jestream teacher book

Terry Prosser
with Jane Revell and Mary Tomalin
Tomalin
pre-intermediate
A
Teacher’s Guide
Letter to you, the teacher
Welcome to Jetstream, a course designed to
motivate and engage learners. We aim to provide
you with material that’s stimulating and relevant,
so your students learn English easily and with real
enjoyment.
We hope to give you everything you’d expect, and
more besides. We’ve 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’ll 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
feel 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 on page 3). There’s
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’ll 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
2
Letter to you, the teacher
Welcome to Jetstream, a course designed to
motivate and engage learners. We aim to provide
you with material that’s stimulating and relevant,
so your students learn English easily and with real
enjoyment.
We hope to give you everything you’d expect, and
more besides. We’ve 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’ll 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
feel 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 on page 3). There’s
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’ll 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
2
Contents
Letter to you, the teacher
Pre-intermediate
diate Student’s Book contents
Jetstream Pre-interme
Introduction
Pre-intermediate
ediate components
Jetstream Pre-interm
Jetstream approach – a summary
Unit overview
Unit notes
Getting to know 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
Photocopiable
Photocopiabl
e games
Photocopiable
Photocopiabl
e 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 Art & Music
Working with mixed-ability classes
Ensuring learner autonomy and using technology
De-stress! cartoons
2
4
6
6
10
21
27
40
55
57
72
86
89
103
117
121
130
135
136
137
139
141
142
142
143
145
Contents
3
4
Contents
Contents
5
Jetstream Pre-intermediate
components
For the teacher:
Teacher’s Guide with class audio CDs
It also contains the following:
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:
•
a two-page Review unit after every two units
•
one photocopiable game per unit
•
four stories
•
one task per unit
•
a comprehensive grammar reference section
•
•
information-gap activities and extra material
•
complete transcripts for the audio
•
a Pronunciation spread contrasting similar
sounds
•
an irregular verbs list.
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 Art & Music
Working with mixed-ability classes
Ensuring learner autonomy and using technology.
For the student:
Student’s Book
The Student’s Book contains 6 units of three
double-page lessons, and a Vocabulary plus and
Everyday English section at the end of each unit.
Workbook with audio
The Workbook contains 6 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 the 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’re 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 9.
6
Introduction
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 6 unit tests covering
grammar, vocabulary, functions and the four
skills and six 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
•
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.
•
an Art & 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, usually 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.
•
Useful expressions sections are usually within
the Vocabulary plus pages; they highlight and
practise common expressions used in different
situations.
•
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’s
dealt with in the following way:
•
It’s 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.
•
It’s 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 are 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.
Vocabulary
It’s 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’s plenty of practice.
Reading
The main reading focus in Jetstream is usually in
Lesson 2, but there are often other, shorter reading
texts elsewhere.
There’s 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 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.
•
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 136 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:
•
Art & Music
•
Did you know?
The Cross Culture section in the Review units
also provides additional reading matter. It offers
interesting and practical information on different
cultures and should lead to stimulating discussions.
Introduction
7
Writing
•
Regular short Writing sections in the Student’s
Book provide guided writing practice through a
variety of tasks. The core writing course, however,
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:
At Pre-intermediate level, activities are
carefully designed so that students can express
themselves freely without making a lot of
mistakes.
•
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 Art & 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.
•
a personal profile
•
a biography
•
a CV
•
a blog
•
a holiday review
•
instructions
•
advice
•
a presentation
•
a complaint
•
a magazine article
•
a book review
•
a summary.
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.
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 reallife situations, including conversations, interviews,
talks, reports and radio programmes.
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:
8
Introduction
Pronunciation
Short pronunciation activities throughout the
Student’s Book provide clear practice of some
common areas, including:
•
specific sounds
•
word stress
•
sentence stress
•
simple intonation.
In addition, students are encouraged to listen
to and repeat the main vocabulary groups
throughout the book.
The Pronunciation section on pages 84–85 of
the Student’s Book includes a phonemic chart for
students’ reference and practice of similar sounds
that students often confuse.
Stories
There are stories about real and fictional people
throughout the course, but at the back of the
Student’s Book (SB pages 68–71) you’ll 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,
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’ll find
a variety of interesting techniques on page 136.
Online resources – available on e-zone
HELBLING Placement Test
Designed to give students and teachers of English
a quick way of assessing the level of a student’s
knowledge of English grammar and usage.
Online training
Resources and interactive activities for individual
student access. Includes:
• exam practice
• pronunciation
• all exercises from the cyber homework in selfstudy mode.
Consolidation and review
Consolidation of recently acquired language and
regular revision are crucial to learning.
After every two units, there’s 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’s a
Review quiz, which tests students using a general
knowledge quiz. This is followed by a Check your
progress test.
Cloud book
An interactive version of the Student’s Book and
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.
Cyber homework
Interactive activities assigned to students by their
teacher within an online virtual classroom. Results
and feedback are automatically given when 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 and share them with the teacher and
their class.
How to integrate an LMS (a Learning Management System) into your teaching
Initial assessment
Assessment
HELBLING Placement Test
Exam practice
Testbuilder
Planning
1
6
>
2
Scope & sequence
Teacher’s Guide
>
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
Introduction
9
Unit overview
You first!
You’ll 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.
10
Introduction
Information gap
There’s an informationgap 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 62–65.
Grammar reference
Art & Music
There’s 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.
Most people enjoy looking at pictures and listening to songs.
This section utilises this interest in order to motivate students
and transfer the topic language to a new context. The Art
section provides a picture and related tasks, while the Music
section gives some information about a song and provides
related tasks. The tasks give students the opportunity to
research online and bring the information back to the class,
and should often stimulate lively discussions. There’s a natural
mixed-ability element: more competent students will be able to
take it further than those who are less competent.
For the Art task, students turn to page 125 (Units 1–6) or page
145 (Units 7–12) of the Student’s Book to find larger versions of
the pictures.
Introduction
11
Listening
This symbol tells you that there’s
recorded material that goes with
the activity. This can either be a full
listening text or, as here, it might
be listening to check answers and
hear the correct pronunciation. Full
transcripts are given in the back of
the Student’s Book.
12
Introduction
Everybody up!
This is 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.
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 Art & Music, there’s a natural
mixed-ability element to this section.
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’re stressed; we learn best when we’re
relaxed. You’ll 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, SB page
33, Volume B, where students are advised to do simple
shoulder exercises to release tension).
Introduction
13
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.
P
Pronunciation
There are two pronunciation activities in each unit of the Student’s Book: one
in Lessons 1–3 and one in either Vocabulary plus or Everyday English. At Preintermediate level, there’s work on stress and intonation and an emphasis on
sounds, as these can often pose problems for students. All the pronunciation
activities are recorded so that students can hear the correct sounds or stress.
There’s also a Pronunciation section at the back of the Student’s Book on pages
84–85. This provides practice in differentiating between similar sounds (minimal
pairs), eg the difference between /p/ and /b/.
14
Introduction
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 20) 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’re familiar with the students’
mother tongue, but it can work
well with a multilingual class,
where students compare words
in different languages.
Think
This is used to signal a creative or critical-thinking
exercise. Students are asked to work something out
for themselves, give their opinions or comments or
use their creativity, rather than find an answer directly
on the page. A simple example might be where a text
describes a problem at work and students are invited
to come up with solutions. 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.
Did you know?
These are very short, interesting
pieces of information related
to the theme of the lesson. The
section can usually be done at
any point in the lesson. The
teacher’s notes suggest ways
of exploiting it, but if students
want to know more, they can be
encouraged to search online.
Introduction
15
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’ve finished a
task ahead of the
others.
Wordbuilder
Focus on
Learning about how words are formed is
an important part of acquiring a language,
as it helps learners to recognise and
manipulate related words. In this section,
students do various
word-formation activities,
eg adding prefixes ( im + polite), suffixes
(care + ful), forming verbs from nouns and
creating compound nouns ( back + pack).
These short sections appear on many of the
Vocabulary plus pages. They’re 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 Pre-intermediate, there are Focus on
sections for up and down, come, phrasal verbs,
go, get, keep, out, give and take, the news
and like.
16
Introduction
Everyday English
This section provides
practice in the everyday
functional language that
students need when
interacting with people,
such as making requests,
opening and closing
a conversation, giving
instructions and so on.
Video
We don’t say … / We say …
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.)
This section focuses on common errors that we know
from experience students are likely to make. The ones
we’ve 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’ll 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.
See also Using the video on page 136.
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.
Introduction
17
Review units
Six Review units
revise key language
from the preceding
two units, using a
reading text as the
main presentation.
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’ll 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 137). And remember that the more
you get students to exercise their memory in English, the more it’ll
serve them in other aspects of their life as well.
18
Introduction
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’s
usually a short
reading text with a
task or questions,
often leading to a
discussion and a
comparison with
the students’ own
culture(s).
Preposition Park
This section appears in each
Review unit and provides a short
text that revises and extends
prepositions that students already
know, enabling them to recycle
prepositions in a new way, or
introduces new ones.
Introduction
19
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*):
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
outgoing 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.
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 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.
*The roots of Accelerated Learning go back to the
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.
Bulgarian educator, Georgi Lozanov, who developed
something called ‘Suggestopaedia’ in the early 1960s. 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!
4
20
Introduction
Getting to know you
UNIT
FOCUS
GRAMMAR: questions; be;
have; present simple; present continuous; want / need
VOCABULARY: personal information; the alphabet; physical activities; work and life; musical instruments
FUNCTIONS: introducing yourself and other people; asking personal questions; talking about objectives
practise natural pronunciation and connected
speech: What’s your name? /wɒtsjəneɪm/ How
do you spell that? /haʊʤəspelðæt/ Where are
you from? /weəjəfrɒm/.
Lesson 1 Who are you? pp 4–5
Aims
The focus of this first lesson in the introductory
unit is to give students the opportunity to find out
more about each other.
Answers
1 Are you 2 ’s your name 3 do you spell
4 do you spell 5 are you from
Warm-up
Ask students to look at the main photo. Get them
to guess who the people are. Ask: Do they know
each other, or are they meeting for the first time?
Then get students to think of things we say when
we meet someone new. Elicit their answers and
write them on the board.
1
Transcript
TEACHER
CARLA
TEACHER
Play the audio and ask students to
listen. Repeat the conversation all together,
then individually.
1.2
CARLA
TEACHER
CARLA
Using the phrases you wrote on the board in
the warm-up, elicit and highlight features of
informal greetings such as choice of vocabulary
(Hi), contractions ( I’m Firat, My name’s Olga)
and subject ellipsis ((It’s) Good to meet you,
(It’s) Really nice to meet you too).
Encourage students to walk around the room
and say hello to other people. Encourage them
to use the correct phrases. If extra support
is needed in a multinational class, revise the
alphabet and spelling to help students with
each others’ names.
Transcript
FIRAT
OLGA
FIRAT
OLGA
2
Hi! I’m Firat.
Hello! My name’s Olga.
Good to meet you.
Really nice to meet you too.
TEACHER
CARLA
TEACHER
CARLA
TEACHER
CARLA
TEACHER
3
Hello! Are you here for the preintermediate English course?
Yes, I am.
What’s your name?
Carla Valenzuela.
Sorry. How do you spell that?
C-A-R …
No, I meant how do you spell your
surname?
Oh, sorry – V-A-L-E-N-Z-U-E-L-A.
Ah. OK. And where are you from?
I’m from Santiago.
In Spain?
No, in Chile!
Wow! That’s a long way!
Teach / Elicit tricky (= difficult). Write
the letters on the board and ask students to
say them. If they make mistakes, try to elicit
self-correction. Then play the audio so they
can check their pronunciation. There may be
some sounds that they find difficult to make,
so encourage them to notice the shape of your
mouth, then practise themselves. You may
need to play the audio a few times to get the
correct pronunciation for each letter.
1.4
Put students in pairs to read the
conversation and try to guess the missing
words. Then play the audio and pause it so
students can complete the conversation.
Note: These letters have been selected as
ones students frequently have problems
with, but it may be a good idea to recap all
the other letters of the alphabet too.
Ask students to tell you the questions and
write them on the board. Then repeat them
and get students to say them quickly to
Transcript
1.3
a, e, i, o, u, w, y, g, j
Getting to know you
21
4
Go through the conversation in exercise 2
again with the whole class. Play the audio
again if necessary. Put students in pairs to
repeat the conversation using their own
personal information. Monitor pairs as they
practise, making a note of any common
problems with grammar, pronunciation or
intonation. In particular, check they pronounce
the letters in their name correctly. When
they’ve finished, ask them to find a different
partner and repeat the conversation. They
should do this three times in total.
Extra idea: You could also get students to
write down an alias, with a new name and
country. Then tell them that they’re at a
party and meeting lots of new people. Put
some background music on and have them
walk around the room chatting to each
other. Check afterwards and find out who
had the funniest new identity.
Vocabulary
5
Go through the words first to check
comprehension and pronunciation. Students
complete the table individually or in pairs. Ask
them to match the words and categories and
find the odd one out.
Point out the note below the table. Remind
students that they should always ask if they
don’t understand something. If they don’t
know any of the words in this list, tell them to
ask a partner to explain the meaning.
Answers
physical activities: Pilates, running,
swimming, volleyball
work and life: retired, student, teacher,
unemployed
musical instruments: drums, keyboard,
saxophone, violin
The word that doesn’t fit is snake.
Extra idea: To do the activity in a slightly
different way, vary learning styles and
generate more vocabulary, put three
posters up around the class – one for each
heading in the table. Then ask students to
walk around the room and add a different
idea under each heading. Get them to
22
Getting to know you
explain any new words to each other and
check together afterwards.
6 Ask students to work in pairs to complete the
phrases. Check answers with the class, then
ask pairs to work out the rules for using do, go
and play. Elicit answers from the class:
•
Do is used with individual, non-team sports
or sports without a ball ( do aerobics, do
yoga).
• Go is used with activities and sports that
end in -ing (go skiing, go swimming).
• Play is used with activities and team sports
and also sports that need a ball ( play
football, play basketball).
Point out that we use the after play with
instruments ( play the piano, play the guitar).
Answers
1 Pilates 2 running, swimming 3 volleyball
4 drums, keyboard, saxophone, violin
7 Check understanding of each word in the box,
then check students understand the rules for
using each verb. Then ask them to make verb
–noun collocations with the new list of words.
Answers
1 do exercise, karate 2 go riding, sailing,
skiing 3 play golf, table tennis 4 play the
banjo, flute
8 There are a few 3x3x3 exercises throughout the
book. They get students to find a set number
of things in a set time (not always three things
– it could be more). You may want to make
these activities into a team competition.
For this activity, write We all go / do / play /
play the on the board and ask students to
discuss activities and hobbies that they all have
in common. Encourage conversation and elicit
questions they could ask each other, eg What
do you like doing in your free time? What are
your hobbies? Point out that they all have to
agree on the things in their list.
Extra idea: You could also introduce and
practise ways of showing surprise and
agreeing, eg Really? Me too! Encourage
students to ask follow-up questions
to show interest and continue the
conversations.
Grammar Questions
9 Complete the first two sentences as examples
with the class and ask students to explain
their choices. See if they can explain when we
use be and do. Write the two questions and
answers on the board so students notice that
when the statement contains a form of be
(I’m from Salzburg), we use be and invert the
subject and verb in the question form ( Where
are you from?). When the statement contains
a verb other than be (I live in Málaga ), we use
do in the question ( Where do you live now?).
Point out that in spoken English, we often
shorten answers by not repeating the verb or
words that are already understood in context
(In Málaga). Explain that there’s one question
with two possible answers (question 3). Don’t
check answers yet.
10
Ask students to work in pairs, then play
play
the audio for them to check their answers.
1.5
Answers
1 are
are (b) 2 do (g) 3 do
do (d / h) 4 do (f)
5 Do (e)
(e) 6 Are; do (a) 7 Do (c) 8 are (i)
Transcript
1
A
B
2
A
B
3
A
B
4
A
B
5
A
B
6
A
B
7
A
B
8
A
B
Where are you from?
I’m from Salzburg.
Where do you live now?
In Málaga.
What do you do?
I’m a social worker.*
Where do you work?
In a children’s hospital.
Do you do any sports or physical
activities?
Yes, I do zumba!
Are you married or do you have a
partner?
No, I’m on my own right now.
Do you play a musical instrument?
I play the trumpet, but not very well.
How old are you?
I’m sorry, I never tell people my age!
* Only this option is recorded on the audio, although I’m
not working at the moment. I’m unemployed is also a valid
response.
Tip: Listening activities are individual activities,
so it’s often helpful to get students to
compare their answers together after
listening. This provides the opportunity
for them to share their ideas and answers,
help each other and correct mistakes, and
increases interaction, speaking and
co-operative learning.
Speaking
11 Ask students to read the questions in exercise
9 again and think of their own answers.
Encourage them to think of extra information
they’d like to add.
Point out the note below the exercise and
remind students to ask if they don’t know the
word for something.
Tip: Always allow a little time for students to
think individually before talking to each
other. It’s very important for them as part of
their intrapersonal intelligence.
12 Put students in pairs to ask each other
other five of
the questions from exercise 9. Giving students
the choice encourages them to think about
which questions might be relevant to their
partner. Students could also ask extra questions
and give more information about themselves to
keep the conversation going. Remind them to
listen carefully and remember as many details
as possible, as they will need this information
in exercise 13.
MA It might be helpful for weaker students to
make notes on their answers if it helps them
feel more secure.
(The MA symbol in these notes indicates different
ways of working with mixed-ability classes.)
13 Ask students to introduce
introduce their partner to
someone else. Go through the Remember box
below the photo. Remind students to think
carefully about the following:
short forms in spoken English: I’m a
teacher. He’s a waiter. He isn’t studying
French. She doesn’t work in an office.
• third person singular s: He works in a café.
• irregular verb have: She has a great job.
If necessary, go through the notes on be
present simple and have present simple in the
grammar reference on SB page 72.
•
Getting to know you
23
To increase interaction and speaking, get
students to walk around the room and speak
to as many differen
differentt students as possible.
Monitor pairs as they work, making a note
of any common problems with grammar,
pronunciation or intonation.
Extra idea: Ask students to look at the
sentences in the Remember box and make
questions for each one using be and do.
Writing
paragraph about yourself as a
14 Write a short paragraph
model and read it together. Then get students
to write their own paragraphs and include the
ideas and information from exercise 11.
Extra idea: As a follow-up, tell students
not to write their name in their paragraphs.
Collect in the paragraphs and mix them
up, then redistribute them to different
students. Ask them to read the paragraphs
and try to guess who wrote them.
Take the paragraphs home, select one
fact about each student and make a Find
someone who … worksheet. In the next
lesson, hand out one worksheet to each
student. Then ask them to walk around the
room asking be and do questions and try
to find the correct person for each fact. To
increase speaking and interaction, explain
that they can only speak to one person at a
time – and make sure they don’t all group
together!
Lesson 2 Why are you learning
English? pp 6–7
Aims
The focus of this second lesson in the introductory
unit is to make students think about their reasons
for learning English, to introdu
introduce
ce helpful learning
strategies, and to provide some useful classroom
language for asking questions and clarifying
information.
Warm-up
Introduce the lesson by asking students which
languages are the most popular around the world.
24
Getting to know you
Speaking
1 Go through the verbs and nouns in A and B
and check comprehension of news articles.
Ask students to make collocations using words
from each box, then check answers as a class.
Answers
get a job, go on holiday, meet people, pass
an exam, read news articles, speak English,
watch films
Extra idea: You could do the activity as a
game. Put students into small teams and
explain you’re going to say a word and they
have to think of a verb that goes before it.
Then say one of the nouns in B. The first
team to give the correct answer gets a
point. The team with the most points at the
end wins.
2 Tell students to work in pairs and think of as
many words as they can that go with the verbs
in A. Elicit ideas from pairs and write good
collocations on the board.
Suggested answers
get: a present, a promotion, a new car
go on: a journey, a trip, an excursion, an
adventure
meet: friends, a politician, a celebrity
pass: a driving test, the salt
read: a book, a magazine, an essay
speak: a foreign language, Arabic, Spanish
watch: TV, a football match
Tip: Students do not always copy new
vocabulary from the board, so it’s best
to actually tell them to write new words
down. This should help to develop good
learning habits in class and gradually
increase their vocabulary.
3 Put students in groups to study the photos.
Elicit ideas for how each one involves English
and write them on the board. Point out the use
of the present continuous to talk about what’s
happening in photos.
Suggested answers
A The woman is listening
listening to her mp3
player. She might be listening to a song
in English.
B The girl is visiting London. She
She might be
speaking English to find her way around
and order food.
C The man is taking an exam. It might be
an English exam.
D The people
people are in a meeting,
meeting, or they
might be having an interview. It could
be in English.
Listening
4 Ask students to close their books and work
in groups. Write Reasons to learn English on
the board and ask them to think of as many
reasons as they can. Invite students to write
their reasons on the board. Then tell them
to open their books and check the replies to
see how many were the same. Elicit possible
questions for the answers, eg Why are you
learning / studying English? or Why is English
important to you? Why do you need English?
5
Play the audio.
audio. Ask students
students to listen
listen
and tick the responses they hear. Do the first
one with the class as an example and elicit the
answer. Play the audio again for students to
check their answers.
1.6
Answers
Speaker 1: 1 Speaker 2: 8 Speaker 3: 6
Speaker 4: 5 Speaker 5: 4 Speaker 6: 9
Transcript
1
A
B
2
A
B
3
A
B
4
A
B
5
A
B
Why do you need English?
I need it for my work. I’m an air-traffic
controller.
Why do you need English?
I don’t need it at all. I just enjoy
meeting people.
What about you?
I want a better job. I hate my current
job.
Why do you need English?
I need it to go on holiday. I’m going to
Canada next year.
And you?
I need to pass an English exam … next
month!
6
A
B
Why do you need English?
Because everybody needs to speak
English! It’s the number-one world
language.
6 Play the audio again, and tell students to
listen, this time making a note of any extra
information they hear (note that it’s always
in the second sentence). You might need to
pause after each speaker for students to make
notes. Play the audio a final time, without
pausing, for students to check their answers.
Answers
Speaker 1: He’s an air-traffic controller.
Speaker 2: No extra information
Speaker 3: He hates his current job.
Speaker 4: She’s going to Canada next year.
Speaker 5: He has an English exam next
month.
Speaker 6: English is the number-one world
language.
Speaking
7 Ask students to think of their own personal
reasons for learning English and how the
language may help them in future. You could
also get them to think about what they like or
dislike, find easy or difficult about learning a
language. This is all useful information for you
to use in your lessons.
This is quite challenging, but it’s very important
to get students thinking about their objectives
at this stage.
reasons allows stronger students
MA Add other reasons
to branch out a bit and be more creative.
8 Tell students to walk around the room
room and ask
each other their reasons for learning English to
see if they have the same goals or objectives.
Write useful language on the board to help
them talk about similarities and differences,
differences, eg
both of us / neither of us .
Go through the Remember note about need
and want. Encourage students to use the
phrases to help them express their ideas.
Refer to the grammar reference on SB page
72 now or at the end of the lesson and go
through it with students.
Monitor pairs as they practise, making a note
of any common problems with grammar,
pronunciation or intonation.
Getting to know you
25
Learning strategies
9 Ask students if they know what a strategy is.
Teach / Elicit the difference between strategies
and skills. (A strategy is a deliberate, planned,
conscious activity that helps us do things.
These turn into unconscious and automatic
skills over time.)
Allow time for students to read the information
about personal goals individually and write
their reasons for learning English. Ask them to
discuss with a partner how effective they think
this strategy is and also encourage them to
share any other strategies and ideas they have
for learning English.
10 Go through the Useful language box with the
class. Say each incorrect sentence or question
in the We don’t say column and elicit ideas for
the correct version from students.
Look at the cartoon and ask students to
explain why the teacher says what she does.
Then look at the six situations in exercise 10
and ask students to work in pairs and think
of things to say in each one. Teach / Elicit the
phrases get someone’s attention and get past
someone. Tell students to look back at the
Useful language box if needed. Don’t check
the answers yet.
11
Play the audio for students to check
their answers. You might also write the useful
language from SB page 7 and display it on the
board. This should help students remember it
more easily and express themselves more in
English (rather than their first language).
1.7
Transcript and answers
1
2
3
4
5
26
If you don’t know how to spell something,
you can say: Sorry. How do you spell that?
or Could you spell that, please?
If you didn’t understand what someone
said, you can say: Sorry. Could you say that
again, please?
If you want to get someone’s attention, you
can say: Excuse me. For example, Excuse
me. Where’s the bus stop?
If you want to get past someone, you can
say: Excuse me! or Sorry!
If you step on someone’s foot, you can
say: Sorry! or So sorry! or I’m so sorry! or
perhaps Are you OK?
Getting to know you
6
If your teacher is speaking too fast, like this
(bla bla bla bla bla), you can say: Could you
speak more slowly, please? or Could you
possibly speak more slowly, please?
Extra idea: To review the vocabulary from
exercise 5 on page 5, write the following
anagrams on the board and tell students
to rearrange the letters to find the activities
and musical instruments. (The answers are
given in brackets – don’t write those on the
board!)
1
2
3
4
5
6
7
8
UMDRS (drums)
DARBOYEK (keyboard)
ATSPELI (Pilates)
NINUNRG (running)
SAPEXONOH (saxophone)
IMMWGNIS (swimming)
LIVOIN (violin)
LALBLOLEVY (volleyball)
Ways of learning
UNIT
FOCUS
GRAMMAR: present continuous; present simple;
adverbs of frequency; expressions + -ing form;
reflexive pronouns
VOCABULARY: make / do; multiple intelligences
FUNCTIONS: expressing opinions; agreeing and disagreeing
Lesson 1 What are you good at?
Grammar 1 Present continuous
pp8–9
2 To introduce the rule, write some sentences
on the board and also include adverbs such
as now or at the moment to help students
understand the grammar, eg We’re learning
English at the moment . Ask: When is this
happening? Is it the past, present or future?
Aims
The focus of this lesson is to review the present
continuous and present simple and also to look at
the use of the - ing form with various expressions
for talking about likes and dislikes. Students also
learn about multi-tasking.
Answer
is happening
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 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, put students in pairs to talk about
how many things they think they can do at the
same time. Ask: Do you do other things when
you’re learning at home? Do you work and listen
to music, or maybe watch TV and surf the internet
at the same time? (media multi-tasking).
Speaking
1 Write the word multi-tasking on the board and
ask students if they know what it means. Then
tell them to look at the picture and discuss
the questions. Students don’t need to get
the answers right at this point, as they’ll find
out more in exercise 3, but encourage lots of
discussion about possible answers. Monitor
pairs as they work, helping with any necessary
vocabulary.
Suggested answers
1
2
See Transcript 1.8.
Because it’s difficult for busy working
people to find time to do everything they
need to. / The pace of life in the 21 st
century means people have to balance lots
of different jobs / relationships / free time.
Refer to the grammar reference on SB page 73
now or at the end of the lesson and go through
it with students.
3
Go through the verbs in the box. Find
out how many students used these verbs in
their answers to exercise 1. Then allow time
for them to work individually to complete the
sentences. Play the audio for students to check
their answers. Ask one or two students to say
which activity was missing.
1.8
Answers
1 looking after 2 ’s doing 3 ’s sending
4 ’s having 5 ’s working on 6 ’s making
7 ’s paying
Missing activity: She’s reading a book.
Transcript
The woman in the picture is doing eight things
at the same time.
1 She’s looking after a baby.
2 She’s doing exercises.
3 She’s sending a text message.
4 She’s having a drink.
5 She’s working on her tablet.
6 She’s making an omelette.
7 She’s paying for something with her credit
card.
And … she’s also reading a book!
Unit 1
27
Vocabulary make / do
4
Check understanding and pronunciation
of difficult words, eg decision (stress on the
second syllable), omelette (stress on the first
syllable and silent e: / 'ɒmlet/), Sudoku
(/suː'dəʊkʊ/). Students then work in pairs to
make phrases with make or do. Play the audio
for students to check their answers.
4
1.9
Transcript and answers
make: coffee, a decision, a mistake, a noise,
an omelette, a phone call
do: the cooking, exercise, homework,
the shopping, sport, Sudoku, a test, yoga
Grammar 2 Present simple
5 To introduce the rule for when to use the
present simple, write some sentences on the
board. Include adverbs such as every day
or often to help students understand the
grammar, eg I walk to school every day or
I often play video games . Ask: When is this?
Is it the past, present or future? Does it happen
one time or many times? Ask students to
complete the rule. Go through the things in
exercise 4 again, then put students in pairs to
discuss the questions. Monitor pairs as they
work, making sure they use the correct tense:
present simple or present continuous.
Answer
happens
Refer to the grammar reference on SB pages
72–73 now or at the end of the lesson and go
through it with students.
6 Do the first sentence together with the class
as an example. After students have completed
the task individually, write the answers on the
board.
MA Suggest that stronger students do this
without looking at the verbs in the box.
5
I never use my mobile phone in the car
but I sometimes listen to music.
They usually send text messages and
look at / read their emails on their way
to work.
7 Students work on their own to rewrite the
sentences in exercise 6. To help them compare
answers with a partner, elicit what questions
they could ask to get these sentences as
answers, eg I always listen to the radio in the
morning – Do you listen to the radio in the
morning? Students then ask and answer the
questions together. Encourage them to use
different adverbs to describe how often they
do things.
Reading
8 To introduce the topic, ask students to discuss
whether they think it’s possible to do more
than one thing well at the same time, and
what the advantages and disadvantages of
multi-tasking are. Tell them to read the extract
quickly to see if their ideas are true.
9 Ask students to read the extract again and
match the words in bold with the definitions.
Check answers as a class.
Answers
1 tasks 2 myth 3 inefficient 4 bestseller
5 employees
Extra idea: Review the meaning of the
words by getting students to write extra
sentences in context.
10 Tell students to read the extract again and
choose the best answers to summarise the
main ideas in the article.
Answers
1b 2c 3a 4b
Answers
1
2
3
28
I always listen to the radio in the morning.
I never watch TV.
Ruth often has breakfast in a café. She
goes to a different café every day.
Jack hardly ever reads / looks at the
newspaper at breakfast. He usually does
Sudoku.
Unit 1
Extra idea: Ask: Are you good at multitasking? Do you sometimes do two or
more things at the same time? If so,
what things? Tell students to discuss the
questions with a partner.
Extra ideas: As a follow-up, ask students to
rank the activities 1–9 from most popular to
least popular.
To see if students can multi-task, put them in
groups of four. Ask them to choose a person
from the group. Get one student to sit on
the person’s right-hand side. This student will
ask lots of questions about likes and dislikes,
eg Do you like drawing? Are you good at
singing? Another student sits on the left and
asks quick questions at the same time about
maths, eg What’s two times two? What’s
four plus six? Help students with vocabulary
before the game. The other student in the
group sits in front and makes movements
and gestures. The person has to answer all
the questions and copy the movements of
the student in front of them at the same
time. After one minute, stop the game and
swap roles. Get feedback afterwards. Ask:
What questions did you prefer? Was it hard
to do everything at the same time?
Grammar 3 Expressions + -ing form
11 Ask students to look at the expressions and
activities in the grammar box and to think
about the things that are true for them.
Encourage them to think of extra things they
could say about the activity, or reasons why
they like or don’t like it. Model the activity so
they can clearly see what to do, eg I’m not
good at multi-tasking because everything takes
longer and I often forget something important.
I prefer to focus on one thing at a time.
Refer to the grammar reference on SB page
74 now or at the end of the lesson and go
through it with students.
Extra idea: You could do some revision
work on modifiers at this stage to help
students with their comparisons. Write on
the board: very, a bit, really, quite. Ask
students to number the words from 1
(least) to 4 (most). Then tell students to get
up and ask other students, eg What are
you quite good at? What things aren’t you
very good at?
Lesson 2 How do you learn best?
pp10–11
Speaking
12 Note that this is similar to the 3x3x3 exercise
students did earlier, only this time they have
four things to think about. In this activity,
students work in groups of four to discuss the
things they all like and hate doing. Remind
them that they only have four minutes to make
their list, so they need to work quite quickly.
This helps to focus their minds on the activity.
It should be short and lively!
Note: You need to make it clear that
students have to reach unanimity: if only
two out of four like or don’t like doing
something, then that doesn’t count and they
need to go on searching.
13 Tell students to work with other groups and
compare their lists. Get feedback from the
groups to find out the most popular and least
popular activities.
Aims
The focus of this lesson is to discover different
ways of learning and to write a multiple-intelligences
profile.
Warm-up
Write the following quote on the board and ask
students to discuss it with a partner to see if they
agree or disagree. Ask them to give reasons for
their answers.
‘Everybody is a genius. But if you judge a fish by
its ability to climb a tree, it will live its whole life
believing that it is stupid.’ (Albert Einstein)
Vocabulary Multiple intelligences
1
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 14.
GUESS
Tell students to cover the text on SB page
10 and just look at the picture. Tell them to
discuss what they think it means. Accept any
Unit 1
29
answers at this stage, but explain that they’ll
learn more through the lesson.
2
Ask students to look at the picture
again and this time focus on the photos.
As many of the words will be unknown, tell
students to match any that they know first,
then work together to match the others,
discussing their ideas. Explain that examples of
some of these intelligences will be given later
in the lesson (in the text in exercise 5). Play the
audio for students to check their answers.
1.10
Transcript and answers
A linguistic, B mathematical, C visual, D social,
E naturalist, F personal, G physical, H musical
3
When you see this icon with a vocabulary
exercise, it means that you should ask students
which words are the same as or similar to
words in their own language – and also which
are very different. See detailed notes in the
Introduction, page 15.
Go through the words in exercise 2 with the
class and get feedback about each one.
4
Read the three statements first. Then ask
students to work with a partner and discuss if
the ideas are true or false. Get class feedback
and quickly check their ideas, but don’t give
the answers yet.
5 Students read the text quickly to check their
ideas from exercise 4. Then ask them to read
it again, this time more slowly. Ask individual
students: Are your ideas and opinions the same
as Gardner’s multiple intelligences theory?
Answers
1 false 2 true 3 true
Tip: Try to set short time limits so that students
read quickly for gist and don’t worry too
much about unknown words.
You could do exercises 1–4 on Subjects in
Vocabulary plus at this point.
6
30
When you see THINK in front of
an instruction, it means students should think
about ideas before they start. They could
also think on their own for one minute, then
talk to a partner about their ideas. For more
information about these exercises, see page 17.
THINK
Unit 1
Answers
1 It goes back to 1983.
2 physical intelligence (be good at sports,
athletics), mathematical intelligence (be
good at maths), visual intelligence (be
good at drawing), naturalist intelligence
(be good with animals), musical
intelligence (be a fantastic singer), social
intelligence (be good at connecting with
other people)
1.11 Write the /ɔː/ sound on the board
7 P
and elicit the correct pronunciation. Practise
the sound and get students to repeat it
together. Go through the words in the box.
Say each word out loud and ask students to
discuss in groups which word they think has
the different sound. Play the audio for students
to check their answers. Then play it again,
pausing for them to repeat each word.
Answers
Work does not have the / ɔː/ sound.
Transcript
all, board, call, drawing, false, forty, four, law,
more, sports, talk, thought, walk, work
Extra idea: Ask students to write a short
story (about 100–150 words) and include as
many of the words from the list in exercise
7 as they can. Then ask them to erase the
words and leave a gap instead. Students
read their stories to each other. Every time
they come to a gap, their partner has to
guess what the word is from context.
8 P Read the sentences with the class, then
call on individual students to read them. Ask
students to work in pairs to think of a context,
eg Paul has had an argument with his friend .
Get feedback from the class and vote for the
best idea.
Reading and speaking
Explore
9 Go through the instructions with the class.
Explain how the scoring system for the quiz
works. Encourage students to guess any new
words from the context. You could remind
them of the language revised in the Useful
language box on SB page 7 and invite them to
ask (either their partner or you): What does …
mean?
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.
Put students in pairs to ask each other
questions 1–8 on SB page 10. Encourage them
to make notes as they work so that they can
report back to the class in stage d. Tell them
that it’s a good idea to proceed section by
section rather than have one student ask all
28 questions, then swap! Ask students to find
one similarity and one difference between
their and their partner’s answers. If they have
the same answers for each question, tell them
to work with other people until they find one
difference.
For this activity, students should type ‘multiple
intelligence quiz’ into their browser and make
notes about what they find. They then report back
in the next session.
For stage d of the task, ask students to report
their findings to the class. It’s a good idea
to keep a note of students’ answers on the
board, as this will be useful when students
write their profile in exercise 10. Help them
with vocabulary and grammar as necessary, in
particular the use of both and the switch from
first to third person.
Lesson 3 Count on your memory
pp12–13
Aims
The focus of this lesson is to introduce reflexive
pronouns and to learn about helpful strategies for
remembering things.
You first!
Ask individual students the question: How good
is your memory? Encourage lots of discussion
and feedback. To help them, ask: What important
things do you sometimes forget? How do you
remember new vocabulary in English?
Writing
Listening 1
10 After students have done the quiz and looked
at the results, ask them to write their own
short profile.
1 To introduce the extract, ask students to
look at the photos and guess how they’re
connected. Help them with vocabulary
if necessary, eg (playing) cards, joker.
Elicit feedback from students and check
their predictions. Welcome any inventive
suggestions.
Tip: It’ll be useful for you as a teacher to have
an idea of where students’ strengths
and weaknesses lie so that you can help
them more effectively. In this book, we
deliberately aim to embrace all these
intelligences.
11 Ask students to do the same quiz at home with
someone they know. It could be someone in
their family or a friend.
12 Go through the example profile with the
class. Make sure students understand what
they have to do. Get students to write a short
profile about the person they chose in exercise
11 and present it to the group in the next class.
2
Tell students you’re going to play a
recording about a memory champion. Teach /
Elicit what a champion is. Play the audio while
students listen and fill in the missing numbers.
As numbers can be difficult for students to pick
up, play the audio again, pausing after each
section. Then play it again all the way through
for students to check their answers.
1.12
Point out the language note below the extract
and explain that we don’t say one time or two
times – we use once or twice instead. Note,
however, that in American English, you may
also hear one time and two times.
Unit 1
31
In fact, he thinks we can remember better as
we get older. But we have to believe we can.
And we must practise.
Answers
1 eight / 8 2 fifty-two / 52 3 fifty-four / 54
4 three / 3 5 2,916
Transcript
An amazing memory for numbers!
4 Put students in pairs to ask and answer
questions about Dominic and try to remember
the information. Play the audio again if
necessary for students to check their answers.
Dominic O’Brien has a really amazing
memory and he’s won the World Memory
Championships eight times. There are 52 cards
in a pack of playing cards (without the jokers)
and Dominic can memorise 54 packs in one
hour. That’s almost 3,000 playing cards! He
looks at each card just once, puts it away and
then says all the cards in order. There are 2,916
cards altogether – if he uses the jokers.
3
Put students in groups to think of ways
that Dominic manages to remember so many
things. Tell them to read and try to complete
the sentences, then get feedback from the
groups. Play the audio for them to check if
their predictions were correct. Play the audio
again and ask them to complete Dominic’s
three-step strategy.
1.13
Explore
Tell students to search online for Dominic O’Brien
to find out more about memory strategies. The
Peak Performance Training website has a great
video of him.
Listening 2
5
1 interesting mental pictures 2 pictures [to]
something personal in his life 3 in a special
place in a ‘house’ in his mind
[He] practises again and again and again.
[He believes] he can remember enormous
quantities of information.
Tell students they’re going to play a
memory game. Ask them to listen to the 20
words on the audio. Tell them not to write
anything while they’re listening to the list.
Explain that they’ll then hear some instructions,
which they should follow. Play the audio once,
all the way through. Students then write down
as many words as they can remember in any
order.
Transcript
Transcript
To remember information, O’Brien does three
things: he changes information into interesting
mental pictures; he connects these pictures
to something personal in his life; and he puts
each item of information in a special place in
a ‘house’ in his mind, so he can find it again
easily. And – something very important – he
practises again and again … and again.
But perhaps his biggest secret is that he believes
he can remember enormous quantities of
information. He knows it is possible because he
knows our brain is incredibly powerful. The title
of his latest book says it all. It’s called You Can
Have An Amazing Memory. He thinks everyone
can improve their memory – at any age.
instrument, exam, holiday, intelligent,
crocodile, crossword, hairdresser, memory,
maths, map, whistle, diary, holiday, photo,
banana
And the last five … unemployed, team, party,
sport, secretary.
Right. That’s the end of the list!
Now write down as many of the words as
you can remember. You can write them in any
order you like.
Answers
32
Extra idea: Put about ten different objects
around the room and give students time
to look around and try to memorise where
they are. Then get them to close their eyes
and try to remember the location of each
thing. The student that remembers the
most things wins the game.
Unit 1
1.14
6 Tell students to work in pairs and go through
their lists to find the words they both managed
to remember. Tell them to discuss why they
think they remembered those particular words
rather than others. Elicit feedback from the
class.
It’s easier to remember things which are
important for us personally. If I have an exam
next week, I am likely to remember the
word exam. If I have an appointment at the
hairdresser’s this afternoon, then I am probably
going to remember the word hairdresser.
And finally, we remember things we learnt
recently – maybe like the word whistle, which
was in the Multiple Intelligences Quiz. That’s
why it’s important to revise new words as soon
as possible after learning them. That way they
can’t escape!
Extra idea: Write each word in turn on
the board – getting students to spell it –
and ask for a show of hands to find out
how many people in the class remembered
that word. Write that number next to the
word and repeat the process for the whole
list. Find out which words many / not
many students remembered and ask for
suggestions why. They’ll find out more in
the next exercise.
7
Go through the sentences with
students. Tell them to work in pairs to decide
whether the statements are true or false. Play
the audio for students to check their ideas.
1.15
Tip: Explain that reading through information
before students listen gives them a clearer
idea of what they’re listening for.
Extra idea: As a follow-up, ask students
to choose the statements they agree or
disagree with and to give their reasons.
Grammar Reflexive pronouns
8 Focus on the grammar box and read out the
sentence (To help you remember a word, say
it to yourself several times). Point out you at
the beginning of the sentence and yourself
later in the sentence. Teach / Elicit that we
use reflexive pronouns to talk about an action
where the subject (here: you) is the same as
the object (here: yourself). Allow time for
students to work individually to complete the
sentences. They can refer back to the grammar
box if necessary.
Answers
Answers
1 yourself; myself 2 himself 3 herself
4 ourselves
1 false 2 false 3 true 4 true 5 true
Transcript
Research shows that most people remember
beginnings and endings but not middles. We
often remember words at the beginning of a
list because we’re awake and interested and
paying attention. And we remember them at
the end because we tell ourselves it’s going to
finish soon and we relax.
Research also shows that repetition helps us to
remember things. We remember things better
if we hear them more than once. How many of
you remembered the word holiday ? The person
said it twice. To help you remember a word in
English, make sure you say it to yourself – or
write it – several times.
We also remember words or pieces of
information which are unusual or silly – like the
word crocodile or banana. We sit up and pay
attention. These kinds of words surprise us or
make us laugh, so they stay in our long-term
memory.
Refer to the grammar reference on SB page 74
now or at the end of the lesson and go through it
with students.
Speaking
9 Ask: How can you improve your memory? Elicit
ideas from around the class, then tell students
to read the text quickly and underline the
information that gives them the answer.
Answer
… you need to use your brain cells …
you need to exercise it regularly
10
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.
Unit 1
33
Students cover the text and try to remember
and summarise what it says. Tell them to
check together afterwards to find out who can
remember it in the most detail.
Extra idea: Do a dictagloss with the text.
Tell students you will read the text and
they should just listen. Dictate the text at
a natural pace; don’t slow down or repeat
anything. Then read the text again. This
time students should take notes. Tell them
to work with a partner to try to reconstruct
the text from their notes. Alternatively,
they can walk around the room speaking
to different people until they’ve completed
the text. They’ll probably try to copy each
other or group together, but don’t let
them do that, as it reduces the amount of
speaking. Remind them that they can only
speak to one person at a time and they
can’t copy!
Tip: A dictagloss is a classroom dictation activity
where learners have to reconstruct a text
by listening and noting down key words.
They then use these words as a basis for
reconstructing the text. It helps students
practise listening, writing and speaking,
and is a useful collaborative learning tool.
11
THINK
This task asks students to develop
their ideas. Ask students to work in small
groups of three or four and make a quick list
of ways to improve their memory. Encourage
them to share their own strategies.
12 Go through the list of memory tips and check
comprehension of any difficult vocabulary, eg
vitamins, plenty, last but not least, recycle .
Tell students to connect the sentence halves
and then check how many memory tips they
had on the list they made in exercise 11. Get
feedback from the class on some of the ideas
and find out which ones they like best.
Answers
1 h 2 d 3 e 4 g 5 f 6 a/b 7 b/a 8 c
13 Explain that the suggestions here match five
of the tips in exercise 12. Put students in pairs
to try to match them up and encourage them
34
Unit 1
to try some of the tips. Ask them to summarise
what they learnt in the lesson and go through
everything they’ve learnt at the end of each
day. You should also include a quick review of
new vocabulary and grammar at the beginning
of the next lesson.
Answers
1 Tip 3e 2 Tip 4g 3 Tip 1h 4 Tip 2d 5 Tip 8c
14
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’ve 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.
Tell students to write down tips 4, 5, 6 and 7,
then walk around the room and find out who
uses those tips.
15
Explain that for this memory game, you’ll
read out some instructions which students
have to follow. Say: Work in pairs. Student A:
tell your partner seven things you like doing.
Student B: listen carefully – without taking
notes. When student A has finished, tell
them as many of the seven things as you can
remember. Then you swap over.
Go through the example with the class,
explaining that students have to give the
full list of things their partner likes doing.
Monitor pairs as they work, making a note
of any common problems with grammar,
pronunciation or intonation.
Art & Music
This section is designed to motivate students and
transfer the language to a new context. Most
people enjoy music and art, and this section also
gives students the opportunity to research online
and bring the information back to the class.
The Art section contains a picture of a painting
or sculpture and an associated task. Students go
online to check their ideas and to find out answers
to one or two questions. Note that all the images
are shown much larger at the back of the Student’s
Book.
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
a couple more questions, then find the lyrics and
listen to the song if they want to.
Jay Lerner and the music was composed
by Frederick Loewe. The song was sung by
French actor Maurice Chevalier and British
actress Hermione Gingold. In the song, the
two actors remember their younger days and
contradict each other about their first date
together.
For more detailed information about this section,
see the Introduction, page 11.
Ask students to look at SB page 67 and discuss the
meaning of the painting. When they’ve found its
name, they should discuss why it’s relevant for this
lesson (it’s about memory).
Extra questions for class or homework
Art
What’s the significance of the background
in this painting?
Did Dalí include clocks in any other of his
paintings?
Music
Find the name of another song (not from
Gigi) sung by Maurice Chevalier.
Name one other film that Hermione Gingold
appeared in.
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 this book 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’ve finished a task
ahead of other students.
Subjects
1
Write smuci on the board and tell students
that they have to unscramble the letters to find
the word. Elicit answers from the class. Then
put them in pairs to complete the anagrams.
You could make this into a team game or
class race to make it more competitive. After
students have found the words, tell them to
match each word with the correct picture.
Don’t check the answers yet, as they’ll listen
to the words in the next exercise. Ask students
which names for subjects are very similar
in their own language and which are very
different.
2
Play the audio for students to check
their answers. Then play it again for students
to repeat each word. Check their pronunciation
of difficult words, eg maths, psychology (silent
p: /saɪ'kɒlədʒi/), geography. (Note that there’s
work on the / dʒ/ sound in exercise 4.)
Answers
Art
The Persistence of Memory
Music
I Remember it Well from Gigi (1958)
Culture notes: The Persistence of Memory
was painted in 1931 by Salvador Dalí
(1904–1989). It’s a very small painting
(24cm x 33cm) and contains images of
melting watches which symbolise the
passing of time and mortality. Dalí was
born in Figueres in Spain. He studied
drawing at school, then moved to Madrid
to study at the art academy there. He was
expelled from the academy in 1926 (for
causing rebellion among the students!)
but continued to develop his painting
skills, particularly through his appreciation
of other artists like Picasso and Miró. He
eventually became one of the best-known
and prolific Surrealist artists – making films
and sculptures as well as paintings. You can
find more information about him in Unit 11
on SB page 40 (Volume B).
I Remember it Well is a song from the 1958
American film Gigi (directed by Vincente
Minnelli). The lyrics were written by Alan
1.16
Then ask students to work individually to add
two more subjects. If they don’t know any, it
doesn’t matter, but they should be able to get
other languages, eg French, Spanish, and they
may know science, physics, chemistry, biology.
If not, help them with new vocabulary.
Answers
1b 2g 3e 4a 5i 6h 7c 8j 9f 10d
Unit 1
35
Transcript
1 music, 2 maths, 3 history, 4 sport,
5 psychology, 6 geography, 7 English, 8 law,
9 art, 10 engineering
sentences using the different expressions of
quantity and uncountable nouns.
Extra idea: Put students into small teams
to play a countable and uncountable nouns
game. Tell them you’re going to dictate
a list of things. They have to shout out
countable or uncountable. The first team to
shout out the correct answer gets a point
and the team with the most points wins.
3 Put students in pairs to talk about their
favourite and least favourite subjects at school.
You could also get them to make a class survey
to find out which were the most popular
subjects and why.
1.17 Write the sound /ʤ/ on the board
4 P
and ask students to repeat it. If they find it
difficult, show them how to make the sound.
Tell them to make a / d/ sound and then move
their tongue back slightly to make a / ʒ/. Then
get them to combine the two sounds. Ask one
or two pairs to read the dialogue, then ask
pairs to underline the / ʤ/ sounds. Ask: What
do you notice about the spelling of the / ʤ/
sound? (It can be either g or j. Both sounds
have e or i after them to make a soft rather
than a hard sound.) Play the audio for students
to listen and check, then play it again for them
to repeat.
Transcript and answers
WOMAN
MAN
Which subjects are you going to study,
George? Geography, engineering or
languages?
Oh, languages, Julia. German and
Japanese!
Uncountable nouns
5 Write an incorrect sentence on the board, eg
I don’t know what to do. Can you give me
some advices? Ask students if they can find
the mistake ( some advice, not advices). Quickly
review the difference between countable and
uncountable nouns. (We can count countable
nouns, and plural countable nouns have s at
the end, eg biscuit(s), cake(s), girl(s). We can’t
count uncountable nouns and they have no
plural form, eg coffee, milk, cheese.) Students
work in pairs to find one countable noun in the
list of words.
Answer
idea
Point out the Remember box below the activity.
Read through the rules with the class and check
comprehension by getting students to make
36
Unit 1
6
Ask students to complete the
sentences with the correct quantifiers and
match them to form dialogues. Play the audio
for students to check their answers.
1.18
Transcript and answers
1 MAN
Oh no! There’s a lot of traffic!
WOMAN Do you want some advice? Let’s
2
MAN
WOMAN
3
WOMAN
MAN
4
WOMAN
MAN
walk!
Have you had any news?
No, we haven’t had any
information at all.
There’s too much stuff in this room.
Yes, let’s sell some furniture.
Did you do any homework?
Just a bit. But I did some
housework!
Wordbuilder Verbs and nouns
Elicit the five vowels from students and write them
on the board. Do the first item with the class as an
example. To make it competitive, get students to
race against their partners to see who can complete
all 12 words first. Students compare answers with a
partner, then check answers as a class.
Answers
1 answer 2 help 3 need 4 reply 5 work
6 sound 7 dance 8 exercise 9 drink 10 call
11 question 12 test
The noun forms are all the same as the verbs.
Extra idea: Write the following list of verbs
on the board. Ask students if they know the
nouns for these verbs (the answers are given
in brackets). Point out that in this list, all the
noun forms are different.
live (life), meet (meeting), think (thought), solve
(solution), choose (choice), decide (decision)
Focus on: up and down
a Students complete the sentences individually,
then check together. Try to concept-check to
make sure they know what the phrasal verbs
mean. Look up and take up may be difficult,
so encourage students to guess the meaning
through context and think of synonyms ( look
up = try to find a piece of information by
looking in a book or on the internet; take up =
start a new activity or hobby).
Answers
1 up 2 down 3 up 4 down 5 up; up 6 up
Extra idea: Ask: What are the opposites of
the verbs in questions 4, 5 and 6? (speed
up, go to bed / go to sleep, give up)
b To encourage learner interaction and speaking,
put students in pairs and split the vocabulary
between them. Tell them to look each verb
up quickly; they should try to find all their
words before their partner. Then tell them to
explain the meaning of their verbs to their
partner. Students work in their pairs to think
of two things you can do with each verb. Elicit
feedback from pairs, then check ideas around
the class.
Everyday English p15
Expressing opinions Strong likes and
dislikes
This page 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
136 for suggestions on exploiting the video.) If you
don’t have the video or prefer not to use it, then
just play the audio.
Warm-up
Write best food / worst food on the board and
tell students about the things you like and dislike
to model the activity. Include adjectives such
as delicious, lovely, disgusting and horrible to
encourage them to describe things. Ask students
to tell each other about their favourite food and
also things they don’t like. Get class feedback
afterwards.
1 Allow time for students discuss their ideas for
each picture and explain their reasons.
Answers
a garlic b coffee c cheese (camembert)
d fish e perfume / aftershave f cabbage
g onion h grass
Suggested answers
You can cool down after exercise. / You can
let a cake cool down when you take it out
of the oven.
You can cut up a piece of material to make
a dress. / You can cut up paper to make
small cards.
You can heat up food. / You can heat up
metal.
You can pick up a pencil. / You can pick up
a friend at the airport.
You can put down your book. / You can
put down a heavy suitcase.
You can put up a tent. / You can put up a
notice on a noticeboard.
You can turn down an invitation. / You can
turn down a job offer.
You can turn up at a party. / You can turn
up late.
Extra idea: Tell students that a UK survey
in 2014 found that these were people’s
top-ten favourite smells: 1 cut grass
2 aftershave 3 a clean house 4 fresh bread
5 Sunday roast 6 fresh flowers 7 clean
sheets 8 shampoo 9 sausages cooking in
a pan 10 leather. Ask students to walk
around and find the top-ten favourite
smells in the class, then ask for feedback.
Did everybody agree?
2
Give students time to read each of the
descriptions and match them with six of the
pictures. Then play the audio for students to
listen and check.
1.19
Answers
1f 2b 3h 4d 5a 6c
Unit 1
37
Transcript
1
2
3
4
5
6
I really hate the smell of cabbage. It’s a
horrible vegetable. It reminds me of school
dinners.
I think coffee’s an absolutely wonderful
smell first thing in the morning. I need a
good strong cup before I do anything.
I really like the smell of grass when it’s cut.
And I love walking on it without shoes.
I can’t stand the smell of fish. Or the taste.
Especially salmon.
I think garlic’s a gorgeous smell. The best!
Especially when it’s frying in butter.
Camembert cheese is a really disgusting
smell. Like dirty socks! I don’t know how
people can eat it.
3 Ask students to look back at the expressions
in exercise 2 and find the words that express
opinions or show ideas. Draw two columns on
the board ( positive and negative) and invite
students to come and write the phrases in the
correct column. Then ask them to discuss their
ideas about each picture together.
Answers
positive: I think it’s an absolutely
wonderful …, I think it’s a gorgeous …,
I really like …, I love …
negative: I really hate …, It’s a horrible …,
I can’t stand …, It’s a really disgusting …,
I don’t know how people can …
4
To introduce the activity, write the words
good and bad on the board, then tell students
that sometimes these words aren’t enough to
explain how we feel about things, so we use
other, stronger adjectives. Write on the board:
Guess what! I passed my exams! – Good.
I broke my leg playing football. – That’s bad.
Try to elicit different responses from students
using the extreme adjectives given. Then get
them to write P or N next to the adjectives. Ask
students which words are very similar in their
own language and which are very different.
5 Draw a scale from strongest to weakest on the
board. Ask students to look at the modifiers
and try to put them in order. After they’ve
finished, ask them to come to the board and
write them on the scale.
Answers
3 really 2 quite 4 incredibly 5 absolutely
1 a bit
6 Ask students to work with a partner and
talk about the smells that they like, dislike,
love or really hate. Remind them to use the
expressions for giving opinions, as well as the
extreme adjectives and modifiers.
Agreeing and disagreeing
7
1.20 6 Decide whether you’re going
to
use the video or simply play the audio (you
may not have the video or the necessary video
equipment).
Ask students to guess what the photos are.
Then tell them to guess which adjectives are
used for each photo. Elicit their ideas quickly,
then play the video or audio for them to check
their answers.
Answers
1 dramatic, silly, stylish 2 ugly,
uncomfortable 3 cool, silly 4 amazing
Transcript
1
B
A
B
2
A
B
A
B
A
B
3
A
B
Answers
awful N, brilliant P, disgusting N, fantastic P,
gorgeous P, horrible N, nasty N, terrible N,
terrific P, wonderful P
A
A
B
4
A
B
A
B
38
Unit 1
Wow, that hat’s quite dramatic!
Actually, I think it’s really silly.
I disagree. I think it’s stylish.
I don’t think so at all.
What do you think of those boots?
They’re incredibly ugly!
Absolutely! And they look really
uncomfortable.
I agree.
I can’t imagine wearing them.
Me neither.
I really don’t like that hairstyle.
Actually, I think it’s cool.
Really? I think it’s a bit silly!
Do you? I like it a lot.
What do you think of the sculpture?
I think it’s absolutely amazing!
Me too. Um … what exactly is it?
I have no idea!
8 Play the video or audio again and ask students
to listen or watch again and identify the things
that the people agree and disagree on. Ask:
What tells us they agree / disagree? What
phrases do they use?
Answer
They disagree about the hat and the
hairstyle. They agree about the boots and
the sculpture.
9 Allow students time to decide which
expressions are used to agree and which to
disagree. Then play the video or audio again
for them to check their answers.
Tell them to write down the phrase that isn’t
used in the conversations, then check answers
as a class.
Answers
Agree: I agree. Me too. Me neither.
Absolutely!
Disagree: I disagree. I don’t think so.
Actually, I think … Really? No, you’re
wrong.
No, you’re wrong doesn’t occur in the
conversations.
Ask: Do you know anything about aromatherapy
and the effects that different essential oils have?
If so, what do you know? Have you ever used any
of them?
Note: Tell students to be careful to use just a few
drops of lavender oil on their pillow, as using too
much can have the opposite effect.
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:
• incorrect tense use
• incorrect word order with adverbs of frequency
• incorrect use of reflexive pronouns
• incorrect word order.
10 Ask students to look at the photos again and
discuss each thing with a partner. Encourage
them to use the adjectives and phrases
of agreement and disagreement in their
conversations. Monitor pairs as they work,
making a note of any common problems with
grammar, pronunciation or intonation.
De-stress!
These sections do two things. First, they provide
very short practical texts. Second, and more
importantly, they’re there to help students unwind
from time to time. You’ll find a simple de-stress
activity in every unit – not necessarily a physical
one, but one that’s easy to do in the classroom
as far as possible, or else a piece of advice which
you can discuss with students by asking them
simple questions. For more detailed information
about the De-stress! section, see the Introduction,
page 13.
Unit 1
39
Amazing … or crazy?
UNIT
FOCUS
GRAMMAR: past simple; past
continuous
VOCABULARY: life events; transport
FUNCTIONS: telling stories
Lesson 1 He was 89 years old.
pp16–17
Aims
3 Tell students to read the article again, then
match the words in bold with the definitions.
Remind them to work out the meaning
from the context if they can. Students check
answers in pairs.
The focus of this lesson is to revise the past simple
affirmative of the verb be and regular and irregular
verbs, to revise past simple questions, and to learn
vocabulary for talking about life events.
Warm-up
To introduce the story, write the words old age on
the board. Ask: What do older people usually do?
What hobbies do they have? Students discuss their
ideas in pairs. Elicit ideas from the class.
Answers
1 take up 2 centenarian 3 raises 4 move
5 tornado
Grammar 1 Past simple affirmative
4 Go through the grammar box and ask students
to quickly complete the sentences. They can
find the first two in the article.
Reading
1 Tell students to look at the photo and discuss
the questions in pairs or small groups. Point
out that the lesson title says he was 89 years
old. Ask: How old do you think he is now?
Elicit ideas quickly from the class.
Suggested answers
1
2
3
The man is very old and he’s running.
He’s exercising / running / jogging.
He’s wearing a turban, running / jogging /
exercise clothes and trainers.
Answers
1 was 2 were 3 wanted 4 wore
Refer to the grammar reference on SB page 74
now or at the end of the lesson and go through it
with students.
5 Ask students to read and complete the article,
then check together with their partners.
Answers
1 did 2 was 3 ran 4 came 5 was 6 died
7 moved 8 wanted 9 took up 10 became
11 finished 12 used 13 were
2 Ask students to read the article to find out why
Fauja became a marathon runner. Tell them not
to worry if they don’t understand all the words
– they’ll do some vocabulary work in the next
exercise, but the focus of this activity is to find
one piece of information quickly. Get feedback
from the class.
Extra idea: Ask students to say which
verbs in the article are regular and which
are irregular (regular: die, move, want,
finished, use; irregular: do, be, run, come,
take up, become).
Answer
He started running because he didn’t want
to sit at home all day. He runs marathons
to raise money for children’s and babies’
charities.
40
Unit 2
6
Tell students to close their books. Write the
years on the board and ask: What happened
in 1911? Elicit the answer to this first year.
Then ask students to work in pairs to try to
remember what happened in the other years.
Then they can read the article again to check.
Answers
Answers
1
2
3
1
4
Fauja Singh was born.
Singh’s wife died.
Singh became famous / finished the
London Marathon in 6 hours 54 minutes.
Singh did the Toronto Marathon / ran 42
kilometres in 8 hours 25 minutes.
2
3
4
Grammar 2 Past simple negative
7 Although students often use verbs correctly
in the affirmative form, they often have
difficulties with negatives. Look out for typical
mistakes such as use of no (He no wanted to
go home) and conjugation of both the auxiliary
and main verb ( He didn’t wanted to go home).
Write an incorrect past simple negative
sentence on the board, eg He no wanted to sit
at home. Elicit the correction from students ( He
didn’t want to sit at home ), then ask them to
complete the grammar table.
Answers
1 wasn’t 2 weren’t 3 didn’t want
4 didn’t wear
Refer to the grammar reference on SB page
74 now or at the end of the lesson and go
through it with students.
Extra idea: You could also do some drilling
of contracted forms, eg
Teacher: was not
Students: wasn’t
Teacher: were not
Students: weren’t
Teacher: did not
Students: didn’t
8 Allow students time to work individually to find
other examples of the past simple negative in
the article.
Answers
Fauja Singh wasn’t a young man … He
didn’t come last … he didn’t want to sit
at home all day.
9 Students read the article again and correct the
sentences together.
5
6
He wasn’t born on 2 nd April. He was born
on 1st April.
He didn’t move to the USA. He moved to
the UK.
He didn’t live with his daughter in the UK.
He lived with his son.
He didn’t take up boxing. He took up
jogging.
He didn’t become famous in 2011. He
became famous in 2000.
He wasn’t part of a publicity campaign for
Nike. He was part of a publicity campaign
for Adidas.
Grammar 3 Past simple questions
10 Students often have problems with past simple
questions as well. Write How old he is? on
the board and elicit the correct question from
students ( How old is he?). Highlight subject–
verb inversion in questions, then ask students
to complete the questions in the grammar
table. Look out for mistakes such as use of no
(Why he no moved?), as well as leaving out the
auxiliary verb (When he took up jogging? ).
Answers
1 was 2 did … move 3 did … take up
Refer to the grammar reference on SB page 75
now or at the end of the lesson and go through it
with students.
11 Do the first question together with the class as
an example. Write In 1911 on the board and
ask students if they know what the question
is. After students have completed the task
individually, write the answers on the board.
Answers
1
2
3
4
5
6
When was Fauja Singh born?
When did his wife die?
Why did he move to the UK?
Who were part of / took part in the Adidas
publicity campaign?
When did Singh run the London
Marathon / become famous?
Did he come last? / Did he win?
You could do exercises 5 and 6 on Ordinal
numbers in Vocabulary plus at this point.
Unit 2
41
De-stress!
Write Count your blessings! on the board and
ask students what they think it means (we often
use it to tell somebody not to complain, but to
realise that they have a lot to be glad about). Ask
students to tell their partner just one true thing
about their life beginning with the words: I’m
lucky because …
12 Allow time for students to work individually
to do the first part of the activity, then check
answers with the class. Then elicit / say that
questions 1 and 2 are factual, they need to
work out questions 3 and 4, and questions
5 and 6 are subjective (ie they have to give
their own opinion). Tell them to choose three
questions (ideally one of each type) to ask and
answer with a partner.
Answers
1
2
3
4
5
6
was (He was from India.)
did (Because his wife died and he didn’t
want to sit at home all day.)
did (the London Marathon); was (He was
89.)
Was (It was slower, probably because he
was older.)
does
do
Extra idea: To increase learner interaction
and speaking, get students to quiz each
other to see if they can remember the story.
Vocabulary and speaking Life events
13
Ask students to work individually
to make the collocations, then check with a
partner before checking with the whole class.
1.21
Transcript and answers
buy: a new flat, my first car
finish: school / university, my exams
get: a new job, a new flat, my first car,
engaged / married
go: travelling
meet: my partner / boyfriend / girlfriend /
husband / wife
move into: a new flat
pass: my exams, my driving test
start: school / university, a new job
42
Unit 2
14 Read through the instructions for the game
and model the example dialogue with one or
two students. Then write three important years
from your life on the board and get students
to ask questions and try to guess why they’re
significant (eg the year you graduated from
university, the year your son / daughter was
born). If they make mistakes with question
forms, gently correct and help them. After
they’ve guessed correctly, tell them to write
three important dates of their own, then ask
and answer questions. Monitor pairs as they
work, making a note of any common problems
with grammar, pronunciation or intonation.
Make sure they only ask three questions!
15 Ask the class if they know what a bucket list
is. If they don’t know, tell them a few things
you’d like to do before you die and see if they
can guess through context. (It comes from the
English phrase to kick the bucket, which is an
informal way of saying ‘to die’! A bucket list
is a list of things you’d like to do before you
die.) Tell them to think of at least five things
they’d like to do before they die. They should
then work in groups of three to agree on
three things that they’d all like to do, first in
their eighties, then for a long and happy life.
Remind students that they only have three
minutes to do this activity, and they must all
agree on the three things for the list.
16 Tell students to read the text on SB page 65
and see if any of their ideas from exercise 15
are mentioned.
Did you know?
Students read the information about Jeanne
Calment. Ask: Has anybody ever heard of this
woman? Tell them to find out more about her
online.
Extra idea: Tell students to write down
the things they do to keep fit and healthy.
Then get them to share their ideas in small
groups and do a survey to find the most
popular and important ideas. To extend
the activity and encourage more learner
interaction, get students to also talk about
the unhealthy things they do.
Explore
Ask: Who is the oldest person alive today? Tell
students to find out more about one or two
people. You may want to start this activity in class
and ask students to finish it for homework.
Lesson 2 He was swimming
when … pp18–19
Reading
3 Tell students to look at the photos on SB page
18 and read the title. Tell them to talk together
and write down five things they expect to read
about in the article and to say what it’s about.
Don’t check answers yet.
Extra idea: If you found a clip of Jason
Lewis, you could play it now to create
interest, set the scene and provide extra
listening practice.
Aims
The focus of this lesson is to learn more about the
contrast between the past continuous and past
simple, to learn words for talking about different
forms of transport, and to find out more about an
interesting world traveller.
Note: You might want to find and download
a clip of Jason Lewis to help with this lesson. It
would also be useful to have a world map to
help with exercise 13.
4 Allow students time to read the article
individually and check how many of their
predictions were correct. Ask: Which things
were the most interesting or surprising about
the article?
Answer
It’s about a man who travelled around
the world in 13 years using only his own
power.
You first!
Students work in pairs and discuss if they’d like to
go around the world alone. Ask them to think of
the advantages and disadvantages of travelling on
your own, then get feedback from the class.
Vocabulary Transport
1
Ask students to match the pictures
and words. Then play the audio for students to
listen and check their answers. Play it again for
students to listen and repeat the words.
1.22
Transcript and answers
a hot-air balloon b mountain bike
c cruise ship d school bus e rescue
helicopter f camper van g car ferry
h roller blades i fishing boat
2 Put students in pairs or groups to ask and
answer the questions. Encourage them to give
extra information by asking, eg What kind of
transport have you been in? Where were you
when you used this transport?
Answers
1 motor: cruise ship, school bus, rescue
helicopter, camper van, car ferry, fishing
boat; pedals: mountain bike; neither:
hot-air balloon, roller blades
5
Tell students to close their books. Write the
headings on the board, and ask students to
work individually to make a list of things they
remember from the article. Tell them to check
their ideas with a partner, then read the article
again and check together. Check answers as a
class. Ask: Why couldn’t he use a sailing boat?
(Because it’s powered by the wind.)
Answers
forms of transport: sailing boat, pedal
boat, roller blades, mountain bike, kayak
countries: Portugal, Australia, Indonesia,
Singapore, Ethiopia, Sudan, Egypt, Syria,
Turkey, Bulgaria, Romania, Austria,
Germany, Belgium
cities: London, Lagos, Miami, San
Francisco, Cooktown, Darwin, Alice
Springs, Mumbai, Djibouti
oceans: Atlantic, Pacific Ocean, Indian
Ocean (note that the Channel and the
Bosphorus are not oceans)
health problems: He broke both his legs
in a car crash while he was rollerblading
in the USA; a crocodile attacked him while
he was swimming in Australia; he caught
malaria while he was travelling in the
Pacific region.
Unit 2
43
6 Go through the questions first to check
understanding. Point out that the answers are
not directly in the article, so students have to
work them out. Put students in pairs to talk
about the questions.
Answers
1
2
3
4
He was 39 years old.
He travelled east to west.
South America and Antarctica
He was probably bitten by a mosquito.
Extra idea: Ask students to write five quiz
questions of their own about the article.
Tell them that the answer must be in the
text somewhere. Walk around the room
and gently correct if needed. Then put
them in groups of three and tell them to
ask and answer each other’s questions.
1.23 Do the first item with the class as
7 P
an example. Write caught on the board and
ask students to identify and underline the
vowel sound ( caught – /kɔ:t/). Ask them to find
a word in the box that has the same vowel
sound (thought).
Tell them to work in pairs to match the
other words. Make sure they say each word
out loud so they can hear the sound. Then
play the audio for students to check their
answers. Play it again for them to repeat
each pair of words.
Transcript and answers
ught – thought, could – took, got – lost,
heard – hurt, knew – flew, rang – sang,
rode – stole, said – read, shut – won
ca
Finally, ask students to quickly read the article
again and find five of the verbs. Check answers
as a class.
Answer
rode, got, couldn’t, caught, thought all
occur in the article.
44
Unit 2
Grammar Past continuous and past simple
8 Ask students to complete the table with the
correct form of the verb. Remind them that
they can look back at the article to help them.
Say that you’ll explain more about when to use
each verb in exercise 10. For now, they should
just focus on the form of each tense.
Answers
1 was swimming 2 attacked
3 wasn’t travelling 4 caught
Refer to the grammar reference on SB page
75 now or at the end of the lesson and go
through it with students.
9 Tell students to look back at the article again
and underline other examples of the past
continuous. Elicit feedback from individual
students.
Answers
was rollerblading, was swimming, was
travelling, was kayaking, was crossing
10 Ask students to work in pairs to complete the
rules about the use of the past simple and
past continuous. Check their understanding
with concept-checking questions, eg How
many things happened in the sentence? What
happened first? Then what happened? Did the
first activity continue or was it interrupted?
What words link the sentences together?
You could also draw a timeline on the board
to help students understand how to use each
tense. Look at SB page 75 for a timeline you
could use.
Answers
1 past continuous 2 past simple
3 while; when
11 Explain that the past continuous and past
simple can be inverted, with no change
in meaning. Do an example with the first
sentence in the table in exercise 8, eg While
Jason was swimming across a river, a crocodile
attacked him. / When the crocodile attacked
Jason, he was swimming across a river. In this
activity, however, students should follow the
order of the words given.
Ask students to decide in pairs which action in
each sentence was in progress when the other
thing happened, then write the sentences.
Note: They will find out more about these
people in the following exercises.
MA With weaker students, you could write
each action on the board and ask students to
list them in the order they happened. Leave
this information on the board while they do
the exercise.
Answers
1
2
3
4
5
Jason Lewis caught malaria while he was
travelling in the Pacific.
Helen Thayer was crossing Antarctica when
she celebrated her 60 th birthday.
Freya Stark had an accident while she was
working in a factory in Italy.
Ellen MacArthur was sailing in the South
Atlantic when she almost hit a whale.
Ranulph Fiennes was walking to the North
Pole when his fingers froze.
Extra idea: Say the sentences in different
ways so students notice weak forms in
was /wəz/ and were /wə/. Then get them
to repeat the pronunciation and say the
sentences in a more natural way.
12 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 during the activity.
Check students understand what they have to
do in this activity. Tell them they’re going to
learn about two famous travellers. Tell them
to work in pairs and decide who is student A
and B. They each read a text about a famous
traveller, make notes about them, then ask and
answer questions to exchange information.
Answers
Ellen MacArthur
profession: retired sailor
nationality: British
date of birth: 8 th July, 1976
famous because …: She broke the world
record for sailing solo non-stop around the
world.
scary / bad moment: She got very close to a
huge iceberg.
Ranulf Fiennes
profession: adventurer and writer
nationality: British
date of birth: 7 th March, 1944
famous because …: He sailed the
Northwest Passage in 1981, he crossed
Antarctica in 1992, he ran seven marathons
in seven days in seven continents in 2003,
he climbed Mount Everest in 2009.
scary / bad moment: He got frostbite in his
left hand – he had to cut off his fingers.*
* The full story is slightly less gruesome than this implies.
After Fiennes’s return to the UK, his doctor advised him to
leave the fingers for a while before an operation to amputate
the dead parts could be carried out. However, Fiennes grew
impatient and cut the tips off himself with a saw.
Extra idea: Students search online to
find out more about the other travellers in
exercise 11: Helen Thayer and Freya Stark.
Explore
Encourage students to search online for
information about other travellers they know.
Extra idea: Ask students to write a story
about the traveller they researched using
the article about Jason Lewis as a model.
They could show pictures, map the route,
talk about difficulties the explorer had, etc.
Speaking and writing
13 Ask students to turn to the map of the world
on SB page 66 and mark Jason’s journey.
Alternatively, do the activity with a big world
map on the wall and put sticky notes on the
map to show the route. Get students to write
dates and things that happened ( rollerblading
accident, crocodile attack …) and stick them
on the map in the appropriate place. Don’t tell
students if their route is correct yet.
14 Put students in pairs to check their route.
Model the example dialogue with one or
two students first and point out the use of
sequencers to help them get the sequence of
events right. Ask one or two pairs to describe
Jason’s journey, or ask each pair to say one part
Unit 2
45
of the journey, then move on to the next pair
for the next stage and so on. Tell students to
make notes as they listen.
15 Have students write a summary of the story,
using the notes they made in exercise 14
to help them. Remind them to use the past
continuous and past simple as well as words
like first, then, finally, while and when to
sequence the story. Ask them to share with
a partner afterwards and read each other’s
stories. Monitor pairs as they work, making a
note of any common problems with grammar
and vocabulary for classroom feedback later.
Encourage them to correct any small mistakes
they see themselves, and help each other.
MA If you used a wall map in exercise 13, tell
weaker students to look at the sticky notes
to remind themselves what happened in each
place and then make notes before they write.
Lesson 3 Why was she wearing
a mask? pp20–21
Aims
The focus of this lesson is to continue learning
about the contrast between the past continuous
and past simple, this time when asking questions,
and to find out about two amazing women and
what they’ve done.
Note: You might want to watch videos or
download information about Diana Nyad and
Rosie Swale Pope before this lesson. Diana Nyad
has also given a TED talk, which might be useful
for you and students to look at.
2
Play the audio. Ask: Which words did
you expect to hear? Why? Did you hear them
in the conversation? Elicit answers, then play
the audio again for students to answer the
questions in their notebooks – they’ll need to
be able to see their answers for exercise 3. Play
the audio a final time for students to check
their answers.
1.24
Note: There are some dates in the audio. You
might want to remind students that we usually
say the years after 2012 as twenty twelve,
twenty thirteen, not two thousand and
twelve / thirteen, etc, but people do say both.
Answers
1
2
3
4
5
6
She was the first person to swim from
Cuba to the USA without a shark cage.
She was 64 years old.
It took her almost 53 hours (over two
days and two nights).
She was wearing a protective mask, a
special bodysuit at night, and gloves
and boots to protect her from sharks
and jellyfish.
She tried five times.
The first time, strong winds and high
waves pushed her off course. The
second time, she had an asthma attack.
The third time, there were too many
jellyfish. The fourth time, there were
jellyfish and electrical storms.
Transcript
IAN
AMANDA
You first!
Tell students to look at the photos and the lesson
title and try to guess what Diana has done.
Encourage lots of active guessing!
IAN
AMANDA
Listening 1
1 Explain to students that they’re going to hear
more information about the woman in the
photo. Go through the words in the box and
check comprehension and the pronunciation of
any difficult words, eg calm (silent ‘l’ – /kɑːm/),
rough (gh as ‘f’ – /rʌf/). Ask students to decide
which ones they expect to hear and how they
might be connected. Check their ideas quickly.
46
Unit 2
IAN
AMANDA
What are you doing?
Well, I saw this amazing talk yesterday
by someone called Diana Nyad, so
now I’m looking her up online.
Diana Nyad? I don’t think I’ve heard of
her. What’s special about her?
Well … in August / September 2013,
she was the first person ever to swim
all the way across from Cuba to the
States … without a shark cage.
Wow. There are a lot of sharks in that
sea, aren’t there?
Yes, there are – which is why
swimmers always use a cage. Diana
was wearing a protective mask, a
special bodysuit at night, gloves and
boots, but no cage.
IAN
AMANDA
IAN
AMANDA
IAN
AMANDA
IAN
AMANDA
IAN
AMANDA
IAN
AMANDA
IAN
AMANDA
3
That’s incredible. It’s a long way
from Havana in Cuba to Key West in
Florida!
Yes, it’s about 160 kilometres.
So it took her a long time?
Yes, the swim took over two days and
two nights – almost 53 hours. And the
sea there can be really dangerous; it’s
often incredibly rough and, apart from
sharks, it is also home to a lot of nasty
jellyfish. So it was a really brave thing
to do.
I don’t think I could do that! How old
was she?
Sixty-four.
Sixty-four? Gosh. That’s an amazing
achievement.
Yes, it was actually her fifth attempt
in 35 years. Her first attempt was in
1978 when she was 28. But because
very strong winds and high waves
were pushing her badly off course, her
team pulled her out of the water after
42 hours.
But she tried again?
Yes. Her second attempt was in
August 2011, but she had to give up
after 29 hours because of an asthma
attack. She tried again one month
later, but this time there were a lot of
jellyfish in the water and their stings
made it difficult for her to breathe.
But she still kept on trying?
Yes, she tried again in 2012, but
jellyfish attacked her again, and there
were terrible electrical storms as well.
Those jellyfish sound really scary! But
she never gave up?
No, she never gave up. In 2013 she
finally made it. And as she walked out
of the sea in Florida, lots of supporters
were waiting to congratulate her. It
was a fantastic moment – I’ve just
watched the clip online.
Tell students to cover exercise 2 or close
their books and recreate the questions using
the answers they wrote in their notebooks.
Then tell them to look and compare and also
correct any mistakes they have.
You could turn to the Wordbuilder section on
SB page 22 at this point and do more work on
compound nouns like jellyfish.
4
Explain that when Diana finished her
swim on the beach in America, she said three
important things. Read the messages first and
ask students to try and predict the mistake in
each one. Elicit suggestions for each correction.
Then play the audio for students to check their
answers.
1.25
Answers
1 We should never, ever give up.
2 You’re never too old to chase your dream.
3 It looks like a solitary sport, but it is a
team.
Transcript
AMANDA
IAN
AMANDA
IAN
AMANDA
IAN
AMANDA
5
… I’ve just watched the clip online.
Oh, I’d like to see that.
Yes, it’s great. And you know what?
Even though she was completely
exhausted, she took time to talk to the
people on the beach while the doctors
were giving her medical treatment.
What did she say?
It was very moving. She said: ‘I have
three messages. One is: we should
never, ever give up. Two: you’re never
too old to chase your dream. And
three: it looks like a solitary sport, but
it is a team.’
Those are great messages for us all.
Yes, they are.
THINK
Ask students to talk about the
questions in pairs or small groups. Elicit
feedback from pairs / groups and find out what
different messages students thought up.
Extra idea: Show a video clip about
Diana’s amazing journey. You could also do
extra listening practice and include true /
false or gap-filling activities by using one
of the many online articles about Diana, or
watch her giving a TED talk.
Unit 2
47
Listening 2
MAN
WOMAN
6
Explain that students are now going to
hear about another astonishing woman, Rosie
Swale Pope. To set the scene, point to the
photo of Rosie and ask students to guess what
she did. Tell them to listen and compare Diana
and Rosie’s journeys. Ask: What was the same
and what was different? Which achievement
do you think was the most impressive? Why?
1.26
MAN
7
Suggested answer
They both did amazing journeys when they
were quite old. However, Diana swam,
while Rosie walked / ran.
What a brave woman.
Absolutely. And that’s not all she’s
done … she’s crossed the Atlantic in
a five-metre boat, she’s sailed around
the world, she’s ridden a horse 4,800
kilometres across Chile and she’s run
across the Sahara Desert!
Goodness. I feel tired just thinking
about it!
Tell students to listen again and decide if the
sentences are true or false. Play the audio
again, pausing if necessary at relevant places
for each questions. Encourage students to
check their answers together afterwards.
Answers
Transcript
MAN
WOMAN
MAN
WOMAN
MAN
WOMAN
MAN
WOMAN
MAN
WOMAN
MAN
WOMAN
MAN
WOMAN
MAN
WOMAN
48
Unit 2
Hi, what are you doing?
I just found this really interesting article
in the paper.
Uh-huh.
About this woman called Rosie Swale
Pope. She’s amazing!
Why? What did she do?
Well, when her husband died of cancer
in 2002, she decided to run more than
30,000 kilometres around the northern
hemisphere to raise money for cancer.
30,000 kilometres! That’s a bit more
than a marathon. What a challenge!
Yeah, and especially as she was 57. She
actually set out on her 57 th birthday, on
the 2nd of October 2003 … pulling a
cart behind her.
A cart? What? Like a horse and cart?
Probably not quite as big, but a cart
she could carry everything she needed
in: clothes, food, camping equipment
… She could sleep in it too, and on
most nights she just camped at the side
of the road.
Let’s have a look. Oh. That looks quite
big. Did she go alone?
Yes, completely alone.
What? No team with her?
No, she was totally alone. But she was
in regular contact with her son, James.
He ran a website with news about her.
So how long did it take her? 30,000
kilometres is a huge distance on foot.
Well, she expected it to take two years
but in the end it took five! She arrived
back home in Wales in 2008.
1 true 2 false 3 false 4 false 5 true 6 false
Extra ideas: Ask students to correct the
false sentences. (2 She slept in her cart.
3 She didn’t have a support team. / She
was totally alone. 4 She was in regular
contact with her son. 6 She’s had lots of
other adventures.)
The audio doesn’t say when she had
the other adventures, so you could ask
students to try and find out more and see
if they can add in any dates (solo crossing
of the Atlantic – 1982; round-the-world
sailing trip – started in 1971; across Chile
on horseback – 1984–85; Sahara Desert
(the Marathon des Sables) – twice: once in
1997 and again in 2000).
8
Write the numbers on the board. Ask
students to try to remember what they refer
to. Then play the audio again for them to
listen and check their answers. Ask: Who
remembered the most details?
Answers
1
2
3
4
5
6
Rosie’s age when she began her journey
the date Rosie set off
the year Rosie arrived back home
the length of the boat in which Rosie
crossed the Atlantic
the distance that Rosie ran around the
northern hemisphere
the time it took Rosie to complete her
journey
9
Go through the four things with the class,
then ask students to write notes about each
one. Walk around the class as they work,
checking their ideas and correcting any small
mistakes if needed.
3
4
5
Answers
1
2
3
4
He died of cancer in 2002.
a cart containing everything she needed,
which she pulled behind her
He ran a website with news about her
journey.
She crossed the Atlantic in a five-metre
boat; she sailed around the world; she
rode a horse 4,800 kilometres across
Chile; she ran across the Sahara Desert.
12
What was she doing when a bus
knocked her down?
What happened when she didn’t eat
much?
What happened while she was sleeping in
Alaska?
Go through the answers first and
check understanding of any difficult words,
eg froze (past simple of freeze), weak, wolves.
Students work individually to match the
questions and answers. Play the audio for
students to listen and check their answers.
1.27
Answers
1c 2d 3e 4b 5a
Extra idea: Put students in pairs to retell Rosie’s story using information from
exercises 7, 8 and 9.
Transcript
1
MAN
WOMAN
You could do exercises 1–4 on Places in Vocabulary
plus at this point.
2
Grammar Past continuous v past simple:
questions
MAN
3
10 Go through the table first and elicit which
tense students should use in each gap. Ask a
few questions to review, eg How many things
happened in the sentence? Which action was
first / second? Which action shows a longer /
continuous action in the background?
Refer to the grammar reference on SB page 75
now or at the end of the lesson and go through it
with students.
11 Tell students to use the words and write
questions about Rosie. Encourage them to
refer back to the grammar box if needed, then
check answers as a class.
Answers
1
2
What happened while Rosie was running
in Siberia?
Where was Rosie running when she
slipped on the ice?
MAN
WOMAN
4
WOMAN
MAN
5
MAN
WOMAN
Answers
1 happened 2 was running 3 did … do
4 slipped
WOMAN
13
What happened while Rosie was
running in Siberia?
Some wolves ran with her for a
week.
Where was Rosie running when she
slipped on the ice?
She was running in Iceland.
What was she doing when a bus
knocked her down?
She was crossing a road in Russia.
What happened when she didn’t
eat much?
She became weak and fell ill.
What happened while she was
sleeping in Alaska?
She nearly froze in her sleeping bag.
EVERYBODY UP!
Energise your lesson with
this quick walk-around activity. Elicit examples
of questions from the class, eg Were you
having dinner at eight o’clock last night? Focus
on the example question students should ask if
the answer is no. Give students three minutes
to walk around the room and find someone
who was doing the activities in the past.
Art & Music
For the sculpture, tell students to look at SB page
67 to see a bigger image. Read the information
and elicit ideas for the sculptor’s name. Students
may not know any other sculptors, so encourage
them to check online for more information about
The Wave.
Unit 2
49
For the song, write the words on the board and
elicit guesses for the missing word – students may
know this, as it’s a very famous song.
Extra questions for class or homework
Vocabulary plus p22
Places
1
Art
Why do people think the sculpture is by
Rodin? Find out more.
Whose work influenced The Wave? What
similarities are there?
Answers
Art
It’s by Camille Claudel.
Music
year: 1968
last word: Wild; cult movie: Easy Rider; how
were the riders travelling: by motorbike;
where were they going: New Orleans
Test students’ general knowledge by asking:
Which place in the list doesn’t belong in any
of the categories? (Titicaca is a lake – it isn’t a
sea, an ocean or a river.)
Ask students which names for places are very
similar in their own language and which are
very different.
Culture notes: Camille Claudel was a
French sculptor, born in northern France
in 1864. She studied sculpture at the
Académie Colarossi in Paris and after
that rented a workshop with several
other young female sculptors. She started
working in Rodin’s studio sometime around
1884 and they started a long relationship.
In the early 1900s, she developed a mental
illness and spent many years struggling
with the illness, eventually dying in an
asylum in 1943. She destroyed many of
her works, but some do survive and she’s
considered an important artist of the 19 th
and 20th centuries.
The Wave is made of onyx marble and
bronze and was first shown as a plaster
version in 1897. There are three small
female figures standing in front of a large
wave that’s about to break over their
heads. The piece was heavily influenced by
Japanese art and is similar to the famous
print by Hokusai. It can be seen in the
Musée Rodin in Paris.
Born to be Wild was released by
Steppenwolf in 1968. It was used in the
movie Easy Rider, about two motorbike
riders travelling east across the USA from
Los Angeles to New Orleans.
50
Unit 2
Go through the headings first and check
students understand them all. Ask: What’s
the difference between a mountain and
a mountain range? (There’s more than
one mountain in a mountain range.) You
could elicit one place for each one to check
comprehension. Then ask students to work
in pairs to complete the table. Encourage
students to add the in front of some of the
items if they can, but explain that you’ll do
more work on this in exercise 3.
Answers
city: Havana, London, Miami
country: Egypt, the UK, the USA
mountain / volcano: Mount Everest,
Mount Fuji, Vesuvius
mountain range: the Andes,
the Himalayas, the Pyrenees
sea / ocean / river: the Indian Ocean,
the Orinoco, the South Atlantic
Extra idea: This activity could be done as a
race with word cards to cater for different
learning styles and start the lesson in a fun
way.
2
Look at all the places marked with an
asterisk (*). Put students in groups of three and
tell them to remember the connection between
all the places and the stories in this unit. Set
a time limit of two or three minutes and get
them to write down as many as they can. Then
tell them to check their answers by looking
back through the unit to find the places.
Answers
Egypt: Jason Lewis cycled / kayaked
through it.
Havana: Diana Nyad swam from there to
Key West in Florida.
The Himalayas: Jason Lewis cycled / walked
through them.
The Indian Ocean: Jason Lewis pedalled
across it.
London: Jason Lewis started his journey
there.
Miami: Jason Lewis arrived there after
crossing the Atlantic.
South Atlantic: Ellen MacArthur sailed there.
The USA: Jason Lewis rollerbladed across it.
3
Explore
Tell students to look up information about the
rivers and where they’re located.
Answers
the Amazon (Brazil, Colombia, Peru)
the Danube (Germany, Austria, Slovakia,
Hungary, Croatia, Serbia, Bulgaria,
Romania, Moldova, Ukraine)
the Indus (Pakistan, India, China)
the Mekong (China, Burma, Laos, Thailand,
Cambodia, Vietnam)
the Nile (Ethiopia, Sudan, Egypt, Uganda,
Democratic Republic of the Congo, Kenya,
Tanzania, Rwanda, Burundi, South Sudan,
Eritrea)
the Orinoco (Venezuela, Colombia)
the Rhine (Germany, Austria, Switzerland,
France, Netherlands, Liechtenstein)
the Volga (Russia)
the Yangtze (China)
Get students to look at the list of places again.
Write the Andes and the Egypt on the board
and ask them which is correct. If they added
the in front of places in exercise 1, elicit their
answers and ask for their reasons for adding
the. Go through the places (see the key for
exercise 1) and ask them to complete the rules.
Answers
1 don’t use 2 use
Extra idea: You could give one river
to each student, then ask them to give
feedback to the class about their river.
Extra idea: Ask: Can you give an example
of each item in rule 1 and 2? An example
might be: a group of islands – the Maldives .
4
Students often have difficulties
with the dental sounds / θ/ and /ð/, as they
often don’t exist in their first language.
Play the audio while students listen to the
pronunciation of the each time. See if they can
notice when we say / ðə/ and when we say /ði:/
– the pronunciation changes if a noun starts
with a consonant or a vowel.
P
1.28
Ordinal numbers
5
Help students with the pronunciation of / θ/ and
do some quick repetition drilling to practise.
Elicit / Teach the pattern of ordinals ( th after
each number except with 1, 2 and 3).
Answer
You use /ðiː/ before a vowel.
Transcript and answers
Transcript
1 first 2 third 3 twenty-second 4 fifth
5 thirty-first 6 hundredth 7 twentieth
8 three thousand, eight hundred and fiftieth
the Amazon, the Danube, the Indus,
the Mekong, the Nile, the Orinoco,
the Rhine, the Volga, the Yangtze
Extra idea: Write these countries on the
board: Canada, Ecuador, Germany, Italy,
Mexico, Pakistan, Portugal, Switzerland.
Ask students to say them out loud and
mark the stress. Ask: Which one has a
different stress? (They all have the stress on
the first syllable except Pakistan.)
Tell students to work in pairs and
say each number and write it out in words.
Monitor pairs as they work, making a note of
any problems with pronunciation and spelling.
Play the audio for students to listen and check
their answers, then again for them to repeat.
1.29
6
Go through the dates and ask students to find
out why they’re important.
Answers
1 date of birth of Fauja Singh
2 date of death of Jeanne Calment
3 date that Jason Lewis got back to London
Unit 2
51
2
Extra idea: Ask students to work in pairs and
write down five important dates in their lives,
then tell their partner why they’re meaningful.
MAN
3
Write jelly and fish separately on the board.
You could also just show a picture of a jelly
and a picture of a fish. Ask students if it’s
possible to put the words together to describe
a different thing. Then tell them to look at the
photo of jellyfish on SB page 20.
Tell students to work in pairs to match the
words to make compound nouns. Go through
the words together and elicit / teach that the
word stress in compound nouns is on the first
part. Say each word and ask students to repeat
after you.
4
Warm-up
Tell students to look at the photo and try to
imagine what sort of story they might hear about
it. Encourage lots of guessing and get feedback
from the class.
Telling stories
1
backpack, campsite, cashpoint, dustbin,
honeymoon, motorbike, nightlife, raincoat,
wildlife, windscreen
a) 5 b) 3 c) 7 d) 4 e) 9 f) 2 g) 8 h) 1 i) 6
Transcript
It was a dark and stormy night. I was walking
home after the cinema. It was raining hard
and the streets were empty. Suddenly, I heard
footsteps behind me. They were coming
closer and closer. My heart was beating faster
and faster. I panicked and started to run. The
footsteps ran too. They were right behind me
and then …
Focus on: come
1.30
Transcript
1
MAN
WOMAN
52
Unit 2
Oh, hello again! That was quick!
Yes, I came back for my glasses.
I left them in the kitchen.
Put students in pairs to look at the
sentences from the beginning of a story. Tell
them to try and put them in the correct order.
Get quick feedback from one or two pairs,
then play the audio for students to listen
and check their answers. Note that students
may not initially suggest the same order that
appears in the audio (eg b could come
before f). Accept any plausible order.
1.31
Answers
b Focus on the cartoon and ask a student to
read the caption. Then tell students to make
similar sentences with the nouns in exercise
a. Encourage them to say their sentences
with the correct pronunciation, and ask other
students to repeat each sentence.
1 came back 2 Come in!; come in
3 came; came 4 Come on!; coming
Come in! Come in!
I can’t come in! The door’s locked!
I came top of my class in English.
Oh, well done! That’s brilliant!
I came bottom!
Come on! It’s time to leave.
Yes, I know, I know. I’m coming!
Everyday English p23
Answers
Answers
WOMAN
MAN
MA You may want to point out to weaker
students that one of the words in B goes with
two of the words in A.
Look at the words in the list, then
look at the words in italics. Read through the
first dialogue and elicit suggestions for which
expression students can used instead of returned.
Ask students to work in pairs to do the other
dialogues. Then play the audio for students to
listen and check their answers.
MAN
WOMAN
Wordbuilder Compound nouns
a
WOMAN
2
Ask: How do you think the story
ended? What happened next? Elicit a few
ideas, then ask students to work together with
a partner and guess what happened next.
Then tell them to write their own ending to
the story. Monitor pairs as they work, making a
note of any common problems with grammar
and vocabulary and helping where necessary.
GUESS
Now ask them to change pairs and share their
stories so they can compare their ideas.
3
•
a series of events that lead to a resolution
(I panicked and started to run. The
footsteps ran too. They were right behind
me and then someone grabbed my arm.)
• a resolution ( the person said gently, ‘I’m so
sorry. I didn’t mean to frighten you. Is this
your scarf? I think you left it in the cinema.’)
• an assessment of what happened ( I felt
rather stupid … but I was glad to have my
scarf back.).
Put students in groups and ask them to follow
the typical structure and create their own
stories. Explain that each person just adds
one sentence to the story. If there are only a
few people in each group, they can continue
around the group until they’ve finished their
story. Encourage them to use the past simple
and past continuous and also include adverbs
such as suddenly to make their stories more
interesting and dramatic. Monitor students
as they work and help them if needed. Praise
good ideas and use of English.
You could ask students to write up their stories
for homework.
Play the audio while students listen
to the complete story and compare endings.
Ask: What was similar, the same or different
about your stories? Did anybody have the same
ending? Which ending did you prefer?
1.32
Transcript
It was a dark and stormy night. I was walking
home alone after the cinema. It was raining
hard and the streets were empty. Suddenly, I
heard footsteps behind me. They were coming
closer and closer. My heart was beating faster
and faster. I panicked and started to run. The
footsteps ran too. They were right behind me
and then …
… someone grabbed my arm. I shouted, but
the person said gently, ‘I’m so sorry. I didn’t
mean to frighten you. Is this your scarf? I think
you left it in the cinema.’
He was holding out a pale blue scarf. It was my
pale blue scarf!
‘Oh yes, that’s mine,’ I said as I took it. ‘Thank
you so much. That’s really nice of you.’
He smiled, turned around and walked away.
I felt rather stupid … but I was glad to have my
scarf back.
4
Explain that this activity will help students
invent ideas. Write the sentence beginnings on
the board and elicit different endings for each
sentence. Encourage students to be creative
and fun and to brainstorm ideas together.
5
Ask students highlight two adverbs in the
sentence beginnings in exercise 4 ( patiently,
busily ). Explain how using adverbs can help
make a story more interesting. Then play audio
1.32 again and ask students to listen for the
typical structure of stories. Elicit their ideas
and write the main sections on the board.
Generally there is:
•
•
•
•
a typical opening ( It was a dark and stormy
night. )
an orientation and introduction to the
characters (I was walking home alone after
the cinema. It was raining hard and the
streets were empty.)
a complicating action or problem ( Suddenly,
I heard footsteps behind me. They were
coming closer and closer. )
a description of how the characters were
feeling (My heart was beating faster and
faster. )
6
1.33 6 Decide whether you’re going
to
use the video or simply play the audio. Read
the introduction and explain to students that
they’re going to watch or listen to an interview
between a woman and the police. Play the
audio or video and ask students to note down
what the woman says. Ask: Do you think she
stole the painting? Why? / Why not? Elicit
ideas and write them on the board.
Transcript
DETECTIVE
WOMAN
DETECTIVE
WOMAN
DETECTIVE
WOMAN
DETECTIVE
WOMAN
DETECTIVE
WOMAN
DETECTIVE
WOMAN
DETECTIVE
WOMAN
I’d just like to ask you a few
questions, if that’s OK.
That’s fine.
Where were you between eight and
ten last night?
Um … I was at home.
What were you doing?
I was sitting on the sofa in my living
room and watching TV.
What were you watching?
Um … a film. A James Bond film in
fact.
Which one?
Oh a very old one – Goldfinger .
Were you alone?
No, my husband was with me.
What was he doing?
He was doing the ironing!
Unit 2
53
DETECTIVE
WOMAN
7
So you were both at home all the
time?
Yes. We weren’t near the national art
gallery!
Go through the prompts and tell students to
write complete questions. Then play the audio
or video again while students check their
answers.
Answers
1
2
3
What were you doing?
What were you watching?
What was he doing?
8
Ask students to read the introduction. Check
comprehension of any new vocabulary, eg
activists, research laboratory, suspect. Tell them
to use the context to help them understand
the vocabulary.
9
Elicit / Teach alibi. Ask students to
work in pairs to think of their alibis, but point
out that they can’t make notes – they must
remember their story without writing anything
down. Remind them to think about the
questions in exercise 7 and any other questions
they might be asked. Before they begin, ask
lots of questions to help them, eg If you were
at the cinema, where did you sit? What time
did the film start? Who was in it? Was the
cinema full? Point out that they’ll need to
know the answers to lots of different questions
if their alibi is a good one.
1.34
Play the audio and tell them to listen carefully
to the questions and create a good story of
their activities and movements.
Transcript
Where were you and your partner?
If you were at home … what were you doing?
If you were watching TV … what programmes
did you see?
If you were having dinner … what did you eat
and drink?
If you weren’t at home … where were you?
If you were at the cinema … how did you go?
… what was the film?
If you were at a restaurant … which
restaurant? … describe the waiter!
54
Unit 2
10 Get students to work with another pair and
take turns interviewing each other. The police
can ask questions together, but the suspects
must be questioned separately. Make sure
the suspect who isn’t in the interview cannot
hear their partner speaking. Encourage the
police officers to note down the answers
each suspect gives and see if they can find
any discrepancies in their stories. Encourage
the suspects to tell their stories using the past
simple and past continuous.
we don’t say … / we say …
This section focuses on the following areas:
• incorrect use of the past continuous
• incorrect use of prepositions
• incorrect tense use before when
Ask students to cover the green we say … side
and see if they can correct the mistakes themselves
before they look and check.
Units 1&2 Review
Speaking and reading
Answers
1 Ask students to just look at the photos and the
title of the article. Tell them to think of words
to describe each photo and discuss how they’re
different. Ask: How are they connected? How
did the woman change her life to become a
stunt woman? Which photo do you like most?
Why?
1
2 Allow time for students to read the article and
check their ideas. Ask: Did you hear any of the
words you suggested in question 1? Did you
guess correctly how the woman became
a stunt woman? Point out the glossary
which explains the word stunt, and check
comprehension of any other difficult words, eg
stunt double (students should be able to work
this out from the context), film extra, financial.
5
3 Give students time to read through the
questions, then ask them to read the article
again. Check answers as a class.
MA As an extra challenge, ask stronger
students to close their books and try to answer
the questions from memory, then read again to
check.
Answers
1
2
3
Amanda’s life was difficult as a child
because she grew up in children’s homes,
not with her parents. It was difficult as an
adult because she had to work to support
her three children.
Because she had to qualify in lots of
different activities and work at the same
time.
They’re very proud of her and think she’s
wonderful.
4 Ask students to read the text again and find
out if the sentences are true or false. Tell them
to correct any false statements they find, then
check answers with a partner. Check answers
as a class.
pp24–25
2
3
4
false: She only decided to be a stunt actor
when she heard there were no black stunt
women in the UK.
false: She had all of them before she was
21.
true
false: At one point she thought she wasn’t
going to succeed.
false: She climbs trees, jumps into rivers
and rides bikes and motorbikes with her
grandchildren.
Extra idea: Ask students to read the
text carefully and try to remember the
details. Tell them you’re going to read the
story with some mistakes. They have to
listen carefully and find the information
that’s different. When they hear false
information, they have to say No, that isn’t
true and correct you.
Grammar
5 Allow time for students to complete the
sentences individually before checking in pairs.
Make sure they use the correct form of each
verb: past simple, past continuous, present
simple or - ing form.
Answers
1 was 2 was working; heard 3 decided
4 took; did 5 think 6 loves climbing
6 Go through the answers and explain that this
activity will make students think more deeply
about the text, and they’ll also have to work
some things out. Question 5 is good for people
with a strong mathematical intelligence!
Students can write the questions individually
or in pairs. Check answers as a class.
Units 1&2 Review
55
Answers
1
2
3
4
5
6
How many children does Amanda have?
How long / How many years did it take
her to train as a stunt actor?
When did she get her first role (as a stunt
actor)?
How old is Amanda?
It says in the text that Amanda is 46
now and her oldest child (Aaron) is 30,
so: How old was Amanda when she had
her first child? or How old was Amanda
when Aaron was born?
The question for the answer I don’t
know can be anything where the answer
isn’t given in the text, eg How many
grandchildren does Amanda have? What
happened to the children’s father? etc.
Speaking and writing
7 Give students time to think about the
questions, then ask them to walk around
the room and talk with different people. Tell
students to make notes of their answers. When
they’ve finished, get feedback on their ideas,
opinions and experiences.
Answer
1
She heard that there were no black stunt
women in the UK.
Preposition Park
Preposition Park is an exercise on prepositions that
occurs in each Review unit.
Focus on the picture of Houdini and ask: Do you
know anything about Houdini? What did he do?
Elicit ideas, then tell students to read the text
to check their ideas. Use the pictures to check
understanding of handcuffs and chains.
Write the following on the board and ask students
to say which prepositions to use with each one
(the answers are given in brackets – don’t write
those on the board!): places ( in), dates (on),
movement (to), jobs (as). Ask students to read and
complete the article with the correct preposition.
Answers
1 of 2 in 3 on 4 in 5 to 6 as 7 for 8 from
9 out of 10 under
56
Units 1&2 Review
Cross Culture: Social etiquette
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’s usually a short reading
text with a task or questions, often leading to a
discussion and a comparison with students’ own
culture.
a To introduce the topic, ask students if they
know about the rules for politeness in
countries such as Argentina, Greece, Japan,
South Korea and Russia. Allow time for them
to read the advice and try to match it with
each country. Check answers with the class
and ask: Why did you choose each country?
Their knowledge of the countries could be
as a visitor or as a native speaker. Encourage
students to check online to find out more
about each one.
Answers
1 Japan 2 Greece 3 Russia 4 Argentina
5 South Korea
b Find out if students agree with the advice. Ask:
Did you find anything surprising? Ask them
to choose a country and find out more about
customs and social etiquette as homework.
c
Ask students to work together and talk about
social etiquette and advice for visitors to their
country.
Extra idea: Ask students to make a poster
of the top ten pieces of advice for visitors
to their country.
Work and its problems
UNIT
FOCUS
going to; verb + infinitive; present continuous for future use; will future
VOCABULARY: work; professions; future time expressions
FUNCTIONS: giving instructions; making requests; instant decisions and promises
GRAMMAR:
Lesson 1 I’m going to leave
my job. pp26–27
Aims
2
3
The focus of this lesson is to introduce a series of
work-related words and expressions, to practise
going to for talking about future plans and
intentions, and to learn more about verbs followed
by another infinitive. Students also talk about their
own job and career plans in the near future.
4
5
You first!
Put students in pairs to discuss the question. Find
out how important work is for them and ask:
What do you like or dislike about it? Ask other
questions about their work, eg Do you work in an
office or do you work from home? Or are you a
student or unemployed at the moment? Get class
feedback and check their ideas and opinions.
Vocabulary Work
1
Transcript
salary, employed, unemployed, get on with,
colleagues, experience, qualifications, business,
earn, boss, self-employed
Focus on the photo and ask students
to work in groups to talk about the questions.
Encourage lots of ideas and help with
vocabulary if necessary.
3 Go through the statements in exercise 2 again
and tell students to tick those they agree with.
Then ask them to talk with a partner and
explain the reasons why. Get class feedback
and encourage further discussion.
Suggested answers
You could do exercises 5 and 6 on Similar verbs
in Vocabulary plus at this point.
THINK
1
2
2
6
7
employed = working for someone in
return for payment; unemployed = without
a paid job
get on with = have a good relationship
with; colleagues = people that you work
with
experience = knowledge and skill to
do something; qualifications = official
record of ability or skill needed for a job
business = the activity of buying and
selling to make money; earn = receive
money as payment for work
boss = the person in charge at work
self-employed = working for yourself
The smiling faces mean ‘We’re happy
with our work, we enjoy it.’
They don’t want to tell their boss their
real feelings. They aren’t happy and they
don’t enjoy their work.
Ask students to read the statements
and guess the meaning of the words in bold.
Point out that experience in question 4 is
uncountable in this context. Play the audio
for students to listen to the words, then play
it again for them to repeat each word. Ask
students which words are very similar in their
own language and which are very different.
1.35
Answers
1
salary = a fixed amount of money paid
to an employee every month
Reading and speaking
4 Tell students to look at the photo at the top
of SB page 27. Go through the words in the
box and check comprehension of ask for a
rise (= ask for more money). Ask: What is
the difference between an assistant and a
manager?
Put students in pairs or small groups to talk
about the questions. Encourage lots of ideas.
Suggested answers
1
2
3
in an office / at work
One of them (the woman?) is the manager
and the other (the man?) is her assistant.
They are probably discussing a project.
Unit 3
57
5 You might find it best to break the activity
into two parts. First, ask students to read the
article quickly for gist and answer the question
What’s Jack’s problem? Set a short time limit
(one or two minutes only) so they read quickly.
Then tell students to work in pairs and
write quick definitions of the words in bold.
Encourage them to read the article again to
help them work out meaning through context.
Answers
travel agency = company that organises
trips and holidays
career plan = an idea of how you want
your working life to develop
leave = finish working
hard = difficult
intends = wants, plans
Jack’s problem is that although he enjoys
his job, his salary isn’t good; but he can’t
ask for a rise because the company can’t
afford it.
6 Read through the questions with the class first.
Allow students time to read the article again
in more detail, then answer the questions. Ask
one or two students for their answers, then
check answers as a class.
MA As an extra challenge, stronger students
could try to answer the questions from
memory first, then read the article again to
check. To help weaker students, identify the
relevant part of the article for each question
(either number the lines in the article or say
paragraph 1, 2, etc).
Answers
1
2
3
4
5
7
58
It plans long trips to exciting places.
He travels to different countries.
He’s going to stay in his job for another
two years.
He enjoys his job because he loves travel
and gets on well with his colleagues.
Because a lot of people plan their holidays
online.
This task asks students to develop
their own ideas, taking the discussion away
from the article. Tell students to imagine
they’re Jack. Go through the ideas in the box
and ask students if they would like to add
THINK
Unit 3
any other ideas. Write any extra ideas on the
board.
Model the example sentence with one or two
students, and point out the use of should to
give advice. Write some helpful phrases on the
board to help students express their opinions
and ideas, eg I think he should …, Maybe he
could …
Give students a few minutes to work alone and
think about the situation. Then ask students to
talk together and think of things Jack should
do. Check their ideas as a class.
Tip: It might be useful to ask students to read
the article again and highlight all the
examples of going to and verbs followed
by an infinitive they can find. This gets
them ready for the grammar section and
helps them see exactly where the lesson is
going and what they’ll be learning. It also
helps them see the grammar in context and
makes it easier to understand.
Grammar 1 going to
8 Focus on the grammar box and read the
example sentences. Point out that in short
answers, we don’t repeat going to (Yes, I am
going to). To give further practice, ask the
class what Jack’s plans are next month. Write
the following sentence on the board and ask
some questions to check their understanding:
Next month he’s going to spend a week in
the Amazonian rainforest. Ask: When are we
talking about? (the future) What words tell us
it’s the future? (next month, going to).
Ask students to read the article again and
underline other examples of going to + verb. If
you already asked them to do this (see the Tip
above), then just ask them to look back at the
items they highlighted. Ask them to decide if
the rule in exercise 8 is true or false.
Answers
he’s going to spend a week … he’s going
to visit some hotels … He ’s going to stay
in the job
The statement is true.
Refer to the grammar reference on SB page 75
now or at the end of the lesson and go through it
with students.
9 Write the first question prompt on the board:
Where / Jack / spend a week / next month?
and elicit the question from the class. Then
elicit the answer from one or two students and
write it on the board.
Ask students to complete the rest of the
questions and write their answers. Ask
students how they might begin their answer to
question 6. Ask: Is the answer clear from the
article? Elicit that it isn’t, so they should begin
their answer I think / I don’t think he’s going
to …
Answers
1
2
3
4
5
6
Where is Jack going to spend a week next
month?
He’s going to spend a week in the
Amazonian rainforest.
What is Jack going to do in Nepal?
He’s going to visit some hotels.
Is Jack going to stay in the / his job for a
long time?
No, he’s only going to stay in the / his job
for another two years. / Yes, he’s going to
stay in the / his job for another two years.
How is Jack going to get more business
qualifications?
He’s going to study in the evenings (to get
more business qualifications).
Why isn’t he going to travel for a year?
Because it can be hard to find a job these
days.
Is Jack going to ask for a rise?
I don’t think he’s going to ask for a rise
because he doesn’t think that the company
can afford to give him one.
Grammar 2 Verb + infinitive
10 Go through the grammar box. If you asked
students to highlight examples of a verb +
infinitive before (see the Tip on page 58), tell
students to look back at those items. If not,
ask them to go through the article now to find
more examples.
Now read through the sentences about Jack.
Ask students to decide if they’re true or false
and to correct any false ones. Point out that
the answers aren’t always clear from the
article, so they’ll need to make a personal
judgement as to whether something is true or
not. You could do the first item as an example
with the class to demonstrate this. Say: Does
Jack earn a lot of money? How do you know?
(No, he doesn’t. The article says ‘his salary
isn’t good’.) Do you think he can afford to buy
lots of things? (No, he probably can’t afford
to do that.) Elicit that the answer to item 1 is
therefore false. Before students start, check
understanding of all the verbs.
Answers
1 false: He wants a better salary.
2 false: He plans to stay for another two
years.
3 false: He hopes to start an online travel
agency.
4 false: He intends to work with a friend.
5 false: They can’t afford to give him a
rise.
Refer to the grammar reference on SB page 75
now or at the end of the lesson and go through it
with students.
11 Read through the grammar box again, then tell
students to underline examples of these verbs
in exercise 10 ( afford to buy, plans to stay,
hopes to get, intends to work, agreed to give ).
Go through the example with students and
explain that they must use each verb once to
write true sentences about themselves.
Allow them time to work individually, then ask
one or two students for feedback. Get general
feedback from the class.
MA For weaker students, write the verbs
on the board and, before they start writing
sentences, brainstorm a few ideas of things
they could say, eg Next week I plan to go
swimming. I hope to see my brother. I intend
to wash my car.
You could do exercises 1–4 on Verbs + infinitives
in Vocabulary plus at this point.
Explore
Encourage students to look online for information
on future career plans and advice and have them
find out details of how to develop their work
ambitions. It would be useful to set specific
questions to give the activity a clear focus. Ask:
What things do you have to do in that job? How
long would it take you to become qualified? What
personal and social skills do you need? What are
the advantages and disadvantages of having
that job?
Unit 3
59
Speaking
12 Tell students to turn to SB page 66. Read
through Roleplay 1 and make sure students
are clear what they have to do. Put students
in pairs, A and B. Ask all the A students to
write notes before they begin to help them
with what they want to say to their boss. If
necessary, model an example conversation with
a strong student. Then give students time to
have their conversations. Monitor pairs as they
work, making a note of any common problems
with grammar, pronunciation or intonation.
Then look at Roleplay 2 and repeat the
process. Help the B students with ideas for
Jack’s options. It might be useful to write some
ideas on the board, eg leave and look for
another job. Give students time to have their
conversations.
When they’ve finished, ask pairs to tell the
class what advice Jack’s friend gave. Find out
how many students gave the same advice.
13 Model the example dialogue with one or
two students. Encourage them to give more
information about their career plan. If they
don’t have a career plan, tell them to invent
information, otherwise the conversations will
be very short! Alternatively, if students don’t
have a job, they can talk about someone they
know who does.
Put students in groups of three and ask them
to ask and answer questions to find out more
about their jobs.
Tip: Always try to relate recently learnt
grammar and vocabulary to students’
own lives and experiences. This helps it
become more meaningful and memorable
and gives them a real reason to learn. Try
to leave plenty of time for freer speaking
activities at the end of the lesson so
students can actually use the grammar in a
natural context.
know’). Ask: Why do people say they’re ill on
Friday? Elicit lots of ideas and get feedback from
the class.
Extra idea: Ask students to discuss what
could be done about the problem of people
being ill or leaving their jobs because of
stress.
Lesson 2 I’m flying to LA
tomorrow. pp28–29
Aims
The focus of this lesson is to introduce a series
of words related to professions and to find out
more about a scriptwriter’s life. It also looks at the
difference between the present continuous to talk
about future arrangements and going to to talk
about plans and intentions. In addition, students
practise their writing skills with an informal email
to make arrangements with a colleague.
You first!
Look at the photos and explain / elicit that they’re
all about crime / the police. Ask students to talk in
pairs about whether they watch crime drama, and
if so to talk about their favourite crime shows on
TV. Ask: What are your favourite shows and why?
It doesn’t matter if students say they don’t watch
crime drama – this question is just to find out
more about their personal TV tastes.
Vocabulary Professions
1
Look at the photos again and go through
the questions. Check comprehension of each
word in the list. Point out that the questions
are designed to help students understand
the vocabulary. Tell them to work in groups
to answer the questions, using a dictionary
or checking online if necessary. Get feedback
from groups and check answers as a class.
Suggested answers
Did you know?
Discuss the statements with the class. Ask: What
did you find interesting or surprising? Do you
think these things are true? Do you agree with the
phrase ‘It’s not what you know, it’s who you know
that counts.’? Ask them if they know anybody
who got a job through networking (ie ‘who you
60
Unit 3
1 criminal
2 criminal, detective, police officer (and
possibly photographer) – because a
criminal commits a crime and detectives
and police officers try to solve a crime.
A photographer might take photos
of a crime scene.
3
4
5
A: cameraman B: detective / photographer
C: police officer
actor, cameraman, director, producer, writer
businessman, lawyer
criminal, detective, police officer,
journalist, photographer
editor, journalist, writer
A
1.36 Say the word actor and ask
2 P
students to repeat it. Offer help and gentle
correction if needed and get them to notice
the schwa sound at the end of the word. You
could also write the word and its pronunciation
on the board and highlight the sound you
want them to practise: actor – /ˈæktə/. Point
out the changing stress and pronunciation on
photograph – photographer (/ˈfəʊtəɡrɑːf/ –
/fəˈtɒɡrəfə/.
Focus on the words in exercise 1. Tell students
to work in pairs and find the schwa sounds in
each word. Play the audio for students to listen
and check their answers. Ask: Which word
doesn’t have the schwa sound?
MA For some students it might be helpful
to read through the list of words with the
class first so that they can hear the words.
Alternatively, play the audio before they do the
exercise, then again to check.
Tip: Pre-teaching words helps to clarify the
meaning of new words and helps students
to read the text without stopping to keep
looking words up in the dictionary. It also
helps students to read more quickly and
remember the details more easily.
4 Allow a few minutes for silent reading and
ask students to check their predictions from
exercise 3. Ask: Did any words surprise you?
Answers
Words in the article: change, competition,
creative, crime drama, criminal, do research,
editor, episode, project, rewrite, version
5 Tell students to read the article again and
answer the questions. You could set a time
limit to encourage students to find the answers
as quickly as possible. If you do this, it’s a
good idea to get students to read through the
questions first so they know what information
they’re looking for.
Answers
1
2
3
Transcript and answers
actor, businessman*, cameraman*,
criminal, director, editor, journalist, lawyer,
photographer, police officer, producer,
soldier, writer
Detective doesn’t contain a schwa.
4
5
* Note that the ‘i’ in businessman and the ‘e’ in
cameraman are not usually pronounced.
Reading
3 Tell students they’re going to read a text about
a scriptwriter. Teach / Elicit the meaning of
scriptwriter (somebody who writes the words
(the script) for films). Ask them to look at the
words in the vocabulary box and underline
those they think will be in the text. If there
are any words they don’t know, get them to
quickly look them up in their dictionaries.
Elicit ideas from the class, but don’t check
answers yet.
6
7
She’s sitting at her desk, drinking a cup of
strong coffee and working on her TV script.
In the first two months of the project
She’s writing the second version of episode
2, because the editors have asked for a lot
of changes.
By Tuesday afternoon at the latest
There’s a big meeting at 9am in Los
Angeles with the producers, writers and
editors of the TV series to discuss the next
three episodes. In the afternoon she’s
meeting her editor to look at the changes
to episode 2.
Because they aren’t happy with it and they
think she’s the most creative person on the
team.
Tony is a friend of Renata’s and she doesn’t
want to upset him.
MA As an extra challenge, stronger students
could try to answer the questions without
looking at the article again, then read and
check their answers.
Unit 3
61
She’s staying in a hotel … (present
continuous)
… the producers, editors and writers are
having a big meeting. (present continuous)
They’re going to discuss the stories …
(going to future)
Renata is meeting her editor … (present
continuous)
… they’re going to look at the changes
… (going to future)
… the producers are going to ask her to
rewrite it … ( going to future)
‘What am I going to do?’ (going to future)
Extra idea: Ask more questions about the
article, eg What time is it at the beginning
of the article? How old is Renata? Where
does she live? How many scriptwriters
are working on the crime drama? Which
episodes is Renata writing? Why is she
feeling stressed?
6 Put students in groups of three to talk about
the questions. Get class feedback and check
their ideas. Write their ideas for question 2 on
the board and ask students to vote for the best
advice to give Renata.
Extra idea: To review recently learnt
vocabulary, put students in small teams.
Tell them you’re going to write some of the
vocabulary from the lesson on the board.
Choose one student in each team and
ask them to turn their chair so they can’t
see what’s written. Their partners have to
describe the word to them and they have
to guess what it is. The first one to guess
the word correctly gets a point. The team
with the most points at the end wins the
game.
Grammar Present continuous for future use
7
Write I’m having lunch with a colleague on the
board and ask: When are we talking about?
If they say now, write tomorrow at the end
of the sentence. Then ask: Do we always use
the present continuous to talk about things
happening now? Point to tomorrow on the
board and teach / elicit that we can also use
the present continuous to talk about things
we’ve arranged to do – future arrangements.
Tell students to find other examples in the
article about the scriptwriter’s life. Ask: Which
sentences describe things happening now
and which ones describe the future? Tell them
to only underline sentences that refer to the
future.
Answers
… the script is going to be ready by then.
(going to future)
Renata is flying to LA. (present
continuous)
62
Unit 3
Note: These are things that are happening now.
They use the present continuous, but they’re not
about the future:
Renata Gonzalez is sitting at her desk.
She is drinking a cup of strong coffee.
She is working on her TV script.
She and three other scriptwriters are writing a
crime drama.
Renata is writing episodes 2 and 6.
She’s feeling stressed.
Refer to the grammar reference on SB page 76
now or at the end of the lesson and go through it
with students.
8 Tell students to look at the sentences they
underlined in the article, then look at the
statements in the exercise. Ask them to work
in pairs and tick the statements that are true.
At this point, they may ask questions about
the difference between the present continuous
and going to. Write the example sentences
in statement 4 on the board and try to elicit
which sentence is more certain. Ask: Which
one is arranged and which one is a plan? The
difference is often very slight, but we tend to
use the present continuous to talk about fixed
future arrangements.
Answers
1, 2 and 3 are true.
9
Tell students to cover the article and try to
remember Renata’s arrangements for the week
ahead. Model the example dialogue with one
or two students to help them see what kind
of questions they should ask each other. Put
students in pairs to discuss the arrangements,
agree on the correct ones and write a diary
for her week. Then tell them to read the
article again to check how many things they
remembered correctly.
10
EVERYBODY UP!
Energise your class with
this walk-around activity. Go through the list of
items and revise how we ask questions. Ask:
How do we ask questions using the present
continuous? Highlight subject–auxiliary verb
inversion: I am travelling by train next week. /
Are you travelling by train next week?
Give students time to think of the questions
they need to ask, then tell them to walk around
and find out about other people’s future
arrangements. You may want to set a fixed
time for this activity to make it more dynamic.
Extra idea: Give students a handout that
looks like a diary or planner. For each day it
should have space for morning, afternoon
and evening. Tell students to write plans
in the spaces for each day but leave four
spaces empty. Show an example planner
so they know what to do. Tell them to
go around the room and try to arrange
meetings with each other using the present
continuous, eg Hi Jan, what are you doing
on Friday afternoon? Shall we meet? – No,
I’m sorry. I’m busy on Friday afternoon. I’m
going shopping with my mum.
Writing and speaking
11 Read through the email with the class first and
do the first item together as an example. Ask:
What words could go in this gap? What word
do we use with ‘meeting’? Elicit ideas, eg have,
hold, arrange, organise . Put students in pairs to
complete the email. Where they think there’s
more than one possible answer, tell them to
come to an agreement about which word to
use. Monitor pairs as they work, making a note
of any common problems and helping with any
vocabulary as necessary. Make sure students
use the correct tense for each missing verb.
Suggested answers
1 to have / hold / arrange / organise
2 project / programme 3 meeting 4 for
5 ’m going / flying / travelling 6 editor
7 are having 8 ’s doing 9 going to
12 Tell students they’re going to write an email
back to Jerry. Ask them to work in pairs and
allow them a few minutes to think of ideas
together before they start writing. Elicit reasons
why Lisa can’t meet Mike on the dates Jerry
suggests and write them on the board. While
students are working, walk around and offer
help if needed. After they’ve finished, ask them
to read each other’s emails and help correct
any small mistakes they see.
Tip: Try to encourage peer correction after
writing activities. This creates a feeling
of co-operative learning and also helps
students notice mistakes, correct their work
and develop better grammatical accuracy.
13 Ask one or two pairs to read out their email
from exercise 12. Choose one and break it
down into sections. Go through each section
and elicit what students might say in a
telephone conversation instead of an email.
Teach / Elicit useful phrases for talking on the
phone, eg Hello, could I speak to Jerry, please?
Speaking.
Students then all work on their emails to
turn them into telephone conversations and
act them out. Monitor pairs as they work,
making a note of any common problems with
pronunciation or intonation. Make sure they
use the correct future forms for plans and
arrangements.
MA For weaker students, it would be useful
to write language they might need on the
board. You could also note down the stages of
the telephone conversation: greeting, saying
what you’re calling about, giving a reason why
you can’t make the date, apologising, saying
goodbye.
De-stress!
Read through the text and tell students to look
at the picture to help them understand the
instructions. Ask: How does it feel to massage your
forehead in this way? Tell them that it’s actually
something we tend to do naturally when we’re
feeling tense or stressed. Encourage them to do it
now!
Unit 3
63
Lesson 3 Will they like this?
pp30–31
Aims
The focus of this lesson is to practise future time
expressions and to use will and won’t to talk about
future predictions.
You first!
Ask: Are you good at telling jokes? Elicit answers
from around the class and perhaps get one or two
confident students to try telling a joke.
actor) in the order that they hear them. Play
the audio once all the way through, then play
it again, pausing if necessary, for students to
check their answers. Check answers with the
class.
MA It might be helpful for weaker students if
you write the letters of the sentences about
comedians on the board: a, b, c, e, f, g, h.
Alternatively, tell students to underline the
sentences about the comedian.
Answers
1g 2a 3b 4f 5e 6h 7c
Listening 1
1 To introduce the listening activity, ask
students to discuss the questions in pairs or
small groups. Ask: What do you think the
advantages and disadvantages of being a
comedian are? Use the photos to pre-teach
the words audience, comedian and stage.
Get feedback from students and see if they
guessed correctly what a stand-up comedian
does. Ask: How are comedians like actors?
Explain that like here means ‘similar to’.
Answers
3
A stand-up comedian stands in front of
an audience and tells jokes and funny
stories.
2 Go through the statements first and explain
the meaning of the phrase nine-to-five (we
use it to refer to a job where you start work
at nine o’clock and finish at five o’clock every
day). Have students look at the statements
together and decide which things are true for
an actor or a comedian and get them to think
of similarities and differences between the
jobs. Note that students could have different
answers to those given here – that’s fine if they
can give reasons for their answers.
Suggested answers
a) C, A
g) C, A
3
64
b) C, A
h) C, A
c) C
d) A
e) C
f) C
Tell students they’re going to hear
a stand-up comedian talking about his job.
He’ll say some of the things in exercise 2. Tell
students to listen and number the sentences
about the comedian (not the ones about the
1.37
Unit 3
Transcript
Hi, I’m a man with a very unusual job – I’m
a comedian. Well, maybe my job isn’t that
unusual. In many ways, comedians are like
actors: we don’t have a nine-to-five job or
regular working hours, we travel and perform
all over the country, and we don’t have a
regular salary.
But in other ways, a comedian’s job is very
different from an actor’s. For one thing,
you don’t need any qualifications to be a
comedian. The only qualification is that you’re
funny – that’s all. We write our own scripts,
and we don’t have colleagues. Actors are
different, they work with a group of people.
It isn’t an easy job. You write your script. You
think: will the audience like this? Yes, it’s funny.
And they’ll love this. Mmm, maybe they won’t
like this joke. What about this one? Will they
like it? Yes, they will! I think they’ll love it. But
you can never be sure. You tell yourself, I’ll do
well, it will be fine. But the problem is, every
audience is different. You stand up on the
stage and tell a joke and the audience loves
you. Two days later, you tell the same joke in
a different city – and nobody laughs. And you
feel terrible. You need people to laugh. And
then you tell another joke – and the audience
laughs. And you think: That’s it. That’s why I’m
a comedian.
Extra idea: Instead of students ticking the
items in exercise 2, you could write them
out on separate pieces of paper and ask
students to put them in the correct order
as they listen. This helps with different
learning styles and provides a kinaesthetic
and auditory focus.
4
Students work individually to try to
complete the extract from memory. Play the
audio for them to listen and check their answers.
1.38
Answers
1 script 2 like 3 love 4 joke 5 love
6 never 7 fine 8 audience
Transcript
It isn’t an easy job. You write your script. You
think: will the audience like this? Yes, it’s funny.
And they’ll love this. Mmm, maybe they won’t
like this joke. What about this one? Will they
like it? Yes, they will! I think they’ll love it. But
you can never be sure. You tell yourself: I’ll do
well, it will be fine. But the problem is, every
audience is different.
Extra idea: To set up more learner
interaction and speaking, give students
a text that has more gaps. Play the audio
again without pausing it while students
listen and try to complete as much as they
can. Tell students to share what they have
with a partner, then talk to other people
until they’ve completed the text.
Grammar will future
5 Read through the grammar box with students.
Point out that in short answers we don’t repeat
the verb, eg Yes, they will, not Yes, they will
like.
Ask students to read the extract in exercise 4
again and underline sentences with will. Read
out the rule and ask students to look at their
underlined sentences to work it out.
Note that students sometimes have difficulty
hearing the /l/ in subject–verb contractions,
so write the following sentences on the board
and get them to practise the pronunciation:
I think they’ll like it. I’ll do well.
Answers
... will the audience like this?
... they’ll love this.
... maybe they won’t like this joke.
... Will they like it?
Yes, they will!
I think they ’ll love it.
I’ll do well, it will be fine
We use will + verb to make a prediction.
Refer to the grammar reference on SB page 76
now or at the end of the lesson and go through it
with students.
6 Pre-teach the word report. Allow time for
students to complete the text individually.
Tell them to look back at the grammar box if
necessary.
Answers
1 will take / ’ll take 2 won’t be
3 will be / ’ll be 4 Will I enjoy 5 won’t
6 will feel / ’ll feel
7 Tell students to work individually and think of
something they have to do at work (or school
or home). Tell them to describe the task to a
partner and make predictions about it, eg It
will / won’t take a long time. I think it’ll be
easy. Encourage them to use the future simple
(will + verb) to make predictions and remind
them to look back at the text in exercise 6 if
they need help.
Vocabulary Time expressions
8 Introduce the time expressions in the box.
Ask: When does each expression refer to?
Help with understanding by saying: Today is
Monday. Tomorrow is Tuesday and the day
after tomorrow is Wednesday. Elicit which
expressions basically mean the same thing.
To check comprehension say: Tomorrow is
Tuesday. The day after that / the next day / the
following day is Wednesday.
Answers
the day after tomorrow, the next (day), the
(day) after that, the following (day)
All these expressions can be used to mean
‘the day after tomorrow’.
9 Read the examples with one or two students
and revise ways of saying the date. Point
out that in order to practise the last three
expressions in exercise 8, students need to
give a day or date first, eg Saturday is
October 29th. The …
Allow time for students to write sentences.
Monitor students as they work, making a note
of any common problems with dates and time
expressions. Ask one or two confident students
to read out their work.
Unit 3
65
10
EVERYBODY UP!
Model the example
dialogue with one or two students and point
out the use of will in the prediction and in
the answer. Ask students to walk around the
room and make predictions about each other
using will and the time expressions. Get class
feedback, correct small mistakes and highlight
good sentences that you heard.
Extra idea: Play Hangman (see page 139)
but instead of getting students to guess
letters in words, ask them to guess where
you’ll be later in the week. If they say
incorrect sentences, add another piece to
the hangman picture.
Listening 2
11 Tell students they’re going to hear more about
the comedian’s job. To set the scene, ask them
to work in pairs, close their books and think of
problems that a comedian might have. Elicit a
few ideas from the class. Accept any answers
at this point, as long as students can give
reasons for them.
12 Tell the pairs to read through the list of
problems. Ask: Did you think of any of the
same problems? Get class feedback and write
any other problems they thought of on the
board. Ask the class: Do you agree with these
other ideas?
13
Play the audio while students listen
and tick the problems in exercise 12 that are
mentioned. Tell students to check their answers
with a partner, then check answers with the
class.
1.39
Answers
b, g, d, e, f
Transcript
One problem comedians have is that we have
to travel a lot. Most comedians travel between
40 and 50 weeks a year. You usually have
half the week at home and half the week
away from home. Here’s an example from
my schedule. This week and next week I’m
performing in three different clubs in London.
The week after that, I’m working in Scotland.
That will be hard work, I can tell you – it isn’t
easy being an English comedian in Scotland!
66
Unit 3
The following week, I have no work so I’ll be at
home. That’s OK, I’m happy to spend time with
my family. The week after that, I’m going to be
in London again, performing at the same clubs
as before.
All this travelling is quite hard. It isn’t good
for your relationships, you know, with your
partner and your family. And the money isn’t
great, either. And nothing’s certain. Will I have
work in May? Maybe I will, maybe I won’t. And
when there’s no work, there’s no money. And
I have a family! You have to really love being a
comedian to stay in the job.
14 Go through the questions first and highlight
the use of the time expressions. Tell students to
listen again and work out what the comedian
will be doing at these different times. Play
the audio again and have them answer the
questions.
MA For weaker students, it might be helpful
to write the time expressions on the board and
elicit the timeframe, eg this week, next week,
the week after that, the following week (ie this
refers to four consecutive weeks).
Answers
1 He’s performing in three different clubs in
London.
2 He’s working in Scotland.
3 He’ll be at home.
4 Because he has no work that week.
5 He’ll be in London, performing at the same
clubs as before.
Tips: Giving students time to look at the
questions first means they know what to
listen for.
Try not to ask students if they want to
listen to the audio again. It’s important to
walk around and monitor how students are
doing when they’re doing listening tasks.
This means that you can actually see if they
need to listen to the audio again and then
play and pause the audio as needed.
Extra ideas: As this audio is quite dense,
with a lot of information in a short
time, it would be useful to ask some
extra questions, eg How many hours do
comedians usually travel in a year? Does
the comedian like being at home? Why
isn’t the work certain? Why does the
comedian say ‘And I have a family!’?
Tell students to work in pairs and compare
the jobs of a comedian and a lawyer. Ask:
Would you like to be a comedian or a
lawyer? Talk about qualifications, working
hours, colleagues, salary, time with partner
and family, travel, type of employment.
17 Allow students time to work in pairs and talk
about the cartoon. Ask: What’s happening in
the picture? Does the comedian look happy?
Why not? Encourage lots of active discussion.
Elicit answers for question 1 from several pairs
and see if they agree.
Answer
The audience is bored; they don’t think
she’s funny.
Speaking
15 Ask students to work in small groups and talk
about why they like or dislike their jobs. If they
don’t have a job yet, tell them to imagine a job
they’d like to have in the future.
Model the example sentence and focus on
the use of will to make a prediction and
also the use of for to talk about a period of
time. Tell students to take turns to give their
information to the other people in the group
and encourage them to write one or two
predictions for each person as they listen to
each other.
MA Help weaker students by brainstorming
lots of different jobs and writing them on the
board. It might also be useful to do an example
first with the class. Talk about your job and
say why you enjoy (or don’t enjoy!) being a
teacher. Ask: Do you think I’ll still be a teacher
in five years? How long do you think I’ll stay in
this job?
Tip: Write your questions on the board and
keep them and the jobs there during the
speaking activity to remind students during
their conversations. Leaving sentences
highlighting the grammar focus on the
board is very useful as students can use
them throughout an activity.
16 Model the example dialogue with one or two
students. Highlight the expressions they can
use, eg That’s interesting. Sorry, I don’t think
... Elicit other expressions from the class, eg
I agree / I don’t agree. I think you’re wrong.
Yes, that’s right, etc. Tell students to discuss
their predictions together. Find out how many
people in each group made the same or similar
predictions about the others in the group.
18 Ask pairs to read out their ideas to the
question What do you think the comedian is
thinking? Accept any logical ideas – there’s no
correct answer. Do a class vote on the best or
funniest ideas.
Explore
For this activity, students should type the name
of their favourite comedian into a search engine.
Encourage them to find a video clip that shows the
comedian telling jokes. Ask them to write down
one or two jokes that they can bring into class.
However, they should make sure that the jokes are
appropriate!
Art & Music
For the painting, tell students they can see a larger
version on SB page 67. Tell them to read the
questions and see what they can find out online.
A good starting point would be to search using
the painting’s title and the artist’s name, then
research more about the people in the painting.
For the song, ask students if anybody knows
these lyrics and can sing them – it’s a very wellknown song, so somebody may know it. Tell them
to find the video for the song on YouTube. It’s a
wonderful video and has a very famous actor in it.
Extra questions for class or homework
Art
Find out one extra piece of information about
each of the Marx Brothers.
Find one other painting by Bill Manson and
write a short description of it.
Music
Who were the two actors in the video with
Bobby McFerrin? Find out more about
them.
Unit 3
67
Answers
Art
They were actors and comedians and they
were called the Marx Brothers.
Music
Song: worry, be happy
McFerrin says that when you worry, you
make it double; you should call him when
you worry so that he can make you happy.
Culture notes: Bill Manson is an artist who
lives and works in Arizona in the USA. He’s
also a drummer and has played around the
world for over 25 years – his musical tastes
influencing his strong images. He’s also a
trained designer and this led him to start
painting his colourful images – many of
well-known artists, singers and sports men
and women.
Three’s Comedy is a painting he did in 2011
of the Marx Brothers. They were a family
comedy act, performing from 1905 to 1949.
There were five brothers, and initially all
five of them were in the act, but eventually
the two younger brothers left and the three
older brothers – Chico, Harpo and Groucho
– became the act. They all had very distinct
comedy personalities. They were already
popular on the stage when ‘talking movies’
were developed, so they moved from stage
to film and became even more successful.
The three brothers made 13 films together
and five of these films were selected by the
American Film Institute as among the top
100 comedy films.
Bobby McFerrin is an American musician
and singer who’s famous for his 1988 song
Don’t Worry, Be Happy. The song was a
number-one hit in the USA and won three
Grammy Awards in 1989. The song was also
a top-ten hit in 17 countries, and the original
video included the comedians Robin Williams
and Bill Irwin. Bobby McFerrin has won
ten other Grammy Awards for songs such
as Another Night In Tunisia (1985), Round
Midnight (1986 and 1992), What Is This
Thing Called Love and The Elephant’s Child
(1987) and Brothers (1988). He’s also been
a guest conductor for symphony orchestras
and makes volunteer appearances as a guest
music teacher at schools in America.
68
Unit 3
Vocabulary plus p32
Verb + infinitive
1 Before students start the activity, ask them to
cover the conversations and just look at the
pictures. Ask: What do you think is happening
in each picture? Elicit some ideas, then put
students in pairs to read the conversations and
match them with the pictures. Point out that
there’s one conversation that doesn’t go with
any of the pictures. Check comprehension of
the words in bold.
Elicit answers from the pairs and ask them to
give reasons for their choice. Check answers
as a class.
Answers
A4 B3 C2
2 P
1.40 Say the words in bold on their
own: promised, arranged, managed. Ask:
What sound do you hear at the end of each
word? (promised = /t/, arranged and managed
= /d/). Now say quickly: promised to. Ask:
Can you hear the sound /t/ twice? Elicit that
you can only hear it once. Do the same with
arranged to and managed to. Ask: Can you
hear the sound /d/ before you hear the /t/
sound in ‘to’? Elicit that you can’t hear it.
Teach / Elicit that this is because in rapid
speech we often run sounds together.
Play the audio and ask students if they can
hear the /d/ at the end of each word in bold.
You may need to play the audio two or three
times for students to hear the sound correctly.
Answer
No, you can’t hear the ‘d’.
Transcript
1
2
3
You promised to do it.
I’ve arranged to give you a rise.
I managed to do it.
3 P Play the audio again for students to repeat
the sentences.
4 Check pronunciation of the words in bold in
exercise 1. Focus particularly on expected. Ask:
Does this have a /t/ or a /d/ sound at the end?
Elicit that it doesn’t have either – it has the
sound /ɪd/.
Allow students time to work in pairs to write
three short conversations, using the words in
bold and the conversations in exercise 1 as a
model. Go around the class helping with ideas
or vocabulary where needed.
2
MA Elicit ideas from the class before they start
and write them on the board to help weaker
students.
When they’ve finished, ask students to practise
their conversations with two other pairs.
Monitor pairs as they practise, making a note
of any common problems with pronunciation
or intonation, focusing particularly on how
students join words in rapid speech.
Extra idea: Tell students to write their
conversations but miss out the verbs in
each one. Tell them to swap conversations
with another pair and guess what the
missing verbs are in the conversations from
context.
Similar words
5 Go through the sentences and point out the
words in italics. Do the first one with the class
as an example. Ask: What does ‘part-time’
mean? What does ‘full-time’ mean? Elicit that
they have a different meaning.
Allow students time to work individually or in
pairs to go through the remaining sentences.
Encourage pairs to give simple definitions of
each word. Check answers as a class.
Tip: Explain that it can be very useful to try and
give a definition of a word using other
simpler words, eg part-time = when you
don’t work every day, or when you perhaps
work in the morning, but not in the
afternoon. Tell students that if they don’t
know a word in English, this can be one
way of finding out what it is from a native
speaker.
Answers
1 A full-time job is one that involves
working the whole working week
(around 40 hours a week). A part-time
job is one that involves working only
part of the working week (20 hours a
week or less).
3
4
5
6
Work and job mean roughly the same
in this sentence. However, point out
that work is uncountable, and while a
job is the name of the work that you do
to earn money, work is more general. It
can mean ‘job’ but it can also mean the
different activities you do in your job,
and also anything that requires effort.
A career is a progression through your
working life, probably involving several
jobs.
Salary and pay mean roughly the same
in this sentence.
If you’re out of work, you’re
unemployed. If you’re at work, you’re
at the office (or other place that you
work).
An employer pays someone to work for
them. An employee is paid to work for
someone else.
6 Tell students to work in their pairs to talk about
their own jobs using the words from exercise 5.
If they don’t have a job, they can talk about
the job of somebody they know well, or make
up a job.
Focus on: Phrasal verbs
a Go through the verbs with the class. Teach /
Elicit that these are all phrasal (or multi-word)
verbs, so they’re made up of a verb, eg deal,
and a preposition (or particle), eg with. Point
out that the meaning of the phrasal verb can’t
usually be guessed from the meaning of just
the verb. Note that at this stage, we’re just
dealing with meaning and not going into the
grammar of phrasal verbs.
Tell students to check the meaning of
the phrasal verbs (they can look them up
in a dictionary or online) and complete
the paragraph. Remind them to use the
correct tense in each gap (present simple or
continuous).
MA To help weaker students, go through the
gaps first and identify which tense is needed in
each one. For each gap, ask: Is this something
that happens regularly, or is it happening now?
Check answers with the class.
Unit 3
69
Answers
Answers
1 work for 2 go in 3 working on
4 deal with 5 work out 6 look for
5 and 8 are the least polite as they use
imperatives. Note, however, that sentence
5 also uses please, which does make it
more polite than sentence 8.
Sentence 7 could also be considered less
polite than the others.
b Put students in pairs to ask and answer the
questions. Tell them to look at the questions
and underline the phrasal verbs first. Elicit
feedback from the class.
Extra idea: Ask students to say what they
answered for the first question. Put the
class into two groups – those who think
it’s better to work for a big company and
those who think it’s better to work for a
small one. Ask each group to write five
reasons why they think they’re correct,
then give groups one minute to try and
convince the other group of their position.
2 Go through the instructions and model an
example dialogue with a strong student. Make
a request or give an instruction, eg Could you
open the door, please? and ask the student
to do the action. Choose another student and
give an instruction, eg Tell Tia to stop writing.
The student should follow the instruction or
give a reply, eg OK.
Put students in groups to practise making
requests and giving instructions. Monitor
groups as they practise, making a note
of any common problems with grammar,
pronunciation or intonation.
Everyday English p33
Giving instructions; making requests
1 Go through the verbs in bold and check
comprehension. Ask: What word comes after
each verb? Elicit that it’s an object ( you, Yoko,
him, etc). Ask: What comes next? Elicit that
it’s an infinitive with to (to think, to do, to
come, etc). Explain that we often use this
structure (verb + object + infinitive) to give
instructions or make requests. Point out that in
the negative, we say not to, eg Tell him not to
do that. Look at question 1 together. Ask: Can
we say ‘We want to think about this carefully’
here, or does that mean something different?
Teach / Elicit that it has a very different
meaning to We want you to think about this
very carefully.
Refer to the grammar reference on SB page
76 now or at the end of the lesson and go
through it with students.
Ask them to read the sentences and work
out which ones sound the least polite. Ask:
Why do you think they aren’t as polite as the
others? Show how we use modal verbs such as
can, could and would to be more friendly and
polite.
3 Explain that you’re going to watch a video
(or just listen to a conversation) between a
manager and an employee. Go through the
questions with the class and tell students to
look at the photos. Ask: Which person do you
think is Luke? Which person is Mehmet? Make
sure they’re clear about the difference between
a manager and an office worker.
Students work in pairs or small groups to
predict answers to the questions. Elicit a few
ideas from the class, but don’t tell them if
they’re right or wrong.
4
Decide whether you’re going to use
the video or simply play the audio. Pre-teach
document, urgent and chat. Play the video or
audio for students to watch or listen and check
their predictions.
1.41 6
Answers
1
2
Luke asks Mehmet to look at a
document.
He tells them to get back to work.
Transcript
LUKE
MEHMET
LUKE
70
Unit 3
Could you take a look at this
document, Mehmet?
No problem.
When can you do it? It’s pretty urgent.
MEHMET
LUKE
MEHMET
LUKE
MEHMET
LUKE
MEHMET
LUKE
I’m very busy today. Let me think …
I can look at it first thing tomorrow.
Is that OK?
That’s fine, but I need you to write a
report on it by Friday.
Sure thing. You’ll have it on Friday,
that’s a promise.
Excellent!
I’m getting a coffee, do you want one,
Luke?
Thanks, yes, I’ll have it black, no sugar.
And, um, can you tell everyone to stop
chatting and do some work?
You tell them, Luke. They’ll run to their
desks!
Hey, guys, get back to work!
Refer to the grammar reference on SB page 76
now or at the end of the lesson and go through it
with students.
8 Tell students to look at the sentences in
exercise 1 again. Put students in pairs and tell
them to take turns reading out a sentence,
then making a decision or a promise. Model
the first one as an example with a strong
student. Elicit ideas for a relevant response,
eg OK, I’ll think about it very carefully.
MA As an extra challenge, stronger students
could write two or three more sentences
and use these to elicit a response from their
partner.
Extra idea: Create a grammar quiz with
ten to 15 sentences and questions that
review the language from this unit. Put
students in small groups and get them to
answer the questions together. Tell them
they can look in their books to help them.
The team with the most correct answers at
the end is the winner.
Useful expressions
5 Go through the phrases in the box. Ask
students to complete the conversation, then
compare answers with a partner. Don’t check
answers as a class yet.
MA To provide help for weaker students, play
the video or audio again before students
complete the conversation.
Example questions:
1 Which sentence is a future
arrangement? ‘I’m meeting Tom at the
restaurant tomorrow’ or ‘I’m going to
visit my friends at the weekend’?
2 Which sentence is a prediction? ‘I think
it’s going to rain’ or ‘I’m going to meet
my friends next week’?
6 Play the video or audio again (up to Excellent!)
for students to check their answers.
Answers
1 take a look 2 No problem 3 pretty
4 Let me think 5 first thing 6 Sure thing
7 that’s a promise
we don’t say … / we say …
Instant decisions and promises
This section focuses on the following areas:
omission of to in the structure verb + infinitive
incorrect future tense use for talking about an
intention
incorrect future tense use for a prediction
incorrect use of don’t for a negative instruction
Ask students to cover the green we say … side
and see if they can correct the mistakes themselves
before they look and check.
•
7 Read the sentences in the table and teach /
elicit the difference between an instant
decision and a promise. Point out that very
often they’re the same thing.
Tell students to turn to SB page 81 and look
at transcript 1.41. Tell them to find all the
examples of will in the conversation and work
in pairs to decide whether they’re an instant
decision, a promise or a prediction. Elicit a few
answers from students, then check answers as
a class.
•
•
•
Answers
a) I’ll have it black
b) You’ll have it on Friday
c) They’ll run to their desks!
Unit 3
71
How we live
UNIT
FOCUS
present perfect v past simple; for and since; already, yet, just
VOCABULARY: technology, household items, household tasks
FUNCTIONS: opening and closing a conversation
GRAMMAR:
Lesson 1 Have you ever
written a blog? pp34–35
Aims
The focus of this lesson is to introduce a series of
words and phrases to do with technology, and to
focus on the different uses of the present perfect
to describe past experiences and the past simple
to give more details. Students then talk about their
own experiences with technology.
Note: It would be useful to bring in some photos
of people using technology for this lesson, in
particular people looking at their mobiles instead
of each other in a restaurant or home situation.
You first!
Tell students to talk with a partner about how
long they spend online each day. Ask: Do you
think you spend too long using laptops, tablets or
smartphones? Elicit feedback from the class and
ask for their reasons.
Vocabulary Technology
1 Read the definition of technophobe together.
Check comprehension of advanced technology
by asking for more examples, eg a mobile
phone, tablet. Then ask students to discuss the
question.
2 Explain / Elicit the fact that How technological
are you? means ‘How much do you like using
technology? How good are you with it? Do you
have problems using it?’. Go through the quiz
with the class first. Find out how many people
already know the words in bold – many of
these are the same in different languages, so
they may be able to guess the meaning if they
don’t know it already. Put students in pairs to
work through the words. They can either use a
dictionary or look them up online if they don’t
know them.
Answers
gadgets = small devices or machines with a
particular purpose
72
Unit 4
e-reader = a small computer on which you
can read books
download = to copy or move programs
or information into a computer’s memory,
usually from the internet
software = computer programs
hardware = the physical and electronic
parts of a computer
blogs = online diaries
printer = a machine linked to a computer
that prints onto paper
put it right = correct or resolve something
3 Do the first question with a student as an
example. If they answer yes, give them one
point. Tell students to do the quiz with a
partner and give a point for each answer as
follows: 1 Yes, 2 No, 3 Yes, 4 Very important,
5 Yes; yes, 6 Yes, 7 Yes. Explain that if they get
7 points, they’re very good with technology.
It would be a good idea for students to
alternate asking questions, rather than one
person asking all the questions, then swapping
over. This will help to keep the interest level up
and will encourage interaction and speaking.
Ask: How many people in the class are / aren’t
very good with technology?
You could do exercises 1 and 2 on Technology in
Vocabulary plus at this point.
Reading
4 Ask: What do you think ‘opposites attract’
means? (When people are very different,
they often like each other.) Do you think it’s
true? Ask for ideas and reasons. Allow time
for students to read the article and quickly
describe Fergus and Dan.
Suggested answers
Fergus is an artist. He hates technology and
has never used a computer.
Dan is a journalist. He loves technology but
realises that face-to-face communication is
important too.
Tip: It’s a good idea to set a focus question
(with an answer that can be found
somewhere near the end of the text) to
give students a reason to read quickly for
gist. Ask them to write down the answer.
They’ll often just try to underline it,
but it’s better if they write it, as this
gives you a clear visual sign that they’ve
finished reading.
6
Ask students to discuss the questions
together. Elicit class feedback and find out their
ideas and opinions.
THINK
Extra idea: You could also tell students
to think about the advantages and
disadvantages of e-readers. Ask: Do you think
e-readers will ever replace printed books?
Grammar Present perfect v past simple
Extra idea: Write the title of the article
Opposites attract on the board. Ask
students to work with a partner and write
down as many words as they can using the
letters in the title. Model the activity on the
board with words like sit and act so they can
see what to do. You could make this into a
competition by setting a short time limit.
5
Go through the list of things and
write them on the board. Check students
understand personal (Phone calls are so much
more personal). Tell students to write down
everything they can remember from the article
about these things and Fergus. Tell them to
check with a partner and see who remembered
the most things. Get feedback from pairs, then
give them time to read the article again to
check their answers.
MA Encourage stronger students to give a little
bit more detailed information. You can get
slightly shorter answers off weaker students,
as they may not yet have the language or
confidence to give longer answers. Point out
that comprehension is the aim here, not using
language correctly.
Answers
1
2
3
4
5
Fergus has never used a computer.
When someone gave him one, he put it
in a cupboard.
He has used a mobile phone, but only
for phone calls, not for texts.
He thinks phone calls are more personal
than text messages.
He has never watched a video on
YouTube.
He read Dan’s latest blog last week.
7 Write Fergus and I have been friends for a
long time and Five years ago a friend gave him
an old desktop computer on the board. Ask
students to look at the sentences and identify
the tense in each sentence.
Tell them to read the article again and find
other examples of the present perfect and past
simple. Then ask them to complete the table.
Check answers as a class.
Answers
present perfect: have been, has never used,
Has … ever used, hasn’t watched, has read
past simple: gave, put, called, showed
1 has 2 has not / hasn’t 3 Has 4 hasn’t
5 Have 6 have / ’ve 7 used 8 did not /
didn’t 9 did; read
Refer to the grammar reference on SB page 76
now or at the end of the lesson and go through it
with students.
8 Highlight used in the first sentence. Use it to
teach / elicit the meaning of past participle.
Ask: What’s the infinitive? (use). Tell students
to underline the remaining past participles and
write down the infinitives.
Note: Sometimes students confuse the second
and third person forms of the verb, so it’s
helpful to elicit the difference and show them
that the past participle has the auxiliary verbs
have or has before it.
Answers
used – use; watched – watch; read – read;
written – write
9 Focus on the sentences in the grammar table
again and tell students to use them to work
out and complete the rules.
Unit 4
73
Elicit extra example sentences from the article
that talk about the past in general ( He has read
a blog), say when something happened exactly
(He called me yesterday), or use ever and never
(Has Fergus ever used a mobile phone? He has
never used a computer ).
Answers
1 present perfect 2 past simple
3 present perfect
Answers
1
2
He sent an embarrassing email to the
wrong person.
She got a text message from a stranger.
Transcript
1
MAN
WOMAN
Did you know?
Check comprehension of negative. Tell students
to read through the facts, then ask: Which fact
surprises you most? Why do you think respondents
said people need technology too much? Do you
agree? This provides an opportunity to discuss the
effects of smartphones, etc on social interaction.
Extra ideas: If you brought in a picture of
people looking at their smartphones instead
of talking to each other, show it to students
and ask: What do you think of this picture?
Is it a typical situation?
Tell students to do a survey on mobile
devices and their effect on concentration at
school and work. You could include some of
the questions below or get them to create
their own: Do smartphones distract you
when you’re working? How often do you
check your phone for messages? Do you
look at messages or send texts in lessons?
Do you think mobile devices help you learn?
Have the internet and mobile devices helped
you get better grades or not?
Listening and speaking
10
11
To introduce the listening activity,
ask students to look at the photos and guess
what’s happened. Elicit ideas from the class
and encourage lots of active guessing.
GUESS
Tell students they’re going to hear people
talking about the situations in the photos. Play
the audio for students to check their ideas. Find
out how many guessed correctly.
2.2
Play the first conversation again and ask
students what the tenses are. Point out that
once we start giving details, we use the past
simple (It was terrible, I wrote an email, I said
my boss was ..., etc).
74
Unit 4
MAN
WOMAN
2
WOMAN
1
WOMAN
2
WOMAN
1
WOMAN
2
Have you ever sent an
embarrassing email to the wrong
person?
No, I’ve never done that, have you?
Yes, I have. It was terrible. I wrote
an email about my boss to a
friend. I said my boss was really
horrible. And I sent the email to
my boss by mistake!
Oh no! What happened?
I got a text message from
someone I didn’t know yesterday.
Have you ever received a text
message from a stranger?
Yes, I have. It said, ‘It’s been a
long time. I’m thinking about
you.’
Interesting! Did you reply?
Yes! I …
12 Play the audio again and ask students to
work individually to think about how each
conversation could end and to make notes.
Elicit a few ideas from the class.
MA Tell students to work in pairs to think
about a suitable ending for each conversation.
13 Put students into groups to discuss their ideas.
Tell them to use the notes they made to help
them as they talk together. Then ask them to
walk around the room and share their ideas
with other students. Elicit ideas from the class
and take a vote on the best ending.
14 Write the first question on the board, then
quickly review the present perfect and adverbs
ever and never. Ask: Have you ever published
a book online? Elicit the answer: I’ve never
published a book online.
Ask concept-checking questions, eg When do
we use ‘ever’? (in questions), When do we use
‘never’? (in negative sentences) and Where
do ‘ever’ and ‘never’ go in the sentence?
(between have and the past participle).
Ask students to create questions, then
encourage them to check in pairs.
Answers
1
2
3
4
5
6
15
Have you ever published a book online?
Have you ever sent an email to the
wrong person?
Have you ever received a text from a
stranger?
Have you ever written a blog?
Have you ever tried online dating?
Have you ever lost a / your mobile
phone?
Reading and speaking
1 Pre-teach achieve and countryside. Ask
students to read the short text and think about
their dreams, then work with a partner and
tell each other their hopes and ambitions.
Suggest they start with the phrase My dream
is to ... This could also be done as a guided
visualisation. Tell students to close their eyes,
then read the text to them. You could also play
some gentle background music to relax them
as they imagine the future.
EVERYBODY UP!
This is a chance for
everyone to move around and re-energise.
Before they start, ask students to work
individually and write two more questions
like the ones in exercise 14. Then tell them to
walk around the room and ask and answer all
the questions. Explain that when somebody
answers yes, they must ask more questions to
find out what happened. Monitor pairs as they
work, making a note of any common problems
with grammar – particularly the correct use of
the present perfect and past simple.
16 Read the statement from the end of the
first paragraph in the article. Ask students
to discuss the questions in groups, then ask
for class feedback to find out their ideas and
reasons for their opinions.
Lesson 2 Have you ever had a
dream? pp36–37
Aims
The focus of this lesson is to provide practice of
the present perfect, particularly with the adverbs
for and since to describe a period of time and
a point in time, and also to learn the language
required to talk about other peoples’ lives.
Warm-up
Divide the class into two. Ask one group to
describe photo 1 on SB page 36 and the other
group to describe photo 2. When they’ve finished,
tell students to work with somebody from the
other group and describe their photo.
Tip: To introduce the text and encourage
predictions about the topic, tell students
to look at the photos on SB page 37 and
guess where Georgina lives. Ask: Who are
the people in the photos? What job do you
think Georgina does? This helps to create
interest in the text and gives students
a reason to read and find out if their
predictions are correct.
2 Write both questions on the board: What was
Georgina’s dream? Did she achieve it? Ask:
What does the title ‘Living the Dream’ mean?
Encourage students to read the article quickly
and answer the questions. Set a short time
limit so they read for gist. Ask one or two
students to come and write their answers on
the board under the questions. Find out how
many people had the same answers.
MA You could ask stronger students to
quickly read the article and find the names
of as many places, cities, regions and
countries as they can.
Answers
1
2
Her dream was to live in a house in the
mountains and share it with people of
different nationalities.
Yes, she did.
3 Tell students to read the article again more
slowly and find words that match the
definitions. Teach / Elicit the meaning of
relationship in question 3 and ask students
what they think fortunate means.
MA For more support, tell students which
paragraph the words are in (1 paragraph 1,
2 and 3 paragraph 2, 4 paragraph 3,
5 paragraph 4).
Unit 4
75
Answers
1 realised 2 Inuit 3 broke up 4 share
5 tiny
4
To introduce the more detailed reading
section, ask students to look at the photos
with a partner and see if they can relate them
to things they remember from the text. They
then answer the questions individually or in
pairs before reading the article again and
checking their answers.
Answers
Photo 1: This town is in Greenland.
Georgina taught English there.
Photo 2: This is Copenhagen. Georgina was
there from 1990 until 1997.
Photo 3: It’s in the Pyrenees in the northwest of Spain (the Basque country); it now
has seven bedrooms and eight bathrooms.
Photo 4: He’s a lawyer.
Photo 5: They learn Spanish, discover the
Basque culture and go for long walks in the
mountains.
Grammar for and since
5 Focus on the diagrams in the grammar box and
teach / elicit the different uses of for and since.
Tell students to read the article again, then
look at the grammar box and try to complete
the rules together. Point out that both answers
may be correct.
Answers
1
2
3
4
6 P
2.3 Vowel sounds are sometimes
difficult for students, so it’s helpful to highlight
the differences and do plenty of repetition
drilling. Write the words see and since and
the sounds / i:/ and /ɪ/ on the board and ask
students to repeat them. If they have difficulty,
model the sounds and tell them to watch the
shape of your mouth. They’ll notice that your
mouth is wider when you make an / i:/ sound.
Read the conversation with a strong student
and ask the other students to listen. Then play
the audio while students listen and circle the
short vowel sounds and underline the longer
sounds. Don’t check their answers yet.
Transcript
A
B
1
2
A
Underline the words for and since, then
ask concept-checking question, eg Which
sentences show when something started?
(1 and 2) Which sentences show a length or
period of time? (3 and 4) When do we use
‘since’? (to show when something started)
Unit 4
a specific point in time
a period of time
present perfect
past simple, present perfect
Refer to the grammar reference on SB page 77
now or at the end of the lesson and go through it
with students.
To present the grammar in a different way, you
could ask students to read the article again,
then write the following sentences on the
board:
She has lived there since 2001.
Georgina has owned a successful holiday
company called Pyrenean Experience since
1999.
3 They’ve been together for many years now.
4 People have lived there for thousands of
years.
5 She lived in Copenhagen for seven years.
76
When do we use ‘for’? (to show a period of
time) Which sentence is past simple? (5) Do
we use ‘since’ in present perfect or past simple
sentences? (present perfect) Do we use ‘for’
in present perfect or past simple sentences?
(both).
A
B
How long have you been here?
We’ve been here for about three weeks.
When did you arrive?
Just this morning.
You must go to the beach.
We’ve been. The sea is green!
Extra idea: Write the words ship, sheep,
bean, bin, leave, live, chip and cheap on
the board and get students to match them
to the correct sound.
7 P Play the audio again for students to check
their answers. Point out that in have you been
in line 1 and We’ve been here in line 2, the ee
sound is short, unstressed – / ɪ/. In line 5, been
is a stressed sound ( We’ve been) so the sound
is long – / iː/.
Ask students to practise the conversation in
pairs, focusing particularly on the short and
long i sounds. Monitor pairs as they practise,
making a note of any common problems with
pronunciation or intonation.
person, but they have different information
and must find out the missing details by asking
questions. Give them a few minutes to prepare
and think of the questions they’d like to ask.
Answers
When they’ve finished, tell them to take turns
to ask and answer questions to complete the
information. They then work individually to
write questions about Jake using the present
perfect, eg How long has Jake known Kay?
How long has he been married? Tell them
to work in their pairs to ask and answer the
questions they’ve written.
/ɪ/: been (line 1 and line 2), did, this,
morning
/iː/: we’ve, three, weeks, beach, we’ve,
been, sea, green
8 Do the first sentence together with the class
as an example and elicit the correct verb tense.
Ask: Is Georgia still in Copenhagen? (No) Is it
still happening, or is it a finished action in the
past? (It’s finished) When did she leave? (In
1997) So do we make the question in the past
simple or present perfect? (past simple).
Ask students to work in pairs and make the
questions and answers using the past simple or
present perfect.
Answers
1
2
3
4
5
6
7
How long did Georgina live in
Copenhagen? She lived in Copenhagen
for seven years.
When did Georgina arrive in the Basque
country? She arrived in the Basque
country in 1999.
How long has Georgina had her house?
She’s had her house since 2003.
How long has Georgina owned her
holiday company? She’s owned her
holiday company since 1999.
How long has Georgina lived in the
Basque country? She’s lived in the
Basque country for over [14]* years.
How long has Georgina known her
husband? She’s known her husband for
many years.
When did Georgina and her Danish
boyfriend break up? They broke up
about 20 years ago.
Finally, ask pairs to say what they know about
Jake (without looking at the information).
Ask the other students to say if the things are
correct or not.
10 Ask: What kind of information is in the
article about Georgina? Elicit the main things
from her story, eg place of birth, early life,
education, where she lived, life experiences,
family and career, likes and dislikes, and write
them on the board. Allow time for students to
work individually to write questions to ask a
partner about their life using the headings on
the board. When they’ve finished, tell them to
take turns to find out information about each
other by asking their questions. Remind them
to make notes of their partner’s answers.
11 Ask students to write a biography of their
partner, using the notes they made in exercise
10. Encourage them to use the present perfect,
past simple and the adverbs for and since.
Tip: Read through students’ work and use
correction symbols for different types of
mistake, eg ‘S’ for spelling mistakes, so
that when you give the writing back, they
can correct the mistakes themselves and
write a second draft. This encourages them
to notice mistakes and really think about
how to correct them, and also increases
grammatical accuracy.
* Note that the answer will depend on the current year.
You could do exercises 3–5 on Relationships
in Vocabulary plus at this point.
Speaking and writing
9 Check students understand what they have to
do in this information-gap activity. Explain that
they each have information about the same
Explore
Ask: Would you like to visit a place like the
Pyrenees and discover the Basque culture? Find
out what kind of holidays students would like
and tell them to look online for an ideal holiday
destination. You could get them to do this for
homework and make a poster presentation in
Unit 4
77
class, which includes information about places of
interest and historical facts, as well as an itinerary
of activities and events available.
Answers
A iron B dishwasher C washing machine
D dustbin E kettle F freezer G fridge
H vacuum cleaner
Lesson 3 I’ve just done it.
pp38–39
Extra idea: Ask students to categorise the
household items into two lists: Things I could
live without and Things I couldn’t live without.
Aims
The focus of this lesson is to learn words for
talking about household items and to introduce
the use of just, yet and already with the present
perfect to talk about things that have been
recently completed or describe things that will
happen in the future. Students also discuss
differences in attitudes to housework.
Note: It would be useful to research and bring in
a photo of a messy teenage bedroom for students
to work with in exercise 5. You could also research
images of different household objects.
3
Go through the verbs first, then the
phrases and check comprehension. Point out
that all these words can be used together to
make household tasks. Ask students to match
the words and phrases to make verb–noun
collocations.
2.4
Play the audio for students to check their
answers, then play it again for them to repeat
the phrases.
Ask: How do you feel about housework? Ask
students to work together and discuss the
question. Get class feedback and get their ideas
and opinions.
Note that you can also clean some of the other
items, eg the fridge, the kitchen floor, but
we’ve given the most common collocations
(clean the bath / the shower ) in the audio. You
can also empty a washing machine and use a
bath / shower.
Vocabulary Household tasks
Transcript and answers
You first!
1
THINK
Ask students to talk about the photo
in pairs and answer the questions. Teach / Elicit
that to talk about a decade, we say the 1950s
or the 50s, the 60s, etc. Get class feedback
and encourage lots of discussion about what
people wear to do housework.
Answer
1
It’s from the 1940s or 1950s.
2 Check the household vocabulary and ask
students to match the words with the pictures.
Help with the pronunciation of tricky words
such as iron (silent ‘r’) and vacuum. Students
sometimes pronounce the silent ‘r’ in iron and
have difficulty with the diphthong + schwa
combination: / aɪən/. Also explain that students
will often hear hoover as another way of
saying vacuum cleaner. Hoover is a well-known
brand of vacuum cleaner and the name has
become synonymous with the object.
78
Unit 4
clean: the bath, the shower
do: (the) housework, the ironing, the washing
up
empty: the dishwasher, the dustbins, the fridge
make: your bed
use: the washing machine, the dishwasher
vacuum: the carpet
wash: the kitchen floor
Culture note: In American English, a
dustbin is called a trashcan. Americans
also say wash the dishes instead of do the
washing up.
Extra idea: To review vocabulary in a fun
way, play a memory game. Make small
cards showing different household items.
Put students in pairs and give each pair
a set of cards. Tell them to turn the cards
over so they can’t see the pictures and
spread them out across the table. Students
take turns and turn over two cards. If they
find a matching pair, they keep the cards.
If the cards are different, they have to turn
them over again. The person with the most
cards at the end is the winner. To reinforce
the words, tell students that every time
they turn a card over, they have to say what
the household task is.
Transcript
We all have to do household tasks – we have
to make the beds, clean the shower, put out
the dustbin. The question is, who does them?
People with enough money usually employ
a cleaner. But not everyone with money has
a cleaner. Some people actually enjoy doing
housework! The other big question about
household tasks is, of course, is the man in
your household happy to vacuum or wash the
kitchen floor? So we asked people, ‘Do you
like doing housework?’ and ‘Who does the
housework in your household?’.
4 In this 3x3x3 activity, put students in groups
of three to talk about household tasks they
dislike. Note that their decision must be
unanimous – they must all dislike the three
tasks. Set a time limit of three minutes.
When they’ve finished, get class feedback to
find out the least popular chores.
5
Write there is / there are on the board
and quickly review prepositions of place. Tell
students to close their books, then, in pairs,
ask and answer questions about the photo.
They can then look and check their answers.
MA For extra support, allow students one
minute to look at the photo before they do
the task.
Extra ideas: Put students in pairs and tell
one student in each pair to look at the
picture in the book and say five true or
false sentences about it. Their partner has
to close their book and try to remember
what things there are. If they think the
sentence is true, they say Yes, there’s a …
and if it’s false, they say No, there isn’t a …
Students take turns describing the picture.
If you brought in a picture of a teenager’s
bedroom, show students the picture (on
the board or by using a digital projector)
and tell them they have one minute to look
at it and remember everything they can.
Give them two minutes to write everything
that needs to be tidied up in the room.
Listening 1
6
Tell students they’re going to listen to
the introduction to a radio programme about
housework. Play the audio and tell them to
listen for the two questions people were asked.
Encourage students to compare their ideas.
2.5
Extra idea: This could also be done as a
dictation.
7
Go through the icons in the table.
Explain that the thumbs up and thumbs down
images signify like and dislike; the other icons
answer the question Who does the housework
in your household? – the bucket signifies a
cleaner. Tell students to listen and tick the
information about each person. Play the
audio, pausing as necessary, then play it again
for students to check their answers. Check
understanding of the word dust.
2.6
Answers
woman 1
man 1
man 2
woman 2
man 3
Transcript
WOMAN 1
Answers
Do you like doing housework?
Who does the housework in your household?
MAN 1
I hate doing housework, it’s so
boring. But I also don’t want to live
in a dirty house and I certainly don’t
have money for a cleaner. Both
Gavin and I work and we share the
housework between us. Gavin’s very
good, he never complains.
My wife does the housework, she’s
a housewife and we have three
children, two are under five. I have a
full-time job, and I take work home,
I don’t have time to do housework.
Unit 4
79
MAN 2
WOMAN 2
MAN 3
I love doing housework, it’s relaxing.
Ironing – I love it. I vacuum every day,
of course – dust isn’t good for you
– and I wash the kitchen floor every
day, too. My mum did the same. I live
alone and I like a clean house. I’ve
just done the ironing.
Who does the housework? Um, we
all do – but not very often, I’m afraid.
I share a flat with friends – they’re a
couple – and none of us enjoys doing
housework, so our flat isn’t exactly
clean. There are more important
things in life than a clean house.
I’ve never done housework. I have a
cleaner, she comes in every day and
she does everything, makes the beds,
cleans the kitchen.
8 Describe your own work and household
situation as a model first, eg I’m a teacher
and I share a flat with two people. We share
household tasks, but I don’t enjoy doing
housework! We wash the kitchen floor once a
week. I usually do my preparation for this class
on Sunday evening. I haven’t cleaned my room
yet this week! Put students in small groups
to discuss housework in their own home.
Encourage them to ask extra questions, eg
Who usually does the housework? How often
do they do it? Is it important for you to have
a clean and tidy house? Which things do you
most like or dislike doing? Would you like to
have a cleaner? Get class feedback and check
their ideas and opinions.
De-stress!
Read the short text and check students understand
why it’s a good idea to have plants around you.
Ask: What plants do you have in your home or
workplace? This will be challenging for their
vocabulary, so you can ask them to describe a
plant, or search for the English equivalent online
or come to the board and draw it.
Grammar already, yet, just
9 Focus students on the pictures and ask them
to predict what’s happening in each one. Elicit
lots of ideas.
Then ask students to read the dialogues and
match them with the pictures. Finally, put
students in pairs to read the dialogues aloud.
80
Unit 4
Note: Students sometimes have quite flat
intonation, so tell them to listen as you read
out the dialogues, then to underline the
stressed words in each sentence and listen for
the rising intonation in yes / no questions and
falling intonation in wh- questions.
Answers
1C 2A 3B
10 Look at the sentences in the grammar box
and tell students to complete them with the
correct word. Encourage them to look back at
the dialogues in exercise 9 to help them. Ask
questions to check understanding, eg Which
word do we use to say we did something a
short time ago? (just) Which word do we use
to say we did something earlier than people
expected? (already) Which word do we use to
say that something will happen in the future
or to ask if something has happened? (yet).
Check answers with the class.
Answers
1 just 2 already 3 yet 4 yet
Refer to the grammar reference on SB page 79
now or at the end of the lesson and go through it
with students.
11 Ask students to complete the rules. Check the
answers as a class and ask students to write
personalised sentences about things they’ve
just done, haven’t done yet or things that have
already happened. Also teach / elicit that just
and already usually come between the auxiliary
verb and past participle, and yet is located at
the end of present perfect sentences.
Answers
1 Just 2 already 3 yet 4 yet
Listening 2
12
Write on the board: What are Tomas
and Max doing and why? Play the audio for
students to listen and write their answer. Play
the audio again if necessary for them to check
their answers.
2.7
Answer
Answers
They’re tidying and cleaning the flat, as
Max’s parents are coming for the weekend.
1
2
3
4
5
Transcript
This place is a mess! Have you
vacuumed yet, Tomas? It doesn’t look
like it.
TOMAS I’ve just done the sitting room. I haven’t
done the bedrooms yet. I’ll do them
now.
The hall, don’t forget the hall ...
MAX
TOMAS What time are your parents arriving?
Seven thirty.
MAX
TOMAS OK, we have five minutes. They’re
staying the whole weekend, aren’t
they? I’ve never met your parents. What
are they like?
They’re OK. They, er ... they hate
MAX
untidiness.
TOMAS Great, great! How do they feel about
dust?
They hate that too. Hmm … This floor
MAX
needs washing.
TOMAS We don’t have time to do that. At least
they have a bedroom to sleep in. It’s a
good thing Jon’s away for the weekend.
Hey, we must change the sheets.
I’ve already changed them. I did that
MAX
last night.
TOMAS Cool! Oh – I haven’t put the food in the
oven yet. And the vegetables, let’s get
them out of the freezer.
I’ve already done that. I’ll put them in
MAX
the pan. … Oh no, they’re all over the
floor now … Hi, Mum, hi Dad!
Hello!
MUM AND DAD
It’s great to see you! So this is your new
MUM
flat! Hmm …
Have you ever thought of getting a
DAD
cleaner?
MAX
13 Tell students to decide if the statements are
true or false. Give them time to read the
sentences so they know what they’re listening
for. Play the audio again for them to check
their answers. Pause as necessary to help
students check.
6
false: He hasn’t vacuumed the
bedrooms or the hall yet.
false: He hasn’t met them before.
false: Max has changed them.
true
false: Tomas hasn’t put it in the oven
yet.
false: They haven’t visited the flat
before.
MA For extra support, tell students to look at
transcript 2.7 on SB page 81. This will make it
easier to work out who has done each thing.
Extra idea: Draw three columns across
the board and label them something
that happened sooner than we thought,
something that happened a short time
ago and something we think will happen
soon. Tell students to listen carefully and
write down sentences they hear with
already, just and yet. Play the audio again
for students to do the activity. Get them
to check together, then compare with the
transcript on SB page 81.
Something that happened sooner than
we thought: Max has already changed
the sheets. Max has already taken the
vegetables out of the freezer.
Something that happened a short time ago:
Tomas has just vacuumed the sitting room.
Something we think will happen soon: Tomas
hasn’t vacuumed the bedrooms yet. Tomas
hasn’t put the food in the oven yet.
Speaking
14
Students discuss the questions in
pairs. Get class feedback to find out their ideas
and opinions and encourage further discussion.
THINK
Art & Music
For the painting, tell students to look at SB page
67 to see a bigger image. Tell them to read the
questions individually or in pairs, then check their
answers online.
For the song, elicit what students need to search
for and tell them to find a video for the song. You
could encourage them to search during class with
their smartphones or do the task for homework.
Unit 4
81
Extra questions for class or homework
Art
What can you see in the painting?
Describe what the woman is doing.
Music
What does the singer say she can do when
she’s cleaned the floor?
Find the name of another song by the B52s
and read the lyrics.
Answers
Art
Extra idea: Create an art and music
webquest. Select three websites about
Johannes Vermeer and two sites
for the B52s. Make a set of reading
comprehension questions about both and
provide the links for students. They have to
read each web page to find the answers.
Vocabulary plus p40
Technology
1
Johannes Vermeer was a 17 th-century
Dutch painter. The painting is called The
Milkmaid , but in fact the woman is a
kitchen maid and helps with the cooking
and cleaning.
Music
‘I am doing my housework’. The singer says
she needs a man to move in with her and
help her clean, pay rent and do the dishes.
Answers
1B 2E 3C 4A 5D
Transcript
A You turn the computer on or off here.
B You often need a password to get onto a
Culture notes: The Milkmaid by
Johannes Vermeer is one of the most
famous paintings in the Rijksmuseum in
Amsterdam. It was painted in 1657 or
1658 and is considered a masterpiece. It’s
appeared in many art exhibitions around
the world.
2
Johannes Vermeer only did around 34
paintings in his lifetime. His pictures,
such as The Milkmaid, The Girl with a
Pearl Earring and The Little Street, are still
popular today. Many of his pictures show
interior views, and although there’s nothing
spectacular or extraordinary about them,
his use of bright colours and light gave a
photographic quality to his paintings.
Relationships
The B52s are an American band from
Athens, Georgia, who were famous for
chart hits such as Love Shack, Roam and
Deadbeat Club. The band consisted of Fred
Schneider, Kate Pierson, Cindy Wilson,
Ricky Wilson and Keith Strickland. Kate
Pierson’s distinctive voice also appears on
REM hits such as Near Wild Heaven and
Shiny Happy People. The B52s formed in
1976 and have sold over 20 million albums
in their career so far.
82
Ask students to look at the sentences
below the pictures and the words in bold, then
match them with the pictures. Check answers
as a class by playing the audio.
2.8
Unit 4
website.
C You click on a file with your mouse to
open it.
D It isn’t very loud. Turn up the volume!
E You click on the X icon to close a file.
3
Put students in pairs and tell them they’re
going to play a memory game. Give them one
minute to look at the sentences in exercise 1,
then tell them to cover them and write them
down from memory. They can use the pictures
to help them. Give them two minutes to write
them down correctly, then get them to look
again and check how many they remembered.
Students complete the sentences with
the words in the vocabulary box. Point out that
they can only use each verb once – and that
the verb must go with all the words in each
line. Play the audio for students to listen and
check their answers.
2.9
Answers
1 go to 2 be 3 have 4 get
Transcript
1
2
3
4
go to a wedding
be divorced / married / single / together
have a partner / a relationship
get divorced / married
4 Go through the sentences and tell students
to choose the statement that best describes
their situation. Point out that some sentences
may not be applicable for them, so they may
only underline one or two items in total. Allow
them time to work in pairs to do the activity,
then encourage them to ask and answer
questions about the statements.
5 To model the activity, describe people you
know and follow up with a few quick
questions, eg Can you remember how long
my (mum and dad) have been married? What
about my (sister)? Then ask students to talk
to a partner about people they know. Remind
them to use the new vocabulary from exercises
3 and 4.
Focus on: go
a Do the first item together with the class as
an example. Ask: What does ‘go to school’
mean? Elicit that it means to be at a place
of education. Put students in pairs to do the
remaining items, then check answers as a class.
Answers
1i 2h 3a 4d 5b 6c 7g 8f 9e
Extra idea: You could also do this activity
with the different phrases on pieces of
paper to vary learning styles and include a
kinaesthetic activity.
b Ask students to create one or two short
conversations using at least four of the words
or phrases from exercise a. Give them time to
brainstorm ideas with a partner and write their
conversations down.
c
This is a learner-centred dictation activity. Go
through the instructions with the class. Tell
students to find new partners and take turns
reading out their conversation from exercise
b. Their partner listens and writes down the
conversation. Then they read it back and
compare what they wrote with the original.
Everyday English p41
Opening and closing a conversation
1
To introduce the topic, ask: Do you
talk to people doing surveys in the street?
Do you like to talk to people, or do you try
to avoid them and walk past them? Elicit
answers from several students.
GUESS
Ask students to look at the photo and think
about how someone doing a survey might get
their attention and try to start a conversation.
Ask: What would they say? Elicit students’
ideas and write useful phrases and
expressions on the board. Then get students
to discuss the questions with their partner.
Tell them to write notes, as they’ll check their
ideas in exercise 4.
Tip: It’s often helpful to get students to think of
things from a character’s perspective, and
this often helps with listening and prompts
pair speaking activities. Ask students to
look at the title and photo and try to
brainstorm what the audio is about. Ask
them to imagine they’re the people in the
photo and to think about how each person
feels about the situation.
2 Ask students to look at the expressions and
decide which ones are formal and informal.
Point out that some can be both. Check their
ideas and get them to explain the reasons for
their answers.
Answers
A 1F/I 2I 3F 4F/I 5I 6F
B 1F/I 2F 3F 4F 5I 6I
2.10 Focus on the questions in section
3 P
A in exercise 2. Tell students to listen carefully
to the speakers’ intonation. Explain that a
big voice range means that there’s a lot of
expression in the question. A small voice
range means that the question sounds quite
flat. Play the audio for students to listen to
the questions. Elicit answers from the class,
then play the audio again, pausing after each
question for students to repeat.
Unit 4
83
MAN
Answer
In each case, the speaker’s voice range is big.
WOMAN
MAN
Transcript
1
2
3
4
5
6
Can I have a word with you?
Hi, do you have a minute?
Excuse me. Can I have a few minutes of
your time?
Do you have time for a quick chat?
How are things?
Let me introduce myself.
WOMAN
That was the last question. Thanks so
much for your time.
It was a pleasure. So when will the
survey be in the paper?
I think a couple of weeks, something
like that.
OK, I’ll look forward to it.
5 Play the video or audio again for students to
answer the questions. Tell students to discuss
their answers in pairs, then elicit feedback from
the class.
Answers
Extra idea: At this point, you could also
have students highlight the stressed words
and rising or falling intonation. To do this,
play the audio and ask students to write
the sentences they hear. Once they’ve done
this, play the audio again and ask them to
underline the words with the most stress
and draw small arrows up and down to
show the speakers’ intonation. Then put
them in pairs to practise the sentences.
4
to
use the video or simply play the audio. Tell
students they’re going to see or hear the street
interview shown in the photo at the top of the
page. Play the video or audio while students
watch or listen and check their predictions
from exercise 1. If you’re using the video, point
out the woman’s facial expressions to help with
showing what she’s thinking.
2
MAN
WOMAN
MAN
WOMAN
MAN
WOMAN
MAN
WOMAN
MAN
WOMAN
Unit 4
Excuse me. Can I have a few minutes
of your time? We’re doing a survey
and I’d just like to ask you a few
questions.
Who are you doing this for?
Oh, let me introduce myself. My
name’s Billy Walton and the survey’s
for the local newspaper.
Um, how long will this take?
Just two minutes.
OK, but no longer than that, please.
The survey’s on attitudes to
technology.
OK!
So, the first question is, …
You know, I have to go.
He’s asking questions about attitudes to
technology.
She doesn’t really want to answer the
questions because she asks how long
the survey will take and she also says
she has to go.
Extra idea: Write each line of the
conversation on a separate piece of paper,
then mix them up. Hand each line to a
different student and ask them to work
together to put the conversation in the
correct order. When they’ve finished, play
the video or audio again for students to
check if their predictions were correct.
2.11 6 Decide whether you’re going
Transcript
84
1
6 Look at the expressions in exercise 2 and ask
students if they can remember which were
formal and which informal. Play the video or
audio again while students tick the expressions
they hear. Ask: Are they formal or informal?
Ask students to give their reasons.
Answers
A 3 Excuse me. Can I have a few
minutes of your time?
6 Let me introduce myself
B 1 I have to go.
3 It was a pleasure.
4 Thanks so much for your time.
They’re formal because it’s a street
interview and the interviewer is being
polite.
7
Play the first part of the conversation
and tell students to guess what the woman
says. Elicit quick feedback to check their ideas.
2.12
Transcript
MAN
WOMAN
Hi. Do you have time for a quick
chat?
Erm …
8 Explain that you’re now going to play the
whole conversation. Play the audio for students
to check their ideas from exercise 7.
Answer
She says OK, but only if it’s quick.
Transcript
MAN
WOMAN
MAN
WOMAN
Hi. Do you have time for a quick chat?
Erm … OK, but be very quick because
I have to leave in five minutes. But it’s
good to see you.
You too. So, how are things? Is the
business going well?
Yes, it is, it’s going well, we’re so
pleased ...
…
WOMAN
MAN
WOMAN
I’m so sorry, I have to go. It’s been nice
talking to you.
See you soon, I hope. Erm … how
about going out for dinner sometime?
Great idea – when? I’m free this
evening.
9 Go through the questions with the class and
ask students to make notes, then discuss their
answers in groups. Play the audio again if they
have difficulty remembering the conversation.
Answers
1
2
3
They chat about the woman’s business
and how it’s going.
How about going out for dinner
sometime?
She thinks it would be a great idea. She
seems very enthusiastic.
11 Look again at the expressions in list A in
exercise 2. Ask: Which ones did the interviewer
use? (Tell students to look at their answers
to exercise 6.) Allow time for them to work
individually to write their questions. Monitor
students as they work, making a note of
any common problems with grammar and
helping with vocabulary where necessary.
When they’ve finished, tell them to interview
three people and make a note of their
answers. Encourage them to use some of the
expressions to open their conversations in a
polite way. Get feedback from the class about
attitudes to technology within the class.
MA For extra support, elicit some ideas for
questions before they start and write them on
the board.
12 Look again at the expressions in list B in
exercise 2. Ask: Which ones did the woman
use to end the conversation? (Tell students
to look at the answers to exercise 10.) Allow
students time to speak to different people and
have a short conversation. Remind them to
close their conversations politely.
MA For extra support, tell students to work
in pairs to write a conversation, helping them
with ideas, eg You want to talk to somebody
about a meeting . Students then practise their
conversation in pairs.
we don’t say … / we say …
This section focuses on the following areas:
incorrect tense use and use of for / since
incorrect tense use for length of time
omission of auxiliary verb have in the present
perfect
confusion between been and gone
Ask students to cover the green we say … side
and see if they can correct the mistakes themselves
before they look and check.
•
•
•
•
10 Look at the expressions in exercise 2 again. Play
the audio again while students underline the
ones they hear this time. Check answers with
the class.
Answers
A 4 Do you have time for a quick chat?
5
B 2
How are things?
It’s been nice talking to you.
Unit 4
85
Units 3&4 Review
Reading and grammar
1
2
To introduce the article, ask students
to look at the photos and the title of the article
and discuss the questions together. Check
comprehension of house husband (= a man
who stays at home and looks after the house
and children while his wife goes out to work)
and look after (children) (= take care of). Elicit
ideas from the class, but don’t give away the
answers.
GUESS
3
4
5
Extra idea: Before students read the article
in exercise 2, tell them to write three things
they expect to see in the text.
2 Pre-teach childcare. Set a short time limit so
that students read the article quickly for gist
and check their guesses from exercise 1.
Answers
1
2
3
The woman is a nurse, the man is a house
husband.
They’re married – she goes out to work,
but he stays at home.
He likes spending time with the children,
but he gets bored and feels he spends too
much time at home.
3 Quickly review the use of for, since, never, just
and yet. Look back at Unit 4 Lesson 1 (SB page
35), Lesson 2 (SB page 36) and Lesson 3 (SB
page 39) if necessary. Ask students to write
questions using the words in brackets. Check
answers quickly, then get students to ask and
answer the questions in pairs.
6
86
How long have Lola and Chris been
married?
They’ve been married since [2012].
(The answer will depend on the current
year, as the article says they got married
four years ago.)
Units 3&4 Review
How long has Chris been a house
husband?
He’s been a house husband for 15 months.
(two years minus nine months)
How long did Chris work for the software
company?
He worked for the software company for
five years.
Has Lola ever been unemployed?
No, she’s never been unemployed.
What has Chris started doing?
He’s just started looking for jobs again.
Has Chris found a job?
No, he hasn’t found a job yet.
4 Allow time for students to read the article
again and write at least three questions about
it (note that the answers must be in the
article). They then find a new partner and ask
and answer each other’s questions.
Listening and grammar
5
Explain that Chris got the job he
had an interview for. Read through the three
questions and elicit one or two ideas for each
one. Students then work individually to make
two predictions for each one. Remind them
to use will in their answers. If necessary, refer
back to SB page 30 or the grammar reference
on SB page 76. Play the audio for students
to check their answers. Check students
understand childminder .
2.14
Answers
1
2
Answers
1
pp42–43
3
She’ll be surprised.
She’ll say, ‘I’m really pleased’,
‘I understand’, ‘We’ll need to find
a childminder’. (She says a lot more
than this, but these are the three most
important things she says.)
I’ll vacuum and I’ll wash up too.
Transcript
LOLA
CHRIS
LOLA
CHRIS
LOLA
CHRIS
LOLA
CHRIS
LOLA
CHRIS
LOLA
CHRIS
LOLA
CHRIS
LOLA
CHRIS
LOLA
CHRIS
LOLA
CHRIS
LOLA
CHRIS
I’m so tired. I haven’t sat down all day
day..
Neither have I!
I’m going to bed in a minute.
minute.
Actually, I have something to tell you.
OK, what?
I have a job. I’m
I’m starting next month.
month.
Really! When did that happen? Why
didn’t you tell me?
I wanted
wanted to surprise you.
Well, I’m surprised. Tell
Tell me about the
job.
Well, you know my friend Mike? He’s
He’s
recently started a new job as manager of
a software company called Teccy, and he
told me they need someone there. So,
I went for an interview last week and I
got the job. I’m going to their office next
week to discuss it.
Well, that’
that’ss brilliant – I’m really pleased.
I know you haven’t been very happy for
a while.
No, I haven’t
haven’t and I’m very
very bored. I mean,
the kids are great but, you know, I need
a proper job.
Being a house husband is a proper job.
Well, it is and it isn’t, you know.
Well, what about all the women who are
are
housewives? You know how many hours
you work every day. You always say
there’s so much to do. It’s a proper job.
Yes, OK, that’s
that’s true. But I need to get out
of the house. I need to go out to work.
and earn some money. Then I’ll feel good
about myself.
Yeah, I really understand. We’ll need to
find a childminder.
Yes, we will. Jenny’s
Jenny’s starting school in
September. That will help. Shall we get a
cleaner?
No, I think we can do it, don’t you?
You know how much you hate doing
housework. You never vacuum.
I promise
promise I’ll vacuum. And I’ll
I’ll wash up
too.
Wow!
Extra idea: Ask some comprehension
questions about the conversation, eg Why’s
Lola tired? When’s Chris starting his new
job? What’s
What’s the software company
company called?
What’s their daughter’s name?
6 Use this exercise to evaluate how well students
have understood the different tenses for
talking about the future. If necessary, refer to
the grammar reference on SB pages 137 and
138. Students then complete the sentences
with going to or the present continuous. Elicit
a few answers and ask students to explain
why they chose a particular form. Note that
sometimes both are possible.
Answers
1 is going / is going
going to go 2 is starting /
is going to start
start 3 is starting / is going
going to
start 4 are / is going to look 5 aren’t
going to get
Speaking and writing
7 Allow time for students to discuss the
questions in small groups. Encourage them to
talk about their ideas and give reasons for their
opinions. Tell them to write short notes so that
they can use the information later.
8 Tell students they’re going to write a report
about housewives and house husbands. Before
they start, show them the layout of a typical
report so that they can follow the format easily
in their own writing. Explain that a report
has a title, it’s divided into different parts and
that each section has a heading. Encourage
students to include:
•
an introductio
introduction
n that says what the report is
about
• the feelings and opinions of the people in
the report
• recommendati
recommendations
ons and reasons for their
ideas.
Monitor pairs as they work, making a note
of any common problems with grammar and
vocabulary, and giving help where necessary.
Ask one student from each group to read out
their report and find out how many people had
similar ideas.
Extra idea: Appoint two students to make
notes of the numbers and results from the
reports on the board. The other students
should tell them what to write, eg Six
women in the class are housewives and
two men are house husbands. Two of the
women are bored. The others feel happy at
home and enjoy being with their children.
Units 3&4 Review
87
9 Look at the
the beginning
beginning of the email together
and tell the class to write the rest of it,
including information about the points in the
list. Allow a few minutes before they start so
they can brainstorm ideas with a partner.
Transcript
There are now about 1.4 million house
husbands in the UK – they stay at home while
their wives go out to work. That’s ten times as
many house husbands as ten years ago. Men
and women no longer feel that the man has
to go out to work. Childcare is expensive and
if the woman earns more money, the man is
often happy to look after the household and
family.
In China, men started to stay at home in about
2000. Some of these men prefer not to tell
others about their new role, as their image is
very important.
Traditionally, the woman has always stayed at
home in India. But in cities now, about 3% of
men are stay-at-home dads and 12% of single
men say they have no problem with the idea.
In Australia, less than 1% of men are house
husbands.
You may want to start this activity in class and
ask students to finish it for homework. Collect
the written work and use it to obtain example
sentences for review at the beginning of the
next lesson.
Preposition Park
Teach the meaning of against (I’m leaning against
the wall) and background (in the background).
Ask students to look at other pictures in the SB
and ask: What’s in the background? (There’s ...,
I can see ...). Then focus on photo B on SB page
42. Students work individually to complete the
description with the correct prepositions.
prepositions. Explain
that these are all useful prepositions to use when
describing a picture or photo.
Answers
1 against 2 in 3 against 4 to 5 in
6 In 7 of
Extra idea: Tell students to cover the
description and describe the photo, then
read the description again to check.
Cross Culture: House husbands
a
In pairs, ask
ask students to guess and
and
complete the information with the numbers.
Check their ideas, then play the audio for them
to check their answers.
2.15
Answers
1 1.4 million 2 ten times 3 ten years
4 2000 5 3% 6 12% 7 1%
88
Units 3&4 Review
b
Read through the questions first,
then ask students to discuss what they think
about the information with a partner.
THINK
Explore
Encourage students to search online to find
out more about stay-at-home dads in different
countries. They could draw up a table comparing
attitudes to house husbands in different countries,
then present a short report to the class about their
findings.
Getting away
UNIT
FOCUS
modals: must, have to,
to, can
can;; might, may, could, will probably
VOCABULARY: travel; clothes
FUNCTIONS: describing an object; speculating about the present and future
GRAMMAR:
Lesson 1 You must have a
certificate. pp44–45
Aims
The focus of this lesson is to learn more about
using modal verbs to express obligation and talk
about things we have to have or do, to practise
talking about requirements
requirements for jobs, and to write
about your ideal job.
Note: You may find it useful to research various
travel destinations for this lesson and download
some images or collect images from magazines.
You first!
Students work in pairs to talk about where they
would like to travel in the world and why. Ask:
Would you like to go on holiday, live or study there
or just have a job that involves lots of travelling?
Reading and speaking
1 To introduce the topic and ideas for this
activity, research some images of various travel
destinations and show them on your laptop,
tablet or digital projector, or just stick images
from magazines on the walls or board. Put
students in small teams to guess where each
place is. The first team to call out the answer
gets a point. The team with the most points at
the end wins the game.
Now focus on the photo of a cruise ship on SB
page 44. Find out what students know about
cruises. Ask: Where do you think the beach is?
What type of ship is it? What kind of things
do people do on these holidays? Where do
cruise ships go? Students then work in pairs to
discuss the questions. You may want to review
the difference between want and would like at
this point. Elicit feedback from pairs and find
out how many people thought of the same
advantages and disadvantage
disadvantages.
s.
2 Explain that the photo forms part of an advert
for working on a cruise ship. Before students
begin, ask them to think about what skills and
qualifications you would need to work on a
cruise ship and the kind of jobs that might be
available. Elicit a few ideas, then tell them to
complete the questions in the section called
Are you looking for
for adventure?.
adventure?. Tell them not
to worry if they don’t know all the words.
They then ask and answer the questions with a
partner.
Answers
Do you want to travel the world and earn
money?
Would you like to spend your winters in
Bali and your summers in Mauritius?
Does the idea of free meals and
accommodation sound good?
Do you enjoy meeting people from
different cultures?
Would you like to work on a cruise ship?
3 Focus on the middle section: We are looking
for waiters … Tell students to read sections
A, B and C at the bottom of the advert and
match the job descriptions with jobs from
the middle section. Ask them to give reasons
for their choice, eg Dance instructors have to
know lots of dance styles.
Answers
A scuba-diving instructors
B dance instructors
C fitness instructors
4 Now focus on the words in bold. Students
may have already worked these out from
doing exercises 2 and 3. You could also ask
questions to check comprehension of some of
the other words, eg What can help you save
someone’ss life? (a first-aid certificate) What do
someone’
many celebrities have to help them keep fit?
(a personal trainer). Check answers with the
class.
Unit 5
89
Answers
accommodation = a place to live or stay
staff = the people who work for an
organisation
certificate = a piece of paper that proves
you have a qualification
first aid = knowledge of how to help in a
medical emergency
fluent = very good at speaking a language,
like a native speaker
Extra idea: Another way to conceptcheck is to get students to write a simple
definition for each word or do a matching
activity on the board. Write the words down
one side, then the definitions (see answers
above) in a random order on the other side.
5 Go through the jobs in the advert and ask
students to talk together about which jobs
they’d like to do and give reasons why. You
could also elicit a few more jobs and write
them on the board.
Grammar must
6 Go through the sentences in the grammar box
and remind students that with modal verbs,
all forms are the same. Then look back at jobs
A, B and C on SB page 44. Ask students to
find the essential skills and requirements. Elicit
words that show something is necessary.
Answers
A Must have, Must speak
B Must be good at, necessary
C essential, necessary
7 Give students time to match the modal verbs
(1–6) with their meanings (a–e). Look out for
typical mistakes (mustn’t and don’t have to
are often confused when describing a lack of
obligation); if students have difficulty, provide
contextual examples to help them understand.
Give some situations and ask extra questions
to concept-check, eg When I fly to another
country, I must take my passport. Can I fly
without a passport? (No) Is it essential? (Yes)
What word shows it’s essential? (Must);
It’s Saturday today so I don’t have to go to
school! Do I need to go to school? (No) Why
90
Unit 5
not? (School is closed on Saturday) What
words show that I don’t need to do it? (Don’t
have to); You mustn’t talk in the exam. Is it
normal to talk in an exam? (No) Why not? (It’s
prohibited and it’s against the rules).
Point out that must and have to have a very
similar meaning, although we sometimes use
must to talk about an obligation from the
speaker (I must leave now) and have to to talk
about an obligation made by somebody else
(I have to have six months’ experience to do
this job). Elicit the opposite of must – there are
two verbs for this.
Answers
1c 2e 3d 4b 5a 6c
The opposites of must are mustn’t and
can’t.
Refer to the grammar reference on SB page 77
now or at the end of the lesson and go through it
with students.
8 Do the first sentence together with the class as
an example. Show students where to find the
information in the advert. Students then work
individually to complete the activity and correct
the false sentences.
MA As an extra challenge, students can do the
activity without looking back at the advert,
then look and check their answers.
Answers
1 true
2 false: They must have an instructor’s
certificate.
3 false: They should be couples if possible
(couples preferred).
4 false: They must be good at all dance
styles.
5 true
6 true
Speaking and writing
9 Put students in pairs and ask them to think
of a job and write a list of essential and nonessential qualities or requirements. Make sure
they understand essential and unnecessary.
Give them a few minutes to come up with six
ideas – using the list of requirements if they
want to. Remind them to use the modal verbs
from exercise 7.
MA The instruction says they can use the ideas
to help them, but they don’t have to. This
choice gives weaker students some support,
while allowing stronger students to be more
creative.
Tip: One of the main reasons speaking
activities are difficult is because students
are shy or lack confidence with the
language. It’s really helpful to put students
in pairs before speaking activities so they
can brainstorm ideas with a partner to
think of things they’d like to say.
10 Put students together with another pair to
discuss their list of requirements. Remind them
not to say what their job is – the other pair has
to guess. Monitor pairs as they work, giving
help where necessary.
Explore
Go through the jobs students came up with in
exercise 9 and write them on the board. Elicit and
add any other jobs that students find interesting.
Tell them to choose one and search online to find
out more about it. It must be a job they’d really
love to do.
11 Tell students you’re going to describe your
dream job. Describe the skills, qualities and
qualifications needed and see if they can guess
what it is. Students then write a description
of their ideal job – using the information they
found online if they want to. Remind them to
look back at the advert on SB page 44 to help
them and encourage them to use some of the
vocabulary too. You may want to start this
activity in class and ask students to finish it for
homework. If they do it in class, after they’ve
finished, tell them to share with their partner
and guess each other’s job.
12
This task encourages students to
develop their own ideas and think more about
things they need to do to become fluent in
English. Put students in groups of three to
discuss the questions. Tell them to talk about
the learning strategies they like best and list
the ones they all agree on. Get feedback from
the class. Point out that in fact they need to do
all the things on the list – they’ll all help them
to learn faster.
THINK
13 Encourage students to share other ideas and
suggestions with their partner and get class
feedback.
De-stress!
Read through the short text about doing facial
exercises. Encourage students to all try it together.
They (and you!) should open their mouth wide as
though they’re yawning, at the same time opening
their eyes wide, and then close it. They then screw
up their face, closing their eyes, then relax.
Note: Tell them to do this very gently, as it’s easy
to strain your jaw.
Lesson 2 It might rain. pp46–47
Aims
The focus of this lesson is to introduce modal
verbs to talk about future possibilities, to learn
vocabulary for the types of clothes we take on
different journeys, and to find out more about
how to travel light when going on holiday.
Note: It might be useful to bring in images of
different weather to help with talking about
probability in exercise 8, and a world map might
also be useful.
Warm-up
Divide the class into two groups: A and B. Tell
students in group A to describe the photo of the
woman on SB page 46 and students in group B to
describe the photo of the man. They then work
with a student from the other group and take
turns to ask and answer questions about the other
photo, eg What’s she wearing? Where is she?
What’s her suitcase like?
Vocabulary Travel
1
Do the first couple of words as an
example with the class. Ask: Is ‘backpack’
connected with travel? (Yes) How? (You
can use a backpack to carry things in when
you travel). Repeat with bumbag (You use
a bumbag to put your money and travel
documents in). Allow time for students to do
the activity with a partner, then elicit a few
connection ideas. Note that all the words could
be connected with travel, but only some are
directly connected (and these are given in the
answers on page 92).
2.16
Unit 5
91
Play the audio for students to listen to the
words, then play it again for them to repeat,
focusing on any difficult sounds in eg iron,
luggage, scissors, weight.
Answers
backpack (You use a backpack to carry
things in), bumbag (You put your money
and travel documents in a bumbag),
check in (You check in at an airport),
check out (You check out of a hotel),
(suit)case (You use a suitcase to carry things
in), guidebook (You use a guidebook to
help you find your way around a city or
country), journey (You go on a journey
when you travel somewhere), luggage (You
take luggage with you when you travel),
pack (You pack a bag or suitcase), travel
(You travel to different places), trip (You
often go on a trip to see something when
you’re on holiday), unpack (You unpack a
bag or suitcase), voyage (You might go on
a voyage in a boat), weight (You need to
know the weight of your bag when you
travel by plane)
Transcript
backpack, bumbag, check in, check out,
corkscrew, suitcase, guidebook, hairdryer, iron,
journey, luggage, pack, penknife, scissors, size,
travel, trip, unpack, voyage, weight, wheel
Extra idea: Ask a student to choose a
word from the list and mime it for other
people to guess. Repeat with a few
students and words.
wheel can all be verbs too, but the verb use is
higher level than Intermediate, so we’ve only
taught the noun use here.
Answers
backpack (N), bumbag (N), check in (V),
check out (V), corkscrew (N), (suit)case (N),
guidebook (N), hairdryer (N), iron (N, V),
journey (N), luggage (N), pack (V), penknife
(N), scissors (N), size (N), travel (V), trip (N),
unpack (V), voyage (N), weight (N), wheel (N)
3
These questions encourage students
to think more about some of the words in the
list and take their knowledge of them further.
Ask students to discuss the questions with
a partner. Encourage them to look in their
dictionaries or search online to distinguish the
differences between words.
THINK
Answers
1 Journey and trip are both nouns. They
have a similar meaning, but a trip is
usually shorter. Travel is a verb. Voyage
is a trip on a boat.
2 backpack, bumbag, (suit)case, luggage
(Luggage is a general term to describe
all your bags.)
3 corkscrew, penknife, scissors
4 Because they determine what luggage
you can take on the plane, and how
much luggage you can put in the hold
of the plane.
You could do exercises 1–6 on Useful things
in Vocabulary plus at this point.
Reading
Tip: Repeating a list of words with the
class helps with pronunciation such as
articulation and word stress. If students
are unsure about pronunciation, they’ll
often avoid speaking, so repetition drilling
increases confidence and helps them to
remember the vocabulary better.
2 Put students in pairs to identify if the words are
nouns (things) or verbs (actions). Explain that
check in and check out are verbs, but when
they’re spelt with a hyphen (check-in, checkout), they’re nouns. You might also want to
mention that journey, size, trip, voyage and
92
Unit 5
4 To introduce the topic and set the scene, ask
students to look at the title and the photos
and predict what the article is about. Teach /
Elicit the meaning of travelling light. Ask: What
do you think Cheryl and Arun have in their
suitcases?
Set a short time limit so students read quickly
for gist. Ask them to check their predictions.
Ask: Do you travel light, or do you take a lot of
things with you?
Tip: Remind students to try to guess any new
words from the context. If they can’t
work out a meaning, review the phrase:
What does … mean? Using the context
to work out meaning is a useful skill, as
it shows students that they don’t have to
understand every word to understand the
meaning of an article.
Extra idea: Use the text as a jigsaw
reading activity. Put students in pairs: A
and B. Student A reads about Cheryl and
student B reads about Arun. They make
notes about their text, then take turns to
share information with their partner.
5 Allow students time to read the article more
slowly, then to complete the sentences. Check
answers with the class.
Answers
1 Cheryl 2 Cheryl 3 Arun 4 Arun 5 Arun
6 Cheryl and Arun
6
Tell students to cover the article, then
answer the questions and try to remember
how often Cheryl and Arun do things. If
necessary, review adverbs of frequency by
looking at SB page 73. Students then read and
check their answers together.
Answers
1 a Cheryl always packs lots of books.
b She usually takes an iron and a hairdryer.
2 a Arun always takes his bag on the
plane with him.
b He never checks his bag in.
Tip: It would be useful to remind students that
this kind of activity forces them to exercise
their brain and relates to the information
on memory in Unit 1.
Extra idea: You could ask the following
comprehension questions: Why does
Cheryl pack lots of things to wear? Why
does she pack lots of books? What are the
advantages of having only hand luggage?
7 Look back at the questions from exercise 6
and elicit what type of words always, usually
and never are. If necessary, review adverbs
of frequency (see SB page 73). Give students
time to find other adverbs of frequency in the
article and underline the sentences where they
appear.
Answers
I may sometimes have to pay a lot to
check it in.
I often save money too.
You never know what might happen.
You can never trust the weather 100%.
Grammar might, may, will probably
8 Draw a scale of probability on the board (from
100% (certain) to 0% (not certain)), then read
out the sentences in the grammar box and ask
students to match them with different degrees
of probability. Tell students that in practice,
we don’t always differentiate between might
and may, so much depends on the intonation
– but at this stage, it’s useful to have a rule.
We sometimes use might when we think
something is possible, but not very likely.
You can also check understanding with
pictures. If you have them, show different
weather images and ask students to predict
what might, may or will probably happen. If
you have a map, you could also ask students to
predict what the weather will be like tomorrow
in different places such as Morocco, England,
Australia, etc.
Answers
1c 2a 3b
Refer to the grammar reference on SB page 77
now or at the end of the lesson and go through it
with students.
9 Ask students if they can remember what we
say when we’re sure something will happen.
Answer
will
10 Put students in groups of three to predict
things that will probably, may or might happen
in the next few days. Remind them that in this
kind of activity, they must all agree on the six
Unit 5
93
things. As they only have six minutes, they
must work fast to create a list, then make their
final decisions.
Vocabulary Clothes
11 Check comprehension of any difficult
vocabulary, eg suitable, smart, scheme. Allow
time for students to read the travel tips
individually, then work in pairs and talk about
the most useful ideas. Give them four or five
minutes to agree with their partner and list
them in order of usefulness. When they’ve
finished, tell them to compare their lists of the
best ideas with another pair.
12 Students quickly read the tips again and circle
the items of clothing. Check and help with
pronunciation if needed. Elicit more items of
clothing and write them on the board. You
could also write men and women on the board
and get students to put the clothes in the
correct category.
Answers
top, socks, tights, underwear, skirt, (pair of)
trousers, swimming things, shorts, dresses,
suits
13
Tell students to cover the tips, then try to
remember them and complete the sentences.
Tell students that they don’t need to write the
tips word-for-word – they just need to get the
general sense of what was written in the tips,
eg 1 Check the weather forecast and pack
clothes you need for the weather. Students
check answers with a partner, then read and
check against the tips.
MA As extra support, you could give students
one minute to read the information again
before they cover it up.
Answers
See text on SB page 47.
14 P
2.17 Write the sound on the board
and ask students to repeat it after you. Elicit
words that contain /ʃ/, eg shower, shopping. If
students have difficulty pronouncing the sound,
explain the tongue position (tongue pressed
against the hard palate in the middle of the
mouth, lips pressed together and rounded).
Play the audio for students to listen and repeat.
94
Unit 5
Transcript
ship, shop, Russian, Finnish, sure, sharp, shorts,
wash
15 P
2.18 Play the audio while students listen
to the tongue twister. Get them to practise and
say it as quickly as possible. Encourage them to
repeat until they do it perfectly! Play the audio
again if necessary.
Transcript
WOMAN Show me what’s in your shopping bag,
Shane.
A shirt, shorts, shoes, shampoo,
MAN
shower gel, aftershave and washing
powder. I’m shortly going on a ship to
Shanghai!
16
Tell students they’re going to hear
some instructions. They should listen and
follow the instructions, repeating parts of
the sentence. Explain that this shows them
how to break sentences into chunks to help
pronunciation. Play the audio, pausing if
necessary after each section. Note that the
last sentence is given first before it’s broken
down so that students can hear it first, then
do the backchaining before saying the whole
sentence. There are long pauses in this audio
to allow plenty of time for repetition, but
pause the audio if you need to.
2.19
Transcript
Repeat parts of the sentence and then the
whole sentence.
Shopping bag, Shane // show me // show me
what’s in your shopping bag, Shane //
A shirt, // shorts, // shoes, // shampoo, //
shower gel, // aftershave, // washing powder. //
A shirt, shorts, shoes, shampoo, shower gel,
aftershave and washing powder.
I’m shortly going on a ship to Shanghai!
Shanghai // ship to Shanghai // I’m shortly
going on a ship to Shanghai //
Tip: Backchaining (saying the last part of the
sentence first and going back) often helps
students, so talk about the strategy with
them afterwards and discuss how helpful
it was.
You could do exercises 7 and 8 on Useful
expressions in Vocabulary plus at this point.
Speaking
17
Use this activity to personalise things
and invite students to offer their own ideas
and opinions about travelling light on holiday.
Tell them to look back at the tips in exercise
11 and answer the questions with a partner.
Encourage them to add tips of their own and
get class feedback.
the phrases. Encourage students to compare
their answers with a partner, but don’t confirm
their answers yet.
THINK
Extra idea: Ask students to think about
airport and travel problems that have
happened to them. Give them a few ideas
by telling a story of your own. Maybe your
luggage was lost or damaged, things stolen
or perhaps you were delayed in some way.
Get them to talk in groups of three and
find out their stories afterwards.
Lesson 3 You should move
around. pp48–49
Aims
The focus of this lesson is to use the modal verbs
should and shouldn’t for giving travel advice and
suggestions to avoid jet lag, and enabling students
to talk about their experiences and things they do
or don’t do on long-haul and overnight flights.
Warm-up
Tell students to keep their books closed, then read
out the title of the lesson. Ask: What do you think
the lesson is going to be about? When do you
think you should move around? What might you
be doing? Elicit ideas, then tell the class to open
their books and look at the photos and see if they
guessed correctly.
3
Play the audio for students to check
their answers to exercise 2. Point out the
definition of should and elicit what Gemma
says we should do when we reach our
destination.
2.20
You could also get students to listen again and
write down all the examples of should they
hear, then do a quick concept check so they
understand the function and form. Ask: Do
we have to do these things? (No) Is Gemma
trying to help us? (Yes) What do we call it
when people tell us things to help us? (Advice,
suggestions, tips, recommendations) What
word tells us it’s advice? (Should ).
Answers
1d (should) 2f (shouldn’t) 3b (shouldn’t)
4c (should) 5e (should) 6a (should)
Gemma says you should do things at the
‘new’ time from the moment you arrive
and try to go outside.
Refer to the grammar reference on SB page 78
now or at the end of the lesson and go through it
with students.
Transcript
INTERVIEWER
Speaking
GEMMA
1 Put students in pairs to talk about the
questions. Elicit class feedback and quickly
check who likes or dislikes flying; ask for
reasons why.
Listening 1
2 Ask: Have you ever been on a long-distance
flight? (often called a long-haul flight because
it feels difficult). If students answer yes, ask:
Where did you go? How long did it take? How
did you feel when you arrived? Teach / Elicit
the phrase jet lag, then tell students to match
INTERVIEWER
GEMMA
INTERVIEWER
Good morning and welcome to
the travel show. Do you ever go
on a long flight and arrive feeling
really terrible? With us today in the
studio is Gemma Howard, author
of Why fly and cry? and an expert
on long-distance travel. So, thank
you for coming, Gemma. Tell us,
why do we get jet lag?
Well, Bill, if you fly across several
time zones, your body clock gets
confused. You get tired during the
day and you can’t sleep at night.
So what should we do to avoid it?
There are several very simple
things. You should drink plenty
of water, but you shouldn’t drink
too much alcohol and coffee. And
you shouldn’t eat heavy meals on
board either.
Yes, it’s easy to eat too much if
you’re bored.
Unit 5
95
GEMMA
INTERVIEWER
GEMMA
INTERVIEWER
GEMMA
Yes, it is. And it’s easy to stay in
your seat all the time, too. But you
should get up and move around
during the flight and do stretches
and exercises. It’s also a good idea
to change your watch to the ‘new’
time as soon as you get on the
plane.
What about when you get there?
Should we do anything special?
You should try to do things at the
‘new’ time from the moment you
arrive, so stay awake until night
and then sleep. Go outside, too, if
you can. It can help you experience
the new time of day.
Thank you very much for those
tips, Gemma.
It’s a pleasure.
Speaking
4 Put students in pairs to discuss the tips in
exercise 2. Ask: How often do you do them?
How did they help, and how effective were
they? Go through the list of items in question
2 and use the picture to check comprehension.
Tell students to make notes for each of the
questions.
5 Put students together with another pair and
tell them to report back, ie use their notes
to tell the other pair about their experiences.
Although students may not have covered
reported speech yet, you could help them by
writing phrases they can use on the board such
as: He / She told me … He / She said …
Listening 2
6
Ask students to look at the pictures,
read the information below them and guess
what’s happening. Elicit ideas and predictions
and encourage lots of active guessing, but
don’t confirm if they’re correct or not.
7
Ask students to listen and compare
their ideas. Play the audio, then encourage
them to talk about how they’d feel if this
happened to them.
GUESS
2.21
MA You might want to pause the audio after
each section and ask questions to check
comprehension, eg What time is it? What time
is Alice’s flight?
96
Unit 5
Answer
She’s telling him to hurry up or she’ll miss
her flight.
Transcript
NARRATOR Alice is going to Canada for a
conference. Her husband, Mike, is
going to take her to the airport, but
he says he has to do some things
first. Her flight is at 11.55.
NARRATOR 9.25
It’s nine twenty-five, Mike. We should
ALICE
go. I don’t want to miss my plane.
We don’t have to leave yet, Alice.
MIKE
I must just finish this email. I won’t
be long.
Oh. Alright. But remember I have to
ALICE
check in two hours before my flight,
at 9.55.
MIKE
Uh-huh.
NARRATOR Five minutes later. 9.30
Can we go, Mike? It’s half past.
ALICE
We have plenty of time, Alice. I need
MIKE
to have a quick coffee before we go.
Well, OK … but please don’t be long.
ALICE
I might miss my plane.
OK, OK …
MIKE
NARRATOR Ten minutes later. 9.40
Come on, Mike … look at the time!
ALICE
It’s 9.40! I may miss my plane.
It’s OK. I must just feed the dog
MIKE
before …
ALICE
No! You don’t have to feed him now,
Mike. You can feed him when you
get back. Please let’s go!
OK, OK. Chill! No need to panic …
MIKE
8 See if the class can remember why Mike took
so long. Ask students to tick the things that he
did before they left the house. Play the audio
again for students to check their answers.
Answers
D, F
9 Ask students to work in pairs and answer
the questions together. Check answers
for questions 1–3, then invite students to
say whether they think Mike and Alice are
behaving reasonably. Ask: What would you do
in this situation?
10
Answers
1 She feels very frustrated.
2 She wants to leave in time to check in for
her flight.
3 She doesn’t want to miss her plane.
Answer
They get caught in a traffic jam on the way
to the airport and Alice misses her plane.
She’s so upset she tells Mike she’s leaving
and not coming back.
Write the two times (9.30 and 9.40) on
the board and invite students to come up and
write what Alice says at each time. Play the
audio again to check who was right.
Transcript
NARRATOR Twenty minutes later. 10.00
Oh, no. I don’t believe it. We haven’t
ALICE
moved for ten minutes.
This traffic is terrible, isn’t it? I think
MIKE
you’ll probably miss your plane!
ALICE
Yes, I think I will. Why does this
always happen, Mike? Every time I go
away.
It’s not my fault there’s a lot of traffic!
MIKE
No, but we always leave at the last
ALICE
minute and …
MA As an extra challenge, see if they can recall
the exact words she uses.
At this point, you could also write the
sentences on the board and quickly check the
meaning of the modal verbs might and may.
Ask: When is the flight? (Soon) Does she know
for certain she’ll miss it? (No) Is it possible
she could miss it? (Yes) So when Alice says
‘might’ and ‘may’, what’s she guessing about?
(Something possible in the future).
NARRATOR
ALICE
Answers
1 I might miss my plane.
2 I may miss my plane.
Tip: Students don’t always ask questions
and often stay quiet when they don’t
understand, so it’s always useful to take
a few minutes to quickly concept-check
new grammar. Without concept-checking,
it’s difficult to know if they’ve understood
the function, form and meaning of the
new grammar. Even if some students
have a good grasp of the language,
concept-checking helps to reinforce their
knowledge and helps weaker students
get a better idea of things they weren’t
completely clear about.
11 Check understanding of the phrase is likely
to. Teach / Elicit that it has the same meaning
as will probably. Ask students to predict what
they think is likely to happen next. Elicit a few
ideas from around the class.
12
Play the audio so students can check
their ideas together, then find out if anyone
guessed correctly. Ask: Who would have done
the same as Alice?
2.22
MIKE
ALICE
MIKE
ALICE
MIKE
Two hours later. 12.00
At last!
I think you’ve missed your flight,
darling. What a pity. Now you don’t
have to go to the conference at all
and we can spend the weekend
together!
I’ve missed that flight, Michael. But
this is an airport. There are other
flights.
What do you mean?
I mean I’m going to fly somewhere
else. And this time I’m not coming
back! Goodbye, Michael!
Oh!
13 Play the audio again and tell students to
answer the questions. Play the audio a third
time, pausing if necessary for students to check
their answers.
Answers
1 There’s a traffic jam.
2 It happens every time she goes away.
3 Two hours and 20 minutes
4 12.00
5 She misses it.
6 Alice decides to get another flight and
leave Mike.
Unit 5
97
Writing and speaking
14
Ask: Can you remember Alice and
Mike’s last conversation? Play the audio and
tell students to listen and write it down. Then
have them compare with a partner and get
them to check against the transcript on SB
page 82.
2.23
MA As an extra challenge, ask stronger
students to try to remember parts of the
conversation before you play the audio again.
Transcript
ALICE At last!
I think you’ve missed your flight, darling.
MIKE
What a pity. Now you don’t have to
go to the conference at all and we can
spend the weekend together!
ALICE I’ve missed that flight, Michael. But this
is an airport. There are other flights.
What do you mean?
MIKE
ALICE I mean I’m going to fly somewhere else.
And this time I’m not coming back!
Goodbye, Michael!
MIKE
Oh!
Extra idea: Alice is very upset and angry,
so she uses quite definite stress on certain
words in the sentence: I’ve missed that
flight, Michael. But this is an airport. There
are other flights. Ask students to listen
again and mark the stressed words in the
sentence (see underlined words in the
sentence).
15 Ask students to work with a partner and create
a different ending to the story. Invite pairs to
act out their conversation to the class and
take a class vote on the best / funniest / most
dramatic one.
16
EVERYBODY UP!
Elicit and practise the
questions first, eg Do you have to travel a lot
in your work? Tell students to walk around and
talk to other people. Encourage them to ask
extra questions and find out more about each
other’s travel experiences.
Art & Music
Tell students they can find a larger version of this
painting on SB page 67. Encourage them to search
online to find more information about the artist,
and to find the lyrics to the song. You might want
98
Unit 5
to explain that in the song, the singer says I’ve
rode buses, I’ve rode trains – rode is an American
variant of ridden, which is also used in the song.
Extra questions for class or homework
Art
Choose one person in the painting and
describe what they’re wearing.
Find one more painting by Haber online
and describe it.
Music
Find out more about Tom Paxton and write
a short biography of him.
Answers
Art
Airport, 2008, Ronald Haber
Music
… must stay behind. The singer wants to
leave his partner again because he loves
the mountains and sea.
Culture notes: Ronald Haber is a British
artist who paints a wide variety of popular
pictures of landscapes and images from
his travel experiences at home and abroad,
including Sunset over the Grand Canal
and Bridlington Harbour . His painting
Airport is a brightly coloured image of a
cosmopolitan crowd of people, including
holidaymakers and businessmen, at the
airport with their suitcases checking in.
Tom Paxton is an American folk singer. He
was born in Chicago in 1937 and his career
has spanned more than 50 years. He’s
famous for songs such as The Last Thing on
my Mind and Bottle of Wine and received
a Grammy Lifetime’s Achievement Award
in 2009. His popular songs have been
covered and played by artists such as Bob
Dylan, The Seekers, John Denver and Willie
Nelson.
I’m Bound for the Mountains and the Sea is
taken from Paxton’s debut album Ramblin’
Boy (1964) and describes the journey of
a restless traveller across the vast land of
America.
Vocabulary plus p50
Warm-up
As a warm-up, ask students to make a list of
five things they always take in their luggage on
holiday. Then get them to compare their answers
with a partner and explain the reasons why.
Useful things
1
Ask students to name as many of
the items as they can without looking at the
words in the box. Encourage guessing and use
of words from their own language. Then tell
them to look at the words and match them
with the pictures. Play the audio for students
to check their answers, then play it again for
students to repeat the words. Help students
with pronunciation if they have any difficulties.
Point out that jewellery is only three syllables:
/ʹdʒuːəlri/ – the third ‘e’ is not pronounced.
2.24
3 Students make lists of the things they take
with them when they travel.
4 Ask students to add extra things to their lists.
Encourage them to look up words in the
dictionary if needed or get them to describe
them so you can provide the words they don’t
know.
5 Teach / Elicit the phrase do without. Students
identify the essential and non-essential items
on their lists, then compare their list with other
people.
Did you know?
Ask: Who’s this person? (It’s an unusual photo of
the Queen of England, so some students may not
recognise her at first.) Read the short text together.
You could add that all other members of the
British royal family need a passport, as do the Pope
and the US President.
6
Transcript and answers
1 shower gel 2 adaptor 3 jewellery
4 make-up 5 phone charger 6 shampoo
7 towel 8 pillow
2
Go through the words with the class and
have them repeat after you. Ask: How many
of these words do you already know? They
should know most of them by now. Encourage
guesses for the meaning of any they don’t
know. Ask: Which things can’t you take in your
hand luggage? Elicit answers from the class.
Note that the answers may vary from country
to country, but these are the regulations in the
UK. Ask students which names for these items
are very similar in their own language and
which are very different.
Answers
corkscrew, knife, penknife, scissors (with
blades longer than 6cm), plus any bottles
of water, shampoo, etc over 100ml
Things you would expect to be prohibited,
but aren’t: matches, lighter, scissors with
blades no longer than 6cm.
Extra idea: To review the vocabulary, write
an anagram on the board and get students
to try to guess the word. Then put students
in pairs to make anagrams and take turns
guessing each other’s words.
Explain the memory-chain game to the
class. Put students in small groups. The first
student says something they take on holiday
and the next person has to remember what
they said and then add another item. If
someone makes a mistake or can’t remember,
they’re out of the game. The last person left
is the winner. Remind students to use have to
and don’t have to correctly.
Useful expressions
7 Ask students to look at the expressions and
find them in the Travelling light text on SB
page 46. Tell them to underline them and
try to guess their meaning from the context.
Check answers as a class.
Answers
fit in = manage to get into a suitcase
It’s a pain to … = It’s a lot of trouble to …
It’s worth it! = The benefits of doing it are
greater than the trouble of doing it.
Just in case. = In the event that something
happens to make me need it.
No way! = never, not at all
Absolutely! = definitely
at both ends = when I check in and when
I land at my destination
get it wrong = do something that’s against
the airline’s rules
loads of = a lot of
save time = spend less time doing something
Unit 5
99
8 Model the example dialogues with one or
two students. Then ask students to work in
pairs and use the expressions in spontaneous
conversations about their travel experiences.
Extra idea: Review the prefixes and
adjectives with a guessing game. Ask
students to write down definitions for each
word and test each other. One student
gives a definition and their partner has to
guess the word with the correct prefix.
Focus on: get
Explain that get is often used in different phrases
and has lots of different meanings. Ask students
to replace get with a different word. Have them
compare answers with a partner and decide if the
sentences are true or false. Tell them to correct the
false statements.
Answers
1 becomes; true
2 obtain; true
3 catch; false: People catch malaria from
a mosquito bite.
4 buy; true
5 travel; false: You have to get on a train
or a ferry to cross the English Channel.
6 receive; true
Wordbuider Negative prefixes: im-, in-, una
Learning prefixes and suffixes is a really
helpful way of increasing students’ vocabulary.
Write possible on the board, then add the
prefix im. Teach / Elicit how it changes the
meaning of the word, then ask the class to
identify the correct prefix for each word. Write
the table on the board and invite students
to come and write the words in the correct
column. Ask students which words are very
similar in their own language and which are
very different.
Answers
im-: impossible, impatient, impolite,
impractical
in-: inefficient, incorrect, inexpensive,
informal, invisible
un-: unnecessary, unfriendly, unhappy,
unimportant, unlikely, unpopular, untidy,
unusual
Everyday English p51
You first!
Introduce the topic (personal stories are always
interesting and provide opportunities for live
listening practice), then ask if students have ever
lost their luggage. Put them in pairs and get them
to share their stories.
Describing an object
1
2.25 6 Decide whether you’re going to
use
the video or simply play the audio. Go through
the questions first and ask students to predict
the story. This will also help them to have a
clear idea what information they’re listening
for. Then play the video or audio. Discuss the
answers as a class.
Answers
1 The passenger has lost his suitcase.
2 No, he isn’t.
3 His name is Vladimir Balanovsky, he’s
just arrived from Moscow via Frankfurt
on Lufthansa flight LH0345, he isn’t
very young.
4 He has trouble saying Mr Balanovsky’s
name.
Transcript
TRAVELLER
ATTENDANT
TRAVELLER
b Go through the words and check
comprehension. Ask students to circle the
words that describe them, then compare their
words with a partner. Find out which were the
most commonly used adjectives.
100
Unit 5
Good afternoon, sir. Can I
help you?
Yes, I’ve just arrived from Moscow
but I’m afraid my luggage hasn’t.
Oh dear. I’m sorry to hear that.
I’ll need to fill in a form. Right …
What’s your name?
Balanovsky. Vladimir.
Oh right, um … could you spell
that for me, please?
B-A-L-A-N-O-V-S-K-Y.
B-A-L-A-N-O-V-S-K-Y, Vladimir?
I’m staying at the Hilton, Park
Lane.
LUGGAGE ATTENDANT
ATTENDANT
TRAVELLER
ATTENDANT
TRAVELLER
ATTENDANT
TRAVELLER
ATTENDANT
TRAVELLER
ATTENDANT
TRAVELLER
ATTENDANT
TRAVELLER
ATTENDANT
TRAVELLER
ATTENDANT
TRAVELLER
ATTENDANT
TRAVELLER
OK. And you’ve just arrived from
Moscow – what was the flight
number, Mr Balloon ...?
Balanovsky! Lufthansa LH0345 via
Frankfurt.
Right. Now, I’m going to show you
some pictures of bags. Which one
of these is most like yours? Is it like
these?
No, it isn’t a backpack. Young
people carry backpacks, not people
like me.
No, of course not. What about
these?
No, it isn’t a bag. It’s a suitcase like
this one.
And is it big or small?
It’s quite big. About 1m by 1m.
And it has wheels.
And what colour is it?
Red. Mainly red, but with some
black too. It’s a very beautiful case.
So it’s a beautiful, big, red and
black case with wheels. Does it
have your name on it?
Of course it does!
Well, we’ll do our best to find it,
Mr Balloon …
Balanovsky!
2 Focus on the pictures of bags. Ask: Which
piece of luggage is most like Mr Balanovsky’s?
Students work in pairs to describe his luggage
and identify it. Play the video or audio
again for students to check their answers if
necessary, or ask them to look at transcript
2.25 on SB page 82.
Answers
suitcase number 5
It’s quite a big suitcase, about 1m by 1m.
It’s a beautiful, big, red and black case with
wheels and it has Mr Balanovsky’s name on it.
3 Look at the sentence with the class and focus
on the order of adjectives. Identify each
adjective, ie colour = green, size = small,
opinion = beautiful, number = two. Students
number the adjectives in the correct order.
Point out that we usually use commas between
the adjectives when there are three or more
adjectives.
Answers
a4 b3 c2 d1
4 Students work individually to put the phrases
in the correct order, then check their answers
with a partner.
Answers
1 a beautiful blue backpack
2 a hundred horrible big handbags
3 one wonderful white wheelchair
4 six stylish, small, silver suitcases
5 Ask students to describe the other items of
luggage in the picture using the correct order
of adjectives.
Suggested answers
1 a small red bag
2 an ugly, large, black and red suitcase
with wheels
3 a small red and black backpack
4 a large red and black suitcase
5 a small black bag (with red handles)
6
Put students in pairs and see if they can
remember five of the questions the lostluggage man asked. Then play the audio or
video again for them to check.
Answers
Can I help you?
What’s your name?
Could you spell that for me, please?
What was the flight number?
Which one of these is most like yours?
Is it like these?
What about these?
And is it big or small?
And what colour is it?
Does it have your name on it?
Speculating about the present and the
future
7 P
2.26 Go through the sentences in
the box and focus on the words in bold. Ask
questions to check comprehension, eg Does
the luggage man know where the luggage is
for certain? (No) Does he really know when
they will find it? (No) Is he talking about the
Unit 5
101
past, present or future? (Present and future)
Is he saying something that he’s sure about,
or is it a guess? (It’s a guess). Teach / Elicit that
we use all these words to speculate (make
guesses) about the present and the future.
Refer to the grammar reference on SB page
79 now or at the end of the lesson and go
through it with students.
Put them in pairs to say the sentences and try
to find the stressed words. Play the audio for
them to listen and check their answers.
Transcript and answers
1 It may still be in Russia.
2 It might be in Germany.
3 It might even be in the UK.
4 It’s possible that it’s still on the plane.
5 Do you think it could be in Helsinki?
8 Put students in groups to talk about where
the suitcase might be. Encourage them to use
the correct words and phrases for speculating
about something.
9
Play the audio so students can listen
and check their predictions.
2.27
Answers
1 It may still be in Moscow, or it might be
in Frankfurt, or it might be in London.
2 It could be tonight or it could be
tomorrow.
Transcript
Oh, just one more question.
TRAVELLER
ATTENDANT Of course, Mr … um … ah …
Where do you think my suitcase
TRAVELLER
might be?
ATTENDANT Well, it may still be in Moscow.
That’s possible. Were you late for
your flight?
TRAVELLER
Of course not. I am never late for a
flight!
ATTENDANT Well, in that case, it might be in
Frankfurt. You changed planes there.
Yes, that’s true. It could be in
TRAVELLER
Frankfurt. That’s better than
Moscow.
ATTENDANT It might even be in London and we
just haven’t found it yet.
Well, I hope you find it quickly!
TRAVELLER
When do you think it could be
here?
102
Unit 5
ATTENDANT
It could be tonight or it could be
tomorrow. It all depends where it is
now. It’s definitely … somewhere.
10 Put students in pairs to describe the painting
on SB page 49 (or they can look at the larger
version on SB page 67). Encourage them to
speculate using the phrases on this page.
Monitor pairs as they work, helping with
vocabulary if necessary.
Suggested answer
a The departure hall is very crowded.
A lot of people are waiting.
b Perhaps some flights are late. The
computer system might be down.
Maybe there’s a strike. It might be the
beginning of the school holidays.
Tip: When students are doing speaking
activities, it’s a good idea to walk around
the room and note down typical mistakes
they make. This tells you what they
haven’t completely got yet and identifies
areas for review in future lessons.
Extra idea: As students are talking or
working on activities in this lesson, walk
around the room and take some of their
things. Take bags, magazines, hats, pens,
and of course, mobile phones are good
too. Then set up a lost-property office (you
can put all their things behind your desk)
and get them to come up and describe the
things they’ve lost. Encourage them to use
adjectives in the correct order, but tell them
that they have to use correct sentences to
get their lost property back!
we don’t say … / we say …
This section focuses on the following errors:
• confusion of the phrases do you like and
would you like
• incorrect use of the infinitive with to after must
• incorrect use of mustn’t
• incorrect word order
• incorrect use of the infinitive after shouldn’t
Ask students to cover the green we say … side
and see if they can correct the mistakes themselves
before they look and check.
Survival
UNIT
FOCUS
zero conditional; when clauses; first conditional; relative pronouns: who / which / that
VOCABULARY: emergency equipment; global warming
FUNCTIONS: giving instructions; checking understanding
GRAMMAR:
Lesson 1 If you get stuck,
keep calm and don’t panic!
pp52–53
Aims
The focus of this lesson is to introduce the zero
conditional to talk about what to do in certain
situations, to practise when clauses, to learn
vocabulary for describing emergency equipment,
and to learn about the dangers of extreme
weather conditions.
You first!
Ask students to look at the photo and elicit a few
answers from the class. It doesn’t matter if some
students never get snow in their country.
Vocabulary Emergency equipment (1)
1
Tell students to look at the photo of
the car again and talk about the questions.
Encourage lots of ideas and discussion. Get
feedback from the class and check their ideas.
GUESS
2 Before you go through the words with the
class, ask students to try and name as many of
the items as they can. They should know quite
a few of these words already. Then go through
the words together, checking comprehension
and the pronunciation of battery.
Answers
a boots b umbrella c bottle of water
d first-aid kit e blanket f sunglasses
g jacket h torch i battery j mobile phone
k phone charger l gloves m chocolate bar
3 Allow students time to read about the extreme
weather conditions and snow across Europe in
2012–2013 and discuss the questions together.
Before they start, model the example sentence
with a student and check understanding of the
phrase a good idea.
Extra idea: Tell students to find out about
other extreme weather like the snowstorms
in New York in 2014–2015.
4
Tell students they’re going to listen to a
winter checklist. Ask them to look back at the
picture in exercise 2 and tick the items the man
mentions.
2.28
Answers
All the items are mentioned, in this order:
jacket, gloves, boots, torch, first-aid kit,
blanket, sunglasses, umbrella, battery,
phone charger, mobile phone, chocolate
bar, bottle of water
Transcript
The last time we had really bad snow, a
A
friend of mine got stuck for six hours.
Six hours!
B
Yeah, so this year, I’m going to be
A
prepared.
Uh-huh.
B
I found this really good website with a
A
checklist of things for driving in winter.
So what does it say?
B
A
Well, obvious things like always have a
warm jacket, gloves and boots … and then
things that we always keep in the car all
the time … a torch and a first-aid kit. Oh,
and something to clean the snow off the
windscreen.
Yes, I have all those in my car too.
B
And it says always have a blanket too – for
A
extra warmth – and sunglasses because the
sun is so low in winter and an umbrella to
keep dry – because if you get wet, you get
cold.
It’s a good idea to have an extra mobileB
phone battery and charger too, I think. And
a mobile phone, of course!
A
Yes, they’re on the list, and food and drink
are on the list too: a chocolate bar and a
bottle of water.
You could do exercises 1–5 on Emergency
equipment in Vocabulary plus at this point.
Unit 6
103
Listening
5 Go through the statements first to check any
new vocabulary, eg panic, engine, run out of.
Ask students to read the statements and guess
if they’re true or false. Elicit ideas, but don’t
check answers yet.
6
Play the audio. Tell students to listen
and check if their answers were correct or not.
Get them to correct the false statements with
the right advice.
2.29
Answers
1 false: You should keep calm.
2 true
3 true
4 false: Turn on the engine if you want to
keep warm. (Run the engine for about
15 minutes every hour.)
5 true
6 false: You should always check the
weather forecast.
Transcript
Well, the first thing is, if you ever get stuck in
the snow, keep calm and don’t panic! I know
that’s easy to say and not so easy to do, but
it’s true. You can’t think clearly if you panic. So
just sit for a few moments and breathe slowly.
Then you’re ready to take action.
If you can see a house, you should get out
and walk there. If you can’t see anything, then
don’t leave the car. Remember that it’s very
difficult to walk in snow and it’s easy to get
lost. It’s easier for people to find you if you stay
in your car, too.
Turn on the engine if you want to keep warm,
but don’t leave it on too long if you don’t
want to run out of fuel. Turn it on for just 15
minutes each hour, then turn it off again.
If you have a phone, you should call someone
and tell them what’s happened and where you
are.
Then put on some warm clothes, drink some
water, eat some chocolate and just wait.
But of course you should always check the
weather forecast and road conditions if you’re
driving a long way. If the weather conditions
are very bad, stay at home!
104
Unit 6
7 Allow a few moments for students to read
the questions first so they know what to listen
for. Then play the audio again, pausing if
necessary, and encourage students to check
their answers together. Elicit answers to the
third question and write any other ideas
students have on the board. Find out how
many people had similar ideas.
Answers
1 It’s difficult to walk in snow and easy
to get lost, and it’s easier for people to
find you in your car.
2 a) Run the engine for about 15 minutes
every hour to keep yourself warm.
b) Call someone to tell them what’s
happened and where you are.
c) Put on warm clothes.
d) Drink some water.
Tip: It’s very difficult to listen and write at the
same time, so tell students you’ll play the
audio at least twice for activities like this.
Explain that the first time, they should just
listen and perhaps make a few notes. At
this point, if they try to write more, they’ll
miss important details. The second time
they listen, they can fill in more details.
Grammar 1 Zero conditional
8 Go through the grammar box first and ask
a few questions to make sure students
understand the meaning and function of
the grammar. Complete the first sentence
together and ask: How many parts are there
in the sentence? (Two) What has to happen
first? (The if clause – get wet) What’s the other
part of the sentence? (The result or thing that
happens after – get cold) Are these things just
possible or are they facts? (Facts) How certain
are we? (Completely sure). Students complete
the remaining sentences.
Answers
1 get 2 get
6 panic
3 are
4 stay
5 can’t
Refer to the grammar reference on SB page 78
now or at the end of the lesson and go through it
with students.
9 Ask students to look back at the statements in
exercise 5 and underline the zero conditional.
Answer
All the sentences in 5 are examples of the
zero conditional.
10 Go through the three situations first and check
that students understand the words signal for
help, thunderstorm and earthquake. Allow
time for them to complete the table on their
own, using the ideas to help them, or they
could make up their own ideas.
Suggested answers
If you’re out in a thunderstorm
do: get inside, stay calm
don’t: stand under a tree, put up your
umbrella, swim in a pool, panic!
If you’re in an earthquake
do: get under a table, keep away from tall
buildings, stay calm
don’t: swim in a pool, panic!
If you get lost in the mountains
do: light a fire, signal for help, stay calm
don’t: panic!
11 Put students in pairs to compare their ideas
from exercise 10. Monitor pairs as they work,
making a note of any problems with grammar
or vocabulary. Encourage them to use zero
conditional sentences and correct any small
mistakes you hear.
Note: Students sometimes get the
zero conditional confused with the first
conditional, so give extra examples if
needed to show the difference in meaning
between facts and possibilities. Don’t go
into detail at this stage, however, as they’ll
do work on the first conditional in the next
lesson.
You could do the Focus on: keep section in
Vocabulary plus at this point.
Grammar 2 when clauses
12 Elicit answers for the missing words in the
sentence, then ask: Can anybody explain the
difference in meaning between ‘if’ and ‘when’
statements?
Answers
are; drive
We use when to talk about specific situations, not
possible situations. For a full explanation, see SB
page 78.
Refer to the grammar reference on SB page 78
now or at the end of the lesson and go through it
with students.
Speaking
13
EVERYBODY UP!
Energise your class with
this walk-around activity. Allow time for
students to first work individually and answer
the questions. Remind them to use the zero
conditional. Then tell them to walk around the
room, share their ideas and find people that do
the same things.
Make sure you model the activity first and
encourage students to ask questions so they
don’t just show each other the answers, eg
A What’s the first thing you do when you get
really cold at home?
B If I get cold, I put the heating on. What
about you?
A I put my sweatshirt on if I’m cold.
B Why do you do that?
A It saves electricity.
14 Check students understand what they have to
do in this information-gap activity. Explain that
they each have information about different
situations: being lost in the jungle or the
desert. Tell them to read their tips and make
notes, then take turns to tell each other what
to do in each situation. Then allow time for
them to answer the questions.
Answers
A If you’re lost in the jungle, find a river
to follow; climb a tree if you can; light
a fire if you can; don’t eat colourful
berries; keep your clothes on, even if
you’re hot; don’t take off your shoes.
B If you’re lost in the desert, stay near
your vehicle if you’re in one; cover your
neck and your head; walk along hills or
high ground; find water (cactus plants
are good); walk slowly not quickly;
don’t breathe through your mouth,
breathe through your nose.
Unit 6
105
on its prey. Although there are tales (which
may have been spread by Rousseau himself)
that he had studied the jungle during his
travels in Mexico, he never left France,
and learnt all he knew of the jungle from
botanical gardens, textbooks and other
people’s stories!
Tip: It’s often difficult to react quickly to
questions and activities, particularly in a
foreign language, so try to give students
thinking time before they begin. This helps
them to think of ideas and the vocabulary
and grammar they could use to express
themselves. If we rush them straight into
activities, they sometimes say very little, but
if we give them time, they’ll generally have
more fluency and accuracy.
Katy Perry was born in California in 1984.
She’s a famous singer and model and is
known for hit singles such as I Kissed a Girl,
California Gurls and Firework. She has won
many awards for her music. In 2012, she
made the move into movies, releasing the
documentary feature film Katy Perry: Part
of Me. Throughout her career, she’s sold
11 million albums and 81 million singles
worldwide, making her one of the bestselling artists of all time.
Art & Music
For the painting, tell students to look at SB page
67 to see a bigger image. Tell them to work in
pairs to discuss a good title for the painting, then
check their answers online.
For the song, elicit a few ideas for the missing
words, then get students to check online. They
could also find a video of Katy Perry’s half-time
show at the 2015 Super Bowl.
Roar is one of her best-known songs. It
was released in 2013 on her fourth album,
Prism. The song is about standing up for
yourself and being strong and was her
eighth number-one song in the US charts.
In 2015, she sang the song in front of a
huge crowd at half-time at the US Super
Bowl.
Extra questions for class or homework
Art
Describe the painting and the weather.
What’s the tiger about to do?
Music
What do you think Katy Perry is talking
about in this song?
Answers
Art
Surprised! or Tiger in a Tropical Storm,
1891, Henri Rousseau
Music
tiger, fire, champion; other animals: lion,
butterfly, bee
Culture notes: Henri Rousseau was born
in Laval, France, in 1844. Although he
didn’t have great success in his lifetime
(painting was more of a hobby for him –
in fact, he only started painting seriously
after he had retired), like many artists, he
became extremely well known after he
died, and his paintings were bought by
many collectors and museums.
He’s best known for his paintings with
jungle themes, such as the one here: Tiger
in a Tropical Storm or Surprised! It shows
a tiger, lit by lightning, preparing to jump
106
Unit 6
Lesson 2 If temperatures go
up, fish will die. pp54–55
Aims
The focus of this lesson is to introduce the first
conditional and use it to talk about the dangers of
global warming and its effect on the planet, and
to learn some useful words for talking about the
consequences of global warming and rising sea
levels.
Warm-up
Quickly find out what students know about global
warming and climate change. If they need to use
L1 for some words, that’s fine – help them with
the vocabulary they need to talk about it. Keep
this short and dynamic – they’ll find out much
more about it in the lesson.
1
To introduce the topic, tell students to
look at the photos and guess the connections
between them. Encourage lots of discussion.
GUESS
Transcript
1 Which of these are fossil fuels? a) coal
b) oil c) gas
The answer is all of them.
2 Which of these are greenhouse gases?
a) carbon dioxide (CO2) b) oxygen (O)
c) methane (CH4)
The answer is carbon dioxide and methane.
3 Which country produces the most
greenhouse gases? a) China b) Russia
c) the USA
The answer is China.
4 How many people die because of global
warming every year? a) 1,500 b) 15,000
c) 150,000
The answer is 150,000.
5 How long does it take CO2 to disappear
from the atmosphere? a) 10 years
b) 100 years c) 1,000 years
The answer is 100 years.
6 Which of these activities produce
greenhouse gases? a) driving
b) cutting down trees c) meat production
The answer is all of them.
Extra idea: You could also include a
short video clip to increase interest and
set the scene. Search online for the trailer
for the Academy Award-winning film An
Inconvenient Truth.
2
Ask students what they know about global
warming and its causes. Encourage discussion
and activate their background knowledge and
opinions on the subject. Then quickly check the
meaning of the words in bold before they do
the quiz.
Answers
fossil fuels = fuels, such as gas, coal and oil,
that were formed underground from plant
and animal remains millions of years ago
coal = a hard, black substance that’s dug
from the Earth in pieces, and can be
burned to produce heat or power, or a
single piece of this
oil = petroleum (= the black oil obtained
from under the Earth’s surface from which
petrol comes)
gas = a substance in a form like air that’s
used as a fuel for heating and cooking
greenhouse gases = gases that cause
the greenhouse effect, especially carbon
dioxide
carbon dioxide = the gas formed when
carbon is burned, or when people or
animals breathe out
oxygen = a chemical element that is a gas
with no smell or colour. Oxygen forms a
large part of the air on Earth, and is needed
by animals and plants to live.
methane = a gas with no smell or colour,
often used as a fuel
atmosphere = the mixture of gases around
the Earth
3
Give students time to do the quiz on
their own first. Then have them compare their
answers with a partner. Play the audio for them
to check if their ideas were correct.
2.30
Answers
1 a, b, c 2 a, c 3 a 4 c 5 b 6 a, b, c
Reading
4
Check that students understand the
vocabulary and get them to quickly look up
any words they don’t know in a dictionary or
online. Explain that all of the words except one
are directly linked to the weather and tell them
to circle the odd one out. Ask students which
words in the list are very similar in their own
language and which are very different.
Answer
mosquito
5 Students work in pairs and take turns to mime
and guess words from the list in exercise 4.
Some of them would be very difficult to
mime, so instead of miming those words (eg
acid, degree, drought), tell students to give a
definition for their partner to guess.
6 Focus on the question: What will happen in the
future if we continue to burn fossil fuels? Elicit
a few ideas from the class, then tell students
to read the report and underline the possible
effects. Set a short time limit so they read
quickly for gist.
Unit 6
107
Answers
There will be more storms and they’ll
be more severe. There will also be more
heatwaves, more droughts, more rain – and
therefore more floods and more hurricanes;
temperatures will go up several degrees;
the ice and snow at the north and south
poles will melt, and sea levels will rise.
The sea will become more ‘acid’. More
places will be hotter, and because more
mosquitoes will survive in these places,
there will be more malaria. There won’t be
nearly as many fish in the oceans, and the
ones that are left will be smaller.
7 It’s helpful to model reading strategies, so do
the first word with students and try to elicit the
meaning of severe from context. Encourage
them to read sections around the words (the
co-text) to guess the meaning. You could
prompt them by asking questions, eg What
weather conditions does the text mention?
(Floods and hurricanes) Are these storms
normal or very serious and extreme? (Serious
and extreme) So what do you think ‘severe’
means? (Very serious).
Students work in pairs to complete the activity.
Answers
severe = extreme, very serious
absorb = take in a gas, liquid or other
substance (here, heat)
reflect = throw back (heat, light or sound)
without absorbing it
melt = turn to water
rise (v) = go up
affect = cause changes in
eco-systems = all the living things in an
area and the way they affect each other
and the environment
rise (n) = increase
8 Give students time to read through the
questions first, then read the report and
answer the questions. Check answers with the
class.
Answers
1a 2a, b, c 3a, b 4a, b, c 5a, c
108
Unit 6
Grammar First conditional
9 Look at the first line of the table and teach /
elicit how we form the first conditional. Ask
students to complete the sentences in the
table. Get feedback and correct any mistakes.
Answers
1 is 2 will be 3 will be 4 don’t act
5 will happen 6 go on
Refer to the grammar reference on SB page 78
now or at the end of the lesson and go through it
with students.
10 Tell students to look back at the first sentence
in the grammar box and complete the rule
with a partner. Write the sentence on the
board (If there is more rain, there will be more
floods), then ask a few concept-checking
questions, eg Is this about the past, present or
future? (The future) What word tells us it’s the
future? (will) Why do floods happen? (Because
there’s too much rain) So what thing has to
happen first? (More rain) And what will the
result be? (More floods) How certain are we?
(Quite certain) Can we say the sentence in a
different way? (There will be more floods if
there is more rain). Elicit that the floods won’t
happen if there isn’t more rain, so we can’t say
that something will definitely happen.
Answer
may happen
11 Look at the sentence you wrote on the board
and highlight the form. Ask students to read
through the article again and underline other
examples of the first conditional. Remind
them that the first conditional has will in the
result clause so they don’t confuse it with zero
conditional sentences in the text.
Answers
if we continue to burn … there will be
more storms
If we go on producing them, temperatures
will go up
12 Do the first sentence with the class and elicit
the sentence. Ask students to work with a
partner and complete the other sentences
using the first conditional. Encourage them to
look back at the grammar box if needed.
Answers
1 If the temperature goes up, there will
be more mosquitoes.
2 If the sea gets warmer, a lot of fish will
not survive.
3 A lot of fish will die if that happens.
4 If we act now, climate change won’t be
so bad.
5 A lot of people will die if climate
change continues.
13
Encourage active discussion and elicit ideas
from the class. Then tell them to read the
report again and check their ideas.
MA For greater support, students could read
the report again before they do this activity.
Speaking and writing
14
This activity encourages students
to think more critically about the problem of
global warming and use the language they’ve
learnt to make more predictions. Ask students
to work in pairs and discuss the questions
together, making a note of their answers
to questions 3 and 4. Monitor pairs as they
work, helping with any necessary vocabulary.
Encourage them to use the first conditional to
make predictions about the future.
THINK
15 Tell students to look at the notes they made
for questions 3 and 4 and give them a few
minutes to expand the notes and put them
in a suitable order for writing about them.
Students then write a paragraph about the
environment, including their future predictions
and suggestions for saving the planet. You
may want to start this activity in class and ask
students to finish it for homework, then bring
in their work to the next lesson.
Answers
1 Temperatures will go up several
degrees.
2 The ice and snow at the poles will melt.
3 Sea levels will rise.
4 The sea will become more acid.
5 Fish will die or become smaller and
therefore more expensive.
Extra idea: You could also set up a roleplay. Put students in pairs: A and B. Student
A is an environmental expert and student B
is a journalist finding out about the dangers
of global warming. Allow a few minutes of
thinking time so that student A can quickly
read and remember facts from the quiz
and report, and student B can think of the
questions they’d like to ask.
Extra ideas: To give more practice of the
first conditional in a different context, tell
students that they’re all going on holiday to
a foreign country. Ask them to think about
what they’ll do in different places. Give an
example or two first, eg If I go to Rome, I’ll
visit the Trevi Fountain.
MA Encourage stronger students to ask
more questions so they don’t finish much
earlier than the weaker students.
You could ask for alternatives to the phrase
If we don’t change our ways and suggest
students use a different one each time,
eg If we continue / carry on as we are, If
we go on burning fossil fuels / producing
greenhouse gases, If we don’t stop … etc.
Lesson 3 It’s an animal that
lives in the jungle. pp56–57
Aims
The focus of this lesson is to introduce and practise
relative pronouns to connect sentences, to learn
vocabulary to talk about endangered animals, and
to talk about what we can do to help endangered
species around the world.
Unit 6
109
Warm-up
Find a simple description online about an animal.
Write down its name and its Latin name, eg
hedgehog – erinaceus europaeus, and some
helpful phrases, eg commonly found, its natural
habitat is, it prefers, its diet is and it builds its
nest in. Give a copy to each student. Check they
understand the vocabulary, then describe yourself
as if you were a wild animal, eg Terry (Professoria
Terriceus europaeus) Commonly found in Europe,
though often found in other parts of the world.
Its habitat is a small village near a river in the
Czech Republic. Its diet consists of fruit, vegetables
and cornflakes and it’s also known to eat pizza.
By day, it works, runs to stay fit, and looks after
its children, and by night it can be found in the
local café.
Give students time to think of an animal they’d
like to be and write a short, humorous description
of themselves. When they’ve finished, either put
them in pairs to read out their descriptions to each
other or ask students to present to the class.
MA Weaker students could do this in pairs or
groups of three, so they can help each other
with ideas and vocabulary.
Vocabulary Animals in danger
1
To introduce the topic and check students
know important vocabulary, ask them to match
the words and photos. Ask students which
names for these animals are very similar in their
own language and which are very different.
Answers
a salamander b turtle c leopard d rhino
e tiger f whale g gorilla
2
Write phrases on the board
like: I think there is … There could be … There
might be … and model the example sentence.
Then ask students to work in pairs to guess
which adjectives describe the animals. Play the
audio for them to check how many they got
right. Then play it again for students to repeat
the words.
2.31
GUESS
Transcript and answers
1 Amur leopard 2 giant salamander
3 Javan rhino 4 leatherback turtle
5 mountain gorilla 6 right whale
7 Siberian tiger
110
Unit 6
3 Pre-teach the word extinct and ask students to
predict which animals they think are in danger.
Elicit ideas from the class.
Answer
All of them apart from the leatherback
turtle.
Tip: Students usually know a lot about different
things, so try to elicit their ideas and find
out what they know before they listen.
This involves them far more and helps
to activate their background knowledge
about the topic.
Listening
4 Focus on the table below the photos and tell
students to read the last column – Interesting
facts – and guess which six animals from
exercise 2 match each fact. Elicit a few ideas,
but don’t check answers yet.
5
Explain to students that they’re going
to hear a talk about the six animals. Play
the audio for them to listen and check their
answers to the animals (column A), then
play it again and tell them to make notes
about where the animals live (column B) and
how many there are in existence (column C).
Play the audio again, pausing as necessary.
Encourage students to compare answers with
a partner, then check answers as a class.
2.32
Answers
A Animal
1 Amur leopard 2 Javan rhino 3 mountain
gorilla 4 Siberian tiger 5 right whale
6 giant salamander
B Place
1 southeast Russia and northeast China
2 Asia – now only Indonesia 3 Rwanda and
Congo, central Africa 4 eastern Russia
5 North Atlantic, along east coast of US
6 China, Taiwan
C How many left
1 40 2 60 3 fewer than 700 in 1989,
more now 4 about 450 5 fewer than 350
6 not sure
Transcript
Good evening and thank you for coming to
this short talk about animals in danger and the
things that we can do to help.
There are many, many animals in danger
nowadays sadly, but tonight I’m just going to
mention six which are especially in danger of
extinction.
First, there’s the Amur leopard. It lives in
southeast Russia and northeast China and its
skin can sell for $1,000. They’re very, very close
to extinction. There are only about 40 of them
left in the wild.
Second is the Javan rhino – one of the rarest
mammals in the world. There was a time when
it lived all over Asia, but these days there are
only 60 of them left in Indonesia.
Then there’s the mountain gorilla. It’s an
animal which lives in high forests in Rwanda
and Congo in central Africa. In 1989, there
were fewer than 700 mountain gorillas. Their
numbers have gone up again – this is great
news – but they still have lots of problems.
There are only about 450 Siberian tigers left.
They’re beautiful animals and the biggest cats
in the world, so it’s important to protect them.
They only live in the eastern part of Russia.
Right whales are creatures which live in the
North Atlantic, along the east coast of the US.
There are fewer than 350 of these amazing
creatures left, even though they’ve had
protection for more than 80 years.
And my last animal is the giant salamander
from China and Taiwan – the largest amphibian
in the world. People who keep records aren’t
exactly sure how many giant salamanders
are left, but one thing is certain: they are
becoming rarer and rarer.
6
Put students in groups to talk about
why the animals might be in danger. Tell them
that they can look up and use some of the
words from the vocabulary box to help them.
Elicit ideas from each group, but don’t check
answers yet.
7
Play the next part of the talk for
students to check their reasons from exercise 6.
Play it again, pausing as necessary for students
to make notes in column D, then ask them to
compare their ideas.
THINK
2.33
The audio finishes with the question So
… what can we do to help? This is a nice
opportunity to prompt more discussion and get
students’ ideas and opinions.
Suggested answers
D
1 hunted for skin (fur coats) and bones
(medicine) 2 horn used in medicine;
disease and natural disasters which destroy
habitat 3 disease (tourism), wars destroy
habitat, hunted for meat, babies kept as
pets 4 hunted for skin (fur coats) and
bones (medicine); forests disappearing
5 swim in polluted waters, crash into ships
6 rivers and lakes polluted, luxury food
Transcript
MAN
So why are these animals in danger?
Why are so few of them left in the
wild?
WOMAN That’s a great question. Well, there are
lots of different reasons why animals
are in danger.
The Amur leopard and the Siberian
tiger are animals that have beautiful
fur and there are a lot of people who
want to wear very expensive leopard
and tiger coats! So there are people
that hunt them for their skins. Also,
their bones are an ingredient in
traditional Asian medicine. And the
forests where the Siberian tiger lives
are disappearing because people are
cutting down the trees.
People use rhino horn in traditional
medicine too, and people who hunt
rhino can make a lot of money. Rhinos
are also dying because of disease and
natural disasters like tsunamis, as
these destroy their habitat.
Mountain gorillas are dying from
disease too, partly because of
increased tourism but also because
of wars which are destroying their
habitat. Also, some people enjoy
eating gorilla meat and – very sadly –
some people like to have gorilla babies
as pets.
Unit 6
111
The giant salamander is another
creature that is losing its habitat as
more rivers and lakes become dirty
and polluted. But the salamander’s
biggest problem is that people like to
eat it, and it has become a luxury food
item in restaurants in Asia.
Right whales have a different problem.
They have had protection for many
years, but their numbers are still going
down. They are very big and very slow
and they swim very near the coast
where the water is not so clean. It also
means that they often crash into ships
and die.
So … what can we do to help?
A short time limit also means the pace is fast
and more fun. Encourage students to use
different relative pronouns so that they talk
about people, things and places.
10 Focus on the WWF logo with the panda and
ask: How many of you have seen this logo?
Elicit answers to the first question, then tell
students to read the text quickly to find the
answers to both questions. They then read
it again more slowly, this time filling in the
missing relative pronouns. Do the first one as
an example. Ask: What’s the word before the
gap? (organisation) Which pronoun do you use
to talk about a thing? (which / that). Students
complete the activity individually, then check in
pairs.
Extra idea: Tell students to choose one of
the animals and use the notes they made in
exercise 7 to write a short text about it.
Answers
1 World Wide Fund for Nature
2 It’s the symbol of the WWF.
1 which / that 2 which / that 3 which / that
4 which / that 5 who / that 6 who / that
Grammar Relative pronouns who /
which / that
8 Ask students to look at the examples of relative
pronouns in the grammar box. You could
also write the sentences on the board and
highlight the pronouns. Get them to look at
the sentences and work out the rules together.
Note: We’ve just focused on the pronouns
in this level, not relative clauses, so you don’t
need to go into the different types of clause
at this point. Work on both defining and
non-defining relative clauses will be done in
Jetstream Intermediate.
Answers
1 a) who, that b) which, that
2 that
Refer to the grammar reference on SB page 78
now or at the end of the lesson and go through it
with students.
9 Tell students they’re going to play a game to
practise relative pronouns. Read through the
instructions and model the example with one
or two students. Put them in pairs to play the
game; set a time limit of one minute for each
round so they’re quickly on task and don’t
take too long thinking about their answers.
112
Unit 6
11
Ask students to cover the text or close
their books and play the memory game. Give
them a target of perhaps five or six things to
remember. Then tell them to read again to
check.
Extra ideas: You could also do the activity
as a class quiz to see which team can
remember the most facts.
Ask questions about the text, eg How long
has the giant panda been the symbol of the
WWF? What does the panda symbolise?
Does everybody who works for the WWF
get paid? What does the WWF always
need?
Explore
Tell students to go to the WWF website and
find out more about endangered animals and
conservation.
Extra idea: Create a webquest for the
class and get students to either complete
the activity at home or in class using their
smartphones. This is often motivating for
students, so provide links to two or three
websites about endangered animals and
conservation. Make a worksheet with
reading comprehension questions from
each site, then have students search the
sites to answer the questions.
Speaking
Writing
15 Read through the advertisement with the class
and elicit the most important requirements for
volunteers. Ask: What skills, qualities and type
of personality would volunteers need to have?
Make a short list on the board.
12 P
2.34 Say the words five and give to
help students notice the difference between
the long /aɪ/ and short /ɪ/ sounds. Write both
words on the board and ask students to work
in pairs, say the words in the box to each other,
then write them under the correct sound. Play
the audio for students to listen and check, then
play it again for them to repeat each word.
Help with pronunciation difficulties and get
students to see the difference in mouth
position. They should feel the movement from
a more open to closed position when they
make the longer vowel sound / aɪ/ and see the
more closed position of the shorter vowel / ɪ/.
Note: Only the verb form of live is given here.
The adjective live is pronounced / laɪv/.
Transcript and answers
/aɪ/ five: advice, China, describe, drive, inside,
item, mobile, right, wildlife
/ɪ/ give: condition, drink, engine, extinction,
live, since, symbol
Extra idea: Give students these tongue
twisters to practise the two sounds:
A See much wildlife in Dubai?
B Five Siberian tigers and a white rhino!
A Can you list fifty-six ships?
B Give me a minute to think!
13 Put students in pairs to talk about the
questions and make notes for the next
exercise. Encourage students to use relative
pronouns in their answers. You could give this
activity to students as homework so they can
spend some time researching information.
14 Put students in groups to report to the rest of
the class what they talked about. Monitor pairs
as they talk, making a note of any common
problems with grammar, pronunciation or
intonation. Get class feedback and find out the
most interesting and surprising facts.
Give students a few minutes to brainstorm
ideas with a partner, then ask them to write
a formal email expressing interest in being
a WWF volunteer. Remind them to include
details about all of the requirements. Walk
around and offer help and gentle correction if
needed, then get students to share and read
their partner’s emails afterwards.
Vocabulary plus p58
Emergency equipment (2)
1
Ask students to match the words and
pictures. Then tell them to compare with a
partner. Play the audio for them to check their
answers, then play it again, pausing for them
to repeat each word.
2.35
MA For an extra challenge, ask students to
try to name as many of the items as they can
without looking at the words in the box.
Transcript and answers
1 box of matches 2 sweets 3 sun cream
4 sleeping bag 5 whistle 6 GPS device
7 mirror 8 compass 9 map 10 penknife
11 hat 12 rope 13 lighter
Extra idea: Find pictures of each item
of emergency equipment (you could
download them from the internet) and
make a memory game with word and
picture cards. Put students in pairs and tell
them to spread the cards face down on the
table. They then take turns to turn over
two cards. If the words and pictures match,
they keep them and have another turn. If
they don’t match, they turn them back over
and their partner takes a turn. The person
with the most cards at the end wins.
2 To introduce the topic, you could show a short
movie trailer of the film Cast Away with Tom
Hanks (you can find this on YouTube).
Unit 6
113
Ask students to imagine they’re lost in a very
remote and dangerous place. Ask: What
kind of things would be most important?
Put students in groups of three and tell them
to look at the list of emergency equipment
in exercise 2 on SB page 52 and the list in
exercise 1 on SB page 58 and choose the
most important objects. Set a time limit of
three minutes and get them to agree on three
things. Remind them that they must all agree
on the three things. Get feedback from the
groups and find out which three items most
people chose.
3 Go through the Survival quiz first and check
comprehension of a positive attitude, shelter,
and high-energy. Ask students to do the quiz
and compare their answers with a partner.
Remind them that sometimes there’s more
than one correct answer. Go through the
answers with the class and, if you want to,
give them the extra information shown in the
answer key.
Answers
1 b) a positive attitude, followed by
d) training.
2 Order: 1c) find shelter 2d) find water
3a) light a fire 4b) find food (Survival’s
rule of three: In extreme conditions we
can live three hours without shelter,
three days without water and three
weeks without food. With fire, we can
boil water to make it safe to drink.)
(Note: If you have any injuries, you
should treat those first.)
3 b) Animals – you can eat all of them.
Most fish are OK, as are many insects.
(And they all provide protein.) Animals
are safer to eat than plants because
many plants (especially brightly
coloured ones) are poisonous and can
make you sick or even kill you.
4 c) Getting too cold (hypothermia –
when your body temperature falls
below 35º) can kill you because your
organs stop working, though the other
things are dangerous and painful.
5 All of them except tight clothes, which
can reduce circulation.
114
Unit 6
Extra idea: If you have a strong class and
have done work with phonemic script,
write a selection of words for emergency
equipment on the board in phonemic
script. Put students in teams. The first team
to shout out the word correctly gets a
point. The team with the most points at the
end is the winner.
Wordbuilder Nouns from verbs
a Explain that sometimes nouns and verbs have
exactly the same form. As an example, ask:
What’s the noun form of the verb ‘aim’?
(aim). Then tell students that there are also
exceptions and get them to find the one with a
different form.
Answer
survive (noun = survival)
b Read out the example and point out the verb
and noun change. Ask students to choose a
word from the list and write sentences with
both nouns and verbs. Ask them to share their
sentences together afterwards.
Extra idea: Tell students to write the
sentences but leave gaps where the key
words should be. Their partner has to guess
which word goes in the sentence from the
list in exercise a.
4 P
2.36 Do the first one as an example and
elicit where the stress is (atmosphere – first
syllable). Students then work individually to
do the activity. Play the audio for students to
check their answers, then play it again, pausing
for students to repeat each word.
Transcript and answers
atmosphere, condition, connection, disappear,
energy, example, important, mosquito,
positive, temperature
5 P
Ask students which of the three-syllable
words are very similar in their own language
and which are very different. Tell them to say
any words that are similar and decide if the
stress is the same or different.
MA For greater support, play the audio
again rather than asking students to say
the words.
Focus on: keep
a Explain that keep is used in lots of different
phrases. If students aren’t sure about an
answer, encourage them to complete the
ones they know first and guess the final few
options.
Answers
1e 2d 3f 4c 5a 6b
b Students fill in the gaps with the correct
preposition. Get them to check their answers
with a partner afterwards. Ask: Can you
imagine when you might see or say ‘Keep
off the grass!’? Elicit ideas, eg in a park. Put
students in pairs to come up with a situation
for each one, then ask them to share their
ideas with the class.
Answers
1 off 2 away 3 out 4 on 5 up 6 on 7 in
Everyday English p59
You first!
Check students understand unconscious, then
elicit a few ideas from the class for what they
would do in this situation.
Giving instructions; checking
understanding
1 Ask students to look at the photos and work
out what’s happening in each one. Ask: Do you
know what order we do them in if someone
needs first aid? Don’t check answers yet.
2
2.37 6 Decide whether you’re going to
use the video or simply play the audio. If you
can, it would be useful to see the video in this
lesson, as it contains useful visual information.
The video shows how to give first aid and
also highlights useful language for explaining
things, sequence instructions and checking
that people understand what we’re trying to
show them.
Play the video or audio for students to check
their ideas from exercise 1.
Answers
A3 B1 C2
Transcript
A OK. First you need to check if the person is
breathing or not. To do that, lift their chin
and move their head back. Like this. OK.
Then put your ear close to their mouth and
listen. You can see if their chest is moving
at the same time. Are you with me so far?
Yes? Good.
OK then … here’s the next step. If the
person is breathing, turn them onto their
side and move their head back. This is the
‘recovery’ position. Then, if you’re in the
UK, call 999. Otherwise call the emergency
number for the country you’re in. Keep an
eye on the person until help arrives. Is that
clear? OK.
If the person isn’t breathing, call 999
right away, and start to work on the heart
immediately. Put one hand on top of the
other – just like this – push down strongly
here – with the heel of the hand – about
100 times a minute. Like I’m doing now.
And you need to keep doing this until help
arrives. OK? That’s very important. Because
if you stop, the person could die. Do you
understand? Do you have any questions?
B Yes, sorry, I’m a bit confused about what to
do if the person isn’t breathing. Could you
explain it again?
A Yes, sure. Let’s do it again.
3 Tell students to read through the sentences
first so that they know what to listen for. Play
the video or audio again while students watch
or listen and complete the instructions.
Answers
1 breathing or not
2 chin; head back
3 ear; mouth; listen
4 their side and move their head back
5 999
6 999 right away
7 heart immediately
8 the other
9 down strongly with the heel of the hand
about 100 times a minute.
10 doing this until help arrives.
4 Ask students to look at the phrases in the box.
Ask: Can you remember what the instructor
said? Students tick the questions they can
remember, then watch or listen again to check.
Unit 6
115
Answers
Are you with me so far? Yes? Is that clear?
Do you understand? Do you have any
questions?
5 Get students to explain what’s happening
in the photos and match them with the
situations.
Answers
1A 2B
6 Ask students to look at the instructions and
match them with each situation in exercise 5.
Ask: Can you remember what 999 is? (The
number for the emergency services in the UK).
Do you know what number to call in other
countries? If they don’t know the number for
many countries, it would be useful for them to
look it up online.
Answers
burn: b, d, e/f
choking: a, c, f
7 Tell students to try to put the instructions in
the correct order and compare with a partner.
Point out that one item may not be used, as it
depends on the severity of the injury (Call 999
immediately).
Answers
burn: 1d 2b 3f/e
choking: 1c 2a 3f
8 Tell the class to look at the phrases in exercise
3 again, then take turns to give each other
instructions for one of the situations in exercise
5. Encourage them to use the expressions
to sequence things correctly – first, then,
here’s the next step – and check their partner
understands well.
Extra idea: Ask students to talk with a
partner about a time when they were
hurt or injured. Get them to explain what
happened and how people helped them.
Encourage them to ask extra questions for
more detail and information.
116
Unit 6
De-stress!
Read through the short text. Ask students to stand
up – it’s easier – put their hands on their stomach
and take a couple of deep breaths. As they
breathe in, their stomach should push their hands
out (and their shoulders stay still).
Note: One or two breaths is plenty – too many
could cause them to feel dizzy.
we don’t say … / we say …
This section focuses on the following areas:
incorrect use of a future tense in a zero
conditional sentence
incorrect tense use in a first conditional
sentence
incorrect choice of a relative pronoun
Ask students to cover the green we say … side
and see if they can correct the mistakes themselves
before they look and check.
•
•
•
Units 5&6 Review
Warm-up
Tell students you’re going to describe a famous
person. They have to listen carefully and try to
guess who it is. When they think they know, they
have to put their hands up. Give points to students
who guess early on in the list of sentences – the
more information they have, the easier it becomes.
He was born on the island of Mallorca in Spain on
3rd June, 1986.
He still lives there with his family.
He started playing his sport when he was three
years old.
He won the Spanish and European titles when he
was 12.
He won his first grand-slam title in Paris when he
was just 19.
He won a gold medal at the Beijing Olympics in
2008.
He has an advertising contract with Nike.
He has won 14 grand slam titles.
His nickname is Rafa.
Tip: This type of guessing game provides a nice
introduction to reading activities. It
encourages prediction and activates students’
background knowledge so they’re more
engaged and motivated to read the text.
Reading
1 If you didn’t do the warm-up, ask the class
what they know about Rafael Nadal (it’s
OK if they say Nothing!), then get them to
answer the questions in pairs. Check students
understand the words in question 3.
Suggested answers
2 standing / sitting, noisy / quiet, working /
resting, hot / cool, fast / slow …
MA To give more help in question 3, point to
the items in the photos and elicit the correct
words.
2 Quickly check that students understand what
routines and rituals are. Set a short time limit
pp60–61
so they read for gist. It’s also helpful to write a
focus question on the board so that they have
a clear reason to read, eg What does Nadal do
between games? (He drinks from both bottles
of water). Ask students to talk about the article
and things they found surprising. Get class
feedback about their reaction to the article.
3 Ask students to close their books and get them
to complete the sentences from memory if
they can. They don’t have to write the exact
words and it’s OK if they have to look. After
they’ve finished, get them to compare their
answers with a partner, then check the article
again to see if they were correct.
Answers
1 will see that he has a lot of
2 can’t concentrate
3 mustn’t walk on
4 must be exactly the same
5 different heights; won’t
6 can have them in his mind while he’s playing
4
Put students in groups of five if possible
and assign one person or thing in the list to
each student. Tell them to share their facts
with the others in the group, then read the text
again and check their answers.
Speaking and writing
5 Do an example with the class first. Say: I always
close my eyes and breathe deeply for a minute
before I do something difficult. Put students in
small groups to talk about any rituals, routines
or superstitions they have. If they don’t have any
routines, they could talk about someone they
know or make something up.
6 Ask students to write about their (or somebody
else’s) routines or rituals. This provides a reason
to listen closely to each other in exercise 5, as
well as ask extra questions for more detailed
information. You may want to start this
activity in class and ask students to finish it for
homework.
Units 5&6 Review
117
Grammar
Things people do vary, but might include
repeatedly checking that things like lights /
the oven are turned off, washing their
hands several times before they can go out,
etc.
7 Go through the list of items. If necessary,
review each piece of language by looking at
the grammar reference section for Unit 6 on SB
page 78.
Ask students to read the article again and
underline examples of relative pronouns, modal
verbs and conditional sentences. You could put
them in groups of three to do this, each person
looking for a different item.
Answers
1 uncle Toni who taught … and who
is still his coach … courts which were
terrible … routines which help him
… rituals which create order … two
bottles, which he puts down
2 you have to be in the right mental
state … He has to do them … he
believes he has to do … He must walk
… He mustn’t walk … He can’t put
… he must put … His socks must be
… he has to check … He always has
to have … The labels must face … he
must drink … he must look up … he
can have them
3 If you aren’t, you won’t win. … If you
watch Rafa play a match, you will see
… if he doesn’t do them, he can’t
concentrate. … If they are different
heights, he won’t play well.
8 Have students read the text about Wendy and
circle the correct words. Encourage them to
compare their answers with a partner and get
feedback. Ask them to explain the reasons for
their choices, then find out how many people
are like Wendy.
Answers
1 who 2 might 3 goes 4 has 5 must
6 mustn’t 7 has to 8 mustn’t 9 may
10 must 11 will
Preposition Park
a Students complete the sentences with the
correct prepositions. Check answers by asking
eg: What words are before and after the first
gap? (get; the airport) Which preposition do
we use to talk about movement? (to)
Answers
1 to; in 2 at; at 3 to; on 4 to; to 5 to; on
b Have students read the sentences and discuss
their travel preferences together.
Cross Culture: Giving presents
a Start by asking: When do you give somebody a
present? Elicit words like birthday , anniversary,
wedding. Ask: What kind of presents do you
give when you go to somebody’s house? Elicit
a few ideas, then tell students to read the
information and try to complete it with the
correct presents. Tell them that it’s fine to make
a guess – but there are some clues in the article
to help them. Elicit ideas from the class, then
tell them the correct answers.
Answers
1 clock 2 book 3 flowers 4 cakes 5 fruit
6 scissors 7 knife 8 gloves 9 handkerchief
10 shoes
b Students discuss their reactions to the text with
a partner, then make a list of tips and advice
for giving presents in their country. Write
should and must on the board and encourage
students to use the modal verbs. Get class
feedback.
c
Background information: Obsessive
Compulsive Disorder (OCD) is a
psychological condition which we all have
to some extent, but some people find it
very difficult to do anything without going
through certain rituals a number times.
118
Units 5&6 Review
Go through the situations first and check
understanding of roses and scarf. Put students
in pairs to talk about the questions. Tell them
to write a different question about crosscultural differences when giving presents, and
ask them to work with a different partner and
answer each other’s questions.
Extra material
Photocopiable games
Teacher’s notes
Getting to know you
Unit 1
Unit 2
Unit 3
Unit 4
Unit 5
Unit 6
121
123
124
125
126
127
128
129
Tasks
Teacher’s notes
Tasks Units 1–6
130
132
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 Art & Music
Working with mixed-ability classes
Ensuring learner autonomy and using technology
135
136
137
139
141
142
143
143
De-stress! cartoons
145
120
Extra material
Photocopiable games
Teacher’s notes
Unit
Game
Players
Getting to know you
1
2
3
4
5
6
7
8
9
10
11
12
Bingo rows
Do or make
make?
? (B)
Find the differences
Future plans (B)
I’ve already done that! (B)
The holiday game (B)
It’s a thing which …
Compare (B)
The name game
Matchmaker
Report it! (B)
If … (B)
Celebrations
C
C/G
P/G
G
G
G
P/G
G
C
C
C / G /P
C / G /P
C
Language focus
Vocabulary: alphabet (listening)
Vocabulary: nouns which go with verbs
Present and past continuous
going to / present continuous for future plans
Present perfect with yet / just / already
Vocabulary: travel items
Relative pronouns / Vocabulary: survival items
Comparison
something,, somewhere
something
somewhere,, someone
Passive / Verb + -ing
-ing / Vocabulary: health
Reported speech
Conditional sentences
Vocabulary: celebrations
B = board game, 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
so you’ve always got them when you need them.
Board games
(Marked ‘B’ in the above table; they include all the
games except Getting to know you, Unit 2.)
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’ll 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 die 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.
pairs. One
One person
person shuts their eyes and
and puts
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 the e-zone.
Important notes
1 You can change the instruction
instructionss or rules for
any game, or ask your students if they can
suggest more interesting
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.
Jetstream Pre-intermediate Teacher’s Guide © Helbling Languages PHOTOCOPIABLE
121
Answers for Report it! (Unit 10)
Unit 2 – Find the differences
1 He said (that) he would always love Lucy.
2 He said (that) they were playing tennis with
their friends.
3 He said (that) he lived in a flat in London.
4 He said (that) she had given her mum a
present.
5 He said (that) he was going on holiday.
6 He said (that) she didn’t like spiders.
7 He said (that) Karen was very happy with her
car.
8 He said (that) there was a game that John
wanted to buy.
9 He said (that) he loved to visit Istanbul.
10 He said (that) he drove to work every day.
11 He said (that) he flew to many countries on
business.
12 He said (that) she was very good at painting.
13 He said (that) they didn’t want to come.
14 He said (that) the film wasn’t very good.
15 He asked why he was dressed like that.
16 He asked if she was a journalist.
17 He asked if they had liked the festival.
18 He asked what they wanted to buy.
19 He asked how many trains to Rome there were.
20 He asked how they could do that.
There are various ways of doing this.
Non-board games
Getting to know you – Bingo rows
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 the letters of the English alphabet (A–Z)
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 letter. Students cross the letters off as
they hear them. They shout Bingo! for a complete
line of letters horizontally or vertically. They don’t
have to wait for the whole card!
An alternative easy way of playing this is to have
students choose and write down between five and
ten letters. You’ll still need to write the letters of
the alphabet 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.
MA With a mixed-ability class, you might want to
use a variety (1 is easiest, 3 is more difficult).
1 Students have the whole sheet so they can see
both pictures and make statements.
2 Students have one picture 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 street scene for B to
draw, or B asks questions and sketches it.
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 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.
Unit 6 – It’s a thing which …
Before the lesson
Photocopy the page and cut it into 30 pieces of
paper or card. If you have a large class, you may
want to make more than one copy so that students
can play the game in smaller groups. With a
weaker class, you may wish to elicit and / or write
the names of the 30 objects on the board first.
Playing the game
1 Place the pile of cards face down in the middle
of the group. Students take turns to pick a
card from the top of the pile.
2 The student looks at the card and describes
the item without saying what it is. They can
describe what it looks like (eg It’s flat and
made of paper, They’re brown and made of
leather), but encourage them to use relative
pronouns to describe what it’s used for (eg It’s
a thing which you use to find your way, They’re
things which you put on your feet to keep
them warm and dry).
3 The first student to correctly guess the item
wins the card. If no one correctly guesses the
item after one minute, the card is returned to
the bottom of the pile.
4 The game continues until all the cards have
been won. The winner is the student with the
most cards.
122 Jetstream Pre-intermediate Teacher’s Guide © Helbling Languages PHOTOCOPIABLE
Getting to know you

Bingo rows
S
D
T
A
H
H
N
Y
O
Z
N
R
E
M
C
E
S
T
A
W
Y
U
I
O
Q
G
R
F
X
Q
B
G
T
K
L
M
U
L
B
P

O
E
R
N
U
C
U
R
F
B
Y
S
L
I
D
M
H
D
O
T
T
A
Q
M
K
V
E
K
L
W
V
B
G
W
H
A
N
I
X
Z

O
N
H
A
T
Y
A
E
N
B
S
M
J
I
D
S
U
I
V
O
E
Y
F
P
W
D
M
H
J
C
G
U
Q
V
K
P
K
Z
R
T

U
P
G
Y
S
A
S
Z
F
E
E
C
O
R
N
M
R
N
T
B
A
D
I
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B
K
D
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X
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W
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
Jetstream Pre-intermediate Teacher’s Guide © Helbling Languages PHOTOCOPIABLE
123
Unit 1
Do
or make?
1
You need
a die and counters
Playing the game
When you land on a square:
1 say make or do. (1 point)
2 say when you last made or did that particular
thing. (1 point)
START
homework
a mistake
a noise
a decision
the cooking
12
a phone call
15
sport
coffee
4
11
14
the shopping
19
a test
a cake
an excuse
16
18
3
5
10
Sudoku
’
6
exercise
9
’
The cooking – do – I never do the cooking at the
‘
weekend.
The winner is the player with the most points
when the first player gets to FINISH.
an appointment
7
17
4
2
1
8
An appointment – make – I made an
appointment at the dentist this morning.
‘
a reservation
Pilates
13
the ironing
20
yoga
your hair
124 Jetstream Pre-intermediate Teacher’s Guide © Helbling Languages PHOTOCOPIABLE
FINISH
Unit 2
Find the differences
Work with a partner or in small groups. How many differences can you find between
these two pictures? Give yourselves a point for each one.
A Yesterday

B Today
Jetstream Pre-intermediate Teacher’s Guide © Helbling Languages PHOTOCOPIABLE
125
Unit 3
Future plans
You need
a die and counters
2 say when and / or why you’re going to do it.
(1 point)
Before you begin
Go through the words and decide what verb you
can use in circles that don’t have one, eg party =
go to a party / have a party, and what nouns or
phrases you can use in circles that just have a verb,
eg fly = fly a plane / fly to Rio.
1
I’m having a party on Saturday because it’s my
birthday.
‘
’
3
I’m going to watch a film on TV this evening.
‘
’
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.
Playing the game
When you land on a circle:
1 talk about a future plan you have using the
word / phrase in the circle. (1 point)
1
2
3
START
party
jazz
TV
15
16
17
18
19
4
shopping
qualifications
classical
music
football
fly
housework
14
25
26
20
5
travel
pop music
learn another
language
FINISH
rap
the cinema
13
24
23
22
21
6
a job
a computer
game
a newspaper
cricket
coffee
the theatre
12
11
10
9
8
7
tennis
work
start
colleagues
a business
a magazine
126 Jetstream Pre-intermediate Teacher’s Guide © Helbling Languages PHOTOCOPIABLE
Unit 4
I’ve already done that!
You need
a die and counters
You get an extra point if you use yet, just or
already correctly.
1
Playing the game
When you land on a square:
’
Well done! Three points!
1 say the past participle of the verb. (1 point)
‘
2
1
START
make
7
understand
6
share
buy
spend
read
break
do
12
show
15
write
14
work
19
18
4
11
16
17
use
5
give
10
watch
3
be
call
9
’
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.
2 make up a true sentence (affirmative or
negative) or a question using the present
perfect of the verb. (1 point)
8
make – made – I’ve just made a mistake in my
homework.
‘
13
teach
live
20
own
clean
FINISH
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Unit 5
The holiday game
You need
a die and counters
Playing the game
You’re going on holiday to the Maldives. It’ll
be hot and sunny, and there are lots of lovely
beaches, but not much else. You need to choose
five things to take with you.
When you land on a square:
1 decide if you want to take the item shown on
the square.
1
2
2 justify your decision if you want to take the
item.
1
I have to take swimming things with me so
I can swim in the sea.
‘
’
If the other players agree with your reason, you
can write the item on your list.
The first player who gets to FINISH with five
suitable items is the winner.
3
4
5
START
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6
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FINISH
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Unit 6

It’s a thing which …
1
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129
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
hand them out.
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 a stapler,
supply these.
4
Make sure students understand each stage
of the task. As you go through the stages,
check students understand the examples and
elicit more where necessary. Remember that
when students are in their pairs or groups,
they’ll need language for suggestions,
agreement, etc. Where there are dialogues or
conversations, it’s often a good idea to model
them first with confident students.
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
It can be a good idea to do the unit task as
revision after you’ve finished the unit.
8
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.
Read out the task and highlight the phrase help
you learn, as this is a useful structure for this task.
STAGE 1:
Read out the four questions and briefly
elicit some answers from students. Teach
the phrases important / helpful to (write
words down).
STAGE 3:
Elicit suggestions, eg Vocabulary is a
very important part of a language. How
can you improve your vocabulary and
memory? Here are some useful tips.
STAGE 4:
If you want, add a final stage, where the
class has to agree on the top ten tips.
Unit 2
STAGE 1:
Check students understand the language
in the example answers, eg each other,
love at first sight (when you see someone
and fall in love immediately), the one
(the right partner for you). Encourage
students to use the past continuous at
least once.
STAGE 2:
Model the question-and-answer process
with a confident pair. They should ask the
questions in stage 1, but can ask other
questions as well.
STAGE 5:
Bring in a stapler to create the files.
Alternatively, students could print their
descriptions for homework, and the files
could be created in the next lesson.
Unit 3
130
Tasks
STAGE 1:
Encourage students to talk about their
problems with their work or studies and
to give advice about other students’
problems. Teach vocabulary where
necessary.
STAGE 4:
Encourage students to use future tenses
here.
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Unit 4
STAGE 1:
Go through the language in the examples
and elicit more ideas. Point out that work
(It worked ...) in this context means ‘do
the work that it should do’. Encourage
students to use the present perfect where
possible. Make sure students understand
that the sales assistant must decide what
to do about the fact that the customer
doesn’t have a receipt.
STAGE 3:
You could ask groups to act out one of
their role-plays for the whole class.
Unit 5
STAGE 2:
Go through the kinds of thing students
could take, eg a water bottle, a waterproof
jacket, a first-aid kit. Point out that we use
could for possibility.
Unit 6
STAGE 1:
Make sure that students understand the
names of the different types of holiday
and can say them. Encourage students to
use sentences with if.
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Tasks
131
Unit 1
STAGE 1
TASK: Make a list of ten tips to help you learn vocabulary in a foreign language.
Work in pairs. Talk about these questions
and make notes of your answers.
•
•
STAGE 2
Work with two more pairs and compare
notes. Then agree on your top ten tips
and make a list of them. Choose a title
for your list.
I write the words in my notebook.
I think that’s very important.
STAGE 3
Write a short introduction of two
or three sentences.
What do you do to remember the
stress in words and phrases?
STAGE 4
Work with the whole class. Someone
from each group reads out their group’s
introduction and tips. Have a class
discussion about which tips are most
useful.
When you’re in class, what do you do
to memorise vocabulary?
I underline the stressed syllable.
•
What do you do at home to improve
your vocabulary and help your
memory?
I think it’s very important / helpful to …
‘
’
I do the Workbook exercises. That
helps a lot.
I repeat words. That helps me
remember them.
•
What else can you do to improve your
vocabulary?
You can keep a vocabulary book. That’s
very helpful.

Unit 2
STAGE 1
TASK: Create a file describing the best moment of your life so far.
What’s been the best moment of your life
so far? Think about these questions and
make notes.
•
STAGE 2
Work in pairs and ask questions to find
out about your partner’s ‘best moment’.
STAGE 3
Work with two other pairs. Take turns
to tell each other about your partner’s
experience. Your partner must correct you
if you make a mistake.
STAGE 4
Write a description of your own
experience. Exchange your description
with your partner and help each other
with language mistakes. Then write a
final version.
STAGE 5
Create a file of your group’s experiences.
Give it to other groups to read.
When was the best moment of your
life?
It was about ten years ago.
•
What exactly happened?
I met my partner for the first time.
•
Where were you, and what were you
doing?
I was at a party and I was talking
to a friend. I was a bit bored.
•
Can you describe what happened?
A guy came and said hello. We looked
at each other. He had great eyes. It
was love at first sight! I knew he was
‘the one’ – and he knew too!
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Unit 3
STAGE 1
TASK: Find solutions for problems at work.
Work in groups of between four and six.
Each describe a problem that you have
with your work or studies. If you don’t
have a problem, invent one.
STAGE 3
I’m going to talk about Maria’s problem. She
likes her job, but her pay isn’t good. My solution /
advice is this: I think Maria needs to ...
‘
My manager is very disorganised and blames
me for problems. But it’s often his fault!
’
After your talk, ask other members of the
group for their opinion.
‘
’
Discuss solutions to each of the problems
and give advice.
So that’s my advice. What do you think?
Do you agree, or do you have a different
suggestion?
‘
When your manager asks you to do something,
I think you should write down his instructions.
‘
That’s a good idea. Then you could send him
an email and ask for confirmation.
’
’
STAGE 4
‘
’
STAGE 2
Take turns to describe the problem and
your solution to the group.
Sit in a circle and think about the problem
of the student on your left. Decide on
your advice / solution and make notes in
preparation for a talk.
Think about your own problem again.
Decide what you’re going to do about it.
Take turns to tell the group.
Thanks for your advice. It’s very helpful. I’m
seeing my manager next week. I’m going to ask
for a rise.
‘
’

Unit 4
STAGE 1
TASK: Role-play returning something to a shop.
Work in pairs. You’re going to do a roleplay where a customer returns something,
eg a household or technological item, to
a shop. Each choose a role – A or B – and
read the notes for it below. Then write
notes for your role.
Student B: You’re the sales assistant.
•
Can I help you?
‘
•
•
’
Decide what the item is, eg electric
kettle, mobile phone.
Do you have a receipt?
‘
Decide how to begin the conversation
with the sales assistant at the shop.
•
Say when you bought the item and
what the problem is.
It worked on the first day, but it hasn’t
worked since then.
‘
’
STAGE 2
Act out the role-play. Then discuss how
you can improve it and act it out again.
STAGE 3
Work with two other pairs and perform
your role-play for them.
I’d like to exchange it, please.
•
•
‘
’
You have the receipt but when you
look for it, you can’t find it.
’
When the customer looks for their
receipt, they can’t find it. They tell you
that you served them. Decide what to
do.
I’ll talk to the manager. Can you wait a
moment, please?
’
Decide if you want a refund or if you
want to exchange the item.
’
Do you want a refund or would you like to
‘
exchange it?
‘
•
’
What’s wrong with it? / What’s the
‘
problem?
Student A: You’re the customer.
•
Ask the usual questions a salesperson
asks when a customer wants to return
something.
You bought the item from the sales
assistant and they remember you. Try
to persuade them to either give you a
refund or exchange the item.
Look, I’ve only had the phone for a week!
You served me – you remember me!
‘
’
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Unit 5
STAGE 1
STAGE 2
TASK: Make a list of the things you need for a one-week walking holiday.
Work in pairs. You’re going on a oneweek walking holiday in hilly country
together. Decide where.
STAGE 3
I’ll carry the blanket.
You’ll each carry a backpack. Remember
that you don’t want to carry too much or
your backpacks will be heavy. Agree on:
•
Make a list of what each of you is going
to take.
‘
STAGE 4
the things that you need to take.
’
Work with another pair and read out
your lists. Explain why you’re taking these
things.
We’re packing a groundsheet because we need
to sit on something comfortable!
‘
We have to have really good walking
shoes, obviously. I need to buy a pair.
’
‘
STAGE 5
’
We’ll definitely get blisters. We must take
‘
lots of sticking plasters.
’
After listening to the other pair’s list,
discuss whether you should change your
list in any way.
We could pack a blanket. And definitely
‘
some chocolate.
’
I don’t think there’ll be enough room for
‘
the blanket – but chocolate, yes!
’
It may rain. Should we take umbrellas?
•
‘
’
what to do about lunch and snacks.
You don’t have a big budget. Decide
what to pack, if anything.
Let’s pack some plastic food boxes.
‘
Unit 6
STAGE 1
’

TASK: Persuade another pair to come on an adventure holiday with you.
Work in pairs and choose an adventure
holiday from the list below. Think about
the problems that each holiday may
have. You have a budget of $2,000. If
you spend more than that, you can’t buy
something that you really want. None of
the holidays includes flights.
•
•
•
•
STAGE 2
Come on the safari holiday. You’ll see lions
and tigers, it’ll be wonderful.
‘
’
Yes, but it’s very expensive. If I go on the safari
‘
holiday, I can’t afford a new computer and
I really need one.
a trekking holiday in Nepal / 13 days /
$900
’
The holiday will be more fun with four people.
‘
We can have a really good time.
a safari holiday in Tanzania / 9 nights /
$1,550
a white-water rafting holiday in Idaho,
USA / 6 days / $1,665
a survival holiday in the jungle in
Guyana / 10 days / $1,300
Find a pair of students who’ve chosen a
different holiday to you. Try and persuade
the other pair to come on holiday with
you instead. Take turns to do this.
’
OK, we’ll come with you!
‘
STAGE 3
’
In your groups, take turns to tell the class
what happened in stage 2.
We weren’t successful. Ali and Mehmed aren’t
coming on holiday with us.
‘
If we go on the trekking holiday, we must be
very fit. I’m not at all fit!
’
‘
’
I think we should choose the safari holiday.
‘
’
I’m not sure. I think Tanzania is a country that
‘
could be dangerous.
’
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Tasks
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Technique banks
Using the video
You won’t 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
students 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’ll 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’ll also work well with other conversations
in the book. (See also Shadow reading in Five fun
techniques on page 142.)
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 listens.
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’s
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’s 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’ll need to demonstrate this technique with a
student in front of the whole class the first few
times you use it.
Technique banks
135
Stage 3
Act it out.
When you and your students feel they’re 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’d like to.
Structured: Set a particular story to be read
outside class by the whole class. (The stories can
come after every third unit, so after Units 3 and 6.)
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’re 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
students before they read. Not only does this help
to prepare them for reading, but it also motivates
them to want to read and gives 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)
136
Technique banks
• 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
In the next lesson, you could ask students to 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’re 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 students 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 We
called her Pinky because …
• tell you who said a particular thing
• write a question on the story for the rest of
the class to answer
• 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 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 235)
Note: The stories are too long to do this for
the whole story, so maybe just take the first
paragraph. Suitable words might be:
Pinky / rabbit
crash landing / wedding
weekend / beach
second chance / dream
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’d
like to do more. You can do them as whole-class
activities or, once they’re familiar to students, 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’s X? What’s in / on / under / behind
the …? What’s on the left / right?
What colour is X? What’s 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.
Technique banks
137
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
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 – it lends
itself to many different structures. Some possible
kinds of statement:
I like + noun
I like + activity
Every day I + present simple
Last year I + past simple
I’ve never + past participle (= present perfect)
In the future I’d like to …
138
Technique banks
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 to take just 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 of these but not
the second! Because of that, revising the previous
lesson at the beginning of the next one is also
crucial.
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’re correct,
write the letter. If they’re incorrect, the student
loses one of their ten lives.
4 I went to the
supermarket and I
bought …
Memory game
This 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.
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? …
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 …
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
Technique banks
139
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’s
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
ten (or 20!) words
Vocabulary
How many words can students make from the
word Jetstream in a given time limit? You can
use any other long word or choose a word from
the lesson you’re working on, eg conversation,
information, grandmother.
18 Words that begin
with …
Memory game
How many words beginning with a given 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.
140
Technique banks
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’re also brilliant for breaking the ice and getting to know a new group of students and for
letting them 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 (multi-tasking), page 18 (Fauja
Singh).
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’ve been dealing with in
class, 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’s 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 students are getting tired – and a
good way of revising, too. Take a text that they’ve
read or listened to recently and select a word from
it, eg SB page 11 (intelligence(s) in Shelflife) or
page 18 (kayak in Around the world in 13 years!).
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 20). 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?
(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 –
Technique banks
141
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’ve
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’re
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 Art & 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 picture or song.
Art
•
Can you find one or two other paintings /
sculptures by the artist / sculptor that you
particularly like? Say why.
•
Do you like this artist’s / sculptor’s work?
Music
Note: A good website for lyrics is
www.metrolyrics.com or just type the title or first
line into a search engine.
•
Do you know this picture / sculpture? Do you
like it?
•
Do you know this song? Do you like it?
•
What’s the title of the picture / sculpture in
your language?
•
What’s the name of the song?
•
•
Who’s the painting / sculpture by?
Who’s the singer / group? Do you like him /
her / them?
•
Describe the picture / sculpture. What’s the
artist trying to say?
•
Who wrote the song? When?
•
What’s the next line?
•
If there are people in the picture, what can you
say about them?
•
What word occurs more than ten times in the
song?
•
What do you think the painting tells us about
the artist / sculptor?
•
What’s the chorus?
•
What nationality was the artist / sculptor, and
in which century did they paint / sculpt?
What other songs do you know by this singer /
group / songwriter?
•
Do you know anything else about the artist /
sculptor?
Read the lyrics and listen to the song. Sing the
chorus if you want to.
•
Find out two or three extra pieces of
information about the picture / sculpture.
Watch a video clip of the song and give your
opinion of it.
•
What’s the message of the song – in one
sentence?
•
•
•
•
142
Find out two or three extra pieces of
information about the artist / sculptor.
Technique banks
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’ll also find ideas in the unitby-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.
•
•
•
•
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 exercise 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!
•
Sometimes pair and group students of the
same ability so they feel comfortable with each
other.
Many of the 20 easy games on page 139
would work, especially games 3, 4, 5, 6, 7, 8,
13, 14, 17, 18 and 19.
•
And sometimes pair up students of different
levels and encourage the stronger student to
help the weaker one.
Also suitable are the Memory games using
pictures on page 231, once students have
played them in class and know how they work.
•
Group weaker students together for an activity
and give them extra attention, leaving stronger
students to work alone.
Online research is another task you can give,
using the Art & Music box or an Explore
suggestion, for example.
•
And finally, you can offer them lots of different
e-zone activities to choose from.
Use stronger students as group leaders and
give them more responsibility for activities, like
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’s crucial because when you
give learners more choices (and therefore more
responsibility) in how and what and how fast they
learn, then they’re also a lot more motivated and
they learn better. In addition, they 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 you assign homework
to students. You have the capability to allow
students to see their score after they complete
the tasks. They can keep practising and
improving their score until a deadline. This
way, homework becomes more of a learning
experience and students can take on more
responsibility for their results. Students can
do cyber homework offline and submit their
results once they go back online.
Technique banks
143
•
•
Projects enable students to learn
collaboratively. They can vote and comment
on each other’s work, and thus learn from and
with each other. They 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,
students can practise any time, anywhere,
offline on their desktop computers as well as
their mobile devices. These devices will sync
with each other once students go online.
In the Student’s Book and the Workbook, there’s
also scope for learner autonomy.
•
In the Student’s Book, both the Explore and
the Art & 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’s not intended that they should write down
every single word – unless they want to, of
course!)
144
Technique banks
What else can you do?
•
Ask students to keep a record of their
problems and 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.
De-stress! cartoons
Unit 1
Unit 2
Unit 3
Unit 4
Unit 5
Unit 6
De-stress! cartoons
145
HELBLING LANGUAGES
www.helblinglanguages.com
JETSTREAM Pre-i ntermediate Teacher’s Guide A
by Terry Prosser
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 978-3-99045-013-0
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Illustrated by Davide Besana, Oscar Celestini, Giovanni Da Re, Giovanni Giorgi Pierfranceschi
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Printed by Athesia
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