What’s the name of the main villain (baddy)
in the films? (Lex Luthor)
Which actors play him in different films?
(Gene Hackman, Kevin Spacey, Jesse
Eisenberg)
Perfume was originally a book and it became
a novel. How many other films do you know
that were originally books?
Music
How many other songs by this famous group
can you name?
Can you name the members of the group?
Answers
Movies
1 on another planet 2 in a fish market
Superman had special powers and was
incredibly strong.
Jean-Baptiste Grenouille had an amazing sense
of smell.
Music
The song: Yellow Submarine
The group: The Beatles
Culture notes: Superman was originally a
comic-book superhero, created by two school
students, Jerry Siegel and Joe Schuster, and
published by DC Comics. The story goes that
he was born on the planet Krypton and then
sent to Earth in a rocket moments before
the planet exploded. He was brought up as
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Clark Kent, an ‘ordinary’ boy, by an American
farming couple, but he soon realised he had
very special powers, which he uses to fight
evil and help people.
much more about the Modern Olympic Games in
exercise 13 in this lesson.
Reading
1
Ask students to describe the photos and say
how they are different. Ask, eg Where are
these two men from? Look at the medals and
elicit the correct names (gold, silver, bronze).
Ask students to think about how these two
men could be linked. Discuss the questions as
a class and write their guesses on the board.
Don’t check answers yet.
2
Allow time for quiet reading. Then check the
ideas on the board. Check comprehension
of key new vocabulary, eg poor, water seller,
athlete, winner, marathon, runner, farmer,
event.
There have been at least six Superman films
including: Adventures of Superman (1952),
Superman (1978), Superman 2 (1980),
Superman 3 (1983), Superman Returns
(2006) and Batman v Superman (2016).
Perfume: the story of a murderer is based
on a book, Das Parfum, which was written
in 1985 by German writer Patrick Süskind. It
became a film nineteen years later in 2006.
Set in eighteenth-century France, it tells the
story of Jean-Baptiste Grenouille (grenouille
means frog in French), a man who grows
up with an extraordinary sense of smell. He
becomes interested in learning about and
creating perfumes, and he also becomes
interested in murder. He smells and stalks his
victims! The film starred Ben Whishaw and
Dustin Hoffman.
Point out the grammar note under the text.
Explain that these are all verbs and their past
simple forms. Don’t worry about teaching the
past simple at this point as it comes in the
next unit, but the students should be able
to recognise and understand these words
as lexical items. They are needed for clear
comprehension of the article.
Yellow Submarine is a song written for The
Beatles by Paul McCartney in 1966, and one
of the rare Beatles songs sung by Ringo Starr.
It went to number 1 in the UK, and stayed
there for four weeks. In 1968 it became the
title track of an animated film also called
Yellow Submarine.
The Beatles were an English rock band
formed in Liverpool in the 1960s – and
probably the most influential and successful
band of the rock era. Paul McCartney and
John Lennon wrote most of their songs and
played guitar, George Harrison played lead
guitar and Ringo Starr was their drummer.
Lesson 2 There weren’t many
events. pp46–47
Aims
The focus of this lesson is to practise the past
forms there was / were, learn ordinal numbers and
find out about Olympic sports.
Warm-up
Ask students what they know about the Olympics.
Write the following on the board: The first Olympic
Games – Where? When? Modern Olympics – How
often? Where? Students can work in groups and
brainstorm ideas. Tell students they will find out
Answers
1 It is about two great long-distance runners.
2 They both won marathons.
3
This activity focuses on the first section of
the article only. Ask students to cover it, then
read through the sentences. Students work
individually before comparing answers with the
article.
Extra idea: To extend this activity, ask
students to make additional sentences about
Spyros Louis using was or were, eg His father
was a water seller.
Answers
1 wasn’t 2 was 3 weren’t 4 wasn’t 5 were
6 were
MA For an extra challenge, ask students to
close their books. Give them the prompt words
and ask them to make the sentences, eg
Teacher: 1973
Students: He wasn’t born in 1973.
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4
This activity focuses on the second section of
the article only. Ask students to cover it, then
read through the sentences. Students work
individually before comparing answers with the
article.
Vocabulary Ordinal numbers
6
Extra idea: To extend this activity, ask
students to make additional questions about
Haile using was or were, eg Where was he
born?
Go round the room saying the numbers in the
list. Then play the audio for students to check,
pausing it for students to repeat each word.
Answers
1 Ethiopia 2 Geb 3 100 years 4 10km 5 10,000m race (at Atlanta Olympics) 6 In London, in 2002
Extra idea: Ask students to highlight all the
instances of the past of be in the complete
article.
5
Transcript
first, second, third, fourth, fifth, sixth, seventh,
eighth, ninth, tenth, eleventh, twelfth,
twentieth, twenty-first, twenty-second, twentythird, twenty-fourth, twenty-fifth
7
Tell students to look at the questions in exercise
4 and use them as a model to write questions
about Spyros Louis. Monitor students as they
work and make a note of any common errors
that would be useful to explain to the class as a
whole.
Answers
October: the tenth month
January: the first month
March: the third month
December: the twelfth month
February: the second month
April: the fourth month
August: the eighth month
November: the eleventh month
June: the sixth month
July: the seventh month
September: the ninth month
(Answers: Differences: Louis died in 1940,
Gebrselassie is still alive. They were different
nationalities and different races. They were
born in different centuries. Their fathers did
different jobs. They were at different Games
in different events: marathon / 10,000 metres.
Louis won in his home town.
Explore
For this activity, students should type into their
browser long-distance runner or marathon runner.
They should come up with many names, but they
should discuss in groups which runners they think
are the greatest ones in the world at the moment.
90
Spot check comprehension and pronunciation
by calling out names of months at random.
Students should point to the month on the list
and repeat the name.
Tell students to work in pairs to say the correct
ordinal number for each month. Check
answers as a class.
Extra idea: Ask students to find one
difference and one similarity between the two
men. Ask which of the two athletes they find
the most interesting and why.
Similarities: Their families were poor. They
were athletes at an early age. They were both
23 years old when they won their first race.
They were both marathon runners.)
Write the numbers 1–10 on the board
and ask students to say the ordinal number for
each one. Focus on pronunciation, especially
of the /θ/ sound in difficult words such as sixth.
Use the picture to help with comprehension.
Also ask students to look back at the medals
on SB page 46 and say which is first / second /
third.
2.3
Vocabulary Sports (1)
8
Brainstorm as many sports as possible
and write them on the board. Ask: Which
ones can you play? Which ones do you
watch on TV? Which ones do you go to see?
Which ones are exciting or boring? Students
work individually or in pairs to check the list
and complete the words. Play the audio for
students to check their answers, then play it
again, pausing for students to repeat each
word. Focus on the stress in two-syllable
words, pointing out that it’s usually on the
2.4
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first syllable, eg rugby, sailing. For threesyllable words, the stress is usually on the first
or second syllable, eg athletics, volleyball,
gymnastics, badminton.
Teacher: a central water system
Students: There wasn’t a central water system.
Students can look at the article on SB page 46
if they need help completing the table. Check
answers as a class.
Ask students which names for sports are very
similar in their own language and which are
very different.
Answers
affirmative
There was a problem
in Athens.
There were only silver
medals.
Transcripts and answers
1 rugby 2 athletics 3 boxing 4 skiing 5 cycling 6 volleyball 7 golf 8 gymnastics
9 badminton 10 sailing 11 baseball 12 hockey
9
Encourage guessing and discussion of what is
shown in each picture to elicit further sports
vocabulary, eg a badminton racquet, a boat, a
hockey stick. Students then match the pictures
with the correct sports.
Answers
1B 2D 3E 4G 5L 6K 7H 8I 9A 10F 11C
12J
10 GUESS Focus on the list of sports in exercise
8 again. Students work in pairs or groups to
discuss which of them are Olympic sports.
12 Note that this activity has two stages. The
first (exercise 12) is grammar practice and the
second (exercise 13) is general knowledge.
Give feedback on the grammar only at this
stage. Tell students to work on their own to
complete the gaps in the quiz, then compare
answers in pairs. Write the answers on the
board. Ask students to explain the reasons for
their choices.
Answers
1 was 2 were 3 were; were 4 weren’t; were;
were 5 were 6 were 7 weren’t
13
know?
Askyou
* Did
students if they are familiar with the
game of croquet. Ask any students who are to
explain it to the class. (Supply any necessary
vocabulary: mallet, hoop.) Ask if students have
a similar game in their country.
Grammar there was / there were
11 This grammar point may be confusing because
the verb agrees with the noun that follows
the verb. Provide some prompts for students
to make sentences starting with There was /
were, eg
There weren’t gold
medals in 1896.
Refer to the grammar reference on SB page
136, now or at the end of the lesson and go
through it with them.
Answer
All the sports are Olympic sports apart from
baseball.
Extra idea: Ask students what they know
about the newest Olympic sports (eg
snowboarding, ski halfpipe, luge). Ask: Which
sports are not Olympic sports? (eg polo,
cricket).
negative
There wasn’t a school
near their farm.
Tell students to work in pairs or groups
to answer the quiz questions. Ask groups to
give feedback to the class and see how many
students got the same answers. Play the audio
and check the answers. Find out which ones
they got right and ask if there were any that
everyone get wrong.
2.5
Answers
1 1896 2 9 3 22 4 4 (croquet, golf, sailing
and tennis) 5 London 6 26, 11,000, 204
7 Because of World War I and World War II.
Transcript
1 The year of the first Modern Olympic Games
was 1896.
2 There were nine events at the first Modern
Games. They were: athletics, cycling, fencing, gymnastics, shooting, swimming,
tennis, weightlifting and wrestling.
3 There were 22 women in the Games for
the first time in 1900 (but there were 975 men!).
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Transcript
4 There weren’t many sports for women in
that year. Only four were possible. What
were they? Croquet, golf, sailing and tennis.
5 The 2012 Summer Olympics were in London.
6 In that year, there were 26 sports, and almost 11,000 athletes from 204 countries.
7 There weren’t Games in 1914, 1940 or 1944. Why not? Because of World War I and
World War II.
So who exactly was Pierre de
Coubertin?
AUTHOR Pierre de Coubertin was French.
He was born in Paris on January
the first, 1863.
INTERVIEWER New Year’s Day!
AUTHOR Yes, New Year’s Day. A new
beginning.
INTERVIEWER And he liked sport.
AUTHOR Oh yes, he loved sport. Sport
was special because it was for
everyone: young people, old
people, rich and poor, black and
white. His motto was ‘All sports for all people’.
INTERVIEWER And why were the Olympic Games important?
AUTHOR They were very important to
help peace and understanding in
the world.
INTERVIEWER Because people were together.
AUTHOR Exactly. The Games united people from all over the world.
INTERVIEWER And tell us about the Olympic
flag – those five rings.
AUTHOR The five rings mean the five
continents together and athletes
from all over the world.
INTERVIEWER And the colours? Blue, yellow,
black, green and red (on white).
AUTHOR Well, you can find at least one
of these colours (including white) in the flag of every country in the world.
INTERVIEWER Really? I must have a look!
INTERVIEWER
Extra idea: Ask students to research more
information about the first Olympic Games
online. They could then present their
information to the rest of the class in the form
of a quiz.
Lesson 3 All sports for all
people. pp48–49
Aims
The focus of this lesson is to review questions
using the past simple of be, and to find out more
about the Olympics and Paralympics.
You first!
Ask students about the last Olympic Games. Ask:
Were they exciting? Why? / Why not? Are the
Olympic Games a good idea? Why? / Why not?
Explain the meaning of Paralympic Games.
Listening 1
1
Ask students to look at the flag and the photo
and discuss the questions. Encourage guessing
and write the ideas on the board. Don’t check
the answers yet as they will come up in the
audio.
2
Explain that you are going to play the
first part of an interview about the Olympic
and Paralympic Games. Tell students to listen
carefully as there is a lot of information in the
interview. Play the audio for students to check
their answers to exercise 1. Play it again if any
answers were unclear or incorrect.
2.6
Answers
1 He was French.
2 He was born in Paris on 1st January, 1863.
3 ‘All sports for all people’
4 They represent the five continents.
5 Because you can find at least one of the
colours in the flag of every country of the
world.
92
3
Go over the words in the box and practise
saying them. For the longer words, ask how
many syllables there are and which one is
stressed. Ask students to work individually
to tick the words they think they heard. Play
the audio again for students to check their
answers.
Check comprehension of the words by asking,
eg Which word means a sportsperson / the
opposite of war / the opposite of rich?
Answers
sport, special, young, old, rich, poor, peace,
understanding, world
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Answers
1 He was a German neurosurgeon.
2 He was the father of the Paralympic Games. The photos show athletes in the
Paralympic Games.
Tip: Play the audio and ask students to raise
their hands when they hear the word.
Background note: 776BC was the year of
the first ancient Olympic Games – in Athens.
(The events were: athletics (running), long
jump (jumping), discus throwing, wrestling,
boxing and equestrian: horse and chariot
racing.)
6
Years of some of the Games:
MA For a greater challenge, ask students to
write additional questions with was or were
(eg What was Stoke Mandeville Hospital?).
For more support, write the answers to the
questions in a random order on the board.
1900 = Paris, 1936 = Berlin, 1992 =
Barcelona, 1994 = Lillehammer (Norway),
2000 = Sydney, 2004 = Athens, 2008 =
Beijing, 2012 = London.
1994 was the first year that the Winter
Olympics, in Lillehammer in Norway, were
in a different year from the Summer ones.
(Subsequent winter Olympics: 1998 Japan,
2002 USA, 2006 Italy, 2010 Canada, 2014
Russia.)
Suggested answers
1 When was Dr Guttmann born?
2 Where was he from?
3 What did he do? / What was his job? /
What kind of doctor was he?
4 What was his dream?
Speaking
4
Allow time for students to discuss the
questions in pairs or in small groups. Compare
answers as a class.
Answers
1
blue, yellow, black, green, red, white
2
suggested answers: pink, brown, purple,
orange, grey
3–5 Students’ own answers
Listening 2
5
Ask students to look at the photos on SB page
49. They may be able to predict how the idea
of the Paralympic Games first got started.
Allow time for quiet reading and discussion
in pairs. Check understanding of any difficult
words, eg neurosurgeon, specialist, spinal
injuries, disabilities. Check the answers as a
class.
Note that the questions in exercise 6 will also
help to check comprehension of this biography.
The photo at the bottom of SB page 49 shows
the first Paralympic Games (the 1st International
Wheelchair Games). The only sport was archery
and this photo is from that year – 1948.
Tell students to read the biography of Ludwig
Guttmann again, then work in pairs to write
the questions. Ask pairs to write the questions
on the board and check each others’ work.
7
2.7 Go through the table and check that
students know what type of information to
write in each column. Draw the table on the
board. You may want to do the first one as an
example with the class. Explain that you are
going to play the second part of the interview.
Play the audio and invite students to call out
their answers so that you can write them in
the table. Play the audio again for students
to check their answers. Ask: How were the
Games different in Stoke Mandeville and
London?
Answers
year event
competitors countries
st
1948 1
16
1
International Wheelchair Games, Stoke Mandeville
1960 Paralympic
400
23
Games, Rome
2012 Paralympic
4,302
164
Games, London
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Transcript
So how did the Paralympic Games start?
AUTHOR Well, the first Paralympic Games
weren’t called the Paralympic
Games, they were called the
First International Wheelchair
Games, and they were at Stoke
Mandeville Hospital near London.
INTERVIEWER And when was that?
AUTHOR That was in the summer of1948.
INTERVIEWER Uh-huh.
AUTHOR They were very small that year.
There were only 16 competitors.
They were all in wheelchairs and
they were all from the UK.
INTERVIEWER So just one country? The Games
weren’t international.
AUTHOR That’s right. But over the years,
they were open to other countries and to people with
other disabilities too – not just
wheelchair users. At the Paralympic Games in 1960 in
Rome, there were 400 athletes,
and they were from 23 different
countries.
INTERVIEWER Wow! That was only 12 years
after 1948.
AUTHOR That’s nothing. In London in
2012, there were 4,302 athletes.
INTERVIEWER Four thousand three hundred
and two athletes! And how
many different countries?
AUTHOR A hundred and sixty-four!
INTERVIEWER
Listening 3
8
2.8 Ask students to look at the photo and
say who they think the woman is and what she
is doing. Explain the word Baroness (it’s a title
the Queen of England can give a woman when
she has done something for the country).
Ask students to read the information. Explain
any new words, eg nickname, spina bifida
(/spaɪnəˈbɪfɪdə/), charity. Play the audio
as students write their answers. They can
compare in pairs. Play the audio again, pausing
to check each answer.
Note: Spina bifida literally means ‘split or open
spine’. It is a birth defect in which the bones
of the spine (vertebrae) do not form properly
around the spinal cord. The causes of spina
bifida are not really known.
94
Answers
Surname
Real name
Place of birth
Year of birth
Nickname
Disability
Number of medals
Year of first medal
London Marathon
Grey-Thompson
Carys Davina
Cardiff, Wales
1969
Tanni
Spina bifida
gold: 11
silver: 4
bronze: 1
1988
Won six times between
1992 and 2002
Year of last Paralympics
2004
Current occupation Works for charity; helps
other disabled people
Transcript
Tanni Grey-Thompson has a wheelchair
because she was born with spina bifida. Her
real name is Carys Davina, and she was born in
Cardiff in Wales in 1969. She was a very small
baby, and her sister called her tiny or ‘tanni’ –
the name she still uses today.
Tanni has 16 Paralympic medals for wheelchairracing events. Eleven medals were gold, four
were silver. The first one was bronze. She won
it in Seoul in 1988 for the 400m wheelchair
race. She also won the London Marathon
six times between 1992 and 2002. Her last
Paralympics were in Athens in 2004.
Nowadays, Tanni does a lot of work for charity
and for disabled people.
Tip: When playing the audio, it is best for
students to work out the answers by
themselves, even if it means playing a
segment several times.
Writing and speaking
9
Read the biography outline together. Then ask
students to write the missing words. Note that
students can take the information from the
table in exercise 8. Remind them that won is
the past simple of win – this was mentioned
in the reading in lesson 2. They will learn more
about the past simple in the next unit.
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Transcript and answers
alright, strange, awful, dangerous, different,
modern, difficult, horrible, interesting, easy,
safe, beautiful, similar, lovely, traditional, ugly,
boring
Answers
1 was born 2 1969 3 is ‘Tanni’ 4 baby 5 16 6 wheelchair 7 won 8 six times 9 1992
10 2002
MA For a greater challenge, ask students to
close their books. Then read out the text,
saying Mmm for the missing words. Students
can write their answers in their notebooks. For
more support write the missing words on the
board in a random order.
3
10 Start by brainstorming the names of three or
four famous athletes and ask what students
know about them. Students can then continue
in groups. Point out that these notes will help
them with exercise 11.
Answers
positive
interesting
alright
easy
beautiful
safe
lovely
11 You may want to assign this activity as research
and writing for homework. Students can use
exercise 9 as a model to help them make notes
De-stress!
Ask students how they come to class, eg Do you
walk, jog or cycle? If not, why not? Also ask: What
exercise do you like doing? What exercise do you
do regularly? Could you do more? Finally, ask
them: Why is exercise important? It’s important,
not only for weight control, but also for stress
management: exercise uses up the harmful
‘chemicals’ produced by stress and increases our
endorphins – which make us feel good! And while
stress reduces our energy, exercise increases it.
Vocabulary plus p50
2
Go through the words and check
P
comprehension. Ask students which words
they know already. Tell them to work in pairs,
say each word out loud and mark the stress.
Bring in pictures of places, people and things
and ask students their opinions. Try to elicit
as many adjectives from the list as possible.
Ask students which adjectives are very similar
in their own language and which are very
different.
2.9 Play the audio for students to check
P
their answers to exercise 1. Then play it again,
pausing for students to repeat each word.
Focus on the different stress patterns in words
of more than one syllable, eg dangerous,
traditional.
negative
awful
dangerous
difficult
horrible
boring
it depends
modern
strange
different
similar
traditional
Extra ideas: Ask students to give examples
of what each word can describe, eg an easy
test, an easy question, an easy job. Encourage
disagreement and ask students to give
examples to support their opinions.
To extend the activity, ask students to add
other words to the table eg, weird, nasty,
funny, nice, attractive.
4
Opinion adjectives
1
Draw the table on the board and explain the
meaning of it depends. Give some examples
of how modern could be positive or negative,
eg a modern house (it could be a beautiful
modern house or an ugly modern house).
Allow time for students to work individually to
complete the table, then compare answers as a
class.
Read out the example pair of opposites. Allow
time for individual work, then check the
answers and write them on the board. Ask if
students know any other opposite words that
go with these words.
Answers
awful / horrible – lovely; dangerous – safe;
different – similar; modern – traditional;
difficult – easy; interesting – boring;
beautiful – ugly
5
There are a few 3x3x3 exercises throughout
the book. They get students to find a set
number of things in a set time. You may want
to make this activity into a team competition.
Ask a student from each group to call out a
word for each category and write them on the
board.
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Modifiers
6
Draw the diagram on the board. Give examples
of how to use these modifiers with adjectives
from exercise 1. Use intonation and emphasis
to show how the meaning changes, eg It’s
really strange. It’s a bit strange.
10 Check the meaning of each word by matching
them with the pictures. (There is also a photo
of archery on SB page 49.) Elicit any additional
vocabulary, eg skates, bow and arrow, fishing
rod. Ask students to identify the sports that
aren’t Olympic sports.
Answers
1H 2E 3B 4D 5G 6F 7C 8A
Darts, fishing and windsurfing are not
Olympic sports.
Discuss the pictures and elicit what is
happening in each one. Teach / Elicit useful
vocabulary, eg flag, wave, umbrella, sun, cloud,
blow, bend. Check the answers by saying the
number of the picture and asking students to
say the correct sentence. Focus on appropriate
stress and intonation.
Extra ideas: Ask: Which sports are popular in
your country? Which ones can you play? What
is it like? Which ones do you think are most
interesting, dangerous or boring? (Remember
to use modifiers.) Which ones are outside or
inside? Which are team sports?
Point out the vocabulary box below the
pictures about using a bit with negative
adjectives. You may also want to teach not
very as another modifier (It isn’t very windy.).
Answers
a1 b5 c2 d4 e3 f6
Background note: The pictures are taken
from the idea of the Beaufort Scale, which
is used to indicate the strength of the wind.
The Beaufort Scale is really important for one
Olympic sport on SB page 47. Which one?
(sailing)
7
Read through the sentences and point out
the words in italics. Gather ideas from the
whole class and encourage good-humoured
disagreement and discussion.
Sports (2)
8
You can do this as a class or have students
work in pairs to test each other. Tell them to
look at SB page 47 to check their answers.
Ask: Which words were most difficult to
remember? Why? Share tips for remembering
these words.
9
2.10 Tell students to read through the list of
sports and try to fill in the missing vowels. Play
the audio for students to check their answers,
then play it again, pausing for students to
repeat each word.
Transcript and answers
1 archery 2 basketball 3 darts 4 fishing 5 riding 6 skating 7 table tennis 8 windsurfing
96
Choose two sports and find three ways
in which they are the same and different.
Students guess which two sports they are.
Focus on: play, do, go
a
Write play, do and go on the board and point
to each one as you say the sport.
b
Ask a student to come to the board. Ask
another student in the class to say a sport. The
student at the board has to point to the correct
verb. When you have worked through the
words in the list, ask students if they can see a
rule for which verb to use. Check answers as a
class.
Answers
play: volleyball, table tennis, rugby
do: judo, gymnastics
go: swimming, riding, skiing
We use go for nouns ending in -ing.
We use play for sports with a ball.
We use do for other sports.
Tip: This may be a good opportunity to review
how students are keeping their vocabulary
notebooks. Do they list collocations
with each noun and verb? Do they write
example sentences?
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Everyday English p51
Note: You might want to bring in pictures of
paintings for this lesson.
Asking for and giving opinions
1
4
Elicit adjectives to describe paintings A and B,
eg lovely, colourful, bright, soft, clear, realistic,
abstract, calm. Ask questions about them,
eg What kind of mood or emotion do they
evoke? What does the artist want you to feel?
Students work in pairs to discuss the questions,
then compare answers with another pair.
Answers
The paintings are A basketball B high jump
2
Answers
a) 2 b) 5 c) 6 d) 1 e) 3 f) 4
2.11
Answers
a) love b) strange; quite c) different d) really;
interesting e) amazing f) horrible
5
use the video or simply play the audio. Focus
on the table and check understanding of
neutral. Tell students to listen for the words
the characters use to talk about the paintings.
Play the video / audio and ask some general
questions, eg Do you recognise any of the
characters? Where are they? Play the video /
audio again while students write their answers.
Check the answers.
Transcript
1 SARAH I really like it. It’s interesting.
JACK
I agree. It’s full of life. And I love
the colours.!
2 LAURA I think it’s amazing.
JACK
I disagree. I really hate it! I think
the colours are horrible.
3 SARAH It’s a bit strange, but I quite like it.
AHMET Well, it’s – um – different.
3
This activity is in two parts. In exercise 3 they
number the opinions in the order they heard
them; in exercise 4 they complete the missing
words. Play the video / audio again. Write the
correct sequence of numbers on the board.
Ask students to practise the conversations
in pairs, then ask a few pairs to act out the
conversations for the class.
MA For an extra challenge, students can try to
act out the conversations with books closed.
You can put key words on the board to help
with this.
6 Decide whether you are going to
Answers
1 Sarah: +
Jack: +
2 Laura: +
Jack: 3 Sarah: +/ Ahmet: +/-
See if students can remember the missing
words in the opinions in exercise 4. If not, play
the relevant segments again. Ask students to
repeat the phrases using the same intonation
and stress.
Alternatively, students can use the karaoke
function on e-zone. They start the video and
watch the conversations. Then they select
the role they want to play, click on the play
button and speak their part when they see the
highlighted words on the screen.
6
Look at the phrases in exercise 3 again. Ask
students to find one phrase for agreeing and
one for disagreeing. Check answers with the
class.
Answers
a) I agree. f) I disagree.
Extra idea: Elicit some other ways to agree
and disagree, eg Agree: That’s right! That’s
true. Absolutely! Disagree: Really? I’m not sure
about that. etc.
7
Read out the expressions in the box, making
sure you use plenty of expression to get the
meaning across. Ask: Which ones are positive,
negative and neutral? How can you make
them more positive or negative? (by adding
really, very etc). Check answers with the class.
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Answers
++/It’s great!
I think it’s awful. I don’t know.
I think it’s
I really don’t
It’s OK.
nice.
like it.
It’s horrible!
I don’t like it.
Culture note: In some cultures, it is impolite
to disagree, especially with strangers.
Expressing opinions too strongly may also
be discouraged. Discuss these cultural
differences with your students. Ask: When do
you think it is OK to disagree? When could
it be impolite? When is it important to give
your real opinion? Does it make a difference
who you are speaking to or what topic you
are discussing?
8
Now ask students for their opinions of
paintings A and B. Ask them how the two
paintings differ. Encourage students to agree
and disagree with each other.
Extra idea: Students can role-play a
conversation between two people, one of
whom prefers painting A and the other
painting B.
9
Extra idea: Bring in postcards or pictures
of paintings and stick them up on the walls
around the room. Give each painting a
number. Ask students to pretend they are at
an art gallery. They can walk around giving
their opinions and agreeing / disagreeing.
Then give each student a secret number.
They have to write a short description of the
painting with that number. They can read out
the description and the others have to guess
which painting it is about.
11 Note that this is similar to the 3x3x3 exercise
students did in Vocabulary plus, only this time
they have five things to think about. This task
is designed to let students practise agreeing
and disagreeing. It should be short and lively!
Ask groups to give feedback to the class.
we don’t say … / we say …
This section focuses on the following areas:
• incorrect tense
• incorrect writing of dates
• incorrect preposition and use of infinitive
• incorrect word order
Ask students to cover the green we say …
side and to see if they can correct the mistakes
themselves before they look and check.
Brainstorm adjectives to describe the third
painting. Use phrases from the video as
well as opinion adjectives with modifiers.
Monitor pairs as they work, making a note
of any common problems with grammar,
pronunciation or intonation.
10 Introduce the activity by asking students to
choose one of the paintings on SB page 51.
Tell them they are going to write a postcard
about it to a friend, giving their opinion of the
painting. You may want to write or elicit a few
starter phrases and write them on the board,
eg Dear Emily, I think this painting is really ….
It makes me feel so …. When I look at this
painting, I think of … etc.
Allow a few minutes of quiet writing time. Ask
selected students to read out their postcard
and let the others guess which painting it
describes.
98
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6
How things began
UNIT
FOCUS
GRAMMAR: past simple
VOCABULARY: dates; animals; technology
FUNCTIONS: talking about important dates
and events; talking on the phone
Lesson 1 It started with a
party. pp52–53
Extra ideas: Give a dictation of five or six
dates in numerical form. Students write the
dates as words. Then ask students to read
out their answers and correct each other.
Aims
Ask students to talk about special occasions
in the year when they usually have a party or
a family gathering. Ask: When do you usually
have a party?
The focus of this lesson is to introduce the past
simple and talk about dates, animals and the
Chinese Zodiac.
You first!
Write some more special dates on the board
and ask students to guess why they are
special, eg 31st October (Halloween), 5th
November (Guy Fawkes Night), 4th July (US
Independence Day).
This question is rather cryptic and students may
wonder what it means! Tell them to look at the
photo and think about what it shows and what
the question might refer to. Encourage lots of
discussion and guesses and help with vocabulary
if needed. If anybody guesses that the question is
about the Chinese Zodiac, ask the other students
what, if anything, they know about it.
Culture note: In the USA, dates are usually
written with the month first, followed by
the day, eg August 9th 2015 or 08/09/2015;
in the UK we write the day first, then the
month: 9th August, 2015 or 09/08/2015.
Vocabulary Dates
1
Before you start, review the difference between
cardinal and ordinal numbers. Practise the
pronunciation of ordinal numbers. Then ask
students to read and practise saying the dates
in the box. Notice which dates cause problems
with pronunciation.
Tip: Draw the stress pattern on the board as
you pronounce the dates, eg The first of
January (o O o Oooo).
Point out the information above the box,
which shows students how to say the dates
(using the – the first of …). Discuss the
questions and make a list of the special dates
on the board.
Answers
1st January
8th March
21 April
9th August
1st / 2nd November
st
31st December
New Year’s Day
International Women’s
Day
Tiradentes Day (Brazil)
National Day (Singapore)
All Saint’s Day / Day of
the Dead (Mexico)
New Year’s Eve / Hogmanay (Scotland)
2
2.12 Ask what students already know about
Chinese New Year – you can use the photo to
elicit more information. Go through the words
in the box and check comprehension of moon,
sun and system. Tell students to work in pairs
to try and complete the information. Then play
the audio for students to check their answers.
Answers
1 date 2 year 3 moon 4 system 5 animal
Transcript
Chinese New Year doesn’t have a fixed date. It is
on a different date in January or February every
year. It changes because of the moon. There are
12 animals in the Chinese Zodiac system and
each year belongs to a different animal.
Culture note: The Chinese Zodiac is used
by other cultures, too. The Korean Zodiac is
exactly the same. The Vietnamese one has
a Water Buffalo instead of an Ox and a Cat
instead of a Rabbit. The Japanese one has
a Wild Boar instead of a Pig and the Thai
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Zodiac has a Naga (a mythical sea serpent)
instead of a Dragon.
3
audio for students to check their answers, then
play it again, pausing for students to repeat
each word. Ask which names for animals are
very similar in their own language and which
are very different.
Point out the box on the photo of the dragon.
Ask: Whose party was it? Read out the first
part of the story or ask students to read it.
Transcript and answers
1 elephant 2 lion 3 tiger 4 ox 5 cat 6 dragon 7 dog 8 rat 9 rooster 10 horse
11 pig 12 snake 13 rabbit 14 goat 15 monkey 16 giraffe
Answers
It was Buddha’s party.
Grammar 1 Past simple regular affirmative
4
Use the grammar box to explain how we form
the past simple. Draw a timeline on the board
to illustrate the difference between present
and past time.
7
Tell students to look in the first part of the
story for three past simple verbs. Ask individual
students to say the verbs and ask them if they
can hear any differences in the pronunciation
of the -ed ending.
Answers
asked, wanted, arrived
Answers
1 tiger, ox, dragon, dog, rat, rooster, horse,
pig, snake, rabbit, goat, monkey
2 dragon
8
Explain that students should read the story at
the bottom of SB page 53 and work out the
names of the missing animals. You may give a
hint that the ‘clues’ are in the text, eg Which
animal is very strong? Discuss without giving
away the answers.
9
Play the audio for students to check
their answers. Ask students to explain which
clues helped them to guess each answer. Play
the audio again while students listen and write
the animals in the order they arrived.
Refer to the grammar reference on SB page
136, now or at the end of the lesson and go
through it with them. In particular, look at the
spelling and pronunciation rules on SB page
137.
5
Explain and demonstrate the three
different sounds, using the verbs students
underlined in exercise 4. Ask students to say
the verbs in the box out loud and predict
where each one goes in the table. Then play
the audio. Draw the table on the board and
ask students to tell you the answers. Play the
audio again, pausing for students to repeat
each word.
2.13
Transcript and answers
asked /t/
arrived /d/
finished
called
helped
planned
looked
played
wanted /ɪd/
decided
needed
started
Vocabulary Animals (1)
6
100
2.14
Ask students to cover the word
box and say how many of the animals in the
pictures they already know. Then tell them to
look and highlight any new words. They then
match the animals with the pictures. Play the
Look back at the information about Chinese
New Year in exercise 2 and ask students
to say what they now already know about
the Chinese Zodiac. Tell them to discuss the
questions in groups, then give feedback to the
class.
2.15
Answers
1 Ox 2 Rat 3 Rabbit 4 Dragon 5 Pig 6 Cat
The animals arrived in this order:
Rat, Ox, Tiger, Rabbit, Dragon, Snake, Horse,
Goat, Monkey, Rooster, Dog, Pig, Cat
Transcript
It wasn’t easy to get to Buddha’s house. There
was a problem. There was a river in front of
the house, but there wasn’t a bridge.
Thirteen animals arrived at the river and looked
across at Buddha’s house. Ox was very strong.
He immediately walked into the water and
swam across. Rat and Cat jumped onto Ox’s
back, but Rat pushed Cat into the water. When
they arrived on the other side of the river, Rat
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jumped off and got to Buddha’s house first,
just before Ox. Tiger swam across the river
and arrived next. Rabbit jumped from stone
to stone and arrived fourth. Dragon flew and
arrived in fifth place. She wasn’t first because
she helped other animals on the way. Snake
arrived next, and then Horse. They both swam
across. Goat, Monkey and Rooster went by
boat. They were eighth, ninth and tenth. Dog
arrived next. He was a good swimmer but he
took a long time because he played in the
water. The twelfth animal to arrive was Pig.
He was late because he got hungry during
the race and stopped for a sandwich. Then
he fell asleep. Finally Cat arrived, but she was
thirteenth, so she wasn’t part of the Chinese
Zodiac.
Note: You might want to do Vocabulary plus
exercises 1–3 on animals at this point.
Grammar 2 Past simple irregular affirmative
10 Explain the difference between regular
and irregular verbs. Ask students for some
examples of each. Point out that there is a list
of irregular verbs on SB page 158.
Ask students how many of the verbs in the
box they already know. Tell them to find the
past simple of each verb in the story – some of
the irregular verbs will be more obvious than
others, eg get – got. Check the answers as a
class.
MA Stronger students may want to challenge
themselves by covering the box and trying to
find the verbs without any help. You could also
make this into a competition to see who can
find all the verbs first.
Answers
got, went, fell, flew, jumped, stopped, swam,
pushed
See the underlined verbs in Transcript 2.15
above.
Refer to the grammar reference on SB page
137, now or at the end of the lesson and go
through it with them.
11 Go through the questions with the class, then
ask students to discuss them in pairs. Discuss
the answers as a class and write them on the
board.
Answers
1 a) Rat b) Snake c) Cat
2 a) Ox swam. b) Rabbit jumped (from stone
to stone). c) Dragon flew. d) Rooster went
by boat.
3 Five (Ox, Tiger, Snake, Horse, Dog) (Pig
possibly swam too – the story doesn’t say
how he crossed.)
4 Three (Goat, Monkey, Rooster)
5 Because Dog played in the water and Pig
got hungry and stopped for a sandwich.
Speaking
12 Practise saying the years and remind students
of the two ways of saying, eg 2018 – two
thousand and eighteen or twenty eighteen. Tell
students they can work out the years from the
information that 2020 is the year of the Rat.
They know the order the animals arrived in (see
the answers to exercise 9 above), and this gives
the order of the Chinese Zodiac, so they should
be able to work out these years.
Answers
a) Rat b) Dog c) Snake d) Rabbit e) Pig f) Tiger g) Dragon h) Rabbit
Extra ideas: Give a dictation of different
year dates and ask students to read them
back to you. Have students make a list of five
years that were important to them in their
lives and say why.
Ask: What personal qualities do you think
a monkey has? For example, is a monkey
friendly? Discuss their zodiac signs and
what their personal characteristics are. Ask
students to stand up and form groups with
students who have the same zodiac sign and
find out what they have in common.
You may want to compare the Chinese
Zodiac with the Western Zodiac based on
month of birth, not year (so December /
January is Capricorn, January / February is
Aquarius, etc). What are the differences and
similarities?
Note: It’s interesting that we aren’t told the
gender of most of the animals. Ox, Dog and
Pig are all he. Dragon is she. Ask students to
suggest genders for the other animals.
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5 Students’ own answers
6 Students’ own answers
Explore
If you have time, brainstorm ideas about how
to research the answer to this question. Ask
students what websites would be helpful and
what keywords they could use to search. Students
can write the answers in their journals or keep a
portfolio of all their mini-projects either on paper
or online
Note: This information-gap activity has
information about four saints: George,
Andrew, David and Patrick, patron saints
of England, Scotland, Wales and Ireland /
Northern Ireland respectively. They all lived
a long time ago and the information may
not be factually 100% accurate but it is
interesting that they all seemed to have
connections with many other countries and
groups of people – only a few of which are
given here. The activity is not about religion,
but you should feel free to widen (or change)
the content to other religions if you want
to. Some supplementary information about
key figures in other religions is given below.
You can use the information to form an
information-gap activity with your students
and get them to ask you questions about the
different spiritual leaders.
Chinese Zodiac years
Rat
1948 1960 1972 1984 1996 2008
Ox
1949 1961 1973 1985 1997 2009
Tiger
1950 1962 1974 1986 1998 2010
Rabbit 1951 1963 1975 1987 1999 2011
Dragon 1952 1964 1976 1988 2000 2012
Snake 1953 1965 1977 1989 2001 2013
Horse 1954 1966 1978 1990 2002 2014
Goat
1955 1967 1979 1991 2003 2015
Monkey 1956 1968 1980 1992 2004 2016
Rooster 1957 1969 1981 1993 2005 2017
Dog
1958 1970 1982 1994 2006 2018
Pig
1959 1971 1983 1995 2007 2019
Note: If you were born in January or February, you
need to check the exact date of the Chinese New
Year that year. If your birthday is before that date,
you belong to the year before. (Interested students
can go online and check it out for themselves.)
13 Read the example and get one or two more
confident students to give some other
examples. You may want to ask students to
write one or two sentences in their notebooks
or set this as a homework task.
14 Check students understand what they have to
do in this information-gap activity. Explain that
they each have information about different
patron saints. Explain the meaning of patron
saint before starting the activity. Make sure
students don’t look at each other’s information
while doing this activity. They ask and answer
questions to complete the missing information
in their table. They then use the information to
answer some questions. Monitor pairs as they
work, making a note of any common problems
with grammar. Check the answers as a class.
Check the question forms and write them on
the board.
Answers
1 first: St Andrew, last: St David
2 St David and St Patrick
3 St David and St Patrick
4 St Andrew and St Patrick
102
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Extra information:
Muhammad: born in Mecca, Saudi Arabia
around 570. Lived in the 6th & 7th centuries.
Died in Medina, Saudi Arabia on 8th June 632.
Buddha: born in Nepal between sixth and
fourth centuries bc and died in India.
Lesson 2 She didn’t get up.
pp54–55
Aims
The focus of this lesson is to introduce the past
simple negative of regular and irregular verbs, do
some work with connectors and to find out about
a famous woman in the history of civil rights.
You first!
Tell students to look at the photos and the title
of the article and to discuss in pairs whether they
know anything about this story. It doesn’t matter
if they don’t, they will be learning more about the
woman and what she did during the lesson.
Reading
1
Ask students to describe the photos. Ask
additional questions, eg Where is the bus?
Why is it there? Why does the woman have a
number? How does she feel? Who is in the bus?
10/02/15 10:34
Why is he there? Discuss the title of the article
and teach / elicit that first lady usually means
the wife of the US president. Also teach / elicit
the meaning of civil rights.
Focus on the questions and ask students to
discuss what they think happened in the story.
Ask students to tell you as much as they know
about Rosa Parks. You may want to draw a
table like this on the board and invite students
to add statements to each column.
Answers
regular
irregular
Refer to the grammar reference on SB pages
136 and 137, now or at the end of the lesson
and go through it with them.
6
What do we know about Rosa Parks?
sure
not sure
don’t know
Encourage students to disagree about the facts
without giving away the answers. This will
increase their interest in reading the story.
2
Allow a few minutes for quiet reading. Then ask
students to check their ideas from exercise 1.
Answers
1 She didn’t get on a bus to go to work. She
got on a bus to go home.
2 She didn’t sit in the third row. She sat in
the fifth row.
3 The white man didn’t want to stand up. He
wanted to sit down.
4 All four didn’t get up. Three people got up.
5 She didn’t say yes. She said no.
6 She didn’t say no because she was old. She
said no because she was tired of stupid
rules.
Discuss what happened next and gather ideas
from the whole class. Notice which verbs are
correctly or incorrectly used in the past tense.
Then assign the extra reading on SB page 122.
know?
Youyou
* Did
can add this information at any stage,
but after exercise 3 is a good time to do it.
You could ask students to look up information
about Rosa Parks Day online.
4
Extra idea: Add some extra sentences or ask
students to add some of their own, eg Only
white men sat in the first four rows.
At this stage, tell students to only say if the
sentences are true or false. They will correct
the sentences later in exercise 6.
Answers
All the sentences are false.
7
Grammar 1 Past simple negative
5
Look at the grammar table. Ask questions to
help students analyse the difference between
past simple affirmative and negative forms,
eg Which form adds -ed to the verb? Which
form doesn’t use the auxiliary verb ‘did’? Why
does one verb have an -ed ending and not the
other? Students then complete the missing
verbs in the table.
Look at the sentences in exercise 4 again
and go through the example with students.
Students can write their answers in their
notebooks or on the board. Praise correct use
of negative forms.
Tip: Inviting students to write their answers on
the board gives them the opportunity to
correct each other’s errors as well as check
their own work.
Answers
1 Rosa Parks
2 Because she was tired of stupid rules.
3
He wanted to sit down.
He didn’t want to stand up.
She sat in the fifth row.
She didn’t sit in the third row.
Go through the verbs in the box and ask
students to tell you the past simple form of
each one. Then tell students to check their
answers in the story.
Answers
changed (regular); did (irregular); got
(irregular); said (irregular); sat (irregular); told
(irregular); wanted (regular)
8
Point out the grammar information about last /
ago below exercise 8. Practise these phrases by
asking students to tell you when they last did
these things, drink coffee, see a good film, go
to the dentist, etc.
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She wasn’t physically tired, but she was very
tired …
… of stupid rules, so she said no …
… and she didn’t get up.
Refer to the grammar reference on SB page
137, now or at the end of the lesson and go
through it with them.
Go through the two example sentences with
the class so they can see that they should use
an affirmative or negative form, depending on
what is true for them. Allow time for students
to work individually before discussing their
answers in pairs.
Tip: This exercise is an opportunity for
personalisation where students can
talk about themselves using the target
language and compare experiences with a
partner.
Answers
1 drank / didn’t drink 2 came / didn’t come
3 left / didn’t leave 4 got up / didn’t get up
5 had / didn’t have 6 went / didn’t go 7 saw / didn’t see 8 did / didn’t do
Extra idea: For a change of pace, you
may want to ask students to stand in a line
according to who did these things most
recently.
Writing
9
Read the sentence in the box. Ask students
about the meanings of the connectors (and
connects two similar ideas, but contrasts
two ideas, because shows the reason for
something, and so shows the result of
something).
Allow time for students to read the story on SB
page 54 again and find connectors. Tell them
to check answers with a partner, then ask pairs
to tell the class.
Answers
… she did a very courageous thing and it
changed the lives …
… first four rows of the bus because they
were for …
… white people only, so she sat …
… he wanted to sit down, so the bus driver …
Three people got up, but Rosa Parks didn’t …
… Rosa didn’t get up because she was tired …
… she was tired, but that wasn’t the reason.
104
10 Allow time for students to write their answers
individually. Then ask students to explain their
choices to the class.
Answers
1 because
11
2 and
3 but
4 so
Tell students to cover the story, then go
through the prompts with them. Put students
in pairs to retell the story. Monitor students as
they talk, making a note of common errors and
also of well-expressed ideas.
12 Brainstorm the key ideas of the story with the
class while it is fresh in their memory. Write
prompts on the board: Who? Why? Where?
When? Review the main points of the story.
MA Stronger students should attempt this task
without referring to the story, but allow lower
level students to use the story to help them
after they have written a first draft.
Speaking
13 THINK This task asks students to develop
their own ideas, while still using the past
simple. Provide extra vocabulary on the board
to help students express their ideas.
Extra idea: ‘Stand up for your word’ (see
page 231) works really well with this reading
text if you use the word bus. Tell students to
close their books and say you are going to
read them Rosa’s story one more time. They
must stand up (and sit down again) every
time they hear the word bus. It’s a great way
to end the lesson.
Movies & Music
Put students in pairs to read the two shorts texts
about the films. Check any difficult vocabulary, eg
investigate, disappearance, activist, fight, slave,
freedom, remarkable. These are quite difficult
texts, but if students know either of the films, it
will help with their understanding.
For the song, first ask students what they know
about Stevie Wonder. Some students may know
the next words of the title without having to look
online.
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Extra questions for class or for homework
Movies
Both films are based on true stories. Can you
name two other films based on true stories?
Answers
Music
Title: I Just Called to Say ‘I Love You’
Months in the song: April, June, July, August
Seasons in the song: spring, autumn, summer
Special celebrations in the song: New Year’s
Day, Halloween, Christmas
Lesson 3 Who did he call?
pp56–57
Aims
The focus of this lesson is to introduce past simple
questions and talk about technology and its uses.
Warm-up
Ask students to describe the photos at the top of
SB page 56. Ask: Which of these devices do you
have? What do you mostly use them for?
Vocabulary Technology (1)
1
Extra idea: Get the lyrics from Metrolyrics.
com and blank out the months, seasons and
celebrations. Student fill them in, then listen
and check and sing along.
Culture notes: Mississippi Burning is set
in the 1960s, and is loosely based on the
murders of civil-rights workers in Mississippi
in 1964. The two FBI agents sent in to solve
the mystery have a very difficult task: racial
tensions are high and the KKK (Ku Klux
Klan) is really powerful in the town. The two
men have very different approaches: Agent
Ward (played by Defoe) is very direct; Agent
Anderson (played by Hackman) is much more
sensitive to the racial issues.
12 Years a Slave is an adaptation of the
1853 memoir written by Solomon Northup.
Northup was a free African American, but he
was kidnapped in 1841 and sold into slavery.
He was forced to work on plantations in
Louisiana for twelve years, until his release in
1853. The British actor (of Nigerian origin),
Chiwetel Ejiofor, stars as Solomon Northup.
Many people said that 12 Years a Slave was
the best film of 2013.
I Just Called to Say ‘I Love You’ is a song
that was written, produced and performed
by Stevie Wonder in 1984. It was one of his
most successful singles ever and he received
several awards for it. Wonder himself is
a singer-songwriter and a musician who
plays several instruments. He was born in
Michigan in 1950 and has been singing and
performing since the age of eleven. He has
been blind since soon after he was born.
2.16
Look at the words in the two lists –
students may recognise many of them already.
Allow time for students to work individually, then
play the audio for them to check the answers.
Play it again, pausing for students to repeat each
word. Practise the pronunciation of any difficult
items. Note that there are other matches apart
from the ones given on the audio, eg video call,
phone network, video camera.
Ask students which names for technology items
are very similar in their own language and which
are very different. It’s likely that many words are
the same across lots of languages.
Transcript and answers
digital camera, internet access, mobile phone,
online dating, phone call, social network, text
message, video clip, web page
2
Go through the sentences, then allow time for
individual work before comparing answers as a
class. Ask students to discuss in pairs whether
any of these sentences are true for them.
MA Students who finish early can make up
further examples of sentences using words
from exercise 1 and write them on the board
so that the other students can guess the
missing words.
Answers
1 internet access 2 online dating 3 social network 4 text message 5 video clip
6 phone calls; mobile phones
Tip: Remind students to ask you questions
about unfamiliar words, eg What does …
mean? How do you pronounce …?
Note: You might want to do Vocabulary plus
exercises 4 and 5 on technology at this point.
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De-stress!
When students have been sitting for a long time,
their energy level drops – both physically and
mentally. Tell them that’s why you’re going to ask
them to stand up in a moment and do a gentle
gorilla thump! It will make them feel more active
and allow their brain to be more active too. Also
say that if anyone doesn’t want to do this, that’s
fine. By allowing people to opt out, they will often
opt in!
Once students know the gorilla thump, use it any
time you notice that the energy in the classroom is
very low – it will have a magic energising effect. It
will probably also make people laugh and, as we
saw in Unit 2 Lesson 2, that’s no bad thing!
MAN
Extra idea: Tell students that if they search
online they can find a video of Steve Jobs’
speech and see him ordering the 4,000 lattes
to go!
6
Reading and listening
3
Ask if any students recognise the man in the
photo. Ask: Why is he famous? What does he
have in his hand? Why? Read out the text, or
ask a student to read it.
5
Allow time for quiet reading of the rest of the
article. Students can write the answers in their
notebooks, then discuss the answers together
as a class. Brainstorm as many answers as
possible. Don’t check answers yet as they will
come up in the audio in exercise 5.
7
106
8
Discuss what is shown in the photos without
giving away the answers. Ask students to try
to guess which options in the table are correct.
Tell them not to worry about the missing
information as they will complete the table
later (in exercise 10).
9
2.18 Explain that you are going to play
a conversation between two people talking
about Steve Jobs. Play the audio through once
or twice so students can check their answers
to exercise 8. Note that the answers are shown
after exercise 10.
Play the audio to check the answers.
Ask students if they were surprised by the
answers and to say why or why not.
Transcript
MAN
Did you know about this?
WOMAN
What?
MAN
The phone call Steve Jobs made with
the first iPhone.
WOMAN
Oh – you mean the call to Starbucks?
MAN
Yes, Starbucks. I didn’t know about
it. I just read it online.
WOMAN
Yes, it’s funny, isn’t it? When he
made the call, a girl answered – I
think her name was Hannah – and
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Jetstream.TG_mod3_finals2.indd 106
Play the audio again, pausing regularly to
allow time for students to repeat. Focus on
intonation and expression. Then tell students
to work with a partner to role-play the
conversation. Monitor students’ conversations
and make a note of any common errors in
pronunciation or grammar.
Listening and writing
2.17
Answers
1 Starbucks 2 ‘Good morning. How can I help
you?’ 3 4,000 lattes to go (ie 4,000 coffees to
take away)
Allow time for students to read the phrases
and choose their answers. Then play the audio
again and pause after each phrase for students
to check the answers.
Answers
1a 2a 3b 4a 5b
Answers
Steve Jobs – former CEO of Apple
4
she said, ‘Good morning. How can
I help you?’ And he said, ‘I’d like to
order 4,000 lattes to go, please!’
Yes, and then he said, ‘No, just kidding. Wrong number. Goodbye!’
Transcript
WOMAN Steve Jobs was born in 1955, right?
MAN
That’s right. On the 24th of February,
to be exact.
WOMAN 24th of February, 1955 … So he was
a Goat!
MAN
Sorry?
WOMAN He was a Goat – that was his Chinese Zodiac sign.
MAN
Oh, right.
WOMAN And he was a bit different, wasn’t
he?
10/02/15 10:34
MAN
WOMAN
MAN
WOMAN
MAN
WOMAN
MAN
WOMAN
MAN
WOMAN
MAN
WOMAN
MAN
Well, he was a Buddhist. He went to
India in 1974 and discovered Zen Buddhism. He wore traditional
Indian clothes and he shaved his head.
And he didn’t wear a suit at work,
did he?
No, he wore jeans, a sweater and
trainers.
And someone said he was a vegetarian.
Yes, he was. He ate fish, but he didn’t eat meat.
What about his interests? What did
he like?
He really liked cars. He drove a Mercedes Benz SL 55 AMG.
And music?
Well, he loved Bob Dylan and The
Beatles.
And he died very young, didn’t he?
Yes, he was only 56 when he died in
2011. He had cancer.
How terrible!
Yes, it was.
10 Now focus on the gaps in the table in
exercise 8. Tell students to work in pairs and
try to complete the table. They heard all the
information they need in audio 2.18. Play the
audio again, pausing at significant points for
students to check their answers.
Answers
Date of birth
Chinese Zodiac sign
Religion
Clothes
Food
Car
Music
Year of death
Cause
24th February, 1955
Goat
Buddhist
jeans, a sweater, trainers
vegetables, fish
Mercedes
Bob Dylan, The Beatles
2011
cancer
11 Go over all the information the students now
know about Steve Jobs. Tell them to write a
first draft of their paragraph, then swap with
a partner, who should check the work for
any mistakes. They then work on their own
paragraph again to write a final draft. This
task can be started in class and continued for
homework.
MA Stronger students can either use the
table in exercise 8 to help them, or they can
make their own notes from memory. Weaker
students can refer to the transcript on SB page
148.
Grammar Past simple questions
12 Go through the grammar table and help
students to notice the form of the questions.
Ask, eg Which words come first? Which are
second? What are the two types of questions?
How are they different? How are the answers
different? Students then complete the
questions.
Answers
What did he do?
He made a phone call,
but he didn’t call his wife.
Who did he call? He called Starbucks.
Did he ask for tea? No, he didn’t.
Did he ask for coffee?
Yes, he did.
Refer to the grammar reference on SB pages
136 and 137, now or at the end of the lesson
and go through it with them.
13 Advise students to look at the answers first to
help them make the questions. Do the first item
together with the class to show how the verb in
the answer should be in the question: When did
Steve Jobs go to India? Remind students of the
difference between yes / no and wh- questions,
and how to recognise that from the answers
– if the answer starts with yes or no, then the
questions should start with Did.
Allow time for students to work individually
then tell them to work in pairs to correct each
others’ work. Check answers with the class.
Answers
1 When did Steve Jobs / he go to India?
2 Did he wear a suit?
3 Did he eat fish?
4 What car did he drive?
5 What music did he like?
Extra ideas: Ask students to think of
another famous person. Then ask for a
volunteer. The other students have to ask
questions to find out information and guess
who the famous person is.
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Go back to the table in exercise 8 and ask
students to make questions about the other
information about Steve Jobs, eg When was
he born? What was his zodiac sign?
Speaking
animals that … can / can’t swim, live on land /
in water, eat meat / plants, live in cold / warm
countries.
2
14 EVERYBODY UP! Elicit and practise the
questions first, eg Did you order a takeaway at
the weekend? Ask students to stand up and
find out who in the class did these things last
weekend.
Note that there are lots of different possible
answers – pets will vary widely, depending
on the country, and also farm animals could
include ox in some places, and perhaps
not horse in others – so the answers are
suggestions only.
Extra idea: Ask each student to write
one sentence on a strip of paper about
something they did last weekend. Write an
example on the board, eg I had a takeaway
pizza. Collect the strips of paper and shuffle
them. Then hand them out again, one to
each student. Students have to walk around
the classroom and ask questions to find the
person who wrote their sentence.
15 You may want to demonstrate this first with
one student in the class. Model the example
dialogue, then ask students to work in small
groups and discuss their answers. Ask each
group to give a summary of their discussion to
the rest of the class.
Suggested answers
1 goat, horse, pig, rooster, sheep (and perhaps ox)
2 cat, dog, horse, rabbit, rat, spider, frog,
mouse
3 bee, bear, rhino, shark, spider
4 whale, bear, rhino
3
Vocabulary plus p58
Animals (2)
1
Ask students to name as many of the
animals as they can without looking at the
words in the box. Encourage guessing and use
of words from their own language. Play the
audio for students to check the answers. Write
the answers on the board. Play the audio again
for students to repeat each word. Check the
pronunciation of difficult words, eg rhino and
whale (both have silent ‘h’), bear ( like pair, not
beer) and dolphin (‘f’ sound for ph).
2.19
108
Read the instructions to the class and make
sure everyone understands what they have to
do. Then set a time limit for writing the three
animals and numbering them. Ask everyone
to check their answers at the same time by
looking at SB page 123. You may enjoy doing
this activity yourself at the same time, then
comparing all the class results.
Technology (2)
4
Allow time for students to complete
the labels either individually or in pairs. Play the
audio for student to check their answers, then
play it again, pausing for students to repeat
each word.
2.20
Note that another word for USB stick is
memory stick.
Transcript and answers
1 whale 2 bee 3 bear 4 frog 5 dolphin
6 rhino 7 butterfly 8 mouse 9 shark 10 spider
Extra idea: Ask students to group the
animals in any way they like. They have
to explain their categories to the class, eg
Look at the questions and check the meaning
of farm, dangerous and in danger. Explain
the difference between an animal that is
dangerous and one that is in danger. Tell
students to work in pairs or small groups.
Compare answers as a class to see if everyone
agrees.
Transcript and answers
1 laptop 2 screen 3 desktop computer 4 keyboard 5 tablet 6 smartphone 7 mouse
8 USB stick
5
Go through the questionnaire with the class
and check comprehension of all the items. Ask:
What is this questionnaire about? Tell students
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to do the questionnaire on their own first, then
compare answers with a partner. Then ask
pairs to report to the class about their answers.
Extra ideas: To extend this activity, ask
students to create two more questions for
the quiz.
Ask students to write about their use of
technology in their notebook, using their
answers from the questionnaire as notes for
the basis of a report.
Focus on: get
a
Explain that get can have a variety of
meanings. Ask students to tell you any words
they already know with get. Go through
the six different phrases with get and check
understanding of each one. Demonstrate the
meaning of get up and stand up by miming
and asking students what you are doing.
Explain that get up has a different meaning
from the meaning of the two words get and
up: the two words together have one meaning.
video or audio with books closed. Then play it
again with books open.
Transcript
JACK Hello?
PAT
Is that Jack?
JACK Speaking.
PAT
Hi. It’s Pat.
JACK Oh, hi, Pat. Listen, can I call you back?
I have a small problem.
PAT
Of course.
JACK What’s your number?
PAT
It’s 07941 662 358.
JACK OK. Speak to you soon.
PAT
Yeah. Bye.
2 Discuss the question as a class – point to the
photos to help them work it out. Play the video
or audio again if necessary.
Suggested answer
His car has a parking ticket.
3
Ask students to complete the sentences.
Remind them to use the correct tense. Go over
the answers and ask students which tense is
used in each one and why.
MA For an extra challenge, students can try to
act out the conversation with books closed.
You can put key words on the board to help
with this.
Answers
1 got to 2 got on 3 get up 4 get 5 get up
6 get
b
Allow time for individual work. Then ask
students to read out their sentences to the
class. Ask others to raise their hands if they
have the same sentence.
Alternatively, students can use the karaoke
function on e-zone. They start the video and
watch the conversation. Then they select
the role they want to play, click on the play
button and speak their part when they see the
highlighted words on the screen.
4
Extra idea: Give students this list of verbs
which mean the opposite of some of the
verbs in exercise a. Ask them to find the
opposites.
Talking on the phone
1
2.21 6 Decide whether you are going to
use the video or simply play the audio. Ask
students to look at the photos and describe
what is happening. Ask, eg What is the
woman’s job? How does Jack feel? Play the
Discuss the photos at the bottom of SB page
59. Use clues to help them guess where the
receptionist is, how she feels and why. Ask
them what they think is wrong with the older
woman.
Answer
The receptionist is in a sports centre.
get off go to bed leave sit down
Everyday English p59
Ask students to practise the conversation
in pairs, then ask a few pairs to act out the
conversation for the class.
5
2.22 Explain the meaning of dental surgery.
Ask students to read the conversation and
predict the missing words. Then play the audio
to check. Write the answers on the board. Play
the audio again, pausing to allow students
to repeat each line. Focus on fluency and
intonation. Ask students how they know if the
receptionist was polite or rude. Point out that
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SAM It’s Sam Gonzalez. G-O-N-Z-A-L-E-Z.
RECEPTIONIST Right, Mrs Gonzalez. Is Thursday
23rd March OK? At nine o’clock?
SAM But it’s only January! It’s urgent!
RECEPTIONIST Oh! You didn’t say that. Come
in at 11.30.
SAM Thank you very much. Goodbye.
RECEPTIONIST Goodbye.
she says No problem, but also uses a lot of
variety in her voice range, which shows she is
polite and interested.
Answers
1 Hello 2 Is that 3 this is 4 sorry 5 No 6 Goodbye
The receptionist is polite.
Transcript
Hello?
SAM Is that the dental surgery?
RECEPTIONIST No, this is the sports centre. You
have the wrong number.
SAM Oh, I’m so sorry.
RECEPTIONIST No problem. Goodbye.
SAM Goodbye.
RECEPTIONIST
6
2.23 Play the audio. Ask students what is
different about this conversation. Ask them to
notice what makes this conversation less polite
than the previous one. Ask for some other
suggestions for how to be polite on the phone.
Answer
The receptionist is rude and abrupt this time.
Transcript
Hello?
Is that the dental surgery?
RECEPTIONIST No, this is the sports centre. You
have the wrong number.
SAM Oh, I’m so sorry.
RECEPTIONIST Goodbye.
SAM Goodbye.
RECEPTIONIST
SAM 7
Tell students to cover the conversation
in exercise 8 while they listen to Sam’s next
phone conversation.
2.24
Answer
Yes, she does.
Transcript
Cavendish Dental Surgery. How
can I help you?
SAM Oh, um, can I make an appointment?
RECEPTIONIST Is this your first time here?
SAM Yes, it is.
RECEPTIONIST Can I have your name, please?
RECEPTIONIST
110
8
Ask students to read the conversation and try
to remember the missing words. Allow time for
students to write the questions in the correct
place in the conversation.
Answers
1 How can I help you? 2 Is this your first time here?
3 Can I have your name, please?
4 Is Thursday 23rd March OK? At nine o’clock?
9
Play the audio again to check the answers. Ask
students to role-play the conversation, taking
turns to be polite or rude.
Tip: One way to help students memorise new
language is to play the first line of the
audio. Then ask students to remember the
next line. Play that line and the following
line and pause the audio again. In each
case they will need to remember the caller’s
lines.
MA Students who need more support can
look at their books to help them.
10 Go through the situations and check that
students understand each one. Model the
beginning of the first conversation with one or
two students, then ask two students to act it
out in front of the class. Encourage students to
use their own ideas to make the conversation
fit the new situations.
we don’t say … / we say …
This section focuses on the following errors:
•
•
•
use of ordinals for dates
incorrect prepositions
incorrect verb tenses
Ask students to cover the green we say …
side and see if they can correct the mistakes
themselves before they look and check.
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Units 5&6 review
Reading
1
Ask students to look at the photo and ask if
anybody recognises the dance group. Tell them
to describe the photo and guess what the
people are doing. Also ask students how the
three words (dream, believe, achieve) might be
connected to the photo.
Allow two or three minutes of silent reading
time. Ask students to list the things Ashley
Banjo does on the board, then get feedback
from the class about his motto.
Answers
present tense = is, be, dance, works, teaches,
says, do, want, are
past simple = became, won, was, had, knew,
wanted, danced, went, studied, decided,
celebrated, were
4
Answers
1 Ashley Banjo is a street dancer and actor.
2 ‘Dream Believe Achieve’
2
Extra ideas: Write some additional
answers on the board so that students can
make questions, eg In 2009. Queen Mary
University. Diversity. Because they were all
different.
Put students in pairs to write questions to
ask Ashley Banjo, then get them to swap
questions with another pair and write the
answers to the new questions. They then use
the questions and answers to role-play an
interview with him.
Grammar
Tell students to go back through the article
to find the present and past tenses. Ask how
many verbs there are and how many of each
tense. Note that dream, believe, achieve are
imperatives and express orders or requests, so
they aren’t described as present or past.
Go through the answers first and ask students
what kind of question they need to write
for each one (they are all wh- questions).
Students work on the questions individually,
then compare answers with a partner. Invite
students to come to the board to write their
answers. Ask the rest of the class to correct
them if needed.
Answers
1 When was Ashley born?
2 Where was his father from? / What nationality was his father?
3 What did his mother do?
4 What did he study at university?
5 When did he start Diversity?
6 What does Ashley say?
Point out that five of the sentences are false –
only one is true. Tell students to read the article
again to find the true sentence. Allow time
for students to work individually to correct the
false sentences. Then call on students to read
out the corrected statements and explain why
they were wrong.
Answers
1 His mother was English but his father was
Nigerian.
2 They had a dance school.
3 Ashley always wanted to be a dancer.
4 True
5 He started Diversity at university.
6 The United Dance Organisation is an international organisation.
3
pp60–61
Speaking and writing
5
2.25 Discuss the meaning of a role model.
Talk about a role model who influenced you.
Ask: Why do you think Diversity are a role
model?
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Ask students which of the people in the
photos they recognise and what they know
about them. Ask: What achievements are they
famous for? In what way could they be role
models? Play the audio for students to check
their ideas.
Note: Malala Yousafzai won the Nobel Peace
Prize in 2014 – the youngest person ever to
win it. She shared it with Kailash Satyarthi from
India.
Answers
Barack Obama – first black president of the
USA
Malala Yousafzai – Pakistani girl, shot for
saying girls have a right to education
Tanni Grey-Thompson – disabled athlete – won
the London Marathon six times, Paralympic
gold medalist
David Beckham – famous footballer, works
with a lot of young people
Transcript
MAN
Well, Barack Obama is easy. He was the first black president of the
United States.
WOMAN
That was a huge achievement.
MAN
Yes, amazing!
WOMAN
And wasn’t Malala Yousafzai that
young woman from Pakistan?
MAN
Oh, the one who said girls have the
right to an education?
WOMAN
Yes, and some people shot her. But
you know she’s still fighting? She’s
really brave.
MAN
Yes, she’s incredible.
WOMAN
And Tanni Grey-Thompson is a Welsh disabled athlete who won the
London Marathon lots of times.
MAN
Six times, I think.
WOMAN
Wow! And she won a lot of Olympic
gold medals too.
MAN
And David Beckham is the famous
footballer of course. He played for
England.
WOMAN
Yes, but why is he such a great role
model?
MAN
I think probably because he does a
lot of work with young people. He
helps them to play sports.
WOMAN
Oh that’s good. I didn’t know that.
112
Extra idea: Play the audio again, pausing
after each section for students to make notes
about each person. Tell the students to use
their notes to write two or three sentences
about each person.
6
Discuss what makes a good role model with
the class, then set a time limit of three minutes
for groups to make a list of three people who
they consider to be role models. As the time
is tight, students will need to come to a quick
conclusion about which three to choose.
Compare lists as a class and take a class vote
on the top three.
7
Ask: Why was 2009 a special year for
Diversity? How did it change their lives? If
students need a reminder, tell them to read the
first paragraph of the article on page 60 again.
Tell the class about a special year in your life.
Go through the list of possible ideas they can
choose from and make sure they understand
them all. Then allow time for students to think
and write notes individually. Provide extra
vocabulary as needed. Students then work
in pairs to tell each other about their special
years. Monitor pairs as they work, making a
note of any common problems with grammar,
pronunciation or intonation.
8
Look at the way students can start their
paragraph, then encourage students to
use their notes from exercise 7 to write
a paragraph. You may want to start this
activity in class and ask students to finish for
homework.
Preposition park
Ask students where Mozambique is and point to it
on a world map if available. Check comprehension
of new words, eg village, flood, pregnant. Point
out that in is used with places, months and years,
on is used with dates and days. Students then
complete the short text. Check the answers with
the class and write them on the board.
Answers
1 in 2 in 3 In 4 On 5 in 6 on
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Extra idea: Ask students to write three
questions with when, where and how long
based on the text, eg Where did she live?
When was the flood? How long did she stay
in the tree? When was her baby born? When
did the helicopter arrive?
Cross Culture: birthdays
a
Start by asking students When’s your
birthday? to revise dates. Ask: Do people
celebrate birthdays in your country? Do they
do anything special?
2.26
b
Ask pairs to report to the class about their
birthday celebrations and how they are the
same or different.
After doing the exercises, ask students what
is the most interesting tradition they’ve learnt
about today. Also ask them what’s the best /
worst present they’ve ever received.
Extra idea: Bring in pictures or play a video
of birthday celebrations and ask students to
describe what’s going on. Extra vocabulary:
birthday cake, candles, blow out, make a
wish, balloons, presents, cards, party.
Ask students to look at the photo and explain
what is happening. Ask: Who is he? What is
he doing? How does he feel? (It is the boy’s
birthday and he is hitting a piñata, which is a
hollow object made from paper and filled with
sweets, toys or money.) Describe some birthday
traditions in your country or other countries
you have lived in and encourage students to
ask you questions about them.
Allow time for students to read the text
and guess which country goes in each gap.
Encourage them to ask you about any new
words, eg present, unlucky, religious, wedding.
Answers
1 India 2 Mexico 3 the USA 4 Saudi Arabia
Transcript
Birthdays are a very old European tradition.
People had birthday celebrations because they
didn’t want bad luck. That’s why people said
‘Happy Birthday’ and gave presents. Different
cultures celebrate birthdays in different ways.
Children wear new clothes on their birthday
in India. But never give someone a present in
black and white paper. It is unlucky.
In Mexico children have a big party with a
piñata, a big bag that looks like an animal, full
of toys and money. A girl’s fifteenth birthday
(quinceanera) is special in many Latin cultures
because she is now a young woman.
But not all cultures celebrate birthdays. In the
USA, Native American Indians celebrate the
day an adult becomes a parent.
And in Saudi Arabia and many other countries,
they celebrate religious holidays and weddings
but they do not celebrate birthdays.
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7
It’s delicious!
UNIT
FOCUS
GRAMMAR: countable and uncountable nouns; a / an / some / any; a lot of / much / many; too much / too many;
how often ...?
VOCABULARY: food and drink; adjectives
FUNCTIONS: describing food; ordering food in a restaurant
Lesson 1 There isn’t any olive
oil! pp62–63
Transcript and answers
1 courgettes 2 peppers 3 tomatoes 4 carrots 5 onions 6 green beans 7 tea
8 bread 9 rice 10 pasta 11 noodles 12 coffee 13 fish 14 water 15 bananas 16 oranges 17 lemons 18 apples 19 milk
20 sugar 21 flour 22 salt 23 eggs 24 beef
25 oil 26 chicken
Aims
The focus of this lesson is to practise a / an, some
and any with countable and uncountable nouns,
and to talk about food using common food
vocabulary and adjectives to describe food.
You first!
Extra ideas: Ask students to group the words
according to fruit, vegetable, meat, grain or
liquid.
Ask students to talk about their favourite dish.
Find out what the most popular dishes in the class
are.
Play an alphabet game with food. The first
person says a food beginning with ‘a’, the
second person a food beginning with ‘b’ and
so on. If they can’t think of a word, skip the
letter and move to the next person. The last
person still in the game is the winner.
Vocabulary Food and drink (1)
1
Ask students to describe the photos and guess
the ingredients. Write all the guesses on the
board. Then ask students to read the texts
and match them with the correct photo. Ask
them to give their reasons, eg Picture A shows
chicken and text 2 describes a chicken dish. /
There’s chicken in Picture A and text 2 says ‘This
is a chicken dish.’
Ask: Which dish is healthy? Which dish looks
delicious? Where would you see these kinds of
texts and photos? Do you ever look for recipes
online?
Answers
1B 2A 3C
2
114
Focus on the pictures and ask
students which food items they know already.
Get them to complete the labels individually,
pointing out that all the words they need are
in bold in the texts in exercise 1. Then play
the audio for students to check their answers.
Ask students to tell you the missing words and
write them on the board. Play the audio again,
pausing for students to repeat each word. Ask
students which words for food are similar in
their own language and which are different.
2.27
Put students in pairs to discuss various
questions about the dishes in exercise 1, eg 1
Which dish do you like best? Why? 2 Are any
of these dishes strange? 3 Do you make cakes
without flour? 4 Do you cook with coconut
milk?
Grammar Countable and uncountable
nouns; some / any
3
Look at the first grammar table. Explain the
meaning of countable / uncountable by
reading out the two sub-headings. Draw
pictures on the board of a bag of rice and a
bottle of oil or milk. Ask why we can’t count
rice, oil or milk. Give other examples of things
we can’t count, eg water, air, flour, coffee,
juice. Explain that to count these things we
use measurements, eg a cup of coffee, a
litre of water. You could do exercises 1–3 in
Vocabulary plus, SB page 68, at this point, as
they do more work on measurements.
Look at the second grammar table. Ask
questions to help students understand the
grammar for some and any, eg Is ‘any’ used
with questions? Is ‘any’ used in affirmative
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sentences? Is ‘some’ used in negative
sentences? Ask students to look at each item
in the exercise and say if it is countable or
uncountable. Allow time for individual work.
Then ask students to tell you the answers and
write them on the board. Practise some of
the sentences and check the pronunciation of
some and any. Note that some is unstressed
and has the schwa sound /səm/. Ask students
to explain the reasons for their choices.
countable
nouns
apple
lemon
egg
noodles
5
Answers
1 a 2 some 3 some 4 some 5 any 6 any
7 any 8 any 9 any
Refer to the grammar reference on SB page
137, now or at the end of the lesson and go
through it with them.
Grammar note: On SB page 62, text 2 says:
This is a tasty chicken dish with rice. Note that
the article is used because the word dish is
countable and chicken describes the dish. You
may also want to mention that some words can
be either countable or uncountable depending
on the meaning. Draw a (very simple!) picture
of a chicken and a piece of chicken on the
board. Explain that for the animal (or if we
buy a whole chicken to eat) we say a chicken
and that for the food we say (some) chicken /
a piece of chicken. Do the same with a whole
cake and a slice of cake.
4
Vocabulary note: Tomatoes, courgettes,
cucumbers and peppers are scientifically
considered fruit, although most people
call them vegetables and they are used as
vegetables in cooking.
6
Refer students back to the food descriptions
in exercise 1 on SB page 62. Allow a minute
for students to re-read the texts. Model
the example exchange with a student. Ask
students for one or two further examples.
Students should work in pairs and make at
least two statements about each text. Remind
them to use a / an, some and any. When they
have finished, go around the class and ask for
sentences. (Sentences mustn’t be repeated,
so this will get progressively more difficult.)
The other students in the class must say if the
sentence is true or false.
7
Explain that you are going to play a
conversation between two people who are
planning a meal. Allow time for students to
read the conversation and predict the missing
words (some or any). Then play the audio for
students to check their answers. Write the
answers on the board. Play the audio again,
pausing to repeat key sentences and clarify any
difficult points. Ask: What happened to the
olive oil? (Carlos dropped it!)
MA For an extra challenge, ask students to add
any other food words they know, eg cucumber,
potato, chocolate, ice cream, yoghurt.
uncountable
nouns
oil
flour
sugar
salt
fish
chicken
beef
bread
Tell students to cover the picture at the
bottom of SB page 62. Give them three minutes
to write as many food words as they can
remember, or students can test each other in
pairs. Elicit answers using there is / are. Explain
that they needn’t use some in the answers as
we can leave out the article when we are talking
about existence, not quantity.
Extra idea: Tell students to work in pairs. One
partner has their book closed, the other asks
questions, eg Are there any eggs? How many
are there? How many types of fruit are there?
Draw the table on the board. Allow time for
individual work. Then ask students to come to
the board and write the answers in the correct
column on the board. Ask them to explain the
reasons for their choices.
Answers
countable
nouns
courgette
pepper
carrot
tomato
onion
beans
orange
banana
uncountable
nouns
rice
pasta
water
coffee
tea
milk
2.28
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Answers
1 any 2 some 3 some 4 any 5 some 6 any
7 any
Transcript
AZRA
I’m hungry. Do we have any food?
CARLOS There are some green peppers and an
onion. That’s all. Why?
AZRA
I have a very easy chicken recipe. We
need some courgettes and green peppers. Is there any olive oil?
CARLOS Yes, there’s some olive oil. Oh no!
AZRA
OK, now there isn’t any olive oil! What
about coconut milk?
CARLOS No. We don’t have any coconut milk.
AZRA
OK, so we need olive oil and coconut
milk. And we need four chicken pieces. Can you go to the supermarket?
CARLOS Oh …
8
Tell students to turn to SB page 123 and
look at the recipe cards. Explain the meaning
of the measurements: 500g (grams) and
100ml (millilitres). Explain that each card has
ingredients for a different dish. Model the
example dialogue with one or two students.
Explain any unfamiliar words, eg stock (a liquid
made by boiling meat or vegetables which is
used to make soup). Then tell students to work
in pairs to ask about what ingredients they
have for each dish. Obviously they can make
up the answers.
Extra idea: Ask students to suggest what
kind of dishes they could make with the
ingredients on the two cards.
Vocabulary Adjectives
9
116
Focus on the list of words. Before
they do the activity, ask students the following
questions: 1 Which words are opposites?
(healthy / unhealthy, savoury / sweet, terrible /
amazing) 2 Which words are synonyms? (tasty /
delicious, horrible / terrible, wonderful /
amazing). Then go through the questions and
make sure students understand good / bad for
you. Students then answer the questions. Play
the audio for students to check their answers,
then play it again, pausing for students to
repeat each word. Pay attention to word stress
in multi-syllable words, eg amazing, fantastic
2.29
Ask students which adjectives are similar in
their own language and which are different.
Transcript and answers
These words only describe food: delicious,
savoury, tasty.
These words mean ‘very good’: amazing,
fantastic, wonderful.
These words mean ‘very bad’: horrible, terrible.
These words describe something that is good
or bad for you: healthy, unhealthy.
This word describes food that has sugar in it:
sweet.
Extra idea: Say the names of various types
of foods and ask which words describe it,
eg chocolate, ice cream, cabbage, beetroot.
Students’ answers will vary, depending on
whether they like the food or not.
10 Go through the instructions with the class and
model the examples with one or two students.
You may want to ask students to make a few
notes before they start. Move around the
classroom and provide extra vocabulary as
needed. Monitor pairs as they work, making a
note of any common problems with grammar
or pronunciation. Then call on individuals to
tell the class about the winning dish. Note that
some vegetables are uncountable, eg broccoli.
Extra ideas: Describe the recipes for some
well-known dishes and ask students to guess
what they are, eg apple pie, omelette, paella,
pizza. Ask students to bring pictures of their
favourite dishes to show the class in the next
lesson.
Ask and answer questions about food, eg
What kind of food do you cook for good
friends? What do you make when you’re in a
hurry?
Lesson 2 We eat too much
sugar. pp64–65
Aims
The focus of this lesson is to practise a lot of,
much / many, and too much / too many with
countable and uncountable nouns as well as
learning more words for food in order to talk
about diets and how healthy they are.
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Warm-up
2
3
4
Ask students if they can find their favourite food in
the photos on SB page 64. If not, ask students to
say what they like eating best.
Vocabulary Food and drink (2)
1
2.30
Ask students to cover the word list
to the right of the photos and look at the
photos. Ask how many foods they can name.
Then play the audio while students number the
food items as they hear them. Ask students to
say which items are countable. Play the audio
again for students to repeat each word. Point
out the silent ‘o’ in chocolate /tʃɒklət/. Ask
students which names for food are similar in
their own language and which are different.
3
4
A10 B2 C5 D6 E1 F4 G12 H7 I8 J3 K9 L11
THINK This task gets students thinking
about how healthy their diet is before trying
the quiz. Pre-teach and check understanding of
carbohydrate, protein, calorie, (un)healthy.
Note: These are suggested answers only as
some of these food items contain different
things, eg a hamburger has a lot of fat as well
as protein. Sugar is a simple carbohydrate,
found in honey, fizzy drinks and sweets.
Complex carbohydrates are found in bread,
biscuits, etc. You may also want to ask which
foods are high in fibre.
Suggested answers
1 fat: chips, cheese, cake, crisps, butter
sugar: cake, chocolate, biscuit, fizzy drink,
honey, sweets
carbohydrates: chips, cake, hamburger,
crisps, biscuits
protein: hamburger, lamb
Review the meaning of countable /
uncountable. Tell students to look at the
quiz and use that to help them complete the
grammar table. Check answers as a class.
Answers
1 many 2 a lot of 3 many 4 many 5 many
6 much 7 a lot of 8 a lot of 9 much 10 much
Transcript
1 biscuits 2 crisps 3 sweets 4 cake 5 cheese
6 butter 7 fizzy drink 8 chips 9 honey 10 chocolate 11 lamb 12 hamburger
2
Go briefly through the quiz to check
comprehension. Then allow time for individual
work. Go through the scoring system on SB
page 123, then ask students to share their
results and say whether they were surprised
and why.
Grammar a lot of / much / many; too much /
too many
Answers
Culture note: In American English, biscuit =
cookie (biscuits are a savoury type of scone),
chips = french fries, crisps = chips, fizzy drink =
soda, sweets = candy.
All of them!
Students’ own answers
All the foods that are high in fat and sugar
are unhealthy.
Refer to the grammar reference on SB page
138, now or at the end of the lesson and go
through it with them.
5
Do the first dialogue with a student as an
example. Remind students to look at the
word after the gap and identify whether it
is countable or uncountable. Allow time for
individual work, then ask pairs to read out the
dialogues. Ask pairs to read them again with
a different partner, concentrating on fluency
and intonation. Point out that chocolate can be
both countable and uncountable, eg we can
say a chocolate (an individual chocolate) and
some chocolate. The same is true of fish (a fish
= a whole fish).
Answers
1 many; much 2 much; a lot of 3 Many;
many 4 much; much 5 many; a lot of
Reading
6
Ask students to look at the photo. Ask: What
are they doing and why? It might be useful to
teach / elicit lose weight, gain weight. Explain
the difference between obese, overweight and
fat. Look at the title. Teach / Elicit epidemic
and ask what other kinds of epidemics there
can be, eg flu, measles. Tell students to read
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the article quickly and complete the summary
sentence. This task helps students to identify
the main idea of the article.
Note: You should treat this topic sensitively
as some students may be anxious about their
weight.
Answer
too much sugar
7
Focus on the words in bold in the article, and
help students use context clues to work out the
meanings.
Answers
major cause = important reason
advice = an opinion about the best thing to do
low-fat = without much fat in it
manufacturers = people or a company who
make things, especially in a factory
cells = very small parts in your body
stuff = substance, material, or group of things;
here the sweet stuff = sugar
8
Tell students to read the article again, this
time more slowly. Allow some quiet time for
individual work, then ask students to compare
answers in pairs. Invite volunteers to tell the
class their answers.
Answers
1 Obesity.
2 They think that sugar is a major cause of
obesity.
3 To make low-fat food taste better.
4 In the 1970s.
5 You want more sugar and your body makes
insulin.
6 Your body makes fat cells.
9
Ask students to close their books and
brainstorm as many food words as they can
remember. Students should write their answers
first, then check by looking back at the article.
Explore
This is an opportunity for students to do research
outside the classroom and tell the class about
their findings in the next lesson. You may want
to brainstorm some specific questions about
chocolate, eg How do they make chocolate? What
are the ingredients? What are the different types
of chocolate? (milk / dark / white chocolate).
118
Background notes: Chocolate comes from
the cacao plant, which contains flavanols,
which have health benefits. Cacao has fats in
it but these kinds of fat may not be bad for
you. There is medical evidence that eating
a few squares of dark chocolate a day is
good for you and can help the heart. Most
health experts advise that it’s fine to eat dark
chocolate with more than 70% pure cacao, as
this doesn’t have much saturated fat or sugar
added to it. (Milk chocolate isn’t so good.)
know?
Oneyou
* Did
way to do this activity is to tell students
to close their books and write the information
on the board, with gaps for these words: a hot
curry, ten, a teaspoon of sugar. Put students in
pairs to discuss their answers, then tell them to
read Did you know? on SB page 65.
Ask: Did you know any of these facts? You
could then ask students to close their books
and say the sentences as a memory exercise.
Writing and speaking
10 Ask: Have you ever kept a food blog or a food
diary? What are some reasons you might want
to do this? (food allergy, to lose weight, special
diets for illnesses like diabetes). Allow time for
individual work, then ask volunteers to read
out the sentences. Ask: How does the writer
feel about his or her diet?
Answers
1 breakfast 2 fruit juice 3 chips 4 cake 5 healthy
11 Suggest that students use the blog in exercise
10 as a model and change the words so that
they are true for them, or they can write a
totally fictional blog. Don’t forget to write and
read out your own food blog, too!
Extra idea: Students write their blogs on a
piece of paper and exchange with another
student for comments or advice. Or they can
read out their food blog to the class and ask
for advice from the class as a whole.
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12 Go through the questions first, then put
students in groups. Groups may want to create
a collective text describing what they all ate
yesterday and how healthy each meal was.
audio again, pausing for students to repeat
each line.
Draw students’ attention to the vocabulary
note on look below the exercise. Say: This
restaurant looks good. Ask: Are you 100%
sure it’s good? Elicit the answer no.
Extra idea: Ask students to work in groups
and find three things that everyone ate
yesterday and three things that no one ate.
Ask: What does this say about your diet?
Answers
1 I prefer simple food. 2 We can’t afford it. 3 … it looks interesting. 4 You are a good cook
13 THINK This task helps students to relate the
information in the article to their own contexts.
Discuss possible reasons for obesity and the
best ways to prevent obesity, eg better health
education, more public information (eg better
food labelling), restrictions on advertising,
taxes on sugary foods, better school meals, etc.
Help students with vocabulary and ideas.
Transcript
1 WOMAN I love this lamb. It’s so tasty – and
different!
MAN
I don’t like it. I prefer simple food. And this is a very expensive
restaurant.
Let’s go to a restaurant tonight.
2 MAN
WOMAN
We can’t afford it. Let’s cook a
really nice meal here.
3 WOMAN This restaurant looks good. Look
at the menu.
MAN
Mm, yes, it looks interesting. OK,
let’s eat here.
This beef is delicious. You are a
4 MAN
good cook, Ella.
WOMAN
Thanks, well, I’m a foodie. I love
good food.
Lesson 3 How often do you go
to a restaurant? pp66–67
Aims
The focus of this lesson is to practise questions
with How often and expressions of frequency and
to talk about restaurants and attitudes to food.
Note: You might want to bring in photos of
food from different countries (from magazines,
newspapers, etc) for this lesson.
You first!
Ask students to describe their favourite restaurant
and restaurants they don’t like (and to say why).
As they do so, write adjectives on the board, eg
friendly, comfortable, cosy, informal, clean, dirty,
quiet, crowded, noisy, expensive, cheap, large
helpings, delicious food. (These words will be
useful in exercise 2.)
2
Listening 1
1
Explain that you are going to play four
short conversations about food. Go through
the phrases in the box, and allow time for
students to read the dialogues and predict
the missing words. Ask where they think each
conversation takes place (1 in a restaurant, 2
at home, 3 outside a restaurant, 4 at a friend’s
house). Play the audio and write the answers
on the board. Discuss the meaning of foodie
(someone who loves good food) and can’t
afford (don’t have enough money). Play the
2.31
THINK Ask students to describe the
restaurant in photo A. Ask: What adjectives
can you use to describe this restaurant? (quiet,
calm, clean, cosy, formal, friendly). Then
look at photos B and C. Ask students if they
recognise this as food and ask them to guess
what the food is. Encourage active and lively
discussions about all three photos and then ask
students to discuss the other two questions.
Background information: Photo A is the
interior of Noma in Copenhagen, Denmark,
one of the best restaurants in the world.
Photo B is a dish from Arzak in San Sebastián,
Spain and photo C is a dish from Mugaritz
Restaurant, also in San Sebastián, Spain. All
three are in the top ten of the list of the top
50 restaurants in the world.
3
P
Contrast the two ‘o’ sounds in the
table. Point out that one is short (good) and
the other is long (food). Exaggerate the longer
2.32
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sound slightly so that students can easily notice
the difference. Play the audio for students to
repeat each sound and word.
amazing! Did you know that Spain has some
of the world’s top restaurants?
Last year, we went to Mugaritz in San
Sebastián because we live near there. This
restaurant does lots of small courses. We
had a kind of chocolate cake there – it was
different because it had some cheese in it, but
it was very tasty! We also went to a restaurant
in London. Its name is Dinner by Heston
Blumenthal. Its most famous dish is ‘meat
fruit’. And the roast fish is wonderful.
Transcript
/ʊ/ good
/uː/ food
4
P
2.33 Put students in pairs to do the
activity. They take turns to say a word,
correcting each other if they think the
pronunciation is wrong. Then play the audio
for them to check their answers. Play it again,
pausing for students to repeat each word.
Then this year, we went to another Spanish
restaurant – El Celler de Can Roca, in Girona.
We had a fantastic meal, and their grilled
prawns were delicious. I still think about them!
Transcript and answers
/ʊ/ good: book, cook, look, put
/uː/ food: blue, noodles, two, you
Extra idea: Ask students to add more words
to each group.
Listening 2
5
6
Check comprehension of the words in the box
and ask students to say one or two to practise
pronunciation. Ask: What is a first course /
a main course? What does ‘grilled’ mean?
(Contrast baked, fried or boiled.) Ask students
to say which ones they think they definitely
wouldn’t hear in a talk about top restaurants.
Play the audio while students tick the
words they hear. Ask how many people correctly
guessed the words they wouldn’t hear.
2.34
Answers
berries, fantastic, good cooks, grilled prawns,
lucky, roast fish, strange, top restaurants
Transcript
Hi, my name’s Clara Belasco. My husband
and I are both Spanish. We met on a foodie
holiday in Italy. And yes, we’re foodies. We’re
both good cooks and we love eating out –
we love restaurants. How often do we eat
in a restaurant? Maybe two or three times a
month, but we don’t eat at expensive places
because we can’t afford it. Then once or twice
a year, we do something fantastic – we go to
one of the world’s top restaurants. We’re lucky
because we’re Spanish, and Spanish food is
120
Three years ago, we went to the restaurant
Noma in Denmark. Noma really is the very
best. There was one dish with berries and
grilled vegetables. Very strange but wonderful!
7
Read out the sentences and ask
students to write their answers individually.
Play the audio for students to check their
answers. Ask individual students to say the
correct sentences for 1, 3 and 5. Note that
there is work on the second part of the audio
in exercise 10.
2.35
MA Stronger students could try to do the
activity before they listen again.
Answers
1 false: Clara is Spanish.
2 true
3 false: She is a good cook.
4 true
5 false: They can’t afford to eat in expensive
restaurants very often.
6 true
Transcript
Hi, my name’s Clara Belasco. My husband
and I are both Spanish. We met on a foodie
holiday in Italy. And yes, we’re foodies. We’re
both good cooks and we love eating out –
we love restaurants. How often do we eat
in a restaurant? Maybe two or three times a
month, but we don’t eat at expensive places
because we can’t afford it. Then once or twice
a year, we do something fantastic – we go to
one of the world’s top restaurants. We’re lucky
because we’re Spanish, and Spanish food is
amazing! Did you know that Spain has some
of the world’s top restaurants?
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Extra idea: Ask some additional questions
about the first part of the audio, eg Where
is Clara from? Where did she meet her
husband? How often do they eat out? What
do they do once or twice a year?
Grammar How often …?
8
Tell students to close their books. Write the
words of the question in the grammar table in
a random order on the board and ask students
to put them in the right order. Then brainstorm
possible answers, eg once / twice / three times
a week, every two / three / four days, once in
a while, now and again, from time to time,
hardly ever, never. Ask students to read the
table and answer the questions about the
expressions of frequency.
Answers
1 one time 2 two times
Refer to the grammar reference on SB page
138, now or at the end of the lesson and go
through it with them.
9
Model the example dialogue with one or two
students. Then ask students to work on the
questions in pairs. Monitor pairs as they work,
making a note of any common problems with
grammar.
Extra ideas: Ask a student to make a guess
about someone else in the class, eg
Teacher:
Mahmoud, how often does Leila
go to a restaurant?
Mahmoud: I think she goes to a restaurant
once a week.
Leila:
No, I never go to restaurants!
Teacher:
Leila, please make a sentence
about Nasreen.
Leila:
I think Nasreen meets friends in a
café twice a week.
Nasreen:
Yes, that’s true!
Ask students to stand up and stand in a line
according to how often they do each of the
activities in the list in exercise 9.
Listening 3
10
2.36 Ask students to describe the photo.
Ask: What’s on the table? (napkins, knives,
forks, salt, pepper, olive oil, candles). Allow
time for students to read the phrases in the
table. Play the second part of the audio again
for students to check their answers. Ask:
Which restaurant or dish do you think sounds
the most interesting? Ask students to try
and imagine what meat fruit is. (There is no
explanation in the audio, and it’s entirely up to
the students’ (and your!) imagination to think
what it might be.)
Answers
1 cake 2 UK 3 fish 4 Spain 5 prawns 6 Denmark 7 grilled
Transcript
Last year, we went to Mugaritz in San
Sebastián because we live near there. This
restaurant does lots of small courses. We
had a kind of chocolate cake there – it was
different because it had some cheese in it, but
it was very tasty! We also went to a restaurant
in London. Its name is Dinner by Heston
Blumenthal. Its most famous dish is ‘meat
fruit’. And the roast fish is wonderful.
Then this year, we went to another Spanish
restaurant – El Celler de Can Roca, in Girona.
We had a fantastic meal, and their grilled
prawns were delicious. I still think about them!
Three years ago, we went to the restaurant
Noma in Denmark. Noma really is the very
best. There was one dish with berries and
grilled vegetables. Very strange but wonderful!
11 If you brought in pictures of food from
different countries, you could ask students
to use those instead of the dishes in exercise
10. Alternatively, you could use the photos of
dishes on SB pages 62 and 64.
Model the example dialogue with one or two
students. Ask students to work in pairs to
give their opinions. Monitor pairs as they talk,
making a note of any common problems with
grammar, pronunciation or intonation.
Speaking and writing
12 EVERYBODY UP! Energise your lesson by
asking students to stand up and find one (or
more) people for each fact. They should make
notes of each person’s name. Afterwards, ask
students to tell the class what they found out
and ask follow-up questions, eg What are your
favourite restaurants? What is your favourite
food? Why do you like simple food?
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13 Brainstorm some names of local restaurants
and what kind of food they serve. Review
adjectives to describe restaurants, as well as
the adjectives on SB page 63. Go through the
questions and elicit answers before they start.
Suggest that students make some notes first
before they start writing.
Collect in the work when they have
finished (you might want to set this task for
homework), then hand them out to different
students and ask them to read out the work.
Ask students to guess who went to each
restaurant.
Tip: You may want to introduce students to the
idea of making a bubble diagram to make
notes before writing. This is a good strategy
to improve writing that helps to collect
ideas before launching into the writing task
itself.
Extra idea: Students can ask you these
questions and take notes of your answers.
Then they can write your review of the
restaurant.
De-stress!
We know it’s important to eat as healthily as we
can, but it’s also important not to be obsessive
about it, because that in itself is stressful. It’s good
to have a little splurge from time to time!
Ask students what they do, eg Do you drink plenty
of water? Or do you drink more fizzy drinks?
What tasty / healthy / unhealthy food do you eat?
Are you happy with the way you eat? What’s your
favourite ‘sugary’ food?
Movies & Music
Read through the instructions and questions
for both sections and teach / elicit any difficult
vocabulary, eg single mother, tea.
For the song, ask students to guess the answer
to the first question, even if they don’t know it. If
necessary, tell them the answer, as they will need
to know the complete line to find the answers to
the other questions.
Invite a student to the board to write the words.
The words are very easy and after singing the song
a couple of times, you could erase most of the
words and then sing it again.
122
Extra questions for class or for homework
Movies
Which film would you most like to see?
Why?
Do you enjoy seeing films of books? If you
know the book, and you don’t like the film,
how do you feel?
Who stars in the films? (Chocolat: Juliette
Binoche, Johnny Depp; Like Water for
Chocolate: Lumi Cavasos (Tita); Marco
Leonardi (Pedro))
Answers
Movies
Chocolat (author: Joanne Harris) and Like
Water for Chocolate (author: Laura Esquivel)
Music
Missing number: two
Name of the song: Tea For Two
Next two lines: Just me for you / And you for
me
Culture notes: Chocolat was nominated for
five Academy Awards. Juliette Binoche plays
Vianne, a young and unconventional French
chocolate maker who moves to a small
village with her young daughter and opens
a chocolate shop opposite the church. The
villagers are fasting for religious reasons but
the chocolate is tempting for them. Vianne
meets a handsome gypsy (Johnny Depp)
and together they plan a chocolate festival.
Vianne’s free and loving ways (and her
delicious chocolate) eventually change the
villagers’ attitudes. It is based on the book
Chocolat (1999) by the British novelist Joanne
Harris.
Like Water for Chocolate is set in Mexico
and is in Spanish. Tita (Lumi Cavazos), the
third daughter in her family, by tradition
isn’t allowed to marry but must instead care
for her elderly, tyrannical mother. Tita and
Pedro (Marco Leonardi) fall in love, but Pedro
isn’t allowed to marry Tita and marries her
elder sister instead. Tita cannot express her
feelings and puts them into her cooking, so
that everyone who eats her delicious food
feels her heartbreak. The film was a huge
box-office success, especially in the USA.
It is based on the best-selling novel by the
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Mexican novelist Laura Esquival. (The film
director is her husband.) In some Spanishspeaking countries, the phrase ‘like water for
chocolate’ is used to say that you are very
angry.
Cooking
4
Tea For Two is a duet from the 1924 musical
No No, Nanette. They lyrics are by Irving
Caesar and the music is by Vincent Youmans.
The song quickly became a classic and has
been sung by many other people over the
years, notably by Doris Day in the 1950 film
Tea for Two.
Vocabulary plus p68
Transcript and answers
In the picture, there’s a knife, a fork, a spoon, a
glass, a cup, a bowl and a plate.
There isn’t a saucepan, a frying pan, a mug, an
oven or a dish.
5
Note: You may want to bring in some empty food
containers to help with exercise 1.
Food
1
2
If you brought in any empty jars and other
food containers, ask students to name the
food that was in them, eg cereal, coffee, tea,
biscuits, crisps. Then teach the name of each
kind of container. Look at the picture and
identify the containers you can see there. Ask
students to match them with the words in the
box, then complete the phrases. Don’t check
the answers yet.
Extra idea: Ask which other foods can go
with each word, eg a slice of cake / cheese /
bread. Set a time limit of one minute and see
how many students can come up with.
3
Model the example dialogue with one or two
students. Practise the questions as a class,
then ask students to ask you three or four
questions. Then they can practise in pairs.
Explain the phrase odd one out and do the
first item as an example. Explain why saucepan
doesn’t fit (people use it to cook in – they use
the others to eat with). Give students time to
think about their answers to 2 and 3, then
elicit answers from the class. Ask students to
explain their reasons for their choices.
Answers
1 saucepan (we don’t eat from a saucepan)
2 frying pan ( we don’t drink from a frying
pan) 3 oven (we use an oven for cooking;
we eat out of the other things).
We use all the ‘odd-one-out’ items for cooking
things in.
2.37 Play the audio for students to check
their answers, then play it again, pausing for
students to repeat each word. Draw attention
to the schwa sound in of /əv/ (ie unstressed).
Transcript and answers
1 a carton of juice 2 a bottle of water 3 a glass of water 4 a slice of bread 5 a can of cola 6 a jar of honey 7 a bowl of cereal 8 a piece of cheese 9 a cup of coffee
First check the meaning of the words in
the box and practise them. Then ask students
to look at the picture in exercise 1 and tick the
items they can see. Play the audio for students
to check their answers, then play it again,
pausing for students to repeat each word.
2.38
MA As an extra challenge, ask students to
make two more lists of words with one odd
one out in each list.
6
Explain that students will first decide if each
sentence is true or false. Then they will replace
any incorrect words with the correct words. Do
the first two items as a model, pointing out the
first item is true, so they don’t have to change
any words.
Allow time for individual work – students can
use their dictionaries if necessary. Finally, check
the answers as a class and practise the
sentences.
Answers
1 true
2 false: You roast and bake food in an oven.
3 false: You boil food in a saucepan.
4 true
5 false: You add food to a bowl.
6 true
7 false: You fry food in a frying pan.
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Extra ideas: Add other cooking words to the
list and explain them by miming or drawing,
eg stir, mix, shake, slice, grate, spread, etc.
You could mime making an easy recipe for
something like an omelette or a cheese
sandwich and have students describe the
actions as you go along.
Ask students to group the words into
categories, eg Which words describe how to
prepare food? Which words describe how to
cook food?
7
8
Ask students about the food in the pictures
and what kind of food they eat them with.
Ask and answer questions about the food and
the amounts in the recipe, eg How much oil
do you need? (one tablespoon). Teach / Elicit
barbecue, kidney beans, coconut, thyme (a
kind of herb). The pictures will help with most
of the difficult vocabulary.
Transcript
Chicken with rice and beans
Heat the oven to 200°C. Chop the onions and
garlic. Heat the oil in a pan, then fry the onions
for five minutes. Add the chicken to the pan
and fry it for six to eight minutes. Add the
barbecue sauce.
Put the chicken in the oven and roast it for 30
minutes.
Put the coconut milk and the liquid from the
kidney beans into a saucepan. Add the rice,
thyme and some salt and boil for ten minutes.
Add the beans and cook for another five
minutes. Then serve with the chicken.
124
Everyday English p69
Note: You might want to bring in menus
from restaurants for this lesson (you can often
download them from the internet).
Ordering food in a restaurant
1
Ask students to read the menu. Encourage
them to ask you questions, eg What’s a
prawn? What’s a pepper? Point out the
difference in spelling and stress between
dessert (dessert) and desert (desert). Ask
students which dishes they know / like / dislike.
2
Discuss the questions and answer them as
a class. Ask additional questions about the
menu, eg How many different vegetables are
there? How many desserts? How much is each
course if you have two courses? Which dessert
is savoury, not sweet?
2.39 Allow time for students to read the
recipe and predict the missing verbs. Make it
clear that all the verbs they need are in exercise
6. Check the meaning of any new words, eg
heat (opposite: cool). Then play the audio to
check and write the answers on the board. Play
the audio again, pausing to allow students to
repeat each sentence.
Answers
1 Chop 2 fry 3 Add 4 roast / bake 5 Put
6 boil 7 Add 8 serve
9
MA For a greater challenge, stronger students
can try to explain how to make the dish
without looking at their books at all.
Tell students to cover the recipe instructions
in exercise 8 and look at the ingredients in
exercise 7. Students work in pairs to explain
how to make the dish. Then tell them to check
their answers against the text in exercise 8.
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Answers
1 pasta with roast vegetables
2 steak and chips, roast beef with roast potatoes and vegetables
3 sugar
3
Check the meaning of any new vocabulary, eg
bill, sparkling, reservation, pass. Model the first
item with a student, focusing on correct stress
and intonation. Allow time for individual work.
Then check the answers by asking a student to
read a line and ask another student to answer.
Answers
1C 2C 3W 4W 5C 6C 7W 8C
4
2.40 6 Decide whether you are going to
use the video or simply play the audio. Explain
that students are going to watch or listen to
a conversation in a restaurant. Play the video
or audio and ask some general questions. If
you are using the video, ask: What can you
remember about these people? Ask: Where
are they? What happens in this scene? Ask
students to describe the restaurant. Play the
video or audio again while students tick the
sentences they hear from exercise 3. Then
check answers as a class.
Answers
2, 3, 4, 5, 6
10/02/15 10:36
Transcript
LAURA Hello, my name’s Janes. We have a
reservation for half past eight.
WAITER Janes – ah yes, a table for two. Come
this way, please.
JACK
Can we have the menu, please?
WAITER Here you are, sir.
JACK
Thanks. And can we have some water?
WAITER Sparkling or still?
LAURA Sparkling, please.
5
2.41
JACK
LAURA
JACK
6
Alternatively, students can use the karaoke
function on e-zone. They start the video and
watch the conversation. Then they select
the role they want to play, click on the play
button and speak their part when they see the
highlighted words on the screen.
7
Ask about the end of the conversation: What
does Laura think Jack is going to ask her?
What does Jack actually say?
Note that when ordering food from a menu,
we use the, so Laura says I’d like the roast
peppers.
...
Point out the three different structures
presented in the table. Allow time for students
to complete the sentences individually, then
check the answers by playing the video or
audio again. Play the video or audio again for
students to practise the correct intonation and
stress in these expressions.
Answers
want
I want the prawn salad, please.
I don’t want a main course.
Do you want any vegetables?
would like
I’d like the roast peppers, please.
We’d like some carrots and courgettes.
Would you like a starter?
Can I / we have …?
Can I have the onion soup?
Answers
Laura: roast peppers with tomatoes, prawn
salad
Jack: onion soup with garlic bread, pasta with roast vegetables
Transcript
LAURA Can we order, please?
WAITER Certainly, madam. Would you like a
starter?
LAURA Yes, I’d like the roast peppers, please.
And I don’t want a main course. I’d
like another starter. Um – yes, I want
the prawn salad, please.
WAITER Roast peppers and prawn salad. And
what about you, sir?
JACK
Can I have the onion soup? Um – the
pasta dish is vegetarian, isn’t it?
WAITER Yes, it is.
JACK
Great, I’d like that, please.
WAITER The onion soup and the pasta. Do you
want any vegetables?
JACK
Yes, please. We’d like some carrots
and courgettes.
WAITER OK, thank you.
Act out the conversation with a strong
student. Then students act out the
conversation in pairs.
MA Stronger students can do this as a memory
exercise.
6 Write the menu on the board. Play
the second part of the video or audio and ask
students to listen out for what Laura and Jack
order. Ask students to write their answers on
the board and see if everyone agrees.
Laura, can I ask you something?
Yes?
Can you pass the salt?
8
Point out the short form of I would like (I’d
like). Ask: What is the difference between
‘want’ and ‘would like’? Encourage students
to think of other examples of situations where
they would say I want or I’d like.
Point out the difference in pronunciation and
meaning between I like and I’d like.
Answer
Would like is more polite than want.
9
Read through the conversation with the class
first, then allow time for individual work. Ask
two students to read out the conversation and
write the answers on the board.
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Answers
1 Would you like 2 I’d like 3 I’d like 4 would
you like 5 I’d like
Extra idea: Students could practise the
conversation in different pairs, changing the
food words to different items
10 Go through the instructions with the class
first. Make sure students understand the three
different roles. You may want to write or elicit
a few starter phrases and write them on the
board, eg
A: Do you have a reservation, sir / madam?
Could you spell your name, please? A table
for two people?
B: Good evening. My name is … and I have a
reservation for …. For a starter, I’d like ….
For the main course, I’d like ….
C: For a main course, I’d like …. For dessert,
I’d like ….
Monitor groups as they work, making a note
of any problems with grammar, vocabulary,
pronunciation or intonation. Praise students
and provide corrective feedback.
Extra ideas: Brainstorm other useful phrases
for ordering in a restaurant, eg Does it have
garlic in it? What’s in the onion soup? Is it
spicy / salty / sweet? What kind of (ice cream)
do you have?
Bring in menus from restaurants (or get them
online) and set up tables around the room as
restaurants. Students move around the room
trying out different places.
Tell students to work in groups of three.
Ask them to create a short menu with two
starters, two main courses and two desserts.
One dish is vegetarian.
we don’t say … / we say …
This section focuses on the following errors:
• incorrect use of a with uncountable nouns
• incorrect use of plural ‘s’ with food (although foods can refer to a variety of
food types)
• omitting would before like when making
requests
Ask students to cover the green we say …
side and to see if they can correct the mistakes
themselves before they look and check.
126
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8
People and abilities
UNIT
FOCUS
GRAMMAR: can / can’t; be good at / interested in; want to / would like to / need to; adverbs of manner
VOCABULARY: languages; personality adjectives; physical descriptions; parts of the face
FUNCTIONS: talking about abilities; asking for, giving and refusing permission; talking about possibility
Lesson 1 She can speak a lot of
languages. pp70–71
2
Discuss the questions as a class. Brainstorm
reasons for learning English, eg I travel a lot /
It’s good for work. Write them on the board.
Aims
3
2.42 Look at the photo and the title of the
article. Ask: What does ‘hyper’ mean? (over or
excessive) Find out if students know any other
words starting with hyper, eg hyperactive,
hypersensitive, hyperinflation. Check students
understand fluently. Allow time for students
to read the article and predict the answers.
Note that the answers to the questions are the
missing words in the article. Tell students not
to try and understand every word. Then play
the audio to check their answers. Ask students
to tell you the missing words.
The focus of this lesson is to practise can and
can’t, be good at / interested in something as well
as words for languages and talking about your
abilities.
You first!
Put students in pairs to answer the question. Note
whether students understand and can use can
correctly – give help with it if necessary. Ask for
feedback and write the languages they say on
the board. Count how many students speak each
language.
Vocabulary Languages
Culture note: Many countries have one
(or more) official language which is used in
schools and in the media, but people also
have their own dialects which they speak in
at home.
1
Start by identifying the languages in the
speech bubbles. Ask what the sentences in the
bubbles say. Practise the pronunciation of these
words, paying attention to stress patterns, eg
Italian, Japanese, Portuguese. Ask students
which names for languages are very similar
in their own language and which are very
different.
Answers
1 Turkish 2 Japanese 3 Italian 4 Catalan
5 Russian 6 Arabic 7 Mandarin Chinese 8 Spanish 9 Portuguese 10 Greek
The sentences all say ‘I can speak ten
languages.’
Extra idea: Ask students what languages
are spoken in different parts of the world, eg
Brazil, Mexico or Egypt. Ask: What do you
think is the most widely spoken language?
Answers
1 18 2 eight 3 ten 4 11 5 six
Transcript
Englishman Ray Gillon is an unusual man. He’s
very good at learning languages. He learns
them for fun and can speak 18 languages.
Well, that’s not quite true. He can speak
eight languages fluently. But he can have a
conversation in the other ten languages. They
include Turkish, Russian, Mandarin and Thai.
Language experts describe Gillon as a
‘hyperpolyglot’. Hyperpolyglots speak a lot
of languages – 11 or more. Some people can
speak six languages, but there aren’t many
hyperpolyglots. For a lot of us, learning a
language isn’t easy. And some people just
can’t learn another language – but then maybe
they’re very good at maths or science!
Extra ideas: Ask students to close their
books. Say the answer to one of the questions
and ask students to tell you the question.
Ask: Do you know anyone who speaks a lot
of languages? What do you think helped
them learn so many?
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De-stress!
5
Sometimes when we’re stressed we think very
negative thoughts and we talk to ourselves in a
very critical way: I can’t do this, I’m stupid, I’m no
good at X, etc.
One way of countering those thoughts is to use
positive affirmations and to say encouraging things
to yourself in your head (or out loud) over and
over again. It may sound silly but it’s incredibly
effective. Ask students if they like the example on
SB page 70. Get them to try saying it a few times.
Ask: Can you think of a better thing to say? Elicit
as many suggestions as possible.
Answers
… and can speak 18 languages.
He can speak eight languages fluently.
But he can have a conversation …
Some people can speak six languages …
And some people just can’t learn another
language …
Extra idea: Ask how many things students
can remember about Ray Gillon. Then tell
them to look back at the article to check.
Grammar 1 can / can’t
4
Ask students to use the table to make
sentences and questions with can and can’t.
Ask: Do we use ‘do’ in the question form?
How do we make the question form? What
happens to the main verb? Does it change
in the third person singular? Ask them to
complete the table.
6
128
Remind students of the schwa
sound in unstressed words. Ask them to
read and predict the schwa sound in can or
can’t. Then play the audio and practise the
pronunciation of these sentences.
2.43
Transcript and answers
A Can you speak English?
B I can speak some English. I can’t speak it
fluently.
C Yes, I can speak English quite well.
Finally ask students to choose the correct
words to complete the sentences.
Refer to the grammar reference on SB page
138, now or at the end of the lesson and go
through it with them.
P
Note: Can in all the example sentences here
contains the schwa sound (the only time it
doesn’t is in affirmative short answers: Yes, I
can.). The difference is that can contains the
schwa sound and can’t contains the /ɑː/ sound
– not a schwa.
Check that students understand the meaning
of can / can’t. Ask for some examples of things
they can and can’t do. They can ask you, too.
Give some prompts and ask students to make
questions for each other, eg
Teacher: play tennis
Student 1: Can you play tennis, Miguel?
Student 2: No, I can’t but I can play football!
Answers
We use can when we know how to do
something.
We use can’t when we don’t know how to do
something.
affirmative
I / You / He / She / It / We / They can speak ten
languages.
negative
Some people say they can’t learn another
language.
questions and short answers
Can you speak English?
Yes, I can. / No, I can’t.
Ask how many examples of can and can’t
students can find in the article. Get feedback
from individual students.
7
Ask students to identify the activity in each
picture. Model the example question and
answer with one or two students, then ask
two students to read the example. Monitor
pairs as they work, correcting pronunciation
if necessary. Call on students to present their
dialogues to the class.
Get students to ask each other similar
questions, eg Can you play chess? No, I can’t.
What about your boyfriend? Yes, he can play
chess quite well.
Answers
A Can they dance?
Yes, they can.
B Can she sing?
No, she can’t.
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C
D
E
F
Can they play the guitar?
Yes, they can.
Can they play chess?
Yes, they can.
Can he swim?
No, he can’t.
Can he drive?
No, he can’t.
Listening
8
9
THINK These questions prepare students
to understand the listening better. In exercise
9, students will listen and decide if these
sentences are true or false according to the
audio. It also prepares students for the next
grammar section.
Go through the sentences and check
comprehension. To remind students, ask:
What’s a hyperpolyglot? Then put them in
pairs to do the task. Elicit answers from some
students, but don’t check all the answers yet.
Explain that students are going to hear
some information about hyperpolyglots. Play
the audio for students to check the sentences
in exercise 8 to find out if they are true or
false. Students can discuss the answers in pairs.
If necessary, play the audio again, then discuss
the answers as a class. Ask students to correct
the false statements and help them with
pronunciation.
2.44
Answers
1 true
2 false: They aren’t always interested in languages when they’re young.
3 false: When you are good at three or four
languages, you can learn other languages
quickly.
4 true
5 false: Some hyperpolyglots aren’t interested in conversation.
started learning French and then Italian. Three
years later, he was fluent in both languages.
Then he learnt four more languages. Gillon
says that when you are good at three or four
languages, you can learn other languages
quickly. And when you know the grammar of
one language, it’s easy to learn another one.
Hyperpolyglots learn languages for many
reasons. They often use languages in their
work. Sometimes they are interested in
meeting people from different cultures. But
that isn’t always true. Some hyperpolyglots
aren’t interested in conversation. One example
is Alexander Anders, an American. He loves
reading in different languages, but he isn’t
interested in meeting lots of people. By the
way, Alexander speaks 24 languages!
Extra idea: Ask additional questions about
the audio, eg Was Ray Gillon interested in
languages at school? What do we learn
about Alexander Anders?
Grammar 2 be good at / be interested in
10 Point out that the phrases in the grammar
table can be followed by a noun (tennis, art)
or by an -ing form (playing, cooking). Point
out the negative form. Ask students to tell you
which sentences in exercise 8 use a noun or an
-ing form. Practise the sentences with the class.
Ask students to write four true sentences,
using two with a noun and two with an -ing
form. Invite volunteers to write their answers
on the board.
Answers
Students’ own answers.
Refer to the grammar reference on SB page
139, now or at the end of the lesson and go
through it with them.
Transcript
Speaking
Why are some people so good at learning
languages? Language experts believe
hyperpolyglots can understand word patterns,
so they remember words and sounds very
easily. But they aren’t always interested in
languages when they’re young. Ray Gillon,
for example, wasn’t interested in languages
at school. His first job was in France, so he
11 EVERYBODY UP! For a change of pace, ask
everyone to stand up and find at least one
person who is good at or interested in each
thing on the list. Check students understand
networking, art, gardening, science. Elicit a
question and an answer for the first activity on
the list and write it on the board if necessary.
Model the exchange with one or two students.
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Then, if you want, play some music while
students mingle and ask each other questions.
Stop the music as a signal to sit down. Ask
students to tell you about the people they
talked to, eg Francesca is good at singing but
she isn’t interested in gardening.
Answers
1 journalist 2 doctor 3 athlete 4 TV presenter 5 pilot
2
12 Start by restricting the discussion to just
learning English. Brainstorm a list of topics
and write them on the board, eg vocabulary,
pronunciation, reading, writing, spelling,
listening. Then expand the discussion to things
in general. Monitor groups as they work. You
may want to encourage them to say three
good things they can do for each thing they
can’t do.
Tip: This is a good opportunity to find out what
students feel they need most practice with
and to find out what concerns them most.
Answers
A pilot
B journalist / TV presenter
3
Play the audio, pausing for students
to repeat the adjectives. Point out the stress
pattern in: talented, ambitious, confident.
4
Model the example for the class, then give
another example from your own experience.
Tell students to work in pairs first, then tell the
class about the people they described.
Explore
This is an opportunity for students to do research
outside the classroom and tell the class about
their findings in the next lesson. Brainstorm a few
ideas about what makes a language difficult, eg
grammar, pronunciation. (You may decide that the
difficulty depends on what your first language is.)
5
The focus of this lesson is to practise want to /
would like to and need to, learn vocabulary to
describe personality and to talk about successful
people and students’ aims and ambitions.
Answers
1 She is the woman in red on the right.
2 They are Barack and Michelle Obama.
Warm-up
1
130
Allow time for students to read the
descriptions and try to work out the meaning
of the new words. Allow them to use their
dictionaries or check online. Ask questions to
check comprehension, eg Which word is the
opposite of ‘funny’? (serious) Which words
mean you’re very good at something? (clever,
talented) Which word means that you worry a
lot? (nervous).
Ask students to look at the photo with the
article on SB page 72. Ask: Do you know
Oprah? What kind of TV programme is shown
here? (a talk show) What is a talk show? Do
you watch talk shows? Why or why not?
Discuss how the words in the box might relate
to Oprah’s story, then ask students to discuss
the questions in groups. Don’t check the
answers to questions 3 and 4 yet.
Aims
Vocabulary Personality adjectives
2.45
Reading
Lesson 2 What do you want
to do? pp72–73
Ask students what words for jobs they already
know. Brainstorm a few words and write them on
the board. Ask students what jobs they do.
Ask students to describe the photos. Then ask
them to do the task individually. Ask students
to explain the reason for their answers –
you could ask what clues they used in the
photos (eg The pilot has lots of complicated
instruments in front of her / she’s wearing a
uniform. The TV presenter has a microphone.).
6
Allow time for quiet reading. Then ask students
to tell you if they were right or wrong in their
guesses for questions 3 and 4 in exercise 5.
Check comprehension of the words in bold by
asking, eg Which word means ‘dream’? (goal)
What is the opposite of ‘be lazy’? (work hard)
Which phrase means ‘be successful’? (do well).
Answers
career = the job (or series of jobs) that you
do during your working life
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childhood = the time when someone is a child
teenager = someone aged between 13 and 19
do well = be successful
personality = the type of person you are,
shown by the way you behave, feel and think with other people
goal = a dream, an aim or purpose
secret = a piece of information known by one person or a few people and not told to
others
hard = needing / using a lot of physical or mental effort
7
Tell students to cover the article and try to
remember the facts. They can then look back
to check their answers.
Answers
1 false: They were poor.
2 false: She wasn’t a good student as a child, but she changed when she decided she wanted success.
3 false: Her first job was on a news show.
4 true
5 false: You need to find work that you love and do it.
6 true
8
THINK Check students understand the
questions and the last sentence. Allow
time for students to discuss the questions
in groups. Then ask one student from each
group to report their answers and opinions to
the class. Point out that there is no one correct
answer – they should make up their own
minds from reading the article.
Grammar want to / would like to / need to
9
Explain that these three structures are all ways
to talk about our aims, goals and ambitions.
Use the grammar table to point out the use of
verbs with to and the use of do in questions
with want and need. Check the answers as a
class.
Answers
Refer to the grammar reference on SB page
139, now or at the end of the lesson and go
through it with them.
10 Check students understand the questions.
Allow time for them to write their answers
individually, then ask students to explain their
answers to a partner. Encourage follow-up
questions. Ask pairs to report their answers to
the class.
11 Read the two example sentences and teach /
elicit the difference between the two verbs.
Give some further examples and ask students
to replace the verb in the same way:
Teacher: I like swimming.
Students: I enjoy swimming.
Teacher: I’d like to be a dancer.
Students: I want to be a dancer.
Answers
1 I enjoy teaching. 2 I want to teach.
12 Model the example dialogue with one or two
students. Explain that one person describes
their personality, and the other suggests a
suitable job. Students may prepare for this task
by writing three things they want to do and
three things they like doing. When they have
finished, ask groups to report back to the class.
Writing and speaking
13 Brainstorm names of people who are
successful (they don’t need to be famous –
they could be people that students know).
Write their names on the board. Ask students
to choose one and make notes about what
they know about them. You may want to start
this activity in class and ask students to finish
it for homework. Monitor students as they
work, helping with grammar or vocabulary as
necessary.
14 Model the example dialogue with one or two
students. Encourage students to talk about
their goals and dreams. They can do this in
small groups, or as a walk-around activity.
I want to get there.
Perhaps you would like to teach – then teach!
You need to find work that you love and do it.
questions
Do you want to be successful in your career?
Would you like to dance?
What do I need to do?
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Movies & Music
Ask students, What’s Facebook? Teach / Elicit the
phrase social networking site.
Write these questions on the board for students to
discuss:
1 Do you think it’s OK to make a film about someone when they’re still alive? What can the
problems be for the person?
2 Would you like someone to make a film about
you? Why? / Why not?
(Possible answers for question 1: The facts aren’t
true. People see them differently. Their lives
change because of the film, eg people aren’t nice
to them in the street.)
For the song, explain the meaning of once (= there
was a time when) in this context. If you want,
students can find the answers to the first two
questions in class. If you feel they need the help,
tell them the song title has the phrase down and
out in it and that it means without money, a job or
a place to live.
For the last two questions, tell students to find and
read the lyrics for homework, and try and get the
general meaning, using a dictionary or a translated
version, but not to worry if they can’t do this.
Elicit answers in the next lesson. For the question
Do you agree? (referring to the song title Nobody
Knows You When You’re Down and Out), you
could take a class vote.
Extra questions for class or for homework
Music
Which famous people have sung the song?
(Blues singer Bessie Smith, English singer /
songwriter and guitarist Eric Clapton)
What is the next line of the song? (Spending
my money, I didn’t care.) Note that the lyrics
are different depending on who sang the
song, but these are the Bessie Smith version
lyrics.
Answers
Movies
1 Mark Zuckerberg (the film starred Jesse
Eisenberg and Andrew Garfield)
2 Margaret Thatcher (the film starred Meryl
Streep, Jim Broadbent and Richard E. Grant)
132
Music
Last word: millionaire
Name of the song: Nobody Knows You When
You’re Down and Out
The song is about someone who had plenty
of money but now has none and no friends.
Culture notes: Praised by critics, The Social
Network was a very successful film which
describes how Mark Zuckerberg, a student
at Harvard University, created Facebook. Two
brothers then sued him, saying that the social
networking site was originally their idea, and
Zuckerberg’s co-founder was more or less
forced to leave the company. The real-life
Zuckerberg claimed that the film had many
inaccuracies.
The Iron Lady begins with Margaret Thatcher
as an elderly woman with dementia. In a
series of flashbacks the film then traces her
life from her youth to her election as prime
minister and her eventual resignation in
1990. Meryl Streep won her second Best
Actress Oscar for her performance as the
adult Mrs Thatcher.
Nobody Knows You When You’re Down and
Out was written by the American songwriter
Jimmy Cox in 1923. The blues singer
Bessie Smith made it famous in the 1920s
and 1930s and it’s often sung today. Eric
Clapton sang a version in 1992. The song is
about someone who has lost all his money
and doesn’t have any friends. The song
was written during the Prohibition when
the consumption and sale of alcohol was
restricted in the USA. The fourth line of the
song refers to ‘bootleg liquor’, alcohol that is
brewed illegally.
Lesson 3 And then they lived
happily ever after. pp74–75
Aims
The focus of this lesson is to practise adverbs of
manner and tell a story, to learn words to describe
the face and what people look like, and then
describe the appearance and characters of people
you know.
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MA Stronger students may know these words
already, in which case ask them to cover
the word box and try to complete the labels
without the words. They then listen and check.
Note: You might want to bring in photos of
people’s faces (from magazines or newspapers) for
students to use in this lesson. You could also ask
students to bring in photos of friends or family to
describe in exercise 14.
Transcript and answers
1 hair 2 face 3 nose 4 mouth 5 chin 6 head
7 eyebrow 8 ear 9 eye
You first!
Brainstorm names of famous celebrity couples
and write them on the board. Write their jobs and
nationalities, too.
3
Vocabulary Physical descriptions; parts of
the face
1
If students aren’t sure who these people are,
write some hints on the board, eg a footballer,
a pop singer / fashion designer, an actor /
director, an actor. The person they may not
know is Deborra-Lee Furness (the wife of Hugh
Jackman). Ask students to describe the people
in the photos. Ask: Who looks friendly / sporty /
cheerful / funny / fashionable? Then tell them
to work in pairs to ask and answer questions.
Go through the answers as a class. You could
write the table in the answer key below on the
board and fill in the answers as students give
the answers.
Answers
A
1 He’s Hugh
Jackman.
2 He’s an actor.
3 He’s married to
Deborra-Lee
Furness.
C
B
She’s Victoria Beckham.
She’s a fashion designer
(and singer).
She’s married to
David Beckham.
D
1 He’s David
Beckham.
She’s Deborra-Lee Furness.
2 He’s a football
player.
She’s an actor, director
and producer.
3 He’s married to
She’s married to Hugh
Victoria Beckham. Jackman.
2
Allow time for students to work
individually or in pairs to label the picture.
Then play the audio for students to check their
answers. Play it again, pausing for students
to repeat each word. Review the words by
pointing to parts of your own face (or draw
a face on the board) and asking students to
name them.
2.46
First, identify which name goes with which
photo, then call on students to read a
sentence. Ask the other students if it is
correct and check comprehension of the
words in italics. Point out the use of have in
descriptions, eg David Beckham has fair hair,
and also the use of with in question 1 (where
we follow an adjective with an adjective +
noun: Hugh Jackman is very good-looking with
brown eyes). You might also want to point out
that although fair and blonde have very similar
meanings, fair just means ‘light in colour’, and
can include light brown hair, while blonde
means light yellow hair.
Answers
1 short 2 fair; small 3 wide; blonde 4 brown;
long
4
Give an example by describing one person in
the class. Start with a fairly vague description,
eg She’s quite tall. She wears glasses. Then
make it more detailed. Then ask students to do
the same in pairs.
Extra ideas: You could also ask students
to describe someone they know, or another
famous person. Students could also have fun
drawing cartoons of strange-looking faces
for their partners to describe.
Brainstorm additional words to describe hair:
dark brown, light brown, black, red, straight,
wavy, curly, spiky. You could also go to
Vocabulary plus, SB page 76, and teach parts
of the body or more adjectives for physical
description.
Bring in several pictures of people’s faces.
Scatter them on the table and ask students
to gather round. One student describes a
picture and the others have to identify which
one it is.
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Listening 1
5
lively, nervous. Ask some comprehension check
questions, eg What does the girl look like in
Before Sunrise? Is the boy tall? Where do they
meet? Why does the boy talk quickly?
Check that students understand the words
romantic and scene and ask for some examples
of romantic films. Ask students to describe
what is happening in each photo.
Answers
1 beautiful 2 lively 3 quickly 4 unhappy 5 doesn’t love 6 why
Note that there is more information about each
film after exercise 8.
Answers
1 Before Sunrise; When Harry Met Sally
2 in the street; at a (New Year’s Eve) party
3 happy because they’re in love
6
Tell students to cover the text in
exercise 7. Explain that two people are going
to talk about the photos in exercise 5. Tell
students to listen and work out what question
the people are answering. Play the audio all
the way through and elicit answers from the
class. Note that there could be various possible
questions.
2.47
Suggested answer
What’s your favourite romantic scene?
Transcript
MAN
Oh, it’s a scene in Before Sunrise. Do
you know the film? Two students
meet on a train. She’s beautiful with
blue eyes and long blonde hair. He’s
tall and dark and very lively. They like
each other immediately. But he needs to get off the train before her
and he asks her to get off the train
with him. He talks very quickly because he’s nervous. She listens
carefully and then she says, …
WOMAN
I think it’s probably the scene at the
end of When Harry Met Sally. Sally’s
at a big party. She’s very unhappy
because she thinks Harry doesn’t
love her. Suddenly he’s there in front
of her and he says, ‘The thing is, I
love you.’ She answers angrily and
he tells her why he loves her. She
says ‘I hate you, Harry,’ really sadly.
And they …
7
134
Play the audio again as students listen and
choose their answers. Check the answers as
a class. Check any new words, eg confident,
8
GUESS Brainstorm as many different endings
as possible. If some students know the films
and already know the ending, ask them to wait
until everyone else has had a chance to guess.
Answers
Before Sunrise
She listens carefully and then she says, ‘Let me
get my bag.’
When Harry met Sally
And they kiss.
In his passionate speech to Sally, Harry says, ‘I
came here tonight because when you realise
you want to spend the rest of your life with
somebody, you want the rest of your life to
start as soon as possible.’ In other words he
wants to marry Sally.
Culture notes: Before Sunrise is an American
film (1995) directed by Richard Linklater about
a young American man and a young French
woman who meet on a train, disembark at
Vienna and spend the night walking and
talking. Jesse (Ethan Hawke) is returning to
the USA and Celine (Julie Delpy) is going back
to university in Paris. As the two believe they
will never see each other again, they talk in
a very deep and emotionally sincere way.
Nothing much happens but the dialogue and
feelings are very authentic and the Rotten
Tomatoes score is an incredible 100%. The
film has been described as ‘the best romance
of all time’. There are two sequels: Before
Sunset (2004) and Before Midnight (2013).
When Harry met Sally (1989), directed
by Rob Reiner, is a romantic comedy that
has become a Hollywood classic. The film
stars Meg Ryan and Billy Crystal as college
graduates who meet on a cross-country drive
to New York. They discuss the question ‘Can
men and women ever be just friends?’ and
as they gradually become good friends over
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a period of eleven years, seem to prove that
it is possible. But eventually they become
romantically involved. When this happens,
Harry tries to back down, which hurts Sally
terribly. Harry realises soon enough that
he loves Sally and the film has a traditional
romantic ending.
Grammar Adverbs of manner
9
To help students, ask prompt questions such
as How does he talk? (quickly) How does
she listen? (carefully). Students try to find
the words individually, then work in pairs to
compare answers.
Answers
They like each other immediately.
He talks very quickly ...
She listens carefully ...
Suddenly, he’s ...
She answers angrily ...
She says ... really sadly.
10 To check answers to exercise 9 and give more
information about adverbs of manner, ask:
How many adverbs of manner words are
there in the text? Do they all end in -ly? (all
of them except fast). Point out that not all
words ending in -ly are adverbs – some might
be adjectives. Teach / Elicit that adjectives
describe a noun or person, eg She is careful.
(describes she), The book is big. (describes the
book), but adverbs describe an action, eg She
listens carefully. Ask students if they can find
an adjective ending in -ly in the text (lively).
(Other adjectives ending in -ly are friendly,
lonely and elderly.) We can’t make them
adverbs, as they already end in -ly, so instead
we say, eg in a friendly way.
Note that immediately means instantly or very
soon, and suddenly means unexpectedly or
without warning.
Answers
adjective adverb
sad
+ -ly
quick
angry
y - i + -ly
She looks at him sadly.
He talks very quickly.
She answers angrily.
Refer to the grammar reference on SB page
139, now or at the end of the lesson and go
through it with them.
Extra idea: Mention some irregular adverb
forms, eg good (well), fast (fast) and hard
(hard). Mention some spelling rules such as
dropping the -e in words that end with -le
like possible and terrible. Also point out that
we double the consonant in words that end
with ‘l’ like careful (carefully).
11 This is a pairwork information-gap activity.
Each partner looks at a different page. Make
sure students don’t look at each other’s story
while doing this activity. They each read their
story and make notes in the table. Then they
ask each other questions and make notes on
their partner’s answers. Finally, they use all the
information to find the differences between
their stories. Discuss the differences as a class
and brainstorm possible endings.
Tip: For pairwork or small-group activities you
may want to pair students in same-level
pairs or in mixed-level pairs. When pairs are
at the same level, you can offer more time
to those who need extra support, while
other students can move ahead at a faster
rate. In mixed-level pairs, weaker students
get help from stronger ones, while stronger
students can also benefit from helping or
explaining new language.
you know?
Brainstorm
* Did
possible reasons why married men
live longer but married women don’t.
Listening 2
12
2.48 Ask students to describe the photo and
make some guesses about these people. Ask:
How old are they? Are they married? What are
their jobs, hobbies? Do they have children?
Ask students to read the statements and
check they understand them all. Explain that
they are going to hear a talk by a journalist
about a couple she interviewed. They have to
identify who says each thing. Play the audio
as students choose their answers. If necessary,
play it again for students to check their
answers, then check answers as a class.
Answers
1S 2S 3S 4J 5S 6T 7T 8T
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Transcript
What are the ingredients of a happy marriage?
I talked to Serena and Tony Roberts – they
are a good example of a happy couple. She’s
a sports journalist and he’s a music teacher.
Serena said, ‘One ingredient is character. We’re
quite similar, so we get on well. And we have
similar lifestyles, too. We both work hard and
get up early. And we have a lot of the same
interests – for instance, we both love sport.’
I said that happy couples often look similar –
Serena and Tony both have small faces and
they’re tall and slim. ‘That’s interesting, but I’m
not sure I agree,’ said Serena. ‘An important
thing is trust,’ Tony said. ‘Also, when you’re
wrong, say sorry.’
Tony went to make the tea, and five minutes
later we heard a crash from the kitchen, and
then Tony’s voice. ‘Sorry!’ he said.
Extra idea: Ask additional questions about
the audio, eg What are their jobs? How
are their lifestyles similar? What are their
interests? Do they look similar? In what way?
Why does Tony say ‘Sorry!’?
Vocabulary plus p76
Parts of the body (1)
1
Ask students to look at the photo and say
all the words they know. Ask which words
they find difficult to remember and which
words are difficult to pronounce. Check the
pronunciation of those, eg knee (silent ‘k’),
wrist (silent ‘w’), stomach (/ʌ/ for ‘o’ and final
/k/ sound for ‘ch’). Review all the face words
from SB page 74.
2
Play the audio, pausing for students to
repeat each word. Play the audio again and ask
students to point to the correct part of their
body.
Transcript
1 head 2 neck 3 shoulders 4 arm 5 elbow
6 wrist 7 hand 8 finger 9 stomach 10 leg
11 foot 12 knee 13 ankle 14 toe 15 back
3
Speaking
13 This exercise gives students the opportunity
to respond to the audio with their own
opinions while also recycling new words and
language to express their ideas. Go through
the questions with the students and elicit a
few ideas. Monitor students as they work,
making a note of any common problems with
grammar, pronunciation or intonation. You
could ask students to give feedback to the
class and see if students had similar opinions.
14 Go through the bullet points and make sure
students know what they should include in
their description. Model the example or ask
a student to read it out. Allow some time
for students to talk together and exchange
information. Then ask two or three volunteers
to tell the class their descriptions. Ask the
others to ask follow-up questions about each
couple. You may also want to set this as a
written task for homework.
Extra idea: Students bring in photos of their
family and good friends and describe their
physical appearance and character.
136
2.49
Say: Follow the instructions and then read
out the example. Check that students have
done the movement correctly. Give some more
example instructions to the class and ask them
to do the correct movements. Ask students to
practise in pairs. Monitor pairs as they work,
making a note of any common problems with
pronunciation and intonation. Make sure
they are using the imperative for instructions
correctly too. If necessary, go back over the
grammar notes for the imperative on SB page
132.
When they have finished, ask one student
to come to the front of the class and give
instructions to the rest of the class.
Extra idea: Draw a stick figure on the
board and number the parts of the body
in a different order to that in the book. Tell
students to write the words in the correct
order in their notebooks. Then ask students
to come to the board and label the diagram.
MA Students who need more support can
look at their books. Other students should
keep their books closed. Check pronunciation
and spelling.
Verbs of movement
4
Illustrate the meaning of the words in the
box by miming the movements. Then give a
few instructions using the verbs, eg raise your
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hand, bend your wrist, etc. Practise the verbs
with the class and check their pronunciation.
Tell students to look at the pictures. Point
out that the arrows in the pictures will help
them work out the answers. Allow time for
students to complete the missing words either
individually or in pairs.
5
7
Note: The vowels in the names rhyme with the
first vowel in the adjective, eg in Paul is tall the
/ɔː/ sound is in both words. You may want to
use this exercise to practise vowel sounds.
Play the audio for students to check
the answers, then play it again for students to
do the actions along with the audio.
2.50
Note that the illustrations show the exercises
being done sitting down. They could, of
course, be done standing up, but that is
often not practical in a classroom. Make sure
students follow the instructions carefully so
that they don’t strain their backs.
Answers
1 Raise 2 touch 3 bend 4 Touch 5 bend
6 touch 7 Move 8 Turn
Transcript
OK, everyone, here are some exercises you can
do sitting down. Do each action five times. Are
you ready? Let’s begin!
Raise your arms above your head and look up.
Good. Now touch your toes – you can bend
your knees a little! That’s right, great!
OK, next exercise. Touch your left knee with
your right elbow – don’t bend your back! Now
touch your right knee with your left elbow. Five
times. Very good.
Now – move your shoulders up and down five
times. That’s right. Now turn your head from left
to right – slowly. Great! OK, next exercise ...
Physical descriptions
6
Go through the words in the box by saying each
word and asking students to repeat. Check
they say each one correctly. Use gestures to
illustrate the meaning of each word. Then write
the names of the people on the board and ask
students to match them with the adjectives.
Ask: Which words are opposites? (short / tall)
Which words are synonyms? (slim / thin, but
note that slim has a more positive feeling).
Ask students to work in pairs. They will check
their answers in the next exercise by listening
to the audio.
Ask volunteers to look at their answers
from exercise 6, and write a sentence for each
person. Ask individual students to say their
sentences and ask if everyone agrees. Then
play the audio for students to check their
answers. Play it again, pausing for students to
repeat each sentence.
2.51
Transcript and answers
1 Paul is tall. 2 Dee is medium-height. 3 George is short. 4 Kim is thin. 5 Bill is slim.
6 Rose is overweight. 7 Ben is well-built.
8
Tell students to work in pairs and give each
other instructions. You may want to illustrate
some easy stick figures on the board to help
students who aren’t confident about drawing.
MA Weaker students could write out their
instructions before they begin.
Focus on: good
Explain that good can be used in a variety of
different ways. Ask students to try and give you
some examples of uses they already know, eg This
food is good. (= delicious) This book is good. (=
interesting) This hotel is good. (= excellent, high
quality).
Go through the sentences and check
comprehension. Then allow time for students to
write their answers. Check the answers as a class.
Answers
1g 2d 3a 4h 5c 6b 7e 8f
Extra ideas: Ask students to cover the
left-hand column and try to remember the
sentences.
As a class, think of some ways we use the
words bad and not bad, eg I feel bad. The
film was really bad. I’m not bad at tennis.
The film wasn’t bad. How are you? / Not bad
Point out that not bad actually means quite
good.
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Everyday English p77
2
Asking for, giving and refusing
permission
1
2
Tell students to cover exercise 2 and ask them
to describe the scenes. Ask: Where are they?
Ask students what they already know about
this couple, eg What is their relationship?
Brainstorm as many questions as possible and
write them on the board. Ask students to write
complete sentences for the speech bubbles for
the two photos, then elicit answers but don’t
say if they’re correct.
Ask students to explain the reasons for their
answers in exercise 1. Then model the first
conversation with a student and elicit the
missing question for photo A. Ask students to
match each photo with a conversation. Don’t
worry about the missing last line at this point
– they will complete the conversations in the
next exercise.
LAURA
JACK
LAURA
4
2.52
5
138
Brainstorm a couple of answers to each
question, eg No, sorry, you can’t, I need it. /
Yes, of course you can. / Yes, just for an hour
because then I need it. Then ask students to
work in pairs. Suggest that each pair develops
two conversations for each question, one
giving and one refusing permission. Students
should use the conversations from the video as
a model. Monitor pairs as they work, making
a note of any common grammar, vocabulary
or pronunciation problems. Ask volunteers to
present their conversations to the class.
Talking about possibility
6
Answers
1 No, you can’t. Sorry.
2 You can have it tomorrow
Transcript
1 LAURA Can I use your tablet?
JACK
Yes, you can, but I need it later.
LAURA Can’t I take it to work?
JACK
No, you can’t. Sorry.
Ask students to practise the conversations
in pairs, then ask a few pairs to act out the
conversations for the class.
Alternatively, students can use the karaoke
function on e-zone. They start the video and
watch the conversations. Then they select
the role they want to play, click on the play
button and speak their part when they see the
highlighted words on the screen.
6 Decide whether you are going
to use the video or simply play the audio.
Brainstorm ideas for the missing sentence
in each conversation and write them on the
board. Play the video or audio for students to
check their answers. Tick any correct guesses
on the board and see if anybody guessed the
exact words. Play the video or audio again,
pausing for students to repeat each line. Pay
attention to stress and intonation.
Can I borrow your motorbike this
afternoon?
No, sorry, you can’t, not today.
What about tomorrow?
You can have it tomorrow, sure, no
problem.
MA For an extra challenge, students can try to
act out the conversations with books closed.
You can put key words on the board to help
with this.
Answers
1A 2B
A Can I use your tablet?
B Can I borrow your motorbike this afternoon?
3
JACK
Discuss the different rules there are in an office
and ask students about their experience of
office rules. Point out the ticks and crosses
after each sentence and explain that they refer
to things that you can or can’t do.
Do the first item as an example with a student.
Ask: Can you wear jeans on Fridays? Elicit: Yes,
you can, then the complete sentence: You can
wear jeans on Fridays. Ask students to write
the remaining sentences. Ask: Which ones are
surprising? Which ones are normal? Which
ones do you agree or disagree with? Don’t
check if their answers are correct yet.
7
2.53 Play the audio for students to check
their answers. If necessary, play it again if
students weren’t sure.
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Answers
1 You can wear jeans on Fridays.
2 You can’t use social networking sites.
3 You can’t send personal emails on / from
the office computer.
4 You can have a break at 11.00.
5 You can’t put your feet on the / your desk.
Transcript
MANAGER
ALEX
MANAGER
ALEX
MANAGER
ALEX
MANAGER
ALEX
MANAGER
ALEX
Alex, can we talk about office rules?
Sure. Sit down.
Thank you. Um, it’s ten o’clock.
You can have a 15-minute break at
11, Alex, but not at ten.
OK, sorry.
And please don’t go on Facebook
during office hours. And you can’t send personal emails on the
office computer.
Oh, OK! So I can’t go on Facebook
or send personal emails?
That’s right. And, um, clothes –
you can wear jeans on Fridays. But
only Fridays. Today’s Tuesday.
OK. Jeans on Fridays only.
And please don’t put your feet on
the desk.
Yes, I’m sorry about that.
Culture note: There are different rules about
office clothing in different cultures. Some are
formal, requiring jackets and ties for men, for
example, and some are more casual. Some
companies have an office handbook where
the dress code is described in detail. In the
UK and the USA, some offices have ‘Dressdown Fridays’ when workers can wear jeans
and other more casual clothing, but some
offices are against it as they say it affects work
productivity negatively. Generally speaking,
tech and computer company office workers
tend to wear more casual clothing.
9
Ask pairs to work with another pair so they are
in groups of four. Tell them to talk together
about the rules they wrote. Model the example
dialogue so they can see that they have to
ask questions about the other pair’s rules. A
student from the other pair responds with the
rule they wrote. If they didn’t write something
about a specific situation, they should ask
about another. Find out how many pairs wrote
similar rules.
Extra ideas: Invite a volunteer to the front
of the class (to play the ‘office manager’).
Everyone in the class must ask him or her
questions about the rules.
Extend this activity by making a list of rules
for the school or classroom. Role-play a
conversation with a new student about your
school or classroom.
10 Go through sentences 1–4 and check
understanding. Then look at statements a and
b. Teach / Elicit that these are two different
uses of the verb can. Students do the activity
individually. After checking the answers, you
may want to do further work on contrasting
can for ability with can for permission.
Answers
1a 2b 3b 4a
11 Review ways of making suggestions by looking
at Unit 3, SB page 33 again. Go through the
table and make sure students understand the
instructions.
Model the beginning of the conversation using
Let’s or How about …? Monitor pairs as they
work, making a note of any problems with
grammar, vocabulary or pronunciation. Ask
two or three pairs to present their conversation
and ask the class to give feedback.
we don’t say … / we say …
This section focuses on the following areas:
8
Go through the example with the class and
brainstorm one or two other ideas as a class.
Think of things the rules could be about, eg
clothing, breaks, using the phone, using the
internet, talking, having food or coffee at
your desk, etc. Choose five areas for the class
to write about. Put students in pairs to write
their office rules. Monitor pairs as they work,
making a note of any problems with grammar,
vocabulary or pronunciation.
Jetstream.TG_mod4_finals2.indd 139
•
•
•
•
incorrect use of infinitive with to after can
incorrect word choice
use of adverb instead of adjective
omission of to before the verb after want
Ask students to cover the green we say …
side and see if they can correct the mistakes
themselves before they look and check.
Unit 8
139
10/02/15 10:36
Units 7&8 review
Note: If possible, see if you can find a clip of one
of the chefs in the article preparing a dish online.
You could also bring in a TV guide for the next
week, or download one from the internet.
Reading
1
As a warm-up activity, discuss the idea of a
TV chef or a celebrity chef. Ask: What makes
a good TV chef? Do you have any favourites?
Why do you like them? What makes them
popular?
Tip: One way to check comprehension of a
reading text is to write some answers
on the board so that students can make
questions, eg The Middle East (Where is
Yotam Ottolenghi from?), Olive oil (What
does Mario put in his orange cake?), She
has long dark hair. (What does Nigella look
like?).
Extra ideas: If you were able to find one,
show a short video clip of one of the chefs in
the article demonstrating a recipe. Play the
video with the sound off. Students should
watch and make notes on the ingredients,
including any cooking techniques they
notice. Then play the video with the sound
on to see if they were correct. Ask for their
opinion of the food.
Ask students to describe the people in the
photos and guess what kind of food they like
to prepare. Ask: What does the title mean?
(hot can mean a hot temperature, spicy or
very popular). Allow some time for quiet
reading. While students are reading, draw a
chart on the board with two columns: one for
personality and one for appearance. When
they have finished reading, invite students to
tell you what to write in each column.
Answers
Personality: the chefs need to be lively and
confident
Appearance: … and she’s very beautiful, with
long dark hair
2
Go through the questions first so that students
know what they are reading for. Allow time for
students to read the article again and find the
answers. Check the answers as a class.
Answers
1 Nigella Lawson doesn’t think much about
calories.
2 Jean-Christophe Novelli cooks healthy food.
3 None of them cooks just meat and fish.
4 Mario Batali changes traditional Italian recipes.
5 Rachael Ray does very easy recipes.
6 The chefs on the TV programmes need to
be very lively.
140
pp78–79
Ask students to choose one of the chefs in
the article and find out more about them for
homework. Ask, eg How did they start in the
food industry? What are their books called?
Do they do anything else, or do they just
cook?
Grammar and writing
3
Review when to use some and any, looking
back at SB page 63 if necessary. Ask students
to write the sentences individually, then ask
volunteers to read out their sentences. Ask
them to explain the reasons for their choices.
Ask: Why did you use ‘some’ and not ‘any’?
Answers
1 Nigella Lawson makes some very sweet
desserts.
2 There are some wonderful food programmes on TV.
3 Does Rachael Ray have any difficult recipes?
4 Is there any olive oil in Mario Batali’s famous
orange cake?
5 This easy recipe doesn’t have any flour in it.
6 Does Novelli use any butter in this starter?
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4
Discuss whether celebrity chefs are popular
in students’ countries. Try to pair up students
who know about a celebrity chef with any
that don’t. You may want to start this activity
in class and ask students to finish it for
homework. They can read their descriptions to
the class in the next lesson.
Extra idea: Read the other types of TV
programme and ask students to give an
example of each one.
7
Extra idea: Ask students to role-play an
interview with one of these chefs.
5
Review the adverbs relating to the adjectives
in the box, reminding students of the irregular
form for good – well.
2.54 Allow time for students to read the
questions and predict the missing words. Then
play the audio for students to check their
answers and write them on the board. Play the
audio again, pausing for students to repeat
each line.
Answers
1 How much 2 of TV programmes 3 How often 4 you interested
MA With weaker students you could
read through the article first and check
comprehension of any difficult words, eg
winner.
Transcript
INTERVIEWER
Ask students to work individually, then
compare answers in pairs. Check the answers
as a class, asking students to give their reasons
for choosing each word.
MAN
WOMAN
Answers
1 well 2 sadly 3 badly 4 confidently 5 quickly (the last two could be in any order)
INTERVIEWER
WOMAN
Preposition park
INTERVIEWER
Go through the text and check understanding of
cookbook (it’s the same as cookery book, which
students will also hear in English). Go through the
prepositions and teach / elicit what words are used
with each one. Ask, eg Do we say a book is for, by
or about someone when he / she is the author?
Do you buy a present for, by or about someone?
Ask students to work individually, then compare
answers in pairs. Check the answers as a class.
WOMAN
INTERVIEWER
MAN
INTERVIEWER
MAN
WOMAN
Answers
1 for 2 by 3 about 4 by
Listening and speaking
6
8
How much television do you
watch?
I don’t watch much TV – maybe
once or twice a week. I prefer
reading.
I watch about one or two hours
a day.
What are your favourite types of
TV programme?
I like crime dramas. And soap
operas. I love soaps.
How often do you watch them?
I watch a soap almost every day!
Really! What about you, Ali?
No, soap operas don’t interest
me. But yes, I enjoy crime dramas.
What about food programmes?
Are you interested in them?
I love cooking, so yes, I often
watch them.
I can’t cook and I don’t want to
cook. I never watch them.
Play the audio again, pausing to allow time for
students to write their answers.
Look at the photo and ask students what
they think is happening. Elicit what kind of TV
programme it is. Ask: How do you know?
MA With stronger students, before you play
the audio again, ask if they can remember
what the woman said.
Answers
It’s a talent show.
Extra idea: Ask students if they can
remember what the man said. Play the audio
again to check.
Units 7&8 Review
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Answers
1 I watch about one or two hours a day.
2 I like crime dramas. And soap operas. I love
soaps.
3 I watch a soap almost every day!
4 I can’t cook and I don’t want to cook. I
never watch them.
9
Before students begin, go through the
instructions and make sure students are clear
what they have to do. Tell them to work in
pairs to write their survey, then note down the
answers to their questions. Students should
then present the results of their survey to the
class.
MA You could ask weaker students to look at
transcript 2.54 on SB page 150 and use the
interview as a model for their survey.
Cross Culture: TV across the world
a
Before you begin this activity, ask students
about their favourite TV programmes. Take
a class vote on the most popular type of
programme. Then ask students to look at the
photo and explain what is happening. Ask:
Who are these people? Do you recognise the
programme? What is the programme about?
Go through the phrases in the box.
Answers
1 Dancing with the Stars is a dance competition for celebrities.*
2 Turkish soap operas are very romantic and
exciting and show beautiful places in Turkey.
3 Friends was successful all over the world
because it was a happy, funny show.
*Note: Dancing with the Stars is the American
version of the popular British dance show Strictly
Come Dancing.
c
This exercise encourages students to relate the
information in the text to their own cultures.
Ask students to work in groups to discuss the
questions, then ask groups to give feedback
to the class. Find out which foreign TV
programmes are popular and why.
Extra idea: If you brought in a TV guide,
make sure you have enough copies for each
pair of students. Ask pairs to choose what TV
programmes they want to watch tonight and
say why.
Allow time for students to read the article
and complete it with the correct phrases.
Encourage students to ask you about any new
words, eg stars, celebrities, competition.
Answers
1b 2a 3c
b
142
Tell students to read the article again and
answer the questions. Discuss the answers
with the class. Ask students to add any other
details they know about these TV programmes.
Ask, eg Are they similar to programmes in
your countries? Does anybody watch ‘Modern
Family’? Do you know the names of any
Turkish soap operas?
Units 7&8 Review
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9
UNIT
FOCUS
Clouds, clothes and careers
GRAMMAR: present continuous; present continuous v present
VOCABULARY: weather, clothes; jobs
FUNCTIONS: describing clothes; talking about jobs; shopping
Lesson 1 He’s singing in the
rain. pp80–81
Extra information: Some students may know
that photo A is from the film Singing in the
Rain, a famous Hollywood musical from 1952
starring Gene Kelly.
Aims
The focus of this lesson is to introduce the present
continuous and to learn words for weather and
for clothes, as well as give opinions about people’s
clothes.
Note: If possible, find a video weather forecast
for your area before the lesson so you can use it
in exercise 2. You might also want to bring in a
stopwatch and pictures of people wearing various
clothes for exercise 10.
2
Ask students to talk about when and why they sing.
Vocabulary Weather
3.2 Ask students to describe the photos.
Ask: Where are the people? (in a park, on a
beach, on a street, etc). Then ask students
to read the sentences and match them with
the photos. Check understanding of each
weather type. Check understanding of the
question What’s the weather like? Elicit / Teach
the phrase be like to ask about the qualities
or features of something, eg What’s he like?
What was the film like? Play the audio for
students to check their answers, then play it
again, pausing for students to repeat each
sentence. You may want to ask students to
identify which words are verbs and which are
adjectives – we can say: It’s a windy day. but
not: It’s a raining day.
3
3.3 Model the tongue-twister with one
P
or two students first, then play the audio and
ask students to say both lines along with the
audio (this should produce some laughter!).
Put students in pairs to practise the tonguetwister. Walk around the class and monitor
pairs as they say it – you may want to vote for
the best pair and give them a prize.
Transcript
MAN
Was it wet and windy in west Wales
on Wednesday?
WOMAN
Yes, it was. But it was wonderfully
warm at the weekend!
Extra ideas: You could practise this with the
class divided into two – one group says the
first line, the second group says the second
line, then swap over.
Answers
1B 2F 3D 4C 5E 6A
Transcript
A It’s raining. It’s very wet.
B It’s cold.
C It’s warm.
D It’s snowing.
E It’s hot. It’s very sunny.
F It’s windy and cloudy.
Ask students about the weather today where
you are and in their countries. Ask: Why do
you like cold / warm / wet weather? Where are
the best places to live in the world for good
weather? Ask students to work in pairs to
discuss the questions, then get feedback from
the pairs and find out what the favourite kind
of weather is for the whole class.
Extra idea: If possible, use a video clip of the
weather forecast for your area. Play it with the
sound off and ask students to write down as
many weather words as they can. Then play it
with the sound on to see if they were correct.
You first!
1
simple; state verbs; have to
Ask students to create their own tonguetwisters with different sounds, eg Was it sunny
or snowing in Sydney?
Grammar Present continuous
4
Write the information below on the board to
contrast the meaning of something you do
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every day (present simple) and something you
are doing right now (present continuous):
Mon. Tues. Weds. Thurs. Fri.
about the situation in each photo and write
any new words on the board.
6
I go to work every day.
Today – 11.15am
I’m sitting at a desk in the classroom.
Ask students to notice the form of the
questions and sentences in the grammar table.
Ask questions, eg What happens to the verb
‘be’? (It changes according to the subject.)
What happens to the main verb? (It doesn’t
change.) What do you notice about the
spelling of the -ing form? (swim has a double
m, have has no -e).
Read through the sentences first and ask
students to match them with the correct
photo (1A, 2F, 3C, 4E). Students work on their
own to complete the sentences, then invite
volunteers to write their answers on the board.
MA For extra support, write the missing words
on the board in a random order.
Put students in pairs to ask and answer the
questions, then practise in open pairs around
the class. Ask follow-up questions in each case,
eg What are you listening to? What are you
reading? What food are you thinking about?
Tip: Closed pairs are when students all work
simultaneously with a person sitting next
to them. Open pairs are when you ask
one student to ask a question and another
student across the room to answer. You
can nominate the person to answer, or the
student can.
Answers
1 Are you listening to music right now?
2 Are you reading a book at the moment?
3 Are you thinking about food?
4 What are you doing?
Practise the short forms and the full forms,
showing that What is = What’s, He is = He’s,
etc. Remind students that short forms are
generally used in speaking and in informal
writing.
Answers
1 What is he doing?
He is dancing and singing.
2 Where is he walking?
He is walking on the beach.
3 What are they doing?
They are having a picnic.
4 Why is she having a drink of water?
Because it’s hot and she’s thirsty!
Refer to the grammar reference on SB page
139, now or at the end of the lesson and go
through it with them.
Extra idea: Ask students to come up with
alternative answers to each question, eg In
picture C they’re talking and laughing. They’re
sitting on some grass.
5
144
GUESS Model the example dialogue
with one or two students and focus on the
language they need, eg perhaps, maybe. Put
students in pairs or groups to work through
the questions. Encourage active guessing
Allow a minute or two for students to
complete the sentences individually. You may
want to explain that right now can cover
a period of time around the present, not
necessarily at this very moment.
Vocabulary Clothes (1)
7
Ask students to look at the photos.
Go through the seasons associated with each
photo. Ask: What clothes are the people in the
photos wearing? Students work individually
and try to name as many of the clothes as
they can. Play the audio for students to check
their answers, then play it again, pausing
for students to repeat each word. Note the
pronunciation of any difficult words, eg
gloves (/ʌ/ sound), suit (/uː/ sound), sweater
(/e/ sound). Point out that sweater can also be
jumper. Ask students which names for clothes
are very similar in their language and which are
very different.
3.4
Answers
1 belt, hat, shoes, skirt, top
2 flip-flops, shirt, shorts, T-shirt
3 top, boots, jacket, trousers
4 cardigan, gloves, hat, leggings, scarf, sweater, trousers
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Note: You could turn to SB page 86 and do
the Vocabulary plus section on clothes at this
point.
Transcript
belt, boots, cardigan, flip-flops, gloves, hat,
jacket, leggings, scarf, shirt, shoes, shorts,
skirt, suit, sweater, tie, top, trousers, T-shirt
Extra idea: You could ask extra questions
about the clothes vocabulary, eg How many
of these clothes can you see in the room right
now? Are there any clothes here that you
never wear?
8
Talk about the questions briefly, referring back
to the word box in exercise 7. Go through the
example sentence with the class, pointing out
that these sentences are about regular habits
and that is why we use the present simple.
Then allow three or four minutes for students
to write their sentences. Invite volunteers to
read their sentences aloud. Other students can
raise their hands if they are true for them too.
Correct pronunciation as needed.
Speaking
9
Tell students to look at the photos in exercise
7 again. Ask: Which clothes do you like or
dislike? Go over the words in the word box and
teach / elicit which ones are positive, negative
or neutral (positive: amazing, beautiful, great;
negative: awful, horrible, silly, ugly; neutral:
alright, nice). Ask students if they can add
any more words to the list. Model the words
and the example dialogue, using slightly
exaggerated intonation and expression to help
convey the correct meaning. Students can
practise the questions in pairs.
Focus on the grammar information below
the exercise. Point out the use of the correct
pronouns when you’re referring back to
something you’ve mentioned before.
10
Tell students to work in pairs. Explain that
you will set a time limit for students to study
each other’s clothes. Afterwards they should
shut their eyes (or sit back to back so they
can’t see other) and follow the instructions.
Set a stopwatch for 30 seconds. When the 30
seconds are up, tell everyone to shut their eyes.
Read out instructions 1 and 2 and tell students
to start talking (no looking!). You may want
to ask students to switch partners and do this
exercise a few times.
Extra idea: Bring in pictures of people
wearing different types of clothes and ask
students to write descriptions, eg She’s
wearing an amazing pink dress. Provide extra
vocabulary as needed, eg buttons, sleeves,
heels, pockets, etc.
you know?
* Did
Ask: Who is Princess Beatrice – whose
daughter is she? What relation is she to the
Queen of England? Who are Prince William
and Kate? What is Princess Beatrice wearing?
Note: This kind of hat is known as a fascinator,
an alternative to a hat for formal occasions
such as weddings.
Lesson 2 She wears a uniform
at work. pp82–83
Aims
The focus of this lesson is to contrast the present
continuous and the present simple, to talk about
jobs and uniforms and discuss stereotypes within
jobs.
You first!
Ask students to describe their uniforms if they
wear one, or describe work uniforms that are
common in their countries. If students are younger,
you might also ask about school uniforms.
Speaking
1
Ask students about the photos and write the
jobs on the board. You might want to supply
other useful vocabulary, eg glasses, suitcase,
apron, stethoscope. Read out the questions
– you may want to contrast What do you
do? and What are you doing? and She wears
a uniform. (every day) and She’s wearing a
uniform. (right now)
Point out the grammar information below
the exercise and the use of do to ask about
jobs: What do you do? Note that do is not in
the answer, instead we use the verb be: I’m a
teacher.
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Answers
A 1 He’s wearing a blue (short-sleeved)
shirt, black trousers and a black tie.
2 He’s an airport security guard / officer.
B 1 She’s wearing a dark blue jacket and
a dark blue skirt with black high-
heeled shoes. She’s wearing a scarf
around her neck.
2 She’s a flight attendant.
C 1 They’re wearing white jackets with
dark buttons and white hats.
2 They’re chefs / cooks.
D 1 She’s wearing a blue top
2 She’s a nurse / doctor.
2
Explain that What is … like? means Describe
the …. You may want to set a time limit of one
minute for this activity and see how many jobs
students can come up with. Review names of
jobs that come up, eg doctor, nurse, firefighter,
postal worker, waiter, bank worker, police
officer, train ticket inspector, bus driver, hotel
receptionist. You could also ask students to
think of some jobs where people don’t wear a
uniform.
Culture note: Jobs in which people have
to wear uniforms vary by country. In the
USA, uniforms are quite common in the
following jobs: petrol station attendants,
bank employees, post-office workers, chain
restaurants such as McDonald’s and Pizza Hut,
supermarket checkout assistants, bus drivers.
You may want to compare this across cultures
and talk about the advantages, or not, of
wearing uniforms.
Grammar 1 Present continuous v present
simple
3
Review the forms of these two tenses by
looking at the sentences in the grammar table.
Ask: What are the differences? Allow time for
students to complete the rules individually,
then check answers in pairs.
Answers
1 present continuous 2 present simple
Refer to the grammar reference on SB page
140, now or at the end of the lesson and go
through it with them.
146
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4
Get students to complete the sentences
individually, then compare their answers with
a partner. Call on individuals to read out their
answers. To help reinforce the difference
between the present simple and present
continuous, ask students to say in each case
whether it happens in general, is happening
now or is describing a photo.
MA For an extra challenge, ask stronger
students to make four new sentence pairs,
one pair for each picture. For students who
need more support, write sentences with some
mistakes on the board and ask them to correct
them.
Answers
1 are wearing; don’t wear 2 is working; often
works 3 travels; is visiting 4 often works;
doesn’t make
5
Tell students to complete the dialogues
individually, then ask pairs to read them out.
Compare the meanings of these questions and
why different tenses are used.
Answers
1 A Are you phoning someone?
B No, I’m not.
2 A Is someone phoning you?
B Yes, they are.
3 A Do you work in a hotel?
B Yes, I do.
4 A Are you a receptionist?
B Yes, I am!
Extra idea: Ask students to make up two new
dialogues with different verbs.
6
This exercise focuses on present continuous
and present simple questions. Demonstrate an
example by miming an action associated with
a job. Make sure students ask you questions
such as, Are you driving? Are you wearing a
uniform? You can only answer yes or no. Point
out the picture, which shows a student miming
a phone call. Note that this picture relates to
the questions and answers in exercise 5, and
helps to give students an idea of what to do.
Remind them to use the questions in exercise 5
as a model.
To ensure a variety of jobs, you may want to
write jobs on pieces of paper and pass them
around. Students work in small groups and
10/02/15 10:41
follow the instructions. Invite some volunteers
to come to the front of the class and mime
their activity. Make sure the class asks a
maximum of ten questions.
Answers
1 false: There are more female nurses than
male nurses.
2 false: The numbers of male nurses are
going up fast.
3 false: He is studying to become a nurse.
4 false: He originally wanted to study law.
5 true
6 true
Reading
7
Ask students to look at the poster (Are
you man enough …) and guess what this
advertisement is for. Ask: How does the
advert work? What’s the idea behind it? (It’s
attempting to counter the idea that nursing is a
job just for women. It’s a job for men too, ‘real’
men who are brave.) Ask: Why do you think
nurses are more often women than men? Find
out if that is true in their countries.
Put students in pairs to describe men from the
advert. Ask one or two students to give their
description to the whole class and see if the
class can guess which man it is.
8
THINK Encourage students to use their own
knowledge to think about the questions.
Answers
1 The men do a variety of other things.
(Note the following about each man, from
left to right: 1 He’s a snowboarder. /
He goes snowboarding.
2 He’s a retired army officer. 3 He runs
marathons. 4 He’s a retired army
officer. 5 He rides a Harley Davidson
motorbike. 6 He’s a US Navy SEAL. 7 He’s a Kenpo black belt. 8 He plays rugby. 9 He plays basketball.)
2 To persuade more men to become nurses.
9
This is an opportunity for students to do research
outside the classroom and tell the class about their
findings in the next lesson. Brainstorm a few ideas
about different jobs or careers they could research.
Grammar 2 State verbs
11 Read through the notes and look at the list of
verbs in the grammar box. Some other state
verbs you might want to teach are: know,
want, imagine, and have (= own, eg I have a
car.). Elicit some examples of sentences using
these verbs, eg I love my job. (not I’m loving
my job). Students may find this difficult as in
modern English you often see the phrase I’m
loving ... Point out that while this is increasingly
common, it is not grammatically correct.
Tell students to find and underline as many
state verbs as they can in the article.
Answers
Morris ... wanted to study law
He thought the nurses were wonderful.
I hated hospitals … now I think they’re
fantastic
... do you know what?
I feel at home.
I really enjoy doing my job.
I love caring for people.
I love my job.
I know I’m making a difference.
Now tell students to read the article. Allow
some quiet time for reading. Encourage
questions about new vocabulary. Point out the
question in the title and elicit a few answers
from the class. Does everyone agree? Ask
students to explain their ideas by asking which
sentence in the article supports their answers.
Ask: Which fact surprises you most?
Answer
No, I’m a nurse.
10
Explore
Read through the questions first and check
comprehension. Then ask students to cover the
article and write their answers. They then read
the article again to check. Ask them to correct
the false sentences and ask which sentences in
the article support their answers.
Refer to the grammar reference on SB page
140, now or at the end of the lesson and go
through it with them.
12
3.5 Go through the dialogues first, then
allow time for students to work individually.
They can compare answers in pairs. Play the
audio for students to check their answers, then
play it again, pausing for students to repeat
each line. Discuss the reason for the use of
tense in each case.
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Answers
Speaking
1 Do you believe; think 2 don’t understand;
does it mean; means 3 Do you mind 4 Do you prefer; love; don’t like
1
Transcript
1 MAN
Do you believe there’s life on
Mars?
WOMAN
No, I think that’s impossible.
I don’t understand the word
2 MAN
enough. What does it mean?
WOMAN
It means sufficient.
Do you mind if I sit here?
3 MAN
WOMAN
No, that’s fine.
Do you prefer orange or apple
4 MAN
juice?
WOMAN
I love apple. I really don’t like
orange juice very much.
13 EVERYBODY UP! Energise your class by
asking students to stand up and talk to as
many people as they can. Start by eliciting one
or two questions and answering them yourself,
eg Are you wearing red socks? Do you work
in an office? Set a time limit of five minutes
for students to find one person for each fact.
When they have finished, they can sit down.
Then ask a student to ask: Who’s wearing red
socks? The other students will reply with the
names.
Extra idea: Students work in pairs to find five
things they both love, five things they both
hate, and five things they don’t believe in.
Brainstorm as many answers as possible.
Provide verbs as needed, eg draw, sketch,
press, catch, hold, watch, search for, climb,
meet, visit. Check that students are using the
present continuous correctly.
Answers
Ron is drawing a criminal.
Luis is milking a snake.
Sue is watching for fires.
Sid is giving presents to children at Christmas.
2
Tell students to read the text quickly and match
it with one of the photos. Ask about any new
words, eg volunteer, map, calm. Ask students
to give reasons for their answer. Ask: What
helped you choose the person?
Answer
Sue
Explore
This is an opportunity for students to do research
outside the classroom and tell the class about
their findings in the next lesson. You may want
to brainstorm some possible jobs in class, eg ice
cream taster, perfume-maker, personal shopper,
dogwalker, crocodile catcher. You can elicit /
suggest words for students to type into a search
engine, eg unusual / weird / strange jobs.
Grammar have to / don’t have to
3
Aims
Check understanding of the meaning of have
to by asking about Sue’s job, eg Does she
have to wear a uniform? (No, she doesn’t.
It isn’t necessary. She doesn’t have to wear
a uniform.) What about reading a map? Is it
necessary? (Yes, it is. She has to read a map.
It’s necessary.)
The focus of this lesson is to practise have to and
don’t have to and to talk about skills and qualities
needed in different jobs.
Tell students to work individually to find
example of have to in the text, then check
answers as a class.
Lesson 3 I have to think
quickly! pp84–85
You first!
Read the names of the jobs and ask students
to think of adjectives to describe them. As they
do so, write adjectives on the board: fun, scary,
dangerous, interesting, creative, important, etc.
Then ask students to answer the question and
explain why. Find out which of the jobs is most
popular with the class.
148
Answers
I don’t have to do this job …
I have to have very good eyes …
… I have to read a map …
I also have to think quickly …
And I have to spend long hours alone.
One thing I don’t have to do – I don’t have
to wear a uniform!
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Transcript
1 I work in a shopping mall but I don’t work
all year round. I only work in December
– until December 24th, in fact. So now, in
February, I’m not working. It isn’t a very
difficult job. I sit all day! But I meet lots and
lots of people and it’s tiring. I have to be a
good actor and I have to laugh a lot. I also
have to wear special clothes and a long
white beard. The clothes and the beard
make me feel very hot. And red really isn’t
my colour!
2 I’m good at art and I work for the police,
but I don’t have to wear a uniform. In the
photo, the woman is describing a face
and I’m drawing it. That helps the police
to find the person. I enjoy my work, but
it’s difficult when people don’t remember.
First they say one thing, then they say
something else. I have to be very patient.
But it’s usually worth it. When I finish and
show them the picture, they often say,
‘That’s the one!’
Extra idea: Make a list of things you have to
and don’t have to do when driving a car, or in
your classroom.
Refer to the grammar reference on SB page
140, now or at the end of the lesson and go
through it with them.
4
Tell students to cover the text in exercise
2. Students work individually to write their
answers, then read the text again to check.
Find out how many got the answers right.
MA For extra support, allow another 30
seconds for students to read the text again
before they cover it.
Answers
1 A fire lookout has to: have very good eyes,
read a map, use a radio, think quickly,
keep calm, spend long hours alone.
2 She doesn’t have to wear a uniform.
5
Brainstorm a few ideas together as a class.
Allow two or three minutes for students to
brainstorm in pairs or small groups, then
gather the ideas and write them on the board,
supplying additional vocabulary as needed.
MA You could ask stronger students to list five
things for each person. Compare answers as a
class.
Suggested answers
Ron: He has to draw accurately and have a
good eye for detail.
Luis: He has to hold the snake gently and firmly, and be very careful.
Sid: He has to be very cheerful and give all
the children presents.
Listening
6
3.6 Explain that students are going to hear
two of the people in the photos on SB page
84 talking about their jobs. Play the audio and
encourage students to guess and explain the
reasons for their guesses.
Answers
1 Sid (Father Christmas) 2 Ron (police artist)
Tip: Encourage students to develop
autonomous learning skills by telling you
which part of the audio they would like to
hear again or by asking questions about
things they didn’t understand.
7
Go through the questions and check
comprehension of any new words, eg patient,
acting. Tell students to work individually, then
play the audio again for students to check
their answers. Ask students to pick out which
key words gave them the clues, eg December
24th is a clue for Father Christmas.
Answers
1 Ron 2 Sid 3 Sid 4 Sid 5 Ron 6 Sid
Extra idea: Ask some additional questions
about the two people, eg Where does Father
Christmas work? When does he do this job?
What is difficult about his job? Why does
the police artist enjoy his job? What makes it
difficult?
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8
Allow time for students to read the
text and predict the missing words. Explain
the meaning of poison, heart disease, stroke,
Alzheimer’s and cancer. Say the words to check
pronunciation. Play the audio for students to
check their answers and write the answers on
the board. Play the audio again, pausing for
students to repeat each sentence if necessary.
Ask students to guess what the ending of the
last sentence could be. (Possible answer: … the
snake could bite us and we could die.)
MA You could ask stronger students to cover
the word box and try to complete the text
without seeing the verbs.
Answers
1 have 2 work 3 take 4 use 5 put 6 have to
7 ’m holding 8 is helping 9 make
Transcript
I have a degree in biology. I work with snakes
and take their poison. It’s important work
because we use the poison for a variety of
medicines. We put snake poison in medicines
for heart disease, strokes, Alzheimer’s disease
and even cancer, so it can save lives. But it’s a
very dangerous job, so I have to be very careful.
In the photo, you can see that I’m holding
the snake very carefully and someone else is
helping me. If we make a mistake, then we …
Extra idea: Ask students to close their books
and ask some additional questions about the
snake milker, eg What did he study? What do
they use the snake poison for? Why does he
have to be careful?
Speaking and listening
9
Emphasise the difference in meaning between
the two questions: the first is about what she
is doing right now, the second means What
is her job? Elicit answers to the questions as a
class.
Answers
1 She’s teaching / pointing at a board. 2 She’s a teacher.
150
Extra idea: Ask additional questions about
the photo, eg What is she wearing? What is
she holding? Where do you think she is from?
What type of words are on the board? Do
you understand any of them? What do you
think she is teaching? What does she have to
do / be in her job?
3.7
De-stress!
Wearing something silly can make us laugh.
Wearing something red can raise our energy
because red has a stimulating psychological effect
on us. So wearing something silly and red together
is a great idea! Ask, eg Is anybody wearing
anything silly? Is anybody wearing anything red?
Do you ever wear anything silly or anything red?
Ask students to do one or the other or both in the
next lesson.
10 Go through the list with the class first and ask
students to try and match the things with the
correct person without looking back. Then
get them to complete the phrases individually
before they look back to check their answers.
Answers
1 have 2 read 3 use 4 think 5 keep 6 spend 7 sit 8 be 9 laugh 10 be 11 be
12 have 13 be
11 THINK This exercise will help students to
anticipate what is in the audio and understand
it better. Give students time to brainstorm a
few ideas in pairs first. Then ask them to tell
you their ideas as you make a list on the board.
12
3.8 Play the audio several times if necessary,
replaying any difficult segments as required.
Find out how many students guessed
everything she said. If they didn’t guess
everything, write any new things on the board.
Answers
An English teacher has to be: flexible, very
patient, a good actor, a good listener, very
organised, good at English. (The new items
were flexible, a good listener, very organised,
good at English.)
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Transcript
INTERVIEWER
TEACHER
INTERVIEWER
TEACHER
INTERVIEWER
TEACHER
INTERVIEWER
TEACHER
Do you enjoy being an English
teacher?
Oh, I really love what I do. I
never stop learning new things.
Every class is different. Every
person in every class is different.
So there’s lots of variety. It means I have to be very flexible,
but that’s good.
So apart from flexibility, what
other skills do teachers have to
have?
Well, you certainly have to be very patient. Sometimes people learn something very fast. Sometimes … they don’t. I think you have to be a good
actor, too. You have to make
things fun and interesting. It’s
important to laugh in the classroom – it helps us remember.
What about being a good listener?
Yes, that’s very important too.
Students say they like teachers
who spend time with them and
listen to them. Oh, another
thing is you have to be very
organised. You have to plan
your lessons, and that takes
time.
And finally, what about English?
What about it? Of course, if
you teach English, you have to
be good at English. What a silly
question!
Writing and speaking
13 Brainstorm ideas for what students could
include in a paragraph about their job, eg
skills, abilities, personal qualities. Give a model
by describing your job or the job of someone
you know. Students can also use the texts
in exercises 2 and 8 as a model. Allow a few
minutes of quiet writing time.
14 Ask students to work in groups. Encourage
them to ask follow-up questions about each
person’s job. Monitor groups as they work,
making a note of any problems with grammar,
vocabulary, pronunciation or intonation. Praise
students and provide corrective feedback.
MA Students who need more support can
write just two or three sentences. Others can
write a paragraph. Students may continue this
task for homework.
Tip: Spending a few minutes writing down
their ideas before a speaking activity helps
students to gather ideas before speaking.
Although it may seem that writing can
be more usefully done by students at
home, this type of writing task is a way
to stimulate discussion and maximise
participation in the following speaking
activity.
Extra idea: To wrap up this lesson, ask:
Which of the jobs in this unit would you like
(and least like) to do?
Movies & Music
Read through the instructions and questions
for both sections and teach / elicit any difficult
vocabulary, eg deliver, poet, kill, protect.
Extra questions for class or for homework
Movies
What other Italian films have you seen?
What other films has Kevin Costner starred
in? Which do you think is his best film? (eg
Dances with Wolves, Robin Hood: Prince of
Thieves, 3 Days to Kill, Jack Ryan: Shadow
Recruit …)
What famous song did Whitney Houston sing
in The Bodyguard? Who wrote the song?
(The song is I Will Always Love You, written
by Dolly Parton.)
Music
This song became famous when it was used
in a well-known 1952 Gene Kelly film. Ask:
Do you know anything about the film? Have
you ever seen it?
If possible, search – or get students to search
– on YouTube for the very famous sequence
where Gene Kelly sings the song, and dances
and splashes around in puddles in the
pouring rain – which is shown in photo A on
page 80.
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Answers
Movies
1 The Postman 2 The Bodyguard
The famous poet in film 1: Pablo Neruda
The stars in film 2: Whitney Houston, Kevin
Costner
Music
Singin’ in the Rain
Culture notes: The Bodyguard stars Kevin
Costner as Frank Farmer, the bodyguard, and
the late Whitney Houston as Rachel Marron,
a singer. The story is that someone has been
writing letters to Rachel, threatening to kill
her, so her manager hires Farmer to protect
her. The famous song from the movie, I Will
Always Love You, was actually written by Dolly
Parton in 1974. Parton was considered for
the role of Rachel Marron (and so were Olivia
Newton-John, Madonna, Debbie Harry and
Janet Jackson!) but it was given to Houston.
Since the film, the song has become one of
the best-selling singles of all time.
Vocabulary plus p86
Clothes (2)
1
Transcript and answers
cap, coat, dress, earrings, glasses, jeans, ring,
socks, swimsuit, tights, tracksuit, trainers
2
The Postman (often given its Italian name: Il
Postino) is set on a small Italian island, where
Mario, the unemployed and uneducated son
of a poor fisherman, is the postman. A famous
Chilean poet, Pablo Neruda, lives on the island
in exile, and Mario delivers his letters. The two
men get to know each other. Mario is very
much in love with the beautiful Beatrice, but
he finds it really difficult to express his love
for her, so Pablo helps him to write wonderful
letters to her full of poetry.
Note: Very sadly, the actor who played Mario,
Massimo Troisi, died of a heart attack just the
day after they finished shooting the film. He
was only 41.
Singin’ in the Rain is very famous because it’s
the title song from the 1952 musical comedy
film about the transition from silent movies
to sound. The film starred Gene Kelly, Donald
O’Connor and Debbie Reynolds, and is said to
be one of the best musicals ever made. The
song itself was written by Arthur Freed and
Nacio Herb Brown many years before the film,
possibly as early as 1927.
152
3.9 Use pictures from magazines to review
names of clothing or ask students to describe
each other’s clothing. Review the words from
lesson 1 (SB page 81) and tell students to find
the 12 items that weren’t on that page. Check
the pronunciation of new words, eg earrings,
tights. Ask: Are these items for men or for
women or both? Play the audio for students to
check their answers, then play it again, pausing
for students to repeat each word.
Go through the words in the list and ask
students to answer the question in pairs. If
necessary, play the audio again. Draw attention
to the schwa sound in of in the phrase a pair
of jeans /əv/ (ie unstressed). Elicit answers from
the students and write them on the board.
Answers
1 earrings, glasses, ring
2 earrings, glasses, jeans, socks, tights, trainers
Extra idea: Write these words on the board
and ask students to divide the words into two
groups according to their final sound /s/ or /z/.
Then say each word to check the answers.
boots, clothes, dress, glasses, jeans, tights,
socks, flip-flops, trainers, trousers
3
Quickly revise colours, perhaps by
identifying things in the room by colour, or
by talking about people’s clothes. Ask two
students to model the example dialogue, then
ask the class two or three new questions. Tell
students to work in pairs. Make it clear that
one person has their book open and the other
has theirs closed.
MA For extra support, write the colours on the
board (orange, red, blue, green, purple, pink,
black, white, grey, gold, yellow, brown).
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Extra idea: After pairs have finished, ask all
students to close their books and test their
memory by calling out the colour, eg
2
WOMAN 2
3
Teacher: red
Students: dress
4
4
Ask students about the difference in meaning
between each pair of words. Demonstrate
the difference between lend and borrow by
‘borrowing’ something from a student. Ask
students to describe what you are doing and what
the student is doing. (Emphasise that it is the same
action seen from two different perspectives.) You
might also want to point out the prepositions: lend
something to someone and borrow something
from someone.
Answers
1 change; wearing; wear 2 fit; try … on
3 borrow; lent 4 Take off; wear
Transcript
1 MAN
Is there time to change before
the concert? I’m still wearing my
jeans.
WOMAN
Yes, there’s lots of time. You can’t
wear jeans to a concert!
WOMAN
MAN
Is this skirt the right size? Does it
fit properly?
Why don’t you try it on?
Can I borrow your new belt?
No, you can’t. The last time I lent
you something, you lost it.
Take off your shoes! You can’t
wear those in here!
I’m sorry. I didn’t know that.
Extra idea: Distribute names of objects on
pieces of paper. Write the names of items to
be borrowed on coloured paper and items
you can lend on white paper. Give one of
each to each student. The object of the game
is to walk around and find someone who can
lend you the object to be borrowed. Practise
the phrases Can you lend me a …? and Can I
borrow a …? before starting.
Focus on: Verbs with clothes
Ask students to identify who they think is speaking
in each dialogue, where they are and what they
are doing. Help by asking, eg Where do you try on
clothing? (in a shop) Where can you change your
clothing? (at home) Who can you borrow clothing
from? (a friend / your sister / mother).
GIRL
WOMAN
This game helps to review clothing words
and continuous present tenses. Go through
the instructions on SB page 123 and check
understanding by asking, eg What do you
do first? What do you say next? What is
third? How do you score a point? Model the
examples on SB page 86 with one or two
students before they start. Students can work
in pairs or small groups to play the game. If
they’re in groups of three, one person can
keep score.
3.10 Allow time for students to read the
dialogues and predict the missing words. Then
play the audio for students to check their answers.
Write the answers on the board. Play the audio
again, pausing for students to repeat each line.
WOMAN 1
Everyday English p87
Note: You might want to bring in a clothes
catalogue for exercise 9.
Shopping
1
Ask students to describe the photo, including
what is happening and what they can see.
Teach shop assistant and customer by asking:
What do we call a person who works in a
shop? What do we call a person who buys
something in a shop? Ask: Are Jack and Laura
shop assistants or customers?
Ask about sizes of clothes and shoes in the
UK, USA or their country. Teach / Elicit small,
medium, large, extra large, size 12, 14, etc.
Finally, ask students to match the questions
and answers, then check the meaning of the
words and phrases in bold.
Answers
1d 2h 3e 4g 5a 6f 7c 8b
try on = put on an item of clothing to see if it
fits
fitting room = a small room in a shop where
you can try on clothes
cash = money in coins and notes
have something left = (in this case) something
that is still in the shop and on sale
price tag = a label with the price of something
on it
at the back = at the back of the shop
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2
3
Ask students who says the first question (the
shop assistant = S). Give students time to
identify who says the other questions, but
don’t check answers yet.
3.11
6
6 Decide whether you are going
to use the video or simply play the audio.
Explain that students are going to watch Jack
and Laura shopping. Play the video or audio
and ask students to check their answers from
exercise 2. Play the video or audio again,
and ask students to identify which words are
stressed and notice the intonation.
3.12 Check that students understand the
meaning of take here (= buy). Play the audio
for students to check their answers to exercise
5. Brainstorm some ideas for what else you
could say in response to the price, eg Do you
have any discounts? Is it on sale? Do you have
any cheaper ones?
Answers
1 help 2 size 3 really 4 good 5 pair 6 Of course 7 feel 8 are
The boots are £265.
Transcript
Answers
1S 2C 3C 4S 5C 6C 7C 8S
ASSISTANT
LUIS
Transcript
1 ASSISTANT Do you need any help?
JACK
I’m just looking, thank you.
Do you have any swimsuits?
2 LAURA
ASSISTANT Yes, they’re at the back.
Do you have this shirt in 3 JACK
medium?
ASSISTANT No, we only have large sizes left.
4 ASSISTANT What size are you?
LAURA
I think I’m a size 12.
Can I try these jeans on?
5 LAURA
ASSISTANT Yes, the fitting room’s over there.
How much is this grey jacket?
6 JACK
ASSISTANT Look at the price tag.
How much are these tights?
7 LAURA
ASSISTANT They’re £5.
8 ASSISTANT Are you paying by credit card?
JACK
No, cash.
4
ASSISTANT
LUIS
ASSISTANT
LUIS
ASSISTANT
LUIS
ASSISTANT
LUIS
ASSISTANT
LUIS
7
Act out the dialogues with a strong student.
Then students act out the dialogues in pairs.
Transcript
LUIS
Alternatively, students can use the karaoke
function on e-zone. They start the video and
watch the dialogues. Then they select the role
they want to play, click on the play button and
speak their part when they see the highlighted
words on the screen.
154
Give students time to read the conversation
and choose the correct words. Ask them to
predict the answer by speculating about the
intonation of Oh. Ask for some suggested
prices and ask: Do you think the price is low or
high?
3.13 Play the audio for students to check
their answer to exercise 6. Then play it again,
pausing for students to repeat each line. Focus
on fluency and intonation.
Answer
I’ll think about it.
MA Stronger students can do this as a memory
exercise.
5
Can I help you?
Do you have any walking boots?
Yes, we have lots. Over here.
Thank you.
What size are you?
Forty-three, in Spain.
That’s nine in the UK.
Oh really? That’s good to know.
Can I try this pair on?
Of course. You can sit here. How
do they feel?
They’re perfect. How much are
they?
£265.
Oh.
ASSISTANT
LUIS
8
Um, £265? That’s a lot. I’ll think
about it.
They’re expensive, but they’re very
good quality.
Yes, I know, but I don’t have that
much money. Do you have a cheaper pair?
Point out the words in bold in the conversation
in exercise 5, then ask two students to act out
the conversation using their own information.
Use the table on page 155 to help students
with shoe sizes. Tell students to practise the
conversation in different pairs, changing the
Unit 9
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thing they are buying to a different item each
time. Monitor pairs as they work, making
a note of any problems with grammar,
vocabulary, pronunciation or intonation. Praise
students and provide corrective feedback.
Extra ideas: Brainstorm other useful phrases
for shopping, eg Can I return this jacket? This
button is missing. Can I get a discount? Is it
in the sale? Do you have any other colours /
styles?
You may want to invite a couple of pairs of
students to come to the front of the class and
present their conversation using clothes as
props.
9
If you brought in a clothes catalogue,
distribute one or two pages to each student
so they can practise shopping for those items.
Use this task to practise asking questions and
saying prices. Model the example dialogue
with a student and point out that students can
make up the prices, so they can say as little or
as much as they want. Go through the pictures
and make sure students know what they are.
we don’t say … / we say …
This section focuses on the following errors:
• incorrect use of jean in the singular form
(some words are always plural, eg trousers,
pants, jeans, glasses)
• incorrect word order
• incorrect verb tense
• omission of auxiliary verb with have to in
the negative
Answers
a How much are these earrings?
b How much are these trainers?
c How much is this coat?
d How much is this swimsuit?
e How much is this belt?
f How much are these sunglasses?
Ask students to cover the green we say …
side and to see if they can correct the mistakes
themselves before they look and check.
Culture note: Shoe and clothing sizes are different in different countries.
Shoe size guide (approximate) Note: 3½ = three and a half
Europe
36
37
38
39
40
41
42
43
44
45
46
47
48
UK
3½
4
5
5½
6½
7
8
9
9½
10½ 11
12
13
Brazil
34
35
36
37
38
39
40
41
42
43
44
45
46
Japan
22
23
24
25
26
27
28
29
30
31
32
33
34
Clothes size guide (note that it does sometimes vary)
Europe
34
36
38
40
42
44
46
48
50
UK
6
8
10
12
14
16
18
20
22
USA
2
4
6
8
10
12
14
16
18
Italy
38
40
42
44
46
48
50
52
54
Japan
7
9
11
13
15
17
19
21
23
Unit 9
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10
Health and fitness
UNIT
FOCUS
GRAMMAR: going to; comparatives; should
VOCABULARY: health and fitness; parts of the body
FUNCTIONS: talking about future plans and intentions; giving
Lesson 1 What are you going
to do? pp88–89
3
Aims
The focus of this lesson is to introduce going to to
talk about future plans and learn vocabulary for
talking about health and fitness.
Warm-up
Ask students about the photo at the top of SB
page 88. Ask: Where is this person? What is he
doing? Why?
advice
Ask: Does anyone go to a gym? What
equipment or facilities do they have there?
Ask students to look at the photo and tick the
items they can see. Ask which word in the box
is different from the others (mirror, because it
isn’t essential for any kind of exercise). Play the
audio for students to hear the words, then play
it again, pausing for students to repeat each
word. Practise the stress pattern in: equipment,
exercise, machine.
3.15
Answers
ball, equipment, mat, mirror, weights
Vocabulary Health and fitness
1
Go through the list of words and
ask students to find the two words that are
not sporting activities. Discuss the meaning of
these two words. (Students may come up with
other ideas for words that don’t fit, in which
case ask them to explain their reasoning.) Play
the audio for students to check their answers,
then play it again, pausing for students to
repeat each word. Ask students which words
for activities are very similar in their own
language and which are very different.
Transcript
ball, band, equipment, exercise bike, machine,
mat, mirror, rope, weights
3.14
4
Answers
1 a) judo, Pilates, yoga
b) climbing, skipping
c) salsa, zumba, tai chi
2 a) Pilates, yoga
b) Pilates, yoga
c) weightlifting
Note: Explain that Pilates has a capital ‘P’
because it’s named after Joseph Pilates. There’s
more information about Pilates in lesson 2.
Transcript and answers
The two words that don’t fit are feijoada and
paella … because you can eat them! They are
delicious dishes from Brazil and Spain.
All the other words are activities:
climbing, diving, judo, karate, kickboxing,
Pilates, salsa, skipping, tai chi, weightlifting,
yoga, zumba
2
Discuss the question as a class. Ask what
students know about martial arts, then make
a list of any other martial arts on the board, eg
aikido, taekwondo, jujitsu, kendo.
Answers
judo, karate, kickboxing, tai chi
156
Explain that students have to match the
equipment in exercise 3 with the sports
activities in exercise 1. Students can discuss
the answers in pairs or as a class. Ask them
to describe any other sports activities that use
each piece of equipment.
5
Model the example dialogue with one or
two students, focusing on the appropriate
intonation for responding with interest. Tell
students to ask you about sports that you do,
then ask one or two students, making sure
they use the correct intonation. Put students in
groups to describe what sports they do, what
equipment they use and why they enjoy it.
Extra idea: Encourage lots of follow-up
questions to the exchanges in exercise 5
and write them on the board if necessary,
Unit 10
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eg Where do you do zumba? What is your
teacher like? What do you have to do in
zumba? Why do you like it?
6
Ask students to describe what is happening
in the picture, eg The man is sitting in an
armchair, He’s relaxing and he’s watching TV.
The woman is in a hurry. She’s carrying lots
of things. She’s running out of the house.
Brainstorm ideas for what she is carrying, where
she is going and what she is going to do.
Answers
1 She is carrying exercise equipment: a mat,
a ball, a band and also a book and a bottle
of water.
2 She is going to do Pilates.
7
Give students time to read the conversation
and predict the missing words. Ask: What isn’t
the man going to do? Elicit answers from the
class but don’t confirm the missing words yet.
Answer
He isn’t going to do Pilates.
8
Play the audio for students to check
their answers to exercise 7 and write the
answers on the board. Play the audio again,
pausing for students to repeat each line.
3.16
You might want to do exercise 6 in Vocabulary
plus on SB page 94 at this point, as it focuses
on useful words like stuff to talk about things.
Answers
1 do Pilates 2 watch
WOMAN
MAN
WOMAN
MAN
WOMAN
MAN
9
Read through the grammar box with the
students and point out the form of going to +
verb. Teach / Elicit the following: the main verb
doesn’t change, going to doesn’t change, only
the verb be changes according to the subject.
Note: You may want to mention that going to
is often pronounced gonna in rapid informal
speech.
Answers
What is she going
to do?
She’s going to do some
exercise. She isn’t going
to watch TV.
Is he going to stay there?
Yes, he is. / No, he isn’t.
Refer to the grammar reference on SB page
140, now or at the end of the lesson and go
through it with them.
Extra idea: Do a short drill to practise
sentences with going to:
Teacher: She’s going to do yoga.
Students: She’s going to do yoga.
Teacher: We
Students: We’re going to do yoga.
Teacher: play tennis
Students: We’re going to play tennis.
10 Draw a timeline on the board to illustrate past,
present and future:
past
present
future
Read the examples and ask students to tell you
where to write them on the timeline.
Transcript
MAN
Grammar going to
What are all those things?
My exercise stuff. I’m going to do
Pilates.
Really? Why?
Because I want to be strong, slim,
fit, healthy and active!
Oh. Right.
Are you going to join me?
No, thanks. I’m very happy to be
weak, fat, unfit, unhealthy and
inactive. I’m going to watch Modern Family!
Answers
1 past 2 present 3 future
11 Ask students to identify the activity in each
photo. Teach / Elicit any new vocabulary, eg
bungee jumping. Do the first photo with the
class as a model, then ask students to make
one sentence about each photo. Ask students
about their own experiences for each photo,
eg What do you like to have in your picnic? Do
you like flying? What do people usually wear in
a race? Would you like to try bungee jumping?
Are you afraid to dive from a high board?
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Answers
1 They’re going to have a picnic.
2 The plane / It’s going to land.
3 She’s going to win.
4 She’s going to jump.
5 He’s going to dive.
12 Explain that this activity reinforces the work
they have just done, but practises the question
form as well. Give students time to complete
the questions and answers, then compare
answers with a partner. Ask pairs to present
their dialogues to the class and give feedback
on any common errors.
MA For a greater challenge, ask students to make
wh- questions and yes / no questions about each
photo without looking at exercise 12.
Answers
1 What are they going to do?
They’re going to have a picnic.
2 Is the plane taking off?
No, it’s going to land.
3 Is she going to win?
Yes, she is.
4 What is she going to do?
She’s going to jump / do a bungee jump.
5 What is he going to do?
He’s going to dive.
finished, ask for some interesting facts about
another student, eg Valerie is going to visit
her aunt and uncle in London this weekend.
They’re going to go shopping.
Lesson 2 Do you want to be
stronger and more flexible?
pp90–91
Aims
The focus of this lesson is to practise comparing
things using comparative forms of adjectives and
to learn words for parts of the body.
Warm-up
Ask students to read the question in the title of
the article. Ask: What do you know about these
famous people? Find out if any students have
done Pilates. Ask: What was it like? Did you like
it? Ask students to look at the photo and say if it
gives any clues about Pilates.
Vocabulary Parts of the body (2)
1
Ask students to look at the words in the
box. Check comprehension of the body parts
by pointing to the relevant part on your body.
This should then make it clear which words are
not parts of the body, but don’t check answers
yet. Ask students which names are very similar
in their own language and which are very
different.
2
3.17 Play the audio for students to check
their answers, then play it again, pausing for
students to repeat each word. Point out the
pronunciation of muscle /ˈmʌsl/ and stomach
/ˈstʌmək/.
Speaking
13 GUESS The questions in this activity have
a number of different possible answers.
Encourage active guessing and brainstorm as
many answers as possible. You may want to
take a class vote on the most creative, original
or humorous answers.
14 Ask students to work in groups of three.
Explain that each group member should ask
questions and also say three things they’re
going to do. As this is a 3x3x3 activity, the
focus is on a rapid question and answer
session, to encourage students to use the
language without thinking too much. Remind
them they only have three minutes! When they
have finished, ask groups to report to the class
on the most interesting plans in their group.
15 EVERYBODY UP! Energise your class by
asking everyone to stand up and move around
the room. You could set a target of three
names for each statement and encourage
follow-up questions. When students have
158
Unit 10
Jetstream.TG_mod5_finals2.indd 158
Transcript and answers
back, injury, joint, muscle, shape, spine,
stomach, waist
Injury and shape are not parts of the body.
Reading
3
Ask students to work in pairs to read the
sentences and make some guesses about the
words in italics. They should also think about
whether the sentences are true or false. Don’t
give any answers yet.
4
Give students time to read the article and
check their answers. Ask individual students
to tell you if they were right or wrong in their
guesses. Note that they will find out more
about the words in italics in exercise 5.
10/02/15 10:41
your body get better quicker, it strengthens
stomach muscles, it helps your spine, it gives
you a better body shape.
Answers
1 false 2 false 3 false 4 false 5 true 6 false
trendy = very fashionable
energetic = with a lot of energy
flexible = able to bend or move easily
slimmer = the comparative form of slim – thin
in an attractive way
better = the comparative form of good
special = created for a particular purpose
5
Tell students to work individually to find the
words and the nouns or phrases associated
with each one.
Answers
1 activity for rich and famous people 2 people
3 you / stomach muscles 4 you 5 you 6 exercise 7 stomach 8 Pilates
6
Do the first item as a model with the class,
then ask students to match the words
individually. Check answers as a class by saying
one of the words 1–8, then asking students to
say the opposite.
Answers
1d 2e 3h 4c 5b 6g 7f 8a
7
Go through the questions first, then tell
students to read the article again. Ask them
to underline places in the article that give this
information. Ask individual students for the
answers.
Answers
1 Anyone (men and women)
2 From Joseph Pilates, who invented it.
3 It helps your body move in a healthier way.
4 Because it makes your stomach muscles
stronger.
5 It can give you a flatter stomach and a smaller waist.
6 You need a mat. You don’t need lots of
special equipment.
8
Extra idea: Ask students to write three more
questions about the article. Then ask students
to close their books and ask their partner the
questions.
Grammar Comparatives
9
Explain that these adjective forms are all ways
to compare things. Use the grammar table to
point out the categories: short (one-syllable)
adjectives, long adjectives (two-syllable
adjectives and adjectives with more than two
syllables) and irregular forms. You might want
to look at the more detailed table on SB page
141 as well. Ask students to notice the spelling
by asking: Which adjectives double the final
consonant? Which ones drop the final ‘e’?
Ask for some additional examples for each
category. Tell students to find the adjectives
in the article on SB page 90 and complete the
grammar table. Then discuss the answers to
the questions below the table.
Answers
small – smaller
flat – flatter
healthy – healthier
interesting – more interesting
good – better
1 With adjectives of one syllable or two syllables ending in -y.
2 With adjectives of two or more syllables.
Refer to the grammar reference on SB page
141, now or at the end of the lesson and go
through it with them.
Tell students to work in pairs or small
groups to write their list. When they have
finished, tell them to read the article again to
check their answers.
Extra idea: Do a short drill of comparative
forms, eg
Teacher: small
Students: smaller
Teacher: interesting
Students: more interesting
Teacher: good
Students: better
Suggested answers
It helps you move in a healthier way, it helps
joints and muscles, it prevents injury, it helps
10 Allow time for students to write their answers
individually. Check answers by asking students
to read out each sentence.
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Point out the grammar note on the use of
than. Also mention that sentence 5 doesn’t
use than as it isn’t comparing two things – the
second thing is implicit, ie I was happier (than I
was before) after my exercise class.
Answers
1 weaker 2 more exciting 3 worse 4 more
boring 5 happier 6 better
3.18 Review the schwa sound /ə/. Explain
11 P
that this is the most frequent sound in English
and we pronounce it uh (or like the article a).
We often use it when a syllable is not stressed.
Read the examples, concentrating on the
schwa sounds. Ask individual students to say
each sentence, checking their pronunciation
as they read. Then play the audio, pausing for
students to repeat each sentence.
Transcript
I’m going to do some exercise.
I want to be stronger and fitter.
Badminton is better exercise than karate.
3.19 Read the sentences first, then tell
12 P
students to work individually or in pairs to
identify the schwa sounds. Play the audio for
students to check their answers, then play it
again, pausing for students to repeat each
sentence.
Transcript and answers
1 A red sky at night means it’s going to be
nice tomorrow.
2 Canada is bigger than Alaska and Brazil.
3 I’m going to speak English like a native
speaker!
De-stress!
Mind and body are connected. Brain gym is a
discipline where you do exercises and movements
with your body in order to improve connections
in your brain. There has been a lot of controversy
about it in recent years. Search online to find out
more about it and try it out for yourself and see if
it helps you.
In the cross crawl, you lean forward and put your
elbow on your opposite knee and then do the
same thing on the other side and you repeat this
about ten times. Do it as slowly as you can. The
160
slower you do it, the harder it is. Get students to
stand up and practise a little. This will probably
make them laugh a lot – which is great too.
Reading and writing
13 Review the meaning of both by giving some
examples of sentences with both using
students in your class, eg Becky and Rosa both
have brown hair. They are both students in this
class. Ask students to read the short text and
answer the questions about the use of both.
Answers
1 after 2 before
Refer to the grammar reference on SB page
134, now or at the end of the lesson and go
through it with them.
Extra idea: Say or write some sentences and
ask students to add the word both in the
correct place, eg Pilates and yoga are difficult.
– Pilates and yoga are both difficult.
14 This is a pairwork information-gap activity.
Each partner looks at a different page. One
student has information about Pilates. The
other has information about yoga. Make sure
students don’t look at each other’s information
while doing this activity. They each read their
information and make notes in the table.
Then they ask each other questions and make
notes about their partner’s answers. Finally, ask
students which activity they would prefer to
learn and why.
Suggested answers
Pilates
yoga
age
100 years old 5,000 years old
country / countries of origin
USA
India
key people
Joseph and
Hindu monks
Clara Pilates
components: physical?
physical
physical and
spiritual?
spiritual
equipment
balls, bands,
mat
weights, mat
lateral
stomach
breathing
Unit 10
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Readyoutheknow?
* Did
information about Joseph Pilates. You
could ask students to search online and find
out more information about Pilates to add to
the information they discovered in exercise 14.
15 Set up the activity by comparing yoga or Pilates
with a sport you do and listing similarities on
the board. Add any other useful adjectives, eg
tiring, dangerous, complicated, difficult, etc.
Look at the photos and read the example with
the class. You may want to start this activity in
class and ask students to finish it for homework.
Lesson 3 You should do both!
pp92–93
Aims
The focus of this lesson is to practise should for
giving advice about health and to find out about
different kinds of exercise.
You first!
Brainstorm sports and exercise that students in
your class do and write them on the board.
Listening
1
Ask students to describe the sports shown in
the photos. Ask: Which one is easy / difficult /
tiring? Use the definitions to explain the
meaning of aerobic. (Some students may know
the word aerobics as a type of exercise.)
Answers
1a 2b
2
Go through the sentences first and elicit the
meaning of the words in bold. Tell students to
work individually or in pairs but don’t check
the answers yet.
Answers
periods (of time) = amount of time
stamina = the ability to work hard for a long
time
heart = the organ in your body that moves
blood around the body
lungs = the organs in your body that you use
for breathing
3
3.20 Play the audio for students to check
their answers to exercise 2.
Answers
1 AN 2 A 3 A 4 AN 5 AN 6 A
Transcript
BECKY
Hi, there. Welcome back to the Becky
Sanders Radio Show. With me in the
studio this evening is Rakesh Kapoor.
Rakesh is a well-known fitness expert,
with a new book called …
RAKESH Um, called Get Fitter, not Fatter!
BECKY
Get Fitter, not Fatter! That’s right.
Well, Rakesh, we all know exercise is
important, but there are two different
kinds of exercise.
RAKESH Aerobic and anaerobic.
BECKY
Yes, aerobic and anaerobic. So what’s
the difference? Is one better than the
other? Which one should we do?
RAKESH You should do both, because they’re different. Aerobic exercise uses
oxygen to produce energy. It’s moderate exercise over several minutes – 20 minutes minimum – and
your heart rate has to be at least 140
beats a minute for that time.
BECKY
So things like, um, running or, um,
cycling?
RAKESH Exactly. Or fast walking or swimming,
but it has to be for 20 minutes or
more.
BECKY
So what does aerobic exercise do?
RAKESH Well, your breathing is quicker and
your heartbeat is faster, so it’s good
for your heart and lungs, and you
have better stamina.
BECKY
And it’s good for your muscles and it
makes you slimmer too, doesn’t it?
RAKESH Yes, it makes you healthier generally,
and it makes you happier too!
BECKY
Great! What about anaerobic exercise?
RAKESH Well, anaerobic exercise uses a different energy system because it involves short periods of energetic
activity and then periods of relaxation.
BECKY
So weight-lifting is anaerobic?
RAKESH Absolutely. So are ballet and gymnastics. With this kind of exercise,
you become stronger and more flexible, but you don’t develop
more stamina.
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BECKY
RAKESH
BECKY
RAKESH
4
So in fact both kinds of exercise are important, because they’re good
for different things?
That’s absolutely right. Like I said,
you should do both kinds.
And are there any activities which
already have both kinds of exercise?
Oh yes, sports like football, for example, or …
7
Refer to the grammar reference on SB page
141, now or at the end of the lesson and go
through it with them.
8
Read the words in the box and ask students
which are similar in their own language and
which are different. Students should then circle
the words they heard in the interview. Play
the audio again for students to check their
answers.
THINK Go through the questions then allow
time for group discussion. Compare answers as
a class and ask for feedback on each question.
Answers
1 aerobic: cycling, fast walking, running,
skipping, swimming
anaerobic: ballet, diving, gymnastics, judo,
karate, weightlifting
both: football, volleyball
2 playing computer games, watching TV
3 Students’ own answers.
Explore
This is an opportunity for students to do research
outside the classroom and tell the class about their
findings in the next lesson. Brainstorm ideas for
possible answers and ideas for how to research
this topic online.
162
Refer students to the transcript on page 151 to
underline examples of should and have to.
Ask them to explain the difference in meaning
between them.
Answers
BECKY
Yes, aerobic and anaerobic. So what’s
the difference? Is one better than the
other? Which one should we do?
RAKESH You should do both … because they’re different … and your heart
rate has to be at least 140 beats a
minute for that time.
RAKESH Exactly. Or fast walking or … swimming, but it has to be for 20
minutes or more.
RAKESH That’s absolutely right. Like I said …
you should do both kinds.
Answers
ballet, cycling, fast walking, football,
gymnastics, running, swimming, weightlifting
6
Go through the grammar table. Ask students
what they notice about the grammar, eg What
word follows ‘should’? (a verb without to) How
do you make a question with ‘should’? (should
and subject are reversed) Does ‘should’ change
according to the subject? (no). Tell students to
work individually to complete the table.
Answers
affirmative We should do different kinds of
exercise.
negative
We shouldn’t only do one kind
of exercise.
questions What should we do to get fit?
Tell students to read through the questions first
and try to predict the answers. Draw students’
attention to the use of less in question 1b and
ask them what it means (it’s the opposite of
more). Then play the audio for students to
check their answers and write the answers
on the board. If necessary, play the audio or
segments of the audio again.
Answers
1a 2b 3b 4b 5a 6a
5
Grammar should
9
Use the questions to contrast should and have
to. Give additional examples of each using
examples from your school or classroom.
Answers
The statements are both true. Have to is
stronger than should.
10 Ask students to look at the photo and
the heading and predict some of the
recommendations that might be in the text.
Then tell students to complete the sentences
individually. Invite volunteers to read their
answers to the class. Find out from the class
how many people do any of the recommended
things.
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Answers
1 shouldn’t 2 should 3 should 4 shouldn’t
5 should 6 shouldn’t 7 should 8 should
Extra idea: Write the following on the board
and tell students to work in pairs or small
groups to discuss their ideas.
What kinds of activities should you do to …
a) … build up your strength?
b) … have more stamina?
c) … lose weight?
d) … relax?
Speaking and writing
11 Read both letters aloud and explain that
these people are asking for advice. Ask some
questions about the letters, eg Who is worried
about being overweight? (Fiona) Who is
worried about not being fit enough? (Marco).
Tell students to work in pairs, choose one letter
and make a list of suggestions for their reply.
12 Go over the ideas in the box and ask students
if any of their ideas from exercise 11 are there.
Brainstorm other ideas and write them on the
board. Students should work individually or in
pairs. Monitor students as they work, making a
note of any common problems with grammar
or vocabulary and providing assistance where
necessary. Ask volunteers to read out their
letters. You could take a class vote on the best
one.
Extra idea: Ask pairs of students to write a
one-sentence problem on a sheet of paper.
They then pass the paper on to the next
pair. The new pair should write a sentence
with should or shouldn’t in response to
the problem. They then pass the paper on
again. Each pair should read all the previous
responses and write another piece of advice
(without repeating the others). Finally, the
paper will arrive back at the original pair and
they should choose the best piece of advice
and tell the class.
Movies & Music
Read through the instructions and questions for
both sections and teach / elicit any vocabulary, eg
huge, blind, swordsman, reap, sow.
Extra questions for class or for homework
Movies
Do you enjoy martial arts films? Why? / Why
not?
Have you seen films with Jackie Chan, Bruce
Lee or Jet Li?
Music
What is the theme of this song? (A perfect
day is doing simple things in the park, at the
zoo, etc.)
What is your perfect day?
Find out more information about one of the
singers of the 1997 version.
Answers
Movies
1 Ong-bak 2 Zatoichi
Other martial-arts films: Enter the Dragon;
Crouching Tiger, Hidden Dragon; House of
Flying Daggers; The Matrix; A Touch of Zen;
The Raid: Redemption; Yojimbo; Police Story;
Once Upon a Time in China; The Karate Kid;
Ip Man; District 13, etc.
Music
What it means – you get the rewards from the
work you put in.
1997 version: Among others, in order of
appearance, Lou Reed, Bono, Skye Edwards,
David Bowie, Suzanne Vega, Elton John,
Boyzone. For a complete list, send students to
Wikipedia: Perfect Day (Lou Reed song).
Culture notes: Zatoichi is a Japanese film
about a blind masseur. Zatoichi looks very
harmless and unthreatening but beware, he
isn’t as gentle as he seems! One day he arrives
in a town controlled by powerful gangs and
meets two beautiful geishas who want to
avenge their parents’ murder. The legend of
Zatoichi is a very old one on Japanese film and
TV screens: 26 films were made from 1962 to
1989, and from 1974 to 1979 a series with
100 episodes was on TV.
Ong-bak In this Thai film, thieves steal the
head of a sacred statue in a village and a
young martial artist (played by Tony Jaa) is
determined to get it back. He travels to the
big city to fight alone for the missing head
against the power of the underworld. Jaa has
starred in many martial-arts films since OngUnit 10
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bak, including The Protector (2005) which was
also directed by Prachya Pinkaew.
words. You could draw a simple leg and arm
on the board and invite volunteers to write the
missing words on the board, then circle the
joints.
Perfect Day was written by Lou Reed in 1972,
but it became famous when it was used in
the film Trainspotting in 1996. In 1997, the
BBC released a video of the song featuring a
huge line-up of well-known peformers. Later
that year, it was released as a charity single
for Children in Need. It was number one in
the pop charts in the UK for three weeks and
raised more than £2 million.
Answers
2 knee 5 foot 6 shoulder 8 wrist 10 finger
The joints are: ankle, knee, hip, wrist, elbow,
shoulder
Extra ideas: Provide extra practice by giving
a clue for each word, eg 1 It’s between your
hand and your elbow. (wrist) 2 You have five
on each hand. (fingers) etc. Ask students to
say or write their answers.
Vocabulary plus p94
Parts of the body (3)
1
Transcript and answers
ankle, brain, elbow, heart, hip, knee, lungs,
muscles, neck, shoulder, spine, wrist
The ones you only find inside the body are
brain, heart, lungs, muscles, spine.
Extra idea: Play the audio again and ask
students to point to the part of their body (or
where it is inside the body).
2
Use the questions to clarify the meaning of the
words for things inside the body. Read them
out first to check understanding.
Answers
1 heart 2 lungs 3 muscles 4 spine 5 brain
3
164
MA Provide extra support by saying how
many letters are in the word or what letter
the word starts with.
As a review, first ask students
to name as many parts of the body in the
diagram as they can. Then look at the list of
words. Remind students that they learnt heart
and lungs in Lesson 3 exercise 2, and they’ve
also had spine and wrist, so the only new
items are brain and hip. Students identify the
things that are inside the body. Ask them to
point to the relevant part of the diagram for
each one. Play the audio for students to check
their answers, then play it again, pausing for
students to repeat each word. Ask students
which names for parts of the body are very
similar in their own language and which are
very different.
3.21
Draw a stick figure on the board and number
the parts of the body in a different order
to that in the book (including words from
previous lessons). Students write the words
in the correct order in their notebooks. Then
call students to come to the board and label
the diagram.
MA Students who need more support can
look at their books. Other students should
keep their books closed. Check pronunciation
and spelling.
Adjectives
4
Check understanding of the words in the
box. Ask: What nouns can they be used to
describe? (comfortable shoes, flexible body,
popular person, etc.). Highlight the use of
the prefixes in the table (in- and un-) to form
opposites. When they have finished completing
the table, ask if students can add any more
adjectives to the list.
Answers
in-
uninactive unhealthy
incomplete
uncomfortable
incorrect
unfit
inflexible
unhappy
uninteresting
unpopular
Explain the meaning of joints (parts of your
body that can bend where two bones meet).
Students work individually to complete the
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Extra idea: You may want to mention that
the prefix in- becomes -im- before a ‘p’, eg
impossible, impolite, imperfect, impatient.
5
Ask: Do these boots look comfortable?
Give students time to complete the sentences
individually or in pairs. Then play the audio for
students to check their answers. Play it again,
pausing for students to repeat each line.
3.22
Everyday English p95
Giving advice
1
MA Students who finish early can make up
additional sentences with gaps and ask the rest
of the class to guess the missing word.
Note: You should use these questions
sensitively as some students may be anxious
about their weight.
Answers
1 uncomfortable 2 incomplete 3 incorrect
4 unpopular 5 unfit
Transcript
1 I can’t walk in these boots. They’re so uncomfortable.
2 This puzzle is incomplete. There’s a piece
missing.
3 No, Tallinn isn’t the capital of Latvia. That’s
incorrect.
4 He was very unpopular at school, but now
he’s got hundreds of friends on Facebook.
5 I should do more exercise. I’m so unfit.
Vague words thing, things, stuff
6
Explain the meaning of vague (not specific or
exact). Vague words are useful in all sorts of
situations when you’re talking about things
in general. Look at the picture, which is a
close-up of the woman on SB page 89. Ask:
What is she carrying? (Her exercise stuff.)
Contrast thing or things (countable) with
stuff (uncountable). Model and practise some
questions about students’ belongings, eg How
many things do you have in your pockets?
How much stuff do you have in your bag?
Give students time to complete the dialogues
individually or in pairs. Then practise the
dialogues in closed and open pairs. Ask what
words could be substituted for things and stuff
in each dialogue (objects, items, topics).
Answers
1 thing; thing 2 things; stuff 3 things; stuff
Ask students to describe the photo. Teach /
Elicit the words weigh and scales. Elicit
the sentences: He’s weighing himself. He’s
standing on a pair of scales. Ask: How often do
you weigh yourself? Is it a good idea to weigh
yourself often? Why or why not? What should
Jack do? Review these words: overweight, diet,
exercise, slim, thin.
Answers
He’s putting on weight / getting fat.
2
3.23
6 Decide whether you are going to
use the video or simply play the audio. Give
students time to read the conversation and
predict the incorrect words. Play the video or
audio for students to check their answers. Note
that the words are incorrect but sound slightly
similar, eg date / diet, hit / hate, rarely / really.
Ignore the words in bold for the moment –
they’re covered in the Focus on section.
MA With weaker students, it would be useful
to highlight the words as a class or in pairs, so
that students have more support.
Answers
Rarely; date; hit; early; better
See the correct, underlined words in the
transcript.
Transcript
JACK
Oh no! I can’t do up these jeans. I
think I’m a bit fatter.
LAURA
A bit fatter? You’re kidding. You’re a
lot fatter! You should do more exercise!
JACK
Really? Do you think so?
LAURA
Why don’t you go on a diet too?
JACK
Oh dear. I hate diets.
LAURA
Do you want to wear those jeans or
not?
JACK
OK, OK! But what should I give up?
LAURA
Well, perhaps you could give up sugar
for a start. You shouldn’t eat a lot of
sweet stuff. It’s bad for you.
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JACK
LAURA
JACK
LAURA
3
What? No cakes and biscuits?
No. And don’t drink cola either.
That isn’t going to be easy. I love sweet things.
Well in that case, you’re going to
need a bigger pair of jeans!
Tell students to read the conversation again
and circle the phrases for giving advice. Ask
individual students to write them on the board.
Ask for some additional advice that you could
give to Jack using these expressions, eg Why
don’t you do more exercise? Perhaps you could
start a new sport?
b
Answers
do up
this shirt
my trousers
5
Answers
You should do more exercise.
Why don’t you go on a diet too?
… perhaps you could give up …
You shouldn’t eat a lot of …
4
Act out the conversation with a strong
student. Then students act out the
conversation in pairs.
6
Focus on: up and on
a
Explain that the verbs in bold in exercise 2
are two-part, or phrasal, verbs. They’re very
common, especially in spoken English. Review
any phrasal verbs that students may already
know, such as get up, wake up, stand up. Ask
the class for ideas for the meaning of these
verbs.
Answers
do up = fasten something, eg your trousers
go on = (in this conversation) start doing a
particular activity
give up = stop doing something you do
regularly
go on
a course
holiday
a journey
give up
smoking
sugar
sweets
Read the pieces of advice and ask students
to guess what kind of problems these people
were responding to. Model the example
dialogue with one or two students. Tell
students to discuss ideas in pairs – they should
try to come up with as many possible ideas as
they can.
Suggested answers
a I’m not happy at work. / I don’t like my job.
b I’m not feeling very well. I have a lot of
pain in my back.
c I can’t sleep.
d I’m very unfit. / I don’t want to drive to
work.
e I don’t like heights. / I don’t like climbing.
MA Stronger students can do this as a memory
exercise.
Alternatively, students can use the karaoke
function on e-zone. They start the video and
watch the conversation. Then they select
the role they want to play, click on the play
button and speak their part when they see the
highlighted words on the screen.
Tell students to work individually or in pairs.
Draw the table on the board and invite
volunteers to write the answers. Ask if they can
think of any additional words for each column
(eg do up your shoelaces, go on a trip, give up
coffee).
Look at the different ways of giving advice in
exercise 5 and discuss as a class which is the
most and least direct. Discuss the different
situations when you might want to give each
type of advice.
Answers
Least direct: Perhaps you could …
Most direct: Don’t …!
7
Go through the situations with the class.
Ask some students to model the example
conversation. Tell students to work in pairs
to write their own short conversation around
one of the situations. They should use the
conversation from the video as a model and
use vocabulary from this unit if possible. When
they have finished, ask pairs to act out their
conversation for the class.
MA Stronger students can come up with
additional problem situations. Ask them to
present their advice to the class and ask the
other students to guess the problem.
166
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8
Model the example conversation with three
students – each reading one line. Point out
that they only have a fixed time (four minutes)
to come up with their list. Brainstorm one or
two ideas as a class. You may want to write
some headings on the board and ask for ideas
under each heading, eg reading, writing,
listening, speaking, vocabulary, pronunciation
and grammar.
Extra idea: Ask students to make a 5-point
plan for improving their English outside the
classroom. Ask them to write about it for
homework.
we don’t say … / we say …
This section focuses on the following errors:
•
•
•
•
omission of to after going to
incorrect use of infinitive with to after
should
incorrect comparative form
incorrect use of that instead of than with
comparative form
Ask students to cover the green we say …
side and see if they can correct the mistakes
themselves before they look and check.
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Units 9&10 review
Reading
1
2
Give students time to read the article and
check their answers to exercise 1.
Answers
1 She’s driving a lorry. / She’s looking in the
mirror of a lorry / truck.
2 She’s a lorry / truck driver.
Discuss the answers to the next two questions
as a class. Ask students to identify which parts
of the article support their answers.
Answers
1 Aiko chose her job because she couldn’t be
a ballet dancer / because she likes lorries.
2 She loves driving and enjoys singing out
loud.
3
Go through the sentences as a class, then ask
students to work individually to write their
answers. They can compare answers in pairs.
Ask volunteers to tell the class their answers
and explain how they reached those answers.
Point out that phrases in the sentences are
paraphrases of those in the text (eg cost a
lot of money = was expensive). Point out
especially the comparative form with less in
item 4.
168
Answers
1 false: Only 2% of the half a million lorry
drivers are women, that’s about 10,000.
2 false: She wanted to be a ballet dancer
when she was a child.
3 true
4 true
5 false: She turns up the music and sings
really loudly when she’s driving.
6 true
As a warm-up activity, discuss the idea of jobs
that are more suitable for men and for women.
Ask: Are there any jobs that women or men
can’t or shouldn’t do? Remind students of their
discussions about nurses in Unit 9 Lesson 2.
Ask students to describe the photo and guess
what kind of job this person does. Ask: What
is she wearing? What is she looking at? What
is she thinking about? Review the present
simple / present continuous contrast and ask:
What do you think is good or bad about this
job? Make list of pros and cons on the board.
Don’t check answers to the questions yet.
pp96–97
Tip: Often students focus on getting the correct
answers. You may want to mention that it
is just as important to notice the strategies
they use to find the answers. Did they look
at key words, for example, or did they
find synonyms or antonyms that helped
them? Help students to notice that the
True / False sentences in exercise 3 require
them to draw some conclusions based on
information in the text that isn’t directly
stated.
4
Tell students to cover the text, then go
through the list of things. Students can test
each other in pairs. Ask them to write the
questions and check them on the board.
MA Students who need more support can keep
their books open.
Answers
1 She hurt her back very badly while dancing.
2 She worked in a supermarket.
3 She loves driving.
4 She loves musicals.
5 She enjoys singing along to her Mamma
Mia album.
6 She leaves at 6.15 in the morning.
Extra idea: Ask students to role-play an
interview with Aiko using the information in
the article.
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Grammar and writing
5
Answers
1 to 2 at 3 to 4 for 5 on 6 in 7 at 8 on
9 no preposition
Ask students to complete the sentences
individually, then ask volunteers to read out
their answers. Ask: Which sentences are
present tense? Which ones are past?
Extra idea: Ask questions about the text, eg
How was Steve’s experience of lorry driving
different from Aiko’s? Would you like to drive
a lorry? Do you think you’re more like Steve
or Aiko?
Answers
1 driving 2 was; didn’t want 3 had 4 wasn’t; makes 5 listens; sings 6 doesn’t leave
6
Go through the example with the class first
and point out the use of the comparative.
Allow time for students to work individually
and then in pairs, then compare answers as a
class. Encourage plenty of disagreement! They
should give reasons for their opinions. Give
feedback on the use of comparative forms.
Listening and speaking
8
Look at the photo and go through the
questions with the class. Elicit ideas and write
them on the board. Teach / Elicit the meaning
of smart and scruffy. Ask: When might you
want to look smart / scruffy?
9
Play the audio for students to check
their ideas from exercise 8.
Suggested answers
1 Lorry drivers are better paid than ballet
dancers.
2 Doctors work longer hours than nurses.
3 CEOs have a more stressful life than factory
workers.
4 Artists are more creative than scientists.
5 Teachers have a more interesting life than
office workers.
6 Chefs wear sillier hats than flight attendants.
7
Answers
1 Ben is wearing a grey sweater / jumper with
a grey and white T-shirt. He is wearing a
pair of jeans and a pair of trainers.
2 Scruffy
3 He’s going to have a job interview.
Transcript
BEN Right, Kate. I’m off to a job interview.
KATE You’re going to have a job interview?
Like that? What on earth are you wearing?
BEN Um, I’m wearing jeans, my trainers …
KATE I know, I know, but you shouldn’t go
like that.
BEN Why not?
KATE Because you look really scruffy.
BEN So?
KATE Well, you have to look smart for a job
interview.
BEN No, you don’t. It depends on the job.
KATE Why? What’s the job?
This exercise is a chance for students to use
the language they have learnt to talk about
themselves. Review the meaning and form
of the present continuous, referring to SB
pages 80 and 82 or the grammar reference if
necessary. Ask students to write the answers
in their notebooks. They should then exchange
notebooks and give feedback to their partner,
asking additional questions as well.
Preposition park
Review some of the prepositions by saying a
sentence with a gap and asking which preposition
is missing, eg I get up ____ six o’clock. (at).
Ask students to work individually then compare
answers in pairs. Check the answers as a class.
Discuss the reasons for choosing each preposition.
MA For more support, go through the gaps first
and identify the following word or phrase, eg a
place, a period of time, etc.
3.24
10
3.25 Ask: What was Kate’s final question?
(What’s the job?) Brainstorm possible answers
and gather all the ideas on the board. Play the
audio for students to check their answers. You
may want to play the audio again and pause
for students to repeat each line.
Answer
He’s going to be a lorry driver.
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Transcript
BEN
Right, Kate. I’m off to a job interview.
KATE You’re going to have a job interview?
Like that? What on earth are you wearing?
BEN
Um, I’m wearing jeans, my trainers …
KATE I know, I know, but you shouldn’t go
like that.
BEN
Why not?
KATE Because you look really scruffy.
BEN
So?
KATE Well, you have to look smart for a job
interview.
BEN
No, you don’t. It depends on the job.
KATE Why? What’s the job?
BEN
I’m going to be a lorry driver!
Answers
1 white 2 black; black and white 3 yellow
4 red; red 5 white; white 6 white; blue 7 grey; blue
Transcript
In Rio de Janeiro, Brazil, on New Year’s Eve,
people often wear white to celebrate.
For a wedding or birthday in Thailand, you
shouldn’t wear black or even black and white
because it’s unlucky, but you can wear any
other colour.
In Malaysia, you shouldn’t wear yellow because
it is the colour of the royal family.
You should wear something red for a
celebration in China, because red is the colour
of happiness for the Chinese.
In Western cultures, a woman often wears a
white dress when she gets married, so don’t
wear a white dress when you go to someone’s
wedding!
In many Asian countries such as China,
Vietnam, Korea and India, when someone dies,
people wear white, but in Iran people wear
blue.
In Russia you shouldn’t wear bright or light
colours for business meetings, you should wear
grey or dark blue.
11 Play the audio again for students to listen and
write notes. Alternatively, ask students to look
at the transcript on SB page 152. Monitor pairs
as they work, making a note of pronunciation
or intonation problems. Invite volunteers to
present the interview to the class.
Cross Culture: colour
a
Before you begin this activity, ask
students about the photo, eg What’s the
woman wearing / doing? Where is she? (She’s
at a new-year celebration in Rio, which is why
most of the people in the photo are wearing
white.) Ask about the title too, eg What does
‘fitting in’ mean? When do you try to fit in? (in
a new job, a new school, a new country) What
does ‘cultural diversity’ mean? (It means a
range of different cultures. Remind students of
the dance group Diversity mentioned in Units
5 & 6 Review on SB page 60.) Discuss whether
it is more important for people to fit in or to
keep their own customs when they move to
another culture.
3.26
b
Students can work in pairs in groups. Monitor
pairs / groups as they work, making a note
of any common problems with grammar,
vocabulary or pronunciation. When they have
finished, ask pairs / groups to report to the
class on the most interesting or surprising
facts. Discuss the answers with the class.
Give students time to read the sentences
and predict the missing colours. Encourage
students to ask you about any new words, eg
Eve, celebrate, royal, bright. Play the audio
for students to check their answers. Ask if
students know any additional information or
have personal experience of the significance of
different colours in these or any other cultures.
170
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11
UNIT
FOCUS
Going places
GRAMMAR: present perfect; past participles, been and gone; present perfect v past simple; past questions; too
and enough
VOCABULARY: natural features; prepositions of movement; travel
FUNCTIONS: talking about past experiences; buying a ticket
Lesson 1 Have you ever been
to Machu Picchu? pp98–99
Aims
The focus of this lesson is to introduce the present
perfect for talking about past experiences, learn
the difference between been and gone, and learn
vocabulary for talking about natural features.
Note: You could bring in photos of famous places
around the world or of unusual activities like
snowboarding or kayaking to help with exercises 5
and 12.
Extra idea: Ask: Which word or words don’t
fit? (possibly pyramid because it is man made
or square because it isn’t a landscape feature).
2
Warm-up
Answers
water: reef, river, sea, waterfall, beach, island
high: cliff, hill, mountain, pyramid (and possibly waterfall)
Ask students to name the five most beautiful
places they know – they can be in their country or
overseas. Take a class vote on the top two.
Vocabulary Natural features
1
Ask students to describe the photos.
Ask: Which natural features can you name?
Play the audio, then play it again, pausing
for students to repeat each word. Note the
pronunciation of island (silent ‘s’) and desert
(not dessert). Then ask students to read the
words in the box and tick the words for things
they can see. Ask: What do the other words
mean? Explain the meaning of any new words
by referring to famous places or local places.
Extra idea: Ask for suggestions for other
ways to group the words, eg trees (forest,
wood); sandy places (pyramid, beach).
3.27
Ask students which names for natural features
are very similar in their own language and
which are very different.
Answers
A forest, waterfall, mountain
B beach, island, reef, sea
C forest, mountain
D pyramid, desert
Transcript
beach, cliff, desert, forest, hill, island,
mountain, park, pyramid, reef, river, sea,
square, waterfall, wood
Read the instructions. Give students time to
work individually, then check answers as a
class. You could write water and high on the
board and invite students to write words under
the correct heading. You may want to ask how
the words are connected to water, eg an island
is surrounded by water, a beach is next to the
water.
3
Give students time to work individually, then
write the words from A on the board and ask
students to tell you which word from B goes
with each one. Add the name of the country.
Ask: Which places do you know about? Which
one would you like to visit?
Answers
1 Easter Island: Polynesia, Pacific Ocean
Great Barrier Reef: off the coast of Australia
Ipanema Beach: Rio de Janeiro, Brazil
Red Square: Moscow, Russia
Niagara Falls: on the US–Canadian border
Sahara Desert: northern Africa
Yellowstone National Park: Wyoming, USA
2 Red Square isn’t a natural feature.
4
Read the introduction aloud and ask
students to discuss the questions in pairs. Play
the audio for students to compare their ideas.
If students have visited any of these places, ask
3.28
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and a non-specific time. Give some contrasting
examples, eg I have been to Machu Picchu. I
went there in 2014. You don’t need to go into
much detail here as the contrast will be dealt
with in Lesson 2.
them to tell the class about their experience
and encourage others to ask questions. Ask:
Why do people visit these places? Why are
they fascinating or beautiful?
Transcript and answers
A is Yellowstone National Park in the USA.
B is the Great Barrier Reef in Australia.
C is Machu Picchu in Peru.
D is the Pyramids in Egypt.
Machu Picchu was top of the list, followed
by the Pyramids, the Great Barrier Reef and
Yellowstone National Park.
Ask students to notice the form of the present
perfect. Ask: What happens to the verb ‘have’?
(it changes according to the subject) What
word follows ‘have’? (the past participle of the
main verb) How is the past participle formed?
(add -ed for regular verbs, the same as the
past simple). Point out that irregular verbs vary
and have to be learnt separately. There is an
irregular verbs list on SB page 158.
Background information: Yellowstone
National Park is located mainly in the northwestern state of Wyoming in the USA. It is
famous for its natural geological features and
forests, and especially its hot springs (geysers)
and waterfalls.
Model the first three sentences in the grammar
table and demonstrate full and short forms.
Ask students to repeat them after you. Then
ask two students to model the question and
answer at the end of the grammar table. Point
out the correct use of ever and never.
The Great Barrier Reef is the world’s largest
coral reef system and is located off the eastern
coast of Australia.
When students are happy to use the present
perfect, tell them to look at the places in
exercise 3. Tell them to work in pairs and ask
and answer questions about the places. Get
feedback from several pairs.
Machu Picchu is the site of an ancient city
built by the Incas in the 15th century. It is 2,430
metres above sea level in the mountains of Peru.
The most famous pyramids in the world are in
Egypt, many of them near Cairo. They were
built between 2700bc and about 1700bc.
They are made of brick and stone and for
thousands of years were the world’s largest
structures.
5
Give students time to discuss the questions in
pairs, then ask pairs to give feedback to the
class. Find out how many people agreed with
the list, and which place came top in the class.
Extra ideas: Ask students to describe any
beautiful or fascinating places they have
visited. Ask: What was special about it? Make
a list as a class of the five most beautiful places
in the world or in the country you are in.
If you brought in photos of places around the
world, encourage students to ask questions
about them.
Grammar
Present perfect
6
172
Draw a timeline on the board to illustrate the
difference between a specific time in the past
Refer to the grammar reference on SB page
141, now or at the end of the lesson and go
through it with them.
Past participles, been and gone
7
Read the first sentence in the grammar box
and elicit the past participle of a few verbs, eg
walk – walked, visit – visited, dance – danced.
Then ask: What is the past participle of ‘be’?
What are the two past participles of ‘go’? Read
the two sentences about Sid, and discuss the
questions as a class. Teach / Elicit that been
means that he went there and came back;
gone means that he’s still there.
Answers
1 Been is used when the person is no longer
there. Gone is used when the person is still
there.
2 1 Sid’s been to Paris. = Sid is no longer in
Paris.
2 Sid’s gone to Paris. = Sid is still in Paris.
Refer to the grammar reference on SB page
142, now or at the end of the lesson and go
through it with them.
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8
Ask students about the photo, eg Have you
ever seen the Northern Lights? Make sure
that students understand the formation of the
present perfect. They have to change the verb
have according to the subject and find the
past participle form of each verb by looking at
the list of irregular verbs on SB page 158, or
in their dictionaries. Students do the exercise
individually, then compare answers with a
partner.
MA For extra support, write the past participles
on the board in a random order.
Answers
1 have seen 2 hasn’t been / gone 3 has gone / been 4 have had 5 have flown
6 haven’t done 7 have run 8 hasn’t slept
9
Read out the example sentence, then ask
students to write true sentences about
themselves. Ask students to tell the class what
they have and haven’t done.
MA Students who need extra support can write
3–5 sentences. Other students can write 5–10
sentences.
Extra idea: Ask students to provide
prepositions for sentences with gaps. Say
Mmmm for the gap. Students write or say the
missing prepositions. I’ve sailed ___ the Pacific
Ocean. I’ve walked ____ the Sahara Desert.
I’ve dived ____ a waterfall. (across, across /
through, over)
11 You may want to turn this activity into a game
where each person in a group has to say one
sentence using one of the prepositions and a
place name. They should use each preposition
in turn and place names from this lesson.
Monitor students as they work, making a note
of any common problems with preposition use
and pronunciation.
Speaking
12 Go over each question and ask for one or
two examples. Then set a time limit of three
minutes to complete all three lists. Compare
answers as a class. Take a vote on the most
interesting thing anyone has ever done.
Extra idea: If you brought in photos of
famous places around the world or of unusual
activities, use them as prompts. Tell students
to make notes about them and write the
questions. Then they ask and answer their
questions in pairs. Ask them to tell the class
about their and their partner’s answers by
showing the pictures again.
Vocabulary Prepositions of movement
10
3.29 Ask students to describe the two
pictures. Ask: What are the people doing?
How do you think they are they feeling?
How are the two pictures similar and
different? Read the text and teach any new
vocabulary, eg adventure, kayak, tango.
Check comprehension of the prepositions by
drawing diagrams on the board or miming the
movement in each one.
Give students time to complete the
conversations, then play the audio for them
to check their answers. Play the audio again,
pausing for students to repeat each section.
Answers
1 to 2 across 3 through 4 into 5 over
Transcript
Oh, I’ve had lots of adventures. I’ve been to
Vladivostock many times, and I’ve kayaked
across the Atlantic and I’ve walked through
the Amazon rainforest and I’ve dived into seas
full of sharks and I’ve danced the tango in
Argentina and I’ve …
… and I’ve flown over the Eiffel Tower in a
helicopter and … Oh! They’ve fallen asleep!
Lesson 2 She’s climbed all over
the world. pp100–101
Aims
The focus of this lesson is to contrast the present
perfect with the past simple and to practise asking
questions about the past.
Note: It might be useful to bring in a map of the
world.
You first!
Ask students to talk about their experiences of
climbing and why they would or wouldn’t like to
do this. Ask: Have you ever climbed or wanted to
climb a mountain?
Reading
1
Ask students about the photos. Ask: Do you
know who this woman is? How do the photos
make you feel? How do they think it feels to
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Answers
1 Europe (France, Italy, Switzerland, Spain,
Scotland), Asia (Thailand, Pakistan, Tibet),
Africa (Mali), (North) America (Wyoming),
Antarctica
2 At the age of 13 in the Alps.
3 They didn’t know about her climbing adventures.
4 No, she was a physiotherapist from 1981 to
1985.
5 Now she is a writer / lecturer.
be out there? Review or teach any necessary
vocabulary, eg cliff, mountain, rock, climbing,
high, steep, rope, helmet. Discuss the possible
meanings of the title (climbing to the top of a
mountain or succeeding in an enterprise).
Tell students to discuss the questions in pairs,
then check answers with the class.
Answers
1 She’s climbing a mountain.
2 She isn’t using ropes or other climbing
equipment.
2
Tell students to read the questions. Explain that
they should skim the text and find the answers
quickly. Set a time limit of one minute for them
to do this, then ask students to close their
books and compare answers in pairs and as a
class.
Answers
1 She climbs alone and often with no ropes
or safety equipment.
2 She has written several books, she has
been a physiotherapist, she has got married
and had a son, she has given lectures.
3 She had a bad climbing accident (and broke her leg) and she got married.
Extra idea: Ask students what they can tell
about Catherine’s climbing technique from
looking at the photos. What can they infer
about her personality from this article?
Grammar 1
Present perfect v past simple
4
Answers
1 present perfect 2 past simple
Extra idea: If you brought in or have access
to a world map, it might be useful to find all
the places Catherine has climbed on the map.
Ask students to work in groups to locate all
the places.
Refer to the grammar reference on SB page
142, now or at the end of the lesson and go
through it with them.
5
Extra information: Wyoming is a
mountainous state in the north-western
part of the USA. It has two national parks:
Yellowstone National Park and Grand Teton
National Park. Devil’s Tower is a geological
formation that rises 386 metres above the
surrounding land. It is a popular destination
for climbers and was also used as part of the
plot and setting for the 1977 movie Close
Encounters of the Third Kind.
3
174
Read through the questions first, then tell
students to cover the article and test each
other in pairs: one student can do questions 1
and 2, the other can do questions 3–5. When
they have finished, tell them to read and check
their answers.
Ask students to notice the differences between
the two example sentences in the grammar
table. Ask: Are they about the past or the
present? Which one mentions a specific time?
Which one doesn’t mention a time? Go over
the questions, emphasising when (ie a specific
time) in the second rule.
Tell students to look back at the article and
do this activity on their own. Ask individual
students how many examples they found.
Check the answers as a class and ask them to
explain why each tense was used in each case.
Answers
present perfect
… has climbed some of the …, … has
climbed many of them …; She’s climbed
mountains …; Catherine has won …; She’s
also written …; … and has made a lot of
films; Has she ever had an accident?
past simple
How did it all start; … parents were …; …
she was born; She began climbing …; she
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often spent …; … she didn’t tell her parents
…; She studied physiotherapy and worked
…; … she decided to become …; 1985 was
also the year Catherine won her first …; …
Catherine fell 20 metres …; … and broke her
leg; … she got married; … Catherine began
to do …
6
Go through the sentences first, then allow
time for students to work individually. Invite
volunteers to read out their answers and write
the answers on the board.
Answers
1 went 2 has climbed 3 climbed 4 hasn’t had; broke; fell 5 has written 6 wrote
MA For an extra challenge, ask students to
make two new sentence pairs illustrating the
difference between the present perfect and
past simple. For students who need more
support, write sentences with some mistakes
on the board and ask them to correct them.
Past questions
7
Focus on the grammar table and read questions
1 and 3. Teach / Elicit how the present perfect
is often used at the start of a conversation to
find out something general (question 1). In
contrast, the past simple is used to narrow
the focus to more specific information and
details (question 3). Ask students to complete
questions 2 and 4.
Answers
2 Has she climbed the north face of the
Eiger?
4 Did she climb it alone?
Refer to the grammar reference on SB page
142, now or at the end of the lesson and go
through it with them.
8
Explain that the questionnaire is for a climbing
school. Ask students what kind of questions
they would expect to be asked. Read through
the questionnaire together and teach /
elicit any new vocabulary, eg expedition,
backpacking, training, camping, cabin, tent.
Remind students to use the present perfect for
the general questions and the past simple for
the detail. Ask students to complete it on their
own, then check answers as a class.
Answers
1 Have you ever been; was; was; was 2 Have
you ever had; was; was 3 Have you ever
spent; did you camp; did you sleep; did you
travel 4 have you climbed; have you climbed
5 Have you ever used
9
Students work individually to prepare answers
– they can use fictional information if they
want! They then act out the interview with a
partner. Monitor pairs as they work, making
a note of any problems with grammar,
vocabulary or pronunciation. Praise students
and provide corrective feedback.
Writing
10 Make sure students understand what they
have to do. Brainstorm some ways to start the
email, eg Dear Mountain School Director (Dear
Sir or Madam is too formal). Write some starter
sentences on the board, eg My name is …
and I am interested in … I have … I haven’t …
Could you please tell me about …? I’d also like
to know if … Suggest other ways to end the
email, eg Kind regards or Regards, followed
by your full name. You may want to start this
activity in class and ask students to finish it for
homework.
Speaking
11 EVERYBODY UP! Energise your class by
asking everyone to stand up and walk around
and find as many people as they can for
each question. Start by eliciting one or two
questions and answering them yourself. Then
set a time limit of ten minutes. They should
make notes of the details in order to report
back to the class at the end.
Extra idea: Ask each student to write one
sentence on a piece of paper about an
unusual thing they have done. Collect the
pieces of paper and hand them out again in
random order. Ask everyone to stand up and
find the person who wrote their sentence by
asking questions (using the present perfect).
Then tell them to ask three additional
questions (using the past simple) and make
notes of the answers.
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Lesson 3 I forgot my passport!
Answers
A ticket B train C backpack D suitcase E passport
pp102–103
Aims
The focus of this lesson is to practise using
adjectives with too and enough and to learn
vocabulary for talking about travel problems.
Extra idea: Ask students about the last
time they travelled by train, bought a train
ticket, carried a backpack, used a passport or
packed a suitcase. They can also ask you these
questions.
Warm-up
Look at the title of the lesson and the photos and
elicit a few ideas for the topic of this lesson. Don’t
go into detail about the photos at this point.
4
Vocabulary Travel
1
Ask students to describe the photos. Ask: How
do you like to travel? Teach any necessary
vocabulary for talking about the photos, eg
departure board, tow truck / rescue vehicle,
break down. Ask about the meaning of
departures and cancelled. Brainstorm as many
problems as possible.
Answers
A lost suitcase B flat tyre C car broke down
D train cancelled
2
3
176
Listening
5
3.30
Draw the table on the board and
write in the examples. Give students time
to work individually or in pairs, then ask
volunteers to write their answers on the
board. Play the audio for students to check
their answers, then play it again, pausing for
students to repeat each word. Pay particular
attention to the pronunciation of coach, tyre,
garage and luggage. Ask students which
words are very similar in their own language
and which are very different.
Transcript and answers
By air: airport, baggage reclaim, boarding
card, check-in desk, departure gate,
flight, hand luggage
By train: coach, platform, station
By car: flat tyre, garage, parking ticket, petrol, traffic
Ask students to match the words with the
pictures, then write the answers on the board.
Ask what verbs can go with these nouns, eg
buy a ticket, take / get on / get off a train,
carry a backpack, pack a suitcase, show your
passport.
THINK This task will help students predict
what is on the audio and will make it easier
for them to understand it. Read the example
aloud, then brainstorm as many answers
for each item as possible and write them
on the board, eg passport – lost, damaged,
stolen, expired, out of date (this will come
up in exercise 13); suitcase – lost, damaged,
delayed, stolen. Ask: Have you ever had any of
these problems?
3.31 Explain
that students are going to listen
to five people talking about travel problems.
Each one involves one of the pictures in
exercise 3. Write the letters A – E on the board
and tell students to write the number of the
conversation next to each one. Play the audio,
then check answers as a class. Ask students for
key words that told them the answers in each
case.
Answers
1E 2A 3D 4B 5C
Transcript
See transcript 3.32 in exercise 7
6
Play the audio again and ask students to
summarise each problem in one sentence. Play
the audio again for students to check their
answers.
Answers
1 wrong passport 2 ticket for wrong day 3 lost suitcase 4 missed train 5 backpack too
big
Extra idea: Ask some additional questions
about the audio, eg When did the first speaker
realise that she had the wrong passport? Why
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couldn’t the man get on the bus? What did
the woman’s suitcase look like? Why were the
people in conversation 4 late? Where was the
man in conversation 5 going? When did he
find out that his bag was too big?
WOMAN
MAN
7
3.32 GUESS Encourage students to make
as many guesses as possible about what
happened next in each conversation. Play the
audio for students to check their ideas. As this
is a long listening, you might want to pause
after each conversation to check students’
ideas. Find out how many people guessed each
ending correctly.
3
MAN
WOMAN
MAN
Answers
1 She had to go home and pay for another
flight the next day.
2 He got on at the last minute because someone else didn’t turn up.
3 The airline delivered her suitcase the next
day.
4 He got the next train, but arrived late for
his appointment.
5 He had to pay €40.
Transcript
1 WOMAN 1 When I got to the check-in desk
at the airport, I opened my passport at the photo page and
showed it to the man – and it
wasn’t me!
WOMAN 2 No! Really?
WOMAN 1 No, it was my husband! I realised I had the wrong passport! I had my husband’s
passport!
WOMAN 2 Oh no! So what happened?
WOMAN 1 Well, he was very nice, but he
said, ‘I’m very sorry, but you can’t
travel.’ So I had to go home and I
had to pay for another flight the
next day!
… And I got to the door of the
2 MAN
bus and showed the woman my
ticket, and she said, ‘You’re too
late. You have the wrong day.
That ticket was for yesterday, and
the bus is completely full!’
WOMAN
Oh, how awful! What did you
do?
MAN
Well, I waited until everyone
was on the bus, and she came
WOMAN
WOMAN
4
MAN
WOMAN
MAN
5
MAN
back and said, ‘Actually, somebody hasn’t come, and
there’s one free seat. Would you
like it?’
That was lucky!
Yes, it was.
The bags were in baggage reclaim and I waited to see my
big red suitcase. Everyone picked
up their bags until finally there
were no bags left.
Oh no. Don’t tell me …
Yes, I waited and waited, but my
suitcase wasn’t there.
Oh dear! So what did you do?
Well, I went to the lost-luggage
desk and filled out a form. They
delivered my suitcase the next
day.
We left the house really early, but
the traffic was terrible. We finally
got to the station and I ran over
the bridge – and got to the platform just in time – to
see the train leaving.
Oh, how frustrating! So what did
you do?
Well, I got the next train. But I
was very late for my appointment.
I was on Cheapoair to Athens
and I just had hand luggage,
one small backpack. When I got
to the departure gate, the man
said, ‘That’s a big backpack! I
think it’s too big. Could you please put it in this box?’ So I tried, but he was right,
the backpack was too big. It
didn’t go in the box! So he said,
‘I’m very sorry, but you have to
pay. It’s 40 euros.’ I said, ‘40 euros? That’s terrible!’ ‘Yes,
it’s a lot,’ he said. ‘Next time
bring a smaller bag!’
Grammar too and enough
8
Read the example sentence in the grammar
box. Give some additional example situations,
eg The shelf was very high and I couldn’t reach
it. It was too high. I wasn’t tall enough. Focus
on the rules below the table and elicit the
correct answers.
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Answers
1 before 2 after
Transcript and answers
/aɪ/ arrive, climb, cycle, dive, drive, fine, flight,
fly, idea, island, light, ride, time
/ɪ/ cliff, driven, listen, minute, miss, ridden,
ticket, trip
Refer to the grammar reference on SB page
142, now or at the end of the lesson and go
through it with them.
9
Extra ideas: Ask students to close their
books and listen. Dictate some of the words
in random order and ask students to identify
whether it is sound number 1 or number 2.
Ask students to describe the picture, which
illustrates the first sentence in this exercise.
Ask: What is the problem? (The suitcase is too
small. It isn’t big enough.) Students do the
exercise individually, then compare answers
in pairs. Ask volunteers to read out their
sentences.
MA Students who finish early can write two
more sentences.
Answers
1 big enough 2 too tired 3 long enough
4 too heavy
Ask students to add extra words to each
column.
Writing
13
Give students time to read the
conversation and predict the missing words.
Play the audio for students to check their
answers and write the answers on the board.
3.34
Answers
Speaking
10 Go through the list of problems and tell
students to make notes about each one in their
notebooks (this will help them in exercise 14).
Provide help with extra vocabulary as needed.
11 Model the example conversation with one
or two students. Remind students to use
the present perfect for the first general
question, then the past simple for the followup, detail questions. Ask students to work
in pairs. Monitor students as they work and
make a note of common errors. When they
have finished, ask volunteers to tell the class
about things they have done. Invite other
class members to ask follow-up questions.
Encourage students to ask you questions, too.
3.33 Check comprehension of the words
12 P
in the box. Ask: Which words describe natural
features? (cliff, island) Which words are verbs
for doing sport? (climb, cycle, dive, ride) Which
words are past participles? (driven, ridden), etc.
Write the table on the board and demonstrate
the difference between the two sounds /aɪ/
and /ɪ/. Say the words, or ask students to say
the words out loud and ask volunteers to write
each one under the correct sound. Play the
audio for students to check their answers, then
play it again, pausing for students to repeat
each word.
178
1 was 2 got up 3 left 4 got 5 got to 6 had
7 went 8 showed 9 looked 10 said
Transcript
JOAN So how was your trip?
FRANK It was a disaster! We got up really early
and left the house at six. We got the
airport bus at 6.30 so we got to the airport by seven. We already had
our boarding cards, so we went straight
to passport control. I showed the woman my passport. She looked at it for a long time, and then she said,
‘I’m afraid your passport is out of date.’
JOAN Oh no! So what did you do?
FRANK I said goodbye and went home again.
Extra idea: Ask some questions about
the story, eg What time did they leave the
house? What time did they get to the airport?
Did they have their boarding cards? What
happened at passport control? What was
wrong with his passport? How did Frank feel?
What would you do in this situation? Play the
audio again if necessary.
14 Allow time for students to make some notes or
they can use the notes they made in exercise 10.
Provide help with extra vocabulary as needed.
You may want to start this activity in class and
ask students to finish it for homework.
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Movies & Music
In Titanic, a rich young woman (played by
Kate Winslet) falls in love with a poor young
man on board the doomed ship. It’s 1912,
and her family don’t approve at all. There
have been several versions of the film, both
before and after the 1997 one, and in 2010,
Titanic 2 came out, telling the story of a ship
making the same journey 100 years later.
Extra questions for class or for homework
Movies
Which two films are about things that really
happened? (Alive and Titanic)
Do you know the names of other actors who
starred in any of these films?
Which story did Agatha Christie write?
(Murder on the Orient Express)
I Can See Clearly Now was written and
recorded by Johnny Nash in 1972. It was
re-recorded by Jimmy Cliff in 1993 for the
soundtrack of Cool Runnings – a film based
on the true story of the Jamaican bobsled
team trying to get to the 1988 Winter
Olympics in Canada.
Music
When was this song a hit?
What is the theme of the song? Is the future
sad or happy? What about the past?
Answers
Movies
Murder on the Orient Express – train; Ingrid
Bergman
Alive – plane
Speed – bus; Keanu Reeves
Titanic – ship; Leonardo DiCaprio
Music
mistakes: hear = see; train = rain (I can see
clearly now the rain has gone)
other things that are ‘gone’: clouds, pain
instead: sunshine, rainbow, blue sky
Culture notes: Murder on the Orient
Express is based on the novel of the same
name written by Agatha Christie in 1934,
and featuring her famous Belgian detective,
Hercule Poirot. The film starred many famous
names including Albert Finney, Lauren Bacall,
Jacqueline Bisset, Sean Connery and Vanessa
Redgrave. It was remade in 2001 starring
Alfred Molina and Meredith Baxter.
Alive is the true story of the Uruguayan rugby
team whose plane crashed into the Andes on
13th October, 1972. Sixteen of the 45 people
on board managed to survive the crash and
were rescued more than two months later.
The film is based on the book written in 1974
by Piers Paul Read.
Speed is the story of a young police officer
(Keanu Reeves) who, with the help of Annie
(Sandra Bullock), must keep driving a bus
really fast. If he slows down below 80 kph,
a bomb on board will explode. The villain is
played by Dennis Hopper.
Vocabulary plus p104
Places
1
As a warm-up activity, review the words for
natural features from lesson 1 using pictures or
names of famous places.
Ask students to cover the word box, look at
the picture and name as many features as they
can. Then tell them to look at the word box
and see which ones they left out. Focus on the
pronunciation of any difficult words, eg bridge,
castle (silent ‘t’), mosque, ocean. Discuss the
questions as a class and ask students to point
out each place on the picture.
Answers
1 man-made: bridge, canal, castle, cathedral,
mosque, motorway, tower
natural: cave, field, lake, ocean, valley
2 both: bridge, cave, lake
3 Students’ own answers.
Extra idea: Make a list of local places of
interest and compare it with a partner. Ask:
What’s the best place to visit locally?
Adventure
2
Give students time to work individually or in
pairs to match the words. Ask them to explain
what these sports are. (Remind students that
they already know bungee jumping from
Unit 10, Lesson 1, SB page 89.) Discuss the
meaning of extreme. You could elicit ideas
about what is meant by extreme ironing, but
note that this will come up in exercise 4.
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Review the difference between been and gone
for item 3.
Answers
bungee jumping, extreme ironing, hot-air
ballooning, rock climbing, scuba diving,
skateboarding, white-water rafting,
windsurfing
3
Write the letters a–h on the board, then ask
students to come and write the words they
feel sure about next to the correct letter. Ask
other students to correct them if they think
it is wrong. Ask: Have you tried any of these
activities? If not, which ones would you like to
try?
Answers
1 go by 2 going on 3 been to 4 went
c
Prepositions of place
4
Answers
a extreme ironing b hot-air ballooning c skateboarding d scuba diving e white-water rafting f rock climbing g bungee jumping h windsurfing
Transcript
Extreme ironing is a sport where people go to
strange and sometimes dangerous locations
and iron clothes! Here are some of the places
where people have done their ironing:
on a rock; on a bicycle; in a canoe; on the top
of a mountain; in a cave; in the middle of a
motorway; on skis; at the bottom of a lake;
on a cliff; on a surfboard; on the roof of their
house. So where don’t these people iron? They
don’t iron at home!
Focus on: go
Explain that go can be used in a variety of
different ways. Go through the words in
the box to check comprehension, then ask
students to complete the table individually
or in pairs. Draw the table on the board and
check the answers.
Mention that we say go by + transport, but go
on foot. Ask: What other words can you add
to each category?
Answers
go by go on
car
holiday
bike
a trip
tram
a journey
a course
b
180
go to
go …
Vladivostock scuba diving
university
windsurfing
the United climbing
States
skiing
the supermarket
Explain that students have to complete the
sentences using one of the four expressions
with go in exercise a. Students work
individually, then check answers as a class.
Ask students to describe the photo.
Ask: Where is this person? What is he or she
doing? Why? Allow time for students to read
the article and predict the missing prepositions,
then play the audio to check. Write the
answers on the board.
3.35
Answers
1 on 2 on 3 in 4 on 5 in 6 in 7 on 8 at
9 on 10 on 11 on 12 at
Extra idea: Pretend that you are doing each
of these activities. Describe what you can see
and what is happening without saying the
name of the activity, eg I can see water going
very fast on a river. (white-water rafting)
Students have to guess which activity it is.
a
Tell students to look at the sentences in
exercise b and identify the ones that are true
for them. Ask individuals to read out any
rewritten sentences.
Extra idea: Ask students to close their
books. Say the name of each place in the
article and see if they can remember the
whole phrase including the preposition, eg
rock – on a rock.
5
Ask students to compare their experiences of
ironing. Ask if everybody in the class actually
does the ironing: Who does it in your house?
Do you ever / never do it?
Everyday English p105
Note: If possible, bring in train or bus information
(timetables, fares, etc) and a world map.
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Buying a ticket
De-stress!
1
When we’re late and have to rush, we tend to get
very stressed. To avoid this happening, wherever
you’re going, start your journey a little earlier than
you need to. Remember, of course, that being late
is regarded differently in different cultures. Ask:
Are you often late or are you usually on time? Is it
OK to be late in your culture? If you have to be on
time, how do you make sure you are?
3.36
6 Decide whether you are going to
use the video or simply play the audio. Ask
students to say one or two things that they
already know about Jack and Laura. Ask:
Where have we seen them before? What did
they do? Ask students to describe the two
photos and say what is happening. Teach /
Elicit ticket clerk, single ticket and return ticket.
Give students time to read the conversation
and predict the missing words. Play the video
or audio for students to check their answers.
Write the answers on the board.
Answers
1 tickets 2 return 3 much 4 both 5 money
6 far 7 Book
TICKET CLERK
JACK
TICKET CLERK
JACK
TICKET CLERK
JACK
TICKET CLERK
JACK
TICKET CLERK
This is an opportunity for students to do research
outside the classroom and tell the class about their
findings in the next lesson. If you have a world
map, use it to locate Timbuktu. Ask students for
some recommended travel websites which could
help them find out the information they need.
3
Transcript
JACK
Explore
Two tickets to Edinburgh, please.
Single or return?
Um, return. How much is that?
Just a moment – that’s £173.
For both of us?
No, each. All together, that’s …
£346.
Really? That’s a lot of money.
How far is it?
It’s a long way! But do you want
some advice?
What?
Book your tickets online – it’s a
lot cheaper!
3.37 6 Give students time to guess the
numbers that are missing. Then play the video
or audio for them to check their answers.
Play it again, if necessary, pausing after each
number.
Answers
1 71.20 2 nine 3 Nine 4 four 5 Eleven
Transcript
JACK
TICKET CLERK
JACK
TICKET CLERK
JACK
Extra ideas: Put students in pairs and ask
them to find five differences between the
photos.
2
Ask two students to model the first four lines
of the conversation. Then ask which words can
be replaced (destination = Edinburgh, number
of tickets = two, type of tickets = return, cost
= £173). Model the example exchange with
one or two students, changing the destination
each time. Then tell students to work on
new conversations in pairs (making sure they
only do the first four lines). Ask volunteers to
present their conversations to the class.
Extra practice: If you brought in train or bus
information, use it in class so that students
can practise longer conversations.
TICKET CLERK
JACK
TICKET CLERK
4
How much is a return ticket to
Edinburgh, please?
£71.20.
Oh, that’s not too bad. How long
does it take?
Just under nine hours.
Nine hours! The train only takes
four.
Yes, but it’s very expensive. The
bus is much cheaper.
What time does it leave?
Eleven o’clock at night. It’s overnight.
Act out the conversation with a strong
student. Then students act out the
conversation in pairs.
MA Stronger students can do this as a memory
exercise.
Alternatively, students can use the karaoke
function on e-zone. They start the video and
watch the conversation. Then they select
the role they want to play, click on the play
button and speak their part when they see the
highlighted words on the screen.
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5
For this exercise, students will have to work out
the answers – they aren’t actually given them
on the video or in the audio. Also note that
the questions refer to both conversations – so
you may need to play both of them again. Tell
students to work in pairs to try and work out
the answers, then compare answers as a class.
Answers
1 a) £101.80 b) £203.60
2 8am
3 10.30
6
Brainstorm adjectives you could use to describe
travel by train and bus, eg cheap, expensive,
fast, slow, safe, dangerous, comfortable,
convenient. Remind students to use
comparative forms when they are making a
comparison between two things. Give students
time to discuss the question in groups, then
ask students to give feedback to the class.
Find out which is the more popular form of
transport – train or bus.
Extra idea: Discuss rail and bus services in
your local area. Ask: Are they good or bad?
Why?
we don’t say … / we say …
This section focuses on the following errors:
• incorrect word choice – travel (verb) trip
(noun)
• incorrect preposition
• incorrect phrase (by car, by train, etc but
on foot)
• incorrect past participle choice (been v
gone)
Ask students to cover the green we say …
side and to see if they can correct the mistakes
themselves before they look and check.
182
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12
UNIT
FOCUS
Extremes
GRAMMAR: superlatives; could; had to; review of tenses
VOCABULARY: hotel facilities
FUNCTIONS: talking about places to stay; checking in; solving
Lesson 1 The most expensive
city in the world? pp106–107
Transcript
MAN
Well, 1 is easy. That’s Tokyo.
WOMAN Are you sure? Things are changing all
the time. Some cities are growing
really fast. I think it’s Seoul.
MAN
No, I’m absolutely sure it’s Tokyo. I
read something about it recently.
WOMAN Oh. OK, then.
MAN
And 2 is definitely La Paz.
WOMAN Yes, I agree. And I’ve read that the
coldest city is Ulan Bator, in Mongolia.
MAN
Really? That’s interesting.
WOMAN And I think 4 is Oslo.
MAN
I don’t agree. I think it’s Tokyo again. I
read about that recently, too.
WOMAN All right, then. Tokyo. What about
question 5?
MAN
No idea!
WOMAN Well, it isn’t Taipei and it isn’t Beijing.
MAN
So it’s Ulan Bator again!
WOMAN Yes. And I know number 6 because I
was there in the summer.
MAN
What is it, then?
WOMAN Helsinki!
Aims
The focus of this lesson is to introduce superlatives
for comparing more than one thing and to use
adjectives to describe cities around the world.
Note: It may be useful to have a world map
available for this lesson.
You first!
Brainstorm ideas for where these cities are (Ulan
Bator and Tokyo). Ask: What do you know about
them? Brainstorm adjectives to describe them, eg
big, crowded, dirty, noisy, dangerous, polluted,
exciting, interesting, expensive. Don’t give detailed
descriptions at this point – just a general first
impression.
Speaking
1
Model the example sentences with one or two
students. Point out the use of both and on the
right and review the word order with both. You
could also elicit on the left. Give students time
to discuss the questions. Brainstorm as many
answers as possible and write them on the
board. Find out which city students think looks
more interesting and ask for their reasons.
4
Suggested answers
both big cities, lots of buildings, more tall
buildings in the city on the right
2
Check the meaning of capital city and
population. Tell students to do the quiz in
pairs. Ask for their answers (but don’t confirm
if they are correct or not) and ask about the
country where each capital city is located.
3
3.38 Play the audio so that students can
check their answers. Play it again, if necessary,
in case any parts are unclear. Find out how
many students got all the answers correct.
Answers
1c 2b 3a 4b 5a 6c
problems
Use this exercise to review the present
perfect and the contrast with the past simple.
Students discuss the questions in small
groups. If you have a world map available, ask
students to point to the places on the map.
Invite volunteers to tell the class about their
experiences.
Answers
1 Seoul (South Korea), Jakarta (Indonesia),
Tokyo (Japan), Mexico City (Mexico), La Paz
(Bolivia), Addis Ababa (Ethiopia), Ulan Bator
(Mongolia), Helsinki (Finland), Moscow
(Russia), Oslo (Norway), Caracas (Venezuela),
Beijing (China), Taipei (Taiwan), Stockholm
(Sweden), Ottawa (Canada)
5
P
Give students time to practise first,
then play the audio. Play it again so students
can say the sentences along with the audio at
3.39
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the same speed. Ask: Which sound is repeated
most often in these sentences? (st).
Note: /st/ is a consonant cluster that can be
quite difficult to pronounce, especially at
the beginning or end of a word. Model the
pronunciation by exaggerating each sound
slightly, and then running them together. You
may want to contrast words with /st/ and
words with /s/ or /t/, eg stop / top, steam /
seam, stand / sand.
Do a short drill to practise superlatives, eg
Teacher: hot
Students: the hottest
Teacher: expensive
Students: the most expensive
Teacher: good
Students: the best
etc
8
Transcript
MAN
What’s the best place for tourists to
stay in Stockholm?
WOMAN A five-star hotel! But it isn’t the cheapest.
Grammar Superlatives
6
Answers
1 the hottest 2 the lowest 3 the oldest 4 the most dangerous 5 the friendliest 6 the most unfriendly
Use the grammar table to help students notice
the three groups of adjectives: short (onesyllable), long (two or more syllables) and
irregular. Teach / Elicit the spelling rules for
each type of adjective. Ask students for some
additional examples of each one. Ask students
to say whether the statement is true or false.
Transcript
1 Bangkok is the hottest capital city in the
world. It has an average temperature of
25° Celsius.
2 Amsterdam is two metres below sea level.
It is the lowest capital city.
3 People have lived in Damascus since about
6000bc. It is the oldest capital city.
4 Mogadishu and Cape Town are two of the
most dangerous cities in the world.
5 In a survey, tourists said that people in Tokyo and Lisbon were the friendliest people in the world.
6 On the other hand, people in Moscow and
London were the most unfriendly.
Note that additional irregular adjectives are
far – furthest (which comes up in the reading
on SB page 107) and little – least (when little
means ‘a small amount of’).
Answer
True
Refer to the grammar reference on SB page
142, now or at the end of the lesson and go
through it with them.
7
Tell students to look at the quiz on SB page
106 and find superlative forms. Ask: Which
adjectives are short, long or irregular? Which
spelling rules do they follow? Why?
Answers
the biggest, the highest, the coldest, the most
expensive, the most polluted, the cleanest
Extra ideas: Ask students to make the
opposite of each question, eg Which is the
smallest city in the world? They should then
try to answer them.
184
3.40 Give students time to work individually
or in pairs, then play the audio for them to
check their answers. Play the audio again,
pausing for students to repeat each line.
Ask: Which spelling rules did each adjective
follow? You could also point out here that the
superlative form of friendly can be friendliest or
most friendly.
Reading
9
Ask students to look at the photo and read
the headings. Elicit ideas for what the article
is about and what its purpose is. Ask if any
students know which city is in the photo (it’s
Reykjavik). Put students in pairs to read the
article and guess the cities. Ask them to explain
what clues helped them to find the answers.
Check the meaning of any new words, eg
survey, tourist, equator, furthest, nearest.
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Answers
1 Tokyo (Japan) 2 Moscow (Russia) 3 Quito
(Ecuador) 4 Reykjavik (Iceland)
10 Give students time to read the sentences
and do the exercise individually. Tell them to
compare answers with a partner, then ask
volunteers to give their answers and explain
why.
MA Students who finish early can make two
more sentences.
Point out the use of the least in the grammar
note below the exercise and refer to the
grammar reference on SB page 143.
Answers
1 false: The cleanest city is also one of the
safest cities.
2 false: The nicest city is the most expensive.
3 true
4 false: The most unfriendly city is one of the
most dangerous cities.
5 false: It’s the second highest city in the
world.
6 true
you know?
Wellington
* Did
is in New Zealand, Canberra in
Australia. Ask: What’s your capital city? Which
is the nearest capital to it? How far away is it?
Movies & Music
Read through the questions and text first and check
any new vocabulary, eg romantic drama, simply.
Extra questions for class or for homework
Movies
What’s the most famous line from this film?
(Play it again, Sam – though in fact, Rick
actually says: Play it, Sam when he’s asking
the pianist to play and sing the song he
shared with Ilsa.)
The film is set in the early 1940s – what was
happening at that time?
The film is basically a love story. What’s your
favourite movie love story and why?
Note: If you can find – or get students to find
– a still or a clip of the film online, you can
ask: What are they wearing? What do / don’t
you like about that style of clothes? What do
the clothes tell you about the period?
Music
What other songs do you know by this
singer? (What’s Love Got to Do With It?
Private Dancer, etc)
The song is often used as an anthem. If you
had to choose an anthem, what song would
you choose?
Answers
Movies
Name of film: Casablanca
Director: Michael Curtiz
Stars: Humphrey Bogart and Ingrid Bergman
Famous song: As Time Goes By
Music
Title: Simply the Best (or sometimes just The
Best)
Also sung by: Bonnie Tyler
Culture notes: Casablanca is a love story set
in Morocco during the first years of World
War II. Café owner, Rick, is shocked to see Ilse
and her husband walk into his café. Rick and
Ilse had met and fallen in love in Paris earlier
in the war. Will she choose him now, or will
she stay with her husband? The song As Time
Goes By was written in 1931 by Herman
Hupfeld and sung in the film by Sam, played
by Dooley Wilson.
The Best is a song written by Mike Chapman
and Holly Knight. It was first recorded by
Welsh singer, Bonnie Tyler (who also sang Total
Eclipse of the Heart), but it wasn’t a big hit
until Tina Turner released it. The song is used
by several sports teams and athletes around
the world as their anthem or theme tune.
Lesson 2 Is this the coolest
place to stay? pp108–109
Aims
The focus of this lesson is to practise could and
had to to talk about possibility in the past, and to
learn vocabulary for talking about hotel facilities.
You first!
Ask students for their opinions about the room.
Ask for adjectives to describe the photo, eg cool,
cold, icy, freezing, shiny, dark. Explain that cool
means cold but it can also mean nice or amazing.
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Ask students to find out about other unusual
hotels in the world.
Reading 1
1
Discuss the questions as a class. Point out
that the third question (Can you see any
animals?) may seem strange, but ask students
what they can see (there’s a whale tail in the
background). Ask students to look at the map
and tell you where this place is.
Background information: At the Ice Hotel,
all the bedrooms are designed by different
people and there are lots of wonderful
different designs, which change every year.
This one is an ‘underwater’ bedroom.
2
Ask students to predict what information will
be in the article. They should use the photo
and the map to help them with ideas. Give
students time to write their guesses individually
(and no, they can’t use the words ice or
hotel!), then gather all the ideas and write
them on the board.
3
Set a time limit for students to read the article
quickly. Circle any words on the board that
come up and check the meaning of any new
vocabulary, eg Arctic Circle, blocks, melts,
thermal, sleeping bag, reindeer.
4
Ask students to work in pairs and take
turns to close their books and quiz their
partner. Student A can ask questions 1–3,
student B can ask questions 4–6.
MA Students who finish early can think of two
extra questions to ask about the article.
Answers
1 false: There are several Ice Hotels around
the world.
2 true
3 false: They are about –5˚C.
4 true
5 false: The hotel melts in spring and they
have to rebuild it every winter.
6 true
5
Tell students to work in pairs to ask and answer
the questions, then discuss them as a class.
Extra ideas: Tell students to go to www.
icehotel.com and find out how expensive
it would be to stay a night at the Ice Hotel.
Ask: What’s the best way to get there from
where you are now?
186
Reading 2
6
Ask students about hotels they have
stayed in. Ask: Which was the best? What
did you like about it? Which was the worst?
What did you dislike? Ask students to read the
Travelwise website information and work out
the missing words. Ask: What is the purpose
of this website? Who wrote the information?
Ask students to give a reason for each of
their answers and to say what clues they used
within the text. Play the audio for students to
check their answers.
3.41
Answers
1 the most expensive 2 the most delicious
3 the friendliest 4 the most amazing 5 the
hardest
Transcript
A One of the best
It’s one of the most expensive hotels I have ever stayed in, but also one of the
best. I strongly recommend it.
B Slow service, but wonderful food
There was only one restaurant, so we had
to eat there. It was expensive and the service was very slow. But when it came,
the food was excellent. It was the most
delicious food I’ve ever eaten in my life!
C Expensive
The drinks in the Ice Bar were the most
expensive I’ve ever had, so I only had one!
But the hotel staff were the friendliest I’ve
ever met.
D Fantastic place
It’s the most amazing place I have ever
stayed in. There were lots of activities, from ice sculpting to snowmobile rides.
We had to pay for them and they weren’t
cheap, but they were great. We even saw
the Northern Lights.
E Very cold
The sleeping bags were nice and warm
and very comfortable, but the bed was the
hardest I’ve ever slept in. I couldn’t sleep.
And I couldn’t get up either because it was
so cold. One night was enough!
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7
Answers
1 couldn’t; had to 2 had to 3 couldn’t 4 had to 5 couldn’t; had to
Discuss the comments on the Travelwise
website in more detail. Teach / Elicit the
phrase a bit of both (partly positive and partly
negative). Ask: Which is the most interesting
comment? Find out how often students use
websites like this and whether they think
they are useful or a good idea. Ask: Have you
ever posted a review of a hotel or restaurant
online? Was it positive or negative or a bit of
both?
Refer to the grammar reference on SB page
143, now or at the end of the lesson and go
through it with them.
Extra ideas: Tell a funny story about a hotel
you once stayed in where you couldn’t do
certain things and had to do some odd
things. Tell the story slowly, then ask students
to work in pairs and list the things you said.
Answer
All the comments are both positive and
negative – a bit of both
8
Tell students to cover the website
comments, then set a time limit of two
minutes to answer the questions. Students can
write the answers in their notebooks. Ask them
to check their own answers or exchange books
with a partner.
Answers
1 a) the service in the restaurant b) the beds c) the hotel d) the sleeping bags e) the activities
2 a) It was expensive and the service was
slow.
b) It was excellent and delicious.
c) They were very expensive.
d) They were very friendly.
e) It was very cold.
Grammar could and had to
9
Review the meaning of can (ability) and have
to (obligation or necessity). If necessary, look
at the grammar notes for Unit 8 on SB page
138 and Unit 9 on SB page 140. Explain that
they both have a past tense form and draw
attention to the form. Explain that could, like
can, is followed by an infinitive without to
and the form doesn’t change; had, like have,
is followed by an infinitive with to, but unlike
have, the form doesn’t change.
Look at the sentences and pre-teach: terrace,
sea view, WiFi, car park. Give students time
to write their answers individually, then ask
students to tell the class their answers.
Ask students to make additional sentences
about a hotel they once stayed in.
Vocabulary Hotel facilities (1)
10
Ask: What kind of facilities does a good
hotel have? Elicit ideas, eg a swimming pool,
a gym. Write the letters A to J on the board
and invite students to tell you which word goes
with each picture. Ask: Which one isn’t really a
facility? (breakfast). Practise the pronunciation
of any difficult words, eg breakfast, access. Ask
students which names for hotel facilities are
very similar in their own language and which
are very different.
You may want to skip ahead to SB page 112
for more vocabulary work with hotel facilities
at this point.
Answers
A balcony B breakfast C minibar D heating
E wheelchair access F air-conditioning G lift
H spa / sauna I flat-screen TV J garage
11 Refer students back to exercise 10. Explain
that they have to write either a negative or
a positive comment for each item and read
out the two examples. Provide additional
vocabulary as necessary.
MA For an extra challenge, tell students to
cover the word box in exercise 10 when doing
this exercise. To give more support, brainstorm
words and ideas about each item and write
them on the board.
12 This is a pairwork information-gap activity.
Each partner looks at a different page. Make
sure students don’t look at each other’s
information while doing this activity. Tell
students to read the information they have
about a hotel and make notes in the table.
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Then tell them to ask each other questions
and make notes on their partner’s answers.
Finally, they use all the information to answer
questions and write a short description of a
hotel. The writing task can be assigned for
homework.
Answers
Palacio Hotel L’Avenida
****
***
category
no. of rooms 96
20
bar
yes
yes
restaurant
yes
no – but good
places in the
area
WiFi
free – in all
free – in all
areas
public areas
wheelchair access
yes
no
parking
private garage private garage
– 8 euros
– free
a day
swimming
yes
small pool on
the roof sun terrace
yes
yes
beach
100m
15-minute walk
town centre 400m
a few metres
(12-minute walk)
double room 80 euros
70 euros
(without
(without
breakfast)
breakfast)
website as a model. Encourage students to use
superlatives in their reviews.
15 Ask volunteers to read their reviews to the
class. Give praise and corrective feedback.
Collect the reviews and use them to gather
example sentences for review in the next
lesson.
Lesson 3 What’s the hardest
thing you’ve ever done?
pp110–111
Aims
The focus of this lesson is to review tenses and talk
about charity events.
Warm-up
Focus on the photo and ask students to describe
it. Ask: Where is this woman? What is she doing?
Why do you think she is doing this? Do you think
it is easy or hard? Why?
Point out the title and ask: What’s the hardest
thing you’ve ever done? Elicit some answers from
students.
Grammar Review of tenses
1
1 1 Hotel Valencia 2 Palacio Hotel 3 more
4 Because it is in the centre of town, it is
small, and it has its own private parking.
5 Palacio Hotel 6 L’Avenida 7 Palacio Hotel 8 Palacio Hotel
Answers
1 was 2 was 3 is 4 has done 5 ran 6 kayaked 7 walked 8 rode
Speaking and writing
Background information: Sport Relief is
an annual event that raises money by asking
celebrities to take part in sports activities.
Members of the public can take part in the
events too and the money is used to help
charities.
13 Tell students to work in pairs or small groups to
discuss the questions. Ask them to make a list
of characteristics of a good and a bad hotel,
then gather their ideas and write them on the
board.
14 Tell students to choose one of the hotels they
discussed in exercise 13 and write a review
of it. They can use the ideas on the board to
help them, and you could also write some
starter sentences on the board. Students could
also use the comments on the Travelwise
188
Give students time to read the information and
complete it individually, then compare answers
in pairs. Check the answers as a class and
check comprehension of any new words, eg TV
presenter, longest-running, charity, marathon,
tightrope, South Pole. Ask: Which of her
adventures do you think was the hardest?
2
Tell students to look at the information again
and find as many tenses as they can. Ask
them to explain why each tense is used and
to say which tense that they have learnt is
not used (going to future). Get students to
write a list of the tenses used, then review the
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formation of each one as a class. Ask: Which
verbs are irregular? (be, do, run, ride). Review
the differences in meaning by referring to the
relevant section of the grammar reference.
Answers
1 was born – past simple 2 was – past simple
3 is – present simple 4 has done – present
perfect 5 ran – past simple 6 kayaked – past
simple 7 walked – past simple 8 rode – past
simple
Three tenses: present simple, past simple,
present perfect
3
Do the first item with the class as an example,
then give students time to work individually.
Write the answers on the board, then invite
volunteers to write the questions next to the
correct answer. Ask the others to correct them
if necessary.
Answers
1 Where was Helen born?
2 What did she do from 2008 to 2013?
3 What does she do now?
4 Where did she run an Ultra Marathon in
2009?
5 When did she kayak all the way down the
Amazon?
6 What did she do in London in 2011?
7 How did she go / get to the North Pole in
2012?
Extra idea: Ask: What type of person do you
think Helen is? What type of person do you
have to be to do her job?
Listening 1
4
Explain that students are going to listen to
somebody talking about an interview with
Helen. These are the questions Helen was
asked. Give students time to complete the
questions. Point out that the questions review
grammar points that have been studied in the
book up till now (superlatives, present perfect,
going to). If students have any difficulty with
them, refer to the relevant section of the
grammar reference.
Answers
1 hardest 2 have ever been 3 hottest 4 have ever had 5 worst 6 going to do
5
Tell students to look at the questions in exercise
4 and brainstorm ideas for Helen’s answers
from around the class.
6
3.42 Play the audio for students to check
their ideas in exercise 5. Point out that they
don’t hear Helen’s exact words, so they will
need to change some pronouns, etc (she – I,
her – my, etc).
Answers
1 The Amazon in 2010 2 The South Pole 3 Namibia 4 Driving across Turkey in a camper
van 5 When someone broke into my hotel
room in Australia 6 Go to Nepal and Thailand
Transcript
MAN
I’m just reading this really interesting
interview with Helen Skelton.
WOMAN Who?
MAN
Helen Skelton – you know, the TV
presenter.
WOMAN Oh yes. I know. What does it say about her?
MAN
Well, she’s done some really amazing
things.
WOMAN Like what?
MAN
Well, first she says her hardest adventure up to now was the Amazon in 2010. She kayaked all the
way down it, 3,230 kilometres! It took 40 days, but she saw some
amazing animals.
WOMAN Wow!
MAN
And then the South Pole is the coldest
place she’s ever been. She went there
in 2012. It was minus 48! It was so
cold apparently, it was painful.
WOMAN Yeah, minus 48 is really cold. How did
she travel?
MAN
She skied and cycled. It took 18 days
to go about 800 kilometres.
WOMAN She’s a brave woman! And what about the hottest place?
MAN
She ran an Ultra Marathon in Namibia
in 2009. That means 126 kilometres
in 24 hours. She didn’t sleep for 24
hours!
WOMAN Does she ever have a normal holiday?
MAN
Well, she says her best holiday was in
Turkey. She drove across the country
from east to west in a camper van.
WOMAN A camper van?
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MAN
WOMAN
MAN
WOMAN
7
Yes, and her worst holiday experience
was in Australia. Someone broke into
her hotel room.
Yeah, that’s horrible. So where next? What is she going to do for her
next adventure?
She says she wants to go to Nepal
and Thailand. What about you? What are you going to do for your
next adventure?
I think I’m going to make some tea!
Write the headings on the board. Tell students
to write key words, not sentences, and point
out that there are six places altogether, so
there are a lot of notes to make. Play the audio
again, up to ... she saw some amazing animals,
and do the first one together with the class as
a model. Show them how to note down just
the key information:
place: Amazon
year: 2010
distance: 3,230km
time: 40 days
transport: kayak
extra info: amazing animals
Play the rest of the audio while students take
notes. Play it as many times as necessary,
perhaps pausing after each segment. Note that
there isn’t information under each heading
for all the countries, so students must listen
carefully. Invite volunteers to write their
answers on the board.
Answers
question
1
2
place
Amazon South Pole
year
2010
2012
distance
3,230km 800km
time
40 days
18 days
transport
kayak
skis and
bike
extra
amazing –48˚C
information animals
190
3
Namibia
2009
126km
24 hours
on foot /
running
didn’t
sleep for
24 hours
question
4
5
6
place
Turkey
Australia
Nepal,
Thailand
transport
camper van
extra
crossed
someone
information country
broke
east to
into her
west
hotel
room
8
Tell students to use their notes from exercise
7 and to work in pairs to re-tell the story.
Monitor pairs as they work, making a note
of any problems with grammar, vocabulary,
pronunciation or intonation. Praise students
and provide corrective feedback.
Extra idea: Ask students to write Helen’s
story.
Listening 2
9
GUESS Ask students to talk about the photo
and tell students his name. Brainstorm as many
answers as possible and write them on the
board.
10
3.43 Tell students they are going to hear
a radio report about Ade Adepitan. Play the
audio and check the answers to exercise 9.
Answers
1 He is British.
2 He is a TV presenter.
3 Because he got polio when he was six months old.
Transcript
Ade Adepitan is a British TV presenter and he is
also a Paralympic basketball champion. He was
born in Lagos, Nigeria, on 27th March, 1973,
but went to live in the UK when he was three.
At the age of six months, Ade got polio. He
couldn’t walk, but he always wanted to be a
famous sportsman. In 2004, he won his first
gold medal in wheelchair basketball at the
Paralympic Games in Athens. He won two
more gold medals for basketball in 2008 and
2012 and another one for wheelchair tennis in
2008.
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Ade has been a TV presenter for many years,
often on programmes about sport. He uses
television to talk about racism and the problems for people with disabilities. He also does
a lot of charity work, especially for children’s
charities.
11 Go through the table first – and perhaps write
the headings on the board. Play the audio
again as students write their answers. Ask
volunteers to read out the answers as you
write them on the board.
Answers
Name
Date of birth
Country of birth
Nationality
Occupation
Paralympic
gold medals
Interests
12
Ade Adepitan
27th March, 1973
Nigeria
British
TV presenter and basketball player / sportsman
2004: wheelchair basketball
2008: basketball & wheelchair tennis
2012: wheelchair basketball
racism, problems for people with disabilities,
charity work
are disabled there because of polio. It is one of
the richest countries in Africa, but it is the only
country in Africa where polio is still a problem.
The polio vaccination is free for all children,
but some parents don’t want their children to
have it. They think the vaccination is dangerous
because it is free and because it is foreign.
‘One million children in Nigeria are in danger,’
says Ade, ‘but until we win the fight against
polio, we are all in danger.’
Extra ideas: Ask students to role-play an
interview with Ade.
Ask: What did Ade mean when he said ‘we
are all in danger’? Ask students if they can
think of any solutions to the problem of
polio, and to find out more online. One place
they can search is Journey of My Lifetime –
Ade Adepitan.
Speaking and writing
13 Remind students about Sport Relief (see the
notes in exercise 1) and ask students for
names of other charities they know about or
support. If students can’t think of any, point
out the logos on SB page 111. Ask: What does
the charity support? Ask students to work in
groups and explain why they think their three
chosen charities are good.
Ask students to read the questions
first and try to predict the answers. Then play
the audio for students to check their ideas
and write the correct answers. Play it again for
students to check their answers.
Background information: Greenpeace
is an environmental organisation that
campaigns on issues such as global warming,
deforestation, overfishing, commercial
whaling, genetic engineering and nuclear
power.
Answers
1 He went to Nigeria to make a TV documentary about polio.
2 It is one of the richest countries in Africa;
it is the only country in Africa where polio
is still a problem.
3 Because some parents don’t want their
children to have the vaccination against
polio.
4 One million children
UNICEF (United Nations Children’s Fund)
provides help to children and mothers in
developing countries.
3.44
Transcript
In 2013, Ade travelled back to Nigeria to make
a TV documentary about polio. Many people
Amnesty International is an organisation
that campaigns for human rights all over the
world. They help people who have suffered
injustice or been imprisoned unjustly.
The International Red Cross and Red Crescent
Movement is an international humanitarian
movement with approximately 97 million
volunteers worldwide, which was founded to
help people who are suffering, especially as a
result of wars or natural disasters.
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Amref Health Africa provides medical
assistance to remote regions of East Africa,
and helps to alleviate the effects of poverty,
tropical disease and insufficient health
services.
Hotel facilities (2)
1
Use this activity to review the vocabulary from
SB page 109, exercise 10. Set a time limit for
students to write as many words as they can.
When they have finished, ask for feedback and
write the words on the board. Refer back to SB
page 109 to find any missing words.
2
Explore
Use questions to clarify the meaning of any
new words, eg Which word describes … when
you can see the sea from your window? (sea
view) … when a waiter brings a meal to your
room? (room service), etc. Elicit answers from
the class and write the pairs of words on the
board. Ask if any other combinations are
possible, eg room reservation / room service,
hotel bill / hotel reception, single room /
double room). Practise the pronunciation of
any difficult words, eg reception, reservation,
Wi-Fi (/waɪfaɪ/).
This is an opportunity for students to do research
outside the classroom and tell the class about their
findings in the next lesson. Brainstorm a list of
charities, eg OXFAM, Wateraid, Cancer Research.
Ask students to find out and make notes about
what each charity does.
Answers
double room, hotel bill / reception /
reservation / room, room service, sea view,
single room, twin room, wake-up call, WiFi
password / service
14 Read out the example. Tell students to choose
one of the charities they talked about in exercise
13. You may also want to ask students to rank
their three charities in order of importance for
the world. Ask: Which one would you give
money to? Which one would you help to raise
money for? Elicit some ideas for possible criteria
and write them on the board, eg They help the
poorest people in the world. They help to make
the world safer / fairer / better. You may want
to start this activity in class and ask students to
finish it for homework.
know?
Readyou
* Did
the information about Ade Adepitan.
Ask students if they know any other celebrities
who support charities and which charities they
support.
De-stress!
A lot of our worries are in the past or the future.
We’re unhappy because of something which
happened in the past and we keep thinking about
it, or we’re stressed about something which might
happen in the future. There is less stress in the
present, if we can only pay attention to it.
Tell students: The past is history. The future a
mystery. But the now is a gift … which is why it’s
called the present. Ask how many of them find it
easy to be in the present and not the past or the
future.
Vocabulary plus p112
Note: If possible, bring in some hotel brochures or
download information on hotels from the internet.
192
3
Mention that Could I …? is more polite than
Can I …? Go through the situations first and
model the example question. Give students
time to write the questions, pointing out that
they should use words from exercise 2 in the
questions. Check answers as a class.
MA Students who finish early could write out a
six-line conversation starting with one of these
questions.
Suggested answers
a) Could I have the WiFi password, please?
b) Could I have a wake-up call for 5am tomorrow, please?
c) Could I have a twin room, please?
d) Could I order room service tonight, please?
e) Could I have a (room with a) sea view,
please?
f) Could I have my bill, please?
Extra ideas: Ask students to mime one of
the requests. The other students have to
guess which one it is.
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Ask: What are some possible replies to these
requests? Students work in pairs to develop
mini-conversations on each topic.
RECEPTIONIST
If you brought in some hotel brochures, ask
students to use them to role-play telephone
conversations asking about the facilities and
the prices and booking a room.
RECEPTIONIST
MAN
MAN
2
RECEPTIONIST
Focus on: look
3
Note that this can be done at any point during the
lesson.
Ask students if they know the meaning of any
of the phrasal verbs with look. Then ask if they
know any synonyms for these words (look after –
take care of, look out – be careful). Ask students
to complete the dialogues individually, then
practise them in pairs using appropriate stress and
intonation. Monitor pairs as they work, making a
note of any problems with pronunciation.
Answers
1 looking at; looking for 2 look after 3 look up 4 Look out
4
3.45 Review the situations in exercise 3 and
go over the questions students wrote.
Explain they are going to listen to three
conversations about the situations. Play the
audio, pausing after each conversation for
students to match it with the correct situation.
Check answers as a class and ask what the
problems were. Play the audio again, pausing
for students to repeat each line.
MA As an extra challenge, ask students to
close their books and see if they can remember
all the situations before they begin.
Answers
1f 2a 3e
In conversation 1, the receptionist doesn’t hear
the room number correctly.
In conversation 3, there are no rooms with sea
views available.
Transcript
1 MAN
Could we have the bill, please, and could you book a
taxi? We need to go.
WOMAN
MAN
RECEPTIONIST
MAN
RECEPTIONIST
5
Certainly. What’s your room
number?
Two two two.
Two two?
No, two two two!
Could I have the WiFi password, please?
Sure. I’ll just write it down for
you.
Could we have a room with a
sea view, please?
I’m terribly sorry. There’s a
conference on, and all those
rooms are full.
But we have a room with a
very nice view of the motorway!
Oh!
Write the four categories on the board first and
go through the words that can go with hotel
as an example. Check comprehension of any
new words, eg documentary, fan, passenger,
stadium, staff. Students then work in small
groups to come up with as many possibilities
as they can for each category. Invite students
to come and write words on the board under
the correct heading.
Vocabulary note: The compound nouns in this
exercise are a combination of two nouns: the
second part identifies the object or person (bill,
room, stadium), the first part tells us what kind
of object or person it is (hotel, car, football).
Answers
television: presenter, documentary, programme
car: park, driver, passenger, seat
football: player, boots, fan, game, match,
stadium, team
Extra idea: You could make this into a team
game where each group gets a point for each
new word added to the table.
Focus on: A useful word
Go through the sentences and ask students to
guess the missing word (note that it’s the same
word each time – although it has a different
meaning in each case, and is a different part
of speech). Ask: What does it mean in each
sentence? What part of speech is it? Tell students
Unit 12
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LAURA
to practise the dialogues in pairs, then ask them
to make up an additional conversation to illustrate
each meaning.
RECEPTIONIST
4
Answer
left
Checking in
3.46
Alternatively, students can use the karaoke
function on e-zone. They start the video and
watch the conversation. Then they select
the role they want to play, click on the play
button and speak their part when they see the
highlighted words on the screen.
6 Decide whether you are going to
use the video or simply play the audio. Ask
students to describe the photo and find out
what they already know about Laura from
previous units. Ask: Where are they? What are
they doing? Play the video or audio and give
students time to fill in the missing words. Play
the video or audio again for students to check
their answers.
5
Answers
1 reservation 2 make 3 booked
LAURA
RECEPTIONIST
LAURA
RECEPTIONIST
2
3
Can I help you?
Yes, my name’s Janes. I have a
reservation for two nights.
Just checking. Um, nothing’s
coming up. How did you make
the reservation?
I booked online. About a month
ago.
I can’t find anything, Ms Jones.
Transcript
RECEPTIONIST
OMAR
RECEPTIONIST
Brainstorm as many ideas as possible for what
might happen next and write them on the
board. If students are finding this difficult, tell
them to look at Laura’s surname.
3.47
OMAR
RECEPTIONIST
6 Play the video or audio for students
to check their ideas.
Answer
The receptionist spelt her surname incorrectly,
but then found the reservation.
Transcript
LAURA
RECEPTIONIST
194
No, not Jones. Janes. J-A-N-E-S.
With an A, not an O!
Oh! I’m so sorry. Yes, here it is. A
single room for two nights?
Explain that you are going to play
another conversation in a hotel, this time
with a different problem. Play the audio. Help
students to notice any key words that help
them understand the problem. Play the audio
again for students to check their answers.
3.48
Answer
The receptionist can’t find the man’s
reservation and the hotel is fully booked.
Transcript
RECEPTIONIST
Ask students to practise the conversation
in pairs, then ask a few pairs to act out the
conversation for the class.
MA For an extra challenge, students can try to
act out the conversation with books closed.
You can put key words on the board to help
with this.
Everyday English p113
1
That’s right.
That’s fine. Could I have your
passport, please?
Good evening.
Good evening. My name’s Osman
and I have a reservation for tonight.
Thank you, Mr Osman. I’ll just
check for you. There’s nothing on
the system, Mr Osman. How did
you book?
By phone. Our secretary booked
it last week.
No, I’m sorry. I can’t find it at all.
And I’m afraid we’re fully booked.
6
Brainstorm as many ideas as possible for what
might happen next and write them on the
board.
7
3.49 Play the audio for students to check
their answers. Explain that Vic is short for
Victoria. Play the audio again, pausing for
students to repeat each line. Then ask them to
role-play the whole conversation in pairs.
Unit 12
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Answer
Mr Osman didn’t book the Queen Elizabeth
– he booked a different hotel – the Queen
Victoria.
Transcript
OMAR
RECEPTIONIST
OMAR
Oh dear. What a pity. A friend
told me the Queen Victoria Hotel
was the best place to stay here.
Oh, this isn’t the Queen Victoria!
It’s the Queen Elizabeth! The
Queen Vic’s on the next street.
Oh, sorry. How stupid of me!
How do I get there?
Solving problems
8
Look at the pictures first and ask:
What’s the problem in each one? Elicit a
few ideas from the students, then play the
audio while students match the pictures with
the conversations. Play the audio again for
students to check their answers.
3.50
10
Read through the sentences first.
Explain that you are going to play the rest of
each conversation in exercise 8. Play the audio
for students to check their ideas from exercise
9. Ask students to tick any expressions on the
list that they heard, then play the audio again
for students to check. Play it one more time,
pausing for students to repeat each line. Make
a note of any useful phrases, eg I can’t find it
at all. How stupid of me!
3.51
Answers
Oh, I’m sorry. (Conversation 3)
I’ll send someone up to fix it. (Conversation 1)
I’ll see if there’s a room free. (Conversation 3)
Would you like to move now? (Conversation 3)
I’m sorry. We’re fully booked. (Conversation 4)
You have to go to the Business Centre.
(Conversation 2)
Transcript
1 WOMAN
RECEPTIONIST
WOMAN
Answers
1D 2C 3A 4B
RECEPTIONIST
WOMAN
2
Transcript
1 WOMAN
RECEPTIONIST
WOMAN
2
RECEPTIONIST
MAN
9
3
MAN
4
WOMAN
RECEPTIONIST
MAN
Hello, is that reception?
Yes.
Um, I’m sorry, but my TV
doesn’t work.
Reception.
Oh, hello. Um, my WiFi connection doesn’t work.
Excuse me. I’ve just seen my
room. I asked for a room with
a sea view, and there isn’t
one.
I’m very sorry, but my room is
a bit noisy. Is it possible to
move to another room, please?
Write the words on the board and tell
students to close their books. Ask them to
write sentences or mini-dialogues to illustrate
their solutions. Compare answers as a class
and discuss whether the sentences are polite
enough or could be more polite.
RECEPTIONIST
MAN
RECEPTIONIST
MAN
3
MAN
RECEPTIONIST
MAN
4
WOMAN
RECEPTIONIST
Hello, is that reception?
Yes.
Um, I’m sorry, but my TV
doesn’t work.
I’ll send someone up to fix it.
Thank you very much.
Reception.
Oh, hello. Um, my WiFi connection doesn’t work.
No, there isn’t any WiFi in the
bedrooms. You have to go to
the Business Centre.
Oh. And where’s that?
It’s on the ground floor.
Thank you.
Excuse me. I’ve just seen my
room. I asked for a room with
a sea view, and there isn’t
one.
Oh, I’m sorry. I’ll see if there’s
a room free. Um, yes, room 312. Would you like to
move now?
Yes. Thank you very much.
I’m very sorry, but my room is
a bit noisy. Is it possible to
move to another room, please?
I’m sorry. We’re fully booked.
Unit 12
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11 Go through the problems and the phrases in
exercise 10. Ask students to write a 6–8 line
conversation. Monitor pairs as they work,
making a note of any common problems
with grammar or vocabulary. When they
have finished, ask a few pairs to act out their
conversations. Focus on fluency and intonation
in your feedback.
MA Students can present their conversation
from memory or look at their notes (but they
shouldn’t just read directly from their notes).
Tip: When students practise a conversation
from the book, encourage them to use the
‘read and look-up’ method. This means
that they should first look down and read
the line. Then they should look up at their
partner and say the line.
Extra idea: Ask students if they have ever
had a problem in a hotel and tell the class
about it. Ask: What was the problem?
How did you solve it? Students can write
a description of the situation or write the
conversation for homework.
we don’t say … / we say …
This section focuses on the following areas:
•
•
•
•
incorrect form of superlative and incorrect
tense use
incorrect use of pronoun
incorrect use of direct object with recommend
incorrect past tense use
Ask students to cover the green we say …
side and see if they can correct the mistakes
themselves before they look and check.
196
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Units 11&12 review
Reading
1
Answers
1 What does Jackie Chan do?
2 Where was he born?
3 What did he learn at drama school?
4 When did he start acting?
5 How many films has he been in?
6 Has he ever broken his fingers?
Ask students which martial arts they can
remember from Unit 10, Lesson 1. Ask them
if they know any martial arts films. Name a
few recent ones and ask if students have seen
them.
Ask students to describe the photo and say
what they know about Jackie Chan. Remind
them that they know when and where he was
born from Unit 5 Lesson 1. You may want to
pre-teach the words stunt and stuntman. Ask:
What do you think is good or bad about his
job? Make a list of pros and cons on the board.
2
Ask students to think about what words they
might see in an article about Jackie Chan. Give
them time to work individually then gather all
the ideas and write them on the board.
3
Tell students to read the article and highlight
any of their words that appeared. Tell them to
underline any of their words that were similar
in meaning to words in the article.
Extra idea: Students can role-play an
interview with Jackie Chan using the
information in the article.
Listening
6
Tell students to complete the sentences
individually, then compare answers in pairs.
Ask volunteers to tell the class their answers
and explain how they reached them. Ask
students to identify the tenses used in each
sentence.
Answers
1 acts; sings; does (present simple)
2 learnt; didn’t learn (past simple)
3 has had; has never lost (present perfect)
4 was born; wasn’t born (past simple / was
born)
5
Give students time to write the questions
individually. Then invite volunteers to write the
questions on the board. Ask the rest of the
class to correct them or provide alternatives.
Read through the information with the class
and ask students to work on their own to
guess the missing words. Then ask volunteers
to read out their answers. Find out who has
visited the website and what they like or dislike
about it.
Answers
1 fruit 2 vegetables 3 Tomatoes
Grammar 1
4
pp114–115
7
Ask students to read the questions and
try to predict the answers. Play the audio while
students listen and answer the questions, then
play it again for them to check their answers.
3.52
Answers
1 Senh Duong started the website on August
12th, 1998 so that people could read reviews by different critics.
2 He was a great Jackie Chan fan and collected all the reviews.
3 The symbol for a positive review is a red
tomato.
4 The symbol for a negative review is a squashed green tomato.
5 To be ‘red’ and not ‘green’ a film needs
60% positive reviews.
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Transcript
Senh Duong started the Rotten Tomatoes
website on August 12th, 1998. He wanted to
create a site where people could read reviews
by lots of different critics. Duong was a great
Jackie Chan fan and he collected all the
reviews of Chan’s films as they came out. The
website was an immediate success.
So how does it work? The staff collect online
reviews and decide if they are positive – a
red tomato – or negative – a squashed green
tomato. If there are more than 60% positive
reviews, the film is ‘red’. If there are fewer than
60% positive reviews, the film is ‘green’.
Preposition park
Look at the photo and ask if anyone has seen
the film Bend it Like Beckham. Tell students to
work on their own to complete the paragraph,
then compare answers with a partner. Check the
answers as a class.
Find out if anybody knows what the title of the
film means. (It refers to being able to kick the
ball so that it bends around the opposition team
players to score a goal – David Beckham is very
good at doing this!)
Answers
1 in 2 on 3 in 4 in 5 as 6 in 7 about 8 in
9 at 10 about 11 on
Grammar 2
8
Give students time to read the film
reviews, and point out that each one has five
mistakes (which are crossed out). Tell students
to correct each mistake, then compare answers
with a partner. Play the audio for students
to check their answers and ask students to
explain the reason for each mistake.
3.53
Extra idea: Ask some comprehension
questions about the paragraph with books
closed, or open for students who need
more support. The answers should include
a preposition, eg When was Gurinder born?
Where was she born? Where did she grow
up? What was her first job? Where was her
first job? When did she make ‘Bend it Like
Beckham’? Where does Jess’s family live?
What is she good at?
Answers
think / best / wrote / thought / the greatest
people / most / have ever seen / was / were
Transcript
Many people think that Citizen Kane is the best
film Hollywood has ever made. Orson Welles
starred in it, directed it, produced it and also
wrote it. People thought it was the greatest
film ever because it had a really good story and
wonderful music and a new style of camera
work.
On the other hand, a lot of people say that
Alone in the Dark is the most terrible film they
have ever seen. It was a science-fiction action
horror film! They say the acting was really bad
and the special effects were terrible.
Extra idea: Ask students to write a review
of their favourite and least favourite film for
homework. (If the films are well-known, they
can read out their review in the next lesson
and the other students can guess which film
it is.)
198
Speaking
9
Go through the questions as a class, then
tell students to discuss them in groups.
Monitor groups as they work, making a note
of any problems with grammar, vocabulary,
pronunciation or intonation. Praise students
and provide corrective feedback.
Explore
This is an opportunity for students to do research
outside the classroom and tell the class about
their findings in the next lesson. Brainstorm ideas
for films, either very recent ones or classics. Try to
ensure that there is a spread of different types of
film genres.
Cross culture: Hollywood and Bollywood
a
Ask students about the photo, eg What are
they wearing / doing? Where are they? Ask
students what they know about Hollywood
and Bollywood. Ask: What is a typical
Hollywood or Bollywood film? What themes
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are popular in each? What are the differences
between them? Ask about any recent
Hollywood / Bollywood films they have seen.
Extra information: You may want to
mention the 2008 film Slumdog Millionaire,
which was a crossover Bollywood-type film
for international audiences, or the 2004 film
Bride and Prejudice, which was a Bollywood
treatment of the Jane Austen novel Pride and
Prejudice.
Go through the questions with the class,
then give students time to read the article
and decide whether the sentences are true or
false. Discuss the answers as class.
Answers
1 true
2 true
3 false: only in Hindi
4 false: audiences all over the world enjoy
them
b
Give groups five minutes to talk about cinema,
using the questions to help them. Then ask
groups to report to the class on the most
interesting or surprising facts and discuss the
answers with the class. Discuss how cinema
can help different cultures to understand
each other better. Ask: Are films an accurate
reflection of culture in a particular country?
Why or why not?
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Extra material
Photocopiable games
Teacher’s notes
Nice to meet you
Unit 1
Unit 2
Unit 3
Unit 4
Unit 5
Unit 6
Unit 7
Unit 8
Unit 9
Unit 10
Unit 11
Unit 12
201
204
205
206
207
208
209
210
211
212
213
214
215
216
Tasks
Teacher’s notes
Tasks Units 1–12
217
219
Technique banks
Using the video
Using stories
Using memory games
20 easy games
Five fun techniques to use with a flagging class
Extra questions and tasks for Movies & Music
Working with mixed-ability classes
Ensuring learner autonomy and using technology
225
226
227
229
231
232
233
233
De-stress cartoons
235
200
Contents
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Photocopiable games
Teacher’s notes
Unit
Game
Players* Language focus
Nice to meet you
1
2
3
4
5
6
7
8
9
10
11
12
Bingo rows
What is it?
Find the differences
Say two true things
What does it rhyme with?
The ‘true or false’ game
The contradiction game
Link
Name something you can …
Do or make?
Compare them!
Have you ever …?
Hotel mime game
C
P/G/C
P/G
P/G/C
P/G/C
P
P/C
P/G/C
C
P/G/C
P/G/C
P
G
Vocabulary: Numbers 1–100 (listening)
Vocabulary / spelling: everyday objects
There is / are, isn’t / aren’t + furniture
Present simple: like + verbs
Pronunciation: words that sound the same
Review: asking / answering personal questions
Negative of present and past tenses
Vocabulary: finding connections
Vocabulary: nouns which go with verbs
Vocabulary
Comparatives with -er and more
Present perfect / past simple
Asking questions / polite requests
* C = whole class, G = groups, P = pairs
These games are all photocopiable. Alternatively,
you can download them from the e-zone.
Remember, you don’t have to play the games just
once in the particular unit – you can return to
them any time to replay them, or else have them
handy as an option for early finishers. If you do
want to keep the games and re-use them, it’s a
good idea to put them in individual plastic folders
and then you’ve always got them when you need
them.
Board games
(All the games except Nice to meet you, Units, 2, 8
and 12)
You can set these games up in several ways:
1 As a normal board game using dice and
counters, with students in pairs or small groups
of three or four. You will need to make sure
you have enough dice for the number of
groups. Students place their counters (or coins,
paperclips, etc) on START and take turns to
throw the dice and move.
In many of these games, players get points for
their answers. The first person to reach FINISH
gets an extra 2 points and the game stops. The
winner is the player with the most points.
2 As a whole-class team game, dividing the
class into two teams. Before the lesson, write
numbers to correspond to the number of
squares on pieces of paper and put them in a
hat, box or plastic bag. Call out the number of
a square to each team in turn. The team gets
points for correct answers. If one team can’t
answer, it goes to the other team. Keep a score
(or have a student keep a score) on the board.
3 In pairs. One person shuts their eyes and puts
their finger on the board before opening their
eyes again, and the other answers. (If they
don’t point to a particular square, they have
another go.) Points as above.
4 As an interactive whiteboard activity with the
whole class, or played either individually or in
pairs on e-zone.
Important notes:
1 You can change the instructions or rules for
any game, or ask your students if they can
suggest more interesting ways of playing a
game!
2 MA If you want to make a game more difficult
for some (or all) your students, say that a
square already used by one player cannot be
re-used by another.
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Possible answers for X in Compare them!
(Unit 10)
Unit 2 – Find the differences
(note that many of these are subjective)
MA With a mixed-ability class, you might want to
use a variety (1 is easiest, 3 is more difficult).
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
Uruguay, Greece, Singapore, Taiwan
St Petersburg, Rio, Istanbul
Mercedes, Porsche, Jaguar
plastic, wood, steel
a knife, a computer, a smartphone
gold, platinum
donkey, lion, monkey
zumba, salsa, tai bo
Chinese, Japanese, Breton
(students’ own answer)
carrots, courgettes
scorpion, spider, mosquito
The USA, Canada, Russia
jogging, squash
having a job interview, taking an exam
a table, a sofa, a cupboard
Iceland, Madagascar
a racehorse, a cheetah
a gun, a car, a motorbike
(students’ own answer)
There are various ways of doing this.
1 Students have the whole sheet so both
students can see both living rooms and make
statements.
2 Students have one living room each so they
can only see theirs and have to ask each other
questions.
3 Student A looks at a picture, Student B doesn’t
have one. A describes the room for B to draw,
or B asks questions and sketches the room.
4 Use one or both pictures as a memory game.
Students look at it / them for 30 seconds then
write down (or draw) all the things they can
remember.
5 You can also use one of the pictures as the
basis for a true / false drill – either with
students looking at the picture as you do so, or
from memory. You could do this as a prelude
to any of the other activities.
Non-board games
Unit 8 – Name something you can …
Nice to meet you – Bingo rows
This can be played as a board game with dice and
counters but is probably best played as a wholeclass competition, with the students working in
pairs or small groups to brainstorm ideas.
Before the lesson
1 Photocopy the page and cut it into ten
separate grids – one grid for each student. (It
doesn’t matter if some students have the same
grid if you have more than ten students.)
2 Write numbers 1–100 on small pieces of paper
and put them in a bag or box.
Playing the game
Take a piece of paper out of the bag or box, and
call out the number. Students cross the numbers
off as they hear them. They shout Bingo! for
a complete line of numbers across, down or
diagonally. They don’t have to wait for the whole
card! If you want the game to be faster, they could
call out if they have four out of five numbers.
A very easy way of playing this is to have students
choose and write down five to ten numbers
between 1 and 100 (or 1 and 20 or 1 and 50, etc).
You will still need to write the relevant numbers on
small pieces of paper beforehand and put them in
a bag or box, so you can call them out.
Once they get the idea, invite individuals or pairs
of students to do the calling out instead of you.
Before the lesson
Write numbers 1–30 on small pieces of paper and
put them in a hat, box or plastic bag.
Playing the game
1 Pick out and read out a number. (Or you can
just shut your eyes and stab the page with your
finger!)
Students have 30 seconds to write down all
the things they can think of which correspond
to that verb.
2 Elicit ideas from the class. Pairs or groups get a
point for a word nobody else has thought of.
Keep score on the board.
A few possible answers (there may be many more
in some cases):
play – a game, football, the violin
sit on – a chair, a sofa, the floor
read – a book, a magazine, an email
open or close – a window, a door, a book
listen to – music, a CD, the rain
write with – a pen, a pencil
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write on – paper, a wall, a board
Unit 12 – Hotel mime game
send – a letter, an email, a message
eat / drink / wear – lots of possibilities
Before the lesson.
Photocopy one page (page 216) for each group in
your class. Cut it into 30 pieces of paper or card.
switch on or off – the light, a computer, the TV
Playing the game
get on or off – a bus, a train, a plane
1 Students work in small groups of three or four.
Give each group one set of papers, placed
face-down between them. Tell them that
written on the papers are the kinds of things a
hotel guest might ask or tell a receptionist.
ride – a bike, a horse, a camel
get into or out of – a car, a taxi, bed
climb – a mountain, a wall, a tree
drink out of – a cup, a glass, a mug
watch – TV, a film, a match
cook – a meal, fish, dinner
cut things with – a knife, scissors
go up or down – stairs, a hill, a road
bend – your knees, your elbows
brush – your hair, your teeth, the floor
fly – a plane, a kite
2 One student (the hotel guest) takes a paper
– without showing it to anyone. They mime
what’s written on their paper to the rest of
their group, who must guess what the query or
problem is.
3 Once the group have guessed what’s on the
paper, the next student takes a paper.
drive – a car, a lorry, a tractor
wash – clothes, the dishes, your hands
catch – a fish, a ball, a bus
put in the fridge – lots of possibilities
speak – a language, English
answer – a question, the phone, an email
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
Nice to meet you
Bingo rows
1
6
11
14
20
2
5
12
15
19
23
27
31
32
39
20
36
29
30
36
44
48
50
55
57
42
48
50
51
54
61
66
71
74
80
63
67
69
72
76
82
83
89
97
100
81
84
85
91
95
3
9
12
18
19
4
8
13
17
20
21
26
30
33
39
22
25
29
35
40
41
44
50
55
60
42
45
49
51
59
62
66
71
76
79
61
64
70
73
78
81
88
90
94
99
81
82
85
94
100
1
5
13
16
18
2
7
10
14
19
23
24
28
32
37
21
26
30
36
38
43
47
50
53
58
41
43
52
56
60
63
65
72
74
80
62
67
70
74
77
82
87
90
93
98
83
86
91
96
98
3
6
10
13
16
4
8
12
16
20
20
27
31
36
40
22
25
28
37
39
42
47
51
58
60
43
48
52
55
57
63
66
69
74
78
61
64
68
75
79
83
88
90
95
100
82
84
86
94
100




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Unit 1
What is it?
You need
a dice and counters
2 spell the word. (1 point for a correct answer)
Playing the game
When you land on a square:
The winner is the player with the most points
when the first player gets to FINISH.
1 say the number and say what it is. (1 point for
a correct answer)
1 It’s an apple.
(All the words in the game are in this unit.)
‘
‘A-P-P-L-E’
’
START 1
2
3
4
5
6
12
11
10
9
8
7
13
14
15
16
17
18
24
23
22
21
20
19
25
26
27
28
29
30
FINISH
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Unit 2
Find the differences
Work with a partner or in small groups. How many differences can you find between
these two living rooms? Give yourselves a point for each one.
A

B
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Unit 3
Say two true things
You need
a dice and counters
2 say if you do it or don’t do it every day. (1 point)
Before you begin
Go through the words and decide what verb you
can use with words that don’t end in -ing, eg
parties = go to parties, jazz = listen to jazz.
Playing the game
When you land on a circle:
1 say if you like or don’t like that thing or activity.
(1 point)
‘I like TV and I watch it every day.’
‘I like parties but I don’t go to parties every day!’
The first player who gets to FINISH gets an extra
two points and the game ends. The winner is the
player with the most points when that happens.
(All the words in the game are in this unit.)
1
2
3
START
parties
jazz
TV
15
16
17
18
19
4
shopping
art galleries
classical
music
football
museums
housework
14
25
26
20
5
dancing
pop music
learning
English
FINISH
rap
the cinema
13
24
23
22
21
6
jogging
computer
games
newspapers
cricket
coffee
the theatre
12
11
10
9
8
7
tennis
swimming
sleeping
travel books
books
magazines
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Unit 4
What does it rhyme with?
You need
a dice and counters
The winner is the player with the most points
when the first player gets to FINISH.
Playing the game
When you land on a square:
(All the words in the game are in Units 1–4.)
1 identify what is on the square. (1 point for a
correct answer)
2 find a word in the box below that rhymes with
it. (1 point for the correct answer)
‘One! And it rhymes with … son! 2 points!’
game door home guess why small pen blue rock look train our flag please friend
far like laugh pink right son great red line come key play where go daughter
1
START
2
1
4
5
think
3
6
7
8
9
10
11
3
4
8
hi
12
13
day
24
25
26
14
10
27
17
18
2
20
21
yes
no
end
½
16
22
23
write
208
15
28
29
9
19
Sam
30
FINISH
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Unit 5
The ‘true or false?’ game
‘Where were you born?’
‘I was born in Kolkata. 1 point!’
‘I don’t think that’s true.’
‘No, it isn’t. You get a point.’
‘One point each. Where were you really born?’
‘In Izmir.’
‘How nice!’
You need
a dice and counters
Playing the game
This game is best played in pairs or very small
groups. When you land on a square:
1 your partner reads you the question.
2 answer the question. You can lie or tell the
truth. (1 point for understanding the question
and giving an answer)
3 your partner must decide if your answer is true
or false. If they are correct, they get a point. If
not, you get another point.
START 1
2
What’s your
family name?
10
Are you a James
Bond fan?
11
Are you married?
20
What year were
you born?
The winner is the player with the most points
when the first player gets to FINISH.
3
Where were you
born?
4
5
What do you do? How old are you?
What nationality
are you?
9
8
6
What’s your
favourite colour?
What’s your
favourite word in
English?
12
13
7
Do you live in a
house or a flat?
19
14
Do you enjoy
parties?
18
What do you
usually have for
breakfast?
What’s your
mobile number?
Do you get up
early?
Where are you
from?
15
What kind of
music do you
like?
17
How do you
get to work or
college?
Do you play an
instrument?
16
What activities do
you enjoy?
FINISH
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Unit 6
The contradiction game
The winner is the player with the most points
when the first player gets to FINISH.
Note: If you aren’t sure about something, you can
always look it up online.
You need
a dice and counters
Playing the game
When you land on a square:
1 read out the sentence and say if it’s true or
false. (1 point for a correct answer)
2 if it’s false, contradict the information and then
correct it. (1 point for a negative sentence and
1 point for a correction.)
‘
Federico García Lorca wrote novels. No,
he didn’t write novels. He wrote poetry.
’
2
1
START
Jaws and E.T. are
Tarantino films.
3
Chinese New Year has
a fixed date.
The letters UK mean
United Kangaroos.
8
7
6
5
4
A volleyball team
has eight players.
They speak
Spanish in Brazil.
The capital of
Turkey is Istanbul.
Beethoven
composed eight
symphonies.
Batman was born
on the planet
Krypton.
9
10
Federico García Lorca
wrote novels.
Verdi and Vivaldi were
Portuguese painters.
16
17
Shakespeare
wrote War and
Peace.
18
An ‘extrovert’ likes
being alone.
210
11
The British Prime
Minister lives at 20
Downing Street.
15
There are 30
days in July.
12
14
Ludwig Guttman
was the father of
the Olympics.
Agatha Christie
wrote poetry.
19
20
The last Olympic
Games were last year.
The Greek flag is blue
and white.
Spiders have six legs.
13
Got is the past
tense of go.
FINISH
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Unit 7
Link
You need
a dice and counters
Playing the game
When you land on a square:
1 name the two things on that square. (1 point)
2 find a link between them (there may be more
than one link). (1 point for every link)
10 – June and July. They’re both months and
‘they
both begin with ‘J’. Do I get two points?
’
The winner is the player with the most points
when the first player gets to FINISH.
START
FINISH
1
8
9
16
17
24
2
7
10
15
18
23
June / July
Tuesday /
Thursday
roast / bake
3
6
11
14
19
22
4
5
12
13
20
21
Taiwan / Haiti
gold / silver
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Unit 8
Name something you can …
Playing the game
1 Listen to the teacher say a number. You have
30 seconds to write down all the things you
can think of which correspond to that verb.
2 Say your words. You get a point for a word
nobody else has thought of. Keep score on the
board.
‘3 – read’
a book, a magazine, a newspaper, an email,
a text message
Name something you can …
START 1
2
play
12
3
sit on
11
wear
13
24
drink
get on or off
fly
drive
wash
21
go up or
down
28
put in the
fridge
write on
18
drink out of
20
bend
catch
send
17
climb
write with
7
ride
16
27
listen to
8
get into or
out of
brush
6
open or close
eat
22
26
5
9
15
23
25
read
10
14
switch on
or off
4
watch
19
cut things
with
29
cook
30
speak
answer
FINISH
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Unit 9
Do or make?
‘An exam. Do. I did an exam a long time ago!’
‘A speech. Make. I don’t make speeches!’
You need
a dice and counters
Playing the game
When you land on a square:
The winner is the player with the most points
when the first player gets to FINISH.
1 say make or do. (1 point)
2 say when you last made or did that particular
thing. (1 point)
2
1
START
a crossword
7
8
an omelette
a speech
the shopping
a reservation
a lot of noise!
judo
your hair
14
the ironing
some exercise
12
a lot of money
15
19
18
4
11
16
an exam
5
some homework
10
17
an important decision
6
a mistake
9
3
an excuse
13
a phone call
some housework
20
an appointment
a cup of coffee
FINISH
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Unit 10
Compare them!
‘Luxembourg is a smaller country than Italy.’
‘Taipei is a more beautiful city than Paris.’
You need
a dice and counters
Playing the game
When you land on a square, make a suggestion
for X and complete the sentence.
If the sentence is grammatically correct, you get 1
point.
If the sentence is true, you get 1 point. For factual
questions, check online if you aren’t sure.
START 1
2
X is a (small)
country than Italy.
10
3
X is a (beautiful)
city than Paris.
9
12
X are (healthy)
than chips.
20
4
A / An X is a
(good) car than a
BMW.
8
X is a (difficult)
language than
English.
11
If you land on square 10 or 20, you can make up
your own sentence comparing two things.
The winner is the player with the most points
when the first player gets to FINISH.
13
19
A / An X is
(dangerous) than
a knife.
X is a (strong)
material than
paper.
7
X is a (energetic)
form of exercise
than yoga.
X is a (hot)
country than
Spain.
5
6
A / An X is a
(noisy) animal
than a dog.
14
X is a (big)
country than
Brazil.
18
A / An X can
run (fast) than a
person.
A / An X is a
(useful) object
than a pen.
X is (tiring) than
golf.
17
X is a (large)
island than Sicily.
X is a (expensive)
material than
silver.
15
X is (bad) than
going to the
dentist.
16
A / An X is a
(heavy) object
than a chair.
FINISH
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Unit 11
Student A Answer the question: Yes, I have or
No, I haven’t. (1 point) If the answer is yes, say
when you (last) did this. (1 point) If the answer is
yes, move forward one square. If the answer is no,
move back one square.
Have you ever …?
You need
a dice and counters
Playing the game
Work in pairs.
Student A When you land on a square, name
what’s on the square. (1 point)
Student B Ask A a question beginning: Have
you ever …? (1 point (for B!))
START 1
‘A horse.’
‘Have you ever ridden a horse?’
‘Yes, I have. I rode a horse last summer.’
The winner is the player with the most points
when the first player gets to FINISH.
2
3
4
5
6
12
11
10
9
8
7
13
14
15
16
17
18
24
23
22
21
20
19
FINISH
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Unit 12

Hotel mime game
2
Do you have a
mobile phone
charger, please?
Do you have an
adaptor, please?
6
7
Do you have an
umbrella, please?
How do I get to
the Art Gallery?
3
Do you have a
map, please?
8
12
13
Where can I buy
some stamps?
Where can I buy
some batteries?
Where can I buy
some souvenirs?
16
17
18
What’s the
weather forecast
for today?
Could I have a
wake-up call,
please?
21
22
What’s the best
way to get to the
bus station?
Is there a post
Is there a chemist’s
office near here?
near here?
26
27
Is there an Italian
restaurant near
here?
216
Is there a Japanese
sushi bar near
here?
5
Could I have the
WiFi password,
please?
Do you have any
paracetamol,
please?
9
10
How do I get to
How do I get to
the Natural History the town centre?
Museum?
11
What time is
breakfast?
4
23
28
My TV doesn’t
work.
14

1
Where can I buy
some postcards?
15
Can I buy a bottle Where can I buy a
of water here?
newspaper?
19
20
What’s the best
way to get to the
airport?
What’s the best
way to get to the
train station?
24
25
Is there a
cashpoint near
here?
Is there a Chinese
restaurant near
here?
29
30
I can’t get a WiFi
connection.
My room is a bit
noisy.
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Tasks
General teacher’s notes
Specific task notes
1
Unit 1
You can either read the task instructions to the
students, or photocopy the task notes and give
them to the students. Note that where there
is a table to complete, they will need a copy.
Students may need to do some research online
(eg Unit 5). If they have smartphones, they can
do it in class. If not, then do the task in two
stages and ask them to do the research for
homework.
2
For some tasks, students can produce a printed
document if they have access to computers.
Decide if you want them to do this and
organise the task accordingly.
3
If the task requires certain things, eg large
pieces of paper, glue, etc, supply these.
4
Make sure students understand each stage of
the task. As you go through the stages, check
students understand the example language
and elicit more where necessary. Remember
that when students are in their pairs or groups,
they will need language for suggestions,
agreement etc. In the early units, students may
need to use a few phrases that are unfamiliar.
5
Tell students that when they need new
language they can use a dictionary, or ask each
other or you for help.
6
As students do the task, monitor them and
help them with language. Check their written
work so they have a correct final version.
7
Cut stages of the task if you want to. For
example, where a speaking task follows a
writing task, you may want to omit one of the
tasks. If students just do the speaking task, tell
them to make notes as preparation.
8
It can be a good idea to do the unit task as
revision after you have finished the unit.
9
Students will need a certain amount of help to
do the tasks, but at the same time encourage
them to be as independent as possible, as this
promotes learner autonomy.
Elicit other questions students can ask, eg
Can you say why? / Can you say more? /
Tell me why.
Note that students don’t write people’s comments
in the chart.
STAGE 1:
Unit 2
STAGE 1:
Start by eliciting suggestions for an area
and also teach / elicit a few phrases for suggestions, agreement / disagreement, etc, eg How about …?
That’s a good idea. Tell students that if
their group can’t agree on an area they all
know well, they can invent an area.
STAGE 3:
Students may not need to make notes.
STAGE 6:
If there’s enough room, students can
put their guides on the classroom wall for
the class to read. If they do this, bring in a
wall adhesive.
Unit 3
Bring in pieces of paper for students to write their
answers to the questionnaire. The pieces need to
be identical so that in stage 4 students don’t guess
from the type of the paper.
STAGE 1:
Unit 5
STAGE 1:
Since most people know quite a lot about
very famous people, students will probably only need to look online for
dates. Check that students understand
the example and the meaning of die /
died. (The man in the example is John
Lennon.)
STAGE 3:
The number of questions will depend on
the size of the class.
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Before students write their questions,
elicit examples of questions and answers
and help with language, eg What are
your main interests? Are you good with
money? Encourage students to have fun
with the questions.
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STAGE 4:
An alternative approach is to pass round
a piece of paper and pairs write their
question(s) on it. Then you can do a printed version and enough copies for
the class for a subsequent lesson.
Unit 8
STAGE 5:
Unit 6
For this task you will need large pieces of paper or
card for the posters and glue. Students will also
need to bring in a small photo of themselves.
STAGE 2:
If all students have access to computers,
they can do printed versions of the biographies for homework.
STAGE 3:
If there’s enough room, students can put
their posters on the wall for the class to
read. If they do this, bring in a wall adhesive.
Unit 9
As preparation for the task, give students practice
in describing photographs and saying why they
like them.
If the class or students have facilities, they can
create a printed pamphlet of all the photos.
Unit 10
Bring in A4 size sheets of paper to give students
for the pamphlet, and adhesive to stick pamphlets
on the wall.
STAGE 2:
Unit 7
STAGE 2:
Students could print their final recipe
versions if they have access to computers.
But if they write them in class, they should write them on identical pieces of
paper as they are creating a recipe book.
STAGE 3:
Discuss ideas for the cover with students.
They can have just a title or include a
drawing or photo. If students have online
access, they can look for photos and print
the cover for homework. Then they can
do Stages 4–5 in a subsequent lesson.
STAGE 5:
Use materials from the school or college
office to put the recipe book together.
218
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Each student in a group talks about different wishes in the list. Every time a
wish is mentioned, the student at the
board should put a tick beside it.
If there isn’t enough room on the wall,
groups can pass the pamphlets around.
Unit 12
STAGE 4:
When a student reads out a story, they
should use the first person I / we even if it
isn’t their story.
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Unit 1
STAGE 1
TASK: Find out about entertainment favourites of people in your class.
Student’s name
STAGE 2
For each favourite, ask for a comment.
Work in groups of four or five. Ask each
other about your entertainment favourites
for each category in the table below:
band, singer, etc. To do this, Student A
turns to the person on their right (Student
B) and asks them questions. Then Student
B does the same with the person on their
right (Student C). Go around the group
in this way. Each student listens to the
answers of everyone in the group and
writes them in the table.
band
singer
One person in the group exchanges their
completed chart with someone from
another group. This person then reads out
the favourites in the other group’s chart.
I ask you some questions?
‘Can
’
Sure.
’
‘OK, question
1: Which is your favourite band?
’
‘My favourite band
is Coldplay, I think.
‘Oh, they’re my favourite band too. Can’ you say
‘
something
about them?
’
Yes, I think they’re great musicians! Chris
‘Martin is fantastic!
’
TV programme
STAGE 3
Their favourite bands are …
‘Listen
’
while the person reads out the list.
film
actor
Check with each other that you all have
the same number of ticks. Is any band,
singer, etc really popular?
‘Four people like Coldplay.’
‘Yes, that’s right. They’re very popular!’
If a name is the same as a name on your
list, tick it. Do this each time you hear the
same name.
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Tasks
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Unit 2
STAGE 1
STAGE 2
TASK: Write a guide to an area you know well. Then give a talk about it.
Work in groups of three or four and
choose an area you all know well.
STAGE 3
about …?
‘How
’
Yes, I know that area. OK.
‘No, I don’t know it. ’
’
‘
Make notes and prepare a short talk
about the area for the class, eg
… is a really nice area in Barcelona. The
main street is called … There are two
big supermarkets. The area has a lot
of restaurants. … There’s a very good
Write a short guide to the area. Draw a
map and show the important places, eg
banks, supermarkets, car parks. Include
headings and give some information, eg
restaurant in … Road.
Restaurants
Appetite – This is a great restaurant and
STAGE 4
Take turns to practise the talk.
STAGE 5
Work with another group. One person in
your group gives the talk.
STAGE 6
Exchange your guide with other groups
for them to read.
it isn’t expensive.

Unit 3
TASK: Design a short personality questionnaire for a pen pal site.
STAGE 1
Work in pairs. Write ten questions for your
questionnaire.
STAGE 3
Write your own answers to the
questionnaire on a piece of paper.
STAGE 2
Now work with two other pairs. Read
out your questions, choose the ten
best and write them down. This is your
questionnaire.
STAGE 4
Collect in and mix up the pieces of paper.
Choose a student to take one piece of
paper and read out the answers to the
group. The group must guess who wrote
them.
do you think of this question?
‘What
’
I think it’s good.
’
‘I agree.
’ this question?
‘How about
’
‘No, I don’t like it.
’
‘
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Jetstream.TG_endmatter_finals2.indd 220
think these are your answers, Rachid.
‘IWhy?
’
’ I know you love skiing.
‘Because
’
‘
Actually, they aren’t my answers.
’
‘
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Unit 4
STAGE 1
TASK: Do a survey on the different kinds of transport people use.
Work in pairs. Complete the questionnaire
for each other. Make a note of your
partner’s answers.
you ever travel by tram?
‘Do
’
No, I don’t.
‘Do you have’ a bike? Do you use it a lot?
‘I have a bike and I use it in the evening. ’But I don’t cycle
‘to work. It’s too dangerous. I drive.
’
name
train / the underground
usually travels to work by train
bus
tram
car
motorbike
bike
boat
plane
walk
STAGE 2
Now work with another pair. Take turns
to tell the other pair about your partner.
Choose someone to make notes and
together write a brief report.
Three people in our group usually travel by train
or underground. That’s because they use it when
they go to work. Juan has a motorbike and of ten
uses it. People in our group hardly ever travel by
boat. When we’re on holiday, we sometimes go on
a boat trip. Everyone likes boats.

Unit 5
TASK: Write a quiz about famous people from the past.
Part 1
STAGE 1
Part 2
Work in pairs. Write descriptions of six
famous people (two or three sentences is
enough for each person), but don’t write
the name of the person. Look online for
information if you need to or ask your
teacher.
STAGE 3
In another pair or group of three, write
two more (different) descriptions for the
whole class to answer.
STAGE 4
Work with the whole class. A student
from each pair writes their descriptions on
the board for the class to copy. You now
have a class quiz.
STAGE 5
Work in pairs and identify the people.
STAGE 6
Work with the whole class and give your
answers to each description. The pair who
wrote the descriptions say if the answers
are right or wrong.
This man was in a very famous British
band. He was born in 1940 and died in 1980.
One of his songs was ‘Imagine’.
STAGE 2
Exchange your quiz with another pair and
identify the people in their quiz. Then
check your answers with them.
Is the answer to question 2 Cleopatra? We
‘think
it is!
’
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Unit 6
STAGE 1
STAGE 2
STAGE 3
TASK: Make a poster(s) with short biographies of everyone in your class.
Make notes about the most important
years in your life and what happened
then.
Hans was born in Michigan in 1969.
His sister Angela was born in 1971. He
remembers that very well. His first day at
Work in pairs. Interview your partner
and make notes for a short biography
mentioning the most important years in
your partner’s life.
school was in 1974. He hated it! His parents
divorced in 1980 but he saw his father
every weekend. He lef t school in 1987 and
travelled round south-east Asia.
and where were you born?
‘When
’
What are the most important years in your life?
‘Can you tell me why?
’
STAGE 4
Write the biography and give it to your
partner to read and correct if necessary.
Use this model to help you. Write the
biography on a separate piece of paper
with the person’s name as a heading.
Work in small groups. Stick the
biographies of the group onto a large
sheet of paper with a photo of each
person. Exchange your posters with other
groups for them to read.

Unit 7
TASK: Make a class recipe book.
STAGE 1
Work in pairs. Think of a dish you both
like and write a recipe for it.
STAGE 2
Work with another pair. Swap recipes and
correct any mistakes. Then write a final
version of your recipe on a separate piece
of paper.
STAGE 3
222
Work with one or two other pairs and
design a cover for the recipe book. The
cover must be suitable for all the recipes
in the book, but it can be abstract.
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‘
Let’s have a really big title. And why don’t we
call the book ‘…’?
STAGE 4
’
Work with the whole class. Take turns to
show your cover to the class. Vote for the
best cover.
‘
This is our cover. As you can see, it has a picture
of a strawberry cheesecake on it.
STAGE 5
’
Give your teacher your recipes and the
cover. He / She will put the book together.
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Unit 8
TASK: Write a list of the ten things you would most like to do in the next ten years.
STAGE 1
Think about the ten things you would
most like to do and make some notes.
Choose ten things that you all agree on
and give a reason for each choice.
STAGE 2
Work in pairs and talk about your ideas.
STAGE 3
Each write your list and give reasons for
your choices.
We want to go on a trip to the North Pole
because it’s very different and special.
‘
Work with the whole class. Each group
tells the class about their wishes. Choose
someone to write them on the board.
STAGE 6
Find the most popular wishes.
I’d like to swim with dolphins. Dolphins
are very intelligent and I think they’re
amazing. I’d like to spend time with them.
STAGE 4
Work with another pair and read out your
lists. Are any of your wishes the same?
’
STAGE 5

Unit 9
STAGE 1
STAGE 2
TASK: Write a paragraph about a photo you really like.
Find a photo you really like and bring it to
class. If you want, it can be a photo from
the Student’s Book.
Write some notes describing it and
say why you like it, then write a full
paragraph, eg
wearing a really crazy hat. I love the hat
and I think it’s great that she wore it. I
have a crazy hat too!
STAGE 3
Work in pairs. Show each other your
photos and talk about them.
STAGE 4
Put your photos and descriptions on the
classroom wall for everyone to read. The
class then votes for a) the best photo
b) the best description.
I like the photo of the young woman on
page 81. She’s Princess Beatrice and
she’s at a wedding. She’s smiling and she’s

Unit 10
STAGE 1
TASK: Design a pamphlet for a sports centre.
Work in small groups. Decide on these
things and put them in your pamphlet:
• the text for the pamphlet. Think about
an interesting general statement to
begin the text, then briefly describe the
sports centre.
• the name of the sports centre
‘Let’s call it …’
• the size and number of pictures and
headings and where you want to put
them
‘
‘Let’s put the map here.’
I think we should have a main picture and
some smaller pictures. And we need a map.
’
The spor ts centre has a large gym, a
Classes at the Centre include Pilates, …
• the opening times
• contact details and address
STAGE 2
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swimming pool, …
Put your pamphlets on the wall. The class
then votes for the best pamphlet.
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Unit 11
STAGE 1
TASK: Describe an inspirational person.
Write a paragraph about someone famous
who is inspirational. Say why this person
is an inspiration to others, but don’t say
the name. Use the present perfect tense
at least once. Ask your teacher to help
you with information if necessary or look
online.
STAGE 2
Work in pairs and exchange your
descriptions. Your partner must guess
who the person is and then help you with
corrections if necessary.
STAGE 3
Work with two other pairs. Each take
turns to talk about the person you chose.
Only look at your written description if it’s
really necessary. Again, ask people to say
who it is. (Your partner mustn’t answer.)
STAGE 4
Give your opinion of the other
inspirational people.
This woman is very inspirational. She’s an
American actress and is married to a
very famous man. She does a lot of work
for many humanitarian causes, and has
visited many countries as a result of this
‘
I agree that … is amazing. But I don’t like …
at all!
work. She has six children.
’

Unit 12
TASK: Make a radio programme about ‘terrible holidays’.
STAGE 1
Make notes about the worst holiday or
trip you have ever had.
STAGE 2
Work in groups of five or six. Take turns to
talk about your trip. As a group, vote for
the worst experience.
• From your notes, choose five of the
worst experiences from the class. Choose one person to read out each
experience. Take turns to practise doing this and help each other.
• Write a sentence or two as an introduction for each experience for
the presenter to read out.
‘
My wife and I went to New York last summer
for a week. It was a really awful holiday.
Everything went wrong!
STAGE 3
STAGE 4
’
Work as a class. The student in each
group with the worst experience tells the
class about it. Students make notes about
each experience as they listen.
Work in your groups again. You’re going
to make a short radio programme.
• Choose a presenter and write a short
introduction to the programme for
him / her.
STAGE 5
Han Yang had a two-week holiday in New
York with his girlfriend. It wasn’t f un!
• Write a short ending for the programme for the presenter.
Perform the radio programme for another
group.
Hi. Most people have had a really terrible holiday. In this programme,
five people talk about the worst holiday
they’ve ever had.
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Technique banks
Using the video
You will not necessarily want to work through
all three stages described here every time, nor
will you always want to work through all the
sub-stages. It depends how fast you and your
class want to go and how much practice they
need. But if your goal is for students to act out a
conversation, then – especially in the early days
– you will need to build up their confidence (and
take away their support) gradually rather than
suddenly.
This structure of gently developing a conversation
from reception to production is ideal for exploiting
many of the conversations in Everyday English but
it will also work well with other conversations in
the book. (See also Shadow reading in Five fun
techniques on page 232.)
Stage 1
Watch, listen to and / or read the conversation.
• Students watch or listen to* and / or
(silently) read the conversation once or
twice. Make sure they understand any new
words or expressions.
• They listen to and repeat sentences from
the conversation, either after you or the
audio / video.
• You read one part of the conversation,
students read the other in chorus. Swap
roles.
• Divide the class in half, each with one role.
Open pairs: two students read the conversation
while the rest of the class listen.
Closed pairs: students read the conversation in
pairs.
*Different ways of using video / audio
• Play the video sequence with sound and
vision (S+V) in the normal way. You can do
this with or without the subtitles.
• Play the video sequence with vision only
(VO) – and ask students to imagine what is
being said. Then play the sequence S+V so
they can check.
• Play the video sequence with sound only
(SO) (or just play the audio) – and ask
students to guess:
o how many characters there are
o where they are
o what they look like
o what the situation is
Then play the sequence S+V so they can
check, or look at the photo if you’re using
audio.
• Play part of the video / audio sequence
(S+V / VO / SO) and pause it. Ask students
to guess:
o what X is going to say next
o what is going to happen next
Play the next part for students to see if they
were right.
Note: Any time you play the video S+V, you can
do so with or without the subtitles and you can
vary the order you do this, ie first without, then
with, or first with, then without. It’s very flexible!
Stage 2
Practise using the ‘Look, look up and speak’
technique.
This is a great technique to help students
move from listening / reading to acting out a
conversation.
Working in pairs, students ‘read’ the conversation
in the following way.
• A looks at their line, then looks up at B,
makes eye contact and says it.
• B then looks at their line, looks up at A,
makes eye contact and says it.
And the conversation continues in this way. It
takes a little longer than just reading it, but it helps
to gently take students away from the support of
the written word and build up their confidence.
You will need to demonstrate this technique with
a student in front of the whole class the first few
times you use it.
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Stage 3
Act it out.
When you and your students feel they are ready,
students can close their books and have a go on
their own. They can do this first sitting down,
then standing up and adding gestures. It doesn’t
matter if the words aren’t exactly the same as in
the video. At this stage, fluency is more important
than accuracy. (If students are making a lot of
mistakes, go through stages 1 and 2 again.)
If some students are happy to come to the front
and ‘perform’ in front of the class, that’s great. If
not, don’t pressurise them. Let them ‘perform’ in
small groups.
Variations
1 Suggest students take on different moods
or ways of behaving: quiet and shy / noisy
and enthusiastic / happy / grumpy / angry /
confused / tired, etc.
2 Bring props into the classroom if you think
they’re appropriate (and you can get hold of
some).
Using stories
You can use the stories at the back of the
Student’s Book in an unstructured or a structured
way:
Unstructured: Suggest students read them as and
when they feel they would like to.
Structured: Set a particular story to be read by the
whole class – outside class. (The stories can come
after every third unit, so after units 3, 6, 9 and 12.)
If you choose the second way, then you may
or may not wish to introduce the story in class
beforehand and do some work on it afterwards.
But be careful! Stories are for pleasure and
motivation. If you do too much ‘work’ on them,
you are in danger of killing them dead and putting
students off reading altogether. Do enough to help
them, but no more.
You might also encourage students to keep a
vocabulary notebook for useful words, expressions
and idioms they find in the stories.
Introducing a story before students
read it
Here are some of the things you could use with
the stories (or any other stories) to elicit ideas
from the students before they read. Not only does
this help to prepare them for reading, but it also
motivates them to want to read and to give them
a reason for reading. Because of this, it’s important
that you don’t tell students if their predictions are
correct or not. Let them read the story and find
out.
You can use …
• the picture(s) illustrating the story
• the title of the story
• music, song, sound effects
• real object(s)
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• mime (you mime part of the story)
• words from the story: in order or out of
order (especially any new ones likely to
cause difficulty)
• the first or last line(s)
• possible message(s): This is a story about X
• one or more of the characters
• the setting(s)
• question(s)
• a synopsis
Exploiting a story after students have
read it
Here are some things you could ask students to do
in the next lesson.
• give a personal response
Did you like the story? Why? / Why not?
Which part did you like best / least?
Could this story take place in your country?
If not, why not?
Is there anything you would like to change
in the story? What?
Imagine you are making a film. Which
famous actors would you like to play the
roles? What theme song or music would
you like for the film?
You could also ask them to do one or more of the
following:
• answer questions (but not too many)
• decide on true / false statements (again, not
too many)
• complete sentences from the story, eg Sam
is in …
• tell you who said a particular thing
• write a question on the story for the rest of
the class to answer
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• retell the story or write it – possibly using
key words as guidance
• tell chain stories around the group / class,
with each student adding a sentence
• retell or rewrite the story from the point of
view of one of the characters
• continue the story – what what do you
think happened next? (or five / ten years
later)
• change the ending (or the beginning or
middle) and create their own ending
• fill in gaps in the story, eg What happened
between X and Y?
• mime or act out part of the story (or a word
or a character from the story) for other
students to guess and describe
•
•
•
•
•
suggest similar stories they know
draw a picture or abstract painting
create a movie poster or book cover design
rewrite it as a conversation / play
retell the story in their mother tongue – or
translate key words (for monolingual classes
only)
• stand up for their word (see page 231)
Note: The stories are too long to do this for
the whole story, so maybe just take the first
paragraph. Suitable words might be:
hospital friend / bed
The Poet / book
Grace Darling / lighthouse
a ‘grate’ idea / school
Using memory games
Use it or lose it! That’s what fitness instructors say
about our muscles. And it’s what psychologists say
about our memory too. If we want to be good at
remembering things, then we need to practise as
often as possible. The more we practise, the better
we get. And as remembering is a very large part
of successful language learning, it’s crucial that
we give our students plenty of opportunities to
exercise their memory.
Some memory games are already indicated in the
lessons, wherever you see this symbol: .
Here are some more, very simple, ideas if you
would like to do more. You can do them as
whole-class activities or, once they are familiar to
students, do them in pairs or small groups. They
need only take a few minutes, so make them a
regular part of your routine if you can.
Using pictures
1 Ask students to look at a picture in the book
for 30 seconds then close their books.
2 Ask them questions about the picture.
Obviously the questions you ask will be
dependent on the picture but here are some
possibilities:
Is there a …? Are there any …s? How many
…s are there?
Where is X? What is in / on / under / behind
the …? What is on the left / right?
What colour is X? What is Y wearing?
Variations
1 Students write a list of people or objects in the
picture.
2 Students do a sketch of the picture. (We use
the word sketch rather than drawing because
it’s somehow less stressful. Some people find
the word drawing a bit scary!)
3 Students test each other in pairs. One has their
book open, the other has their book shut.
Using texts
1 Students re-read a text they’ve already worked
on in class, perhaps a while ago, then close
their books.
2 Ask them questions on the text or make true /
false statements for them to confirm or correct.
Variations
Can they remember the following?
• the title
• the very first word in the text
• the last word
• the first line
• the last line
• the most frequent word
• any words that occur more than once
Using conversations
1 Students re-read a conversation or listen to it
again, then close their books.
2 Say a line from the conversation. Students reply
with the line that comes next.
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Variations
1 Read the conversation saying just the first part
of each line. Students complete the rest of the
line.
2 Choose lines from a conversation and ask
students who says them.
Using vocabulary
Ask questions, eg Can you remember ten words
from the last lesson?
How many words can you remember beginning
with …?
How many places / countries / adjectives / irregular
verbs, etc can you remember?
A couple of other activities
Note: According to memory experts, we readily
forget 70% of what we learn in 24 hours unless
we recycle it before that 24-hour period is up. You
can facilitate that as a teacher by doing two things
(which you may already be doing!):
1 Make sure you leave five minutes at the
end of a lesson for students to recap what
they’ve learnt in the lesson.
2 Tell students just to take five or ten minutes
to go through the lesson at home that
evening … and tell them why it’s important
to do that.
You have control over the first one but not the
second! Because of that, revising the previous
lesson at the beginning of the next one is also
crucial.
Repeat my sentence
This is an exercise in very careful listening as well
as remembering. Students work in pairs. Student
A says a sentence (or reads one from a text or
conversation). Student B must repeat it word for
word. They swap. They should do this five or six
times, with the sentences getting a little longer
every time.
I, I, I, you, you, you!
Another exercise in careful listening as well as
remembering. Students work in pairs. Student A
makes statements about themselves beginning
with ‘I’. Student B listens carefully. After five or
six statements, Student B must repeat as many
of Student A’s statements as they can remember,
beginning with ‘you’. Then they swap over.
This exercise can have a grammatical focus and
function as a very personal repetition drill and it
lends itself to many different structures. Some
possible kinds of statements:
I like + noun
I like + activity
Every day I + present simple
Last year I + past simple
I’ve never + present perfect
In the future I’d like to …
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20 easy games – no preparation required
These games are useful whenever you have some time to spare or notice that the group needs a change of
activity. Many of them will already be familiar to you, but it’s nice to have them all in one place.
The suggestions here are written for a teacher playing the game with the whole class, but once students
know the games, they can of course be played in pairs or small groups and as such are useful for early
finishers.
Game
1 Introductions
Focus
Memory game
I’m / He’s / She’s …
My / His / Her name’s …
Instructions
Students introduce themselves round the class:
A I’m Mary.
B My name’s John, her name’s Mary.
C I’m Frank, he’s John, she’s Mary.
2 Simon says …
Following instructions
Students follow instructions only if you say Simon
says, eg Simon says put your hands on your head.
3 Hangman
Alphabet / spelling
Think of a word and write a line for each letter
on the board, eg cat = _ _ _
Students guess the word by asking questions
about letters, eg Is there an ‘e’? If they are
correct, write the letter. If they are incorrect, the
student loses one of their ten lives.
4 I went to the
supermarket and I
bought …
Memory game
The game can be used
for a variety of tenses and
vocabulary sets, eg I like
dancing. I like dancing
and eating pasta. … The
example here is for past
simple and food and drink
vocabulary.
One student starts by saying what they went to
buy (or what they like, etc), then each student
adds something else to the list.
A I went to the supermarket and I bought a
lettuce.
B I went to the supermarket and I bought a
lettuce and some potatoes.
C I went to the supermarket and I bought a
lettuce, some potatoes and …
5 Ten questions
Asking questions in the
present or past
Think of a person (alive or dead) or an object.
Students ask ten yes / no questions to find out
who or what it is.
6 What’s my job?
Asking present simple
questions with Do …?
Think of a job and mime a typical action.
Students ask ten yes / no questions to guess it.
7 Where’s the
mosquito?
Prepositions
Imagine a mosquito somewhere in the classroom.
Students guess where it is.
Is it in my bag? Is it under your foot? …
8 Don’t say yes or no! Short answers
Students must answer questions without using
the words yes or no.
A Do you like broccoli?
B I don’t. Not at all.
A Are you enjoying this?
B I am. Very much!
9 Whose is it?
Two students go out of the room. Other students
decide on an object belonging to one of them.
Students come back in and must find the owner.
Is it Pedro’s phone?
Is it his ...?
Possessive adjectives and
pronouns
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10 Describe someone
Be, have, descriptive
adjectives, parts of the
body
Each student writes a short description of
someone in the class, then reads it out for others
to guess who it is.
11 Mime an action
Present, past and future
tenses
Students mime an activity that they like doing
(or do every day / did last night / are going to do,
etc). Others ask yes / no questions to guess.
12 What’s he / she
wearing?
Present continuous
Students mingle and stand back to back with
someone. They describe what the other person is
wearing, then look and check.
13 I-spy
Vocabulary: classroom (or
based on a picture)
Say: I see something beginning with B. Students
must guess: Is it a bee? Is it a bin?
14 Word hunt
Prepositions
Decide on a specific word on a page and
students must ask yes / no questions to guess it.
Is it at the top of the page?
Is it a long word?
Is it in the third line?
Is it a noun?
15 Change of
appearance
Present perfect
A student leaves the classroom, alters something
in their appearance and comes back in. Other
students ask yes / no questions to find out.
Have you taken off a ring?
Have you undone your shoelace?
16 Banana
Numbers
Students count (fairly quickly) around the class
but must not say any number which has a 3 in
it or is a multiple of 3 (eg 3, 6, 9, 12, 13, etc).
Instead of these numbers, they must say banana.
If they make a mistake, they’re out.
17 Jetstream! Make 10 Vocabulary
(or 20!) words
How many words can students make from the
word Jetstream in a given time limit? You can use
any other nice long word or choose a word from
the lesson you’re working on, eg conversation,
information, grandmother.
18 Words that begin
with ‘m’
Memory game
How many words beginning with a letter can
students list in a given time limit?
19 Name ten!
Vocabulary: countries,
sports, types of transport,
etc
Students say or write a list of ten things from a
particular lexical set – and get a point for every
item nobody else has thought of.
20 Potato ping pong
Vocabulary: vegetables (or
any other lexical set)
Divide the class into two teams. Team A says the
name of a vegetable, then Team B says one. They
continue back and forth until one team runs out
of ideas and can’t hit it back! The other team
wins the point.
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Five fun techniques to use with a flagging class
You can use these techniques again and again
over time in different ways – students always enjoy
them and feel energised by them.
1 ‘True for me’ drills
Make true statements about yourself. You can link
the statements to your teaching focus or else use
a variety of language, eg present simple + adverbs
of frequency: I always get up early. I sometimes go
jogging before breakfast.
Students must repeat only those statements that
are also true for them. This means that they need
to listen carefully and think before they speak –
and they get lots of repetition practice. And when
they get it wrong, it usually causes lots of laughter.
These drills are a great way to start a lesson: I’m
feeling tired today. I had trouble getting here. I
missed the bus!
They are also brilliant for breaking the ice and
getting to know a new group of learners and for
getting them to know a bit about you: My name’s
Pat. I’m a woman. I’m a teacher. I was born in
March. I like dancing.
2 True / false drills
You can do this with any picture in the Student’s
Book, eg page 10 (jobs), page 18 (Van Gogh’s
bedroom).
Make true and false statements about the picture.
If what you say is true, students repeat it. If it’s
false, they must say: That isn’t true! You could do
this first with books open, then with them closed,
as a memory game.
You can continue the activity by getting students
to provide the sentences themselves. Each student
writes one sentence about the picture which can
be true or false. Students take turns to read out
their sentence and the rest of the class responds.
Variations
1 Instead of using a picture, you can make true
or false statements about real things, especially
relating to a topic you have been dealing
with in your classes, eg They speak French in
Canada. / They speak Dutch in Germany.
2 Students could also or instead be asked to use
some kind of physical movement, eg they raise
their right hand if something is true, their left if
it’s false.
3 Stand up for your word
This is a great way of raising energy in a group
when you notice they are getting tired – and a
good way of revising too. Take a text that they have
read or listened to recently and select a word from
it, eg SB page 11 (people in The World Has Talent)
or page 19 (bedroom or living room in Unusual
houses). Tell students to close their books and tell
them the word. Then read them the text. They must
stand up every time they hear the word.
What’s the point? Apart from being lots of fun,
it’s a great way of ensuring unconscious learning
– another feature of Accelerated Learning (see
page 22). While consciously listening out for a
specific word, students are unconsciously exposed
to the whole text without the stress of having
to do anything particular with it. These are ideal
conditions for the unconscious mind to acquire
language.
Variations
1 If standing up is too disruptive or noisy, then
just get students to raise one or both arms.
2 Select two or three words and give different
groups of students a different word. At the
end of this activity, ask the groups what words
the other groups had.
4 Dictopuzzles
These are like dictations – with a purpose.
1 Students note down what you say in order to
find the answer(s) to a question. It’s important
to tell them not to shout out the answer once
they’ve found it, but just to put up their hand
(or stand up) to let you know they know. That
way, other students can go on thinking.
In fact, the example below has four possible
answers, so you can ask students to go on
searching for the others. (Make sure they
realise that the name of both the country and
its capital are the names in English.)
It’s a country in Europe. It’s in the EU, but it
isn’t one of the countries in the UK. There
are seven letters in the English name of this
country and six letters in the English name of
its capital city. What country is it?
(Key: Ireland / Dublin, Germany / Berlin, Austria /
Vienna, Croatia / Zagreb)
2 As soon as enough students have put their
hand up, check their answers. If they haven’t
found the correct answer – or all the answers –
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rather than tell them, give clues to help them,
eg The first letter is A, It’s near Italy.
3 Elicit a correct version of the text to write on
the board.
4 Using the model text on the board, students
work individually or in pairs to create a similar
text about another country – not necessarily in
Europe.
5 Students work in small groups and take turns
to dictate their puzzle for the others to solve.
Other possible subjects:
• famous people, contemporary or historical
• well-known places: cities, buildings,
monuments
• everyday objects
• animals
• sports and games
• words (It’s an adjective. It begins with a B.)
5 Shadow reading
Not only is this a great revision exercise, it’s
challenging and a lot of fun.
1 Go back to a listening conversation you have
done recently and play the recording so
students can listen to it again.
2 Divide the class into the number of roles and
allocate each half (or group) one of the people
in the conversation.
3 When you play the conversation again (quite
loudly), students should speak (quite softly) at
the same time as their character (so they can
still hear the conversation even while they are
speaking).
This is quite a challenge – and usually causes a lot
of laughter because although the speakers in the
conversations speak reasonably slowly, their speed
will still be faster than that of the students.
Extra questions and tasks for Movies & Music
Given the motivational impact of this section,
there are deliberately very few questions on the
page. A few more questions are always suggested
in the unit-by-unit teacher’s notes, which you can
use or ignore as you see fit. And here you can find
a full range of questions that could apply to almost
any film or song.
Movies
Note: An excellent website to find the information
is the Internet Movie Database at www.imdb.com
or also www.rottentomatoes.com.
•
Find out one extra / interesting piece of
information about this film.
Note: Students could actually do this last task
as a matter of course. It’s great because it forces
them to read more extensively to search for the
information.
Music
Note: A good website to find lyrics is www.
metrolyrics.com or just type in the title or first line
into a search engine.
•
Do you know this song? Do you like it?
•
What’s the name of the song?
•
Name two more films with a particular actor
(eg Daniel Craig).
Who’s the singer / group? Do you like him /
her / them?
•
Who wrote the song? When?
•
Name two more films with a particular director
(eg Katia Lund).
•
What’s the next line? What comes next?
•
•
Who are the main actors?
What word occurs more than ten times in the
song?
•
Who composed the music for the movie?
•
What’s the chorus?
•
Who plays X? Who is the hero / villain?
•
•
Find out something else about: the director,
the actor, the composer.
What other songs do you know by this singer /
group / songwriter?
•
•
What’s the film’s rating? (on IMDb or Rotten
Tomatoes)
Find the words and listen to the song and sing
the chorus if you want to.
•
•
Watch a trailer for the film. Does it look
interesting?
What’s the message of the song – in one
sentence?
•
Have you seen this film? What did you think of
it?
•
What’s the title of the film in your language?
•
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Working with mixed-ability classes
It’s inevitable that there will be students with
different levels of English (though not necessarily
ability) in your class, especially in larger classes.
Some students will need extra support, some will
need less. So here are some ideas to help you
tackle this issue. You will also find ideas in the
unit-by-unit notes, where you see this symbol: MA.
Note: We’ve used the terms ‘stronger’ and
‘weaker’ for the sake of convenience but of course
those terms are not completely accurate.
•
Use stronger students to correct weaker
students. Make sure that you praise weaker
students for their successes just as much as
stronger ones.
•
Direct more difficult questions at stronger
students and easier ones at weaker students.
•
Sometimes pair and group students of the
same ability so they feel comfortable with each
other.
•
And sometimes pair up students of different
levels and encourage the stronger student to
help the less confident one.
•
Group weaker students together for an activity
and give them extra attention, leaving stronger
students to work alone.
•
Use stronger students as group leaders and
give them more responsibility for activities, like
being the group ‘scribe’ and keeping a written
record, for example.
•
When appropriate, give weaker students
slightly easier tasks. The teacher’s notes may
suggest these – look for the MA icon.
•
Note weaker students’ errors and give them
extra homework
Fast finishers
If some students complete an activity more quickly
than others, have some extra activities ready that
they can do. Ideally, these activities should be
short, fun things that are easy to set up. Students
shouldn’t feel punished for finishing quickly by
being given something boring to do!
•
Many of the 20 Easy games on page 229
would work, especially games 3, 4, 5, 6, 7, 8,
13, 14, 17, 18 and 19.
•
Also suitable are the Memory games using
pictures on page 227, once students have
played them in class and know how they work.
•
Online research is another task you can give,
using the Movies & Music box or an Explore
suggestion, for example.
•
And finally, you can offer them lots of different
e-zone activities to choose from.
Ensuring learner autonomy and using technology
What is learner autonomy?
As defined by Henri Holec in 1981, learner
autonomy is ‘the ability to take charge of one’s
own learning’. It is crucial because when you
give learners more choices (and therefore more
responsibility) in how and what and how fast they
learn, then they are also a lot more motivated
and they learn better. They also gain more selfawareness about their skills and more awareness
of the learning process itself.
How can we provide it?
One of the key tools we have nowadays of course
is technology, which can take students beyond
the limits of the classroom and allow them the
freedom to choose what topics they want to
explore, and what language areas they want to
focus on.
Jetstream on e-zone offers a wealth of digital tools
for this purpose giving students plenty of options:
•
Online Training on e-zone provides hundreds
of online practice activities for extra
listening, reading, grammar, vocabulary and
pronunciation, as well as practice activities that
help to prepare for a range of international
exams.
•
Cyber Homework lets the teacher assign
homework to the student. The teacher has
the possibility to allow the student to see their
score after they complete the tasks. They can
keep practising and improve their score until a
deadline. This way homework becomes more
of a learning experience and the student can
take on more responsibility for his / her results.
Students can do Cyber Homework offline and
submit their results once they go back online.
Technique banks
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•
•
Projects enable students to learn
collaboratively. They can vote and comment
on each other’s work, and thus learn from
and with each other. Students can choose
to take on a more or less active role in this
collaboration.
Cloud Book allows students to download the
Student’s Book and the Workbook as well as
the audio and video by using the access code
at the back of the Student’s Book. This way the
student can practise anytime, anywhere, offline
on their desktop computers as well as their
mobile devices. These devices will sync with
each other once the student goes online.
In the Student’s Book and the Workbook, there is
also scope for learner autonomy.
•
In the Student’s Book, both the Explore and the
Movies & Music sections invite students to go
online and use their language skills to find out
more about particular subjects if they want to.
•
In the Workbook, the Check your progress
pages give students the opportunity to assess
themselves.
•
The DIY (Do It Yourself) wordlist at the back of
the Workbook allows students to make choices
about which words they translate and record.
(It is not intended that they should write down
every single word. Unless they want to, of
course!)
234
What else can the teacher do?
•
Ask students to keep a record of their
problems and their successes. They might do
this as a written diary or logbook or else keep
an online diary or write a blog. Dedicate some
classroom time for them to compare notes
with a partner from time to time.
•
Give students choices in classroom tasks, even
in a small way. If an exercise has six questions,
for example, ask them to choose four. (They
still have to read all of them to make that
decision.)
•
If they’re having a discussion or playing
a game, encourage them to change the
instructions sometimes.
Technique banks
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De-stress cartoons
Unit 1
Unit 2
Unit 3
Unit 4
Unit 5
Unit 6
Unit 7
Unit 8
Unit 9
Unit 10
Unit 11
Unit 12
De-stress cartoons
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HELBLING LANGUAGES
www.helblinglanguages.com
JETSTREAM Elementary Teacher’s Guide
by Ingrid Wisniewska
with Jane Revell and Mary Tomalin
© HELBLING LANGUAGES 2015
First published 2015
All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic,
mechanical, photocopying, recording, or otherwise without the prior written permission of the publishers.
ISBN 978-3-85272-977-0
The publishers would like to thank the following for their kind permission to reproduce the following photographs and other copyright material:
The Photolibrary Wales p21 (Tanni Grey-Thompson) /Alamy; Djtaylor p13 (river), Daniel Raustadt p16 (camera), A J Cotton p16 (woman on mobile), Jennifer Pitiquen p16
(Apple logo), Sommai Sommai p17 (fish), Marylooo p17 (turtleneck) / Dreamstime.com; JPC-PROD p19 (toothache), iceteastock p19 (woman in gym) - Fotolia.com;
©iStockphoto.com/ hocus-focus p16 (laptop), Erdal Bayhan p16 (Email), LifesizeImages p21 (piñata); REUTERS/Eddie Keogh p20 (Diversity); Toa55 p12, Pavelk p17 (goat),
Action Sports Photography p21 (Obama), JStone p21 (Malala Yousafzai), s_bukley p21 (David Beckham), OkPic p235 (mandala) /Shutterstock.com; USIA / National
Archives and Records Administration Records of the U.S. Information Agency Record Group 306 p15 (Rosa Parks); Wikimedia Commons p14 (Rosa Park being
arrested; Rosa Parks bus), Pete Souza - The White House p14 (Barack Obama in the Rosa Parks bus), Matt Yohe p16 (Steve Jobs), © 2007 AngMoKio p17 (Mercedes), Chris
Hakkens p17 (Bob Dylan, June 23 1978), USAF p21 (The Pave Low helicopter).
Commissioned Photography & Production by Matt Devitt & Charlotte Macpherson p19.
Illustrated by Davide Besana, Giovanni Da Re, Giovanni Giorgi Pierfranceschi.
Edited by Clare Nielsen-Marsh
Designed by Greg Sweetnam
Cover by Capolinea
Printed by Athesia
Every effort has been made to trace the owners of any copyright material in this book. If notified, the publisher will be pleased to rectify any errors
or omissions.
Jetstream.TG_endmatter_finals2.indd 236
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elementary
elementary
beginner
Real language &
memory training
Real language &
memory training
Jeremy Harmer ∙ Jane Revell
Student’s Book
Student’s Book
JETSTREAM Cloud
with LMS
Student’s Book
Real language &
memory training
Everyday English
videos
Everyday English
videos
Student’s Book
Student’s Book
JETSTREAM Cloud
with LMS
advanced
Everyday English
videos
JETSTREAM Cloud
with LMS
• Grammar to go
The right grammar at the right time plus
a full grammar reference
• Emphasis on speaking
Real language &
memory training
Student’s Book
Teacher’s Guide
Your opinion, your voice - right from the start
of the lesson
Mary Tomalin
advanced
upper intermediate
intermediate
JETSTREAM Cloud
with LMS
upper intermediate
Real language &
memory training
JETSTREAM Cloud
with LMS
• Personalisation
Everyday English
videos
Student’s Book
Jeremy Harmer ∙ Jane Revell
intermediate
Helps you find the right words
Real language &
memory training
Dialogue karaoke
videos
JETSTREAM Cloud
with LMS
Get you interested and communicating
• Focus on vocabulary
Student’s Book
Dialogue karaoke
videos
elementary
• Motivating topics
pre-intermediate
pre-intermediate
beginner
Jane Revell ∙ Mary Tomalin
with Jane Revell and Mary Tomalin
Student’s Book
Engaging activities to get you talking
Comprehensive introduction and overview
elementary
Jane Revell ∙ Mary Tomalin
Student’s Book
Amanda Maris
Student’s Book
Student’s Book
JETSTREAM is the brand new Helbling Languages
6-level course for adult learners. Its carefully
balanced pace and challenge offer a learning
experience that is fun and motivating and which
prepares students to use their English effectively
in work and life.
Ingrid Wisniewska
Extension activities
Culture notes
• Thinking & Memory
Ideas for mixed ability classes
Encourages thinking and memory training
• Cross culture
Photocopiable games and tasks
Maximise your social and cultural awareness
• Stories
Lively stories for extra reading practice
Technique Banks
• Dialogue karaoke videos
on
• Cloud Book
• Pronunciation
• Cyber Homework
• Exam practice
• Dialogue karaoke videos • Testbuilder
• Mp3 audios
• CLIL Projects
w w w.helbling-ezone.com
An exciting way to practise real language
Guide for new teachers on
• JETSTREAM Workbook
Revision and practice, progress checks
and writing skills development
• PLUS - fully integrated digital components
Lots of options for flexible blended learning
Teacher’s Guide
www.helblinglanguages.com
With Audio CDs
9783852729770_cvr.indd 1
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