Innovations: Pre Intermediate-teachers Text: A Course in Natural English

q course in nqfurql English Hugh Dellor ond Andrew Wolkley with Richqrd Moore

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lntroduction Innovations, first publishedin 2000,was originallycreated to provide intermediateto high-intermediatestudents with interestingmodels of natural spoken Englishto motivate them beyondthe intermediateplateau. Innovations has now been expandedand developedinto a new seriesfor teacherslooking for a fresh approachto teachingyoungadults(Elementory (publicationin 2005), Pre-intermedi ate,I ntermedi ate,Uppe r-intermediote).lt is basedon a language-rich, lexical/grammatical syllabus that starts with the kinds of conversationslearnerswant to have.

and expandingof their English, studentsare provided with a very solid basisfor the conversationsthey most need and want to have.lt bringsstudentsto a level where they can meet the challengeof intermediate-level English,with its more concentratedwork on vocabulary and grammar.

What's so innovative about Innovations?

Organisation

Innovotions Pre-intermediote, like the rest of the series, setsout to maximisestudents'abilityto speakEnglish with confidenceand to help them beginto understand naturalspokenEnglish. lt doesthis not simplyby providingstudentswith plentyof opportunitiesto use language in personal,creativeand communicative contexts,but more importantly,by providinga predominantlyspokenmodel of English.The English presentedin the whole lnnovotions seriesis the English commonly used in everydaylife by fluent,educated speakers.The seriessyllabusis designedto meet students'communicative needsand is thereforequite compatiblewith the obiectivesand'cando' statements of the Common EuropeanFramework(CEF).At all levels,the prime concernis with what studentswill be able to soyafterwards.As a result,the starting point for the syllabusis not the usuallist of tense-based structures,but rather the typical l
lnnovotions Pre-intermediate is divided into twenty units. Eachunit is further dividedinto three two-pagesections, all of which provideself-contained and coherentlessons of 60-90 minutes.However,teachersmay wish to vary the order in which they teachtheseelementsas they see fit.

How does lnnovations Pre-intermediate fit in wlth the rest of the series? At the elementarylevelstudentslearnto use some of the most common questionsthey will be aslcedand a limitednumberof typicalreplies.In doingso,they cover a lot of basicgrammarand vocabularyin specific contexts. lnnovotionsPre-intermediate recycles much of this language and buildson it by providinglongermodels of conversationsfor studentsto copy and practise.The additionallisteningsectionshelp students'receptive understanding.The Coursebookalso usesa wide range of topicsto introducenew vocabularyand broadenthe areasstudentsare ableto talk about,while a balanceis maintainedbetweenfunctionaland interactionalEnglish. Grammaris taughtin smallchunks,withseveralfeatures focusedon more than once in different contexts so that over a period of time studentsgaina fuller experience of how grammaris used.Through this constantrecycling

In conjunction with /nnovotions I ntermediate,Innovotio ns Pre-intermediate will take studentsto the level of the PreliminaryEnglish Test (PET),and through (CEF) L e v e lB l .

The first two-page section of each unit containsa short model conversationwhich studentslearn.Thispractises pronunciationand helpsdeveloptheir conversational confidence.They can then go on and havelonger conversations. Manycoursesmissout this essentialfirst stageof learningshort conversations.The vocabularyand grammartasksin this sectionare tightlyfocusedon the model and allow studentsto vary and personalise the conversation. The secondtwo-pagesection focuseson reading.The readingsectionscontain a broad variety of texts and tasksto developstudents'receptivereadingskills.They are carefullygradedto allow studentsand teachersto get the maximum benefitfrom them.The majority of the texts are also recorded on the Audio CDs/cassetres. Within these sections, the activitiesfocuson topic vocabularyand usefullexis from the texts. Aspects of grammarare also presentedand practised.These presentationtexts often provide examplesof language usagethat go beyondthe context of the unit, as a way of givingthe classvariety and showinghow languagecan havea broader usage. Finally, the third two-pagesectiongivesstudentsfurther listeningpractice in the form of one or two extended dialoguesor a numberof short dialogues.The listening tasl<saim to give studentsthe valuableskillspractice they needat this stage,but again,there are useful languagetasksto go with them. Writing sectionsfeaturein all the odd-numberedunitsof the Workbook.Thesestart with a'Key word' section, which dealswith common problemsregardinglinl<ersin writing (however, olthough,becouseand becouseof etc.). This is then followedby a model of a typicaltext studentsmay need to write in real life or for exams lil<e PETand First Certificatein English(FCE).Studentsare

Introduction then given a similartext to write as a tasl<.In additionto the writing tasksin theWorkbook, a numberof activitiesin the Coursebookhavea writing element.

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There are five Review unitswith exercisesto test and revisewhat studentshavelearnt. The Tapescript at the backof the Coursebook featuresall the conversations,listeningtexts and most of the pronunciationexercisesthat appearon the Audio CDs/cassettes. The Grammar commen tary atthe back of the coursebook providesstudentswith generalt"".ning o adviceand more detailedinformationon individuai trammar points. The Expression organiser at the backof the Coursebookallowsstudentsto record and translate some of the most important expressionsin each unit. Othgr

compongnts

The Coursebookis complementedby a set of three Audio CDs/two Audio cassettes.a Workbook, this Gacher's Bool<,and a separate,photocopiableTeacher's ResourceBook.Thereis alsosupport in the form of a websitewith usefullinl<s, and the test-creatingCD-ROM ExamView@Pro. .

Audio CDs/cassettes The Audio CDs/cassettes containrecordingsof all the dialoguesand readingtexts,pronunctatron exercisesand those lexicalexerciseswhere the stressand intonation are particularlyimportant.

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Workbook TheWorkbool< can be usedfor self-study,but any of the exercisesmay be done either in classor as homework.In addition,the Worl
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Teacher's Resource Book The Teacher'sResourceBool<providesforty photocopiableactivitiesand gameswhich closely supportthe materialin the Coursebook.

ExamView@ Pro This uniquecD-RoM containsa bank of test items for eachunit that teacherscan modifyand customise.lt is simpleand quick to use and provides unit-by-unittests for those teachersthat require tnem.

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Web materials Teacherscan visit the publisher's website: vwvvv.heinle.com.This includesa list of linksthat an extensionto the toPics and content of l::"'0" each unit' together with exercisesfor studentsto comPlete'

Gettingthe most out of lnnovations ThisTeacher's Book providesplentyof detailedadvice on how to get the most out of Innovotions Preintermediate. However,there are some generalpoints to makeabout the specialfeaturesyou will find in the Coursebook.These featuresare highlightedin the next section.

Fecrtures of Innovcrlions Conversation The first section of each unit is basedon a short conversation.These conversationsare good examplesof typical-conversations that people haveabout everyday topics,and containmanycommonly-used expressions. In fact,one of the aims is to get studentsto memorise a lot of this language.There are memorisationactivitiesin severalof the units and these activitiescould be adapted and usedfor other units.For example,in Making plans on page26 studentsuse a skeletonof notes to help them rememberthe conversation.You could usethis techniquewith any of the other conversationsby writing,the skeletonon the board and then asking studentsto use the notes to havethe conversationin pairs.After studentshavebecome used to this technique,you could askthem to maketheir own set of notes basedon the completed conversation. When usingthe conversationin class,playthe recording once so that studentscan answerthe gist questions. Then playthe recordingagainand ask them to try to fill in eachof the gapsas they listen.Theyshouldthen comparetheir answerswith a partner.Playthe recordinga third time, but this time pauseafter each gap.Elicitthe missingwords and maybewrite the completeexpressibnon the board.Modelthe pronunciationand get studentsto practisesayingit. Play the recordingthrough one more time with students followingthe completedscript. Many of the conversationshavebeen'sound scripted' in the Tapescript at the back of the Coursebook.Here, stressedwords havebeen capitalisedand pauseshave been clearlymarked.Thishelpsstudentsget usedto the way language is'chunked'- where speakerspause,and more importantly,where they do not pause- and to the rhythm of spoken English.Studentslisten to the recordingwhile readingthe soundscript.Thenaskthem to use the script to read the conversationaloud in pairs, focusingoq,.thephrasingand stress. Much of the language preientedand exploredin the unit aPPearsin the conversation,so studentsget to see and hear it in meaningfulcontexts.For example,in Making friends on page8, Danko is talkingabout his home town of Split and sayslhere ore lots of lovelypeoplethere. Expressionswith there'sI thereore is the focus of a later Using grammar activityon page 12.

Rea d i n g The second part of each unit is basedon a readingtext. These texts are derivedfrom authenticarticles,but have been re-written to include maximallyusefulvocabulary and collocations.Thetexts are all related to the topic of the unit and are designedto elicit some kind of personal responsefrom students.

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Encouragestudentsto read the whole text through without worrying too much about any words they dont know - ask them to put their pens down for a minute and relax! One good way of ensuringthey do this is to playthe recording of the readingwhile studentsfollow the text in silence.lf you feel the recording is too fast for your students,read it yourselfat a pacethey can cope with.This also givesstudentsthe opportunity to hear how the text is spoken.lmportant vocabularyis focusedon later,and studentsneed to gain confidencein their ability to understandmost - if not all - of a text. Encouragestudentsto focus on the many words they do know! With both the readingand listeningtexts, you could simplyask students:Do you hoveony questionsobout the text?Note that this is a different questionto Arethere any wordswhichyou don't know?becauseit allows studentsto ask about anything.Theycan ask about words they do know, but which may appearwith a new meaningor in a new collocation;theycan ask about whole expressions;they can ask about the content;they can even ask you what you think. Encouragingstudentsto ask questionsis a good way to encouragethem to notice language. lt can also help to create a good relationship between you and your students. Most readingtexts are followed by a comprehension task and activitiesthat focus on particular lexicalitems or collocationswithin the text. Encouragestudentsto re-readthe text and notice how these items are used within the texts.There are also speakingactivitieswhere studentshavethe opportunity to react personallyto the text and to extend the discussionon a related theme. Thesecan either be done in pairsor in smallgroups.

Listening The third part of the unit is basedon a listenint text, either a singleconversationor a seriesof conversations, relatedto the overall topic of the unit. Unlike the conversationsin the first section of the unit,they give studentsthe opportunity for more extended listening practice.Again,remind studentsthat they don't need to understandeverything.Youmay need to play the recordinga coupleof times.Finishup by askingstudents to listen and read alongwith the tapescriptat the back of the Coursebook. Eachlisteningis usuallyaccompanied by pre-listening and post-listeningspeakingtasksthat help studentsprepare for and react to the content of the conversations.There are also activitiesthat exploit usefulvocabularyand grammarappearingin the conversations.

Features of lnnovations

Using vocabulary

Pronunciation

Throughout I nnovotionsPre-intermediote there are sectionsexplicitlydealingwith vocabulary.These sectionsfocuson expressions and collocationsboth related to the topic of the unit and basedon language appearingin the conversationsor readings.As you go through the answers,you can also get studentsto repeat the key languagefor pronunciationand ask the kind of questionsmentionedin Noticing surrounding language on page8.The teachingnotes for each activity give examplesof specificquestionsto ask.The vocabularyexercisesare usuallyfollowed by opportunities for studentsto use some of the language in short speakingtaslcs.

As Innovotions Pre-intermediote placessuch an emphasis on spokenEnglish, pronunciationis givena high priority throughout.Thereare activitiespractisingthings like stress,linkingand contractionsin most units.Thereare also severalactivitiesin eachof the Review units which focuson stresspatterns,and some individualsoundsand consonantclustersthat many studentsfind difficult.The recordingprovidesstudentswith models and they should be encouragedto repeatthe examplesseveral times chorallyand individually, until they can saythem naturally. Of course,youcould also model the examples yourself.

Speakingactivities Key words There are severalKey word sectionsthroughout lnnovotionsPre-intermediote that focus on useful expressionscontainingvery common words like get,die, and sort out.lt might be a good idea for studentsto devote a pagein their. notebooks to each of these key words.They can record the expressionsfrom the activity and then add to their list wheneverthey notice more examples.

Usinggrammar Eachunit containsat leastone section dealingwith a particulargrammaticalstructure.Thesestructures range from the traditional tense-basedstructures like the past simpleto other structures like usingnot enoughand too. The structures are alwaysgiven in meaningfulcontexts, and studentssee how they tan use the language themselves.Give studentsthe basicpatterns for the structure and encouragethem to record examplesfrom the exercisesin their notebooks.Again,there are speakingtasks linkedto the particularstructure. Referenceis alwaysmade to the correspondingsection in the Grammar commentary.

Grammarcommentary &" The Giammar commentary starts on page 165 of the Coursebook,with two pagesoutliningthe basic approachto grammartaken in the course.Ask students to readthese pagesearlyon in the courseand discuss questionsthat arise from it.The grammar points that follow refer to the Using grammar sectionswithin the units.As a rule,you can ask studentsto read the Grammar commentary as a way to review the languageafter they haveworked on the activities. However,in some casesyou might want studentsto come up with a guidelineor'rule' themselvesand then compare it to the explanationin the Grammar commentary before working on the exercises.The Grammar commentary is anothergood sourceof usefulexamplesfor studentsto record.

There are speakingtasks throughout the Coursebook. These are intended both as away of encouraging studentsto use some of the new languagethey havemet in personalised ways,and also as an opportunityfor studentsto relax and enjoy talkingto each other! Whenever possible,try to introduce these speakingtasks by talkingabout yourselfand encouraging the classto askyou questions.This servesas a model of what you are askingstudentsto do and is another good source of language input.Also,studentsgenerallylike findingout more about their teachers. You maywish to usethese discussion periodsas a chanceto monitor students'spoken performanceand to gather student errors to focus on later,or as a chanceto listen for gapsin students'vocabularieswhich can later be addressed.A good way to give feedbackon these sectionsis to re-tell what one or two studentssaid.Retellingwhat studentssay- sometimescalled reformulation- is a good techniquebecauseit allows eventhe weakeststudentsto sharetheir experiences and ideaswith the whole classwithout the pressureof performing in front of them. lt's quicker - there are no painfulpauses- and maintainsthe paceof the lesson. Finally,it allows you to correct and introduce usefulnew languagein a way which acknowledgesthat the student has successfullyconveyedhis/her meaning.Youcan write some of this new language on the board if you like,but it is not strictly necessary.

RealEnglish The Real English notes throughoutthe Coursebook refer to a particular piece of language- a word, expressionor grammaticalstructure - that appearsin one of the tasks.Thenotes contain featuresof everyday Englishwhich manymore traditionalcoursebcibks overlook,and so it is important to draw students' attention to the explanationsand examples.Add more examplesor ask a few related questionsto exploit the notes further, if you wish.

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Features of Innovations

Review units After every four units there is a Review, which gives studentsthe chanceto re-visitand consolidatelanguage they havestudied.Most of the activitiesinvolvepair or smallgroup worl
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Tapescript The Tapescript starts on page 148 and featuresall of the conversations from the listeningsectionsas well as sound scripts of severalof the conversations.

Languagestrips The language stripsat the beginningof eachunit contain expressions from the unit which studentsmay have difficultywith. Usingthe strips before startingthe unit givesyou the chanceto pre-teachsome of the expressionsthat studentswill encounter,as well as a way of previewingthe topic of the unit.Youcould start off by havinga short task where studentsquicklylook through the strip to find expressionsthat fit certain criteria,for example,those they haveheard before,or those they could use about themselves.The teachingnotes contain specifictasksthat you can set for each unit.Youcan then follow up by askingstudentsto sharetheir ideasin groups.Thislets studentshelp eachother with some of the more difficultexpressions. Another techniqueis to ask studentsto choosea couple of expressions that look interestingand find out what they mean*bylookingin their dictionaryand then share their ideasin smallgroup-s.You may needto givesome guidanceabout how studentscan do this.For example: for Haveyou goto light?in Unit l, tell studentsto look at the phrasesat the end of the dictionaryentry for the key word, in this case,/rght.lf studentsare studyingin an English-speaking country,you could also encouragethem to go out and asl
l. Ask studentsto find the expressions which are responsesto two or three questionsor remarksyou write on the board. 2. Copy some of the expressionsonto an overhead transparencyleavingsome gaps.Ask studentsto completethe expressions beforeopeningtheir Coursebooks, and then comparetheir answerswith the strip. 3. Ask studentsto identifyexpressions which contain language which hasoccurredin an earlierunit,such as a tense or key word like get. 4. Ask studentsto discusswhat words such as it. this or therecould refer to. 5. Ask studentsto sort the expressionsin different ways: a. positivevs.negativeexpressions. b. formal vs.informalexpresstons. c. those which are more likelyto be usedby men/women. d. those more likelyto be usedby young/older people. e. remarkswhich initiatea conversationvs. resDonses. f. (perhapsmost importantly) those they would like to usethemselvesvs.expressions they would not feel comfortable using.

Noticingsurrounding language Although all the activitieshavea primary focus,for example,a particulargrammarstructureor a listening task,all the languageis presentedin natural contexts. This meansthat the surroundinglanguage is just as importantas the language beingexplicitlyfocusedon. lf the exerciseconcernsthe present per.fect,do not miss the opportunityto point out other surroundingcommon words and expressions at the sametime. One of the most importantwaysstudentswill improveon their own is if they notice more.Turn'noticing'into a major classroomactivity.In order to do this,you needto not only explainmeaning, but alsoask studentsquestions suchas: Whot other thingscan you ... ? What otherthingscan you describe os ... ? Whot'sthe oppositeof ... ? What's the positivelnegotive woy of soying... ? If you do ... , what wouldyou do nextlwhothappened before? Wherewouldyou ... ? What do you usea ... for? Whot wouldyou replyif someonesoid... ? Plusmore specificquestionslike: Whot was the verbthot comebefore... ? What was the preposition after ... ?

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Features of Innovations The aim of these questionsis to generateusefullanguage connectedto the word or exoressionin the exercise and alsofor studentsto get an ideaof the limitsof collocationand differences with their own first language (Ll).Questionslike theseare better than simply explaining,for three reasons.Firstly,they allow you to check whether studentshaveunderstoodwhat you have explained.Secondly,they are more engagingfor students as you are involvingthem in the teachingprocessand accessing they provide their current knowledge.Thirdly, opportunities for studentsto extend their knowledgeby introducingnew language. In some ways,the questions are also convenientfor you as a teacher,because studentsprovide meaningsin attemptinganswersand you can then provide the actual languageby correcting any mistakesor re-statingwhat they said in more natural English.This new language can also be put on the board, ideallyin the form of whole expressions as you would usethem in speech.

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a sectionfor phrasalverbsand idioms

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a section for grammaticalpatterns and structures suchas the presentperfectand hoveto ...

Also,talk about what shouldbe recorded.Insteadof just isolatedwords,encouragethe recordingof complete expressions, and evenquestion/response collocations, exchanges.The Coursebookis a great resourceof useful contextualisedlanguagethat can be transferred directly to students'notebooks.Ask studentsto translatethese largerexpressions and idiomsinto an equivalentin their own language.

You may also like to follow up a sectionof teachinglike any new this by askingstudentsto brieflypersonalise vocabularyyou put on the board.For example,you could ask: Do you know or haveyou heordoboutonyonewho ... ? Do you know or hoveyou heordoboutonyonewho hos... ? When'sthe losttimeyou ... ?Where?Whot hoppened? Can you useony ofthese wordslexpressions to describe thingsin your life? Which is the rnost usefulwordlexpression? Which wordlexpression do you like the most? You could put studentsinto pairsto do this kind of exercisefor five or ten minutes.Thisis a good way of breakingup the lessonand getting awayfrom the students Coursebookfor a moment.lt also encourages to get to know each other better,and unli,ke supplementary materials, requireslittle planningand no fightingwith the photocopier! The teacher'snotes sutgest specificquestionsyou can ask about languagein the texts and there are also good examplesof these kindsof questionsin the Vocabulary quizzes in the Review units.lt maytake a little time for both you and your studentsto get usedto this style of teaching,but it is worth persistingwith it, as it produces a dynamicand language-rich classroom.

Recordinglanguage It is a good ideato help studentsorganisea notebookto record the language they meet.Earlyon in the course talk about recordingthis language in an organisedway and suggesta notebook divided into severalsections: . a sectionorganisedalphabetically, containingnot only the tartet vyordsbut associatedcollocationsand phrases .

a sectionorganisedaroundthemessuchas describing people,work, films etc.

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verbsand a sectionorganisedaround'delexical' nouns such as get,toke,point,thing

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to London. Language input : '

Conversationstarters:Do you knowonyonehere?

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Thereis/thereqre; fhere's so much to seeand do in London.

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Expressionswith missand lose:/ missedmy troin, I got /ost on the way here.

Pasts-imple: We decidedto movebecousewe didn't Iikethe oreo.

lf you ask someone Whereore you from ogain?you are implyingthat they haveprobablytold you but you haveforgotten. k can also be usedto be slightlyless direct when you havealreadybeen speakingto someonefor a short time,evenif the personhasn't alreadytold you where they are from. lf you saya placeis rrghtup in the north, you are emphasising that it is locatedin the far north of an area,for examplea country.Youcan also use down with south.For example:lt'sway downin the south. lf you ask someoneif they come from somewhere originally, you are askingif they were born and/or grew up there. For example:A:Areyou originollyfrom here?B:Aauolly,I grew up in a small townobout50 km owoy. lf you growup bilingual,youhavetwo first languages. Bilingualpeopleoften use one language with their familyor friendsand anotherat school/work. Remindstudentsto record any of the expressionsthey like in their notebool<sand to take note when they see similarexpressions throughoutthe unit. Lead in

Language strip You can use the languagestrip as a way to lead in to the unit.Get studentsto quicklylook throughthe strip and askthem to predictthe theme of the unit.Thenask if they can find any expressionsthey haveactuallyused themselves. Explainthat in this unit they will learn expressionsfor starting conversationsand talking about where peopleare from. Use the language strip later on in this unit for a smallgroup task.Here are some possibilities: . Studentschooseexpressions that are questions(e.g. Whereare you from ogoin?)and come up with a possibleresponse(e.g./m from Belgium).Then they choose expressionsthat are responses(e.g.Oh,I've beenthere)and come up with possibleprompts (e.g. Actuolly,l'm from Ankoro). . StudentsdiscussexamDlesof what it or there is .

referring to in severalof the expressions. Studentschoosethree or four expressionsfrom the - changethem to be true list and - if necessary about themselves(e.g.I reollymissmy town).Theycan then talk about their choices.

You might needto explainsome of the following exPresstons: . lf you ask someone for o light,youare asking them to lend you some matchesor a lighterto light a cigarette.Hove you got o light?can often be used as a way to start a conversationwith someoneyou don't know.

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lf this is the first time the classhavebeen togetner,you could do some small'gettingto know you' activity before evenopeningthe Coursebool<. For example,you could give studentsthe task of findingout three interesting things about any three of their classmates. After the activity is over,ask studentsto tell you some of the expressions they used.Youcould write them on the board and checkthat everybodyunderstands them.you can then leadin to the first task (l Starting a conversation) by explaining that studentswilr now see severalmore ways in Englishof starting a conversation with someonethey dont know.

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Startinq a conversation ffiffi w Before askingstudentsto answerthe two discussion questions, tall
1 Whereareyou from?

Studentscan work on the two matchingtasks individually or in pairs.Go throughthe answersand model the oronunciation. Get studentsto Dractisethis alongwith you. Answers l.d.

2.a. 3.b. 4.c. 5.g. 6.h. 7.f. 8.e.

For further practicetell studentsto closetheir Coursebooks.Sayeach conversationstarter and ask studentsto try to rememberthe matchingresponse. Then divide the classinto pairs and get them to take turns doingthe same.Thiswill giveyou anotherchance to monitor their pronunciation. To generatesome related language, asl<studentsfor variationsof some of the responses. For example: What wouldyou sayif the onswerto I wos yes?(Actuolly, yes.But I thinkthot one'sfree.) You may needto explainthat in d go oheadmeans'OK'. Give studentssome other exampleswhen you can use this expression: A: Do you mind if I onswerthe phone? B: No. Go aheod. Point out the expressionTakeo seot.You might want to add a couple of other related expressionswith seot; l'm ofroidthot seott token. Can you sovemy seot? Remindstudentsto record any of the expressionsthey like from this task in their notebooks. The finaltask providesan opportunityto talk about some relatedculturalissues.Talk about some of the typical sentencestarters you use or know about.You could alsotalk about regionalvariationsand differences basedon age or gender.Go over the exampleresponses and then get studentsin smallgroupsto tall
Answers l. 2. 3. 4. 5. 5.

I'msorry Whereabouts exactly haveyou been here in Britain? goingback talcesome exams in the main reason

Playthe recordingfor the class.Next, let studentsread the dialogueas you playthe recordingagain.Then asl< them, in pairs,to fill in the first two or three gapsfrom memory beforeyou playthe recordingagain,this time with pausesso that they can checkand fill in the missing words.Do this two or three gapsat a time until the end.Playthe recordingthrough one more time with studentsfollowingthe script. Follow up by getting studentsto read the conversation in pairs.Thenasl
ffi Whereare you from? Whereabouts? Introducethe task and get studentsto work either individually one or in pairs.Thenreadthe conversations or more times so they can checktheir answers.Ask studentsto listento how the expressions are said,in particularthe intonation.

ffi Makingfriends ; This dialogueexposesstudentsto much of the language focusedon in this unit.Introducethe task by readingthe instructionsaloud.Suggest that studentsinitiallycover the conversationand remindthem that they don't need to understandeverything.Tohelp them preparefor the listeningtask,you mightwant to elicitwhat lcindof informationthey would expect to hear.Ask studentsto sharetheir answersin pairs.

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1 Whereareyou from?

Answers Conversation I So where are you from? France. Oh right.Whereabouts exactly? Grenoble.lt's in the south-east.Do you know itl No.What'sit like? It's OK. lt's quite a big city,but it's a nice placeto live. Conversation 2 So where are you from originally? Oh, a placejust near Blackpool. Oh, yes.Whereabouts exactly? St Anne's.Do you know it? Yes,I do, actually.My grandparentslived there! Conversation 3 So do you live near here? Not that far.Haringey. Haringey?Whereabouts exactly? Allison Road.lt's just pastthe shopswhere the churchis.Do you l<nowit? Yes,yes.I usedto live in Hewitt Road! Conversation| : | .f. 2. b. 3.d. 4. c. 5. e. 6. a. Conversation2: l. b. 2. d. 3. c. 4. e. 5. a. Conversation3: L d. 2.a. 3. b. 4. e. 5. c.

Follow up by getting pairs of studentsto practise readingthe conversationand underlineany useful phrases. In particularyou maywant to point out some of the location expressions(e.g.It's in the south-east, a place justneor ... , Not thot for, It's justpdst ... ). You could also ask studentsto changeparts of the conversationsso that they are true about themselves. In checkingthe answersto the three questionsat the end,you may need to explainthat Blackpoolis a town by the sea in the north-west of Englandand that Haringeyis an areaof north London. Answe6g a. Conversations 2 andt3 b. Conversation2 c. Conversation I

again,stoppingafter each sentence,so studentscan repeat.Finally,you can get studentsto practisesaying the sentencesin pairs before they match the sentences to the placeson the map.Before studentsdescribethe location of the cities at the bottom of page9, go over and practisesome of the locationexpressions in sentencesl-7: on the southlnorth-eost coost right in the centreof (England) just outside(London) in the south-westlnorth-west of (Englond) right up in the north of (Scotland) Answers l. Brighton 2. Birmingham 3. Scarborough 4. StAlbans 5. Bath 6. Inverness 7. the Lake District Possibleanswers: Cornwall is an areain the south-westof England. Leedsis a city in the north-eastof England. Swanseais a city on the south coast of Wales. Warwicl
Studentsmay want to know the differencebetween a town and a city.Although the differenceusuallyhas to do with sizeand political/economic importance,in Britain a city traditionallyhas a cathedralwhereasa town doesnt.

Beforegetting studentsto work on their own dialogues in pairs,model an exampleyourselfwith a student.Try to keep the conversationgoing and encouragestudents to do so too.Write expressionson the board that are different from the ones you used,and ask two students to model a conversation.Encouragethem as they go along.Use this task to get studentsmoving around, asl
#*mmx**m6 quiz Geography

This task helpsstudentsin the pronunciationof English by focusingon phrasing- speakingin groupsof words and stress.lt is important to explainto studentsthat getting this right can really help them be understood better.Bear in mind that stressis often conveyedby a combinationof a slightlyhigherpitch,a lengthening of the syllableand a clearerand slightlylouder articulation. Readthe directionsand playthe recordingonce or twice while studentsjust listen.Thenplaythe recording

This task can act as a fun way to introduce the reading text (l'm not from here originally). Readaloud the namesof the countries in the box so that studenrscan hear the pronunciation.Then go over the expressions. Point out the usefulword somewhere and write some relevantexampleexpressions on the board.For examole:

1 Whereareyou from? I

It's somewhere in the southof Asia. It's somewherein the middle of the Pociftc. Itt somewhere neor Belgium. Extendthe activity by askingstudentsto share any knowledgethey haveabout these countries.For example:Whatare the capitalcities?Whoplayedin the World Cup finals?Haveany been in the news recentlyl Answers Albaniais in Europeon the Adriatic coast,next to Greeceand Serbia. Bangladesh is in Asia,next to India.

ffi comprehension In pairs,studentscan try to rememberthe answersto thesequestionsand then,as a class,confirm by checking in the article. Answers l. lan 2. Fatenand Hung 4. Hung 5. Faten's 6. Faten'schildren(and perhapsHung'schildrentoo) Tall
south of Florida. Cuba is an islandin the Caribbean, Denmarl
ln this task studentsfocuson severalusefulexDresstons from the article (l'm not from here originally).Ask pairs of studentsto recall as many of the missingwords as they can beforethey searchthe article.The expressions are in the sameorder as they appearin the text. Studentscan checktheir answersagainstthe article once they havefinishedthe exercise.

Somaliais in EastAfrica,next to Ethiopia. Tunisiais in North Africa,next to Algeria. Wales is next to England.

Answers | . got 2. used 3. miss 4. ago 5. support 6. saved 7. closed 8. lost 9. unemployment 1 0 .d u r i n g

**.1

ffi Beforeyou read You can ask studentsto think of reasonswhy people move from one country/city to another.Studentscan do this activityeither in pairsor smallgroups,or they can do it together as a class.Youmay want to list all the reasonson the board beforestudentsreadthe article (l'm not from here originally). -,-_,.1

ffi Whileyou read ffiM(l'm not from hereoriginally) Point dut the title of the article.Ask studentswhat they think it means(fhe personwosn'tbornlondor didn'tgrow up in the p/oce).Thenask studentsif they can find a strip on page8 (Do similarexpressionin the language you come from Berlinoriginolly?). The initialpurposefor readingis for studentsto find out why the three peoplecameto London.Remindthem not to worry about understandingeverything.Ask them to check their answerswith a partner when they have finishedreading.

Providemore practicewith these expressionsby asl
Speaking lntroduce this activity by briefly tallcingabout the three questionsyourself.Encouragestudentsto asl
Answers

Whot wouldyou missmostif you livedin onothercountry?

Fatencameto Londonbecauseher husbandis from there. Hung cameto Londonas a refugee. lan cameto Londonto look for work.

As studentsdiscussin pairsor in smallgroups,go when and if aroundthe classand monitor.Give feedbacl< needed.

13

'l

Whereareyou from?

Usinggrammar:pastsimple One way to introducethis sectionon the past simpleis to ask studentsto find six or sevenexpressionsin the articleon page l0 (l'm not from here originally) that includea verb in the pastsimple.Youcan then read throughthe guidelineson formingthe pastsimpletense toSether as a class.Mal<esure students hear the examplesat leasta coupleof times. Get studentsto worl< individually or in pairsto complete the list of verbs with irregularforms. practise the pronunciationas you go over the answers.Because these verbs are so common,you might suggestthat studentsallocateone pagein their notebooksfor each of these verbs and record exampleexpressions containingthe verb as they come acrossthem. Answers buy bring come find get grow up have know leave lose make say tell take go

Now get studentsto completethe task individually or in pairs.Whenyou go throughthe answers,youcould encouragestudentsto think of possibleresponses to some of the statements/questions. For examplein 2: So did you find o job?Why did you loseyour job?Do you missBo/ton? You might need to explainthat Bolton is a town in the north-west of England. Answers l. moved,got 2. left,lost 3. moved,died,wanted 4, decided.didn't like 5. didnt feel 6. hated,didnt have 7. did (you) move 8. did (they) teave

For further practiceask studentsto test each other in pairs.Stu{entA reads each sentencebut saysblonkfor the missingword. Stude4tB - with the Coursebook closed- repeatsthe sentencebut includesthe missing word.When studentshavefinished,they can swap roles. To finish,ask studentsto look back through the activity and choosea coupleof expressions to record in their notebooks.Remindthem to record complete expressions and not just individualwords.Encourage them to includea translationin their own language too. You can refer studentsto G I of the Grammar commentary on page 165,which they can read either in classor as homework.

Sp e a k i n g Give studentsa few minutesto think about the q.uestionsbefore getting them in smallgroups to discuss.

14

Write some patterns and expressionson the board help: (We) movedlleftbecouse(my father goto job.) (We) movedlleftbecauseof (the crime.) (We) movedlleftto (get oway from the city.) (We) movedlleftwhen (my siste) wasborn. They'velived theretheir whole life. Thot'so perfectlygood reason.

fu*s,*t$*ru ffi Meetingpeople First read the choicesa-f as a class,answeringany questions.Then give studentsa minuteor two to think beforethey explaintheir choicesto a partner.Makesure they understandthat they can choose more than one alternative.Obviously,the answerswill vary accordingto gender.lf studentsare studyingabroad,it might also be worth tallcingabout what is consideredappropriate, inadvisableor a bit forward in that particular country.

d

Before ffiffi vou listen w t This task setsthe scenefor the listeningtask.youcan discussthese questionsas a classor get studentsto discussthem in pairs.Writesome words on the board to help: o tourist,o comera,o bog,countrylane, sinister-looking

# ffi

While you listen

Tell studentsthat they are going to listen to a conversationbetweenthe two people in the picture. They shouldlistento see if their predictionswere right. Playthe recordingonce and then get studentsto discuss the answersto questionsl-4 in pairs.Playthe recording againif necessary.You might then get studentsto follow the script on page 148as you playit one more rime. Ask them to underlineand/or ask about any expressions they find interesting. Answers l. Georgeand Norman Bates. 2. George is from Washingtonand Norman is from Burlington. 3. Washingtonis a dangerousplaceat night. Burlingtonhassome crime too.

Usinggrammar:there's/ thereare Readthe first three examplesand go over the guidelines with the class.You mightwant to explainthat a noun is uncountablewhen it is usedin sucha way that is has no plural form. Often this is the casewhen we are talking

1 Whereareyou from?

about substancesor abstractconceDtslike crimeor unemployment.You shouldn'tgo into this in too much detail,however,as it is a very complex area and you may risk confusingyour students.lt would be wrong,for example,to saycrime is alwaysuncountablebecausein manycontextsit is countable. Get studentsto look at the next four examplesand then completesentencesl-8.They can then compare their answers.You may needto point out that in 4 peopleis a pluralnoun. Answers l.There's 2.Thereare 3.Thereare 5.Thereare 5.There's T.Thereare 8. there's.There's. there are

4. there are

Follow up by aslcingstudentsto suggestplacesthat might fit the descriptionsin l-8. For example:I couldbe obout Hong Kong.lt's got a greot tronsportsystem. Encourage studentsto look backthroughthe tasl
Pronunciation: weak forms fu{Fi *** You can either playthe recordinginitiallyto checl
ffi practice

ffi Keywords:mrssand,ose Some studentsconfusethese two words. lt's a good idea to focuson contextualised exampleslike the ones in the activity.Point out that rnisscan expressa feelingof sadnessbecauseyou can no longerdo or have something,as in 4: I reollymissgoingto the beoch,or it can meanthat you failedto do somethingas in 5-8. As you go through the answers,asl
Answers l. my addressbook 2. on my way 3.2-l 4. the beach 5. weight 6. the class 7. the end 8. my train

For the secondtask you could get studentsto test each other in pairs.Point out that we saymissthe busltoin but usuallymissmy flight.

Answers l. lost 2. miss 3.miss 4. lost.missed

Speaking Readthe patterns aloud to the classand then give studentsa few minutesto thinl
Model this activityyourselffirst.For example,talk about where you grew up,went to college,spentyour last holiday.Get studentsto asl
15

You might need to explainsome of the following exPresstons: . lf you con't stondsomethingor someone,you really dont lilcethem. For example:I con't stondthe way he tolks. . lf you use I suppose, you are showingthat you are a

Unit overview General topic Talkingaboui about likesand dislikes, friendsand family, . musrc, music,going gotngout. Conversation Two peopletalk about the musicthey like and dislil<e.

'

you.nger sister;How do you know eochother? .

Expressionswith go'.Howdid it go?I wenton my

Language strip You can use the languagestrip as a way to lead in to the unit.Ask studentsto quicklylook throughthe strip and find any expressionsthey haveactuallyusedthemselves or that are true for them. Ask them to sharetheir findingswith a partner or with the whole class.Explain that in this unit they will learn about ways to talk about likesand dislikes. Encourage them to choosea coupleof expressionsin the strip that look interestingand to find out more about them. s Use th'e language strip later on in this unit for a small group task.Here are iome possibilities: . Studentssort the expressionsinto those that expressa positivefeeling(e.g.I /oveanythingby Mork Smith),a netative feeling(e.g.I con't standtoditionol folk music),and a middle-of-the-roadfeeling(e.g.She's O( / suppose). . Studentssort the exDressionsinto those that are connectedwith likesand dislikes(e.g./ /ikeonything withJockieChon in) and those connectedwith relationships(He soundsreallynice). .

1 1 6

Studentschoosethree or four expressionsfrom the list and changethem so that they are true about themselves (e.g./ /ike anythingwith NicoleKidmon in). They canthen shareand talk about their choices.

.

lf you ringsomeone,you callthem on the phone.You can also use the expressiongivesomeoneo ring.For example:Gve me a ring loterthis week ond we'll arrongeto go ouL

Remindstudentsto record any of the expressionsthey like in their notebooks and to take note when they see similarexpressions throughoutthe unit.

Language rnPut . Expressions for describinglikesand dislikes:Yes, I loveit,No I can't stondhii. him. . Expressions for alking and askingabout family and 4f ru ucsL best friends: If tcil(Js: tI ustfofly. usuallygelr,qrI.:1.99ily..:W.el...Wv[.t geton reallywell with my my

bit uncertainabout something.For example:Do you know when the film storts?8:00,1suppose.

Lead in You could leadin to this unit by talkingabout music.Ask studentsif they like listeningto music,who their favouritesingers/bands are,who is currentlypopularin their countries,if they to out to see bands,if they buy many CDs etc.Youcan also elicit a list of different styles of music (e.g.hip-hop,new oge,technoetc.) and write them on the board.Thisleadsin nicelyto the first activity.

.. l$f*',f '* f#,X 1**,,*f *

ffi speaking Focusstudents'attentionon the photographson page l4 and ask them to suggestthe kind of musicstyle in each picture A-G. Encouragethem to give reasonsfor their choices.You can help by givingthem phraseslike: I think it's ... becouseof the hairstylelthe clothesl instrurnents. I know it's (jozz) becausethat's(Miles Dovis). Answers classicalC country F folk D iazzB punk A soul G

heavymetal E

lf possible,playsome examplesof these stylesof music to help studentsif they are unfamiliarwith any of them. You might need to explain thatpunk is a style of rocl< musicthat originatedin the UK in the middleto late seventies,that folk musicis a labelthat tends to be appliedto the traditionalmusicof a country and that sou/originatedfrom blackcommunitiesin Americain the sixtiesand is a mix of gospel,bluesand jazz.

2 Likesand dislikes

Answers

ffiffiAnsweringquestions

Somemusiciansin eachgenre:

In this activity studentsfocus on differentways to respondto the question Do you like . . . ?They can worl< individually or in pairs.ExplainthatWhy do you ask?is a common expressionusedto find out the reasonwhy someoneaskedyou something.You could givethe class some other examplestoo. For example: A: Did you go out lastnight? B; Yes,why do osk? A: Youreyesore oll bloodshotond you looktired.

classical:Alfred Brendel country: Loretta Lynn folkJoan Baez heavymetal:Metallica jazz:LouisArmstrong punk Sex Pistols soul:lke andTinaTurner

ffi Likesanddislikes Explainthe listeningtask to students.Tell them to just listen for the styles Ken and Joycelike:they don't have to understandeverythingthey hear.Playthe recording, makingsure that studentscover the text first. Get them to discusstheir answersin pairs.Remindthem to keep the text covered as they do this. Answers Ken likesiazz and probablyopera. Joycelikesjazz,popand Latinmusic.(Tito Lopezwas a Mexicanactor and acidiazz musician.)

Next, let studentsread the dialogueas you playthe recordingagain.Then askthem, in pairs,to fill in the first two or three gapsfrom memory before you playthe recordingagain,this time with pausesso that they can checkand fill in the missingwords.Do this two or three gapsat a time until the end.Playthe recordingthrough one more time with studentsfollowingthe script. Answers l. hate it 2. thinkingof 3. what kind of 4. I prefer 5. heard of her

When we don't want to tive a reason,we can usethe expressionNo reoson.I justwonderedas in f. Also highlightthe pattern in the responsesa-d: I'm thinkingof ... .In Englishthis is a common way of beingtentative. You might also point out some of the modifiersusedin severalof the conversations: I quite liked,o bit boring, reallyboring. lf studentsdont know,Coldplayare a Britishguitar band.Point out that we usuallythink of a bandas plural and so we use ore,were,they etc. When studentshavecompletedl-5,they shouldmatch them to the endingsa-f in the secondtasl<.Playthe recordingonce or twice so studentscan checktheir answers. Answers l. 2. 3. 4. 5. 6.

Yes I love it. Yes,they're OK. lt's OK, I suppose. No, not really. No, I can'tstandhim. I've never heard of it.

l. c. Ask studentsto practisereadingthe conversationusing the tapescripton page 148.Get them to do this a coupleof times to practisethe stressand phrasing. One techniqueyou could use is to ask studentsto read a short phrase,lool
2 . a . 3 .b .

4.t.

5 .d .

5 .e .

Next, get studentsto practisethe conversations,paying attention to the stressand intonation.Now playthe recording of the sentences,pausingafter each one to allow studentsto repeat.Point out the differencein intonationfor the two OKs. Ask which one expressesa more positivefeeling(2).As a follow-up,ask studentsto look bacl
Introducethis task by gettingindividualstudentsto asl< you the questionsfirst. Use Why do you ask?to prompt them for a reason.Thenget studentsto work individually, Encourage writing their own responses. them to get up and wanderaroundthe classroom, askingdifferentpeople.Teach the expressions we shcre the some interests,we likethe some things,we've got totolly oppositetostesand ask studentsto report bacl
17

r 2 Likes anddislikes *J

i*x*,#,*r*.9'

ffi Vocabulary:What krnd? This is a usefulvocabularybuildingexercise.Students can completethis individually and then work with a partner,checkingtheir answersand addingone more item to each list.As you go through the answers,ask what eachlist has in common to practisephraseslike thingsyou reodlcollectlwatch etc.This is then reinforced in 6 Practice. Answers L traditionalfoll<music 2. fashionmagazines 3. old coins 4. natureprogrammes 5. e-mailsto friends 6. anythingby StevenSpielberg

Draw students'attention to the expressionswith onything.Writesome of the patterns on the board: onwhingon (politics) onythingto do with ('StorWors') onythingwith (ChowYunFat)in onythingby (StevenSpielberg) Ask studentsto think of other peopleand thingsbesides those in the Coursebook.You can then ask questions (e.g.What kindof filmslmusic do you like?)and get studentsto reply usingthese patterns (e.g.Anythingby ,Mortin Scorsese).There are also two more variationsof this pattern in 6 Practice (onythingyou con danceto, anythingobout ...).You may need to explainthat Chow Yun Fat is an actor from Hong Kong. To give studentsfurther practicetalking about likesand dislikes, write some examplequestionson the board. For example: Do you like'Friends'I sitcoms? Do you like collectingthingslike coins? What do you think of sciencefiction? Then get studentsin pairsor smallgroupsto ask each other.

Studentscan woik on this individually or in pairs.As you go throughthe answers,ask individualstudentsthe same questions(e.g.So Claude.Whatkindof thingsdo ypu listen to?).Thisgivesstudentsa more controlledpractice before the slightlyfreer personalisationtask at the end.

3. go and see

4. collect

Once they havefinishedthe exercise,studentshavea conversationwith a partner about somethingthey are interestedin.

1 1 8

Vocabulary The focus here is on usefulphrasesthat studentswill see againin the main readingtext on page l7 (Family or friends). Get studentsto match the beginningsand endingsof the sentencesand go throughthe answers. You can then asl<studentsto test each other,with one person readingthe beginningof eachsentenceand their partner givingthe ending,without lookingat the Coursebool<.

Answers l . c . 2 . h . 3 .a . 4 . f.

5 .g . 6 .d . 7 .e . L b .

Ask studentsto changeany of these expressions,if necessary, to make severalthat are true for them. Demonstrate by doing this yourself.For example: AIImy fomily supportArsenol,but I supportTottenhom. I chot on the phoneo lot with my mum. IA nevergo shoppingwith my sisterbecouseshe spends hoursin one shopond never buysonything. Try to add detailsto expandon the basicexpression. Studentscanthen do the samein smallgroups. Note that a lot of these expressions use common verbs like get,toke and go.You might want to suggestthat studentshavea pagein their notebooks devoted to expressionswith get or toke etc. Talkabout Real English: my brother and l.You might want to usethis as an opportunityto talk about how language is continuouslychangingand that it is very difficultto come up with a set of black and white rules governingits use.

ffi whileyouread

Answers l. listento 2. watch 5. write 6. read

The first readingtext introducesthe topic of best friends and family.Explainto studentsthat they should read to find out what the professor'sopinion is.Then get them to discussin smallgroupsor as a class whether they agreewith it. Point out that they can talk about the situationin their country,not iust that in Britain.

Explainthe readingtask and let studentscomparetheir answersin pairs.Theneither read the text or playthe recordingwhile studentsfollow along.As they do so,ask them to underlinecompleteexpressions they thinl< might be usefulfor their own situation or that they are curiousabout.Thereare a lot here,but some worth pointingout are:

2 Likes anddislikes I've known her sinceI was at school. We get on reallywell. I seeher o lot. We do lots of thingstogether. We likesimilar kindsof music. We just foundwe hod o lot of other thingsin common. We'restillfnends... Answers Katy,Damien and Ednatend to agreewith Professor Morris while Charlotteand Grahamdon't,and for john it isnt true that he hasa lot in common with his bestfriend.As for Ron,is a dog a friend or part of the family?

*# {ffiHComprehension

page l7 and imaginewhat kindsof thingsthey lil<edoing together,if they havemuch in common etc. Studentscan then sharetheir ideaswith anothergroup.

fu*'* r**ru9 Leadin to this exerciseby askingstudentsto recallor find any expressionswith go that they havemet so far in this unit (e.g.operosgo on too long,she went with her son). Explainthat Englishhashundredsof common expressionsthat use common verbs lil<ego,get,toke etc. Encouragestudentsto record those they find useful and/or interesting. Findthe first few expressions together as a classuntil studentsget the hangof it. Answers

This is a fun way for studentsto react to the reading text. Go over the two sentencestarters,letting students hear how they are pronounced,and point out the expressionswith sound.Studentshavealreadymet sound while talking about music (Allhis songssoundthe some). Explainthat we can also use soundwhen we are giving an opinionabout somethingwe havereadas well as heard.Get studentsto work with a partner and then askthem to sharetheir ideaswith the whole crass.

Sp e a k i n g The focus here is on some usefulexpressions for asking about bestfriends.Studentswill probablywork out that the word with the capitalletter starts the question.To reinforcethese expressions, tell studentsto closetheir Coursebooksand then saythe first two or three words of the questionto see if they can rememberthe completequestion.You might needto explainthat How do you know eochother?is another way of askinghow you met.

Answers What does she do? How do you know eachother? How long haveyou known each other? 4 . Do you go out together much?

To help studentspreparefor tall
It went reallywell. It went badly. I went on my own. I went with a friend. I'm goingswimminglater. Are you goingon holidayin the summer? Do you want to go for a walk? I'm goingbacl
Takethis opportunityto stressthat studentsshould record completeexpressions, alongwith a translationof the expression. lllustratethis by askinghow students would translatego in their own language.The answer shouldbe that it dependson how it is used(i.e.in what expression). Evenin Englishwe can'tsaywhat verbs lilce go,tokeor do mean exactly. **J

stress ffi Pronunciation: Readthe exolanationto the classand remindstudents how words are stressedin English: a combinationof beingsaidlonger,higher,clearerand louder.Playthe recordingonce all the way throughwhile studentslisten. Then play it again,stoppingafter each expressionso that studentscan repeat,following the same stresspatterns.

19

2 Likesand disiikes

Listening Answers The listeningtask allows studentsto hear severalof the expressionsin context.Youmight want to playthe recordingonce so studentscan just listen.Thenplayit againso they can focuson listeningfor the expressions. Get them to comparetheir answersin pairs.Thenplay the recordingagainso they can answerquestionsl-3. Answers l. Tina is Mario'sformer teacher.Hugh isTina's boyfriend. 2. He lilcesgoingclubbingand doesn'tget enough sleep. 3. Hugh doesn'twantTinato know that he met Mario at the club.

Sp e a ki n g Introducethis speakingtask by answeringone of the questionsyourself(or by talkingabout someoneyou know).Whenyou havefinished,ask studentsif they can rememberany usefulexpressions you used,and then write them on the board.Thenget studentsto discuss the questionsin smallgroups. Talkabout Real English: How did it go? Practise these questionswith the class,focusingon the pronunciation. For example: I heardyou went out on o blind date lost night.How did it go? Hos onyoneseen (o currentfilm)? So how was it?)

U s i n gg ra mma rito o This is sometimesa confusingword for students.In this activitythey are encouragedto form a guidelineon the usageof too from looking at some examples.Start off by asl
2.a.

Reinforcethis by askingstudentsto completesentences l-6. As you go though the answers,take the opportunityto askfollow-upquestions. For example: When wereyou ollowedto stoyout oll night? At whot ogeare you old enoughto stoy out oll night? Whot other adjectivescan you use to describe drink? (lt's too coldltoo strongltoosweet) Whot do you wont to do when you'vehod o reolly longday?

20

l. young 2. hot

3.tired 4. busy 5.old

5.late

Elicitthe pattern too (odjealvelto (verb)and write it on the board.Thenget studentsto completethe sentences a-d. Ioo can also be usedin adverbialexpressions and too muchis quite common.Studentscan completethe task individually and then comparetheir answerswith a partner.Thenask them to think of other possible negativeresults.Get them to practisereadingthe conversations aloud.Youcould then follow up by asking if anyonein the classknows someonewho tolkstoo much,tolkstoo quicklyetc. or talk about some people you l<now.Again,you could use any of the photographs in the unit to generatemore examples. Referstudents to G3 of the Grammar commentary on page 165, which they can read either in classor as homework. Answers l. d.

2.c.

3 .f .

4.e.

5 .a .

6.b.

Possiblealternativebad resutts: l. 2. 3. 4. 5. 6.

She'salwaysrunningout of breath. I'm not goingto invitehim over to dinner: She neverreallythinksabout it. I can never concentrate. And now I haveindigestion. No-one can get a word in edgewise.

Follow-up Bringin some musicto class,preferablya varietyof styles.Playthem to studentsand then get them in small groupsto talk about what they think about eachone and explainwhy.Youcan also use this as a way to give more practicewith too by teachingexpressionslike the following: it's too loud for me it's too reDetitive there ore too mony guitors his yoiceis too /ow

Unit overview General topic Talkingabout and asl
.

lf you asl<someoneHoveyou got the time on you?you are askingthem to tell you the time.

Remindstudentsto record any expressions they lilcein their notebooksand to take note when they see similar expressions throughoutthe unit. Use the language strip later on in this unit for a small group task.Here are some possibilities: . Studentsmake severalthree- or four-oart conversations usingexpressions from the strip.For examDte: A: Hoveyou goto thermometer? B: Iheret one in the bathroom. A: Whereabouts? B: lt's on the shelf.

Listening Sevenpeople answer questionsabout what they have 80t. Language input . Describiirgwhere things are: I thinkthere,cresorne in the toDdrower. . Questions with hsve yo,ugot'.,. ?: Hsve yau,got ony broi,the,rs or sisters? '

Expressionsfor talkingabout houses:/ think it'sgot three bedrooms, lt! o bit cramped.

r

Expressionswith I'm thinkingof .,. : l'm thinkingof gettingo new cor.

.

Referencewords: Why danl you getrid of it and get ' o new one?These onei ore o bit bigon me.

Language strip You can use the languagestrip as a way to lead in to the unit.Ask studentsto quicldylook throughthe strip to find any expressionsthey haveheard or seen before. Ask if they can find any they haveactuallyused themsefues or that they might use in the future.Explain that in this unit they will learnwaysof askingand tallcing about things.Encourage them to choosea coupleof expressionsin the strip that look interestingand to find out more about them.Youmight needto explainsome of the followingexpressions: . P/osters are what you use to cover small cuts. ' lf you are an onlychild,youhavent got any brothers or sisters. .

lf you ask someone Hoveyou gottime for something? you are usuallyinvitingthem to join you in doing somethingsocial.For example:Hoveyou gottime for o chotlo drinkloquickgome of squash?lf studentshave learntthat drinl<sare usually'uncountable', they might ask about o coffeeand wonder why there is an article.Explainthat this is the more common way of sayingo cup of coffee.Give some more examples:Do you wont to go for a beer?There's o teo on the tablefor you.

.

Studentsdiscusswhat some.it or one could oe referringto in severalof the expressions.

Lead in For this unit you could just start off with the first activity.

'uii:J*fb[: **.J

M

,i,];":

Explaining wherethingsare

Start off by focusingstudents'attentionon the photos on page20. First ask if they know what the objects are calledin English.Then put the followingpatternson the board: Youmight oskfor alsome... if youA... Youmight oskfor olsome... becouse you wontedto ... Ask studentsto use these patternsin answeringthe first question.For example: Youmight osk for a screwdriverlf your glosseswere broken. Readthe instructionsfor the listeningtasl
Playthe recordingagainand ask studentsto try to fill in eachof the gapsas they listen.Theyshouldthen

21

3 Haveyougot

?

comparetheir answerswith a partner.Playthe recordinga third time, but this time pauseafter each gap.Elicitthe missingwords and maybewrite the completeexpressionon the board.Modelthe pronunciationand get studentsto practisesayingit. Play the recordingthrough one more time with students followingthe tapescripton page 149. Answers l. cut my finger 2. any plasters 3. in the bathroom 4. by the bath 5. on the floor 6. they're not mine

Finishup by askingthe classwhat they think Steven found in the bathroom.Thesuggestions will possibly includethingsthat a woman,not a man,would have(e.g. stockings). You might needto explainthe followingexpression: lf you run something underthe top,you put it under the tap and turn the water on.

Using9rammar:questionswith 7 have Hove gotis very common in spoken Englishas an alternativeto hovein a lot of contexts.Write Haveyou gota ... ? and Haveyou gotony ... L on the board.Ask studentsto suggestseveralnouns for each pattern.Then suggesta few'uncountable'nounslike sugorand get studentsto askthe appropriatequestion.Thenaskthem to completethe exerciseindividually or in pairs. Playthe recordingso studentscan check their answers. They may havealternativeanswers,so invite studentsto suggestthem. Discussthese together as a class.Youmay need to explainthat in Englishscissors is plural and we often saya poir of scissors. Asl<studentsfor other nouns like this (e.9.trousers, knickers).

samequestionas in I Explaining where things are. You could also point out a couple of patternsfrom the previousactivity: I've just (cut myselflmetan old friend). I just needto (open this pluglchangethis word here). Model the first item with one student.For example: A: Hove you got o stapler?I just needto put this report together. B: Yes,theret one in my drawer. Get studentsto changeroles and repeatthe activity.

Speaking One way to introduce this task is to saya list of objects and get studentsto tell you where they think they are l<ept.For example: A First oid kit,shompoo,toothposte,eye liner . . . B: In the cobinetin the bothroom. You dont haveto limit yourselfto any of the placesin l-5. Give studentsa few minutesto think about what they want to sayand help them with any vocabulary.You could follow up by askingpairs of studentsto write a more extended dialogue,Iike the one between Steven and Paul,usingany of the placeslistedhere and any of the objects in 3 Practice.

Talkingabout people'shouses A good contextualisedexampleof usinghovegot is when we are talking about houses.Start off by asking studentsto suggestthingsa decenthouseshouldhave (e.g.o coupleof bedrooms,o modern kitchen,a nice garden, o niceviewetc.).Thenget studentsto complete the three conversations. Answers

Answers l. *Haveyou got a cloth? 2.' Haveyou gote plaster? 3. Haveyou got a penl 4. Haveyou got any scissorsI a pair of scissors? 5. Haveyou got a screwdriver? 6. Haveyou got any correction fluid?

Get pairs of studentsto practisereadingthe conversationon page 149,payingattention to stressand phrasing.Refer studentsto G4 of the Grammar commentary on page l65,which they can read either in classor as homework.

Before studentswork on this in pairs,mal<esure they know what the thingsin the box are.Youcould askthe

Conversationl: the country,bedrooms,garden Conversation2: modern,lounge,bathroom,cramped Conversation3: floor,building,balcony,lift

As you go through the answers,encouragestudentsto record complete expressionsthat they find usefulin their notebooks.Also ask follow-up questionsto extend students'practicewith the vocabulary.For example: What couldyou soyfor the oppositeof 'They'vegot o reolly big housein the country'?(o reollysmall housein the city) What elsedo you do in the lounge?(watchTV,chot) What wouldyou likeyour flat to look out over?(a river,the beoch) Talkabout Real English: a three-bedroom house. As extra practice,ask studentsfurther questions: Where ore you livingot the moment? Whot's the houseyou grew up in like? Get them to give answerslike the examples.

1 z z

3 Havevou cot

Beforestudentsdiscussthe lasttwo questionsin pairs or smallgroups,tall
- , :-

M&$Languagework The focus here is on severalusefulexpressions from the texts. Studentscan stay in the same pairs as in 3 Information exchange or form new pairs(one personfrom groupA, one personfrom group B).Tell studentsto readthe texts againand underlinethe expressions they find interesting.

, "":# :, - -".".r':i Answers

youread !ffiffiBefore Focusstudents'attentionon the Dhotosof the four peopleon page22 and explainwhat eachof them hasnt got. Encouragestudentsto sharetheir initialreactions. For example:I'm surprised Andrewdoesn'thoveo wotch.I thoughtteochersolwoyshad wotches. Then get studentsto try and guesswhat the people's reasonsare for not havingthese things before they actuallyread the text (l hoven'tgot one,l).

Andrew says:lt's actuallya good way of starting conversations with people. Amparo says:Personally, I sometimeswant to !e! awayfrom the hospital,my kids and my mother and be on my own. Boris says:So when my sister offered to buy me a newTV and DVD for my birthday,I said I didn't want one. Amparo says:Sometimeswhen I tall
Dividethe classinto two groupsand get groupA to read the text on page22 and group B to read the text on page23. Remindstudentsthat they are readingto flnd out the reasons: they don't haveto understand everythingin the texts. '.rJ

# Informationexchange When studentshavefound the answerfor 2 Jigsaw reading, asl
Muriel says:SometimesLiamgets upsetwhen people asl<,'Have you got any kids?',but I don't. Boris says:I usedto haveone,but one day my threeyear-oldnephew poured water down the bacl
Ask studentsfurther questionsto extendtheir practice with these expressions. For example: Whot do you do when you wont to get away from people? What do you soyin your own longuogewhenyou answerthe phone?How aboutin English? Whot other reosonsore there for not gettingenoughsleep? Can you rememberother good waysof stortinga conversotion from Unit I?

AnsWers Amparo hasn'tgot a mobilephone becauseshe hates them.Shedoesn'twant peopleringingher all the time and she doesn'tlil<ethe way peopleanswertheir phonesin the middleof a conversation. Muriel and her husbandhaven'tgot any children becausethey can't haveany.Anyway,Muriel is happy they don't becauseyou haveto spenda lot of money on your kids and you havelesstime to go out. Andrew hasn'tgot a watch becausethey feel uncomfortableon him.When he usedto wear a watch,he alwaysendedup losingit. He thinl<she doesnt need one becausehe can alwayslool
Wrap up by aslcing studentsfor their reactionto each personin the readingtexts.Youcould write some expressions on the boardto help.For example: Personolly, I agreewith (Andrew). I think (Muriel)'sgot o good point. Yes,but it con be usefulif you'vegot (kds). I don't think I couldlivewithouthTVl.

Speaking questionsto practisesome more Use these discussion expressions with get.Go througheachone.Explainthat if you get rid of something, you dont want it any more, so you do somethinglilcethrow it away(e.9.I'vedecidedto get rid of my oldTV and get one of thoseflat-soeen ones). get them to ask After studentshavefinisheddiscussing, you questionsl-4.

23

3 Haveyou got

?

Using grammar:I'm thinking of ... Usingthe continuousform of the verb is one way we can make thingstentative.Contrast the expressionl'm thinkingof gettingwith / think l7 get Ask which one shows greater certainty.Some studentsmay wonder why think is used in the continuousform.When it means 'to havein mind',like here,rather than'to havean opinionabout',it is often usedin the continuousform. Studentscan work individually on the matchingtask and then test each other in pairs.

Answers l . h . 2 . b . 3 . g . 4 . a . 5 .e . 6 .c . 7 . f . L d .

Here are some more questionsto ask about some of the languagein this activity: Whot other formsof transportcon we'toke'?(the tube,the troin, a toxi) Whot elsecon 'break down'?(the woshingmochine,tolks) Besides'rent',what other thingscan we'waste moneyon,? (cigorettes,petrol) Which other verbsaport from'find'conwe use with,job,? (lose,get) Refer studentsto G5 of the Grammar commentary on page 165,which they can read either in classor as homework.

Answers l. e.

2 .d .

3 .a . 4 . g .

5 .c .

6 . f.

7.b.

Althoughthere is one word missingin eachpart,remind studentsto focus on and record the complete expression. Get studentsto work individually or in pairs, completingas many as they can from memory.Thenplay the recordingso they can check their answers.playthe recordingagainwhile studentsread the tapescripton pages| 49- | 50.Ask them to underlineany expressions they find interestingor that they want to ask you about. Explainany expressionsand then ask pairs of students to practisereadingsome of the conversations. Answers l. upset,round 2. borrow,press 3. licence,transport 4. in,job 5. crashes,rid 5. keen,feed 7.wcirk, imagine

Follow up by askingstudentsto discussquestionsl-3 in smallgroups.Youmay need to explainthat if you are keenon something,you like it.You could also teach the informal expressionkeenon someoneto mean /ou are ottractedto someone. For example: I think Bob'so bit keenonTeri. *J

il****r**,r*g Speaking Practisethe pronunciationof these questionsfirst with the whole class.Then write up some follow-upquestions on the board.For example:Whot moke?Whotin?Whats it like?How is it? How o/d?Model a conversationwith a student.Encourage studentsto ask follow-upquestions. For exaiiirple: S: Hoye you got a computerot home? T: Yeah.I have,actually. S: Reolly?Whotmoke? T: I've got aToshibaloptop. S: What's it like? I Not bod.lt's gettinga bit old,though.

ffi while you listen Explainthe tasl
words ffi Usinggrammar:reference Point out to studentsthat usingreferencewords helps them sound more natural.lt stops them havingto keep repeatingmain nouns.Theuse of one(s)is quite common. Readthe extract aloud and see if studentscan remember what the two people are talking about. Answers a comPuter

Ask studentsto underlinethe examplesof one in the extract and then go through the explanation.Explain that one(s)is often usefulin the context of comparing. Readthe four examples,letting studentshear how each one is said before getting them to complete the four conversations. Answers l. one 2.oneso , n e s ,o n e s 4. ones,ones,ones

3 .o n e

Get studentsto practisereadingthe conversationsin pairs.Youmight also point out the expressionthot

24

3 Haveyou got

remindsme as a usefuldiscoursemarker.Youcould also compare how we use enough,as in I dont thinkthey'rebig enoughin 4, with how we use too,which was covered in the oreviousunit. Talkabout Real English: I can imagine.You might want to get studentsto practisethe expressionby readingthe examplesaloud.

Lead in to the speakingtask by makingsure students know what the pictureson page25 are of.You could also revisesome of the'likesand dislikes'exoressions from Unit 2.Write up some non-committalexpressions too, if necessary. For example: Neither,reolly. Theyboth lookgoodlOKto me. Make sure studentsknow that trousersis a plural noun, i.e.I preferthoseones.

Studentscanwork on the matchingtask individually or in pairs.Playthe recordingonce so they can checktheir answers.

?

Speaking This activity givesstudentsa chanceto practisesome of the languagethey havemet in this unit. Give studentsa few minutesto think about what they want to say.You might want to give them some ideasby talking about some of the questionsfirst.Try to use expressions studentsmight find useful.For example: I find it difficultthrowingonythingout. I've got pi,esof stuff sittingin the goroge.My wife keepste/lingme to get rid of it all but I think onedoy somethingin there mightcome in useful. You might want to wrap up with a feedbacksession where you focuson some problemareasand maybe also some examplesof successful communication. Follow-up Ask studentsto role-playa conversationbetween a sellerand a buyer;theycould be selling/buying somethinglike a houseor a car.Thisgivesstudentsa chanceto re-usesome gf the languagefrom the unit as they tall
Answers l.g.

2.c. 3.d. 4.e. 5.f. 6.h. 7.b. 8.a.

Point out the use of o bit to soften negativeadjectives and I don't reolly like as a softer way of saying/ don't like. Ask a few questionslike Whot do you thinkof English foodlthe coffeefrom the mochinelmyclothes?and get studentsto respondwith negativecomments usingo bit or I don't really like. Playthe recordinga secondtime,this time focusingon the stresspatterns.Pauseafter each one and get studentB'tounderlinethe stress.Playthe recordinga third time, stoppingafter each one so studentscan repeat.Youcan then get pairs of studentsto test each other,with one person readingthe beginnings and the other person,with their Coursebookclosed,trying to rememberthe endings.To wrap up,you might want to ask studentsto discusswhat they think the peopleare actuallytalking about.

25

I

on which you got married,or sometimes, when you started dating.For example:We'regoingout for our anniversory.You saythe anniversory of when you want to talk about the date an event in the past is rememberedor celebrated. For example:the anniversaryof the birth of Mortin Luther Kinglr. .

6ayr aie:speiia!;,ar:e, ior {em, , i Six,te.oiple.Explalh,vvli'u1 Listening Six peopletalk about the lasttime rhey did

r r L a n g l f a g e i l f l p U G ' : , : ' ' , .: :' ': :: t

' ' : ' . . . . : . . .. . . . . .

lf you saythe otherday,you mean an unspecifiedday in the past,usuallyjust a few daysago.For example: A:When did you getyour hoir cut?B: Justthe other day.

Remindstudentsto record the expressionsthey like in their notebool<sand to take note when they see similar expressions throughoutthe unit. Use the language strip later on in this unit for a small group tasl<.Here are some possibilities: . Studentsfind those expressions connectedto the future (e.9.I'm goingout for dinnerloter),those connectedto the past (e.g.When was the lasttime you wentto the doctor\?)and those connectedto the present (e.g.kt our onniversory).

.

Expressionsfor telling the time: lt'sjust gonethree, /t must be oroundfour. l;;i;r;;';.-;;;:;;^;.,,'A'; .', i;;n;:rr;;:,;;i ;;^,,,.,--"' .

Studentschooseexpressions that are questions(e.g. Whot time doesthe film stort?)and come up with a possibleanswer(e.g.7:30,1 think).Thenthey choose expressionsthat are responses(e.g./tt just goneten to seven)and come up with possibleprompts (e.g. Hove you got the time on you?).

Lead in

Language strip You can use the languagestrip as a way to lead in to the unit_. Ask studentsto quicklylook throughthe strip and find any expressionsthey haveactuallyheard or seen before,and any thdy think they could use in the future. Explainthat in this unit they will learnexpressions for talkingabout time, specialdays,and arrangements. Encourage them to choosea coupleof expressionsin the strip that look interestingand to find out more about them.

Lead in by talking about time with the class.Here are some possiblequestions: Do you eyer osk peopleyou don't know for the time? In your own longuoge?In English? Hos a strangerever oskedyou for the time in EnglishTWhat did you soy?Whathoppened? You can then explainthat in the first activity students will practisetypical ways of telling people what the time is.

ff*uffi'wffi,#$#*€*ffiffi *J

You might needto explainsome of the following exPressrons: . You use /tb just gone(+ a time) to saythat it is a minute or two pastthe time. For example:lt'sjust goneseyen,lt's just goneholf posttwo. '

.

26

lf you use Shollwe soy (+ a time), you are suggesting a time to meet. For example:Whot time do you wont to meet? Shollwe say6:30? lf you sayour onniversary,you usuallymean the date

ffi Do you know what the time is? You could start off by askinga few studentswhat the time is. Use a couple of differentways.For example: Min, do you know what the time is? How obout you,Lee,what time do you moke it? Then focus students'attention on the pictures of the clocks and explainthe matchingtasl<.Studentscan work individually or in pairs.Checktheir answersby asking

4 Times anddates individualstudentsto saythe expressions.Then get the whole classto repeat so you havea chanceto worl< on pronunciation, particularlyhow the o in o'clockis reducedto /e/ and to is pronounced/te/ before a number.

Answers I.e. 2.c. 3.d. 4.a. 5.9. 6.b. 7.h. 8.f.

How elsecon you completethis expression'Hove you got time for a . . .'? (o drink,a chat,gomeof 'tennis) Put studentsinto pairsand asl
You could now ask studentsto sort the expressions into two groups:those that give an exact answer (2.,3., 5.,7.) and those that are approximate( | ., 4.,6.,8.). Before getting studentsto work on the secondtasl
Introducethe discussion questionsat the end by tallcing about a personalexperience(or about that of someone you lcnow).For example: Thisfriendof mine workedfor a musicmogozineond she usedto get into concertsfor free.Actually,sometimesshe pretendsshestill worksfor the magazine, just to seeif she can get in without paying.Sometirnes it works too! u**rl

qe.;wl Making arrangements ':@4

t

Studentscan then use thesealternativesif they wish. Answers Possibleanswers: a. b. c. d. e.

lt's just before I2 o'clocl<. lt's a quarter to four. lt's almost two o'clocl<. lt's I l:25. lt's just after half past seven.

Talkabout Real English: half past nine.Youmight want to asl<studentsto lool
Leadin by askingstudentswhat kind of socialactivities they might makearrangements with their friendsfor (e.9.havinga coffee,goingout to dinner,goingond seeingo f/m).Thenexplainthat in this activitythey will practise waysof invitingsomeoneto do somethingand making an arrangementfor a time and placeto meet.As studentswork on the matchingtask,either aloneor in pairs,asl
M a k i n g pl a n s Explainthe situationand asl<studentsto lool
l. 2. 3. 4. 5.

how about outsidehere at a quarter pasttwelve? how about nine in front of Victoriacoachstation? how about half past nineat my house? how about | | a.m.at my house? how about aroundsevenatTom'sdiner?

Before studentspractisethe conversationsin pairs, model the first one so they can hear the intonationand stressof the patterns.Youmight want to give a couple of alternativeendings.For example: That soundsgreotlgood. Greot.Seeyou therelthen Talkabout Real English: Shall we say ... ? Some studentsmight wonder about the use of shall. Although in some usesit is quite formal,shollis fairlycommon as a way of makingand askingabout suggestions.You might want to teach one or two other examples: Shollwe go? ShallI go first? Whot shallwe do?

27

4 Times anddates For some extra vocabularywork, ask studentsto go back and find expressionsusinggo (e.g.We're goingon a trip,Were goingin the cor,Wecouldgo ond hove o coffee etc.) Ask follow-up questionstoo. For example: Where ore someplocesyou wouldgo on a trip to from here? What otherexpressions do you knowthot use'go'totolk obout how you getsomewhere?(go by buslbytroinlon foot) What do you liketo go and do after closslworketc.?

Usinggrammar:presentcontinuous for arra Ask studentsif they noticed that the openingsentences in 3 Making arrangements had somethingin common.Studentsshouldbe ableto come uo with somethinglike'they all havean -ing form', if not the actual name of the tense.Go over the exolanationof the use of the presentcontinuousfor makingfuture arrangements. Also, check that studentsknow how the tense is formed.Write severalgappedexpressionson the board and get studentsto completethem. For examPte: l'm busyon Friday,but L.. doingonqhingon Saturdoy. ... you doingonythingtomorrow? What time ... you meetingher? Sorry,but my boyfriend... comingover tonighL Point out that the presentcontinuoususedin this way is usuallyaccompanied by a time expression.Then get studentsto go bacl
I'm goingshoppinglater. We're going on a trip to Oxford on Sunday. I'm goingto a party later. We're going for a picnic on Saturday. 'We're goingin the car,so ... . 5. I'm goingto the cinematonightto see lhe Beost.

Studentscan practisethe -ing form by completing s e n t e n c e sl - l 2 . Answers l. 'm meeting 2. 'm going 3. 're coming 4. 'm going

5. 6. 7. 8.

'm going 'm having 're having 'm meetin1

9. 10. I l. |,2.

'm going 'm going 'm going 're having

There are a lot of usefulphrasesin this activity and you should encouragestuddntsto record the ones they find

28

usefulin their notebooks.Youmight want to point out and explainthe following:o friendof mine,comingover,o week on Fridoy. Here are some additionalquestionsto ask studentsas you go through the answers: What thingswouldyou tokeif you went for o picnic? Hove you everhod portiesat work? Where do you usuollygetyour hoir cut? Do you everhove borbecues? Whot kind of food do you usuallyborbecue? Finishby getting pairs of studentsto talk about any arrangements usingthe expressions(or slightvariations) from the activity.For example: A friend of mine'scomingoverto ploy cardstonight. Refer studentsto G7 of the Grammar commentary on page 166,which they can read either in classor as homework.

Model the exampleconversations with a coupleof studentsfirst. Point out that when we declinean invitation,we usuallyexplainwhy we cant come, often usingthe presentcontinuous.Get pairsof studentsto practiseseveralconversationslike this.Youmight want to ask them to repeat the activity with a different Partner.

ffiwm#$r*g Specialdays Leadin by tellingthe classwhen one or two of the more personalised daysfrom the list are.For example: My mum and dad'sweddinganniversoryis in two days.I know thot becouseit's the sornedoy as my birthday.Not the someyeor,by the way.I wos born two yeorsloter. Before getting pairs of studentsto talk about the days, mal
4 Times anddates Talkabout Real English: December 25th with the classand get them to practisesayingthe dates.lf appropriate,youcan alsoturn this into a culturesharing discussionby gettingsmallgroupsto tall
Demonstratethe final task by writing a date that is specialto you on the board and tall
ffi while you read

In this activity,studentspractiseexpressionswith hope. Introducethe tasl
Preparefor the readingtask by elicitingexamplesof occasionspeoplemight considerspecial(e.9.o wedding day,the birth of someone,the first day at school,gettingo driving licence).On the board write (Dote) is speciolfor me.Thot'sthe doy (/) ... . Then asl<studentsto complete it usingsome of the examples(e.g.June5th is speciolfor me.Thot'sthe doy I possedmy drivingtest).This is a good way to revisethe past tense.Thenask studentsto read the article (Special days) to see if any of their suggestions were mentioned.You could alsq playthe recording,usingit as a listeningtask first,and then get studentsto read the article.Remindstudentsthat they don't needto understandeverything. *J

ffi After you read In this activitystudentsdiscusswhat they remember with a partner.Whenthey havefinished,theycan reread the text to find out about anythingthey missed. You can also read aloud or playthe recordingas studentsunderlinethe expressions. Here are some that you might want to point out: It's the onniversaryof the day I'll never forgetthot doy It's a big doy for me return the fovour I'll neverforgetthosedotesos long os I live Answers l4th Junewas the day lan stoppedsmoking. Murdo likesJune2lst becauseit's the longestday of the year and it never gets really dark. December8th is specialfor Allison becausethat's when John Lennonwas shot. ShinjilikesMarch l4th, known asWhite Day,because in Japanthat's when women receivepresentsfrom men. Maria'sspecialday is 25th April, LiberationDay,which commemoratesthe end of the SecondWorld War in Italy. Nicl<'sspecialdaysare 5th December,when his son was born,and lOth December,when his daughterwas born.

Usinggr amm ar :pr esentsimplew i th

Studentscan completeconversationsl-8 individually or in pairs.Ask individualstudentsto tell you the answers and work on the pronunciationof the hopephrases. Then get pairs of studentsto practisereadingthe conversations.Encouragethem to record expressions from this activity in their notebooks. Answers l. 2. 3. 4. 5. 5. 7. f.

you get the iob you pass the weather is OK you lil<eit we meet againsometime you get better soon it doesnt cost too much it isnt that bad

The memorisationtask helpsreinforcethis grammatical pattern and you may want to follow up with a more extended practice by askingstudentsto come up with their own mini conversations in usingthe expressions the box. Get pairsor smallgroupsof studentsto share what they come up with for the three personalised sentences.You could teacha coupleof follow-up questionstoo. For example: Why'sthot? Do you think itlyou will? Refer studentsto G8 of the Grammar commentary on page | 65,which they can read either in classor as homework.

29

4 Timesand dates

fu:$rug,*ru*r*E @d

ffi Usinggrammar:time expressions In this activity studentssort time expressionsinto those referringto the past and those referringto the future. Studentscan work on this individually beforechecking their answerswith a partner. When you go through the answers,makesure studentsunderstandthe use of some of the lessobviousexpressionslike ogesago,the otherdoylweekand o week(from)todoy.Ask questions like Hond in your homeworko weekfrom todoy.So whot doy is thot? Answers l : a . ,b . ,e . ,f . ,k . ,1 .m , . ,n . 2 : c . ,d . ,t . , h . ,i . ,j . The future expressionsin order: 2. the day after tomorrow 3. a week today 4. in a few weeks' time 5. in a coupleof months

Refer studentsto G9 of the Grammar commentary on page 166,which they can read either in classor as homework.

ffi Beforeyou listen Here studentscan practiseusingsome of the expressions from I Using grammar: time expressions.Encourage them to use linkingwhen possible.Modelthe eight questionswith the classfirst, explainingany expressions(e.g.o doy off schoo[)if necessary.Then get individualstudentsto ask you the questions.Try usinga varietyof expressions in your answers.Encouragestudentsto ask you follow-up cuestions.

ffi listening Playthe recordingand get pairs of studentsto compare their answers.Playthe recordinga secondtime so they can,check. l . f . 2 . e . 3 .d . 4 . b . 5 . a . 6 . c .

cheek ffi Comprehension Let studentsspenda few minuteson this before playing the recordingagain.Youmight also want to ask them to follow the tapescripton page 150as you playit for a final time. Explainthat a departmentstoreis a big shop that sellslots of differentthings,such as furniture, clothes,cooking stuff etc. Answers

linking W*ffiPronunciation: This kind of linkingis sometimesdifficultfor studentsto produce.Get studentsto marl
Conversationl: I'd like it cut a little bit please. Conversation2: There's a sale on at the department store in the High Street Conversation3: Het going to tell me I haveto have a tooth taken out. Conversation4: I'm reallylookingforward to going away. Conversation5: I'm a bit nervousabout their visit. Conversation6: lt was nearlytwenty years ago,just before I left school.

Ans*wers weeks_ago i in_a couple_of ages_ago when I was a in_a minute_or two (day-after is linked with a ljl sound and in_1999is linkedwith a slightlylengthened/n/)

Tell studentsto practisethe phrasesthey havejust heard by talking about themselvesto a partner. Talk about Real English: in a few weeks' time. Practisethe examplesby askingWhen are you goingto hoveyour next cup of coffeelcigoretteitestldentist's appointmentlbigexom etc.?

30

ffi speating Get pairsof studentsor smallgroupsto talk about thesediscussion questions.Then get them to askyou. I providesa great opportunity to worl< on the vocabularyof hairdressing. lt might be a good ideato let studentsasl
4 Times anddates

aboutthefuture trffiFeelings fn this activity studentspractisethe expressionsI'm (not) Iookingforwofi to and I'm dreodingwhile also revising some of the languagefrom the unit. Here are some examplesof additionalquestionsto ask as you go through the answersto the two matchingtasks: Whot wouldyou weor to a job interview? Whot other kindsof oppointmentcon you hove?(doctor's, opttcion's) How mony weeksis 'a couple'?Whatcouldyou useif it wos shorter? Longer?

Follow-up Tell studentsto write down on a piece of paper five activitiesthey would enloy invitinga friend to do (e.g. playingtennis,seeingo film, goingfor o hike,goingfor a drink).Theyshould now go around the classaskingother studentsto join them.Theyshouldarrangea time and placeto meet.Theyshould each make a note of these arrangements(e.9.tenniswithJuon,Saturdoy, I I o.m., tenniscourts).Remindstudentsthat if they havealready made an arrangement,they should explainwhy they cant come.F.inish up by askingwho madethe most arrangements.

Answers l. d. 2.a. 3.c. 4.b. 5.g. 6.e. 7.h. 8.f. I

f!

Freepractice

Check that students understand that I'm really looking furwordto rt expressesa positivefeeling.Explainthat I'm twt reallylookingforwordto it expressesa'softened' negativefeeling. Answers Answerscould vary dependingon the individualbut dre most probableresponsesare: I'm reallylookingforward to it:4,.6,.7. I'm not reallylookingforward to ir 1.,2.,5.,8. 3. could go either way.

Model the two conversationsand then get studentsto 'people ask several in the class.Point out another hope e><pression: I hopeyou hoveo goodtime.

31

Most of these exercisesshouldbe done in pairsor small SrouPs.

&*RVerbcollocations Answers

first. Get studentsto readthroughthe list individually Then asl
l. join 2. cut 3. save 4. share 5. stop 5. do 7. waste 8. make 9. collect 10.support Examplesof other collocations l. a club 2. a sliceof bread 3. a penalty 4. a book 5. laughing 6. somethingelse 7. food 8. a phonecall 9. paintings | 0. the LabourParty

ffi Lookbackandcheck Answers l. 2. 3. 4. 5. 6. 7. 8. 9. 10.

could Ask studentsto chooseone of the activities.You then get them to do the other one on anotherday.For extra practice,ask studentswho chose a. to write a smallconversationcontainingthree of the go exPressrons.

didnt are growing up boughtit Do you like,I'venever heard do 'm thinking are you doing,'m meeting the other day 'm going y o u l i k ei t

Expressions Answers l . l o v e 2 . i d e a 3 . r o u n o 4. rather 5. stand 6. say 7. keen 8. great 9. believe 10.live

ffi or"rr", Answers l. in, on 5 . o n .i n

Answers

2.it,off 3. a, one 4. any,some 6 . D o .d o 7 . t o o 8 .o n e s

l. Haveyou got a light? 2. Failan exam. 3. A iob. 4. Missa class.

andanswers ffi Questions

5. No. Answers | . c . 2 . e . 3 .a . 4 . b . 9 . h . 1 0 .i .

6. Possibleanswer:Youcould get a speedingticket. 5 . d . 6 . f.

7.i.

8 .g .

7. You pay. knife. 8. Possibleanswer:A pair of scissors/a 9. Possibleanswer:A button.

Whatcanyouremember? ffihffi

10. There isnt enoughroom.Thereare too many things/people.

When studentshavefinishedworking in groups of four, invite a few studentsto tell you what they remember.

I l. Sad. 12. Possibleanswer:A car,a train. 13. 9:03. 14. Possibleanswer:A birthday,gettinga new job, your team winninga competition. | 5. 3 l" December. a 16. Possibleanswer:A dentist'sappointment, drivingtest.

32

Review: Units1-4

Fr'* *r,*,W #*K$,Xr,* * n*

ffi Difficultsounds:/s/ andff/

Go through the explanationwith the class.lf students are not familiarwith it, explainwhere they can find pronunciationinformationin their dictionaries.

word stress ) ffi Recording Answers 'Asian

'British 'Spanish 'Mexican

European A'merican Chi'nese Bra'zilian

Japa'nese Pe'ruvian

sounds ffi consonant Answers (Matchingexercise) l. d.

2 . 9 . 3 .h .

4 . b . 5 .c .

t. ty 2.ly 3.t&t 7. 161 8.l4l

4.tty

6 . a . 7 . f.

8 .e .

5.tst 6.tel

l. think 2. shot 3. crash 4. change S.Asia 6.-refugee 7. ring me later 8. I can imagine 9. dustpanand brush I 0. the other day

Model and practisethe sounds.Ask studentsif they can hear the difference.Then model the expressions.Get studentsto work in pairs sayingthe expressionsto each other.

lf you lay the table,youarrante the platesand cutlery on the table,readyfor a meal. lf you do the hoovering, you cleanthe carpet with a vacuumcleaner.For example:Youdo the hoovering. I'll cleonthe windows. lf somethingsuitsyou,you look good in it. For example:Ihose g/osses reallysuityou. lf you saysomethinglooksridiculous, you think it loolcssilly.Weoften use it about the clothes someone is wearing.For example:Youcon'tgo to work in orongetrousers.Theylook ridiculouson you.Weor the blackonesinsteod ff someoneor somethinglooksscruffu,their appearanceis untidy.For example:Ihose shoes/ooko bit souffy.

. Languageinput

lf someoneor something/ookssmort,their appearance is tidy and quite formal.For example:You look smort in that new suit. Remindstudentsto record the expressions they like in their noteboolcsand to take note when they see similar expressions throughoutthe unit. Use the language strip later on in this unit for a snrall group task.l-{ereare some possibilities: . Studentsfind those expressions connectedwith clothing (e.g./t's too tight),thoseconnectedwith householdtasl<s(e.g.Couldyou lay the tablet) and those connectedwith money (e.g.lt wos {.20 reducedfrom 50).

Language strip You can use the languagestrip as a way to lead in to the unit.Ask studentsto quicklylook throughthe strip and find any expressionsthey haveactuallyheard or seen beforeand any ihey think they could use themselvesin the future.Explainthat in this unit they will practise waysof talkingabout shopping,householdtasksand clothing.Encouragestudentsto choosea coupleof expressions in the strip that look interestingand to flnd out more about them. You might needto explainsome of the following exPressrons: . A top often refers to clothingworn on the upper part of the body like a sweatshirt,shirt or blouse. For example:Do you think I shouldweor the whitetop with theseblock shorts? .

lf somethingis reduced, the price has been lowered. For example:Everr9hingon this shelfis reduced.

.

Studentsdiscusswhat it or thot might refer to in severalof the expressions(e.g.It'sdirectlyoppositethe bank).

.

Studentschoosefive expressions from the list.They then create five variationsby changingjust one word in each.For example:I hatedoingthe woshing. I don't hoveenoughmoney.Theycan then tall
Lead in You could leadin to this unit by bringingin lots of magazinepicturesof peopleand ask studentsin groups simplyto react to what they see.Youcan go around the classto find out what studentsknow alreadyand,more importantly,when they are havingdifficulties.Youcould repeat this activity at the end of the unit to see how studentshaveimproved.

5 B u v i ntqh i n q s

fl:fi:;:6 ;yr g fS.B;",; # i,

Using vocabulary:clothesand

Pointout that we often omit the currency(e.g.pounds) when we talk about how much somethingcostsand we are in the samecountry.Writesome priceson the board and get studentsto practisesayingthem. For EXAMDIC:

This is a basicvocabularybuildingexercise. Ask students to look at the pictureon page36 and labelthe items. You may want to extend the exerciseby letting students ask about the namesof other items of clothing.lf you limit it to what people in the classare wearingthat day, it can serve as a preparationfor 2 Practice. Usingthe picture,you could alsoworl
Theywere 12.99. It's6.49 reducedfrom 6.99. Playthe recordingagainand ask studentsto try to fill in eachof the gapsas they listen.Theyshouldthen comparetheir answerswith a partner.Playthe recordinga third time, but this time pauseafter each gap.Elicitthe missingwords and maybewrite the completeexpressionon the board.Model the pronunciationand get studentsto practisesayingit. Play the recordingthrough one more time with students followingthe completedscript.

The woman is wearing a watch, a red bracelet and necklace, a dark greenslcirtand a greentop. Sheis also wearing brown boots.The man is wearing a greenbaseballcap,sunglasses, a whiteT-shirt,a lacket, blue jeansand trainers.

ffi practice Model the two examplesfor studentsfirst and get them to work in pairs.Go aroundthe classand help with new vocabularyif necessary.You can then write these expressions on the board.A variationon the example questionsis Which one'sAna?(Shet the one with the browntop.)lf you just want to practiseclothing vocabulary,you could ask pairs of studentsto test each other with questionslil<eConyou rememberwhot Nico/e's weoring?(You could even ask if anyonerememberswhat you were wearingyesterday!)

Answers l.Are they new? 2. suit you 3. get them 4. reducedfrom 5. do you know 6. on the left

Ask studentsto readthe conversationin pairsusingthe tapescripton page l5l. Remindthem to try and follow the stressand phrasingas indicated.Then askthem to underlineany expressions they find useful,particularly those they think they might use.Encourage them to transfer these into their notebooks.Youmight want to point out the following: Theyreolly suityou. They'vegot o soleon ot the moment. Studentsmight askyou about the followingexpressions: . To beginwith is an alternative way of sayingot frst. . I con imogineis an expressionused when you understandhow someonefeelsabout a situation they havejust told you about. Forexample: A: We weretwo hourslote.Thefoodwos'terrible.The attendontswere rude.It was the worst flight of my life. B: I can imagine.

Talkabout Real Englisht guy I woman. lf you are teachingin the UK, you could mentionthat students might hear the word blokeusedto refer to a man and pet to refer to a woman.

aboutthingsyou'vebought ffi TAlking Explainthe situation of the conversationand ask studentsto just listen for the answersto the two questions. Playthe recording,makingsurethat students cover the text. Get them to discussthe answersin pairs. Remindthem to keep the text coveredas they do this. You might want to briefly ask them if they think L29.99 is a good price for a pair of shoes. Answers Lisaboughta pair of shoesthat reallysuit her.The best thing about them is that they were reducedfrom {.65 to {29.99.

'

Brilliontis a common way in British Englishof saying somethingwas very good.For example: A: How wos the film? B: Brilliont!

'

lf you justcouldn'tresistsomething,you couldn't stop yourselfhavingor buyingit. For example:I knowI'm on o diet,but they hove reollygood cokesthere.I just couldn'tresisthovingone.

Ask follow-upquestionsfor further practice.For examPte: Do you think my shirt suitsrne? Do you know onyvvhere neor herewith o saleon? Have you everseensomethingyou just couldn't resist?

35

5 Buying things

"d

ffi practice

Ask studentsto remember the first thing Charlotte said in the conversation(Oh,I likethoseshoes). Ask why she saidthoseand not these?(lf she had saidthese,she would havebeen referringto the shoesshe was wearing.)Go over the instructionsand ask studentsto cross out the wrong word. Model how the first item is said,focusing on the intonation and the contraction /'drdje/.Thengo through the answersby askingindividualstudentsto say the correct sentencesand get them to practisethe pronunciation.You might also mentionthat we sometimesusea pair of with the pluralnounshere.For example: I boughto nice poir of earringsot the morketthe other day.

Do a couple of exampleconversationswith students first before they do the task on their own.You could alsowrite some expressions on the boardto help.For example: I don't remember.I gotthem ogesogo. I don''tknow.lt was a presentfrom my sister.

words ffi Usinggrammar:reference

You might need to explainthat the high streetis usually the main shoppingstreet in a town and is usually preceded by the.You can also sayin the high street, especiallywhen you are focusingon the area rather than the name of the street. lf studentsask,Leith is part of Edinburgh.

Answers 2.that,it 6. that, it

3. that,it 7.that, it

4. those,them 8. those,them

5. those,them

Si :$*l##tim* * Speaking

Usinggrammar:prepositional Ask studentsif they can remember where the shop in 3 Talking about things you've bought was located. Studentsmight say Hockleyor Cost/eStreet,to which you could respond Whereobouts exoctly?lf no-one remembers,ask studentsto find the answer in the text (lt's holfwaydown CostleStreetlrhehill on the /eft). Explain to them that in this activitythey will practiseother phrasesto describelocation.Get individuals or pairsof studentsto work on the matchingtask.After checking the answers,practisethe pronunciationof these expressions.You may need to explainthat just emphasiseshow close somethingis in itt just roundthe cornerand rrghtemphasises the exact position in it's right next door to it As a follow-up,asl<studentsto write about the location of three placesthey know (they dont haveto be shops; they could be other placeslike abar,a park etc.) beginginglhere'so greot... .They canthen talk about what they wrote with a partner.Youcould also introduce expressionslike there'so nicelittle barlporklbookshop. Answers l. F (shoeshop) 2.A (clothesshop) 3. B (sportsshop) 4. D (bookshop) 5. E (campingshop) 6. C (CD and record shop)

Referstudentsto G l0 of the Grammar commentary on page 166,which they can read either in classor as homework.

36

Go through questionsl-5 explaininganyvocabularyif necessary.You might need to explainthat if you shop oround,youlike to comparepricesin differentplaces before you decideto buy something.Also explainthat if you keepan eyeopenfor something,you pay particular attention in caseyou see it. For example: A: Do you know onyonewho wontsto selltheir cor? B: Not really.But I olwoysreod the ads.I'll keepon eye open for any,if you like.

W hile you read Good mothers- realmen Beforeaskingstudentsto discussthese questionsin pairs or smallgroups,you might want to get them to ask you these questionsfirst so you can provide them with a model. Before students read the article,point out the title and ask what they think a goodmotheror a reolmon is.You dont needto spendtoo much time on this as students cantalk about this further in 5 Speaking. Explainthat the article is about shoppingand housework.Ask what they think the articleis goingto sayabout good mothers and real men in relation to these things.You could also playthe recording,usingit as a listeningtask first, and then get studentsto read the article. When studentshavefinished,askthem to sharetheir reactionsin pairs.Writesome expressions on the board to help.For example: just likemy ... . HelShe's HelSheremindsme of ... I think I'il be likethat I'm exoctlylikethot.

5 B u v i ntqh i n q s

R

compr"hension

ln this activitystudentstry to rememberparticular detailsfrom the article.Theyare not only working on comprehension, but they are alsofocusingon useful expressions.Tell them not to worry if they can't remember everything.Theycan then re-readthe article ro find what they missed.Youmay need to explainthat if you moke fun of someone, you makejol<esabout them, s,ometimesin an unlcindway. Answers Possibleanswers: l. Her son'sfriendssaidhe was a girl and he would never be a real man. 2. She sometimeshasto go awayon business. 3. She had an appointmentat the hospital. 4. Her son'sfriendsmadefun of him one daywhen they found out he was makingcakes. 5. Her husbandforgot to buy rice.Theynormally eat rice every day.lt was on the shoppinglist. 6. The cheesewas reducedbecausethe next day was its sell-bydate. 7. Her husbandboughtsix tins of pineapple becauseit was on specialoffer. 8. He is thirty-two years old. 9. The shoppingtook him two hours more than it normallytakesher: 10. He doesn'tknow how the washingmachine worKs.

Finishup by readingthe articlealoudor playingthe recordingwhile studentsfollow the text. As they do so, askthem to underlineany expressions they find interestingor they want to ask about.Youmay need to explainsome of these expressions: ' lf you givesomeoneo hond,you help them. For example:Conyou giveme o hand? ' lf yqy get someoneto do something, you ask or persuadethem to do it. For example:I'll getmy sister to come overond fx your computer.

Gffiwordcheck This activity helps reinforce some of the languagefrom the article.Studentscan work individually or in pairs completingthe sentences. Answers l. do 2. appointment 3.give 4. takes 5. shopping 5. tins 7. feel 8. company 9. keeo 10.after

How long doesit normollytoke you to do the shopping? Do you usuallywri'tea shoppinglist? Whot otherfoodis soldin tins?(beans,tuna) How wouldyou desuibesomeone'shouseif they didn't.keep it cleon?(messy,untidy)

Speaking Beforedoingthe discussion questions, you mightwant to go through Real English:do the shopping and do the sentencesharingactivity so studentscan then use some of these expressions.You might need to explain that in l, if you geton with someone, you lilcethem and havea good relationshipwith them. _*l

verbsaround ffiffiUsingvocabulary: ffi the house Explainthe task and do the first item as an example. Studentscan then work individually or in pairs.Go throughthe answersand discussany variations. Answers l. go to the shopsi do the shopping/ unpackthe bags/ put the things away 2. laythe table/ havedinner/ clearthe tablei wash uP 3. invite some friends round / havea party / make a mess/ tidy up 4. do the shopping/ peelthe vegetables / cut them up i cook dinneri cleanup the kitchen 5. sort out the dirty clothes/ put them in the washingmachine/ hangthem up / iron them / put them away 6. put some water on to boil / make some tea / drop the cup on the floor / sweepup the bits / mop the floor

Model the miming activity with students before they work in pairs.Chooseone of the groupsof activities and act it out in the correct order. Encouragestudents to record any expressions they find usefulin their notebooks.You could finishby aslcing them to find all the verbs here that use up (woshup,tidy up,cleonup,cut up, hangup,sweepup) or all those that haveirregular past forms (put, did,went,loid,mode,hod,cut,hung,swept).

Get studentsto completethe conversations individually and then checl<with a partner or by lookingbackat 5 Using vocabulary: verbs around the house. Answers

Here are some additionalquestionsto ask if you want to give studentsfurther practicewith the language: Who doesmostof the housework in yourhouse?

l. lay 2. peel 3. unpack 4. hang 5. boil 6. tidy up 7. put (thesethings)away 8. sort out, Dut

37

5 B u y i ntgh i n g s Model the pronunciationof the openingquestionand then get studentsto practiseit before they practisethe conversationsl-5 themselves.Teach some expressions for respondingto these requests.For example: Sure. No problem.

oK. For the secondactivityget studentsto wander around the classroommakingtheir own requests.You might want to write the basicpatterns on the board to help: A: Can I do anythingto help? B: Yes. . . . Couldyou (just) I Couldyou (just) helpme ... ? A: Sure.No Droblem.

*$*tms*tr*,g Usingvocabulary:problems with clothes Focusstudents'attentionon the picturesA-F on page 40.Youcould usethis as an opportunityto revisesome clothingvocabulary. Explainthat there is a problemin eachpictureand asl
*#

$ffi Usinggrammar:not enough Readthe first two examplesand check students understandthe meaningby asking: What\ the problemin I? He needsnoore... ? (money) How aboutin 27 He needso ... ? (biggersize) Explainthat enoughis used before a noun (e.g.enough money,enoughroom) and after an adjective(e.S.b,g enough,wormenough). Studentscan then applythis guidelinein the task. Check that studentsknow that if you hove experience, you haveworked in similarjobs before and that if you are quolified,youhavepassedthe necessaryexams.Here are some examplesof further questionsto ask as you to through the answers: How old do you needto be to voteldrinkolcoholldrivelleave school? Whot other woyscouldyou completethis sentence:'/d tiketo ... but I'm not old enough'? What couldthe persondo in 2? (Add sugor.) Whot could the persondo in 3? (Add morememory,geto new computer.) What could be on oppositeof 'not qualifiedenough'?(too quolified,overquolified) Answers l. I'd like to vote in the next election.but I'm nor old enough. 2. This doesnt taste right. lt's not sweet enough. 3. This computer is terrible.lt doesnt reallyhave enoughmemory for me. 4. I didn't haveenoughtime to finishall the questionsin the exam. 5. I didnt get the lob.Theysaid I didn't haveenough exPenence. 6. I didn't get the job.TheysaidI wasnt qualified enough.

Arewers r.B/c 2.D 3:A/DiE 4.AtF s.AtBtCtDtEtF 6.AIBIF 1.,2. and 3. can be followed by It doesn'tfit me. 4., 5. and 5. can be followed by lt doesntsuit me.

Beforestudentstalk about their own experiences, demonstrateby talking about yourself.For example: l've got o wooljumper thot my grandmotherknittedfor me ogesogo.lt's dark greenond reallyworm./ usedto weor it all the time, but then my husbandsoid i'twos too boringond it didn't suit me, so / stoppedwearingit. You might want to teach the phraseI lookgoodin greenlbluelblack.

38

Refer studentsto G | | of the Grammar commentary on page 166,which they can read either in classor as homeworl<.

Go aroundand help with vocabularyas students complete these sentencestarters.As an alternative,you might want to ask them to explaintheir sentencesin a smallgroup.Get them to sharesome of their suggestionsand write a few on the board. Encourage studentsto record a coupleof their personalised examplesin their noteboors.

5 B u y i ntgh i n g s

ffi# Whileyou listen Explainthe situationand asl<studentsto just listenfor the answersto the question.Playthe recordingand ask studentsto tell you the answers.Introducethe summarising task,explaining that they don't needto rememberthe exactwords.Youcould alsoget students to work in pairson this task.Playthe recordingagain and let them add anythingthey missedbeforeinviting them to sharetheir answers. Answers ConversationI takesplacein a campingshop. Conversation2 talcesplace in supermarket. Conversation3 takesolacein a corner store or newsagent's.

You can answer some of these questionsyourself before studentsdiscusstheir answersin pairsor smallgroups.

ffi Usinggrammar:negativequestions This is an areaof Englishthat often causesproblemsfor students.Here negativequestionsare practisedin a meaningful Go context that helpsstudentsunderstand. throughthe examplesand explanationand ask students to completethe conversations. Point out the expression goodvaluefor moneyand goodquolity.Ask them to tell you some thingsthey thinl<are goodvaluefor moneyor goodquolity.Explainthat if we describeclothing as boggy, we mean it is very loose.For example:boggy trousers/shorts IjumperI suit.Model the conversations, letting studentshear how Dont you think is said. Answers

Suggested summaries: l. try anothershop 2. not buy any and not wash his hair for a few days 3. take them bacl
Playthe recordingagainand ask studentsto follow the tapescripton page | 5 l. Encourage them to underlineany expressions they find usefulor want to asl
lf you try to pay for somethingand the assistantasl<s if you hoveonythingsmoller,theywant to know if you can paywith a smallerdenominationnote.

.

In the UK we commonly refer to a bank'sautomatic cash machineas a coshpoint.

.

Studentsmight also ask about the way the person countsthe changein Conversation3. Explainthat startingfrom the total, fl. | 0, the assistantgavethe customer 90p and saidthot'stwo, meaningthot mokes two pounds;thengaveanother pound and said threeetc.

You mightalsowant'to point out the followingshopping exDressrons: Hove you got somethinglike this,but in a smollersize? Theydon't sel/it in bottles. ls thot i'tthen? I needto coshsometrovellers'cheoues.

Sp e a k i n g

l. 2. 3. 4. 5.

Don't you thinl
bright?' old-fashioned? expensive? big? trendy?

Usingvocabulary:talking about Referstudentsto G l2 of the Grammar commentary on page 166,which they can read either in classor as homework. In this activity studentsare askedto translate shouldexplainthe expressions without a dictionary.You expressionsso that the idea and the context are clear. Then studentscan think about what they would sayin the same context to expressthe same idea in their own language.This way they will probablyend up with a more appropriateequivalent.Stressthat wheneverthey translatethingsin their notebooks,theyshouldtranslate completeexpressions and not just individualwords. One way to approachthe first part of the tasl
Readthe questionsto the classand explainany vocabulary if necessary. For 2 you may need to teach some expressionswith hoir.For example: My hoifs too dry. l've got dondruff. My hoir's a bit greosy.

39

converiatio;...,..'....... Sarahlells Pete:*rrt rrr; wainit:in ilass;Teresitells' Janetwhy she cant come to class I , , l Reading he lceepsfalling suffersfrom:nar:colepsy: JamesPhillipsr asleep. Llstening " Fiveconversationsaboui how peopie feel,

.

to see whot lnfinitives of punpose:/'m jus;tpho,ning you are doing tonight.

.

Expressionsto explainwhy you are tired: I wasup ' : ' til!,threewotchingTV..

:

Can't and couldn'tto expliin why it is/was impossibleio do something:I cont read this.I hsven't got my glosses;SorryI couldn'tcom:e tJesterday:'My bosssordI hed to stayand:work

.

Expressionsfor greetingpeople:Howt rt going?5o whot're,,you darnghere?

.

Expresslonsfor givingand lespondingto toqd news:Guesswhot?We're gettingmorried, Congrotulotions. ,

' '

Larguage strip You can use the l.anguage strip as a way to lead in to the unit.Ask studentsto quicldylool
40

lf you sayyou were up till a particulartime, it means you didnt get to sleepuntil that time.We can use up to mean owake.Forexample:Are you up yet?

.

lf you do somethingin the middleof somethingelse, you do it while somethingelseis goingon. For example:I startedcoughingin the middle of closs,I con't helpyou at the moment,l'm in the middle of cooking dinner.

.

you sleeplongerthan you planned lf you oversleep, ogain? to. For example:You'relate.Did you oversleep

.

you havean illnessthat lf you havea chronici//ness, goes on for the rest of your life or at leastfor a very long time. For example:I've gotchronicbackoche.

.

You might say You'rein o verygoodmoodtodoyto someonewho loolcshappyand you would like to know why.

li

Language input . Expressions to talk about beingill: I ve got on upset ' stbmoch,Hove you taken anythingfor it?

.

.

lf you'vegota stomachbug,you've got a (usually minor) bacterialor viral infectionthat causesan upsetstomach.Wecan also use bugby itselfin a more generalsense.For example:Ihere'so bug going oroundot school.

they Remindstudentsto record any of the expressions like in their notebooks and to take note when they see throughoutthe unit. similarexpressions Use the language strip later on in this unit for a small group tasl<.Here are some possibilities: . Studentsfind those expressions connectedwith sleep (e.g.I couldn'tget to sleep/ostnight)and those connectedwith beingsick (e.g.I've gota stomach bug). . Studentssort some of the expressionsinto two groups:those saidby someoneexplaininghow they feel (e.g.I gotwokenup by the noise)and those said by someoneaskingabout or respondingto how a friend feels (e.g.You'rein a verygoodmood todoy). .

Studentschoosethree or four expressionsfrom the - changethem so they are strip and - if necessary can then talk about true about themselves.They their choiceswith a partner.

Lead in You could lead in by aslcinga few studentsabout how they feel (e.g.How are you?How'sit going?How ore you could also tall
6 Howareyou?

I*f*"U*,#:F*;Wtx*rf* Using vocabulary=I'm not feeling Focusstudents'attentionon the pictureson page42 and explainthe matchingtask.Youcould checkthe answersby pointingto a pictureand askingindividual studentsHow ore you?Get them to respondI'm not feelingvery well.I've got an upsetstomachetc.Talk about the time you had any of the problemsbefore students talk to a partner about their own experiences.

Answers l .c

2.D 3.A 4.8

Pointout the use ol o bit of o when it is lessseriousand o reolly(bod)when it is more serious.Explainthat unless we are talkingto doctors,we tend to use on upset stomochrather than the more specificterms vomltingor diarrhoea. You might want to use this opportunity to teach some other illnessexpressions. Let studentsaskwhat they want to know rather than givingthem a comprehensive list.Give them some expressions to show how any words/expressions are usedtoo. For example: I've got a sorethroat,I think l've got the flu.

Get studentsto readthe conversations in pairsusing the tapescripton page | 5 l. Remindthem to try and follow the stressand phrasingas indicated.Then ask them to underlineany expressions they want to remember,particularlythose they think they might use. Encouragethem to transfer these into their notebooks. You might want to point out Thot'sreollynicelkindof you as a responseto someonewho hasdone or hasoffered to do soinethingnice for you.

andanswers ffi Questions Here studentscan focuson sometypicalexpressions usedin conversations about when peopledont feel well. Explainthe task and maybedo the first item together as a class.Studentscan then work individually on the rest before checkingtheir answerswith a partner.Youmay needto explainseveralof the expressions in this activity: . lf you sayyou've been sick all night,you usuallymean you havebeenvomitingor havediarrhoea. Poinkillers are drugs like ospirinor porocetamol. lf you just tokeit eosy,you relax and don't do anythingthat needsa lot of energy. Herbsrefer to plantsthat are used as medicine (e.g.comornile,eucolyptus). '

Pil/sare medicinein the form of smalltablets. Answers l . a . ,d . ,f . ,i . ,l . 2 . b . ,c . ,h . ,i . 3 ' e . ,g . ,k .

Explainthe situation of the conversationand ask studentsto just listen for the two problems.Playthe recording,mal
Playthe recordingagainand ask studentsto try to fill in eachof the gapsas they listen.Theyshouldthen comparetheir answerswith a partner.Playthe recordinga third time, but this time pauseafter each gap.Elicitthe missingwords and maybewrite the completeexpressionon the board.Modelthe pronunciationand asl<studentsto practisesayingit. Play the recordingthrough one more time with students followingthe completedscript.

To help studentswith the conversation,write the basic patterns on the board: A: How ore you? B: Not very well,actuolly. A: Oh no.Whot'sthe problem? B: l've got... A: Oh no.I'm sorry.Hove you taken onythingfor it?lHove you beento seeonyoneabout it? B: Yes/No... Practisethe pronunciationof these expressions with studentsbefore they havesimilar conversationsb'ased on some of the problemsin the pictureson page42. Follow up by letting studentstalk about what they do when they feel ill.Here are some further questionsyou could feed in as necessary: How do you try to keepheolthy? How often do you get sick?

Answers l. How are you 2. not very well 3. see anyone 4. a bit better 5. How's it going 6. that's awful 7. take it easy 8. got to go

How oft.endo you toke the day off worklclosswhen you are sick? Do you think herbsreollywork? Have you ever tied ocupuncture?Did it work?

41

6 How areyou?

U s i n gg ra mma r:i n fi n i ti ve s of Before goingthrough the explanation,ask studentsif they can remember why Pete phoned Sarahand why TeresaphonedJanetin 2 Talking about being ill. (Studentswill probablyanswer with becousebut they might also use to.)Asl
their answerswith a partner.Youmight ask a coupleof studentsto read the answersto the classto check understanding. Answers l. day,lunch 2. couldnt,sleep 3. up,watching 4. up,reading 5. out, home 6. gym,did 7. week, late 8. get up,catch

You will probablyneedto explainthe following exPresstons: . lf you cant do something somereoson, you dont for know why you are not able to do it, For example:For somereoso4I con neverremembermy students'nomes. . lf you sayyou didn'tevenstop lunch,youmean you for didn't take a lunch breal<. Here is anotherexample:/t only took us five hours to get there becousewe didn't stop for lunch. . Explainthat in Englishwe can saya busy morninglnightlmonthlyeor as well as o busydoylweek.

Answers l. 2. 3. 4. 5. 6. 7. 8. 9.

how you are what you'redoingtonight where to meet tomorrow for forgettingyour birthday about your Englishcourses sure you got home OK still comingtonight I'm goingto be late how much your flightsto Chile are

Thinkingof alternativeendingsfor these explanations might be quite challenging.You mightwant to do the task together as a class,or the first few items at least.To make it easier,point out the basicpatterns of some of the expressions (e.9. apologisefor + -ing,checkyou'restill + -ing,Ietyou know I'm goingto be ...). Pairsof studentscan then write and practisereadinga sim[ar conversation. Pointout some of the other telephone expressionsin the example:Listen,I wonderif you con help me.

f*rtr,#r#*r*# Leadin by elicitingsome reasonswhy someonemight be tired. Listento students'suggestionsand maybewrite a few on the board.Thenexplainthat in this activity studentswill see some common waysof explainingwhy someoneis tired. Encourage them to look for anythat might expressthe reasonslistedon the board.Do the first sentenceas an exampleand then let students completethe rest on their own.Theycan then check

42

For the practice part of the activity,studentsshould cover sentencesl-8 and take it in turns askingeach other.They can then look at the sentencesagainto check if they were right.

&*ffiBeforeyou read Thesediscussion questionsgivestudentsthe opportunityto personalise some of the expressions from I Using vocabulary: feeling tired while also settingthe scenefor the readingtask.Answer some of the questionsyourselffirst to providestudentswith a model. Explainin 3 that if you hovea lote night,yougo to bed late.Youcould also introducethe expressionI need (eight)hoursof s/eep. ffied

(Thesleeper) ffi Reading Point out the title lhe s/eeperand ask studentsto tuess what the articlemight be about.Explainthe first task and ask studentsreadthe introductoryparagraph. Check that they undersrandwhat is wrong with james (He's sufferingfrom norcolepsy,which meonshe feelstired oll the'time.He keepsfallingosleepall the time.Youcon't wakehim up) before aslcingstudentsto list three possibleproblemsnarcolepsycould cause.This gives them a goalfor the secondreadingtask. Let studentsread the rest of the article and comoare with a partner to see how many of the problemswere mentioned.You could also playthe recording,usingit as listeningtasl
6 Howarevou? or want to l<nowabout.Youmay want to make sure they notice the following: He fe// os/eep Fie often oversleptin the mornings f-le often hos terrible nightmares ssleepot his desk stoy awake

stay awakeetc.).Explainthatcan't is often usedto show that somethingis not possibleand let studentsreadthe three examplesin the Coursebook.Checkthey understandthe differentmeaningsby askingfor a couple of alternativeexamplesfor eachone. For example: I I con't drive.I neverleornt. 2 We con't leavec/ossuntil the bell goes. 3 I can't leovehim olone.He'stoo sick.

You may needto explainsome of these expressions: ' lf you haveo greotsenseof humour,youlil<eto laugh and find thingsamusing; you aren'tseriousall the trme. ' lf you givesomeoneonotherchance,you let them try

Then go through the exampleswith couldn't.Point out that the pattern in the secondexample SorryI couldn't ... yesterdoylthe otherdoyllostweeketc. is a common way of beginningan apologyfor somethingyou were unable to oo.

to do somethingone more time, eventhoughyou were disappointedwith their previousattempts. '

lf two people ore a goodmotch,theyget on well with each other.

Talkabout Real English:the loo.You could alsogo over some alternatives,for example:the men'slgent's,the women'slladies'. You might also teach students appropriateexpressionsfor different contexts.For example: Can I useyour toilet? Con I be excused?

Ask studentsto do the matchingtasl
check ffi comprehension

Whot other thingsmightyou worryoboutso thot you con't get to sleep?

When studentshavefinishedmarl
What thingswere ogoinstthe ruleswhen you were at school? What hoppenedwhenyou brokethe rules? Are there plocesyou know whereitt ogoinstthe low to smoke? Wherecon you smokein public? Answers

Answers l . F 2 . T 3 . T 4 . F ( H e h a sa p a r t - t i m ej o b . ) 5. F (He didn't evenshow up.) 6.7 7. F (He ate dessert.)

Readthe questionsaloudto the class,explainingany difficult expressions.For example,we often use livewith someoneto mean be in o relationshiD with someone.Tell studentsabout a personalexperiencein answerto 2 beforethey discusson their own. For example: OnceI was cominghome late on the toin ofter a reollybusy doy ot work.I fell osleepond missedmy stop.I wokeup ond reolisedwhot hod hoppened.I got off ot the next stotionbut therewereno more troinsback I hod to s/eeDon o bench until the morning.

cantlcouldn't ffi Usinggrammar: Introducethis activity by askingstudentsto remember what Jamescon't do (work full time, drive, havebaths,

l. a.

2.f.

3 .b .

4 .d .

5 .e .

5 .c .

As a follow-up ask pairs of studentsto come up with alternativeendingsfor some of the starters.For example: I cqn't read thfs.lt's in Arobic. I can't speakVreryloudly.Someonemight heor. \ Referstudentsto\ G l3 of the Grammar commentary on page 166,which they can read either in classor as homeworl<.

ffi Practice This activitygivesstudentthe chanceto personalise the language. Encourage them to record some of their examplesin their notebooks.Remindthem to follow up with an explanation.Youmay want to demonstratea few examplesyourselfbeforethey worl
43

6 How areyou? :r!

:

.-

:;

.1 ; -T-,:,fi; .! ,jf : .f-? - ; ; i d " # * ' . & "f-'-

Answers

' e * 4

ffi

Greetingpeople

Explainthe task and read aloud the situationsa-e first, explainingany expressionsif necessary. (For example:lf you bump into someone,youmeet them by chance.lt wasn't planned.)Then playthe recordingas students follow along in their Coursebook.Alternatively,get studentsto cover up the conversationsl-5 in the Coursebookwhile they listenfor the first time, choosing the matchingsituationsas they listen.Theycan then compare their answerswith a partner.Playthe recordinga secondtime as they follow alongin their Coursebooks. Answers |.e.

2 .c .

3 .a . 4 . b .

5 .d .

Ask studentsto underlineany expressions they think are usefulwhen greetingpeople.Make sure they notice the following: Have you beenwoitinglong? l've only just got here myself. Not too bod,thonks. Whot'reyou doinghere? Did you hove o niceweekend? Do you mind if I joinyou? Have a seat. Did you sleepwell? So whot'veyou bee4doing recently? Talkabout Real English:What about you? Tell studentsthey might also hear And you?or even You? used as informal alternatives.Check that they can identifythe question in each conversationthatWhot aboutyou?is referringto. Practisethis further by asking individualstudentsquestions.For example: A: How'sit going? B:Good.Whotoboutyou? A:Nottoo bod. i Practisethe first conversationwith a student before getting studentsto work on the conversationsin pairs. This can give them ideasabout how to extend the conversattons.

Conversation3 b. (Shegot food poisoningon Friday night.) Conversation4 a. (He was up until two and then was woken up at five by the peoplenext door. He couldnt get back to sleepfor ages.) Conversation5 c. (Sheis pregnant.Thebaby is due in about six months.)

You can playthe recordingon" rnoru time as students follow the tapescripton page 152.Get them to underlineany other expressionsthey want to remember or want to ask about.Youmay need to explainthat if you are o heovys/eeper; you arent easilywoken up.Teach the opposite:o lightsleeper, Ask if studentsknow any other expressionswith heovy(e.g.heavydrinker, heovy srnoker). Explainthat if you are pregnant,you have severalsconsto check if the baby is OK. lf someone asks a pregnantwoman Do you know whot it is yet?they are askingif she knows the baby'ssex.

ffi Wordcheck This activity focuseson severalusefulexpressionsfrom the listeningtask.Ask studentsto complete as many items as they can from memory first before they check their answerswith a partner.Thenthey can listen to the recordingagainor checkthe tapescript. Answers l. feeling 2. sleep,actually 3. till, must 4. woken, heavy 5. busy 6. due

Get studentsto practisereadingthe conversationsin pairs.Thenask them to test each other. One student readsthe first part and the other - with their Coursebookclosed- tries to rememberthe answer. Use questionsl-4 to help personalise the language from this activity.Answer some of these questions

#

ffi Whileyou listen Explainthe task and check that studentsunderstandthat if you feel annofe{ you feel angry;and if you feel owful, you feel really bad.Before studentslisten,invite them to guesspossiblereasonswhy someonewould havethe feelingsin a-c. Playthe recordingand then ask students to comparetheir answerswith a partner.

44

Use the picturesas a warmer.Ask studentsto suggest what type of good news each picture shows (e.g.they soldtheir house,theyboughto new house).Explainthat in this activity they will practisesome expressionsfor givingand replyingto good news.Studentscan complete the task individually and then comparetheir answers with a partner.

6 Howarevou? Follow-up

,llnmvens f l -[ .

2 .a .

3 .d .

4.h.

5 .e .

6 .c .

7.b.

8 .g .

Ptaythe recordingso studentscan check their answers. You could then play it again,pausingafter each exchange so that studentscan repeat it, or just playthe erpressionsin the box for studentsto repeat.Either ,rray,make sure they get the intonation right for these qqressions.Havingpractisedthe pronunciation, strdents can then test each other.Write the basic Fttern of the conversationon the board to help seldentswith the personalisationtask at the end: X Hey,guesswhotT... E Oh reolly?CongrotulotionsiThot's greot....

Tell studentsto imaginethey are at a party.Theyshould circulate,chattingto each other,askinghow they feel, what they've been doing recently etc. Give them a few minutesto look backthroughthe activitiesin the unit and encouragethem to use some of the expressions they find.Tohelp,you could also elicit a list of feelings and write them on the board (e.g.tired awful,siclg excited, annoyed).Tell studentsthey should choosea differentfeelingeachtime they talk to someone,making up an explanationfor why they feel that way.

Su.ldentscan then wander around telling different peopletheir good news.lf they dont havegood news, srggestthey make somethingup.

45

r

lf you toke a periodof time off,you take a breal
Reading Studiing at,a:,university in 'Britainislnot like it was wventy years ago.

lf you ask for a loon,you want to borrow some moneyfrom someone(your parents,friendsor a banl<).For example:Youneed'totokeout a loqnto study ot universitynow. The deodlinerefers to the date or time when somethingneedsto be done.For example:Ihe deodlinefor the essoyis 5:00 pm on Fridoy. lf somethinghoso goodreputotion, it is well known for beinggood.We often usethis to talk about universities.For example:Bristo/'sgota good reputotion. I don't want to go to ... . It hosn'tgoto very goodreputation.

Da you mind if I smoke? t, Making re:quests;Couldyou just move up o:bit?

Language strip You can use the languagestrip as a way to lead in to the unit.Ask studentsto quicldylool
46

.

lf you geto gront,you receivesome money so you can do something.For example:The university got o gront from the governmentto do sornereseorch.

.

lf you saymy finols,youare referringto your final exams.For example:When do you finishyour finols?

Remindstudentsto record any of the expressions they like in their noteboolcsand to take note when they see similarexpressions throughoutthe unit. Use the language strip later on in this unit for a small group task.Here are some possibilities: . Studentsfind one expressionthat might be saidby a teacher to a student (e.g.Couldyou turn your mobile off,pleose?) and one that might be saidby a student to a teacher (e.g.Couldyou ploy the tope agatn, pleose?). .

Studentschoosea few exoressions that are questions(e.g.When'sthe deadline?) and come up with a possibleresponse(e.9.Mondoy, / think).Then they choosea few expressions that are responses (e.9.I needto osk the bankfor a loon)and come up with possibleprompts (e.9.How are you goingto poy the fees?).

.

Studentsfind expressions that usego (e.g.Nq of coursenot.Co ohead)and those that use got(l've got my finolsnext term).

Lead in You can introducethe generaltopic of this unit by asl
7 School andstudvino DidlDoyou hovea lot of homework? What wereloreyour favouritesubjects? DidlDo you likeyour teqchers?

'gFff* I : i:'',f1trrf$,ffirflf

This givesyou an opportunity to revisesome of the expressions from Unit 5. Explainthe first tasl
youracademic career ffi vocabulary: Readthe stagesaloud and then ask studentsto put ifirernin order.Check the answersand discussthe qgdcalagesfor l-4.In the UK childrenstart primary ndh@ol at five and secondaryschool at elevenor twelve. .-'tl"ou can leaveschool when you are sixteen but if you {tt|ErFlrE Eo go to university,you stay until you are eighteen. Amswers I d.

2.b. 3.f. 4.a. 5.g. 6.c. 7.e.

Get studentsto talk to a partner about what they have done already.Writethe following sentencestarters on fre boardto help: I stortedlwentldidlleftlgraduoted etc.... in (1986). l'm goingto stortldolleoye etc.... (next year).

Answers at the London Janeis studyingBusinessManagement Business School.She'sin her third and finalyear.After she graduates,she'sgoing to travel for a bit and then she wantsto do a Master'sin InternationalFinance. She'sinterestedin going to Leedsto do it.

Playthe recordingagainand ask studentsto try to fill in eachof the gapsas they listen.Theyshouldthen

the recordingthrough one more time with students followingthe completedscript.

, wont to dolgo etc. ... I hope I con dolgo etc,

lf you havea multinationalclass,studentswill probably talk about how their schoolsystemsdiffer.In wrapping up,invite a few studentsto talk about any differences they learnt about. Talkabout Real English:graduate.Tell studentsabout yourself (or some peopleyou know) before askingthem to think of their own sentences.You can either ask studentsto tell their sentencesto a partner or ask for a few examplesand write them on the board, neformulatingif necessary. You can use the picture of the graduationon page48 to ask furdrer questions.For example: A,rethere ony specialcelebrotionswhenyou leoveschool? Do parentsgive presents? What happenswhenyou graduatefrom university? Do you have ceremonies likethis?Whousuallycomes?

-HJtalking about university Tell studentsto lool
Answers l.What year are you in? 2. my finals 3.take a year off 4.What in? 5. Haveyou applied 6. a very good reputation 7. go for an interview 8. what about you

Then asl<studentsto underlineany expressions they find useful,particularlythose they think they might use. Encouragethem to transfer these into their notebooks. Point out that So what do you do?is a common question between people who havejust met.You might need to explainthat in Englanda bachelor'sdegreeis usually three years of study. Get studentsto practisereadingthe conversationand to continue with what they think Lee would say.Tellthe personplayingJaneto use some of Leet original questions. lf you want,choosea coupleof pairsof studentsto do the conversationagainfor the rest of the class.Playthe rest of the recordingand ask if anyone

..*\yas6r,LshLabput-L."e,eheck-that-eJudspHhasq4lIghe information.Thenget them to read the tapescripton page 152while you playthe recordingagain. Answers Lee is doinga one-yearart courseat the moment.He wants to do art history at universityand he has been offereda placeat Goldsmith'sCollegein London.

7 Schooland studying

A: What ore you goingto studY? lt B: l'm not sure.I might do Historyor I might do Politics. dependswhot grodesI get.

*,*J

*s'**!Using grammar:gorng to Introducethis activityby askingstudentsto tell you anythingfrom I Vocabulary: your academic career on page48 that they planto do in the future (e.8. graduatenext year).Writea coupleof exampleson the with goingto. For board.Reformulateif necessary examPre: Olivier'sgoingto groduotenext yeor.

Referstudentsto G l4 of the Grammar commentary on page 166,which they can read either in classor as homework.

Asl
You canget studentsto work in smallgroupson this or get them to wander around askingdifferent alternatively, people.Readthe four additionalquestionsto the class lf you want to extend and practisethe pronunciation. photos,you might play on the this into a role based the dialoguefirst and then want to ask studentsto write perform it to anothergroup.

Studentsmay wonder when to use goingto and when to usethe presentcontinuousfor the future.Althoush there is some overlap,thepresentcontinuoustendsto be usedto talk about an arrangementthat hasalready been decidedon (e.g.l'm mee'tingBobfor dinnerlater tonight),whereas goingto tends to be usedto talk about somethingyou intend or plan to do (e.9.I'm goingto toke o few daysoff work).

The photos on page49 provideanotheropportunityto from Unit 5 for revisesome of the expressions describinghow peopleare dressed(e.g.He lookso bit

suuffy).

The questionsin a-f are common usesof goingto.Get studentsto worl< together if the tasl<seemsto be Playthe recordingso studentscan check challenging. their answersand then playit again,pausingafter each Makesure one so that studentscan practiserepeating. of goingto. pronunciation following the reduced they are

For further practicewith goingto get studentsinto small groups to talk about their plansfor the next few weel<s or months,or the comingyear.

i: i,# fi:e,tr:;*

Answers

ffipdUringvocabulary: studyingat ffi university

a. (So what) are you going to study? b. (So how) are you goingto pay your collegefees?

Write lecture,exom,term,essdyand courseon the board Get and elicitthe connectionbetweenthem - university. studentsto translatethe words.Thenexplainthe completiontask and let studentswork by themselves. They can checl
c. (Are you) goingto go away in the summer? d. (What are) you goingto wear to the party tonight? e. (So what) are you goingto do when you finish? f . (Which universities) are you goingto applyto?

Get studentsto matchthe answersl- 5. Then in pairs they Lan practiseaskingand answeringthe questions. For further practicdask studentsto come up with two alternativeanswersfor eachquestion.For example: A: Areyou goingto go owoyin the summer? o: ^rvoi1m'pst gong to stoyneie ano tdKe'ft6asytreilrm' goingto Americofor a coupleof weeks.

Answers a .5 . b .3 . c . 2 . d .5 . e . 4 . f . | . Explainthe use of mightfor when we are not sure. Point out that I'mlWe'renot (reolly)sure(yet),1hoven'treolly decidedyet,I don't reallyknow yet are often used in conjunctionwith m,ght You could also teach the pattern I m i g h t. . . o r I m i g h t . . . . F o r e x a m p l e :

48

Answers l. an exam 2. course 3.term |

5. a lecture 6. an essay

Conversationsl-5 reinforcesome of the expressions. After going through the answers,get studentsto practisereadingthem in pairs.Youmay needto explain that if you are stessed-out, you dont feel good because you are worrying about things.For further practiceasl< studentsto write six sentencesthat are true for them, usingthe words in the box. Give a few persona. examplesfirst to get them started.For example: I foiledmy first Englishexom ot university. I'm goingto do a part-timecomputercoursenext month.

7 Schooland studying

Answers l. go,asleep 2. got,fail 3.to, out, hard 4. end,long 5. deadline,handed

Finishup by readingthe articlealoud or playingthe recordingwhile studentsfollow alongin their Coursebooks. ffi@J

&@ Vocabularvfocus

ts speaking Tlhequestionshere give studentsthe opportunity to Practisesome of the languagefrom I Using vocabulary: studying at university. Readthe four questionsaloud,explainingany expressionsif necessary. When studentshavefinishedtalkingto each other,ask drem to look at the questionsagainand memorise as rruan)/ as they can.Tellthem to close their Coursebooks and then askyou the questions.

E g"for"you,""d tJsethese questionsto leadin to the topic of the readingtask - how universityeducationhas changedin dre UK.You can either check that studentsunderstand the differencebetween a grant and a loon now or wait until they havefinishedreadingthe article.

l""li,"r'n"i1 o"r,,, E H,lli

Readthe instructionsand perhapsask studentsto predict what changesthey think they will read about. Foint out the title StudentsthesedoyslExplainthat these daysis a common expressionpeopleusewhen they are complaining that thingsare worse now than they used co be. For example: Krdsthesedoys.Theyneverdo onything.Theyjust stoyot homewotchingTVond ployingcomputergomes. l-et studentsread the article and comparetheir answers with a partner.Youmight want to draw two columns on $e board (20 yearsogo and Now) and elicit the answers from the class.You could also playthe recording,usingit as a listeflingtasl
*isa*ltgffi{

,

Ask studentsto work in pairs.Tell them to try to remember what was said without referringto the article.Theycan then re*readthe articleto check. Remindthem to underlinethe completeexpressions. Encourage them to record these in their notebooks. Answers I sayconcentrateon studying,...we just sat around and chattedto eachother, ... , went on demonstrations or went to partles. He wantsto drop out and applyto do American studiesat a different university,but I say he shouldn't. He says... he doesnt reallyhaveenoughtime to do the essaysand projects he hasto write. I got a grant of over two thousandpounds... He sayshe hasto go to too manylectures,... ... , and I never had to payany of it backat all. The governmentgivesyou a loan,which you then haveto pay bacl
ffi speating Readthe flrst three questionsout loud,explaining that in 3 studentsare beingaskedif they agreewith Danny's or his father'sthinking.Writesome usefulexpressions on the boardto help studentsdiscussthese questions. For example: It'sjust the some in my countrylhere. /tt most/ythe some,exceptwe ... He's reolisticlHe'snot beingvery reolistic. He wantswhotb best for his son. I think Dannylhisfother hoso goodpoint. Then ask studentsto look at the six choices.You may haveto explainthe following: . lf a course leodsto a goodjob,you are more lilcelyto get a good job if you do the course. . lf you do somethingstraightofter somethingelse,you do it immediatelyyou finishthe first one.Youcan also use go staight somewhereto mean go directly somewherewithout goingsomewhereelseor doing somethingelse first. For example:go stroighthome,go stroightto bed,go straightto work Beforegetting studentsto discussin pairs,go through the exampleconversations. Makesure you point out the highlightedpatterns.Wrap up by askingone or two pairs of studentsto tell the classtheir choices.

49

S c h o o la n d s t u d y i n g

Answers any if Readthroughthe list of coursesexplaining For example: necessary. . Fineort involvespainting,sculptureetc. . Medio studiesinvolvesthe study of newspapers,TV radio etc. . /f standsfor informotiontechnology. . Puremothemotics is concernedwith the theory of mathematicsrather than the practicalapplicationsof appliedmathematics. After studentshavemarkedtheir choices,model the three sentencestarters and then get them to comPare their choicesin pairsor smallgroups.Youmightwant to introduce the expressiona degreein (mediostudles). Here are some additionalquestionsto ask: Whot ore the best degreecoursesfor gettinga highloying job? ls it difficultto getin to studythesesubjects? Whot ore someuniversitieswith good reputotionsfor these courses?

ffiMct"r,,ut", Readsentencesl-6 and then get studentsinto small groupsto discussthem.Checkthat studentsunderstand the expressionone ... at o time.Ask them to tell you,if what they would have that is the rule in your classroom, to do if they wanted to speal
ffi Whileyou listen Explainthe task and playthe recordingonce.Ask studentsto comparetheir answerswith a partner and then playthe recordingagain.Playthe recordinga third time while studentsfollow alongwith the tapescripton page | 52.

50

Adam broke rules I and 2. He was late for school becausehis alarmclock didn't go off. He didnt turn his mobileoff and someoneranghim in the middleof class.He saidhe did his homework,but he didnt bring it to school.

Speaking Usethese questionsso studentscan talk about some of Ask studentswho their ideas.Explainstrict if necessary. can describeas strict a teacher, we or what, apart from (porents,o low). **d

ffi Askingfor permission Here studentspractisea common way of askingfor permission.You mightwant to elicitthe waysthey know alreadyby askingWhot wouldyou soyto me if you wonted to leavethe room?Write some of their suggestionson the board.For example: Can I leavethe room? CouldI leove the room? May I leovethe room? lf no-one suggests ,s it OK if ... ?,ask studentsto rememberwhatAdam saidand then to completethe questionin the Coursebool<. Explainthat ls it OKif ... ? is a common informalway of askingpermission. Ask studentsto do the matchingtask and then compare their answerswith a partner.Playthe recordingso they can check their answers.Point out that Well,actuolly,H rotheryou didn'tis used when the person wants to say that it isnt OK. Explainthat we use boilingand freezing to describesomethinSvery hot and very cold.We can say both it's boilinglfreezingand I'm boilinglfreezing.

Answers l . a . 2 .d . 3 .e . 4 . b . 5 .c .

linking ffi Pronunciation: Practisethe linkingof the phrasels it OK if I ... ? with the classand then get them to practisethe conversations from 4 Asking for permission. Talkabout Real English: Do you mind if | ... ? Studentsoften haveproblemsansweringthis kind of question becauseyeswould mean it's not OK and no w o u l d m e a ni t i s O K . E x p l a i nt h a t D o y o um i n di f L . . ? meansls it a problemif I ... ? To avoid confusion,we rarely answer with just no;we use No, of coursenot,Go oheod,No problem,Feelfree.lf it isn't OK, we dont lA usuallyuse yesat all.We saythings like We[ octuolly, rother you didn't.

7 School andstudvino &,l-ren studentshavepractisedthe conversationswith Do r'cru rnindif L.. ? ask them to write their own questions. T.er" canthen either work in pairsor wander around ria','ing conversationswith different students.Refer $:-centsto G l5 of the Grammar commentary on :'ge t57,which they can read either in classor as -,3l-neworl<.

Follow-up Ask pairsof studentsto choosefour or five expressions from the language strip on page48.Theyshouldwrite a conversationcontainingthose expressions.They should then role-playthe conversationto another group or to the classas a whole.

Ef Makingrequests ,{sk studentsto look at the cartoons on page53. Get Fem to explainwhat the problemis in eachone (e.g. i-e surtcose is too heovy,she doesn'tunderstond, the musicis ii:,c[oud).Then chooseone of the picturesand elicit Nsqiat the person might be saying.Writea couple of the m-r,dents' sugtestionson the board,includingany with ::urr,c. Explainthat we often start requestswith Couldyou lll,.S: "..

?

lup,iainthe matchingtask and then get studentsto :arnparetheir answerswith a partner.As you go :*r-orugh the answers,point out that as well as meaningo ia:e,o bit can soften a requestto make it sound more pr'lie. Make sure studentsnotice how we use SorrSbut ito saythat we cant or dont want to do something. F:, ow up by askingstudentswhere they think the 5Deakers are in each conversation.

lhene are severalusefulexpressionshere,so encourage sardentsto record those they want to remember in reiin notebooks.Pointout the following: canhordlyhear it et c brt of freshoir in -i,ere you go Ac'veyou got enoughspoce? Ask studentsto practisethe conversationsin pairs refore tl.reyhavetheir own conversationsbasedon the J

LLUI

C5.

51

lf someonegetssocked,they lose their lob because they havedone somethingwrong.For example:I got sockedfor falling osleepot my deskall the timelf you describesomethinglike an interviewas a it didnt go well. For example:My dote lost disoster, nightwas o disaster.I gotthere lote.Therestourantwos full. Andwe endedup fighting.

unitrove,iview,

' , . . .

i .

' i

.

i.i.t I

. : . . . . :.

:

.

- . , i t i i , i i t i

,,1

Genetal ,topi6 ';

off,you send it by post. For lf you send something example:l'm sorry.I didn't sendyour birthdoycord off until today. An estoteogentis someonewho helpssell and buy houses.Theyusuallyreceivemoney (o commission) from the sale. lf you get a certainamountof moneyan hour,you receivethat amount for working each hour.Youcan also saya weekor o month.lf we talk about o yeor, we often use moke.For example:I moke{30,000 o vear. l've finolly got o job.

they Remindstudentsto record any of the expressions see they note when tal<e like in their noteboolcsand to unit. the throughout similarexpressions strip later on in this unit for a small Use the language group tasl<.Here are some possibilities: . Studentsfind those expressions connectedwith you sendme on (e.g. Could appfyingfor a iob with connected and those applicotionform?) work). o suit to (/ weor hove to describinga iob . Studentsfind expressions that are about somethinS good (e.g.I don't hoveto work tomorrow!)and those about somethingnot so good (e.g.He got sockedl). .

.

Expressionswith wont'My'parentswoht,n.eto'get;,,; ' '' '. a i o bw h e nI l e o v es c h o o l ''::r : ' ' , 1 ' ,. ' . . :

Studentsdiscusswhat questionsmight PromPt For example: severalof the expressions. A; Where'sLee?I haven'tseenhim for oges. B: He got sacked,l

Language strip

Lead in

You can use the languagestrip as a way to lead in to the unit.Explainto studentsthat they will practisetallcing about jobs.Ask them if they rememberthe expression So whot do you do?Thenask them to find three expressionsfrom the languagestrip that could answer that question if they were changedto l: (l work in the media,l'm o ftness instructor,I'm o real estoteogent). Encouragestudentsto choosea coupleof expressions in the strip that look interestingand to find out more about them.

Elicitfrom the classthings we often want to know about hours etc.)'Write these someone'sjob (e.g.pay,holidays, tooics on the board.Ask studentsto think about how they would actuallyask someoneabout thesethingsin introducethe first activity. English.Then

fl'*ir;'g*rg*",**,*r* Questionsabout work and iobs

You might need to explainsome of the following exPressrons: . lf you are goodwith people,youlike beingwith other people and are friendly.For example:lA liketo be o teocherbecousel'm really goodwith people.

52

Explainthat in this activitystudentswill see some common waysof askingsomeoneabout their lob.As they completethe sentences,asl
B Workandiobs expressionsare similarto the ones they thought of in dre Lead in activity. Answers

You may need to explainsome expressions: . Someonewho doeso lot of paperworkwrites letters and reports,fills out forms etc. . Point out the expressionkill time.Ask studentswhat they would do to kil/ time if they were Nori (e.g.reod o book,store out the window,ploy solitoireon the computer).

l. studying 2. do 3. enloy 4. weel<ends 5. get 5. travel 7. people 8. money 9. boss 10.hours . Explainthe translationtask and encouragestudentsto necordsome of these questionsin their notebooks aiongwith the translation.Youmay need to explainthat in I or whot?is an informal way of sayingor doyou do somethingelse?Make sure studentsnotice the use of like iin8-10. In a multinationalclass,asl<studentsto work with someonewho doesnt sharethe same languageand discusswith them if any of these questionsarent appropriatein their culture.Theycould alsotell each other about any other questionsthat aren't considered appropriatein their culture.Finishup by invitinga couple of studentsto report back on what they discussed and then explainthat all thesequestionsare acceptable in English. Pointout that we usuallyask lVlroti the poy like?rather than How much do you get? You could then get pairsof studentsto think of possible answersto some or all of thesequestions.For example: A' Whott your bosslike? &. Verynice.Shet quitefriendlyond olwoyschots with us.

E

Talkingaboutwhat you do

Focusstudents'attention on the photo on page54.Ask what kind of job they thinl
Answers and6. asksquestions 1.,2.,3.,4.,5. Jenny

Playthe recordingagainand asl<studentsto try to fill in eachof the gapsas they listen.Theyshouldthen comparetrieri answerswrtfi a parther.rtdy *le necordinga third time, but this time pauseafter each gap.Elicitthe missingwords and maybewrite the completeexpressionon the board.Model the pronunciationand havethe classpractisesayingit. Play the recordingthrough one more time with students followingthe completedscript.

is another way of sayingond it is o Thonkgoodness goodthingthot this is the cose.Give studentssome more examples: A: Do you hoveto commuteto work? B; No, thank goodness. I /ive five minutesawoy. A: Did you find your wotch? lt's o reolly expensiveone. B: Yes,thank goodness.

Point out the expressionspendo lot of time + - ing.Ask studentsto saysomethingtrue about themselvesusing this pattern.Thenget them to read the conversationin pairs,addinghow they think the conversationwill continue. Playthe second part of the conversation.Get pairs of studentsto comparetheir answers.Finishup by playing the recordingagainwhile they readthe tapescripton p a g e1 5 3 . Answers Jennyis an estateagent in Leeds(in the north-east of England). Her job is quite stressfuland she doesnt get paid much.Shegets on OK with the other people at work. Shehasbeen doingthis job for a year and a half.She is not sure if this iob is what she reallywants to do.

Speaking Ask studentsto discussthese questionsin pairsor small groups.Writeup some patternson the boardto help them in the discussion of the first cuestion.For examole: .. .'sjob is betterbecousehelshe... .. . t job is stressful/boring, but ot leosthelshe... You could then askthe classquestionslike this: What are the moststressfu/jobs? Do peoplegetpoid o lot if their jobsore stressfu/? ll flot are rrle rdosr-sttesqfirJotfur' For the conversationactivity,you may want to get pairs of studentsto spenda few minuteswriting down notes and then practisehavingthe conversationa coupleof times.

Using vocabulary:expressionswith Answers l. a coupleof yearsago 2. civil servant 3. quite boring 4. a bit bored 5. a twelve-hourday 5. three weeks a year 7. spend a lot of time

lf you haven'tdone so already,talk about collocation with your class.Explainthat knowing what words

53

8 Work andjobs typically go totether (and which words don't) is very important. Ask students if they can remember some examples of words that go with get from previous units (e.g. get morried).They can then complete the sentences individuallyand compare their answers with a Partner.

Answers l. a job 2. an interview 3. bored 4. to work 5. ten euros an hour 6. six weeks'holiday 7. a half-hourbreak 8. sacked

You can read the completedsentencesagain.Then with get and try studentscan underlinethe expressions to memorisethem. Next, playthe recording,pausing after each one, so studentscan hear which words are stressed. Answers l. 2. 3. 4. 5. 6. 7. 8.

Speaking Thesequestionshelp reinforcesome of the expressions from 4 Using vocabulary: exPressions with get. Ask studentsto discussthem in smallgroupsor in Pairs. When they havefinished,invite a few studentsto rePort back on what they found out.Then ask them to look at the questionsagainand try to memoriseas manyas they can.Ask them to closetheir Coursebooksand ask you similarquestions.

ffi Usinggrammar:haveto Introduce this activity by askingstudentsif they rememberwhat kindsof thingsNori does in his job (o lot of paperwork).Thenask if he likes doing this (Not really.lt's'quiteboring'.)Next, ask them to find what expressionhe usedin the conversationon page54 (/ Go through the haveto do o lot of poperwork). explanationat the start of this activity and the two >rurjerrrs

ru rrrake Lwu

lntroduce the next task. Explainthat owful meansvery bod.Askwhat elsewe can describeas awful (e.9.these clotheslook owful,thisfoodtostesowful).Ask studentsto and then work on l-5 and then 6-10 individually, comparetheir answerswith a Partner.Here are some additionalquestionsyou can ask: ln whot kind of jobsdo you hoveto start work ot sixlwork Ionghourslweoro uniform etc.? Why mightsomeonehaveto do o lot of tovelling? Whot's goodobout not hovingto take work home with you?

L start 6. start

2. work 7.wear

3. wear 4. do 8.go 9. work

5. make 10.take

Ask studentsto work with a partner,talking about which sentencesare true for them or someonethey knowYou can also ask them to changeany sentencesso they are true for them (e.9.lt's greotwhereI work becouseI don't hoveto wear o suit ond tie in the office). Refer studentsto G l7 of the Grammar commentary on page 167,which they can read either in classor as homework.

:$S *,fl.f ir 4p'w'*a:f , trt# # e "cu,#",'f;l

ffi Sowhat do you do for a living? Point out the title and explainthat So whot do you do for o living?is another way of askingSo whot'syouriob? Explainto studentsthat in this activity they will learn the namesof severaldifferentiobs. Encouragethem to record any they want to remember - alongwith a translation- in their notebooks. Answers l. driver 2. designer 3. guard 4. clerk 5. instructor

5. agent

ilrur E JLdLrilrrilc)

about Nori usinghos to (He hosto work o twelve-hour day,He hos to spenda lot of time commuting)and then one with doesnthoveto (He doesn'thoveto work weekends). For further practiceask the classto think of two things they haveto do as studentsand two thingsthey dont haveto do. For example:

54

Check that studentsare Settingthe idea of choice (don't hoveto) and no choice (hoveto) by askingquestionslike: Do you hoveo choice? What wouldhoppenif you didn't ... ?

Answers

I'vefinallygot a isb. I've got an jnterview for it. I get a bit bored with it sometimes. How long does it take you to get to work? I only get lCn euros an hour. I get six weeks'holidayayear. I set a half-hourbreakat lunchtime. I sot sacked!

crarrrple>.A>K

I haveto do homeworkeverYdoY. I don'thoveto cometo schoolot the weekend'

After studentshavedone the first tasl
B Work andjobs

Answers

Answers

Possibleanswers: bus driver, In the pictures:lifeguard, fashiondesigner, skiinginstructor

Possibleanswers

Other: prisonguard,coastguard,shoe designer, interior designer,stagedesigner,train driver,lorry driver,driving instructor,flying instructor,karate Instructor

To reviseexpressionswith hovetoldon'thoveto, asl< studentsto talk about what some or all of the people mentionedin this activity haveto or dont haveto do (e.g.A toxi driver hosto work long hours,Aweb designer usuallydoesn'thoveto weor o suit ond tie).

d

Tempingwork is temporary work for different companies.Youoften do differentjobs and it can be for a short time (one day) or severalmonths. A temping agencyfinds the work for you and pays you.Youdo temping work if a companyhas extra work, or to cover for someonewho is off sick, havinga baby or holiday.

2. He doestempingwork becauseit's varied- he doesn't haveto do the samething every day and seethe samepeople;it's flexible- he doesnt have to work if he doesnt want to; he can take more holidays; he doesn'twant to be like his father and becomea workaholic.

Pronunciation: compoundnouns

Go throughthe explanationand modelthe three examples.Ask studentsto mark the stressin the compoundnounsin I So what do you do for a living? and then practisesayingthe sentences.Get studentsto worl< in pairs.For example: A' So whot do you do for o living? * I'm a toxi driver?What obout you? A: I'm o web desrgner.

d

I t .

while you read(workor lifez)

This articleincludesa lot of usefullanguage connected co work and raisessome interestingquestionsfor discussion. Explainthat the articleis about someone who does temping.lfstudentsdont know what temping is,explainthat they will find out from the article.Point out the title Work or life?Askthem what they think it nneans(Whot is more important:yourwork or your life?). After studentshaveread the article,check that they know what tempingis and how they think the author would answerthe questionin the title.Youcould also playtlre recording,usingit as a listeningtask first, and then get studentsto rreadthe article.

ffi wordchect The focus here is on severalusefulexpressionsfrom the article.Ask studentsto complete as many as they can from memory and comparetheir answerswith a partner.Theycan then re-readthe article to check if they were right. Here are some additionalquestionsto ask as you go though the answers: Whot often hoppenswhen you getpromoted?(Youget more money,o biggeroffice etc.) Whot wouldhoppento sorneonewho wos unreliobleat work?(Theymight get o worninglgetthe sock.) Do you usuollygetpaid if you toke o day off sick?(lf you're doing temp worlgyou don't,but mos'tother jobshove to poy you.) Whot wouldyou do if you were gettingo bit fed up with yourjob? (Youmightlookfor onotherone.) Whot ore someother jobsthot you could describeos disgusting'? Answers l. hours 2. promoted 3. reliable 4. off 6. office 7. fed 8. disgusting

5. over

Finishup by readingthe articlealoud as studentsfollow in their Coursebooks.Asl< them to underlineother expressionsthey find interestingor would like to ask about.Youmight want to ask them to find all the expressionsin the article that use get (e.9.get o permonentjob,gothome after nineo'clockot night).

Usinggrammar:presentp erfect 5tm This tense has severaldifferent usesand is often a difficulttense for studentsto feel comfortablewith. Here the focus is on one common use of the present perfect simple:as a way to talk about experiencein the

55

8 Workandjobs past.Before readingthe explanation,ask students if they can remember the differentiobs the writer of the article on page56 mentioned (securityguard,barmon, woshingcars,workingin o hotel,workingin on abattoir, workingin o chocolotefoctory).Get them to find the expressions in the text that mentionthe jobs.Askif they notice how the tensesof the verbsare formed.They might not come up with the namesof the tenses,but they shouldat leastsee that some of them usethe auxiliary have. Then read the explanationof the present perfect as a class.Explainthat the present perfect is used when we want to talk about our experiencein the past.The experienceitself is what is important.When we want to givedetailssuchas times and places, we usuallydo so with the past simple.Checl
played

Talk about Real English: I've been (to) and He's gone (to). Go through the explanationand then write some exampleson the boardfor studentsto complete with either goneor been.For example: I'm ofraidshe's... home.Shefeelssick. Haveyou ... herebefore? Wherehaveyou ... ? I've beenwaitingfor ages. They've... compingfor the weekend.They'lt be bock on Monday.I After studentshavecompletedthe conversationsand comparedtheir answerswith a partner,checkthe answersas a class.Then askthem to practisereadingthe conversationsin pairs.For extra practiceget pairs of studentsto changesome of the questionsa bit and ask each other. For example: We're goingto o concert tonight.Wouldyou liketo comewith us? Hove you travelledround Europemuch?

56

either

ffi practice One way to do this activity is to ask studentsto Work on the reorderingtasl
Haveyou travelledmuch? Haveyou tried much foreign food? Haveyou seen any good films recently? Haveyou bought any good CDs recently? Haveyou had manyjobs beforel Haveyou studiedthis grammar before?

Ask studentsto write a few more questionsusingthe presentperfect.Go round the classand helpwhere necessary.Then studentscab either ask eachother in pairsor wander around,askingtheir questionsto severalof their classmates.

L$*e*r**r*g Looking for and getting a job You could introducethis sectionby askingstudentsto tell you the differentways people find out about jobs (e.9.from newspaperadvertisements, on the internet, by writing directly to a companyetc.).Youcan then work on some basicverb i noun phrasesby askingstudents to tell you the different stagesfor getting a lob. For example: seeon odvertisement coll the company osk for on opplicotionform sendin your CV write a letter get on interview get the job receivea letter stcrt work etc.

Answers l. done 5. tried

Refer students to G l8 of dre Grryrrnr cornrnentary on page 167, yyhich dreT can rad in class or as homework.

2. seen 3. heard,found 4. visited,oeen 6. played,played 7. travelled,been

Write the phraseson the board and reformulate if necessary.Then you can tell studentsthey will now see some more expressions on the topic of gettinga job in conversationsl-8.

8 Work andjobs

Answers

Answers

I. lookingfor 2. interestedin 3. advertised 4.fill in 5. appliedfor 6. Good luck 7. offer 8. go

Suesaidshe had experienceworking in an accountancy companywhen she hadnt really.They askedher lots of difficultauestionsthat she couldn't answer.

After studentshavecompletedthe conversations, go through the answersexplainingany difficultvocabulary and askingfollow-upquestions.For example: What wouldyou give someoneif they askedfor your detqils? (your name,oddress,telephonenumber) Whot do you usuollydo when you sendoff a form? (You take it to the post officeond put it in the postbox.) Whot kind of clothesdo you weor to on interview?(o suit ond tie, smart clothes) Whot wouldyou do in 7 if you weren't interested? (turn the job down) How wouldyou celebrateif you were offereda greatjob?

check &ffi Comprehension Readthe statementsaloud for students.Thenplaythe recording.Ask them to comparetheir answerswith a partner and form correct statements.Playthe recording againand then invitestudentsto tell you their answers. For example: Suemissedc/ossyesterdoybecouseshehad to fill in an opplicotionform beforethe deadline. Answers

Model the exampleconversationfirst before students Practisein pairs.Thenask a few pairsto read one or two of the conversationsfor the whole class. For the last task,you could get studentsto close their Coursebooksand listen to you sayeach of the gapped sentences.With a partnerthey can discusswhat word is missingbeforeopeningtheir Coursebooksto check their answersin the conversationsl-8. Answers a.give

*

b. send off

c. got

d. start

e. got

gefore you listen

Readthe situation of the conversation.Explaindisosterif necessary.Askstudentsto tell you other things about which someonemight say/t wos o disoster(e.g.o date,a presentotion). Check that studentsknow about occountoncy by askinga few questions.For example: Whot do we coll a personwho worksin on occountancy compony?ufu n occou ntont) To becom,e on occountant"whatkind of subjectsdo you study?(moths,economics, business, low)

l. False(Shehad to fill in an applicationform before the deadline.) 2. True 3. False(She'sstudyingbiology.) 4. True 5. True 6. False(Shemade the tea and posted letters.)

You can playthe recordingagainwhile studentsfollow the tapescripton page | 53.Ask them to underlineany expressionsthey find interestingor want to ask about. You might need to explain thatyou liveond /eornmeans we leorn by experienceand we shouldn'trepeat the mistokeswe hove mode.

Speaking Introducethis activity by givingyour own answerto question LTeachthe phraseWhen Iwos o kid,I olwoys wantedto be o ...lwork in ... . Explainqualificotions if necessary. Ask follow-upquestions. For example: Whot quoliftcotions do you needto be an occountontla policeofficerI o teocherT.

Wouldyou liketo becomeon occountont?Whylwhy not?

ffi lirt"ning Ask studentsto think about what went wrong on their own beforecomparingtheir ideaswith a partner.Then invitethem to sharetheir suggestions.This givesyou a chanceto work on some vocabulary. For example: Sheturnedup lote. Sheinsu/tedthe boss. Her mobile phonewent off. Ask studentsto listen for what went wrong in Sue's interview and playthe recording.Get them to share what they heard with a partner.

Finishup by askinga few studentsto tell you what they talked about.

Usingvocabular ygood at ... / Ask students if they remember why Sue appliedto be an accountanteven though she is studyingbiology (Shewos guitegoodot moths).Write the pattern I'm quitegoodlnot verygoodlterrible ot ... on the board.Explainthat we can follow this type of phrasewith a noun (e.g.moths)or with a -ingform (e.g.drowing).Ask studentsro complete the sentencesl-10 and then comparetheir answers with a oartner.

'I 8 Work and iobs

Answers l. maths 2. languages 3. English 4. cooking 5. sports 6. fixing 7. listening L computers 9. people 10.my hands

Ask studentsif they noticed 9 and l0 usedgoodwith + noun.We use goodwith when we refer to the things or people we work with. Give studentssome more examples: l'm good with children. I'm good with a pen,but terriblewith o brush. Demonstratethe final task by givinga couple of examplesyourself.Youcould also get studentsto talk about any other thingsthat they are goodat or terrible ot.

Careeror job? Readthe explanationof the differencebetween these two words and then maybeask studentsto think of a career that would suit Sue (She'sstudyingbiology,so maybea coreerworkingin o zoo would be good).Explain or in pairs the task and ask studentsto work individually sorting the words. As you go through the answers, checkstudents'understanding by askingquestions.For example: What doeso (vet) haveto do? Whot do you hoveto be good at to be o (lowye)? Whot kind of jobsore therein (the medio)? Are there many well-poidjobsin (lT)? Answers lT,the media,tourism Careers:marketing,business, Jobs:teacher,doctor, accountant,vet, civil servant, fitness instructor,lawyer

in our Shewonts us to write down completeexpressions notebooks. Get studentsto work in pairsto think of more go throughthe explanationin the examples.Then Coursebookand get them to completethe sentences. Check their answersby askingthem to saythe complete sentence. Answers l. 2. 3. 4. 5. 6. 7.

wants us to get married want me to get a job wants me to finish wants my dad to retire want me to have a party want my boyfriendto take me out wants peopleto spend

Here are some extra questionsto ask as you go through the answers: Whot agedo peopleusuallyleaveschool? When do peopleusuallyretire? Why do you think some porentswont their childrento get o job ofter leavingschoolinsteodof goingto university? Why don't someparentslet their childrenhove parties? out Whot kind of plocewouldyou toke o girlfriendlboyfriend to? Why do you think the governmentwonts peopleto spend more money?Whotis the oppositeof this?(Thegovernment wontspeopleto spendlessmoney.) For example: Pointout some usefulphrases. I con't do it by then. (l) conlcan't afford it. (l) conlcon'tafford to. (l'm) not reodyyet Follow-up

in the example Pointout a coupleof usefulexpressions before,gskingstudentsto discusswhat they would be good at: : I A q u i t el i k et o b e o . . . b e c o u sLe. . I'd quite liketo work in ... becouseI ... For You could also includea coupleof variations. example: I c o u l dn e v e b r e o . . . l w o r k i n. . . b e c o u sIe. . . I ... I don'tthinklU liketo be o ...lworkin ... becouse

ffi

Usinggrammar:they want me to

An alternativeway of introducingthis expressionis to write Helshewontsus to ... on the board and then ask studentsto complete the phrasewith somethingthey know you want them to do.Write their suggestionon the board.For examole:

58

Get studentsto role-playan interview.Put them in pairs and ask them to agreeon a particularjob.Youcould ask them to chooseone that was mentionedin this unit. Explainthat one personshouldbe the personapplying for the job and the other the interviewer.Give them a few minutesto think of questionsto ask each other. For example: Hove you done this kind of work before? Do I haveto weor o uniform? Encourage them to look bacl
Most of these exercisesshouldbe done in pairsor small groups.

ffi;ffiVerb collocations Answers |. arrange 2. enquire 3. look after 4. keep 5. sufferfrom 6. drop out of 7. go on 8. apply 9. do | 0. find out

Get studentsto readthroughthe list individually first. Then ask them in turns to draw or act out the five words or expressionsthey havechosen.Next, they shouldasktheir partner about any of the words or expressionsthey are not sure of.

Examplesof other collocarions: l. 2. 3. 4. 5. 6. 7. 8. 9. 10.

Answers l.l've had it 2. I can't 3. I couldn't 4. I might do 5. I'm goingto 6. been 7. I had,I didnt reallylike it 8. I've never been here before,we only arrived here

ffi

E$ Gr"'n'nr,

ffi

(arrange)the chairsin a room (enquire)about a job (look after) my bagfor me (lceep)going straight (sufferfrom) migraines (drop out of) school (Soon) a tour (apply)for a visa (do) a computercourse (find out) where it is

Lookbackand check

Answers

Ask studentsto chooseone of the activities.You could then get them to do the other one on anotherday.

l . C o u l dy o u 2 . l s i t O K 3. Do you mind 4. Do you want 5. enough 6. I dont haveto 7.too 8. I haveto

ffi r*pr"rrion, Answers

d

Questionsand answers

L kind 2. telling 3. resist 4. sorry 5. imagine 6. see 7. suits 8. better 9. help | 0. interesting

Answers f . e . 2 . d . 3 .c . 9. f. 10.e.

4.b.

5 .a .

6 .h .

ft whatcanyouremember? When studentshavefinishedworking in groupsof four, invite a few studentsto tell you what they remember.

59

Answers

Answers l. Possibleanswers:Adoctor,a hairdresser. 2. Around your wrist. 3. You shouldn'tbuy or eat it. 4. Trainers.

l, 2 pattern:Eraduate,apologse,deadline,lifeguard, uniform,bus stop, 2, I pattern:repulation,drop out, gq away, demonsqation,sort out

5. Before dinner. 6. The wrong colour. 7. You haveto go to the toilet a lot. 8. Yes. 9. Possibleanswers:Forgettingsomeone'sbirthday, beinglate. | 0. lf you havea cold or havebeen speakingtoo much.

Consonantsounds: lbl,ldl,ldsl and lgl Model and practisethe sounds.Ask studentsif they can Asl< hearthe difference.Then modelthe expressions. studentsto work in pairs sayingthe expressionsto each other.

I l. From university(but from both in the US). 12. You are late handingit in.Theteachermight not accept or mark it. 13. You failedthe first time you took it. 14. Possibleanswers:Alwayscoming in late for work, stealingmoney from work. 15. After university. Possibleanswers:In journalism,education, marketing. 1 6 . M a k i n gt h i n g s .

#r* r**xrr,il$tr'{lrrr ffi wordstress Go throughthe explanationwith the classand perhaps ask them to find the stresspattern in the dictionary of one or two words you write up on the board. Answers Pattep,nl: Pattern 2: Pattern3: Pattern 4:

upset,career,enquire,arrange bracelet"lecture,details,necklace restaurant library,opposite,sensible, directly,revision,imagine,appointment

Answers Unstressed sounds lel: career,arrange,restaurant,opposite, appointment, sensiblerevision /r/: enquire,bracelet,necklace,opposite,imagine

Ask studentsto checktheir answersagainstthe recording.

60

Answers Gail,Graham Britney, Brian,Debbie,Dan,Jane,Jack,

clusters consonant ffi Difficultsounds: lf studentshavedifficultywith any of these,get them to lengthenthe sound of the first consonant.

eat a lot and eat in a very messyand unpleasantway. We can also sayI mode o pig of myselfto mean that you think you ate too much.For example:They'vegot greot desserts,so I olwoysmoke o pig of myself.

Unit

lf someone overchorges you, they ask you to pay more than you should.Theoppositeis underchorge. For example:Look,they've underchorged us.Shouldwe tell them? lf you ask someone if they hoveonythingor anywhere in mind,you are invitingthem to tell you what they want to do or where they want to go. For example: A: Let'sdo somethingthis weekend. B: OK.Whatdo you hovein mind? A: How obout tryingthot new Germonrestouront? We can refer to a DarticularFrench.Thai. Greek etc. restaurantas thot FrenchlThoilGreek etc. ploce.

Langudge.'inFut:].':.'..].''.: ' Expresqioni for:.deScribing restaurants:Ihe portions. werereollybig,The servicewosreollyslow.

lf you saythe portionsore huge,you think the amount of food served is very big.For example:I spento weekin NewYorklastmonth.Thefood wosgreot,ond they olwoysgiveyou hugeportions.

Expressionsfor rsaying rnoto fuod and,dr.ink:No ' ... ' ' ":: thanks;l:musinlt:,llmo:ria:,djet.,:r:'

lf someoneoffersyou an alcoholicdrinl<,you can say No,thonks.I'm drivingto explainwhy you dont want one. Remindstudentsto record any of the expressions they like in their notebooks and to take note when they see similarexpressions throughoutthe unit. Use the language strip later on in this unit for a small group task.Here are some possibilities: . Studentsfind those expressionsthat may be said by a customer to a waiter (e.g.Atoblefor three,pleose) and those saidby one customerto another(e.9. Shouldwe leaveo tip?).

Language strip You can use the languagestrip as a way to lead in to the unit.Asl<studentsto quicklylook throughthe strip and find any expressionsthey haveactuallyheard or seen before,aiii that they think they could use in the future and any that look unusu'al. Explainthat in this unit they will learnexpressions for tallcingabout goingout to eat. Encourage studentsto choosea coupleof expressions in the strip that look interestingand to find out more about them. You might needto explainsome of the following exPressrons: ' lf you mix something up,you mal<ea mistal<ebecause you haveconfusedtwo or more things.For example: Billand Ben look so much olike.I'm alwoysmixingthem uP. ' We often refer to a dish on a menu by usingthe.lf there is only one lamb,pork,fish etc.dish on the menu,we can say I'll havethe lomblporklfishetc. .

lf you saysomeone eotslike o pig,youthink that they

.

Studentsfind those expressions that are about somethingnegative(e.9.I spi//edwineall overher dress).

.

Studentsfind an exampleof the present perfect (e.g. He'smixedup our order),the present simple (e.g.l'm ofroidwe don'thaveany left),the past simple (Sorry, but I orderedbakedpotatoes, not fried)and the present continuous(No,thonks.I'm driving).

Lead in Point out the title of the unit Eotingout.Ask students what they thinl
61

9 E a t i n go u t

Do you eyergo out for breokfost?Where do you go?Whot do you eot? What ore somepositivethingsobouteotingout?Whotore some negotiyethings?

ls Kennyvery hungry?(Justa little.) Do you think he'striedThoifoodbefore?(No.'l'iltry onything once.') Doeshe like spicyfood?(No.)

*;

Playthe recordingagainand get studentsto follow the tapescripton page 154.Pointout and explainsome of the usefulexpressions in the conversationif necessary: Hove you got anywherein mind? justroundthe corner Iheret o really nice(Thoi)ploce I'm sureyou'll likeit I'll try onythingonce.

i*.L"'rj'-l ? iS h -" 3 "r; l..lsingvocabulary:eating out Introducethis activityby askingstudentsto suggest what makesa restaurantgood or not good.Youmay elicit things lil<ethe price,theotmosphere,the tasteof the food etc. Reformulateany suggestionsif necessaryand then explainto studentsthat in this activitythey will see some examplesof how to describewhat a restaurant was lilce.Studentscan worl
2 .e .

3 .a . 4 . h .

5 .b .

6 .d .

7 . f.

8 .g

Go throughthe list of restaurants, explaining what they are if necessary. Ask studentsto tell you what kind of food you would find in eachplace.For example: Youcqn get chickentikko in on Indion restouront. You mayneed to explainthat a toposbor is a Spanishstyle restaurantthat servessnacl<s to accompanydrinks. Before studentstall
ffi Restaurants Explainthe situationand asl<studentsto lool
62

Explainthat we sayI don't mind.lt's up to you when we want the other Dersonto decide. Put studentsin pairsand askthem to practisereading both roles usingthe tapescripton page | 54,focusingon the stressand phrasing.Then explainthe next task and allow them enoughtime to memorisethe conversation. Pointout that this exercisewill helptheir fluency. Remindthem to use the notes on page64 to help them remember.Youmight want to get them to practisethe conversationa secondtime with a different Dartner.

Speaking Go throughthe three differentkindsof place,explaining that o top-closs restourdntis somewherewith reallygood food, great chefs,a great atmosphere,but probablyvery expensive;and that somewhere reollydifferentmight be a placethat is unusual, uniqueor not well-known.If possible, give examplesthat you know from your home town or from some other placethat you havevisitedor know well. Point out that for restaurantswe often use do to mean cookond serve(food).Wesometimesuse it about peopletoo. For example: My mum doeso great Sundaydinner.l'llinviteyou over one weekend. ***J

Sayingno to food and dr ink

Introducethis activityby elicitingsome reasonswny a personmight sayno to some food or drinl<.For example: l've hqd enough. I don''t like it. I don'tlcon'teot thot kind of food. Then explainthat when we refusefood or drink,we usuallygivea reason.(However,if we dont lil<e somethingbut we want to be polite,we usuallypretend there is another reason.)Ask studentsto completethe conversations and then comDaretheir answerswith a Partner.

9 Eating out Answers l. 2. 3. 4. 5. 6. 7. 8.

I'm driving I don't drink I'm on a diet I wont be ableto sleep I dont reallylike anythingspicy I'm full,I couldn'tear I dont really like anythingsweet I'veactuallyjust had one

As you go through the answersask questionsto focus on some of the language. For example: Whot does'l don't drink' meon?(lt meonsthe Derson doesnt drink atcohol.) Whot similarexpressions do we use to refuseo cigorette? (No thonks,I don't smoke.)

(somelonywhere,somelonyone,somelonybody). Explainto studentsthat in this task they will see severalcommon expressions usingonyand some. Get studentsto work individually on the completion task and comparetheir answerswith a partner.Then playthe recordingso they can check their answers.

Answers l. 2. 3. 4. 5. 6. 7. 8.

somethingto eat,anywherein mind do something, anythingin mind sometimenext week any time after five anyonewant Someonehastaken any more, havesome more not any more

Whot kindsof food shouldyou avoidif you'reon o diet? What kind of coffeecouldyou hove if you'reworriedobout beingoble to sleep?(decaffeinated) How mony cupsof teo do you drink a doy?How about cups of coffee? fuk studentsto go bacl
Model the first conversationwith a student as an examplebefore askingstudentsto practisethe conversations in pairs.For example: T: Do you wont to go ond get somethingto eat? S: Yes,greot.Hqve you got onyvvhere in mind? T: Well,theret o greotsandwichploce just over the roqd. S: I don't know.I alwoyshove sondwiches for lunch.I'm a bit fed up with them. T: OK,then.How obout that new Mexicanplace in the High Street?It's cheop but reollygood. S: Ihot soundsgood.I'll meetyou downstoirsin o minute. I just need to finishwriting this letter. Referstudentsto G l9 of the Grammar commentary on page 167,which they can read either in classor as homework.

$$l*94;**,* ffiW Decidinq where to eat ffi

Make suib studentsknow what the food and drink in the pictures is (ice creorn,beer,chocolotecoke,coffee, cheeseond oockers,chillies). Model an examplewith a student first before studentsworl< in pairs.Asa followup,ask them to do the task again,but this time they shouldacceptthe food/drink.Teach some appropriate expressions. For example: Thonks,lA bve somelonelopiece. OK./ustone more.

ffi uringgr"tt"r' ,o-"/"ny In this activity,studentspractiseusingexpressionswith someand ony.Youcould leadin by askingthem to find all the examplesof anylang.hing and sorne/somethingin 5 Saying no to food and drink.Then elicit other words or expressionsthat start with ony or some

Here is one way to mal<esure studentsunderstandthe vocabularyin the box.Ask a studentto rememberone of the restaurantsthey talked about in 2 Practice on page64, and that they really liked.Ask why they liked it. You might get reasonslike the foodwos reollyfresh,itwas quitecheap,thepeoplewereveryfriendlyetc.Then focus students'attention on the words and expressionsin the box. Use the reasonsthe student gaveyou to help explainthe vocabularyby asking: lf Maria soid the food wos reolly fresh,she wos tolkingabout the ... ? (quolityofthe food) Shesoid the peoplewere very friendly,so she wos tolking aboutthe ... ? kervice) Ask studentsto rank the five criteria and then compare their suggestionswith a partner.lf you want to extend the practice,you could put studentsin groupsof four or five to discussfurther.

63

9

Eating out

Get pairsof studentsto makea list of problemsyou could havewhen you go to a restaurant.Thenasl
While you read I wouldn't recommendit! Exolainthe situationand asl<studentsreadthe e-mailto find out which of the oroblemslistedon the boardfrom I Deciding where to eat actuallyhappened. Get studentsto comparetheir answersin pairs. Answers There was a hugequeue.Theyhad to wait for agesto get a table.Theservicewas slow.Thewaiter mixed up their order.Thefood was terrible.They overcharged them on the bill.lt was quite expensive. The writer soilt colceall over Martina'sdress.

****l r**:del Comprehensioncheck Studentscanwork on this individually beforechecking their answerswith a Dartner.Remindthem to see how much they can rememberwithout lookingbackat the email.Theyshouldtry to correct the falsestatements. They can then re-readthe e-mail. Answers l. True 2. True 3. False(The waiter mixed up the order and then overcharged them.) 4. False(The fish was cold and the pizzadidn't taste of anything.) 5. Tq.ue 6. True

Finishup by readingthe e-mailaloud or playingthe recordingwhile studentsfollow alongin the Coursebooks.You may want to take this opportunityto point out some typicale-mailstyles,for exmple,usinga noun or noun phrasefor the subject(Disosted), and common correspondence expressions, for exmple,ljust thoughtIA sendyou a quick e-moil,Anyway, I hopeyou're wefi Seeyou soon,Allthe best. Talkabout Real English: spilt or spilled. Tellstudents about a personalexperiencebeforeinvitingthem to tell the classor a partner about their own experience.For example: I usedto weor beigetrousersoll the time, but I don't ony more.I alwaysspilt coffeeon them.

64

Speaking Readthe three statementsaloud,explainingany vocabularyif necessary.You may want to wrhe a few expressions on the boardto help studentswith the discussion. For example: It'smy money! I don't liketo cousetroublelmakeo fuss. Note that in this activitystudentsare seeingsome examplesof wouldto tall
Word check ffiffi ***o This activity focuseson severalusefulexpressionsfrom the e-mail.Asan alternative,tellstudentsto closetheir Coursebool<s. Readeachgappedsentencealoudwhile studentsdiscusswhat word is missingwith a partner. They can then open their Coursebooksand checkthe e-mailto see if they were right. Here are some questionsto ask as you go throughthe answers: Whereelseis it commonto seequeues?(ot o bus stop, outsidea cinemo,o't.ticket counters,in post offices) Aport from 'orders',what elsecon we 'mix up'? (nomes, foces,words) What do they chorgefor a cup coffeein ... ? Whot do you usuollyorder with your meal? Why elsemightyou'getsomethingon the house'?(you'reo regularcustomer,you're a friendof the woiterlmonager) Whot would we soyin 7 if we includedthe wine in the totol? ('.. . and that waswith the wine'or' . . . ond thot includedthe wine') What wouldyou expectthe woiter to soyif they splitwine all overyou?(l'm terriblysorry.Let me get a cloth.) Answers l. disaster 2. queue 3. mixed 4. charge 5. order 5. apologised 7. cost 8. spilt/spilled

Usinggrammar:irregularpastsimple Studentsworked on one set of irregularpastforms in Unit l.This activityfocuseson severalmore. Encourage studentsto record examplesof the collocationsfrom l-8 for those forms they want to try to remember.

9 Eatingoul

Answers broke tore

Answers drank

ate

fell

felt

sent

spilt/spilled

As you go through the collocations,ask further questionswheneverappropriate.For example: Why mightyou soy'l dronk too much'? Whot did the persondo ofter they spiltwoter on the floor? (Theymoppedit up.) What made the personfeel dizzy?(They stoodup too quickly.They wereon a roundabout.) Whot could the personbe tolkingobout if they soid'l tore it into liule pieces'?(o letter,a receipt) lf you ote somethingthat wos off, whot might happen?(You might get on upsetstomoch.) Who do peopleusuollybreok up with? (their boyfriendIgirlfr iend) Why do you think the personin 8 brokeup with herT(They hod on argumenLShefoundsomeoneelse.) Answers l. drank 2. spilt 7. fell 8. broke

3. felt

4.tore

5. sent

6. ate

Give studentsa model by tellingthem first about one of the occasionswhen you did somethingin l-5. Encourage them to ask you follow-upquestions.Then ask them if,they can remember any good expressions you usedto tell the story. For example: One time o few yeorsogo ... I felt reallyfullI emborrassed lbod. I'll never forget it.

First photo:a bill and a tip Secondphoto:a chef Third photo:a customerholdinga menu/winelist, orderinga meal/wine; a waiter pouringa glassof water

Explainto studentsthat they will see examplesof how some of thesewords and others are usedin conversationsl-5. Ask them to completethe conversationsand then comparetheir answerswith a partner.Explainthat if you try to catchsomeone's eye,you try to get their attention,for exampleby looking at them. Answers l . b o o k 2 .w i n e l i s t 3 . m e n u 4 . o r d e r waiter 5. tip, service

5.bill.

You may want to teach some other related collocations and expressions. For example: book o room for the night book o flight order o bottle of chompagne pay the bill pick up the bill the servicewos terrible leoveo generoustip Finishup by askingstudentsto read the conversationsin Parrs.

Speaking

Write these on the board to help studentswhen they tell their own story.When they havepreparedtheir story,ask them to tell it to their partner.Thenask them to tell the samestory to a different person.Explainthat this will F,relp them improvetheir tellingof the story.You can finiih up by choosinga coupleof studentsto tell their story to the whole class.

Readthroughthe questionswith the classand then have them discussin pairsor smallgroups.Youcould then turn this into a classdiscussion on the questionof tips, especiallyif studentsare studyingoverseasand are unsureof the correct etiquette.Asl
**me*rt*ur*,#

d

Restaurant vocabulary Ask studentsto look at the photos and comparetheir answersin pairs.Encouragethem to shareany other restaurantwords they came up with.Talk about the differencebetween a chef and a cook.A chefworks in a restaurantand is usuallymore respectedthan a cook. They usuallyhavemore trainingthan a cook.A cook usuallypreparesfood in placeslike a schoolor hospital.

ffiffi Before w - vou listen q

Explainthe first task and then get studentsto saythe questionsso you can work on pronunciation. Explain that /ycheesare fruit. Ask studentsto work in pairs on the orderingtask.

65

9 Eatingout

Answers Possibleanswers: Waiter to customer:b.,d. Customerto waiter:e.,f. Customerto customer:a.,c. Order: d.,a.,c., b.,f., e.

ffi Whileyou listen Explainthe situation of the conversationand asl< studentsto listen if their answersin 3 Before you listen were correct. Playthe recordingand get them to discusstheir answersin pairs.Playthe recordingagain so they can check.Youcan also playit one more time while studentsfollow the tapescripton page 154.Make sure they understandsti//and sporklingwoter. Answers

practisereadingthe conversationsin pairs.Youmay need to explainthe following: . Poellois a Spanishrice dish made with seafood. . A tort is a dessert made of pastry,like a pie, but without a top. Answers ConversationI: c., b.,d.,a. Conversation2: b.,a.,d.,c. Conversation3: a.,d.,c., b.

Go throughthe menu,explainingany items if necessary. For example: . Dumplingsare made from flour and water and then boiledor fried. ' Musselsare smallshellfish. . Sorbetis like ice cream,but it is made from fruit lurce. -*d

l. Haveyou booked?(No, I'm afraid we havent.) Waiter to customer.

ffi Sorry,but I didn't orderthis

2. Can you recommendanything?(lt's all nice really, but when I've been before we've usuallyiust ordered one of the set menushere.)Customer to customer.

You may want to write the basicpattern on the board to help studentswith their conversation: A: Couldllwe havethe ... ? B: I'm afroid ... A: Oh, right.ln thot caseI'il .

3. Do you know what lycheesare?(Oh, they're a kind of fruit.They're really nice and sweet.) Customer to customer. 4. Are you happyhavingwine? (Yes.Red or white?) customer to customer. 'Are 5. you ready to order? (Yes,wed lil<ethe set menu D, please)Waiter to customer. 5. Could we havesome water as well,please?(Still or sparkling?) Customerto waiter.

This activityfocuseson a common functionof stressor emphasis: comparison.lt also introducessome more common collocationsfor food.Askstudentsto record those they want to rememberin their notebooks. Explainthe first tasl
Sp e a k i n g Explain*thata set menu usuallyhasthe choicesalready made f6r you, althoughsometimesyou can choose betweenone or two bptions.Writesome expressions on the boardto help with question5. For example: I con't eat ... becouseI'm ollergicto itlthem. I con't eot ... becouseit isn'tkosherlholal. I cqn't eat ... becouseit givesme on upsetstomoch.

ffi l'm afraidthat'soff Pointout the title. Explainthat if a dish is offin a restaurant,it meansthat it is no longer availablebecause they haverun out.\ /e also sayfood hos goneoff or is off when it is old and can't be eaten.For example: Sme/lthis meot.I think itt goneoff. Ask studentsto put the conversationsin the right order an then go through the answers.Thenget studentsto

66

l. not ros6 2. not well done 3. not still 4. not boiled 5. not brown 6. not tomato salad 7. not scrambled 8. not carrots 9. not ice cream Now go over the explanationof the stresspattern. Demonstratethe examplea coupleof times.Askpairs of studentsto mark the stressin sentencesl-8 and then playthe recordingso studentscan checkwhich words are stressed. Playthe recordingone more time, pausingafter each sentenceso studentscan repeat, followingthe samestresspattern.

9 Eatingout

Answers l. Sorry,but I ordered RED wine, not ROSE. 2. Sorry,but I wanted my steak RARE,not WELL DONE. 3. Sorry,,butI ordered SPARKlingwater,nor STILL. 4. Sorry,but I ordered MASHED potatoes,not BOILED. 5. Sorry,but I ordered WHITE bread,not BROWN. 6. Sorry,but I ordered GREENsalad,not toMAto salad. 7. Sorry,but I ordered FRIEDeggs,not SCRAMbled. 8. Sorry,but I ordered GREEN BEANS,not CArrots. 9. Sorry,but I orderedthe applepie with CREAM, not ICE cream. Finishup by askingstudentsto complete the collocation task.Youmay need to explainthe following: . Sto/ebreodis bread that is too old. . A sideso/odis a saladthat accompaniesyour main meal. .

ffi speating Use these questionsto practisesome of the collocationsfrom 7 Sorry, but I didn't order this. Teachsome expressions to help studentsin the discussion. For example: I like my eggsscromb/edlmysteokwell-doneetc. I likered winewith ... and whitewinewith ... Finishup by getting studentsto ask you the questions. Follow-up Ask studentsin threes to write their own conversation lilcethe one between Kennyand Mel. Get them to look back.throughthe unit and find language they would like to use.Theycan then act the conversationout for the class. lf you would like your studentsto do a writing task,ask them to write an e-mailto a friend describinga great restaurantthey went to.They can describeone they haveactuallybeen to or make one up.

The housewine is usuallythe cheapestwine a restaurantserves.

67

ro An o/d people'shome is a residencewhere old people can go and live and where there is staffto look after them. lf you saysomeonepossedoway.you are sayingthey died.However,you are usingthis expressionto avoid usingthe word die,which might be too direct.For example:I'm afroidI'vegot somesdd news.Jill's dod possedowoy last night,so shewon't be here for the rest of the week We say I'm sorryto hear thot when someone hastold us some sad news.For example: A: We'vedecidedto get divorced. B: Oh no. I'm really sorryto hear thot. Remindstudentsto record any of the expressionsthey lil<ein their notebooks and to tal<enote when they see similarexpressions throughoutthe unit. Use the language strip later on in this unit for a small group tasl<.Here are some possibilities: . Studentsdiscusswho she,he,her and they probably refer to in severalof the expressions.For example, Theyin They got divorcedwhen I wos o kid probably refers to the person'sparents. .

Studentschooseexpressions that are questions(e.g. How do you get on with her?) and come up with a possibleresponse(e.9.Quitewell,actually).Then they choose expressionsthat are responses(e.g.He's much fitterthon I om) and come up with possible prompts (e.g.Whot'syour brotherlike?).

Language strip

.

You can use the languagestrip as a way to lead in to the unit.Ask studentsto quicldylook throughthe strip and find any expressions they could use about someonethey l<now Explainthat in this unit they will learn ways of talkingabout families.Encouragestudentsto choosea coupleoTexpressions in the strip that lool
Studentsfind expressionsin the language strip that use get (e.S.Mysisterhos just gotengoged).Then later on, you can write all the get expressions on the board but with get gappedout. Ask studentswhich word is missingfrom all the expressions.

Lead in

they want etc.Theydont try to hide their emotions. For example:My porentsore both veryopenwith me. They'reolwoystellingme their problems.

68

.

ff you hove a lot in commonwith someone, you have similarpersonalities and sharethe sameinterestsas them. For example:I don'tknow why shemarriedhim. They'vegot nothingin common.

.

lf you get engogedto sorneone, you havepromised that you will marry them. lf you decidelater not to get married,you breokoff the engagement. For example: He\ reollyupset.She brokeoff the engogementlost week.

One way to leadin is to ask studentswhat kindsof thingswe often want to know about each other's families.Writedown their ideason the board.List the thingswe want to lcnow rather than the actual questions.For example:the size of the family,who is in the family,who is still alive,if they like eachother,what the membersof the familydo etc.Thenexplainto studentsthat they are going to see typical ways of asking someoneabout thesetopics,and do I Questions we ask about families.

10 Family f

&:

-

.:; .*"""o.,'r L."t.-.-r-E, *"*r:i .l .v'tr:i ;*.,#ijt,-?,il

we askaboutfamilies ffi Questions In this activitystudentspractisethe fairlyfixed expressions we use when askingabout someone'sfamily. Ask them to do the first task individually and then check their answerswith a partner.lf they are havingtrouble, remindthem that the first word in the questionhasa capitalletter.Playthe recordingso they can checl
Answers Haveyou got any brothers or sisters? How old are they? What do your parentsdo? Are you married? Haveyou got any ldds? What are they lil<e? Do you get on with them? Are your grandparents still alive? Haveyou got a girlfriendiboyfriend?

Get studentsto asl
ffi# Talkingaboutyour family Readthe instructionsfor the task and then playthe recording.Youmay want studentsjust to listen for which questionsfrom I Questions we ask about families were used first, and then play it againso they can listen for the information about Stella'ssister.Get studentsto compare what they heard with a partner.Thenplaythe recordingagain,if necessary, so they can check they got everything.Youmay need to explainthat if we are talking about brothersor sisters,or couples,where there is a big differencein age,weoften usethe expressiono big ogegop.Also, if someone treatsyou likeo boby,theydont behavetowards you as an equal.Theyact as if you were a child.

Answers Stella'ssister livesin Pinedo.Sheworks in Central Hospital.She is 35 yearsold ( l5 yearsolder than Stella).They get on well.She'squite similarto Stella, but a bit more organised.She is funny,easyto talk to and doesnt treat Stellalike a baby.Shehasbeen marriedfor l2 years.She'sexpectingher first babyin November.

Explainthe secondtask.Tomal<ethe task easierfor students,remindthem which questionsin I Questions we ask about families were used.Makesure they understandthey shouldcontinuethe conversationabout their own family.Thenget them to swap roles and repeat the role play. For the listeningtasl<,playthe recordingand ast< studentsto try to fill in each of the gapsas they listen. They shouldthen comparetheir answerswith a partner. PIaythe recordingagain,but this time pauseafter each gap.Elicitthe missingwords and maybewrite the completeexpressionon the board.Model the pronunciationand get studentsto practisesayingit. Play the recordingthrough one more time with students followingthe completedscript. Answers l. twin sister 2. taller than 3. what'sshe like 4. quieterthan 5. more relaxed 6. quite close

Playthe whole conversationone more time while studentsfollow the tapescripton page | 54.Ask them to underlineany expressions they find interestingor want to ask about.Youmay needto explainthe following: . ff you ore usedto something, it happensoften, so you don't feel uncomfortable. For examole: A; Doesn'this snoringonnoyyou? B: Not really.I'm usedto it . lf you saywe'rec/ose.it meansyou get on reallywell and like each other very much.For example:I hoven't spokento my brotherfor oges.We'renot thot closereally. You could also teach the expressionsc c/osefriend.Ask studentsto tell you who they are closeto in their family or about a closefriend.

Speaking Go throughthe questions, makingsure studentsknow whatidenticaltwinsare.Write some expressionson the boardto helpwith the discussion. For example: Theydon't look olikeat oll. I'm alwoysmixing them up. A goodlbodthingabout beingo twin is that ... You may need to explainthat in Englishyou can be an uncle by marriagetoo. For example,if Stellahad a baby,

69

1O

Fami y

Stella'ssisterwould be its aunt and her sistert husband would be its uncle.Ask studentsif this is similarin their Ianguage, or if there are differentterms. For extra Dracticeask studentsto describethe twins in the photographon page70.Teachsome appropriate vocabulary. For example: How do you know who the older twin is? Do you think that each twin knowshow the other is feeling? "*.,*.J

UsingErammar: comparatives ffiffifl Ask studentsif they can rememberthe differences betweenMary andAlison.Tellthem to find the expressions in the conversationthat give us the information.(A/ison's a bit tollerthon me,her hoir is darker, shet o /ot quieterthan me,she'so more seriouspersonthon I om,l'm more relaxed).Then write the following on the board: Stellois o lot ... than her sister. (young) Her sisteris o bit ... thon sheis.(orgonised) Ask studentsto completethe sentencesusingthe adjectivesin brackets.Then ask if they can explainwhy youngbecomesyoungerand orgonisedbecomesmore orgonised. Listento their suggestionsand then asl
Usinggrammar=better/ worse Explainthat just as some common verbs haveirregular forms,so a few common adjectiveshaveirregular comparativeforms. Here studentsfocus on the two most important:.good and bod. Ask studentsto completethe sentenceswith either betteror worseand then discusstheir answerswith a partner. To extend the discussionget them to write two or more extra sentencesof their own. Pointout that it is much more common to saymoregoodJooking than betterJooking.We can sometimessayno'tbadJooking, though.Referstudentsto G20 of the Grammar commentary on pate 168,which they can read either in classor as homework.

":.-,

8. lazier

Who wouldthe personin 2 tolk to if theyhad problems? (their mum) Whot e/secon you do to be fit? (work out in o gym, swim) Why wouldyou desuibesomeoneos horrible?(they'rerude, they'renot friendly,they moke fun of people) Tall
;t

; i, :' : i L'*:'i". **l

ffi

Usingvocabulary:a /ot rn common

Beforereadingthe explanationin the Coursebook,tell studentsabout a personyou havea lot in common with. Try to use expressions with we both ....Then read the explanationwith the class.Ask studentsto tell you any detailsthey rememberfrom what you told them about your friend.Thiscan givethem ideasfor the sentence completiontask.As they work on this,go aroundand help with vocabularyif necessary.You may want to get studentsto tall
**J

Focusattentionon some of the expressions in this activity by askingquestionsas you go through the answers.For examole: In I,whot do you thinkthe mum doesnt let the persondo? (go out ot night,stoythe night ot a friend'shouse)

70

Encouragestudentsto use modifierswhen appropriate as they talk to their partnersabout which of the sentencesl-8 are true for them.

ffi

Furtheroractice

There are lots of questionsstudentscould ask in this activity.However,you might want to elicit a few model questionsand write them on the board.For example: Whot kind of musicdo you like? Do you /ike sports?Whot kind? What wereyou goodat in school? Also,teach some expressions studentscan usewhen they find they havesomethingin common.For example: Me too. So do /.

Give studentsa set time to tall<with their oartner before getting them to changeand tall<with another person.Finishup by invitingstudentsto report back, usingexpressions with oll.For example: Mortin ond I like (footboll). oll Jos6, Allfive of us (wereborn in 1989).

10 Family

ffi

geforeyou read

Ask students if they haveheard of ElizabethTaylor,what she does,where she is from,why she is famous.Ask if they haveever seen any of her films,or seen her on television.lf studentsdon't know much about ner,you can tell them a little more after they haveread the introduction.ElizabethTaylor starred in the film Notiono/ Ve/yet when she was still a child.ShemarriedtheWelsh actor RichardBurton twice. Her other famousfllms include Cleopatroand Who's ofroid of VirginiaWoolf? Ask studentsto read the short text and to tell you what Jerry and Elizabethhavein common.Youmay needto explainthe followingexpressions: ' lf somethingis an extremeexomple,it is an unusual one. lf somethingis a growingtend,it is somethingthat is becomingmore common. Answers Both Jerry and Elizabethhavethe samesurname (Taylor).Theyare both in their seventies.Theywere both born in England.They both movedto America. They haveboth been marriedeighttimes.

Speaking Be sensitiveto the fact that the topic of divorce might makesome studentsuncomfortable. Readthe questions aloudto the classand write some sentencestarterson the boardto help.For example: My ... 't beenmorried(three)tirnes. Unfortunately, her ftrst husbandlhis firstwife ... I think it's betterto getdivorcedbecouse... I think it's betterto stoymorried becouse...

(Eighthtime lucky!) ffi Reading Point oqt the title Eighthtime lucky! and asl<what it refers to (Jerryhos gotparried for the eighthrime).Then focusstudents'attentionon the photograph.Ask studentsif they can guesswhat Jerry'smain interest is (E/visPresley).Then ask rhem to tell you what they know about Elvis:havethey ever heard his music before;do they lilceit; can they name any of his hits etc. Now ask studentsto read the article and find out why Jerry'ssevenpreviousmarriagesfailed.

ffi Rft",yo,,""0 You could get studentsto completesentencesl-7 in pairs.Remindthem not to look backat the article.They can check their answersby re-reading.Here are some questionsto ask as you go through the answers:

Whot wouldyou do if someonedidn't want you around the house?(find o job,go for long walks) How mightyou find out if someoneis hovingon offair?(o friend might tell you,you might find a love letter) Whot are sor?eotherwoys'tocompletethe phrose'diedof ... '? (cancer, a drug overdose, noturolcouses) If you'rea tidy person,what do you do? (put thingsowoy, cleon thingsup, pick thingsup off the floor) Alternatively,you could do this as a listeningtask first. Playthe recordingwhile studentslisten with the text covered,and then get them to read the article. Answers l. around,born 2. found,affair 3. a heart attac< 4.left,for 5. disappeared 6. crazy T.crazy Finishup by readingthe articlealoud or playingthe recordingwhile studentsfollow along.As they do so,ask them to underlineany expressions they find interesting or want to ask about.Youmay want to point out the followingexpressions: bod hobits she joinedme ot my toble we fell in love in thosedcys I'm a big fan You may needto explainsome of these expressions if studentsask: . You saysomeone is the loveof your /ifewhen /ou are reallyin lovewith them and think you havefound the person you want to live the rest of your life with. . lf you are a diffrcultpersonro live with, people don't find it easyto live in the samehouseas you because you haveannoyinghabitsor havean unpleasant personality. .

lf you havehrghstondards, you like the quality of thingsto be very good.

Speaking Explainthe expressionWhosefault wosit? and teach a coupleof relatedresponses: It was hislherfoult HelShewasto blome. Readthrough the statements,explainingany vocabulary if necessary. Explainthat if you feel sorryfor someone,you feel sympathyfor them, but that if you thinl<someone is a bit sod,you think what they do or think is a bit silly. After studentschoosetheir answers,ask them to share their ideasin pairsor smallgroups.

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10 Family

Using vocabulary:collocations

Answers l. university 2. the tennisclub 3. work 5. my old job 6. Germany 7. church

In this activity,studentssee severaltypical collocations and one that doesnt work. Remindstudentsthar knowingwhen somethingdoesnt collocateis also important.Whenthey havefinished,ask them to work in pairs and think of an appropriateverb for each of the expressions they crossedout.

Get pairs of studentsto ask each other about five of their friends.Encourage them to ask follow-up questions. For example: Whot's she like? ls she o/derthon you? Do you hovemuchin common?

Answers l. 2. 3. 4. 5. 6.

(l had) ababythis year. (l was brought up) by my grandparents. (l left my) country. (Shehad) a baby. (l stayed)in a hotel for the weekend. (l was) crazy.

4. school

As an alternative,ask studentsto choosefive people from anywherein the Coursebook and make up a story about how they know each of them. *J

ffi Whileyou listen Demonstratethe personalisation task by tellingstudents about yourself.For example: I was born in ... but I grew up in . .. . I wentto university in ... .When I groduoted, I movedto . .. . In ... I got morried ond movedbackto ... . etc.

Explainthe situation and ask studentsto listen for the answersto the question.Get them to comparetheir answersand then playthe recordingagain. Answers

Encouragestudentsto ask you questions.Then get them to talk about themselvesin pairs.Thenask studentsto do the secondcompletiontask and reviseany vocabularyif necessary.

Salmaknows Mark from the old school she went to. Beth met Mark in an internet chat room.

Comprehensioncheck

Answers a.move b.change c. buy d. leave e.get Before studentstalk in pairs about what they havedone and what they plan to do, make sure they remember the irregular forms of buy,leaveand get (bought,Ieft,got). Then write up some examplepatternson the board: I ... /ostyeorlin l997la few monthsogo. l'm goingto... thisyearlnextweek I wont to ... in o few yeorstimelwhenI'm 30.

Readthe questionsto the class.Explainthat if you are goingout with someone, they are your boyfriend/girlfriend. Make sure studentsremember the expressionsWhot do you do for o livingTand get on well with. Alter they have discussed their answers,playthe recordingagain. Answers l. Beth and Mark havent beengoingout very long. They haveonly been out three or four times. 2. Mark is a policeman.

tu*mtsm*mW

3. Beth'sparentshaven'tmet Mark yet. 4. Shedied in her sleep,probablyof a heart attack 5. Beth got on reallywell with her.Theywere really close.

UsingvocabularyiHow do you know her? In this section,studentspractiseways of talking about where they met their friendsand askingother people about the samething.Youcan introduce the first activity by brieflytellingstudentsabout one of your friends.Tell them all sorts of things,makingsure you include information about where you first got to know them. When you havefinished,ask if anyonecan remember how you met your friend. Point out the questionHow do you know her?and explainto studentsthat in this activity they will learn differentways of explaininghow they met their friends.Youmay need to explainthat if you usedto do something, you dont do it any more.

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Follow up by playingthe recordinga finaltime while students read the tapescripton page | 55.Ask them to underlineany expressions they think are interestingor that they want to ask about.Youmay need to explain the following: . lf you losetouchwith someone, you no longer see them or write to them. ' We sayYou'rejokingwhen someonesayssomething that's surprisingto us. .

lf you're onti something,you dont like it or are opposedto it. For example:I'm onti deoth penalty.

@ speating Thesequestionslet studentstalk about some of the things mentioned in the conversation.Teach a few useful expressionsfor the last part of the task.For example: They'reo bit preludiced I old-foshioned. They'renot very open-minded. Aauolly,they wouldn'tcore.

Keyword: dre Ask studentsif they remember how Beth'sgrandmother died and what she was doing at the time (she probobly died of o heart ottackwhile shewos sleeping).Explainthat we saydie of with the causeof death,for examole.a disease,and die in with the circumstances, for example, what was happeningat the time.Then get studentsto complete the expressions. Answers l : c . ,e . ,f . ,h . ,i . 2 :a . , b .d , . ,S . ,j .

Finishup by askingstudenrsabout some famouspeople who are dead.Here are a few examplesif you need them: Ihe singerSonnyBonodied in o skiingoccident The singerBuddyHolly died in a plane crosh. PrincessDiano died in o cor qash. FreddieMercury of the rockgroup eueen died of A!DS.

Lead in to this activity by brainstorminga list of things connectedwith the internet. For example:e-nroil websites,instant messoging, chot rooms,newsgroups,free software,e-commerce,e-learning.You can explain any vocabularyif necessary.Then explainto studentsthat they are going to see some of these words used in context.Ask them to read questionsl-l 0 and ask you about anythingthey dont understand.Then get pairsof studentsto ask each other. Finishup by askingthem to memoriseas manyquestionsas they can,closetheir Coursebooksand askyou some of the questionsthey havelearnt. Follow-up You could developthis into a classdiscussionby asking further questions. For example: Are there ony bad thingsabout the internet? Do you think governments shou/dcontrolwhot Deoblelook at on the internet? How about schools? Wouldyou everstudy Englishoverthe internet? To work on comparisons,ask studentsto think of five things comparinglife before the internet with now. Ask them if life is better now or worse, or if things are easieror harder.

Talk about Real English: He passed away last year. Ask studentsif they havedifferent or.nicer' expressions to saysomeone has died in their own language.

73

Unit overview General topic Asking for and givingdirections,tall
officeneor here?Do you know how old he is? Expressionsexplaininghow long it takes to ter ro work /t tokesme obout forbl minutes,I hove to chongetrains twice.

.

Comparativesto explain decisions:No,/'lljust phonehim. It'll be quicker.

.

Expressionswith right and wrong /s this the right platform for Opera?I got off ot the wrong stop.

Language strip You can use the languagestrip as a way to lead in to the unit.Ask studentsto quicldylool
74

.

lf somethingis mllesowoy,it is far away.For example: I don't wont to wolk there./t's milesowoy.

.

lf you say lt'll be quickerby troin,you mean that the fastestway to get somewhereis by train.We can also say lt'll be quickerby buslcoror lt'll be quicker wolking.

.

lf you havegot no senseof direction,youare not good

at findingyour way around.For example:l'm always getting/ost.l've got no senseof direction. lf you say They'veintroducedo chorge,you usually meanthat some authority,lilcethe government,has decidedto mal<epeoplepayfor a service.For example:They'veintroducedo {.5 chargefor crossingthe bridge. lf the governmentpriyotises something,they sell off a state-ownedindustryor companyto privatebuyers. For example:Theyprivatised o lot of industries in the erghties. lf somethingis stote-run, the governmentmanagestr. For example:Allpublictonsport is state-runhere. Peokhoursare the times when most peopleare travellingto worl
I

1'1 Gettrnq around Lead in One way to leadin is to point out the title of the unit, Gettingoround,and brainstorm a list of differentways people use to get around.For example:by bus,bytroin,by bike,on the underground, on foot,on the monorailetc.You can then ask studentsto talk about different cities or towns usingthe following pattern: Ihe best woy to getoround(St Petersburg)is (by underground).

i:p,#t'W'ffitr,sj1*$:m t around town ffi Usingvocabulary: The focusof this activityis to work on some vocabulary that can be usefulwhen givingdirections.You can ask studentsto work on the matchingtasl
Explainto studentsthat they are going to hear a tourist askingseveralpeoplefor directionsto a placecalledThe Gagosian.Readthe two questionsand then playthe recording.Get studentsto comparetheir answersin parrs. Answers The Gagosianis an art gallery.Thepeoplearent exactly sure,but it's down past the park somewhere.

Next, read the l2 expressions aloud and playthe recordingagainwhile studentstick the onesthey hear. Playthe recordingone more time or asl<studentsto read the tapescripton page | 55.You may need to explainthe followingexpressionsin the conversation: . Whot'sthot?is an informal way of askingsomeoneto repeat what they havejust said. .

I'm not from roundhere myselfimpliesyou dont know the areavery well becauseyou dont livethere.

ln the list of expressions,point out that we can saydown the rood,olongthe road or sometimesup the road, especially if the road is risingfrom where the speakeris. Also point out that if you say Youcon't missit about a place,you mean it is very easyto see when you get to the generalarea. Answers Excuseme, could you help me? Do you know if this is the way to The Gagosian? I'm sorry. I'm not from round here myself. I don't reallyknow the area. It's down there somewhere. Ask someoneelsewhen you get there.

Answers A a subway B a roundabout C a monument Dacrossing Eamosque

Explaing{resecondtask,makingsure students understandlondmark.Then askthem to discussin pairs, or do the task as a class.You could write the following sentencestarters on the board to help: Thereore o fewlseveralla lot of ... in my town. Thereoren'tonylmany... Ihere's a fomous(bridge)called(the Bridgeof Srghs). Ihere's the (RoyalPoloce). **d

ffi Askingfor directions(1) You could introduce this activity by askingstudentsthe following quesfions: Have you everoskedfor directionsin English? Hove you evergiven directionsin English? Hove you everhod any difficultiesunderstondingor being understood? Whot did you do7

Explainthe translationtask and,if possible, get students who sharethe samelanguage to comparetheir translations.

Pronunciation: ffiffi sentencestress * Explainthat in Englishthe importantcontentwords in a sentenceare usuallystressed.lf a word is madeup of more than one syllable, then usuallyone syllablein the word is stressed.Point out the two examplesin the Coursebookand readthem aloud a coupleof times so studentscan hearwhich parts are stressed.You could also write the two exampleson the board and draw a wavy line above each of them to show how the voice riseson the stressedsyllables. Ask studenfs to wrark on marking fhe scress in fhe remainingguestionsindividually or in pairs.lt might be a good idea to ask them to use pencil so they can make any changesif necessary. Remindthem that they can use their dictionariesto help find the stressof individual words.Playthe recordingor readout the tapescripton

75

1.1 Getting arouno

page 155. Pauseafter each one and maybe rewind a little tolet students hear it again.Ask them to tell you which sounds are stressed and then get them to practise saying the complete expression.Finish up by asking them to read the conversation in groups of two or three.

Answers L ExEuscme, could you help me?

You'rebesttokingo bus. crossoverto the othersideof the moin rood osk the driverto let you off ot .'. Tall
2. I'm lookingfor a g4|ery calledThe Gagosian. 3. Do you l<nowif this is the way to The Gapsian? 4. I'm sorry.I'm not from round here myself. 5. I don't reallyknow the area.

For further practice,you could write just the key words of the conversationon the board,lil<ethe conversation in Unit 4, and asl<studentsto try to rememberas much of the conversationas possible.

6. Asl
ffiMPractice This activity givesstudentsthe opportunity to practise some of the language from the conversation. Draw their attention to the map and check that they know what is beingshown by askingquestionslil<e: Where ore the traffic lights? Can you find the bridge?Which rood doesit go over? You may want to model an examplewith a student first before pairs of studentsasl<each other.To extend this activity,get pairs of studentsto ask each other about placesnearwhere they are studying.For example: Couldyou help me?I'm lookingforThe University Bookshop.

*'J

Askingfor directions(2) ru+:# @

t

Before flaying the secondpart of the conversation,ask studentsto thinl
Playthe recordingagainwhile studentsfollow the tapescripton page | 55.Ask them to underlineany expressions they want to rememberor asl
76

Speaking Mal<esure studentsunderstandthe expressiona goodlbodsenseof direction. Ask them to use it about any of the peoplein the conversations they lust heard.For examDte: The personin the secondconversation probablyhad o good senseofdirection. Give studentsa model for answeringthe second questionby tall
indirectquestions ffiffiUsinggrammar: Ask studentsif they rememberhow the tourist first askedfor directionsto The Gagosian(Do you know if this is the woy toThe Gogosion?).Then go through the explanationand the examplesin the Coursebool<. Make sure studentsnoticethat yes/noquestionsuse ifin the indirectform. Somestudentsmaywant to use question form word order in the indirectquestions, so makesure they noticethat there is no inversionof the subject. Ask studentsto write the eightquestionsindividually. Monitor and checl
if there is a post officenear here? if he hasgot any brothersor sisters? if she is comingtonight? if she livesnear here? how old he is? where he is from? what she doesfor a living? where the toilets are?

Model the pronunciationof these questionsand then ask studentsto practiseaskingeachother.Theycan replyappropriately. For example:

Gettingaround

A: Do you know if there'sa postoffice neorhere? B: Yes.ltt just down this rood,on the right.Youcon't missit.

ffi practice Before studentsasl<each other,you may want to elicit differentkindsof thingsthey could ask about and write them on the board.For example:how old they are, where they live,how long they havebeen studying Englishetc.Write up some other expressions they can use when they dont know the answer.For example: I've no ideo. I'm not sure. Encouragestudentsto add a follow-upcomment,as in the examples. As an extensionget pairs of studentsto write five indirectquestionsabout you.Theycan then ask another group.For example: A: Do you know whot her fovouritecolour is? B: I think it'sblue. Finishup by letting studentsask you the questionsto see who got the most answersright. Refer studentsto G2l of the Grammar commentary on page 168, which they can read either in classor as homework.

.it*x*$mg UsingvocabularyiHow long does

Answers l. traffic 2. trains 5. underground

3. cycle 4. close

5. late

For the secondtask,you could get studentsto ask about schoolinsteadof work. Ask them to wander aroundaslcing severalpeople.Thenfinishup by asking who hasthe longestjourneyto get to work/school. lf you want more practicewith this Dattern.elicit some alternativequestionsstarting How longdoesit tokeyou to (get reodyin the morningleotbreakfostldothe homework\? Studentsthen asl<each other.

ffi Beforeyou read To help studentswith ideasfor this task,ask them to look at the pictureson page79. Elicitwhat the pictures show (o congestion chorge,o trafic jom, rood works).Then ask them to work in pairson their lists.Go aroundand help with vocabularyif necessary.After studentshave comparedtheir listswith anotherpair,ask them to tell you their suggestions and write the three listson the board,reformulatingany expressionsif necessary. Studentscan then discusswhich form of transport is best.Write some sentencestarters on the board to help.For example: I think (driving)is the best woy becouse... /t's betterto (drivd because... **d

ffi Whileyou read(tt drivesme mad!) This activity helpsstudentstalk about travellingto work (or school).Point out the question How longdoesit toke you to getto work?Explainthat we often use it and toke when we want to know how long someonespends doingsomething.Then ask studentsto completethe sentencesl-6 individually beforecomparingtheir answerswith a partner.Mal<esure they notice the pattern in the answer: it (usuallylenly)tokes(me) Here are some follow-up questionsto asl
Point out the title It drivesme mod! Explainthat if somethingdrivesyou mad,it annoysyou very much.Ask studentsto tell you what drivesthem mad (e.g.buses arrivinglate,the way peopledrive).Thenget them to readthe articleto see which thingsfrom their listsin 2 Before you read the writer mentions.Ask students to compare their answerswith a partner. Alternatively,use this as a listeningtask first. playthe recordingwhile studentslisten with the text covered. Then ask pairsof studentsto comparetheir answers before they read the article.

Whot do you think happenson o'bad doy'?(there'so lot of troffic,there'son occident) How mony troins does the personin 2 toke to work?(three) Aport from troins,what other formsof tronsportcan we chonge? (buses,plones) Whot is the oppositeof it comeslate'?(it comeson time) Are the buses/troinsrelioblein your town? Whot kind of problemshappenon the underground(o breokdown,o bomb threat,o strike)

77

11 Gettingaround

Answers Cycling to work Good things:you can cycle past traffic jams;it keeps you fit. Bad things (accordingto Kate):it! dangerous;you get hot and sweaty;it's hard and boring. Driving Badthings:sometimesit's slower becausethere are traffic jams,road works or accidents;sometimesit's hard to find a parlcingspace;some placeschargefor drivinginto the centre of town. Public Transport Good things:it's relaxingbecauseyou can read,listen to your Walkman,write letters,watch people,make friendsor sleep.

Finishup by readingthe articlealoud or playingthe recordingwhile studentsfollow along.As they do so,ask them to underlineany expressions they want to rememberor asl
We sometimesuse (daylight)robberywhen we think we are beingchargedtoo much for something.For example:t5 for a cup of coffee?That's daylightrobbery!

#:# Vocabularvfocus This activityfocuseson some usefulcollocationsfrom the article.Ask studentsto work on the matchingtask individually beforecomparingtheir answerswith a partner and trying to rememberwhat was saidin the article.{sk them to rereadthe articleto checkif they were right. Answers l.b.

7.c. 3.d. 4.a. 5.f. 6.9. 7.h. 8.e.

On publictransport,you can listento yourWalkman. Kate sometimesarrivesat work later becauseshe can'tfind a oarl
78

For further practice you could also ask students to thinl< of one or two alternative collocations for each of the verbs. For example: /isten to the rodio fall off your choir

find work improveyour fitness go on o tip shorethe cost cut tdxes orrivehome

ffi speating Beforestudentsdiscussthesequestionsin smallgroups, write some collocationsand expressions on the board. For examole: The troffic is usuollyterriblelawfullreollyheovylverylight. The pollutionis reallybod. I (don't)think it's a goodideo becouse... I don't think it'll help.Theyshould... insreod. I think theyshou/dolso ...

ffi Usinggrammar:comparatives Before doing this activity,revisethe formation of comparatives. For example,asl<studentsto make statementscomparingcycling,drivingor publictransport basedon informationfrom the article.For example: Publictronsportis more reloxingthon goingin the cor. Drivingto work is sometimesslowerthon cycling. Go throughthe two examplesas a class.Let students hear how the two conversations are said,especially how it'l/ is pronounced.Then ask them to complete l-3 individually beforecomparingtheir answerswith a partner.Youcould then tet them to practiseaskingand answeringthesequestionsin pairs. Answers l. a. L b. l. c. 2.a. 2. b. 2. c. 3. a. 3 .b . 3. c.

lt'll be cheaper lt'll be quicl<er lt'll be nicer lt'll be more relaxing lt'll be more exciting lt'll be better lt'll be easier lt'll be cooler lt'll be cheaper

For the secondtask,revisethe use of or shollwe to offer an alternative.Then ask studentsto comoletethe three responses.They can comparetheir answersby aslcing eachother the questions. Finishup by invitinga few studentsto sharetheir responses with the rest of the class.As an extension,get studentsto write three more choicequestionsusingthe pattern Do you wantto ... or shollwe .. . ?They can then go aroundaskingother

'l.l Getting around students,who can respondwith Let'sand a comparative structure.

5 . Yes,but you haveto pay extra for personalproperty rnsurance.

6. Tomorrow. - r:-.:i.,,:.,..., 2

- ; c -

Role play

H rrainst Use the questionsin the Coursebookto introducethe topic of trains.Youcan provide studentswith a model answerfor the secondquestionby talkingabout a personalexperience. For example: About20 yeorsago I went by train from Ostendein Belgium to Moscow.It took obout three doys,so we had s/eepers. We didn't getmuch sleepbecousethe bedswere hord ond we kept gettingwokenup by the policewheneverwe crossedthe border,but it was reolly excitingtravellingthrougholl those countries.Theconductorswere reollyfriendlyond they kept bringingus tea. Before students read the text, ask them what they know about travellingby train in Britain.Thenaskthem to read the text, or read it aloud as they follow along.you could alsoask a few follow-upquestionsto test their comprehension. For example: Hos privotisotionmode it eosierto travel by troin? When are foresmore expensive? Whot do you hoveto do to get the cheopestticket?

By role-playingthe situationsbefore they listen to the conversations, studentsbecome aware of the kind of language they need.Thisgivesthem a purposefor listeningin the next activity.Give them time to prepare and go around helpingwith vocabularyif necessary. Ask them to role-playthe two conversations in pairs.Then explainthat they will now hearfour conversations based on similarsituations.

ffi while you listen Explainthe matchingtask and playthe recording.Ask studentsto compare their answerswith a partner.Then playthe recordingagainas studentslisten for what the problemsare.

Answers t .c

2.D

3 .B

4.A

Answers Pointout and explainthe followingexpressionsin the text: buy o ticket on-line trovel on peok doyslot peok hours get a day returnlsingle book in advonce buy your ticket on the doy Then ask studentsto discussthe three questionsin pairsor smallgroups.

youlisten ffi Before '.*,

Answers 2.D

3.B 4.C

5.8

Ask studentsto readthe tapescripton page l56.you could also playthe recordingagainas they follow along. Beforestudentstell their partner about the expressions they underlined, you may needto explainthe following: . lf a ticket is not validbeforea certain time, you can only use it after that time. . lf somethingis the next cheopest, it is not the cheapestbut the second cheapest.

Elicitfrom studentswhat each of the photos shows and use this as a way to teach some vocabularylilcea cor rental,rent o cor,on a plotform,busdriver,ticket counter. Then readthe sentencesl-6 aloudwhile students matchthem to the correspondingphoto.

l.A

l. The personis on the wrong platform. 2. The price of the ticket is expensive. 3. The cheapestclassof car is not available.

.

You sayI'll tokeit to mean that you will buy or accept something.For example:Fiftypoundsreturn?OK I'll toke ig I suppose.

Finishup by askingthe samepairsof srudentsfrom 3 Role play to role-playtheir conversations again.This time you can ask the pairs to perform for another grouP.

6.D

As you go throughthe answers,elicit possible responses. For example: l. Get off at Oxford Circus. 2. One hundredand seventypounds? That'sridiculous! 3 . l d l i l < ea m e d i u ms i z e do n e .

Pointout the Real English note: sir / madam / mate / love. You may want to explainthat there are actuallya lot of informalregionalvariationsin Britain. For example,some alternativesto /oyeincludepet and deor.Also, a femaleassistantcan call a man /oyeand in some areasevena maleassistant will sometimescall a man deor or love.

4. Yes.Thetrain will be here any minute.

79

words: right and wrong This activityfocuseson severalcommon exPresstons with the words rrghtand wrong.Ask studentsto before individually completethe conversations comparingtheir answerswith a partner.Here are some extra questionsto ask as you go through the answers: In whot other situationscon you be on the wrongside? (drivingon the wrong sideof the road,fightingon the wrong side) What wouldyou soyin 2 if you were trovellingby troin? (l got off ot the wrong stotion.) Whot do you sayor do if you ring the wrongnumber?(You con say,'l'm sorry.I've got the wrongnumber,'ond then hong

up.) What shouldthe personin 6 do? (Put the botteriesthe right woy oround.) In whot situotionscouldyou say'l wos in the wrongploce ot the wrongtime'? (a traffrcaccident) Answers l. right,wrong 5. right,wrong 8. wrong

2. wrong 3. wrong 4. right 6. wrong, wrong 7. right, right

For the next task makesure studentsunderlinethe complete expressionsand then transfer those they want to remember - along with an equivalenttranslation- to their notebooks.

Answers ls this the right platformfor ... I got off at the wrong stop I havethe wrong number We're going in the wrong direction is this the right answer use the wrong form there'ssomethingwrong with ... I put the batteriesin the wrong way round .fwas in the right placeat the right time 10. it's the wrong dize I. 2. 3. 4. 5. 5. 7. 8. g.

80 b!-

ffi speaking This activity lets studentsuse some of the expressions from 5 Key words: right and wrong.Talk about some personalexperiencesfirst to provide studentswith a model. Follow-up Write up a list of about ten differentforms of transport includingsome not so obviousones.For example:bus, horse,monoroil,underground, water toxi, ferry,toxi,jeepney, tuk-tuk rickshaw,trom, minibus.Then students should individually selectfour forms of transport accordingto certain criteria.For example:the ones they would like to travel to work on, the ones that causethe mosdleast pollution,the onesthat would be the most relaxingetc. They can then comparetheir choiceswith a partner or a smallgroup.

l2 i u-;ii.;vg w' ', ' ':: " ' ' i - . i i r l . .t , : . , ' . , ' . '

l - - ' - ' '

'

-' : ' :

lf you ask Wosit anygood?about something,you want to know what the person thought of it. For example: A: I sqw the newJockieChan movielost night. B: Oh yes.Wosit ony good? A: It wos OK,I suppose.

'

,

..r:,l:-r:- ,-r-_::.--'. rt_ _-i i

G.9nera|ltopic..,.'.....::.)

lf you hardlyeyerdo something,you don't do it very often. For example:I hordlyeverdriveony more./tt just too exDensiye. Reading

lf you can'tstondsomethingyou don't like it at all. For example:I con't standoll thisroin.When's it going to stop?

:

lf you asl<someone Who do you support?you want to know which sportsteam they like.For example: A: Who do you support? B: Celtic.Why? Photoshop is software for editing images. lf someone is a bad /oser;they tet upset if they lose somethinglike a game.For example:I don'twant to ploy with him. He'sa reollybod loser. lf you are use/ess ot somethingor doing something, you are not good at it. For example:/'m useless ot moths.I hote numbers. Remindstudentsto record any of the expressionsthey lil<ein their notebooksand to take note when they see similarexpressions throughoutthe unit. Use the language strip later on in this unit for a small group task.Here are some possibilities: . Studentschooseexpressions that are questions(e.g. When doesthot exhibitionfinish?)and come up with a possibleresponse(e.g.At the end of the month).Then they chooseexpressions that are responses(e.g.Nq hordlyever)and come up with possibleprompts (e.g. Do you go skiingoften?).

Languag€'strip . You can use the language'stripas a way to lead in to the unit.Ask studentsto quicklylook throughthe strip and find four expressions they can changeslightlyso that they are true for them (e.g.I can't stondgolf,I leorned how to drive lostyear).Then ask them to sharetheir ideas with a partner.Explainthat in this unit they will practise ways of talkingabout free time activities.Encourage them to choosea coupleof expressions in the strip that look interestingand to find out more about them. You might needto explainsome of the following exPresstons:

Studentsfind those expressionsthat refer to somethingin the future (e.g.l'd liketo leornhow to use Photoshop) and those rhat refer to somethingin the past (e.9.lt wasone of the bestfilmsI'veeverseen).

Lead in Ask studentsin pairsto think of five examplesof free time activities.Then write up their suggestions on the board.Add appropriatecollocationsand reformulateif necessary. For example: watchTV work out in the gym The list can serveas a resourcefor when studentstalk about what they do in their free time in I Speaking.

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1 2 F r e et i m e I

€*r*'vl*$*&**** Speaking Use the photo to help studentswith free time activities For Give them appropriatecollocations. vocabulary. example: seeo ploy go to o concert Then readthe six questionsaloud.Youmay alsowant to teach some exampleresponses. For example: I con't rememberexactly.ltwos ogesogo. Actually,I've never beento one. Lost wee( octually. Fiveyearsogo,l think. Get studentsto ask eachother these questionsin pairs. Tell them to continue the conversationby asl
aboutyourfreetime fuffiTalking Explainthe situationof the conversationand ask studentsto just listen for what Francesdoes in her free time. Playthe recording,makingsure that studentscover the text. Get them to discusstheir answersin pairs. Remindstudentsto keep the text coveredas they do this. Answers Franceslil<esto to to the theatre.She also lil<es singingand is a memberof a dramaclub. E

Playthe recordingagainand ask studentsto try to fill in eachof the gapsas they listen.Theyshouldthen compare their answerswith a partner.Playthe recordinga third time, but this time pauseafter each gap.Elicitthe missingwords and maybewrite the completeexpressionon the board.Modelthe pronunciationand get studentsto practisesayingit. Play the recordingthrough one more time with students followingthe completedscript. Answers l.Was it any good? 2. a lot 3. hardlyever 4. kind of things 5. are you any good 6. that good 7. in your free time

focus ffi vocabulary ask students Explainthe translationtask and,if possible, their comPare to who sharethe samelanguage Encouragethem to record any expressions translations. they want to remember- alongwith the translation- in their notebooks.Youmay need to explainthat we often sayI'm not thot goodwhen someoneasksif we are good at somethingand we want to saythat we are OK, but not very good.Sometimeswe use it when we just want to be modest.Explainthat we sometimesuse thot to mean very.For example: A: Do you wont to go by busor shollwe take a toxi? B: Let'stoke o toxi. It's not that exDensive and it'll be quicker.

Role play Let studentsreadthe conversationone more time before they do the role play.Stressthat they don't need to rememberthe exactwords.Tohelp,you could write some lceywords on the board,as in Unit 4.When studentscontinuethe conversation, encouragethem to use some of the expressions from 3 Vocabulary focus. For example: Whot kind of thingsdo you (cooklmokelpaint)? When they havefinished,get them to do the role play again,but this time they changeroles.

Pronunciation: addinginformation ffiffi @ffiqq Readthroughthe explanationwith the class.Then model the pronunciationof the examplea coupleof times.Play the recordingonce all the way throughwhile students listen.Tell them to underlinethe words that are stressed and to put a slash(/) where there is a pause.Thenplay the recordingagain,pausingafter eachsentenceso studentscan practiserepeating.If studentsask,Leeds Costleis a castlein Kent. not in LeedsYorl<shire. Answers l. IWENT to SEEthis exhibition, ARTinTIME, at the NATionalGALLery. 2. I STAYedin andWATCHed this PROgramme, WILD ot SEA, about DOlphins. 3. I STAYedin. I'm READingthis BOOK, The YoKUzo, about the JAPaneseMAFia. 4. IWENT to this new REStaurant.Tlto's. in MARket STREET. 5. WeWENT on a DAYTRIP to this PLACE. LEEDSCAstle, with the SCHOOL. 6. IWENT to my kaRAte CLASS at this SPORTS CENtre, the SoBELL, near my HOUSE.

Then ask studentsto completethe conversations.You may needto point out the following: Ask studentsto read the comoletedconversationin pairs.

82

1 2 F r e tei m e .

We sometimesuse the expression/'yeseenbetter thingsiones when we explainthat somethingwas not that good.

.

lf somethingis lmpressive, you are impressedwith it. You think it is very good becauseit is very beautiful, large,artistic etc. For example:Hoveyou seenthe new bridgeyet? lt's very impressive.It's overa mile |ong.

Finishup by askingstudentsto practisereadingthe conversations in pairs. Answers | . I stayedin. I'm readingthis book, TheYokuza, about the Japanesemafia. 2. I went to this new restaurant.Tito's.in Marl<et Street. 3. I went to my karate classat this sports cenrre, The Sobell,near my house. 4. I stayedin and watched this programme,Wild at Seo,about dolphins. 5. I went to see this exhibition,Art in lime. at the NationalGallery. 6. We went on a day trip to this place,LeedsCastle, with the school.

ffi practice Before studentscomplete these sentences,go over some of the differentways they can end the sentence, for example,by sayingwhat it was about,who it was with, where it was,who it was by etc. Model an example with one student before getting pairs of studentsto ask each other.Youmay want to asl
Using grammar:expressionsof Introducethis activity by askingstudentsif they remembeghow often Francesand Ed go to the theatre (Froncesloes gurte often,naybe onceor twicea month, but Ed hardlyevergoes).Thenread the explanationin the Coursebook.Pointout that the four examplesare in descending order of frequency. Pointout and explainthe followingpatternsin the examples: onceltwicelthree times6 + period of time onceor twiceltwoor three tirneso + period of time onceevery+ period of time Make sure studentsnotice the expressionot /eost.Ask them to make sentencesthat are true for them usingot leost.Theycan use the following patterns: /t tokesme ot leost... to ... Therewereat leost... peopteot the /ost ... I went to. I wantto eornotleost ... a ... by the timeI'm ...

Ask studentsto completethe six conversations.Tell them to cover the four examplesbefore they do this. They can then uncoverthe examplesand checl
Makesure studentsnotice how all the questionsuse o /ot.Model and practisethe pronunciationof the questionsbefore studentsasl<each other in Dairs. Encourage them to askfollow-upquestionstoo. For example: What ore you reodingat the moment? Where do you usuollygo? Where was the /ost ploceyou went to? Whot wos the lost thingyou sow? Do you hove a favouriteploce? What kind of progrommesdo you likewatching? Refer studentsto G22 of the Grammar commentary on page 158,which they can readeither in classor as homework.

ffi*m#$r*g Usingvocabulary: team sports Use the matchingtask to make sure studentsknow the namesof the team sports.Youcould also usefollow-up questionslike rhe following: Haveyou everployed... ? Hoveyou eyerseeno ... game? Do you know how mony peopleqre on e ... teom? Do you know the nameof o fomous... com1etition? Which countries ore goodot ... ?

Answers l.E 2.F 3.D 4.8 5.C 6.A Talkabout Real English:football.Your studentsmight be interestedto l<nowthat severaldifferentgamesare calledfootball,dependingon which country you are in and which game you prefer.For example,all the following are sometimescalled footbatl: rugby,Americon Ru/esfootboltand Goelicfootboll. football,Austrafion Explainthe secondtask and ask studentsto comolete the sentences.Tell them that they can includeany sporr, not just those in the pictures.Go aroundand helpwith vocabularyif necessary.You may need to explainthat some sports don't collocatewith ploy.For exampre: do korote do athletics

83

1 2 F r e et i m e could However, these are often not team sPorts'You e x P r essions t h e o f s o m e u s e c a n w e also mention that to tall< about. teams too. For examPle: I con't stond Arsenal.They're so boring! After

students

have tallced about their

choices in pairs'

find out what the most and leastpopularsPort in the classwas.

Typicalquestions This activityfocuseson some usefulvocabularyfor about team sPortsas well as leadinginto the asl
3. favourite

4' team

While you read (The other team Lead in to the readingtasl
84

tasl< first' Play the Alternatively, use this as a listening the text covered' with listen .".oraing, *hil. ,tud"nts with a Partner answers their comPare to Then ask them article. the read theY before

Answers l. ShesupportsManchesterCitY. and her dad 2. Shewas born in Manchester, CitY. Manchester supported 3. Her favourite playerever is Mil<e'Buzzer' Summerbee. 4. ManchesterCity aren't doingas well as ManchesterUnited. 5. ManchesterUnited are their localrivals' 6. Shegoesand seesManchesterCity all the time'

Finishup by readingthe articlealoud or playingthe recordingwhile studentsfollow along.As they do so,asl< they find interesting them to underlineany expressions or want to asl
lf somethingor someoneis perfectfor you,it or they really suit you. For example:Don'tthey lookgreot They'reperfectfor each other. together?

You may also needto explainabout the EnglishFootball the divisions, are four professional Association.There the at up ends team lf a top one beingthe Premiership. relegated are or bottom of a division,they go down to the divisionbelow.lf a team endsup at the toP of a division,they go uP - or are Promoted to the division Premiership the of above.lf they end uP at the top Champions division,they win the Premiership.The (FA) Cup are Leagueand the FootballAssociation top in finished that team l<nockoutcompetitions.The season previous the in eachof the Europeanleagues while all Englishand competefor the ChampionsLeague, finalsof each Cup'The FA Welsh teamscompetefor the in May' season of the end competition are playedat the

ffi speatlng Get studentsto discussthese questionsin smallgrouPs' and You could alsofeed in other questionsas necessary example: For discussion' developthe activityinto a class in your country? ls thereo teomthot winseverything Are thereony big rivalriesbetweenfons?Arethere sometimesProblems?

1 2 F r e tei m e Areyou o good loser?Do you everget upsetif you lose your team loses?

Usinggrammar:superlatives Introducethis activity by askingstudentsto suggest namesof teamsthat could completethesesentences: I think ... ore the bestfootballteam in my country. In my country... fansthinkthey'rethe best Then point out that bestis the superlativeform of good. Explainthat we use the superlativeform when we want to saysomethingis better,biggeretc. than anythingelse and that the superlativeform is usuallyprecededby the. Ask studentsto tell you the superlativeform of bod (the worst). Go throughthe examplewith students,explaining that this pattern with eyerand the present per{ect is very common in English.When studentshavecompletedthe sentences, playthe recordingso they can checktheir answers.Youmay need to explainthat if you think somethingor someoneis use/ess, you don't think it or they are good. lf you think somethingis disgusting, you thinl
2. worst

3. worst

4. best

5. worst

Playthe recordingagainso studentscan mark the stress. Then playthe recordingone more time, pausingafter eachsentenceso studentscan repeat,followingthe same stressPattern.

One way to introduce the rule about the formation of superlativesis to write up some gappedexpressionson the board and ask pairsof studentsto discusshow they shouldbe completed.For example: He hates spending money.He olwoysordersthe ... thingon the menu. I hate taking my brother out to dinner.I olwayshoveto pay and he olwoysordersthe ... thingon the menu. My weddingdoy was the ... time of my life. Studentscan then readthe guidelinesin the Coursebook to see if they were right.Ask them to completesentencesl-7 individually and comparetheir answerswith a partner.As you check students'answers, ask a few follow-upquestions, focusingon some of the other expressions. For example: Whot are someother woysto stayfit? (swimeveryday,work out in o gym) What do you think the personin 3 doesoll doy?(sitsoround ond watchesTV) Whot is the oppositeof the eosiestgome we've everhad'? (the hordestgame we'veeverhad) How con you chonge5 to be the opposite?(She'sone of the mostuptightlnervouspeopleI've evermet. Sheworriesobout everything.) You may need to explain thatWimbledonis a tennis competition held in England,Liechtenstein is a small country in EuropebetweenAustriaand Switzerlandand MochuPicchuis a ruined Incacity highup in the mountainsin Peru. Answers l. fittest 2. youngest 3. laziest 4. easiest 5. most relaxed 6. most interesting 7. most beautiful

Answers | . She'sone of the BESTplayers I've EVERseen. She'sBRlLLiant! 2. He's one of theWORST players I've EVERseen. Hef USE|ess! 3. lt'was one of theWORST places I've EVER been to. lt was AWful! 4. lt was one of the BESTplaces I've EVERbeen to. lt was REALLy BEAUtiful. 5. lt was one of the WORST things eaten. lt was disGUSting! 6. lt was one of the BESTthings It was dellciousl

I've EVER

I've EVEReaten.

Before studentsdo the personalisationtask,poinr out that we can often add in my /ife,as in the example.Finish up by invitinga few studentsto tell you some of their sentences.You could then get them to askyou questions usinga similarstructure: 7 WhotlWho is/wosone of the bestlworst...

ffi practice You may want to answer some of these questions yourselffirst to providestudentswith a model.Remind studentsabout the meaningof c/osein 5. As an extension,ask them to write five questionsof their own usingsome of rhe followingpatterns: Who'sthe ... personyou know? Who's oneof the ... peopleyou'veevermet? What's one of the .. . thingsyou'veeverdone? What'sthe ... ploceyou'veever beento? Then ask studentsto wanderaroundaskingeachother their questions.Finishup by referringthem to G23 of the Grammar commentary on page 168,which they can read either in classor as homework.

85

l2

Freetime

L* :*:*ryla:r:*g Usingvocabulary:/'m thrnkrngof

ffi

Remindstudentsof this structurefrom Unit 3.Then ask them to do the matchingtask.Youmay need to explain that although course, clossand /essonare similar,there are some slightdifferences in meaning: ' A courseis a seriesof lessonsover a certainperiod of time in a certainsubject. . A c/osscould be one or more lessons.Wetend to use c/csswhen there is a group of students(e.g.on oerobicscloss). .

We tend to use /essonwhen there is only one student (e.g.a pionolesson).

An easierdifferenceto see.however.is that these words collocatewith different verbs.Encouragestudentsto choose a couple of exampleswith each of these words and record them in their notebooks.Ask studenmro describewhat they see in the photos.Get them to tell you about the photos by sayingl'm thinkingof taking (guitor/essons). Also point out the followingcollocationsin the sentences: set up (my own) website hove bosicconversotions develop(my own) pictures do (ThoiI Chinese)dishes play (my fovourite)songs get fitter Answers l.c.

2.d. 3.b. 4.a. 5.f. 6.e.

Ask studentsto test eachother on the follow-up comments,and then get them to say if they would like to do any of these or any other courses,lessonsor classes. Bointout the use of IA fike.Explainthat'd is short for wouldand that 'd like is usedto express somethingthat you wish for in the future.

-'*J

ffi Whileyou listen Explainthe situationof the conversationand ask studentsto just listen for the answersto the two questions. Playthe recordingand ask them to compare their answerswith a partner.Thenplaythe recording againas they follow the tapescripton page | 56. Encourage them to underlineany expressions they want to remember or ask you about.Youmay want to point out the following: It (the magozine)tel/syouldoesn'tsoy... It's good for my English ls itjust obout... or do they... ?

86

Wouldyou likeme to phonefor you? Possme (the magozine), Answers Luigiis thinkingof doinga photographycourse becausehis teachersaidit will be good for his English and that he will meet other people.

In this activitystudentssee some common verbsthat are often followed by how to:know,show, leornand teoch. You could introducethis by askingstudentswhich one word completesthe following sentences: Do you know ... to drive? Conyou showme ... to useyour mobile? My mothertoughtme ... to ploy the piono. I leorned... to swimwhenI wos three. Then go over the examplesin the Coursebookand ask studentsto completethe sentencesindividually before comparingtheir answerswith a partner.As you go throughthe answers,askthem follow-upquestions.For example: Doesonyoneknowhow to sufl Areyou ony good? Do you know how to ploy tennis?How often do you play? Here are some additionalquestionsto ask: What elsecouldyou leorn whileyou'reon holidoy?(scubo diving,how to soy somethingin another longuage) Whot elsecon you boil?(vegetobles, woter for tea) What do you hoveto do when you wont to leoveo compsite?(toke the tent down, pock the tent owoy) Answers l. 2. 3. 4. 5. 6. 7.

how to how to how to how to how to how to how to

surf get make,how to do serve boil put up fight

Introducethe personalisation task by tellingstudents three thingsyou would like to learn how to do.Thenask them: Doesonyoneknowhow to ... ? Con you showlteachme how to do it? Ask studentsto wander around askingeach other the samequestions. "*d

ffi Beforeyou listen Explainthe situationof the secondpart of the conversationand ask pairs of studentsto write the four questions.Then invitea few studentsto sharetheir

12 Free times suggestions.Writethem on the board and reformulate them if necessary.

ffi# Whileyoutisten Explainthe task and playthe recording.Ask studentsto comparetheir answerswith a partner.Thenplaythe recordingagainso they can add anythingthey missed. Answers The courseteachesyou how to developphotos as well as take them.Youdont needany previous experience.The price includesall of the materials.The coursestartson Thursdayand is from six until eight. The courselaststen weeks.Thereare only two or three placesleft.

Talkabout Real English: arrive. Explainthat we can also useget in without mentioningthe place.For extra get studentsto asl<eachother some questions. Practice, For example: When doesyour flight getin? When doesyour train getin? Whot time do you getin tomorrow?

Answers l. 2. 3. 4. 5. 5. 7. 8.

leaves do you arrive starts does the match start doesyour train arrive lasts doesthat exhibitionat theTown Hall end does the next coach leave

ffi vocauutaiy Studentscanwork on this activityindividually and then comparetheir answerswith a partner.playthe recordingso they can checktheir answers.Then ask them to listen againas they follow the tapescripton page I57.You may need to explain that enquireoboutis often usedin formal situationslike a telephone conversationwhen you want to get some information. You could reinforcethe languagefrom the activity by getting pairs of studentsto test each other. One person readsthe sentence,sayingblonkfor the gap.The other person,with their Coursebookclosed,tries to rememberthe missingword and saysthe complete exPresston. Answers l. help 2. enquire 3. previous 4. put,through 5. absolute 6. include 7. lasts 8. olaces

Usinggrammar:presentsimplefor You could introducethis grammarsrructureby writing the two examplesfrom the Coursebookon the board but with the verbsgapped.Studentsclosetheir books and try to rememberhow to completethem.Thenyou can go throughthe explanationas a class.Ask students to completethe eightsentencesindividually. Go around and make sure they are getting the right forms, particularlyfor the third personsingular. Here are some more questionsto asl
Roleplay Explainthe task and ask studentsto work in pairs.Go aroundand helpwith any vocabularyproblems.For example,explainthat if you poyo deposit, you pay some money to reservesomethinguntil you can pay the full amount.Give studentstime to prepareand add that they can also look at the tapescriptof the conversation on page 157.When they havefinishedthe two conversations, you could ask them to repeatthe role playwith another partner. Follow-up Give studentsa list of about ten superlativeexpressions to complete.For example: ... is the bestfootballteomin my country. ... is one of the eosiestthingsto learn. ... is the hordestthingI'veeverdone. ... is one of the bestwoysto spendyour free time. ... is the mostfamousDersonI've met. Studentscan then tell each other what they wrote in smallgroups.

Whot kind of thing con you usuo//ysee in on exhibition? (pointings,photogrophs,sculpture) Whot's the differencebetweena coochond o bus?(A cooch trovelslongerdistoncesbetweencities,while o bus usually trovelswithin o certain orea.)

87

Most of theseexercisesshouldbe done in oairsor small grouPs.

*l

iii:iij What can vou remember? ;

f

f

i

W

'

When the classhavefinishedworking in groupsof four, invite a few studentsto tell you what they remember. Get studentsto readthroughthe list individually first. Then asl
Grammar Answers |. 2. 3. 4. 5. 6. 7. 8.

the fittest easier where the Grand Hotel is gets into, leaves l'll have tore, fell down any I'd lil<e

ffi opposites Answers l. 2. 3. 4. 5. 6. 7. 8. 9.

in advance off peal< overcharged well done stale hard-worl
andanswers ffi Questions Answers l.b. 2.c. 3.e. 4.a. 5.d. 6.j. 7.g. 8.,. 9 . f . t 0 .h .

88

ee;ffiVerb collocations Fffi@i

Answers l. throw 2. hurt 3. set up 4. follow 5. mal<e 6. cut 7. last 8. cost 9. put | 0. introduce Examplesof other collocations l. 2. 3. 4. 5. 6. 7. 8. 9. 10.

(throw) a ball (hurt) your feelings (set up) a meeting (follow) me home (make)the coffee stronger (cut) the grass (last)till the end of the week (cost)too much (put) your boolcsaway (introduce)myself

ffi Lookbackandcheck Asl<studentsto chooseone of the activities.You could then get them to do the other one on anotherday.

Expressions Answers L 2. 3. 4. 5. 6. 7. 8. 9. | 0.

eye split sweet thing finish mixed common hear round seen

Review: Units9-12

quiz ffi Vocabulary Answers l. Answerswill vary. 2. Lose weight.(althoughthere some other diets). 3. To a waiter,l0-15% (dependingon the country). 4. Possibleanswers:You can fry, boil or scramble them. 5. A play is a story performed by actors in a theatre;a musicalis a playor film with many songs;an opera is a story that is sungby opera singersin an opera house. 6. Madam. 7. Die of. 8. Possibleanswers:Roadworks, an accident. 9. They come on time. 10. Possibleanswers:Thewrong train,the wrong answer,the wrong time. I l. Got better. 12. We bothlikeit meansthere are two of us.while we all likeit meansthere are more than two. 13. Possibleanswers:Software.music. 14. Beat.

ff**

'mfgffi$fffi* ri

stress ffi Contrastive Answers f . your 2. yours 3. mine 6.He a. lt's not yqu. lt's me. b. lt's not ysutS.lt's mine. c. lt wasn'tme.lt was him.

4.^y

5. them

You could say/tt not you. lt'srne when you are explaining why you want to break up with your boyfriendor girlfriend.Youcould say lt's notyours.It'sminewhen you see someonewith one of your things.Youcould say/t wosn'tme. It washim when someonethinks you have done somethingwrong but anotherperson reallydid it.

M ffi

Consonantsounds:/t/ and /r/

Model and practisethe sounds.Ask studentsif they can hearthe difference.Then model the examples. Ask studentsto work in pairs sayingthem to each other.

15. No. 16. Possibleanswers:Delete.send.

ffi Difficultsounds:consonantclusters lf studentshavedifficultywith any of these,get them to lengthenthe soundof the first consonant.They can atso clearlysaythe secondconsonantso that someone listeningcan hearwhether itis lrl or lll.

89

A twin room is a bedroom with two beds in a hoter. Other lcindsof room in a hotel includea double room- with one largedoublebed - and a sing/e room- with a singlebed.

Unit overview General topic Stayingat,placeson hofiday,st4yingwith friends.

A hut is a smallhouseor buildingmadeof wooo, grassor mud. For example:[et! stoyin one of those hutson the beoch.lt'll be cheaper.

Conversation Anton tries to book a ioom at a hotel.

lf there is hardlyonyof something, there is only a very smallnumberor amount.For example:Iheret hordlyany ice creom left Who ate it?

Reading Five people talk about the best placewhere they nave ever stayedon holiday.

lf a room /ooksout overa place,there is a view of that placefrom the room. For example:My bedroom looksout over the Dork.

Listening Kasiais stayingwith her friend Jeremyand is getting ready to go out.

The expirydote of somethingis the date from which it is no longerusable.For example,you haveto give the expiry datefor your credit card when you order over the phone or the internet.

Language input r

Vocabularyto deso.ibeplaceswhere you stay:We renleda villo up in the mountoins,The room looked out averthe'besch.

:

First conditionafs:lf you woit o second;l'llgeto pen;I'll gq and ge! some if you wont.

.

Expresslonswith hardlyony:Thereore hordlyany peopleon the beoch,hordlyanyoneeyergoesthere.

:

Answering requestswith os long os:Yegof coursg os long os you'requick;I'm expectinga coll.

Language strip You can use the languagestrip as a way to lead in to the unit.Explainto studentsthat in this unit they will practiselanguageconnectedwith stayingat different places. Ask them to quicldylook throughthe strip and find those expressions that might be saidduringa conversationat a hotel reception desk (e.g.IA fikeo twin room for two nrghts), those that might be saidwhen describinga holiday(e.g We rentedo villain the southof Spoin),and those that might be said betweentwo friends stayingtogether (e.g.l'll giveyou o sporekey).Encourage studentsto choosea coupleof expressionsin the strip that lool
90

Remindstudentsto record any of the expressions they lil<ein their notebooks and to take note when they see similarexpressions throughoutthe unit. Use the language strip later on in this unit for a small tasl<. Here are some possibilities: Sroup . Studentsdiscusswhat theseexpressions could be referring to: I'll corry thosefor you,if you want;It hod sotel/iteTV;Therewere hardlyany peoplethere;I don't mind,os /ongos you'requick. .

Studentsfind all the expressions that containa preposition (e.g.l'd likeo twin room for two nights). Later on, write a list of these exDressions on rne board,but with the prepositiongappedout. Ask studentsto completethem.

.

Studentstry to find pairsof expressions that might logicallygo together.For example:The hotelwos reolly posh;It had satelliteTVor IA fikeo twin room for two nights;lf you wait o minute,l'llcheckon the computer. They can then explaintheir choices.

Lead in One way to lead in is to tell studentsabout a time you went on holiday.Explainwhere you stayed,what it was lil<e, what you likedor didn't lil<eabout it. Encourage them to askyou questions.Then mayberetellthe story and asl<studentsto listenand write down any new exgressio_ns theryh.ear-Finish ug by wr:itingtJ:.ese_ expressions on the board and go on to I Using vocabulary: places to stay.

13 places to stay see if there are any questionsthat are similarto tnose they thought of.

Follow on from the Lead in by aslcingstudents,in pairs, to tell each other about the last time they went away and use any of the expressionsthat you wrote on the board,if appropriate.Invitea coupleof studentsto tell the whole class.Then, in preparationfor the next tasK, brainstorma list of placeswhere peoplecan stayon holiday.For example:hotel,villa,bed and breokfost, compsite,hut, coravon,cabin,canol boat etc. Feed in others and explainany if necessary. Ask questionslike the following: Wouldyou liketo stay(in caravonlona conol boot)? Hos onyoneever stoyed(in a cobin in the woods)? What'sgoodlnotso goodobout stoying(in o hotellbedand breokfast)? Explainthe matchingtask and asl<studentsto compare their answerswith a partner.Make sure they understand a five-storhote/.Point out the expressionup in the mountoins.You can then teach them related expressions. For example:down on the beochand down by the lake.you may need to explainthe differencebetween rent and hire.Often they are used interchangeably, but rent is often used for placeswhere we can stay,or a longer period of time. For example: We rentedo villo for two weeks. We hired o boat for the afternoon. As you go throughthe answers,model each conversation,and at the end ask studentsto Dractisethe conversations in pairs.

Then asl<studentsto look throughthe list and mart< those questionsthey think are saidby the receptionist and those said by the customer.Explainthat if a bedroom has an en-suitebothroom,it has its own private bathroom attached.Also explainthe differencebetween a sing/eroom and atwin room.Studentsshould then look at the text of the conversationand decidewhich questiongoesin which of the gaps l-l0.They can write in the question,but advisethem to use pencilin case they need to changeit. Playthe recordingand asl<studentsto listenand check if they were right. Pauseafter eachgap and then get them to practisesayingit. Make sure they follow the sameintonation.Playthe recordingthrough one more time with studentsfollowingthe completedscript. Answers When exactlywould you be arriving? And what kind of room would you like? So how much would two singlesbef And what if we shareda twin room? ls that with an en-suitebathrooml So you'd like one twin room for five nights arrivingthe l 9th and departingthe 24tht What kind of card are you payingwith? And the number? And what's the expiry date? And your nameas it appearson the card?

Role play Answers l.c. 2.d. 3.b. 4.a. 5.e.

Finishup by askingstudentsto tell a differentpartner about a time they went away,usingthe conversationsas a model,'

ffi Bookinga room in a hotel Use the photosto do some vocabularybuilding. Ask studentswhat they see,and teachthe corresponding vocabulary. Whenever possible,give some usefuI collocations. For example: toke the Iift to the fourth floor woit in the lobby Ask studentsto imaginethey are phoningto book a room in a hotel,and in pairs,to think of three questions they might ask or be asl<edby the receptionist.Invite them to tell you their ideasand reformulateany if necessary.Then draw their attention to the list of questions.Tell them to quicklylook throughthe list to

Explainthe task and teach some vocabularyassociated with explaininga problem.For example: I'm ofroid there'so problem(with your cord). I'm sorry,but we (don't hove ony singleroomsovailoblefor thosedotes). You might alsowant to brainstorma list of possible problemsand teachappropriateexpressions. Give studentstime to prepare and go around helpingwith vocabularyif necessary. Ask them to role-playthe conversationand then get two pairs of students together to do it againfor each other.

ffi Usinggrammar:first conditionals Explainthat the conversationcontinuesandAnton asks the receptionistfor somethingelse.Ask studentsto listenfor what he asksand playthe recording.Get them to comparetheir answersin pairs.Thenplaythe recordingagainas they follow the tapescripton page 157.Follow up with a short classdiscussion about visas. Teachsome associatedexpressionsbeforehand.For example:

91

1 3 P l a c e st o s t a y oPPly for a viso

fill in o visoapplicotion my visaexpired I wos denieda visa. overstayedmy viso get my visoextended Focusstudents'attentionon the two examDlesand asl< them to comDletethem with the verbs in braclcets.Then asl
2. wait,'ll get

Go over the explanationof the first conditionalas a classand answerany questionsstudentshave.Explain that usuallythe action in the main clausedependson whether the statementin the if clauseis true. You may need to explainthe differencebetween might, goingto, can,and wrl/.We use mrghtwhen we want to show there is only a possibilityof somethinghappening, whereaswill is more definite.We use goingto when we want to show that we intendto do something(i.e.we havealreadydecidedto do it).We use conwhen we want to emphasise that we will only be ableto do somethingwhen the other thing happens. Ask studentsto comoletethe conversationsl-7 individually and then comparetheir answerswith a partner.Remindthem of the negativeform won't.Tell them to use the short form '//. Point out that if you wont and if you likeare very common when we are offeringto do somethingfor someone,and that if (you'resure)you don't mind is common when we accept an offer. You may needto explainsome of the other expressions in this activity. ' lf you go ond see,you go somewhereto lool<.For examolb: A: Iheret supposedto be o greotswimmingpool here. B: Oh right.let'sgo downond see. . We also use go ond seeto mean yisit.For example: I wont to go ond see my porentsthis weekend. . lf you pick someoneup,you go to where they are waitingand drive them somewhere.For example: A: Do you wont to cometo the concertwith me? B: lA bve to. A: Greot.I'il pickyou up or sx then. Here are some rnore questionsto ask as you go through the answers: Whot elsedo we brush?(my hair,my shoes) If you foundo walletin o hotel,who wouldyou hond it in to? (the receptionist)How obout in o restouront?(the woiter) Whot expression con we useto meon thot we drive someonesomewhere? (givethem o lift,drop them off)

92

Whot is the oppositeof 'tokeyour bogsdown'?(toke your bogsup) Whot other verbscould we use with'bogs'?(corryyour bags, pack your bogs,unpackyour bogs) Whot kind of thingsdo you tell someoneif you leovethem yourdetoils?(yourname,phonenumber) Answers l. 2. 3. 4. 5. 6. 7.

w a i t , ' l ld r i v e w a i t , ' l lg o c a l l , ' lcl o m e 'll c o m e ,l i k e , ' r e , ' l b le 'll take,like leave,'llasl< 'll do, don't forget,wont be,dont bool<

Many studentshavedifficultyusingthe weal

Ask studentsto completethesesentencestartersand then sharetheir answerswith a Dartneror in small groups.Point out that l'll probablyis used when you are not absolutelysure about something.Invitesome studentsto tell you their sentencesand write them down in a list,reformulatingany if necessary. Use the list later to revisethe form of the first conditionalby writing up gappedversionsof the sentenceson the board and askingstudentsto completethem. Finishup by referring studentsto G24 of the Grammar commentary on page 168,which they can read either in classor as homework.

ln o..

o j , " ,o

"o, i , g . : : ;"* , ' J - . i * ;

hotels ffij Usingvocabulary: One way to do the first task is to let students read throughthe list and put a questionmarl
I?

don't havestrong feelingsabout it.You can also tell studentsto add other thingsnot mentionedin the list. For example:o restouront,oshuttleservice,on en-suitel sharedbothroom,a lounge,freebreakfost,a free doily newspoper.

W# Beforeyou read Checl
Plaroc t^


Answers Katherineb. (a wooden hut) Jamesd. (a houseon a Greek island) Harry a. (a luxury hotel) Dianac. (an old-fashioned hotel) Alan e. (a housein Maine)

Using vocabulary:hardly Ask studentsif they rememberthe expressionof frequencyhordlyever.Explainthat it means olmostnever and that hordlymeanso/most.Thenask them if they can find two expressionsusinghardlyin Jamess part of the article (Ihere ore hordlyany hotelsand wonderfulbeoches with hordlyony peopleon them.Checl
Finishup by askingwhich was the most popularchoice and why.

**)

ffi Whileyou read Explainthe task and ask studentsto read the text.Then askthem to comparetheir answersand sharetheir reactionswith a partner.Alternatively,use this as a listeningtask first.Playthe recordingwhile students listen with the text covered.Thenget pairs of students to comparetheir answersbefore they read the article. Finishup by readingthe articlealoud or playingthe recordingwhile studentsfollow along.As they do so,ask them to underlineany expressions they find interesting or want to ask about.Youmightwant to point out some expressions. For example: I spentmy I8'hbirthdoythere.(Ask where or how studentsspenttheir l8.hor 2l'. birthday.) I alwoyssfloywith rhe some fomily.(Ask if anyone has been on a holidaywhen they.stayedwith a family.Ask how it was and whether they stayedwith them again.) He phonedroom service.(Ask if anyonehas ever phoned for room service,and if so,what they ordered.) You may needto explainsome of these expressions: . A foyeris the area just inside the entrance to a hotel or other largebuilding. Moine is a state in the US.lt is in the north-easr.nexr to Canada.

Beforestudentscompletesentencesl-6, revise countableand uncountablenouns.Ask studentswhich of the words in the list are in the pluralform (cors,peopte, shops).Explainthat hardlyony is followed by either a pluralcountablenoun or an uncountablenoun.Here are some possiblefollow-upquestionsto ask as you go through the answers: Whot otherexpressions do you know with'sofe,(e.g./t,snot a very safeareo, It's not sofeto walk by yourselfot night.) Betweenwhot times is'the middle of the night'? (l I:00-3:00) Whot kind of thingsdo peopledo when theyhove a really relaxingholiday?(lie on the beoch,reod books,sit by the swimmingpool) When do peopleusuollygetpoid?(at the end of the weeklmonth,on the I 5h of the month) What other wordscon we use to describe'o party'? (a fun porty,o greot porty,o brilliont porty) Whot ore some yerbswe cqn usewith'party,?(go to o party,Ieoveo porty,clear up ofter o porty) Answers l . c r i m e 2 . s h o p s 3 . p e o p l e 4 . c a r s ,p o l l u t i o n 5. money 6. experience 7. anyone 8. anything 9. anything 10.anyone

Introducethe lasttask by talkingabout a personal experience.Encourage studentsto asl
Talkabout Real English:Thanksgiving.Explainthat Thonksgiving is a big celebrationin the US.Ask what days are big celebrationsin the students'own countries.

93

1 3 P l a c e st o s t a y

Demonstratethe memorisationtask with a student.Use a. and b. as modelsand encourage conversations

describingplaces ffi Usingvocabulary:

students to do the same.

This activity helps students visualise the meaning of the expression looks out oyer. lt also helps check they

understandthe meaningof placeslike horbour,building site etc. Studentsmight be hesitantto draw pictures.Do one yourself- the worse the better - and askthem to guesswhat the place looksout oyer.Thenencourage them by sayingyou are sure they can do a better job themselves.

ffi Whileyou listen Explainthe situationof the conversationand ask studentsto listen for the answersto the two ouestions. Playthe recordingand ask them to comparetheir answerswith a partner.Playthe recordingagainif necessary.

After studentshaveshown each other their drawings, asl
Answers Kasiastill needsto havea shower,iron her clotnes and put on some make-up.Tom is just a friend. -ffi*d

When studentshavefinished,write up any problems with vocabularyand reformulatethem. For example:

W

My houselooksout over o main road. '

q

:

'

t

;:,s:1,*; :: i;,51 w

u6##Are you ready? Use the four questionsto lead into this section.Revise the expressionrt tokesme + time. Remindstudentsof expressionslike oges,o few minutes,oboutan hour.You could get studentsto wander aroundand askthe questionsto severalpeople before you ask them who takesthe longest.Draw their attention to the photos and checkthat they know what actionis beingshown: put on somemoke-up dry my hoir getmoneyout of a coshmochine Then go throughthe list of activities. Checkthat studentsunderstandthem.Youmightwant to feed in a few others as well.For example: brushmy hair washmy hair put on moscoro checkmy messoges feedthe cot tidy up my room This can help studentswith the pair work task at the end.Ask them to matchthe activitiesto either of the conversationsa. or b. Point out that in a. l'll be two secondsis a very short time. Answers C o n v e r s a t i oan: 1 . ,2 . ,3 . , 7 . Conversationb: 4., 5.,6.,8.

94

Comprehension w.@ r ss###g This activitynot only tests students'comprehension of the listeningbut alsofocuseson and revisessome useful expressions.For example,the pattern I spentmostof the doy + -ing.Draw students'attention to these expressions and encouragethem to record those they want to rememberin their notebooks.Ask studentsto correcr as many mistakesas they can on their own before comparingtheir answerswith a partner.Thenplaythe recordingagainor get studentsto read the tapescript on page | 57. Answers l. I spent most of the daywalkinground town. 2. You could laythe table,if you lilce. 3. Haveyou got an iron I could use? 4. No, not particularly. I think we might iust go to the cinema. 5. Come bacl<wheneveryou like. 6. Can you makesure both lockson the front door are locked before you go to bed?

You could finishup by askingstudentsto rereadthe tapescriptand underlinea coupleof expressions they want to rememberor want to ask about.Youmay need to explaina few expressions. For example: . Cutleryis l
lf you ore seeingsor?eone, you are going out on dates with them, i.e.they are your current boyfriendor girlfriend.

Speaking In multinationalclasses,this activitycan be a good opportunity to tall
13 places to stay your students,explainwhat would be consideredOK in your country.Go throughthe list of things,explaining any if necessary. Pointout and explainthe following expressions:without asking, comeand go as (they)pleose. Give studentssome other examples: Youcan't leove the classroomwithout osking. DolDid your porentslet you come ond go os you pleose? Before studentscomparetheir answersin pairs,write up some sentencestartersand expressions to help.For examPte: IA be hoppyro ... becouse ... . I A n e v e r . . . . 1 A . . .i n s t e o d . I wouldn't... . H be afroid theywould... . It'srudeto ... . In my country,weexpectguesrs ro ... . Go aroundand monitor,helpingwith vocabularyif necessary.You could also feed in more questions.For Whot wouldyou bring as a present? How lote wouldyou stoyout? Wouldyou offer to cookdinner? ffiffid

ffi Usinggrammar:askingfor permission You could lead into this activity by askingstudentswhat they would sayto mal<esome of the requestsin 4 Speaking.Youcan then reviseDo youmindif I ... ? Is it OK if I ... ? Could/ ... ? Then go throughthe exampres in the Coursebook.Checl
2.9.

Here are some further questionsto ask about some of the language in rhis activiry: How can you changeI to use the word,both'?(haveo both ... os /ongas you don't tokeoll the hot woter) Whot is'stuf in 2?

What other thingscan we'expect?(o visitor, a porcel,a baby) Whot do you hoveto do if o baby wakesup? (put it bockto s/eep,feed it,chongeit,drive it oroundin the car untilit finolly follsos/eep) What other verbscan we usewith,music'? (turn the music off,go out and buy somemusic,go outond heor some music) Whot kind of work do you think the personjn g needsto do? (finishwriting a report,finish someprogramming,replyto an e-moill

Explainthe task and asl<studentsto write their variationsof the repliesa-h. Highlightthe different patterns on the board to helo: os long os you'requick os longos you'refinishedby ... as longas (you)don't ... Then get pairs of studentsto practisethe conversations. You could also write a list of different starters for the replieson the board.Encouragestudentsto use a few different ones. Nq of coursenot. No,not at oll. Yes,ofcourse. Yes,sure. Yes,no problem. Finishup by referringstudentsto G25 of the Grammar commentary on page 169,which rney can read either in classor as homework.

Explainthe role playand give studentsenoughtime to lool
95

Unit overview

A: Whot ore the hours like? 8: Not bad.I startot 10:00ond I usuallyfinisharound 5:00.

'

General topic Describingwhat placesand peopleare like,teaching.

We often asl<Whot's the money/ike?when we want to know if someonegets paidwell or not. For examPte: A: And what'sthe moneylike? B: Creot.I gett20 on hour ond a bonusot the end of eochyear.

Conversation Tom tells Mary about hii trip to the States. Reading Three teaehergdescribewhat their jobs aie lilce.

lf you havea quiet nightin,you stay at home and relax.For example:I'm reollytired.I think I'll justhovea quietnightin ond wotchTV.

' : Listening Eightpeopledescribewhat differentthingsare like.

lf you hoveo doy off,you dont go to work or school. For example:I haven'thod a doy offwork in five yeors.

Language input ' Expressionsfor askingand talking about a holiday: So whqt'wosNewYork/ikel lt rqinednearlythe whole time we were there. . Presentperfect questionsand their raplies:Hove

lf somethingis dreadful,it is really bad.For example: Areyou sick or something?Youlook dreodful. lf you describethe otmosphere of a placeor situation,you are describingthe feelingit givesyou. For example:Theyhod o big orgumentwhileI wqs stoyingthere.Theatmospherewos reallybad for o few doys.

you everbeento Disneylond? Nq not yet-Have you? :'

Expressionswith I'd like:I'd liketo go to China one day.I'm really interestedin Chineseculture.

.

Expressionswith hove:I hada reollynicetime, I didn't hove any breokfost,

lf you are jeolous, you wish you could haveor do the samething as someoneelse.For example:So/em's goingto Jomaicofor two weeks?I'm really jeolous.

.

Asking longer like questions:What'was the film on Chonnel4lost night like?

lf you are storving, you are really hungry.For example: When'sdinner?I'm storving.

Language strip You can use the languagestrip as a way to lead in to the unit.Ask studentsto lool
Remindstudentsto record any of the expressions they lil<ein their notebooks and to take note when tney see similarexpressions throughoutthe unit. Use the language strip later on in this unit for a small group task.Here are some possibilities: . Studentsfind those expressions connectedwith the topic of places(e.g./t's suchon interesting ploce)and those connectedwith the topic of worl<(e.g.What ore the hours like?).Some could be both (e.g./ went therea few yeorsogo on business). . Studentsdiscusswhat it, thereor they could refer to in severalof the expressions. .

You might needto explainsome of the following expressions: ' Moli is in North Africa.lt is famousfor its musrc. historiccitiesand culture.

96

.

lf people go on strike,they stop work in protest againstsomething.For example:The busdriversore goingon striketomorrow,so I'll probablybe late.

'

We often ask Whot ore the hours/ike?when we want to know how long the workday is.For example:

.

Studentschoosethree or four exoressions from the - changethem to be true strip and - if necessary about themselves(e.g.lH liketo try scubo-diving one day).Theycan then talk about their choiceswith a Partner. Studentschooseexpressions that are questions(e.g. What's the flot she'srnovinginto like?)and come up with a possibleresponse(e.g./tt greot.It /ooksout overthe Selne).Then they chooseexpressions that are responses(e.g.h's dreodful!)and come up with possiblepromprs (e.9.Whott the food like?).

1 4 W h a tw a si t l i k e ?

Lead in Answers Tom went to the States.He had a great time. New York was an amazingplacewith a real mixture of people.Thefood was treat too. He had a nicetime in Boston.lt was quite interesting. He met a lot of his friends'friends.Theywere reallynice and friendry. ideasfor I Speaking.

i

* *f* il *:rS H:t* *f : Sp e a k i n g Point out the expressionhovea goodlbodtime and explainthat we can use severaladjectivesto describe time like this.Teacha few exampleexpressions.For example: How ore you?Areyou havinga goodtime? I'm havingo great time.How aboutyou? Did you have a nicetime? I hod q hord time findingyour flat. Ask studentswhat kind of time the peoplein the photos are having.Tell them to explaintheir decisions. Givethem the sentencesrarrer: I think he'shovingo bodlgoodtime becouse ... . Help with vocabularyand reformulatestudents' sugtestionsif necessary. For example: I think he'shovingo bod time becousehet gerting sunburnL Explainthe secondtask and 96 around helpingstudents with the languageif necessary.Tell them they can invent a holiday.Then demonstratewith one student.For example: S: When did you lostgo on holidoy? I lost yeor.In August. S: Really? Where did you go? T: Actuolly,I went to lceland. S: Did you have o goodtime or a bad time? T: We haf, o great time.The scenerywoswonderful,the peoplewere reollyfriendly,and the nighttifewos omozng. Studentsshouldthen tal<eit in turns describingtheir holidays.

Explainthe situationof the conversationand ask studentsto just listen for howTom answersthe question.Playthe recording,makingsure studentscover the text. Get them to discusstheir answersin pairs. Remindthem to keep the text covered as they do this.

Playthe recordingagainand ask studentsto try to fill in eachof the gapsas they listen.Theyshouldthen comparetheir answerswith a partner.playthe recordinga third time, but this time pauseafter each gap.Elicitthe missingwords and maybewrite the completeexpressionon the board.Model the pronunciationand asl<studentsto practisesayingit. play the recordingthroughone more time with students followingthe completedscript.Explainthat if a placeis Iively,there are a lot of things happening.Askthem to tell you what lcindof things make a city lively. Answers l. for a while 2. I thought 3. whereabouts 4. a coupleof days 5. was it like 6. livelyplace 7. do much 8. and friendly 9. three y"ui, ugo

Ask studentsto read the conversationin pairs, continuingfrom where Mary describeswhere she went. Pointout that the Wesr Coast could includeWashington and Oregon,not just California.Then playthe second part of the recording.Ask a few questionsto checl< students'understanding. For example: Whereoboutsdid Mary go? Did she haveo goodtime? Whot did shedo? Whot wos the weather like? Which city do you think Mory prefers?Why? HosTom beento Californiobefore? Go throughthe list of expressions.you may needto explainthe following: . lf you hoven'tseensomeone for o while,youhaven't seenthem recently. . ff a place has a real mixture peopte,there of are peoplethere from differentraces,countries. backgrounds,ates etc. . We saywhot a shomewhen someonetells us somethingbad and we want to sympathisewith tnem. Get studentsto translatethe expressionsl-9 into their own language. lf possible, pair up studentswho speak the samelanguage and asl
97

'14

What

was

it like?

I

ffi using grammar: presentperfect ftwdquestions Ask studentsif they can rememberthe questionTom askedMary at the end of the first part of the conversation(Haveyou ever beento the States?).Then ask them if they can rememberwhat Mary said(Yes, I went there obout three yeorsago,but I went to theWest Coost). Remindstudentsthat we usuallyuse a pasttensewhen we give detailsabout somethingwe havedone.Thengo throughthe explanationin the Coursebool<. Readthe two exampleconversations. Pointout that eyerwould sound unnaturalin the secondexamolebecausetne restaurantis new.Youmight want to do a little practice by going around the classasl
You could leadin by askingstudentsif there is anyone who hasnt beento Disneyworld- or some other place - but would lilceto go.Ask them why.Do the samefor anyonewho hasneverwantedto go there.Thengo throughthe explanationand examplesin the Coursebool<. Explainthat we usesupposed to when we haveheardor read somethingabout a placeor person. For example: A: Hoveyou met her new boyfriendyet? B; Not yet,buthe'ssupposedto be reollygood-looking. You mightwant to completea coupleof the sentences l-8 yourselfbeforestudentscompletethe rest.Go aroundand help if necessary.When they havefinished, askthem to readthe sentencesand memoriseas many as they can.Theyshouldthen get into smallgroupsand tell eachother what they wrote.Youmight want to teacha few follow-upexpressions too. For example: Reolly?Me tooI neither. So,dolam I. Really? I'veheordthot it's ...

,iri::-

ii *

i i i: t::; rj::

s;if

ffi# while you read

2. (No,) what's it lilce?

This next sectionis on the topic of teachers.You could lead in by askingquestionslike the following: Can you rememberyour first day at school? What wos it like?

3. (No,) I've never reallywantedto.

Who wosyour fovouriteteocher?Whotwos shelhelike?

4. (Yes,)| went toWashington last year.

Did you everhaveo teacheryou didn't like?Why?Whotwas shelhelike?Whotdid shelhedo?

Answers l . ( N o , ) b u t l d l i l c et o .

5. (Yes,)| went there three years ago. 6. (Yes,)| went there on holidaylastyear. 7. (Yes,)| went there on businessnot long ago. 8. (Yes,)| went there a few years ago to visit a friend of mine. 9. (\o,) but I'm actuallygoingthere in the summer. 10. (No,) but I'm thinlcingof goingthere next year.

Get studentsin groupsto ask eachother these questions. Alternatively, askthem to wanderaround askinglots of peopleabout differentplaces.You could alsotell them to write down eight placeson a sheetof paperand then try to find at leastone personin the classwho hasbeenthere.Theythen put a ticl
Then explainto studentsthat they are goingto read someone'sopinionabout teachersin Britain.Point out that they dont haveto underlineonly those thingsthat teachersin their own countriesalso complainabout.For example,they can underlinethey don't hove computersif that is true for their country,eventhoughteachers might not necessarily complainabout it.Youcould also readthe text aloud as studentsfollow alongand underline.Get them to comparetheir answerswith a partner and then invitea few studentsto sharetheir ideaswith the rest of the class.Ask them if they agree or disagreewith any of the complaints. Make sure they notice the two main patternsfor complain: Theycomploinabout t noun Theycomploin(that) + 61qrt.

Write some usefulpatternson the boardto helpwith t h e d i s c u s s i oF n .o r e x a m o l e :

98

14 What was it like?

Theywereprotestingobout ... IA probablygo on strikebecouse... IA nevergo on srrikebecouseId be afroidof (losingmy job). Theyolwayscomplointhatlobout... I usuallycomplointo (my friends)about...

6. The money is not good.I get g 125a month (which is about {70). 7. I worl< part-timein the eveningsas a barmaidand give private Englishclasses.

lf you wantedto do some more work on complaining, you could write a few situationson the board and ask

in your hotel.

This activityis a jigsawreading.Dividethe classinto three groups:A,B and C. Explainthat eachgroup will read about a differentteacher.Theyshould read the appropriatearticleand then answerthe questionsl_7. They can then comparetheir answerswith someone from their group.Youcould also model the pronunciationof the questionsand ask studentsto alternatelyask and answereachother in pairs. Answers Text A: Megan l. 2. 3. 4. 5. 5. 7.

England. Coventry.lt's in the centre of England. I teach Englishin a secondaryschool. lt's OK, but it's harder than I expected. I work about 50 hours a week. I get about twenty thousandpoundsa year. I sometimesto out to the cinema,but most of the time I just get a video and havea quiet night tn.

Text B: Patricl< l. 2. 3. 4. 5. 6.

G u i n e aB i s s a u Bissflu,the capital. I teach English. : I reallylike my job. I work ten hours a day,five or six daysa week. I get about f20 a month,whichisn'tenoughto live on. 7. I sit aroundchattingin the shade.I alsowork on a farm. Text C: Olga l. 2. 3. 4.

Latvia. Riga,the capitalcity. I teach history. lt's OK, but most studentsarent interestedin learningabout it. I think teachingEnglishwould be better for my future. 5. I work from eighttill three.

Get students into new groups of three: one person from groupA, one from group B and one from group C.you might need to havea few groups of four with two people playingthe same person,or a few groups of two people.Go throughthe list of responses, modellingthe pronunciation. Focuson the intonation,so that it conveysthe appropriateemotion.Thenmodel the conversationstarter and ask studentsto role_playthe conversation.When they havefinished,invitea coupleof groups to do it againfor the rest of the class. Finishup by readingthe three articlesaloud.Get studentsto underlineany expressions they want to rememberor ask about. Talkabout Real English: have a quiet night in.Teach the variation hoveo greot nightout.

Keyword: have &fuffi

studentsget the hangof it. Answers f. 2. 3. 4. 5. 6. 7. 8. 9. 10.

I had a reallynice time. We had a reallyterrible time. I had somethingto eat. I didn't haveany breakfast. havea quick shower I had the day off. lhadameeting. havedinner l've just had an argument. Haveyou had any lunch?

Playthe recordingso studentscan checl
99

1 4 W h a tw a si t l i k e ? I'm storving It's o shome ...

H;^efi While vou listen

He con be so stupid sometimes.

Explainthe task and playthe recording.Pauseafter each conversationto give studentstime to write down the question.Thenget them to comparetheir answers.Play the recordingagainwhile studentsfollow the tapescript on page | 58. Encourage them to underlineany expressionsthey want to remember.Youmay need to explainthe following: ' lf you describesomethingor someoneas ideol,you think it or they are the best choice.For example: I think she'llbe ideol for the job. . lf somethingis love/y,it is very nice.For example:lt's

:'W

don't ask Everything thot could possiblygo wrong went wrong! it went on till eight

Answers I. 2. 3. 4. 5. 6. 7. 8.

I didnt haveany breakfast I had a reallynice time Haveyou had any lunch,I had somethingto eat I had the day off I'vejust had an argument We had a reallyterrible time lhadameeting havedinner,havea quick shower

Finishup by asl
Sp e a k i n g Go throughthe questions, explaininganyvocabularyand maybegivingyour own answersso that studentshavea model.Alternatively, wait till studentshavefinished discussing in pairsand askthem to guesswhat they think you will sayin answerto these questions.Then answerthe questionsyourself.Asl
,

got o lovelyviewof the beoch,He's got o lovelysmile. '

lf you describesomethingor someoneas smort,you thinl
.

A venueis a placewhere an event like a concert, competitionor conferenceis held.For example:Ihey hoven'tdecidedon the venuefor next year'sconference yet.

Ask studentsto thinl
'.'":-f .. :. *-"+*.J;

f ",;

5. a. (What'syour brother like?)

aiflr ;"-";

6. c. (What was the concert lilce?)

"'e

7. f. (Whats that courseyou'redoing like?)

*l

ffid Before vou listen

8. b. (What's your new flat lilce?)

Focusstudents'attentionon the pictureson page 102. Ask studeits what they can see in eachpicture.Then add some follow-upquestionsand feed in some relevant vocabulary. For example: What kind of film do you think I is? Whot kind of personis the boy in 3? How old do you think he is? What kind of musicdo you think they'reployingin 5? Then ask studentsto matchthe cuestionswith the oictures. Answers a .3 .

b .8 .

c .5 .

d . 4 . e . 7 . f. 6 .

g.|.

h.2.

Model the exampleconversationand then asl<students to practiseaslcing and answeringthe questions.

100

Get studentsto asl<each other the questionsand mal<e up their own answers.Demonstratewith one student fi rst. "*l

the food, the wine, ffiffiPronunciation: ffi everything! Ask studentsif they can rememberwhat the speal<er saidabout ltaly.Thengo throughthe explanationin the Coursebook.Playthe recordingonce all the way throughwhile studentsjust listen.Ask them to listenfor how the voicegoesup and down.Thenplaythe recordingagain,pausingafter eachsentenceand getting studentsto repeat.Make sure they are following the stressand intonation Dattern.

14 What was it like?

To help studentswith the task,you could elicit some questionswith the pattern Whotwas ... Iike?For example:your old school,the placeyou grew up,the last movte you saw.

Answers l. 2. 3. 4. 5. 6. 7.

Studentsthen ask eachother these questions.Tell them they can make up answersif they like.

ffi Usinggrammar:askinglonger ffi questions Lead in by askinga student Whot wos the fitm !ike?They shouldlook confusedand sayWhotfilm?Then explain that we often add detailsexplainingwhich thing we are askingabout.For example: What was the film you sow tost night like? Explainthe matchingtask.When studentshavefinished, ask them to comparetheir answerswith a partner.point out that some of the sentencesare in the present and some in the past. You might want to point out that some of the missing parts use thot or who.Explainthat we use these relative pronounswhen they standfor the subjectof the verb that follows them. For example:the restauront thot does EostAfriconfood.Ask students whatthot standsfor (the restouront).Whenthe relativepronoun standsfor the object of the verb, it is often omitted. For example:the film (thot)you went to see.Ask studentswhat the subiect is (you)and what the object of see is (the fitm). As you go through the answers,ask some follow-up questions. For example: Where do you go to seea film? (a cinemo) Where elsecouldthe guy in 2 live?(downstoirsfrom you, ocrossthe holl from you) Whot kind of componyletsyou bookholidays?(a travel agent,o tour company) How mony differentwoyscon you booko hotidoy?(over the phone,on-line,in person) Whot usuollyhoppensot o wedding reception? Whot hoppenYbeforeand ofter o wedding reception? (you get morried,you go on hoieymoon)

Answers

Great (a restaurant) Great (a hotel) Awful (a film) Great (a person) Awful (an area) Great (a company) Awful (a party)

Then model the two exampleconversationsand get studentsto practiseaskingeach other the questions l-7 of the first activity.

Explainthe task and ask studentsto write their four questions.Tell them to try to use longerquestions. Go aroundand help.Theycan then either asktherr parcner or go aroundaskingseveralstudentstheir questions. Finishup by referringrhem to G27 of the Grammar commentary on page 169,which they can read either in classor as homework. $ffi

ffiffiCanyou remember? Explainthe task and ask studentsin pairsto decideon a country.Theycan then reread the conversationon page 98. Also encouragethem to use some of the expressionsfrom the other activities.Whenthey have finished,put two pairs of studentstogether and ask partners to switch roles and act out their conversation for the other pair. Follow-up Eachstudent writes a list of five thingsto describe.For example:a holiday,their younger sister,their last teacher, their parents,their old job, their flat,the town they were born in. Give studentsfive minutesto think of the vocabularythey needto describeeachthing.Thenput them in groupsof three.One person beginsby describingthe first thing on their list but usingit, he,she or they.Theother members of the group try to guess what is beingdescribed.Do a coupleof exampleswith studentsfirst before they do it themselves.

l . e. 2.c. 3.f. 4. d. 5.g. 6.b. 7.a.

Remindstudents that owfutmeansverybad andthen ask them to completethe sentencesl-7. As you checkthe answers,modelthe pronunciationand get studentsto repeat.Checkthat they know what is beingdescribedin eachone.

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r5 A soopoperais a short drama that is shown on TV usuallyseveraltimes a week.Soapoperasusuallylast manyyears.Sometimeswe just saythe soop.For example:I lovewotchingthe soops.I buy oll theTV mogazinesond read oboutthe actorstoo.

Unit overview General topic Teleyisionand cinema,

Sitcornstandsfor situotioncomedy.Thisis usuallya 30minutecomedyprogramme,usuallyto do with a familyor a workplace.For example: A: Whot's on tonight? B: Nothingmuch. Justchot showsond sitcoms.

Conversation lan and Jo discusswhich film they want to see. Reading TonightiTV schedule.

lf you missedan episode,youdidn't see part of aTV series.For example:Don't nrissthe finol episode. /t's supposedto be reollyfunny.

Listening Leroy books ticlcetsfor a concert.

lf somethingis under-rated, most peopledont recognisehow good it actuallyis. For example I think Englishwine is very under-rated.It actuallyis very good ond cheop.

Language input ' Film vocabulary:o horror film,a comedy. . Asl
lf somethingis so/dout,there are no tickets left becausethey haveall been bought.For example:Ihe gome soldout two weeksog4 but o friendof mine hasa spore ticket.

What time'sit on?Who's in it7 .

Vocabularyfor describingwho people are:sTV personolity,o writer,o film star.

'

Vocabularyto tall
.

Passives:The ftlm was written bylohn Hodge,The book was mode into o film,

Language strip You can use the languagestrip as a way to lead in to the unit.Explainto studentsthat in this unit they will practisetalkingaboutTV and movies,and problems.Ask them to find those expressions connectedwith TV (e.g. Who'sin it?)and those connectedwith problems(..S.My bog'sbeenstolen/). Encourage them to choosea couple of expressionsin the strip that lool
lf your cord is rejected, it meansthat your credit card isn't acceptedbecauseyou gavethe wrong number,it hasexpired,or you are over your limit. Remindstudentsto record any of the expressions they like in their notebool<sand to tal<enote when they see similarexpressions throughoutthe unit. Use the language strip later on in this unit for a small group task.Here are some possibilities: . Studentschoosethree or four exoressions from the - changethem to be true strip and - if necessary about themselves(e.g.My favouritesoopopero'son everyFriday).fheycan then talk about their choices with a partner. . Studentsfind all the expressions with prepositions (e.g.Who'sin it? I've gotcobleot home).Thenlater, write the expressions on the board but gapthe prepositions. Ask studentsif they can remember what is missing.

You might needto explainsome of the following exDresstons: ' lf we asl<Wheret it on?we are usuallytalcingabout a film at a cinema.lf we are talkingabout a film on TV we say What's it on? .

A fy personality is someonewho is famousfor being on TV A sportspersono/ity is someonewho is a famoussports person.

'

A contestontis someonewho takes part in a competitionlilcea gameshow or quiz on TV. For example:My brotherwas o contestont on o quiz show once,but he didn'twin onything.

'

102

A chat showis a TV show where a few famous people are interviewed.For example:Michoellackson is goingto be on thot new chat show tonight.

.

Studentsfind all the expressions that use an apostrophe(e.g./t's o veryunder-roted film,My bog's beensto/en,l) and mal<esure they l<nowwhat letters it is replacing.They shouldthen practisesayingthe phraseslinl
Lead in Ask studentsto tell you about the lastfilm they saw at a cinema,on video or DVD,on a planeor on TV Ask them what it was called,what lcindof film it was,and whether they lil<edit or not. Alternatively, you could just leadin by focusingstudents'attentionon the pictures and doing the first activiry.

15Whatson? You may want to point out the expressionlt,sOK but it,s not brilliant.Ask students if they can make similar expressions about other thingsor people.For example: _

IL:-

'_

AV

L-.1

rt^

^

-

L.,:I;--

L

ts h i n ky o u r ally 1emto asK it is on video :ssary.For

rdentsto , they

he questions

d practisethe rlesof what that that to meet at a

ood. Point out arhichis model the / Practise ,y practisethe Jns.

the languageby ;ee.For a little lion starter too: to watch it?

103

What'son?

fl*g*'p'*,r*,g*ri**s* ffi speaking Ask studentsto match up the types of movie with the photos and then discussthe three questionsas a class. You could also elicit or givestudentsa few other types of film. For example:o musical, o thriller,an onimatedfilm. Ask studentsif they ever watch them. lf you want studentsto talk about films with certain actors or Dy certaindirectors,you could also revisethe expression I likeonythingwith (SeonPenn)in;I like onythingby (ohn Soy/es).

Answers r . E . 2 . D . 3 .B . 4 . A . 5 .C .

You may want to point out the expression lts Oll but it's not brilliont.Ask studentsif they can make similar expressions about other thingsor people.For example: Ibizo'sOK,but it's not brilliont.

questions @ffiUsingvocabulary: Leadin by writing the nameof a film you think your studentswon't know.Tellthem that you really recommendthis film.Thisshouldprompt them to ask you what it is about,who the actorsare,if it is on video etc. Reformulatestudents'questionsif necessary. For example: S: Wfre is ee-er? I (writing) Who'sin it? Then explainthe matchingtask and asl<studentsto completethe sentencesindividually beforethey comparetheir answerswith a partner. Answers

Explainthe situationof the conversationand ask studentsto just listen for the answersto the two questions.Playthe recording,makingsure they cover the text. Get them to discussthe answersin pairs.Remind them to keep the text covered as they do this. Answers They are goingto see Cty of Dreams,a Frenchfilm about someAlgeriansgrowingup in Paris.Thefilm startsat 8:15,so they'll meet at the cinemaaround 8:00.

LWhat's on? 2.Who's in it? 3.Where'sit on? 4.What time'sit on? S.What'sit about? 6.Who's it by?

Model and practisethe pronunciationof the questions as well as the following patterns: I'm thinkingof goingto the cinemoltosee ... Do you wont to comeT I hoven'theardof itlthot one.

ffi practice Playthe recordingagainand ask studentsto try to fill in eachof the gapsas they listen.Theyshouldthen compare their answerswith a partner.playthe recordinga third time, but this time pauseafter each gap.Elicitthe missingwords and maybewrite the completeexpressionon the board.Modelthe pronunciationand havethe classpractisesayingit. play the recor'y'ingthrough one more time with students followingthe completed, script. Answers l. nothingplanned 2. Haveyou seen 3. neitherdo I 4.What'sit about 5. where'sit on 6. somethingto eat 7. aroundeight

Ask studentsto readthe conversationin pairsusingthe tapescripton page 159.Remindthem to try and follow the stressand phrasingas indicated.For extra practice let students look at the conversationagainand memorise as much as they can.Write a few key words on the boardfor eachline of dialogue, and chenask pairs of studentsto havethe conversation.

Go throughthe explanationand model and practisethe examples.Ask studentsto give you examplesof what thot could refer to in each one. Point out that thot soundsfne could refer to an arrangementto meet at a certaintime and olaceTall
practice ffi Further This activity lets studentspersonalisethe languageby talkingabout filmsthey would like to see.For a little variation teach the following conversationstarter too: I'm thinkingof renting... . Do you want to watch it?

103

1 5 W h a t ' so n ?

Using vocabulary: describing who Explainthe tasl
::Ft,:X*r,;#* ,*, Usingvocabulary:What's on TV? Leadin by brainstorminga list of differentl
lf a film or programmeis a c/ossic, it is old and quite famous. Answers l . e . 2 .a . 9 . f. t 0 .j .

3 .c .

4.b.

5 .d .

6 .h .

7 .g .

8 .i .

Give studentsa few minutesto memorisethe sentences l-l0.Then do one examplewith the classbeforeasl
Sp e a k i n g Introducethis activityby tellingstudentsyour answers to the questions. Use this opportunityto model useful language.Write some helpfulexpressions on the board for studentsto usewhen they discussin pairsor groups.For example:

104

I usuallylhordly everwatch ... Theyhavetoo manycommerciols. Theydon't hove any commercials. Oneof my fovouriteprogrommes is ... . Hoveyou seenit?

ffi whileyouread Ask studentswhere they usuallyget informationabout what is on TV (e.g.the newspoper, a specialTVmogozine). Then explainthe tasl<.Pointout that they shouldquickly lool
ffiffispeaking Go throughthe list of expressions, explaining that a vorietyprogrammeis one that has people doing different things:singing, comedy,magicetc.Youmay needto talk a little bit about realityshows(e.g.Big Brother)if students are unfamiliarwith them. Tall
Explainthe task and tell studentsto usetheTV guideon page 107,or alternatively, bring in the TV guidefrom a newspaperor magazinefor that day.Youmay be able to get someTV guidesfrom differentEnglish-speaking countriesoff the internet.Thengroupsof studentscould role-playbeingin differentcountries. Give studentsa few minutesto lool
1 5 W h a t so n ?

fu*s'mr*$m# Using vocabulary:problems Discussquestionsl-3 as a class.youcould alsofeed in more questions. For example: Did you poy a servicechorge? Whot is good about bookingon-line?Are thereony disodvantages? Do you prefer bookingonJineor overthe telephone? Then lead in to the topic by asl
Then get studentsto ask eachother thesequestionsin pairs.Youmight also want to do a bit of work on how we saycredit card and telephonenumbers,focusingon intonation.Write a few more exampleson the board and ask studentsto practisesayingthem. Answers Name: Leroy (Jones) Number of tickets: 2 Row: S Card number: (4926-)863| (-623| -)9221 Expiry date: 04/07 Address: l4 (BeechwoodPark)E l7

Speaking Readthe questionsout loud.Ask studentswhat people usualfysee at a theatre (a ploy).Alsogive studentsthe bulkheodseotsas an alternativefor 2.you might want to tell studentsyour answersfor l-3 beforethey discuss their answerswith a partner.Youcould then turn questions4 and 5 into a classdiscussion. Dependingon the experienceand needsof your students,you could talk about strategiesfor helpingyourself be understood and for understanding the other person.For exampre, speakingslowlyand clearlyor askingthe other person to repeat what they said. --#wJ

M

ffiffiUsinggrammar:passives

Explainthe listeningtasl<,mal
Studentsoften haveproblemswith passivestrucrures, both with their form and their use.Studentsmay drop the be part of the form (e.g.rffiJec) or they may use a passivewhen an activeform is correct (e.g. In some languages inanimate @). things like o film don't take activeverbs.

ffi Whileyou listen

Answers The show is completelysold out for Saturday evening.Theseatsupstairsare more expensivethan the on'Bsdownstairs.

check ffi Comprehension Get studentsto work together to complete as much of the form as they can.Thenplaythe recordingso they can fill in what they are missing.Ask studentsthese questionsto elicitthe answers: Whot's his first name? How many ticketsdoeshe wont? Whot row doeshe wont? What's his credit cord number? What's the expiry dote? Where doeshe live?

The first task focuseson recognisingthe passive.Asl< studentsto explaintheir choices.They may recognise the form or they may recognisethat the ,subject'is not the 'doer' of the verb. Answers 's beencancelled was wriften

Go throughthe explanations and exampleswith students.Stressthat one of the main reasonswe use the passiveis for the'object' of the verb to becomemore important.Youcould alsogivestudentsanother usewhen we want to shift responsibility. For example,I might say,The dinnerwosburnt if I dont want to admit it was my fault.Ask studentsto look back at sentences l-3 in I Using vocabulary: problems on page 109 and tell you which use a passiveand why they think it is usec.

105

15 Whato s n? Go over the explanationof the form of the passive. Revisethe pastparticipleand asl<which tensethey have met in the Coursebool<usesthis form (thepresent perfect).Ask studentsto underlinethe passivepart of the verb in the four examplesand then asl
Make sure studentsunderstandclosedown and knock down.Askwhat else can be closeddown (o foctory,o school). Note that closedownis often used in the active. For example: The foctoryis c/osingdown ot the end of the month. Answers

Answers is collected:presentsimple is beingfixed:presentconrinuous was built:pastsimple hasbeenstolen:presentperfectsimple

For extra practicewrite up some examplesof the passivefrom the unit,but gap parts of the verb phrase. Ask studentswhat is missing. For example: It'so greatfilm.... directedby LuisBufiuel. My bosswos ... for steolingmoney. Finishby askingstudentsto find the passives in sentencesl-12 individually beforecomparingtheir answerswith a partner.Tellthem to be carefulof 's becauseit could be hcs or is.Here are some follow-up questionsto asl<: Why ore flightsdelayed?(the weother,security,engine problems) Whot other kindsof tronsportcon we cotch?(the bus,o Dlane) How is the personin 5 gettinghome from the oirport? (proboblyby cor) What hoppensif someoneis caughtwithout a ticket?(they poy a fine) Whot is the personin I I tolkingobout?(a restouront,o ftisht) Whot ore somedifferencesbetweeno show,o film and o concert?(e.g.you seeo film at o cinemo,youlistento a concertin a concertholl,ond you watcho showot o theatre) Answers 1 . , 2 .5, r , 6 . , 7 . , 9I .l,.

Asl<studentsto completethe sentencesindividually and then comparetheir answerswith a partner.In this activitythey alsofocus on collocations. Pointthese out and tell studentsone or two other collocations. For example: my credit card wos rejected(stolen) his bookshave beentranslatedinto English(made into frlms) be invitedto o wedding(go to o wedding)

106

l. 2. 3. 4. 5. 6. 7. 8.

w a s n ' tc l e a n e d are made been closeddown,be l<nocked down was rejected beentranslated beingrepaired been invited 's directed

Finishup by referringstudentsto G28 of the Grammar commentary on page 159,which they can read either in classor as homeworl<.

Speaking Use these questionsto practisesome of the language from 6 Practice. Get studentsto ask each other in groups.Youmay want to answer a few of the questions yourselffirst.Alternatively, asl<studentsto closetheir Coursebool<s and try to rememberthe questionsto asl< you. Follow-up Dividethe classinto two groups:Aand B.Tellstudents in A to come up with a list of ten famouspeopleand studentsin group B to come up with a list of ten famousfilms.Explainthat the filmsand peopleshouldbe familiarto everyonein the class.Ask one personin each group to write down the nameson a pieceof paper. Givethem about five minutesto do this.Ask eachgroup to giveyou their paperand write the two listson the board.Thentell studentsin groupA that they haveto choosethe three filmsthey would most like to see from list B,and studentsin group B that they haveto choose the three peoplethey would most lil<eto meet from list A. Ask studentsto discussin pairsfirst of all.After a few minutes,get studentstogether in their groups.Tellthem they must decide,as a group,on the top three people and films.Give them about five more minutesto do this. Then asl<eachgroup to explaintheir choices.

16 .

untt overvlew

'

Paolalcq[sJennyto asl<],if she knows sqmewhere cheapto stavWhen,,,she corneslto London.

lf you do somethingstroightowoy,you do it immediately.For example:Youhoveto leove straightwoyif you want to cotch the 6:00 bus. lf you swdpsomething,you exchangesomethingwith another person.For example:Morie,con you swqp Dlaceswith Gil?

Remindstudentsto record any of the expressions they like in their notebooks and to tal<enote when they see similarexpressions throughoutthe unit. Use the language strip later on in this unit for a small group tasl<.Here are some possibilities: . Pairsof studentswrite a conversation that contains four or five of the expressions.They then act it out for another pair. . Studentsfind all the expressions that containto (e.g. l'm goingto phone in siclgI needto rechorgethe bottery). . Studentschoosethree or four expressions from the strip and then asl
Alan wos telljngme obaut... .

i

Language strip You can use the languagestrip as a way to lead in to the unit.Explainro studentsthat in this unit they will practiselanguage connectedwith telephoning. Ask them to quicklylool
Lead in Write the word phoneon the board.Ask studentsin pairsto thinl
{*trt.**.r: ,gj:*$x* Key word: phone Explainthe task and asl<studentsto completethe sentenceson their own and comparetheir answerswith a partner.As you go through the answers,ask a few follow-upquestions.For example: Thinkof two alternotiveendingsfor I: I just needto ... . ko ta the toilet,tidyup) Whot e/secon you bookover the phone?(a hotidoy,o room in o hotel) Whot elsedo we look up? (a word in a dictionary,an cddress) Whot other thingscon teenogersspendhoursdoing?(sitting in their room, Iisteningto music,surfingthe internet)

107

16 Telephoning

Answers l. malce 2. phone 3. book 4. put 6. look up 7. spends 8. answered

5. sell

Ask studentsto underlinethe completeexpressions and tell them to spenda few minutesmemorisingthem. Then they can test eachother in pairs.One person readsthe sentencesbut saysblankfor the missingword. Their partner,with their Coursebool< closed,saysthe completedexpression. Finishup by askingstudentswhat they think the situationin 8 is.Youcan teachthe expressionhoveon affair.

Speaking Thesequestionspractisesome of the language from I Key word: phone. Readthe questionsaloud and then giveyour answersto one or two of them.Thisprovides studentswith a model.For example: In my familymy husbandspendsthe /ongeston the phone. He lovestalking.He rings hisfriendseveryday.He never callsme,though. Here are some extra questionsto feed in if you wish: Whot do peoplesaywhen they onswerthe phone in English? Do you likechottingon the phone? How often do you giveyour friendso ring? Do you preferto book thingsover the phone or over the internet? Do you everbuy phonecards?Arethey worth it? Talkabout Real English: give you a ring.We can also use ringas a verb with the samemeaning: l'll ring you tomorrow. Ringme ot home. For some extra practice,get studentsin pairs.Writethe followingon the board: I'll coll you ... l'll giveyou o ring ... I'll ring yau ... Tell studentsto write down five time phrasesthat refer to the near future (e.g.loter,tomorrownight,thisafternoon, in two doys,ot the end of the week).Theycan then drill eachother usingthe time phrasesand the patternson the board: A: loter tonight B: I'll ringyou later tonight.

ffi$$Answeringthe phone(1) Use the questionsto lead in to the listeningtask.lf you want to focuson messages on answermachines, ast< studentsif they usuallyleavemessages on answering machinesor just hangup,and if they haveever left messages in English. Ask them in pairsto write a

108

messagein Englishfor their own answeringmachine(e.g. I'm not hereat the moment"so p/eoseleaveo messoge). Encouragethem to be creative.Theycan then practise tellingit to eachother. Explainthe situationof the conversationand asK studentsfirst of all to just listenand not worry about writing anything.Then maybeask a coupleof comprehension questions.For example: Where'sJenny gone? When'sshecomingbock? Ask studentsto try and fill in as much as they rememberof the conversationon their own.Theycan then worl< in pairs.Playthe recordingone more time so they can fill in anythingthey missed.Tochecl
the phone(2) ffiffiAnswering Point out that Lara said lm ofraidnot when Paolaasked if jenny was there.Explainthat we often usethis expressionor I'm sorrywhen we explainwhy someone is not there or can'tcome to the phone.Ask students to thinl
f o r l u n c h a, n h o u r off sick,a coupleof days on holiday,next weet< his day off, around half eight in the shower,ten minutes closed,betweenten and four

Ask studentsto tell you which conversations probably talceplace in an office (oll except5). Then get pairs of studentsto think of some more reasonswhy someone cant come to the phone- maybethree at home and three at work. For examole:

16 Telephoning

He's puttingthe boby to s/eep. Shet in the middleof dinner. Het on the other line. Shet in a meeting. Ask studentsto practisereadingthe conversationin Parrs. I

questions ffi Grammar Thesequestionsdraw students'attentionto the functionand meaningof some of the grammatical patternsin the conversation. Ask these questionsto the whole classand ask studentsto explaintheir answers. You may need to explain that normollymeansusuo//y. Ask some follow-upquestionstoo. For example: When do you normally getup? What do you normolly eat for breokfost? Whot time do peoplein officesnormally start work? Check that studentsunderstandby seven.Askif the person is expected before sevenor after (beforeseven). Answers You would use /'d /iketo speokto X,pleosewhen you phone an office and Is X there?when you phone a friendt house. f. c.

2.6.

3 .a .

Hos PoolametJennybefore? When doesshewant to visit London? Is Poolagoingto coll bock? Answers Paolais phoningJennybecauseshe wants her to recommendsomewherecheapto staywhen she visits London.Jenny hasa spareroom and invitespaorato stay with her.

ffi wordcheck Ask studentsto complete as many of the sentencesas they can.Thenplaythe recordingagainso they can fill in anythingthey missed.Asyou go throughthe answers, checkthat they understandthe expressions.you may needto explainthe following: . lf you havegot a sporeroom,you have an extra bedroom. . lf you sayitt no trouble,youare happy to do something.For example: A: Thonksfor pickingme up at the oirport lost night B: Oh,it wos no touble. Point out 3 as a good exampleof how we can change the'tense'of verbsto be more polite.Thecontinuousis used (wonderinginsteadof wonder),the past is used insteadof the present (l wos wonderinginsteadof /m wondering)and couldis used insteadof con. Answers

One way to do this activity is to asl<each student to write down either home or officeand a name (e.g. Antonia,Mr Gold)on a slip of paper.Theyshould rhen use this informationas a basisfor their conversation. For examPte: (home) A: Is Antonioin? B: l'm sorry.She'sot schoolotthe moment. A: Whenfuillshebe back? B: She'snormollybock bl five. A: Thanks.I'll try then. When eachstudenthashad their conversation, they exchangeslipsand find a new partner.Theythen have anotherconversationbasedon their new slip.Get studentsto do this for severalminutes.youcould also take part in this activity.

ffil Talkingon the phone

l. same 2. told 3. wondering 4. recommend 5. spare 6. trouble 7. time B.nearer 9. say 10.offer

Studentscan then usethe ten expressions to help them rememberthe conversation.When they havefinished, playthe recordingone more time as they readthe tapescripton page | 59.Theycanthen practisethe conversationagainfrom memory. Finishup by asking studentsto translatethe complete expressions. For more practiceask studentssome follow-up questionsfocusingon some of the language. For examPte: Con anyonerecommendsomewherecheopto eotlstoy in... ? Areyou stil/ friendswith anyoneyou went to the some school with? Do you hoveo spareroomin your house? What do you normallyuseit for?

Tell studentsthat Paolaphonesback and talks to Jenny. Ask them to guesssome reasonswhy paola is phoning. Then playthe recording.Get them to comparetheir answerswith a partner.Youcould feed in a few more comprehension questionstoo. For example:

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16 Telephoning

;,1L-;jl:j:'f,,1; '*d

youread eefore ffiffi# Mal<esure studentsunderstandthe adjectivesin the box. Elicitor givethem examplesof an embarrassing, funny,annoyingor horriblesituation.For example: forgetting the name of my best friend's husband,going to worl
lt lt lt lt

was reallyfunny! was reallyembarrassing! was reallyhorrible! was reallyannoying!

Introducethe personalisation tasl
stories) ffiffiWhileyou read(Telephone Ask studentsto thinl
As a variation,usethis as a jigsawreading.Get students in groupsof three.Eachpersonreadsa differentstory and completesthe missingword.Theythen retellthe story they readto the other peoplein their group. Finishup by readingthe three storiesaloudor playing the recordingwhile studentsfollow along.Asthey do so, asl
110

we swoppedtelephonenumbers I hod to changemy number talk(ing)reollyloudlyon (his)mobile You may needto explainsome of these expressions as well: . lf you tokethe hint,you understandwhat someone has suggestedindirectlythat you do. For example:I wishyouA take the hint and give me o Iift to the airport. . lf you keepon doingsomething,you continue to do it.

.

.

For example:I reollywontedthe tickets,so / kept on collingond I finolly got through. lf you takeno notice,youignore something.For example:Tokeno noticeof Helen.Shethinksshe's alwoysright,but she isn't. lf you text someone,you send them a text message o n a m o b i l ep h o n e .

Speaking Ask studentsto discusthese questionsin pairsor small groups.Writesome usefulexpressions and sentence starterson the board.For example: I hod a similor experience(o few yeorsogollostweek). It went off in the middleof (classlthefilm). I only useit for emergencies. I onlygiveout my home numberto my c/osestfriends. I wos gettingtoo many collsle-moils from ... . I was gettingtoo mony junk e-moils. Ask studentsif they ever eavesdropon peoplehaving conversations on their mobiles.Point out that if they havethe opportunity,listeningto these conversations in Englishis good practice,and they will hear a lot of common exPresstons.

Texting Introducethe activityby askingstudentsthe questions. Explainthat texting is very popularin the UK. Get studentsto worl< in pairson the tasl<.Explainthat they shouldsaythe namesof individuallettersor numbersto find the word. For example,/ could standfor eye,P could be peo etc. Answers l. 2. 3. 4. 5. 6. 7. 8. 9. 10.

Thanl<s for the information. lt's up to you. Seeyou tomorrow. lt's easy. Can you do it as soon as possible? Seeyou tonight. Are you OK? Seeyou later. Great news. M i n dy o u r o w n b u s i n e s s .

,l-t"atr"nrnt Pointout that these are all very common expressions. You may need to explainthe following: . We use itt up to you when we want the other personto decidebecausewe dont havea particularlystrongopinionabout it. We saymindyour own business to tell someonethat they shouldn'task about our privatelife. Ask studentsto practisesayingthese expressionsuntil they can saythem comfortably.For further pracrice,get studentsto write a mini-conversationusingseveralof theseunabbreviated exDressions.

ffi wordchect This activity reinforcessome of the exDressionsfrom the readingtasl<.Ask studentsto work on their own and then comparetheir answerswith a partner.They shouldthen find similarexpressions in the readingtext. Encouragethem to record those they want to rememberin their notebooks. Answers L on 2. in the middleof the 5. dialled 6. swapped

3. line

4. hung

Here are some additionalquestionsyou could asl<: Whot couldyou sayif you con't heor someoneon the other end ofthe line?(Couldyou speokup? Can I coll you bock? I can't heoryou.) What couldyou sayin Englishif someonecalledyou by mistoke?(Sorry.You've got the wrongnumber;Sorry.There's no-onehereby thot name.) What elsecould peoplein the c/oss swap?(ploces,books, papers)

Ask studentsto worl< on the writing task in a group. Then gEthem to sharetheir ideaswith anothergroup. As an alternativeor foUow-up,asl<studentsto write one of the following conversations: betweenJiangand his girlfriendwhen he next callsher; betweenEmilieand the tuy when they went out together; one of the stupid conversations the guy on the train had on his mobile. Studentscan then act out the conversationsfor another 8rouP.

Using vocabulary:adjectivesending This is often a confusingareaof English. Althoughit is good to know the rules for when we use the two forms, encouragestudentsto learn and record examples of these adjectivesin larger chunl<s. Start off by asking them to rememberJiang's story.Thenwrite the followingon the board and ask studentsin oairsto

discusshow to completethem: I't wos reollyemborross... / wosso emborross... Go throughthe explanationin the Coursebook.Explain that usuallythe -ed form describeshow we feel,whereas the -ingform describeswhat causesus to feel that way. You might want to reinforcethis by writing the following on the board and askingstudentsin pairsro comptere them: Rebeccawas reollyonnoy... with the guy on the troin. Theguy on the train wosreollyonnoy.... Then go through the next four examples.Explainthat if somethingis shocking,it surprisesor upsetsyou very much.Ask studentsto completethe sentencesl-g and then compare their answerswith a partner.Here are some questionsto asl
For extra practice,get studentsto test each other in pairs.One person readsthe sentencesbut saysblankfor the missingword.Their partner,withtheir Coursebook closed,saysthe completedexpression. Finishup by discussing the three questionsas a classor in smallgroups.Youmay want to leadin by telling studentsa personalstory flrst.While studentsare talking,you could feed in some more questions. For example: What is the most excitingplaceyou've evervisited?Why? Whot did you do? Who's the most interestingpersonyou've evermet? /s there onythingyou'rereolly excitedobout? Later,you could revisesome of the languageby writing one column of five sentencestartersand one column of five endingson the board.Studentsthen haveto match them up.For example: C o l u m nl : I heordsomeshocking ...

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16 T e l e p h o nn g

I hod o tiring... I've justheordan interesting... She'sgot o reallyonnoying... Thot wos one of the mostfrightening... C o l u m n2 : story. news. habit. films. doy.

ffi practice

You could alsowrite sentencestartersand endingson slipsof paper,one for eachstudent.Give eachstudenta slip of paperand then asl
:,-:t;;*:jjJ:,;;

U s i n gg r amma r:re p o rti n gw h a t 5a Studentsmay havelearnedsome'rules'of reported speech,suchas changing the tense of the verb,changing hereto thereetc. However,there are often times when we report what someone has said with different patterns.In this activity studentspractisedifferent Patternswith tell. Introducethis activityby asl
Finishup by referringstudentsto G29 of the Grammar commentary on page 169,which they can read either in classor as homework.

112

Playthe recordingand asl<studentsfirst to just listenfor which words are stressed.Then playit againso they can mark the stressedwords.Ask them to comparetheir answerswith the tapescripton page 160,or just playthe recordingone more time, pausingafter eachsentence and getting studentsto rePeatit.

Ask studentswhat Paolawill sayto Fernanda(lennytold me to sayhi).Thenexplainthe task.Get studentsto completethe conversations and then comparetheir answerswith a partner.Point out that we often use by the way when we want to start a differenttopic of conversation.For 2,you could alsoteachthe expression ... told me to wishyou luck. Answers l. 2. 3. 4. 5.

me to say me to say me (that) you're going me to tell you me to ask you if you could

Ask studentsto practisereadingthe conversations in pairs.Youcould then do some extra practiceby writing a list of expressions on severalslipsof paper.For example: thanksfor the party don't forgetto bring that CD Then get studentsto form a big circle.Jointhe circle. Give the studenton your left a slip of paper.Theyshould report the expressionon the paperto the personon their left.For examole: Alon told me to say thanksfor the porty. They then passon the slip to this person,who in rurn, reports to the personon their left and so on. Keep feedingin slipsto the studenton your left until the whole circleis involved.Whenthe slipsreturn to you, tal<ethem out of circulation.Finishwhen the lastslip gets bacl
ffi Furtherpractice Use the photos to introducethis activity.Askstudents to tell you what they see and asl
16 Telephoning

M ffiffiWhileyou listen Explainthe task and then readthe choicesfor eachof the conversations.Playthe recordingand asl<students to comparetheir answerswith a partner.playthe recordingagainif necessary.

Answers l . b . 2 . c . 3 .b . 4 . c .

Then playthe recordingagainwhile studentsfollow the tapescripton page | 60.As they listen,askthem to underlineany expressions they are interestedin or want to ask about.Youmight want to draw students'attention to the followingresponses: what o shome that's terrible what a poin

Answers a. b. c. d. e. f. g. h.

contact (Conversation2) try (Conversation3) sort out (Conversation4) leave(Conversation2) take (Conversation4) recharge(Conversationl) go (Conversation3) miss(Conversationl)

Speaking:talking about cr im es Ask students if they can remember what happenedto Kenny'sphone.Theycan then tell eachother.Thenpoint out the two patterns: hove something+ post porticiple somebody triedto ...

Wow!Thot'somazing! You may need to explainthe following: . Straightmeansdlrectly. For example:WhenI get poid,t put half of my money stroightintomy sovingsoccount. . lf you don't botherdoing something,you dont do it becauseit is too much trouble.For example:Dont bother rin{ng me when you getin. I'il be asleep,onywoy. . Iescot is a Britishsupermarket chain. . FourthGenerotion refers to the fourth major advance in a product.

Follow-up Ask studentsin pairsto chooseone of the situations

You could alsofollow up with some discussion questions. For example: Hove you everturned up so loteyour friendshad olreody

left?

How long wouldyou normallywoit for o friend? Wouldyou everbuy o mobilephone likeTokoshi's? ffi*d

ffiffi Vocabularvfocus W

'

When stu8entshavecompletedthe collocations, ask them,in pairs,to usethern to rememberwhat happened in the conversations.Then follow up by asl
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Most of theseexercisesshouldbe done in pairsor small grouPs.

n*l

Verb collocations

Answers

Get studentsto readthroughthe list individually first. Then asl
Answers l. 2. 3. 4. 5. 6. 7. 8.

I travelled l'm actuallygoing I c h a n g el ,' l l c a l ly o u I can finishit, arrive I translate hasbeen delayed is beingdecorated S h e sn o r m a l l yh e r e

ffiHo,.",n'r,

l. answer 2. have 3. lock 4. look out over 5. complain 6. miss 7.tal<e 8. watch 9. sit 10.stay Examplesof other collocations: l . ( a n s w e rt)h e d o o r 2. (have)a headache 3. (locl<)the windows 4. (look out over) the lake 5 . ( c o m p l a i na) b o u tt h e n o i s e 6. (miss)my family 7. (tal<e)the train 8. (watch) the news 9. (sit) at the bacl< 10. (stay)in bed

I

dtr$F."#;ri

N*:;e$ Look back and check Ask studentsto chooseone of the activities.You could then get them to do the other one on anotherday.

ffi t*pr"rrion,

Answers l. 2. 3. 4. 5. 6. 7. 8.

Answers n o t ,a s be, is,ago say such like,everything hardly,sounds had,a theFe/in, out, 'll

ft#id"qtr#l

ir*,rid Questionsand answers

ie4{E;#l

Answers l.d. 9 .h .

2.a. 3.e. 4.c. 5.b. 6.g. 7.f. 8.i. t 0 .i .

u"r**u'*l

ei!:.;d What can vou remember? ftq!;swt

,

When studentshavefinishedworking in groupsof four, invite a few studentsto tell you what they remember.

114

l. 2. 3. 4. 5. 6. 7. 8. 9. I0.

miles mean seconds shame asl< told hand jealous same went

Review: Units13-'1 6

Vowel sounds Answers |. Boats.

Model and practisethe sounds.Ask studentsif they can hear the difference.Point out that some of them are long vowels.

2. Your hair. 3. Beingin the sun.

Answers

4. Becausethey're old or dangerous.

L 2. 3. 4. 5. 5. 7. 8. 9. | 0.

5. No. 6. One. 7. Your name,the card number,the expiry date. 8. Stayat home. 9. About a film,a book,a play,an album,a concert/performance. | 0. Rechargethe batteries. I l. In your home.Whenyou go out.

visa pollution worst harbour morning passport the train journey she teachesGreek useyour computer boringsports course

12. He/Shewrites books. | 3. Buy tickets. 14. Possibleanswers: A film,a ride at a park. 15. Possibleanswers:Toget higherwages,to protest againstlosingtheir jobs. 16. Yes.

Problemsounds: lbl and lvl, ltl and lgl Model and practisethe sounds.Ask studentsif they can hear the difference.Then model the expressionsbefore askingstudentsto practisesayingthem.

Answers l.' 2. 3. 4. 5.

tomorrow eleven the main exit foot train

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t7 lf you hovefillings,you had smallholesin your teeth and they neededto be filled.For example:I had to have o filling everytime I went to the dentist'swhen I wos a kid.

Unit overview Genefal topic Talkingabout accidents,apologising.

lf you haveo scor,youhavea mark on your sl
Conversation Ruth helpsDavid,who hasjust fallen.

lf you are clumsy,you aren't very carefuland you often breal
Reading r Six people'describe an accidentthat happenedto them. Listening Two conversationsinvolvingaccidents. Language:input . Expressionsfor talking about health probfems: hove it X-rayed,it might need stirches. . Expr.essions for describingaccidents:I tripped,l hit my head.

Remindstudentsto record any of the expressions they lil<ein their notebool<sand to tal<enote when they see similarexpressions throughoutthe unit. Use the language strip later on in this unit for a small group task.Here are some possibilities: . Studentsfind those expressions that are probably saidby the personwho had the accident(e.g.I felloff o horse)and those that are probablysaidby the person they are tall
.

PastcontinuouSand past simple:I wos runningback outsjdeond I tripped on o step.

'

Expressionsfor apologisingfor accidents:I'm reolly sorry,I con be so clumsysometimes.

.

Offers with I'll and let me: I'll pay to hove it. cleoned, Let me get o cloth.

Studentsdiscusswhat it or thot might refer to in severalof the expressions.

.

Studentsfind the exDressions that containcommon verbs like give,hove,put,foll,coll.Later,write the expressions on the board but gap out the verb.Asl< studentsin pairsto completethe expressions.

.

Language strip You can use the languagestrip as a way to lead in to the unit.Asl<studentsto guicldylool
116

lf you say Letme callyou o toxi,you are offeringto phonefor a taxi for the other person.

.

lf part of your body is bruised, it has a mark on it becauseyou hit or l<nockedit. For example'.Whot hoppened?Your leg'soll bruised.

.

lf you hoveto have stitches, you havea bad cut that needsto be sewn together.For example:Thot looks bod.I think you'll hove to havestitches.

Lead in One way to lead in is to write occidenton the board.Tell studentsthat two common adjectivecollocationsfor this noun are seriousand minor.Ask studentsin pairsto think of three examplesof seriousoccidents and three examplesof minor occidents. Then get them to share their suggestions. Reformulateany if necessary.You could also asl<students if they haveheard or seen any other collocationsor expressions with occident. For example: by accident a traffic occident hovean accident it wason accident Then go on to I Talking about what's wrong with you.

17 Accidents

{*f,,,j.*."**:,:.;;

,

**J

ffi Talkingaboutwhat'swrong with you lf possibleintroducethis activityby tellingstudents about a time when you - or someoneyou know - saw an accident.Encourage them to asl
Ask studentsto readthe completedconversationin pairs.Thenaskthem to underlineany expressions they want to remember.Encouragethem to transfer these into their notebooks.Youmay needto explainthe followingexpressions: . lf you havea nosty or bite,it looks bad and might foll be serious. . lf you trip,youhit your foot on somethingand fall or nearlyfull. .

We oftbn say I opprecioteit when someone has offered to do somethingfor us.For example: A: Con I giveyou o hand tidyingup? B: Yes,thonks.I oppreciateit

questions ffi Grammar The first questionsfocuson two modalauxiliariesfrom the conversation.Whenstudentshavefound the two expressions, write the followingpattern on the board: Youshould... .lt mightbe ... . Elicita way to complete the pattern.For example: Youshouldsee o nurse.It might be infected. Practisethe pronunciationwith the class.Then ask studentsin pairsto thinl
b. it might be

Ask studentsabout the expressionshouldhoveit X+oyed. You might need to teach them technicionor rodiologist to helpthem answerthe question.Get them to tell you what part of speechX-royedis (a past participle). Remindthem that the passiveusesthe pastparticiple too. Explainthat we use expressions like this when we want someoneto do somethingfor us.We don't need to mentionwho the personis becauseit is obviouswho they are,or it is not relevant.Give studentssome more examples: I'm hovingmy hair cut. I've just hod my eors pierced. Youshouldhoveyour tyres checkedbeforeyou leove.

Usingvocabular y:health pr ob l em s This activityfocuseson usefulvocabularyfor describing healthproblems.Ask studentsto lool
2.A

3.D

4.F

5.C

6.E

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17 Accidents

partner.As you go throughthe answers,explainany vocabularyif necessary. This activity givesstudentscontexts for the vocabulary from 3 Using vocabulary: health problems. Encouragestudentsto record the expressionsthey want to rememberin their notebooks.Remindthem to record completeexpressions, not iust singlewords.Go through the choicesin the box, explainingthat checked out is similarto lookedot, but we might use it when it might not be possibleto tell if somethingis OK just by lool
haveit lookedat, stitches,a bandage haveit X-rayed,brol<en,bruised haveit lookedat, filling,an appointmenr haveit looked at, red, cream havea checl<-up, nothing,worrying

Answers l. slipped 2. fell over 3. hit 4. broke 5. tripped 6. had it 7. cut 8. put 9. fell off 10.got bitten

Tell studentsto spendtwo minuteslool
Vocabulary:in hospital Ask studentsto practisereadingthe conversationsin pairs.Pointout the followingusefulexpressions and write them on the boaro: Areyou oll right? Maybeyou should... It mightneedlbe... Youmight needto ... I just needto ... Nq it'lt be oll right.lt'sproboblyjust... Yes,maybeyou're right. Asl<studentswhat tense B usesa lot (the present perfect).Explainthat we often use this tense when we want to explainwhy we are not all right. Get students to memorisethe suggestions.Then they can take it in turns asl
describingaccidents ffi Vocabulary: You could draw a pictureon the board of someone slippingon a bananaskin.Thenask Whot happened? to elicit She slippedon o bononoskin.Rub out the banana skin and ask studentsto tell you what elsecan cause peopleto slip.Youwill probablyget suggestions like ice, woter,o polishedfloor.Thenfocus students'attention on the box. Explainthat they will see differentcollocations for these common verbs.Ask them to work on this task individually and then comparetheir answerswith a

118

Ask the classif anyonehasever had an accidentlil<e fallingdown stairsor bangingtheir head,and had to go to the doctor's.lf they have,asl
What seemsto be the problem? How did it happen? D o e st h i s h u r t a t a l l l Can you stand up? Can you lift your arm? Can you bend it at all? Did you hit your headat all?

Finishup by asl
'1 7 Accidents

'F:,* 8,,'*;.i;,;t ffi Beforeyou read Focusstudents'attention on the photos on page | 22. Ask them what each placeis (o club,a rugbypitch,the seoside,steps,o swimmingpool,o road whichslopes).Asl< them why eachplacecould be dangerous. For example: There'relotsof people. Ihere's deeDwoter. Ihere'so steeps/ope. Then get pairsof studentsto discussexamplesof accidentsthat could happenin eachplace.Invitethem to tell you their suggestions and reformulatetheir responses, feedingin appropriatevocabulary. For example: Youcould drown. Youcouldknockyourselfout. Youcould get electrocuted. Youcould get uushed.

ffiffiWhileyou read(lt reallyhurt!) Ask studentsto read the six stories to see if any of their guesseswere right.Alternatively,use this as a listeningtask first.PIaythe recordingwhile students listenwith the text covered.Thenthey readthe article. You can playthe recordingagainas they read along. You could also do this as a jigsawactivity.Dividethe classinto groups of three. Eachperson readstwo stories.Theythen tell the other membersof the group what happened.You may needto explainthe following: ' lf someone is showingoff,they are trying to impress other peopleby showingthat they can do something.lt is often a negativeexpression. A woundis a usuallya seriousinjury where your skin is brokenand there is a deep cut or hole.Asl< studentswhat could causewounds (o gun,a knife, somethingshorp). T

Comprehension ffi#.q# Go throughthe choices,explainingany vocabularyif necessary. Ask studentswhich choiceindicatesthe worst accident(soundreallynasty)and which the least serious (don'tsoundthot bad).Remindthem that thot can mean very.Let them thinl
ffi wordcheck This activity focuseson severalexpressionsfrom the readingtask.Asl<studentsto complete as many as they can on their own beforecomparingtheir answerswith a partner.Theyshouldthen look bacl
Get studentsin pairsor smallgroupsto discussthe three questionsat the end.Youcould alsoaskthem to think of three differentthingsyou needan injectionfor. Then invitethem to sharetheir ideaswith the class. Here are some oossibilities: Youcouldslipon o bananoskin somemud or somewoter. Youcould trip overa coble,someonet leg,o tree root. Youcon hurt your bock follingdown,doingexercise, just bendingover. Yousometime.s need on injectionwhen you hove o filling,o voccination, or on operotion. Finishup by asl
Usinggr am m ar :past sim plean d Choosean exampleof the pastsimplewith the past continuousfrom the readingtext and write it on the board,but gap out some parts.For example: I ... doncingand ... o greottime,butthen I ... overon a drink. Asl<studentsto completethe missingwords.Thenasl< them to find two similar patterns (wos+ -ingand past simple)from the readingtext. Go throughthe explanationin the text and then asl<studentsthe two questions. Answers l. The runningstartedfirst. 2. The runninglastedlonger.

Answers Probableanswers: Chris'ssoundsreally nasty,Zeynep'swas probablyjust bad lucl<,and Barney'swas reallystupid.

Explainthat we often usethe pastcontinuousin a story to providethe bac(ground- what was happening at the time - and the past simplefor the actionwe want to focuson - in this casethe accident.Wechoosethe continuousform becausewe want to show that the action was in progressand that it was interrupted by

119

17 Accidents the action in the past simple.You could represent this visually on the board with a line and a cross. For example:

I

w a s r u n n i n g

X I . rnPPed

Ask studentsto do the matchingtasl<.As you go throughthe answers,asl
4. windows,ladder,bacl< 5. floor,hammer,nail Ask studentsto closetheir Coursebool<s and in oairs try to retell the stories usingthe key words.you may want to do the first one togetheras an example. Studentscan then do the samefor the six storiesin the readingtext by just usingthe photos on page | 22. Finish up by referringstudentsto G30 of the Grammar commentary on page 169,which they can read either in classor as homework.

Whot sometimeshoppenswhenyou cut onions?(you cry) Where was the light in 3? (on the ceiling)

ffi rr""prr.ti."

Whot couldyou do if you knockedthree teethout? (get somefolseteeth)

Introducethis activityby tellingsrudentsabout an accidentthat happenedto you - or someoneyou know. Beforetellingit, explainand modelthe examplesof responses. Encourage studentsto use some of theseas you tell the story.Thengivethem enoughtime to preparetheir own storiesand go around helpingwith vocabulary. Studentscan either tell their storiesin pairs or smallgroups,or wander aroundtellingdifferent PeoPte.

Whot ore you doingif you'messobout with' something? (playingwith it,not usingit for what it'snormolly usedfor) Whot otherwordscouldyou reploce'coffee'with in b? (teo, soup) Answers l. e.

2.d.

3 .c .

4.f.

5 .b .

6.a.

;1.*.:#:r**r*g Apologising This activityreinforcesthe form of the pastsimpleand pastcontinuouswhile alsogivingstudentssome good examplesof collocationslilcebongedmy head,wos cleoningthe windows. Ask studentsto completethe sentenceson their own and then comparetheir answerswith a partner.Go throughthe answers.Pointout that the time expression the otherdoy is often used with the past continuousto give the backgroundto a story.Youmay need to explain the following: . lf somethinggoesa colour,it becomes that colour. For example:Somepeoplego red when they,re emborrassed. ' We c5n use the word nail for the thing we hammer into somethingand alsofor the pu.t of our body at the end of our fingersand toes. Answers l. 2. 3. 4. 5.

was crossing, tripped,banged, got was pouring,knocked,went, burnt was driving,ran,hit, killed,was was cleaning, fell,hurt was fixing,banged,hurc,wenr

Ask studentsto read through the five situationsagain. Then write the following key words on the board: |. road,tripped,pavement, head 2. tea,arm, hand 3. home,dog,awful

120

Explainthat we can use occidentto describewhen someonegets hurt, and that we also use it to describea mistakewhen somethinggets broken or damageo. point out Remindstudentsof the expressionby accident. the photo on page l24.Tell studentsthat what they see is an exampleof an occidentAsk studentswhat you usuallydo if you breakor damagesomethingaccidentally to elicit you opologise. Explainthat when we apologise, we often explainwhy somethinghappenedor offer to do something.Then explainthe matchingtasl<. Ask studentsto work on this on their own or in pairs. As you go throughthe answers,model the pronunciationand checl<students'understanding by asl
Answers A: 1.,5.,6.,7.,10.,(l 1.,)12.,14.,tS. B : 2 . ,3 . ,4 . , 8 . , 9(. |, | . , ) | 3 . ,t 6 .

Itwos on accident could be saidby either person, dependingon the intonation.

17 Accidents

*d

ffi Whileyou listen Explainthe task and playthe recording.Ask studentsto comparetheir answerswith a partner.Thenplaythe recordingagainso they can check. Answers Conversation I I'm really sorry. I don't know what I was doing. It just slippedfrom my (fingers). I'm afraid you'll haveto pay for it. It was an accident! Forget about it. Dont worry about it! It was partly my fault. Conversation2 Let me get a cloth. Dont worry about it! l'll payto get it cleaned. Don't be silly!lt's fine. Forget about it. I can be so clumsysometimes. Dont worry about it! I'm really sorry.

ffi comprehension Explainthe task and let studentswork through it on their own.You may want to read both reports aloud as studentslistenand read.Thenask studentsto compare their answerswith a partner.Playthe recordingagainor playthe recordingwhile studentsreadthe tapescriptso they can checktheir answers.

Speaking This activity givesstudentsa chanceto sharetheir reactionsto the conversations.Go through the list of point out choices,explainingany vocabularyif necessary. that in 2. c., you would just pretendthat the jumper was old.Ask studentsto discussin pairsor smallgroups. Then as a classgo through eachchoiceand asl
Explainthe task and go throughthe six situations. Answers will vary,but some obviouslyrefer to a specific situation.For examole. l. I'm afraid you'll haveto payfor it. 2. Let me get a cloth. 5. lt's OK. I need to get a new one anyvvay. 6. l'll payto get it cleaned. Ask studentsto work with a new partner for the role play.Finishup by invitinga few pairs of studentsto act out their role playfor the rest of the class.For a slight variation ask them to do a few role playswhere one of the peopleisnt very nice about the accident.You could teach the expressionsyou shouldn't(hove).Forexample: Youshouldn'tdrink red wine ond weor o white shrt. Youshouldn'thove left your g/osseson the sofo.

Answers Conversation I We went to look for a presentfor Anna'sbirthday. I picled up a vaseand it slippedthrough my fingers. The vasecost f80.. The shop assistantmademe buy it. The shop assistantwasnt very nice about it. Jennyoffered to pay half.

ffi Usinggrammar:wil/ Studentsmay think we iust use wil/when we want to talk about the future. Explain,however,that we often use will to show we are happyor willing to do something, and so we often use it to make offers.Ask studentsto find an examplein I Apologising on page 124 (l'lt poy to get rt cleaned).

Reoort 2 I spilt wine. It was quite an old dress. There were just a coupleof spots. Lisawas OK about it. I offered to payto haveit cleanedbut she said it would lust come out in the wash.

Ask studentsto complete the offers and then playthe recordingso they can check their answers.Pausebefore eachexpressionand invitea studentto tell you their answer.Thenplaythe expression.Get studentsto repeat it, makingsure they use the reducedform. Explainthat we often use /7 hoyea lookto mean we will check somethingto make sure it is working, or to see what is wrong with it.

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17 Accidents *J

practice ffiffiFurther

Answers l. call 2. show 3. help 4. have 5. show 7. clean 8. save 9.pay

5. carry | 0. ask

Finishup by referringstudentsto G3 | of the Grammar commentary on page 170,which they can read either in classor as homeworl<.

Ask studentsto worl
Sp e a k i n g This activityhelpsstudentssee how the expressions can be used.Youcould either asl<studentsto do this in pairs or together as a class.Theones that you could use in classare: I'll showyou whereto go. I'll help you move it"if you like. I'll toke o look I'll showyou how to do it,if you like. I'll saveyou a seot.

Ask studentsto write their examplesand go around helpingand checking. For extra practice,get them to worl< in pairsand write six three-linemini conversations basedon the expressions. For example: A: My flight leovesot 7:00 in the morning. B: I'll giveyou o Iifuif you want A: Really?Areyou sure?We'llproboblyhoveto leoveot 4:30. Tall
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Ask studentsto practisetheseoffers in pairs.Explain that we use / con manogewhen we think we can do somethingdifficultourselves. For example: A: l'll helpyou cleon up, if you like. B; No, it's OK.I think I con manoge.It's not that dirty. Follow-up Write Ihe unluckiest day of my life on the board.Ask studentsif they ever havedayswhen everythingseems to go wrong.Ask them to imaginethey once had a very unlucl
tg Unit overview General topic Explainingand sorting out problems. Conversation Tcny tells Adriana that he's lost his passport. Reading Joiningthe wrong queue.

.

lf you loseyour credit or banl
.

lf somethingor someoneis a poin,it or they are really annoying.For example:/t's o realpoin visitingmy inJowseverymonth.Theylive milesowoy.Wewosternost of the weekendjust trying to get there.

.

lf you sort out somethingsfor something, you get things ready for somethinglater.For example:l'l/ see you downstoirs. l'vejust got to sort somethingsout for closstomorrow.

'

lf you jump the gueue,yougo aheadof peoplewho are waitingin front of you in the queue.For example:Theyalwoys/et the touristsjump the queue.

'

lf you soveo plocefor someone in the queue,youlet them rejoin their originalpositionin the queueafter they leavefor a short time. For example:Canyou sovemy place in the queue?I'm just goingto the toilet. A cashpoint is an automatic machinewhere you can get money out of or put money into your banl< account.For example:/s thereo coshpoint around here?I'veonly gota coupleof euros.

Listening Three conversationsabout problemswith machines. Language input . Expressionsfor sorting out problems: I'uehod my bog sto/e4so / needta report it to the policeand cancelall my creditcards. ' Presentperfect questionsto rnakesuggestionst

.

Hove you tried chongingthe bqtteries?Hove you been bsck thereb seeif onyane's handedit in? .

Expressionswith sorf our:/t'l/ sort i*elf out,/ need [o sort out sornepopers.

.

Expressionswith must:Lrsten, / mustgo or I'll be Iote.

.

Expressions for describingproblemswith machines:lt's moking o funny noisgIhe photocopier has brokendown agoi4.

Language strip You can use the languagestrip as a way to lead in to the unit.Explainto studentsthat in this unit they will practisewaysof talkingabout problems.Ask them to quicklylool
lf somethingmokesa funnynoise,there is a strange noisecomingfrom it. For example: A: My computer'smokingthis funny squeokingnoise. B: It'sproboblythe mouse.

.

You might sayOh well,nevermind when you think somethingis not importantenoughto worry about. For example: A: I'm afroid I've brokenyour torch. B: Oh well,nevermind.lt wos only o cheapone. l've got two more ot home.

'

lf somethingis /eoking, liquidis comingout of it. For example:Lookot your shirt.I thinkyour pen'sleoking.

Remindstudentsto record any of the expressions they lilcein their noteboolcsand to take note when tney see similarexpressions throughoutthe unit. Use the language strip later on in this unit for a small group task.Here are some possibilities: . Studentsfind those expressions with a verb in the present perfect (e.g.Hoveyou cancelled your cards?) and those with a verb in the pastsimple(e.g.He jumped the queue!). . Studentsdiscusswhat it might refer to in severalof the expressions(e.g.I needto getit fixed). Lead in Start by thinlcingof a problem,for example,your coffee maker is broken.Write the word problemon the board. Then write the followingcollocationsaround it: a big problem o seriousproblem I've gota problemwith my ... sort out the Droblem

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1B Problems Tellstudentsthat you havea problemand they should try and guesswhat the problem is by askingyou yeslno questions, usingsome of the collocationson the board. For example: S: /s it o bigproblem? T: Well, it's o big problemfor me. S; Have you got a problemwith a port of your body? I No. S; /s it eosyto sort out thisproblem? I Yes,I just need to buy o replacement. S: So it's o problemwith somekind of mochine? Let studentsl<eepon askingyou until they guess.Give hints if necessary. For example:It'so problemwith somethingin the kitchen.I can't hove somethingin the morning becouseof it. {". ':* L I.:J ;-;"5?: i, 3.:*,.

Sp e a k i n g Focusstudents'attentionon the words in the box.Ask what these objectsare.Ask studentsin pairsto think of at leasttwo problemsyou could havewith each object. Encourage them to usetheir dictionariesif necessary. After a coupleof minutes,askthem to tell you their suggestions.Write them on the board and reformurate any if necessary.This is a chancefor you to teach or revisevocabularylike the strop'sbroken, it's been rejected, it'sexpired,theret no soundetc. Finishup by getting studentsto discussthe questionsat the end in pairs.lf they havenever had a problem with any of these things, askthem to talk about somethingsimilar,like a TV computeror a drivinglicence.Tell them to start like this: I oncehod o problemwith my ...

Usingvocabulary:sorting out roblems

l. e.

2 .a .

3 .b .

4.f.

5 .c .

6 .d .

Pointout the pattern in the endings: so / needto ... and ... . Model the pronunciationof the completed sentencesand asl<studentsto spenda minute memorisingthe endings.They can then test eachother in pairs.One personreadsthe beginningof the sentence and the other persontries to rememberthe ending.

on holiday #i4 Problems Beforeexplaining the listeningtask,asl<studentsin pairs to think of three problemsyou might haveon holiday. For example,you mightget food poisoning, haveyour travellers'chequesstolen,get lost etc.Thenplaythe recording.Ask studentsto listenfor the answersto the two questions.Mal<esure they cover the text before they listen.Thenget them to comparetheir answersin pairs.Remindthem to keep the text covered as they do this. Answers Tony has lost his passport.He is goingto try to get a temporary replacementfrom the Embassy.

Playthe recordingagainand asl<studentsto try to fill in eachof the gapsas they listen.Theyshouldthen comparetheir answerswith a partner.Playthe recordinga third time, but this time pauseafter each gap.Elicitthe missingwords and maybewrite the completeexpressionon the board.Model the pronunciationand havethe classpractisesayingit. play the recordingthrough one more time with students followingthe completedscript.Youmaywant to asl< studentsto practisereadingthe conversationin pairs.

lf you haven'tdone so already,explainthat when we sort out problems, we solve them. As an example,asl< students.howthey would sort out one of the problems they suggested in I Speaking. For example: Whot wouldyou do if your possporrwossto/en?

l. I've lost my passport 2. havingit 3. handedit in 4. How annoying 5. I must go 6. sort it all out

Then get studentsto do the matchingtasl
Tall
ln 4 do you think the personwill have to buy o new one? Why not? (/t's stil/ underguarantee.)

To help with the secondtask,asl<studentsto lool
Whot kind of thingsdo you think the guy in 5 is doing? (soyingbod thingsabout peopte,being unhelpful)

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Answers

Answers

18 Problems

Yes,it's o reol poin. Well,good luck I hopeyou sort it oll out.

Usinggrammar:presentperfect uestions In this activitystudentssee anothercontextualised use of the presentperfect.Introduceit by askingstudentsif they can rememberwhatAdrianasuggested whenTony told her about his passport.Ask them to underlinethe expressionin the conversation.Then go throughthe explanationin the Coursebookand giveexamples. Before studentsdo the completiontask,you may want to quickly revisethe formation of the present perfect. You shouldexplainthat manyof the verbs in the task haveirregular past participles.As you go through the answers,ask studentsquestionsto focuson and check their understanding of some of the expressions. For example:Whot cousesan upsetstomach?(eotingfood that's gone bad,o stomochbug)

Answers a .5 . b . 2 . c . | .

d .3 . e .8 . f . 4 . g .6 . h . 7 .

5 Grammarquestions @FS# ffi

Thesequestionshelp studentsform guidelineson when to usethe three forms.lf they see examplesin context, it is a lot easierfor them to understandwhy we choose the differentforms.Whenstudentsfind the examples, mal<esure they dont confusea pastsimpleform with a pastparticipleform.Ask them to discussthe three questionswith a partner and then go over the answers togetheras a class.Point out the time expressions that are usedwith the examoles. Answers a. Yes,I picl<ed them up from there this morning; Yes,I bought some new ones yesterday;Yes,I had an aspirinearlier;Yes,I did it this morning.

Whothappensto borterieseventuolly? (they die,theyrun out)

b. Not yet, I'm goingto go to rhe stationthis afternoon.

Whot can we toke for a heodoche?(ospirin,porace'tomol)

c. I'll do it now; Maybel'll do it after the next class.

What kind of cordsdo peoplekeepin their wallets?(credit cords,bqnk cards,nome cords)What elsedo they keepin their wallets?(money,photos, busposses)

l. The pastsimpleis usedin the Yesanswers.lt refers to somethingyou did before.

Whot e/secon be'fully booked'?(a toin, a flight) Answers l. 2. 3. 4. 5. 6. 7. 8.

Haveyou been Haveyou tried Haveyou reported Haveyou taken Haveyou looked Haveyou rung up and cancelled Haveyou tall<ed Haveyou tried

Get stuilentsto match the questionsand the answers. You may want to asl<some questionsto exploit some of the language in the answers.For example: Think of two other waysof completingthis pottern:'l picked ... up from .. . ' (e.g.him... the oirport,somebread. . . the supermorket) Whot other mochinescould'ployslowly'?(IVCR, o DVD player,a cassetteployer) Who e/secon you makeon oppoin'tmentto see?(o bonk monoger,odentist,a hoirdresser) You may need to explainthat we sometimesrefer to a police station as the stotionand that if somethingdoesnt hoveony effect,itdoesn'tcauseany changein something. For example: I tolkedto him obout hisbehoviour, but it hod no effect.He's still rude all the time.

2. Wiil + verb is used when you are makinga decisionnowThe answersbeginwith Thot'sllt'so goodideo.This shows that you hadnt thought of it before. 3. Goingto + verb is usedto show you havealready decided.Theanswerstartswith Not yet.Yetimplies that you intend to do it in the future.

Finishup by referringstudentsto G26 of the Grammar commentary on page 169,which they can read either in classor as homeworl<.

ffiMnot"ptry Readthe four conversationstartersout loud.Explain that we often use the expressionsI'm finding... (eolly) difficultor I'm findingit (reol\ difficultro ... when we describedifficultieswe are having.Youmay want to elicit a coupleof examplesugtestionsfor eachproblem beforestudentsrole-playthe conversations. For example: Hove you checkedin lostproperty? Haveyou seenonyoneoboutit? Hove you tolkedto the bonk obout it7 Haveyou oskedthe teacherfor help? Explainthe tasl
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18 Problems want to do an examplewith studentswhen they change roles so they can see how to continuethe conversation. For examole: S: /'vegot on upsetstomoch.l've had it for o coupleof days now. T: Hqve you beento the doctorabout it? 5: Not yet"but I've mode on oppointmentfor this evening. T: How ore you gettingthere?Do you needo lift? S: Oh thonks.ThotAbe great.My oppointment'sot 6:00.

p**g# Kev word: sort out ,

ffi

You may want to find the first one or two expressions togetheras a classbeforestudentsworl
doing.Thenasl
*s+..d BefOre VOu read

'trffiiFt

l. Did you sort out your problemwith the 2. 3. 4. 5. 5. 7. 8. 9. 10.

PassPortl I needto sort out some papers. I needto sort out my thingsto tal<e. lt'll sort itself out. I needto sort out this dirty washing. I'm trying to sort out my holiday. Haveyou sorted out a visa? He needsto sort his life out. I'm just goingto sort out the house. I still haventsorted out that problemwith my comDuter.

In expressions1.,4., 8. and 10.sort out meansfnd on answerto o problem.Inexpressions 2., 3.,5.,6.,7. and 9. sort out meansorgoniseor tidy things. Check students'understanding of these expressionsby askingquestions.For example: What kinil of problemsco,uldtherebe in I, 4, 8 ond I0? In 3,whereis the persongoingand whot thingsdo they need? Whot do you do when you sort out the dirty woshinglthe house? Whot kind of thingsdo you needto sort out for a holiday? Finishup by asl
,

Readthroughthe list of collocationsand as you do so, ask a few questionsto help studentsthink of possible connectionswith queuing.For example: Who introduceslows?Whyore lows introduced? In whot placesdo you hove to keyin your plN? Where do you pay chequesintoyour occount? Where con you usuollyfind coshpoints? Ask studentsto spenda minutethinl
;i:H Whileyou read(Thequeue) Ask studentsto readthe articleto see how muchthey guessedcorrectly.Thenreadthe text aloud or playthe recordingas studentsfollow along.Alternatively, use it as a listeningtask first by playingthe recordingwhile studentslisten with the text covered.Thenthey can readthe article.Youcan playthe recordingagainwhile they do this.Youmightwant to asl
#;.# After you read

i:Lr,:".jj? Sp e a k i n g Focusstudents'attentionon the photographon page 128.Elicitthe word queueby aslcing what the peopleare

126

This activityfurther checl<s students'comprehension of the article.Makesure studentswork with a different partner from the one they worked with in 2 Before you read. You could alsogivethem a model of how to explainany differences by writing the followingon the board:

18 Problems I thoughtit wosgoingto be obout ... but it wos octuolly I thoughtit wos goingto be (insideo postoffice)but it wos octuolly(outsideo bank). I though'the wos goingto (cotch the bus)buthe octuolly /missedit). Answers get some money out of the cashpoint catch my bus into town J o r na q u e u e makethe right decision key in your personalidentitynumber paysome chequesinto your account introduce a new law savemy placein a queue

ffi Wordcheck Ask studentsto complete as many sentencesas they can from memory.Thenget them to comparetheir answers with a partner before they look back at the article to check if they are right.As you go through the answers, ask a few questionsto check that they understandthe meaningof the expressions. For example: ln what other situotionscouldyou soy'Oh well,nevermind'? (Someonebrokesomethingyou don't reollycare about.) Whot can you soywhenyou givesomeonesomething of theirsyou'vejust pickedup? (Here you ore,Thereyou go,You droppedthis.) Yousaythey'lookedot me os if I was on olien'whenyou oct in a woy or soy somethingthot other peopledon't think is normol.Whotore someother situations whenyou could use this expression? What ore sornesituotionswhere peopleore treoted 'unequolly'?

Answers l. that 6. salg

2. mind

3. picl<ed 4. alien 5. equally

Sp e a k i n g Discussthe first questiontogetheras a class.Tell studentswhich group you think you belongto and maybetell them a story to illustrateit.Youcould also further the discussionby askingif anyonehasany strategiesfor choosingthe best queueto join. For example: ln o supermorket I olwoyschoosethe queuewith moremen becausethey'veforgottenholf ofwhat they needond they neverhove any couponsfor the coshierto worry about.

are some more examplesif studentsare havingdifficulty thinking of any or if you want to add a few more: Peoplewho drink tea in the morningond peoplewho drink coffee. Smokersond non-smokers. Mcc usersond PCusers. Vegetorions and meat eaters. Write some helpfulexpressions on the boardtoo, especially for studentswho don't identifywith either group.For example: I've got o (dog)but I octuollyprefer(cots). I likebothlneitherof them. I belongto neitherlboth. Finishup by askingstudentshow manybelongto each grouP.

must ffi Usinggrammar: Asl<studentsif they can rememberhowTony letAdriana know that he wanted to finishthe conversation.Asl< them to find the expressionhe usedon page l26.Then go throughthe exampleand explanationin the Coursebook.Explainthat we can also usethese kindsof expressionseven if they are not true.We often use them on the phonetoo. For example: Listen,/ must go.Theretsorneoneat the door. Asl<studentsto do the matchingtask.Point out that they shouldthink about collocationswhen they are answering. For example,askwhat thingswe miss.When you havegone throughthe answers,discussthe last questionas a class.

Answers l . e . 2 . f . 3 .b . 4 . a . 5 .g . 6 .d . 7 . h . 8 .c . As a follow-up,ask pairsof studentsto think of an alternativeendingfor l-5. For example: Listen,I must go or I'll be in trouble. Finishup by referringstudentsto G33 of the Grammar commentary on page 170,which they can read either in classor as homework. "*-J

Pronunciation:must ffii'ffid Playthe recordingonce all the way throughwhile studentsjust listen.Thenplaythe recordingagain,but this time pauseafter eachsentenceand askthem to repeat it. For extra practiceget them to take turns testingeachother in pairs.One person readsthe beginnings and their partnertries to rememberthe endings.

Then go throughthe list of groups l-8 and ask students to write down two more divisions. Get them to discuss the ten divisionseither in pairsor smallgroups.Here

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r

18 Problems

ffi practice

Answers

Demonstrate an examplewith a student first. For examPle: S: Hi,howore you?I haven'tseenyou for oges. T: Oh hello,Benny.I'm fine.l've beenreolly busyat work, though. S: Oh right.I heordyou got promoted. T: Thot's right.Listen,I must go.I've got lo:sof work to do 'thisofternoon. S: Oh, OK.It was nicetolkingto you.Moybe we con go out for o drink someilme? I Yes,thotA be nice.Giveme o ring ot the weekend. Then asl<studentsto go around havingsimilar conversationswith at leastfour or five other students.

; r ; i * t i ; : . '; Using

ma ch i n e sa nd

Focusstudents'attentionon the photos on page | 30 and get them to do the matchingtask.As you go throughthe answers,ask a few follow-upquestionsto build up some associated vocabulary. For example: Whot doeso (microwove)do? What con you do with o (palmtop)? Whot con go wrongwith a (optop)?

Answers l .F

2.E 3.A 4.c

5 .B

6 .D

7 . H 8 .C

Ask studentsto completethe sentencesindividually and then comparetheir answerswith a partner.As you go through the answers,explainthat somefoodfrom yesterdaymeanssome food thot was cookedyesterdoy(e.g. yesterday's dinner).Youcould also teach some variations on the patternit wos + adjectiveof ... .For example: it wos 4!ceof (him) it wos'reollygoodof (her) it wos really(nasty)of (them) You can askfollow-upquestionsfocusingon some of the language in the sentences. For example: Whot do you do ofter you woshup the plotes?(dry them, leovethem to droin) What do you do ofter you toke the c/othesout of the woshingmochine?(put them in the dryer,hang them up outside) How much wouldit cost me to trovel from by busltroin? How much wouldit costme to stayin ... ? Whot is the oppositeof 'smollond light'?(big ond heovy) What is the oppositeof 'reolly lookingforwardto it'? (dreodingit, reolly not lookingforwordto it)

l. dishwasher 2. washingmachine 3. microwave 4.Walkman 5. palmtop 6.laptop 7. DVD player 8. camcorder

For some extra practiceask students in pairs to think of a follow-upcommentfor eachsentenceor conversation. For example: I. OK.How do you openit? 2. How much is that goingto cost? You might also want to point out the phrasalverbs wosh up and heat up.

ffi speating Readthroughthe questionsand write the following patternsand expressions on the board: I hoven'tgoto ... but I wont to get one. I'vehod my ... for ... monthslyeors. I've got o (Toshiba). It's brond new. l've neverhod ony problemswith it. Then asl<studentsto discussthe questionsin pairsor smallgroups.

*-J

ffi Whileyou listen lf you haven'tdone so already, elicit some problems someonemight havewith eachof the thingsin the photos.Write students'suggestions on the board and reformulateany if necessary.Then playthe recording. Ask studentsto listenif any of the problemswere mentioned.Whencheckingwhat machineeach conversationwas about,askwhich expressions helped them decide.Thenask studentsin pairsto tell eacn other how muchthey can remember.playthe recording one more time as they follow alongwith the tapescript on page | 6 |. Encourage them to underlineany expressions they want to rememberor asl
'18

Using vocabulary:problemswith machines Ask studentsto do the completiontask individually. As you checktheir answers,explainthat if somethingkeeps doing something, it does it often.Youcould also as
3. crashing

The next task helpsstudentswith collocations. As studentsdiscussthe questions, go around listeningand checking.Then askthem to tell you their suggestions. Encouragethem to record any that are new for them in their notebooks. Answers Possibleanswers: l. aradio,aTV,atap 2. heat,a radio,music 3. a cup,a teapot,a washingmachine 4. a computer,acar,atelephone 5. a toilet,a publicphone,a cashpoint 6. a Walkman,a torch, a remote control

Problems

Answers I.S 2.C 8.C 9.S

3.C 4.C t0.s

5.S 6.S 7.S

Ask studentsto translatethe expressions and,if possible, comparetheir translationswith someonewno speaksthe samelanguage.Then explainthe role play.you could also suggeststudentsreadthe tapescriptof the three conversationson page | 6 | again.Get them to work in pairswriting out the conversation. Go around and help.Ask them to practisereadingtheir conversationa coupleof times.Thenask them to memoriseas much of it as they can and role-playthe conversation.Finishup by getting two pairs of students together and getting them to act out the role playfor each other.

Using vocabulary:I couldn't live without it Start off by explainingthe expressionI couldn't|ive withoutit Use the photos on page 130to ask Couldyou livewithouta (dishwosher) ?Then go through the list of objects in the box. Mal<esure studentsknow what they are.Ask a few questions. For example: What do you usea sconnerfor? Where wouldyou normallyfind on electronicpersonal orgoniser? Give studentsa few minutesto thinl<,and then ask them to sharetheir ideasin smallgroups.Youcould finishup with a classdiscussion on technologyby askingsome more questions.For example: Are there ony other things not listedin the box that we con,t livewithout? Do we really needall this technology? Whot technologyhelpsyou learn English?Whottechnology doesnt helpyou much? Who't do you think is the greotestinvention? Follow-up

Readthe expressions aloud as studentsmark them with C or S.Thencheckstudents'understanding of the expressionsby askinga few questions. For example: What is on a receipt?Whydo you needone? If you soy,'ConI leoveit with you?'do you wont to come back ond getit? How about if you soy,'l'llleave it'? Do you wont to keepit? lf you say,'lcon't promiseonything',are you certainyou'll be able to do it? If somethingis sti//coveredby the guorantee, do you needto poy to have it fixed? lf somethingwill be readyby the weekend,con you pick it up on Thursday?

Write the following on the board and ask studentsto completethem with their own ideas. l'm olwoyshavingproblemswith my ... I'veneverhad ony problemswith my ... I don't wont o . . . . It cousestoo many problems. lf I have problems, I olwaystry to ... My biggestproblemot the momentis ... Ihe biggestproblemfocingmy countryis ... ... is o seriousproblemot the moment. Ihe brggestproblemin the worldis ... Then get them in smallgroupsto explaintheir ideas.

129

A: Youcon borrowmy cor if you like. 8; Wouldyou mind? A: Not ot o/Ll trust you.

Unit overview General topic Money,banksand comparingprices.

lf you think somethingis o wosteof time,youthinl
Conversation Tim hasleft his wallet at home,so Bob lendshim some money.

lf someone chorgeso commission,they add an extra chargefor providinga service.For example:/f you ccshthosetrovellers'cheques in thot bank over there, theywon't chorgeyou o commission. lf your job givesyou sickpay,youare paidevenif you are sick and tal<etime off work. For example:/ get threeweeks'poidholidoyond 20 doyssickpay peryeor. lf you are in debt,you owe money.For example:You're olwaysin debt.Youreallyshouldtry ond getout of it.

Reading Eightthingsto hate about banks. Listening Four conversationsabout problemswith money. Language input . Expressionswith moneyand time:He doesn'tspend muchmoneyon me,l spendrnostaf my time watchingTV,I think buyingCDs ond musicis o wqsre of money. . Makingand respondingto offers:Do you want me to open the window?Wouldyou mind? . Usefulexpressionsin banks:IU liketo opena new \ccount,lH like to take out a loon. .

Comparingpr ices: Everything is much cheaperin my countrython it is here.

.

Expressionswith poy:How shallwe poy the bitt?Can I pay in dollors?

lf someone is well off,they havea lot of money.For exampfe: I think he'squite well off. He livesin o big housethat /ooksout overthe loke. Remindstudentsto record any of the expressions they like in their noteboolcsand to tal<enote when they see similarexpressions throughoutthe unit. Use the language strip later on in this unit for a small group task.Here are some possibilities: . Studentsfind those exDressions connectedwith work (e.g.Do you getony sickpoy?)and those connectedwith banl<s(e.g.ConI changethis into dollors,pleose?). . Studentsfind those expressions that are probably saidto a friend (e.g.Hoveyougotthat tl0 you owe me?)and those that are probablysaid to a srranger (e.g./'d liketo poy this intomy occount,pleose).

Language strip You can use the languagestrip as a way to lead in to the unit.Ask studentsto quiclclylool
.

Studentsdiscusswhat it, some,or thiscould refer to in severalof the expressions.

Lead in You could usethe questionsin the first activityto lead in to the topic of money.

,fl 13y+,,*:,ru f *,*,:[:]t,#fi Speaking .l.ng.hisp,"e-lisse,ningcasksf.:.rdqnf,s p)-ac6;se,rs,i1g. s.e,r,e expressionsassociatedwith money.Readthe four questionsaloudand checl
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19 Money

Why might we needto borrowmoneyfrom someone? Where do peoplesovemoneyT Then get them to ask and answerthe questionsin groups.Youcould feed in other questionsthat practise some moneycollocationstoo. For example: Do you like spendingmoney? Do you oftenworryoboutmoney? Do you everwishyou hod more money?Whatwouldyou do with it? Do you evergive peoplemoneyon the streetT Studentsoften haveproblems with borrowand lend so talk about Real English: borrow / lend. For further practicewrite the following gappedexpressionson the board and ask studentswhich word, borrowor /end,is mrsstng: CouldI ... a coupleof pounds? Youcould... my cor if you like. l'il ... you somemoneyif you like. Can I ... your stoplerfor o minute? Don't ... her ony money.You'll nevergetit back. lll ... you my pen if I can ... your dictionary.

*-*l

ffi

Borrowingmoney

Focusstudents'attention on the picture.Ask what they think is happening and why one of the men loolcs worried.Thenexplainthe situationof the conversation and ask studentsto just listen for the answerto the question.Playthe recording,makingsurethey cover the text. Get them to discussthe answersin pairs.Remind them to keep the text cov6red as they do this.Youcould also ask a coupleof extra comprehension questions. For example: Whot isTim doingot two?(He's meetingsorneone.) How much doesBob lendhim?(30 euros) When isTim goingto pay Bobbock?(next week) Answers Tim4r.eedsto borrow money becausehe has left his walliit at home. !

Playthe recordingagainand ask studentsto try to fill in eachof the gapsas they listen.Theyshouldthen comparetheir answerswith a partner.Playthe recordinga third time, but this time pauseafter each gap.Elicitthe missingwords and maybewrite the completeexpressionon the board.Model the pronunciationand get studentsto practisesayingit. Play the recordingthrough one more time with students followingthe completedscript.

Answers l. for a coffee 2. How about 3. matter 4. l'll payfor 5. lendyou some 6. of coursenot 7. enough 8. the cashmachine 9. you are |0.no hurry

Pronunciation Go through the explanationof which words we normallystressand model the example.You could point out that if you just said the stressedwords, for example, OKWHEREWANTGO,your meaningwould probably be clear.Ask studentsto go through the conversationin pairsunderliningthe words they think are stressed. Encourage them to use pencilin casethey needto changetheir answers.Then playthe recordingso they can checktheir answers.They can comparetheir answerswith the tapescripton page 152. Before studentspractisereadingthe tapescript,remind them how we give words stressin English:we make the stressedsyllableslonger,a little higher,clearerand louder.Demonstratewith a coupleof lines.lf your studentstend to give eachword the samestress,give them each a rubber band to stretch out on the stressed words.Youmight want to playthe recordingagain, stoppingafter each line so they can repeat it, following the samepronunciation.They can then readthe conversationin pairs.

timeandmoney ffi Vocabulary: Go throughthe explanationand asl<studentsto completethe sentenceson their own and then compare their answerswith a partner.As you go through the answers,askthem to underlinethe complete expressions,for example,He doesnt spendmuchmoney on me,and record those they want to rememberin their notebooks.Youmay need to explainthat if you do somethingjust in time,you do it right before the time when it would be too late.For example: I caughtthe busjust in time. Answers l. money 2. time 3. money 4. time 5. time 6. money 7. money 8. time,time 9. time 1 0 .m o n e y

Before studentswork on the personalisationtask,tell them which sentencesare true for you.Add detailsto explain.For example: My porentsdidn't spendmuch time with me when I wos younger.My dad was in the ormy ond my mother hod her own business. My youngerbrotherond I went to o boording schoolond we onlycamehomefor the holidays.

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19 Money

t

You may want to give studentssome more examplesof collocationsthat time andmoneyshare.For example: run out of timelmoney savetimelmoney I don't hovemuch timelmoneyleft

g r a mma r:ma ki n g ndinq to offers Ask studentsif they can remember how Bob offered to lendTim some money.Asl
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ii,*.fu'#;.1; {i ;r -*.r

banks @=4Vocabulary: Leadin by askingstudentsa few questionsabout banks. For examole: What are the brggestbonksin your country?Areony run by the government? How oftendo you go intoo bonk?Whotfor? Do you usuollygetmoneyfrom coshmachinesor do you go inside? Do you ever do onJinebonking? Then asl<studentsto completethe expressions on their own before comparingtheir answerswith a partner.As you go through the answers,encouragethem to record any expressions they want to rememberin their notebooks. Answers

Get studentsto put the two conversationsin order. In Conversation I studentsmay think lhot's OK is the answerto /s cheeseOK? Explainthat we use lhot's OK or Thot'sall rightto respondto Thonkyou or lhonks as a more informal alternativeto You'rewelcome. When studentshavereordered the conversations,read them out so they can checktheir answers.Then readthem again,but pauseafter each line so studentscan repeat. Focuson how Do you wontme to ... ? is linkedand the intonationof lhott OK. Finishup by asl
2.c. 2.e.

3.b. 4.a. 5.f. 6.d. 3 . b . 4 . f. 5 . a . 6 . d .

ffi practice Ask studentsto completethe offerson their own. Go aroundghe classand help if necessary. Makesure studentSaren't omitting to. Invite a few studentsto tell you their sutgestionsdo you can checl<.Then do an examplewith one of the studentsbefore they havethe conversations in pairs.Thatway they will havean ideaof how to continuethe conversation. For examole: S: lt's o bit cold in here. T: Do you wont me to turn the heotuD? S; Wouldyou mind? I' Nq of coursenot"but rememberto turn it down before you go to bed. S: OK.I'm not goingto stoyup for long. Finishup by referringstudentsto G34 of the Grammar commentary on page 170,which they can read either in classor as homework.

l. a new account 2. account 3. banks 4. a loan 5. my credit card 6. make 7. change 8. transfer 9 . p a y 1 0 .a p p l yf o r

After students havediscussedwhy the people want to do thesethings,invitea few studentsto sharetheir suggestionswith the class.Reformulateany suggestionsif necessary.You could also asl
m*ffiWhileyou read Go throughthe list of expressions in the box and check that students understandthem by askinga few questions.For example: Which expression describesthe extra moneyI hove to poy on top of a loon?(interest) Which expression describesthe extra money the bonk wonts for o servicelikechangingmoney?(o commission) Whot might you haveto do beforeyou're servedin o bonk? (queue) Who seryesyou in a bonk?(a coshier) Whot thingsdo you needto ftll in formsfor? (to apply for o credit cord,to take out a loon) Whot do you getwhenyou cosho cheque?(the omountof the chequein cash) Explainto studentsthat they are going to read an article about banks.Ask them in pairsto thinl
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19 Money

thingsand three bad thingsabout banks.Thenget them to read the article and see if any of the bad thingsthey thought of were mentioned.They shouldalso marl< those points they agreewith, disagreewith and don't understand.Then readthe articlealoud or playthe recordingas studentsfollow Alternatively,use it as a listeningtask first by playingthe recordingwhile students listenwith the text covered.Thenthey can readthe article.Youcan playthe recordingagainwhile they do this. You could do this as a jigsawactivityby dividingthe class into four groups.Eachgroup readstwo points.Theythen get together with someonefrom another group and tell them what they read.Thenext activity,3 Comprehension, can be done in the samegroupsof four.

ffi Comprehension Go through the exampleexpressionsfirst before getting studentsin smallgroupsor pairsto comparetheir answers.Encouragethem to explainanythinganother member of the group doesnt understand. Finishup by askingstudentsto readthe articleagainand underline any expressionsthey want to remember or asl
One way you could do this task is to ask studentsto closetheir Coursebooks.Readthe conversationout aloudfor them,but leavea gap of silencefor each missingword. Ask studentsto write down on a pieceof paperwhat they think is missing.Then asl
Ask studentsto take turns readingthe conversationin pairs.Youmay want to do an examplewith one student first before they havetheir own conversationsusingthe questionsin I Vocabulary: banks.

ii;'i*l:i"r-; ffi Whileyou listen Focusstudents'attention on the photos on page | 36. Ask how old they think eachpersonis,what they are doing,and where they are goingor havebeen.Thenelicit differentmoneyproblemsthe peoplemight have.Thisis a chanceto revisesome expressionslike her creditcard was rejected,shedidn't get o promotionetc.Write students'suggestionson the board and reformulate them if necessary.You could teachthe expression shopoholic to refer to the woman in photo 3. Playthe recordingfor students,but before they completethe sentences, makesure they understand con't afford.Give a couple of examples: I con't offord to live in the city. IA fiketo get a new computer,but I con't offord it ot the moment. Studentscan comparetheir answerswith a partner. Then choosea few studentsto tell you their answers. Answers l. (He cant affordto) go out (because)he only gets f l5 pocl<etmoney a week. 2. (Shecan't afford to) live by herselfor drive a car (because)she hasn'thad a pay rise in five years and she only gets seveneuros an hour.(Shealso cant afford to talcetime off to go to interviews for anotherjob.) 3. (Shecant affordto) go on holiday(because)shet in debt. 4. (He cant afford to) stay in the UK much longer (because)everythingis so expensivein London.

ffi wordcheck Ask studentsto worl
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19 Money I

'

Answers l. 2. 3. 4. 5. 6. 7. 8.

lt's so (Conversationl) fillingshelvesin (Conversationl) to work (Conversation2) to go to (Conversation2) fancy,shop (Conversation3) in (Conversation3) cost about six (Conversation4) fairly,to here (Conversation4)

The followingexpressions are usedfor approximations:two poundsor so,obout sixtypence, aroundten pounds,thirtyor forty pence.

For extra practiceasl<studentsto use some of these expressionsto tell you the approximateprice of differentthingsin their hometown.For example: T: How much is a beerT S: Aboutthree eurosor so.

Answers For extra practicegive studentsa few minutesto memorisethe expressions.Then they can test each other in pairs.One personreadsthe givenwords.Their partner tries to rememberthe completeexpression. Finishup by playingthe recordingagainwhile students follow the tapescripton page 162.As they do so, encouragethem to underlineany expressions they want to rememberand record them in their notebooks.

Speaking This activity givesstudentsa chanceto react to the conversations.Explainthat if you feel sorryfor someone, you sympathise with them becausesomethingbad has happenedto them or they are in a bad situation.For example: I feel sorry for Gna. Shehos to go in to work on Saturday.

l.a. 2.h. 3.c. 4.d. 5.b. 6.e. 7.g. 8.f.

ffi practice You might want to checkwhich words in the box complete the two sentencepatterns before students tall
Talk about your own answersto questions2 and 3 beforeaskingstudentsto discussin pairsor small grouPs.

ffi Usinggrammar:comparingprices lf your studentsare studyingabroad,askthem if they thinl
A pint is a common way of referringto a pint of beer. We can also use o holf for holf o pint.

.

We can use a length of time with words like ride,trip, flightandjourneyto sayhow long it takes.For example:a three-hourflight,on oll-doytrip. Much is usedto emphasise the comparison(much cheaper).Ask what the oppositewould be (much more expensive).

'

134

Answers Sentencel: chocolate,paper,rice,toothpaste Sentence2: clothes,DVDs,hotels,shoes

ffi Keyword:pay Studentsmay be surprisedto learnthat moneyis not one of the most typicalcollocationsfor poy.Thisactivity givesthem severalcommon collocationsthat are.Go throughthe list sayingeachexpression, and as you do so,tell studentsto marl
lf you poy attention, you listen or watch something carefully.For example:Pay attention.l'm only goingto tell you this once.

Ask studentsto work on the translationtask and if possible, get them to comparetheir ideaswith someone who sharesthe samelanguage. In multi-national classes, where studentsspeal
19 Money Follow-up Explainthe task and ask studentsto completethe sentenceson their own.Thenget them to compare their answerswith a partner.Youmay need to explain that if you splitthe bill you each pay half.We can also say split the cab fore and sp/it the cost. Answers l. back,fixed,get 2. shall 3. much 4. into,account 5. How discount,cash

Ask studentsto thinl
Ask studentsto practisereadingthe conversationsin pairs.As a follow-upaskthem to practisethe conversations again,but this time changethe last line and see if they can continuethe conversation.For e x a m p l ei n l : A: The coshmochinejustote my cordond Iwon't be able to sort it out until the morning. OK,thereyou go. Thanks.Comeon. I'll buy you o drink

Speaking Teacha few expressionsto help studentstalk about bills and getting paid.For example: I poy my bills onJinelbystondingorder. I neverlalwoyspoy them late. I poy them just in timelstroightowoy. I getpaid ot the end of the monthlonthe I5k. Tell studentsyour answersto the questionsbefore they discussin'pairsor in smallgroups.

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20 Unit overview General topic Talkingabout societylthe economy,how things have changed. Conversation Martin andAlex talk about life backin their counries. Reading British malesin the seventies,eightiesand nineties. Listening Marge and Doris complainabout young people today. Language input . Asking and answeringquestionssrartingwith how lang:How long haveyou beenhere?SrnceSunday. . Expressionsfor describingthe economy:Inflotion is very low,Our currencyis very strong. . Presentcontinuousand present perfect to talk about change Unemploymentis follingat the moment,Priceshove goneup a lot over the lost four years. ' Expressionsto describeyoung and elderly people: Sheneyer doeswhat she'sto/d,He /ooksgreat for his oge' .

Expressionswith usedto: / usedto go out a lot more thon I do now I neverusedto eat chocolote.

Language strip You can use the languagestrip as a way to lead in to the unit.Point out the title of the unit.Explainthat societyis often usedfor the way peoplein a particulararealive. We ofteq use it about a country.For example:British society,French society. Explainto studentsthat in this unit they will practiseways of tallcingabout society:what thingsare lil<eand how thingshavechanged. Ask them to quicklylook throughthe strip and find any expressions they could use about their own country (e.g.fhe costof living'sreollyhigh rhere) or about themselves(e.S.My brother'sa vegetarion). Encourage studentsto choosea coupleof expressions in the strip that lool
135

lf the quolityof lifeis gredt,people are happyand healthy.For example:The quolityof life thereisnt os good as it is in this country. Inflotionis the rate at which prices increase.For example:Inflotionis goingup agoin. Rocismis the beliefthat some people of a different race are inferior. Desrgner c/othesare made by a fashionabledesigner. For example:I can't offordto buy designerclothesany more. Remindstudentsto record any of the expressions they like in their noteboolcsand to take note when tney see similarexpressions throughoutthe unit. Use the language strip later on in this unit for a small group tasl<.Here are some possibilities: . Studentsfind those expressions that are about bad things (e.g.The economyis in o mess)and those that are about good things (e.g.Shegiveso lot of moneyto chority). . Studentsfind all the expressions that contarna preposition (e.g.She/ooksgreotfor her oge).Later on, write these expressions on the board but with the prepositionsgappedout. Studentstry to remember what prepositionis missing. Lead in lf you usedthe language strip to introducethe unit,ask studentsto tell you which expressions they thought were true about their own country.Then,if you come from a differentcountry,tell them which expressions could describeyour country.Youcould also change some expressions so that they are true. (Studentswill practisetalkingabout their own countrieslater on in the unit.) For example: Unemployment is quite highot the moment. Alternatively, ask studentsin pairsto think of three thingsthat would makea placegood to live in (e.g.the people,o good economy) and three things that wouldn't (e.g.o /ot of crime,no jobs).

i*;*, ,r:: :; sl'j; :,", Usinggr am m ar :questionswith how You could introducethis activityby writing thesetwo questionstarterson the board: How longhoveyou ... ? How longare you goingto ... ?

20 Society Ask studentsto suggestan endingfor each one.You may elicitthe following: How long hoveyou been studyingEnglish? How long ore you goingto stayhere? Ask a few studentsthese questions.Youwill probablyget a few answerswith for. Explainthat we sometimesuse short expressionswith for,sinceor tillto answer how longquestions.Explainthat we use sinceand till with a specificpoint in time (e.9.Sundoy)and for with a period of time (e.9.threedoys).Thenask studentsto do the completion task.As you go through the answers,explain that it is helpfulto record and remember the complete expressions,for example,sinceI woso child.Make sure students understandthat ti,/ meansup to a pointin time, while sincemeansfiorn o pointo time.Youcould representthis visuallyon the board. Answers l. Since 2.Till

3.For

4.For

s.Till

6.Since

Once studentshavetested each other in pairs,get them to worl< with another partner and ask each other the questions.They can givetrue answers.For example: A: How longhoveyou beenhere? B: Sinceten o'clock Talkabout Real English:till. Give studentsa few more examplesof expressionswith till. For example: You'vegot till Fridayto do your homework I slept till ten this morning. Shoptill you drop. Finishup by referringstudentsto G35 of the Grammar commentary on page 170,which they can read either in classor as homework.

ffi Talkingabout life in your country Explainthe situation of the conversationand ask studenfsto just listen for the answersto the two questions.Playthe repording,makingsure they cover the text. Get them to discusstheir answerswith a Dartner. Remindthem to keep the text coveredas they do this. Ask them where they think the two people are (e.g. Bo/i). Answers Alex is travelling. He lost his job and got some money.He is thinking about what to do next. He is goingto stay until he gets bored or his money runs out. Martin is there on holiday.He is goinghome on Friday.

PIaythe recordingagainand ask studentsto try to fill in eachof the gapsas they listen.Theyshouldthen comparetheir answerswith a partner.Playthe

recordinga third time, but this time pauseafter each gap.Elicitthe missingwords and maybewrite the completeexpressionon the board.Model the pronunciationand ask studentsto practisesayingit. Play the recordingthrough one more time with students followingthe completedscript. Answers l. closeddown 2. for a while 3. a bit of a mess 4. somethingcompletelydifferent 5. doing quite well 6. the cost of living 7. quality of life 8. not like that 9. run out of

Ask studentsto underlineany expressions they find useful,particularlythose they think they might use. Encouragethem to transfer these into their notebooks. You might alsowant to point out the following: I still haven'tdecided. Have you got any ideo whot you want to do? I hoveto get backto work I don't haveony plans. Ask studentsto read the conversationin pairs usingthe completedscript. Follow up by askingthem if they have ever felt like movingto a placewhere they havebeen on holiday,and if so,why they wanted to.

Leadin by askingstudentsthe followingquestionsabout the conversation: ls the economygoodin Alex'scountry?(No, it's bod.) How obout in Martin's country?(lt wos bod,but now it's doingquite well.) Explainthat there are a lot of thingsthat make an economygood or bad.Ask studentsto suggesta few things (e.g.jobs,woges,prices).Thenexplainthe matching task and tell them they will see expressions to describe some of thesethings.Readthroughthe sentencesl-8, explainingany vocabularyif necessary.You could also ask whether they thinl<eachsentenceis about something good or bad.Thenget them to do the matchingtask on their own and comparetheir answerswith a Darrner. Answers I. c.

2 .a .

3 .g .

4.f.

5.b.

6.h.

7 .d .

8.e.

*M

of ffi Pronunciation: Go through the explanationand model the first example.Point out that if of is followed by a vowel sound,it is pronounced/evi. For example:o bit of o.Play the recordingonce all the way through so studentscan just listen.Thenplaythe recordingagain,pausingafter each one so studentscan repeat.

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70

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ffi Explainthe first task and ask studentsto worl< in pairs. They can then comparetheir answerswith another pair. Go aroundand help if necessary. Invitea few pairsof studentsto tell you their answers.Encourage them to record both collocationsin their notebooks.For example: Unemploymentis very high. Unemploymentis very low. Answers Suggestedanswers: l. A lot of peopledon't havea job. Unemploymentis very high. 2. Pricesare goingup very quicldyat the moment. Inflationis very high. 3. The averagewage is around f50 a weel<.Some peopleearn a lot more and some earn a lot less. Most people'ssalariesarent very good. 4. I don't haveto give a lot of the money I earn to the government.Taxis very low 5. Everythingis very cheap- evenbasicthingslike food and rent.Thecost of livingis very low. 6. When I go abroad,I can't buy lots of thingswith the moneyfrom my country.Our currencyis very weaK. 7. The weatheris terrible,the peopleare unfriendly, there'sa lot of crime.lt's milesfrom the beach. You haveto work reallylong hours.Thequalityof life isn't very good. 8. Unemploymentis goingdown,inflation's going down,new factoriesare openingand new companiesare startingup.Theeconomyis doing quite well.

Explainthe memorisationtasl
i&-# Further practice r

f

f

i

w

r

Ask studentsto discussthe questionsin smallgroups. Go throughthe examplesin the Coursebook.lf you haven'tdone so already, introducethe discussionby talkingabout your own county/regionor another country/regionyou know well.Encouragestudentsto askyou questions.For example: Doesthe governmentgive you moneyif you'reunemployed? How much tox do you poy? Encourage them to asl<eachother questionsin their grouPs.

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Usinggrammar:describingchanges

You could introducethis activityby askingstudentsto find the expressionsMartin usedin the conversationon page 138to describehow the economyis differentnow. (the economy'sdoingquite well at the moment,Priceshave goneup a lot overthe lastfew yeors).Ask them which expressionis in the presentperfectand which is in the presentcontinuous.Then go throughthe explanation and examplesin the Coursebook.You could explainthat in general,the continuousform often showsthat somethingis unfinished. For example: I'm still woitingfor my viso. ff studentsasl<whether somethinglike Priceshove been goingup a lot overthe /ostfew yeors(i.e.present perfect continuous)is possible, explainthat in this situationthe perfect expressesthat it started in the past and the continuousexpresses that you think the changehasnt finishedyet. Ask studentsto completethe sentenceson their own and then comparetheir answerswith a partner.Go aroundand mal<esure studentsare spellingwords like gettingand hosbecomecorrectly.As you go through the answers,ask a few questions. For example: Whot is the oppositeof 'unemploymentis falling'? (unemployment is risinglgoing up) Whot ore someexomplesof children's bod behaviour? (being rude to porents) Whot is the oppositeof 'worseond worse'?(better ond bette) What.is the oppositeof 'o dangerousploce'(a sofeplace) Whot are some exomplesof rocism?(not givingsomeoneo job becouseoftheir race) In whot woysmight someonehovechongedover the pqst ten yeors?(They'renicernow,Theyhove much shorterhair now.) Answers l. is falling 2. is goingup 3. hasgot 4. is getting 5. hasbecome 6. hasgot 7. has improved 'm 8. working 9. 've changed 10.'ve been

Ask studentsto do the discussion task in oairsor small groups.Finishup by referringthem ro G36 of tne Grammar commentary on page 170,which they can read either in classor as homework. For extra Dractice asl<studentsto completethe followingwith their own ideas.Theycan then explainthem in pairsor small SrouPs: I t h i n k. . . islore gettingworseand worse. I t h i n k. . . islore gettingbetterand better. I t h i n k. . . hoslhoveimproveda lot overthe postsevero/ yeors. I t h i n k. . . hoslhovebecomemore expensiveover the last few years. I t h i n k. . . hoslhovebecomemuch cheoperoverthe lostfew yeors.

20 Society I think ... hoslhavebecomemuch more ... overthe lastfew yeors.

ffil;m'm#:$:r*#

.

Worldmusicis a term to describemusicthat is not fromWestern Europeor North America.

.

The stockmarketis where stocks and sharesare boughtand sold. Answers

Speaking Use the photos to introduce this activity.Ask students to describeeachman and includedetailsabout their clothes,hair etc.Then get them to match the photos to the decades.You could ask studentsin smallgroupsto talk about what life was Iike for men in those decades. They shouldthink about men in their own countries, rather than men in Britain.Theycould use the questions from 3 While you read below to ask each other. *J

ffi Beforeyou read Explainthe tasl
r r,

ffi wtrlleyouread

ffiffi (Thechangingface of Britain) This activity is a jigsawreading.Divide the classinto three groups:A,B and C. Explainthat eachgroup will read about British men in a different decade.They should read the appropriatetext and then answer the questionsl-7.They can then comparetheir answers with someonefrom their group.Youcould model the pronunciationof the questionsand ask studentsto ask and answereachother in pairs.Go aroundand help with any cultural or other references: . The ConservativeParty is the right-wingparty in Britain.TheConservativeswere in power from 1979 until 1997,when the LabourPartywon the elections. . PhilCollinsis a British singerand musician. .

TextA l. They worked in industry 2. They spenta lot of time in the pub and on Saturdaysthey watched football. 3. They ate typicalBritishfood - chipswith everything. 4. The text doesn't mention what they listenedto. Their childrenlistenedto rock music. 5. They thoughttheir wivesshouldstayat home and look after the houseand the children. 6. They went on holidayto Britishseasidetowns. 7. Yes.Many belongedto left-wing politicalgroups. Text B l. A lot of them wantedto work in businessor in the stock market. 2. They likedto wear expensivedesignerclothesin their free time, and boughthi-techtoys.They playedsquashor golf and met their girlfriendsin wine bars.Theylistenedto music. 3. They likedeatingin Japanese sushirestaurants. 4. They listenedto Phil Collinsand Dire Straits. 5. They had lots of girlfriendsand waited longer to get married. 6. They went on holidayto Spain,Greeceand the Caribbean. 7. Yes.Theyvoted for the ConservativeParty.They didn't like trade unions. Text C l. They worked with peopleor for charities. 2. They went out to Thai or Indianrestaurants, or to the cinema.They tall<edabout their feelings, politicsand travel planswith their friends. 3. They liked foreign food. Some men were vegetarians. 4. They listenedtoWorld music. 5. They had femalefriendsas well as malefriends. They had a'partner' rather than a'wife'.They helpedwith the childrenand aroundthe home. 6. They went on holidayto placesin Asia and South Americawhere there werent manytourists. 7. Yes.Theyworried about the environmentand what was happening to peoplein other countries.

Dire Stroitswere a British group popular in the late seventiesand eighties.

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20 Society

tu$*'mr** #

ffi After you read Get studentsinto new groups of three: one person from group A, one from group B and one from group C.You might need to havea few groups of four with two peoplewho readthe sametext. Studentsshouldthen ask eachother the questionsabout the three texts and continuewith the three discussion questions. Finishup by askingthe groupsto sharesome of their ideaswith the rest of the class.Youmight also want to play the recordingof the three texts or read them alouo as studentsfollow along.

Using vocabufary:tafking about ofd Leadin by tellingstudenrsabourtwo peoplein your own family.Encourage them to askyou questions.Then get them to talk to another student.Explainthat for the oldestpersonthey can talk about a grandparentor an aunt or uncle.Thenread eachofthe sentencesaloud as studentsmark them. Explainany vocabularyif necessary. For example: . lf someone/ooksgreat for theiroge,theyprobably look youngerthan they reallyare. . lf someone is mature their dge,they act older than for they are. . lf someoneis sensib/e, they behavein a reasonable way.Theydont do thingsrhat are sillyor dangerous. . lf someone is /osingtheir memory,they keep forgetting things.

Ask studentsto look at the words in the box ana explainany they don't understand. Get them to work individually on the completiontasl
You could alsoask a few checkingquestions. For example: lf shet c/mostblind,whotcon't shedo well? /f shet o bit deaf,whatcon't shedo well? /f she useso stick what con't shedo well? Whot kind of thingsmight a personwho is very moture for their oge do? (havemore responsibility, be sensib/e, tolk obout odult things)

business.For example:the touristindustry, the stee/ industry. Here are some more questionsto ask: When do men retirein your country?How oboutwomen? When do you wont to retire?

You could alsoask studentsto tell you which sentences h a v ea p o s i t i v em e a n i n g( 3 . , 7 . , 8 . , 9 .1, 0 .a n d I l . ) .

What happenswhen workersgo on strike?(They stondon picket lines,Theygo on demonstrations.) Whot other wordsdo we use'ex: with?(ex-girllboyfriend, exhusbond,my ex)

Answers l .E 2 . E 3 . T 4 . T 5 . T 6 . E 7 . E 8 . 7 9 . T t 0 .E i l . T t 2 . E

/s there onywhereyou know |ike the plocein 9? How'sthe cor industryin your country?Where ore mostof the corsmode? Answers I. job 2..retire 3. stril<e 4. successful 5. relationdhip 6. factories 7. voted 8. politics 9 . e n v i r o n m e n t 1 0 .i n d u s t r y

Ask studentsto work with a new partner and tell each other about someonethey know.Alternatively,rney can use some of the statementsto talk about the woman in the photo on page 142.

ry"@Before vou listen !

Speaking Tell studentsyour own answersto the questionsbefore they discussthem in pairsor smallgroups.Feedin some helpfulexpressions and write them on the board.You miqht

want

tn

inr-lrrdc cvnrocsinn<

-lilza tha fnilnwino.

like the tollowlnS: might want to includeexPressions Therewos a generolstrike. It went on for nearlyo yeor. Theycon'tgo on strikeony more. Theywent out ofbusiness. Theyhod to cut bock. They'recuttingdown /ots of trees. Theywant to drill for oil.

1 40

W

'

Ask studentswhat older peoplegenerallythink about youngerpeoplein their countries.Ask if they often complainabout youngerpeopleand if so,elicit a couple of thingsthey complainabout.Thenexplainthe situation of the listening.Point out that we use elderlyas an

Ellqs$trs,{irttlhi.,g'shat,mgtrJe""aict eL€,t?3s\ys "rg,gtd, For examole: They'vegot too much moneyond too much free time.

Ask studentsto work on the rest in pairs.Theninvite them to tell you what they wrote. Reformulateany of feedingin appropriate if necessary, their suggestions expressionslike they don't haveony mannersetc. Ask studentshow manythey think are true.

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*--*J

While ffis vou listen s f f i , Tellstudentsto listenfor the thingsabout youngpeople that are mentionedin the conversationand then play the recording.Ask studentsin pairsto compare what they heard.Youmay needto explainthe following: . lf someonehosno shame,they don't care if somethingthey are doingembarrasses other people. . lf someone is in o rush,they want to get somewhere or do somethingquickly. Answers Youngpeople nowadayshavegot no shame. They swearall rhe time. They dont offer to help older people. They'realwaysin sucha rush. They'vegot no respect. You cant tell the differencebetween boys and girls sometimes.

Comprehensioncheck Make sure studentsl<nowthat the pasttense of sweoris sworeand that let someonego first means/et someonedo somethingbeforeyou.For example: When I ploy pool,I olwayslet the other persongo first. Ask studentsto work on this task on their own and comparetheir answerswith a partner.Theyshouldthen try to correct any sentencesthat are false.Playthe recordingagainso they can checl
this into a classdiscussion on the situationfor elderly peoplein their countries.Here are some possible questionsto discuss: Do a lot of elderlypeopletend to live aloneor do they move in with their children? Do they get pensionsfrom the government?Arethey enough to liveon? Do most peoplerespectolder people?ls it differentfrom ony othercountriesyou know?Are there mony elderlypoliticions in your country?

ffi Usinggrammar:usedto Introducethis activityby drawingtwo columnson the board.Label one beforeand the other now.Ask students to rememberwhat Margeand Doris saidabout what young people were lil<ewhen they were young and what they are like now List their ideasin the appropriate columns.Thenexplain,usingthe examplewe olwoysused to let old peoplego frst, that we often use usedto to talk about differencesbetween the oast and now Go throughthe three examplesin the Coursebook, explainingthat the negativeis often neverusedto and sometimesdidn't useto. Point out that we use use tn didn't useto, not used.Also model the pronunciationof usedto: / julstei.Thenasl<studentsto practiseforming statementsbasedon the information in the two columnson the board.For example: Youngpeopleneyerusedto sweor. They usedto be more polite. Explainthe matchingtask.Ask studentsto work on their own and then comparetheir answerswith a partner.Youmay need to explainthe following: . A traditionolEnglishSundaylunchusuallyincludes roast beef,lamb or porl<,roast potatoes and vegetables. Dessert is often apple pie and custard. . Possiye smokingmeansthat you yourself do not smoke,but that you breathe in the smoke from other people'scigarettes. .

lf someonestcrts feelingtheir age,they start to think they cant do what youngerpeopledo.

Answers l.b. 2.a. 3.d. 4.c. 5.g. 6.h. 7.e. 8.f.

Finishup by playingthe recordingof the conversation againwhile studentsfollow the tapescripton page 163. Ask them to underlineany expressions they want to rememberor ask about.Encourage them to record some of these in their notebooks.

ffi speating Go throughthe questionsand explainany vocabulary. Make sure studentsremember the meaningol feel sorry Then ask them to discuss for and mind their own business. these questionsin pairsor smallgroups.Youcould turn

Point out the patterns in these structures: . . . u s e dt o . . . , b u t n o w o d o y. s. . ... usedto ... , but don'tldoesn't onymore ... usedto whenI wosyoung Also point out the two examplesof since:sincemy 40th birthdayand sinceshe retired.For extra practiceask studentsto find any sentences that are true for them or that they can make true. For example: The trade unionsneverusedto go on strike becouseit used to be illegol,but nowodaysthey'reolwayson strike.

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Follow-up

For the next task you could ask studentsto practise sayingthese expressions, focusingon linl
ffiffiFurtherpractice Ask studentsto completethese sentencesand then discussthem with a partner.Encourage them to record these personalised examplesin their notebool<s. Finish up by tellingstudentshow you would completethem. Encourage them to ask you questions.Finallyrefer them to G37 of the Grammar commentary on page 170, which they can read either in classor as homework.

Give studentsa list of thingsin societythat could have changedover the last 20-30 years.For example:fashion, music,attitudesto women,the environment,sport,the economy,politics,food, free-time activitiesetc. Get them to think about what changesthere havebeen in these areasin their country.Give them time to look back throughthe unit to find helpfullanguage and to prepare what they want to say.Point out that the patternswith usedto and the present per-fectexpressionsmay be useful.Then ask them to talk about their ideasin small SrouPS. You could also ask studentsto do a role playlike the conversationon page l38.Theycould tall
Most of theseexercisesshouldbe done in pairsor small SrouPs.

ffi Verbcollocations Answers

Get studentsto readthroughthe list individually first. Then askthem in turns to draw or act out the five words or expressionsthey havechosen.Next, they shouldasktheir partner about any of the words or expressionsthey are not sure of.

ffi ,"nr", Answers l. 2. 3. 4. 5. 6. 7. 8.

We're staying hasgone up I tripped I was cutting,slipped,I cut Haveyou spoken,l'll talk l'll show you you'regoing,Let me help you, l'll do it I dont usually, I usedto smoke

l. offer 2.hit 3. lend 4. be covered 5. soend 6. vote 7. run out 8. mal<e 9. take out 1 0 .b e l o n g Examplesof other collocarions l. 2. 3. 4. 5. 6. 7. 8. 9. 10.

(offer) to help (hit) someonein the face (lend)me your dictionary (be covered)with snow (spend)time with my family (vote) for the Socialists (run out) of time (make)it in time (take out) the rubbish ( b e l o n gt)o a c l u b

#tH Look back and check Ask studentsto chooseone of the activities.You could then get them to do the other one on anotherday.

ffi or"rr",

Expressions

Answers l. 2. 3. 4. 5.

malce/get, mind,Do/Would,'m ^y, should,it, be used,the must,'ll much,than,costs,six I

i+,

andanswers ffi Questions Answers l . d . 2 . a . 3 .e . 9.g. 10.e.

4 . b . 5 .c .

6 . i . 7 . h . 8 .f .

ffiffiwhatcanyouremember? When the classhavefinishedworlcingin groupsof four, invite a few studentsto tell you what they remember.

Answers |. 2. 3. 4. 5. 6. 7. 8. 9.

surprised manage plays goes do, promise tell fault Forget paying

Answers

Answers

L No, in a dishwasher. 2. Deaf. 3. lf a lot of jobs in your iridustrywere disappearing. 4. I needto fix it meansthat l'll do it myself,while I needto getit fixedmeanssomeoneelse will fix it for me.

5 . Flowers. 6. You might miss some important information. You might havean accident.

7. Possibleanswers:a driving licence,a passport. 8. Possibleanswers:the radio.the heat.the volume. 9. Possibleanswers:(a loaf of) bread,(a pint of)

t 0 . A cashmachine. i l . When you take out a loan. 12. No. t 3 . You owe money. t 4 . Generous. t 5 . Somethingnasty. 1 6 . Possibleanswers:blood,wine.Youcan wash it or bleachit.

ff f;Pgig $*;*$,,*ig* * f* Contrastivestress:weak and strong forms Answers 2. has,did

3. hasn't 4. will

*"d

ffi

beer,(a pair of) jeans.

L is,does

|. 2. 3. 4. 5. 5. 7. 8. 9. | 0. I l. 12.

5. do, can

years shade coast square where/wear below weird hair blow your nose this tastesgreat it's reallyserious the air fare

Problemsounds:/w/ and /j/

Model and practisethe sounds.Ask studentsif they can hear the difference.Thenmodel the expressionsbefore askingstudentsto practisesayingthem.