English

BRITISH ENGLISH EDITION

3
TEACHER’S BOOK

PAUL SELIGSON
CAMILA ABREU
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Publishers: Ruth
Publishers: Ruth Goodman, Sandra Possas We would like to thank the following reviewers for their valuable feedback, which
Content Development: Paul
Development:  Paul Seligson has made English ID possible: Adriana Rupp, Ana Beatriz Medeiros de Souza, Brian
ID Café and Grammar Section: Pamela
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 Contents

ID Language Map ................................

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Introduction ................
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Features presentation .................

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Unit 1 .................................
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Unit 2 .................................
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Review 1 .................................
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Unit 3 .................................
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Unit 4 .................................
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Review 2 .................................
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Unit 5 .................................
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Review 3 .................................
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Unit 6 .................................
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Review 4 .................................
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Unit 7 .................................
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Unit 8 .................................
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Review 5 .................................
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Unit 9 .................................
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Unit 10 .................................
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Review 6 .................................
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ID Café ...............................
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 Writing ...............................
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 ID Language Map
Question Syllabus Vocabulary Grammar Speaking & Skills
➤
Do you know all your ➤
Questions ending with ➤
Asking questions to get to know someone
1 1.1 classmates? prepositions

➤
How did your parents meet? ➤
Relationships ➤
Talking about relationships
1.2 ➤
Phrasal verbs ➤
Talking about how your parents /
grandparents met
➤
How many Facebook friends ➤
Types of friends ➤
Review of present tenses ➤
Describing your relationships
1.3
have you got? ➤
Talking about your friends
➤
When is the right moment to ➤
Personality adjectives ➤
Emphatic forms ➤
Describing your personality
1.4 settle down? ➤
Talking about online dating
➤
How much time do you spend ➤
Reading for main ideas & specific information
online?
1.5 ➤
Which do you do more: listen or ➤
Active listening phrases ➤
Talking about funny / embarrassing /
speak? scary situations

➤
How green are you? ➤
Going green ➤
Adjective formation – suffixes ➤
Creating an advert
2 2.1

➤
How long have you been ➤
Present perfect continuous ➤
Asking & answering about personal habits
2.2
studying here?
➤
Which is worse: flooding or ➤
The environment ➤
Present perfect vs present perfect ➤
Talking about environmental problems
2.3 continuous in your city
drought?
➤
What’s the best advert you’ve ➤
Past simple vs present perfect ➤
Interviewing your partner
2.4 simple / continuous
seen recently?
➤
Do you support any charities? ➤
Endangered species ➤
Expressing numerical information

2.5
➤
Have you been feeling stressed ➤
Encouraging or discouraging a friend
lately?
Review 1
➤
Which city would you most like ➤
Cities ➤
Describing a city
3.1
3 to visit?
➤
Was your weekend as fun as ➤
Social conventions ➤
Past perfect ➤
Talking about the rules w here you live
3.2 you’d hoped? ➤
Talking about a place you’ve been to

➤
Does the traffic drive you mad? ➤
Urban problems ➤
Conjunctions of contrast ➤
Talking about the problems in your city
3.3

➤
Have you ever missed any ➤
Active listening phrases ➤
Past perfect continuous ➤
Sharing stories about missing an important event
3.4 important dates?

➤
How many pets have you owned? ➤
Common sign phrases ➤
Talking about rules & regulations
3.5 ➤
When did you last break a rule? ➤
Sharing stories about breaking a rule

➤
Does your school system work ➤
School life ➤
Describing an ideal school
4 4.1 well? ➤
Do / Get / Make / Take
collocations
➤
What’s the ideal age to start ➤
University life ➤
Too / Enough ➤
Debating educational issues
4.2 Talking about choosing a career
university? ➤

➤
What do you regret not having ➤
UK / US English ➤
Should have + participle ➤
Talking about regrets
4.3 done? differences

➤
What would you have said if ➤
Third conditional ➤
Imagining what would have happened
4.4
you’d been late today?
➤
Would you like to be a genius? ➤
Predicting & checking predictions

4.5
➤
How do you deal with criticism? ➤
Sympathising & criticising
Review 2
➤
Are you a shopaholic? ➤
Money & shopping ➤
To + verb / For + noun ➤
Talking about shopping habits
5 5.1

➤
Have you ever borrowed money ➤
British money ➤
Discussing your views about spending money
from a relative?
5.2

➤
Are you a good guesser? ➤
Modals of possibility / probability ➤
Speculating about your partner’s life
5.3

➤
Have you ever bought a useless ➤
Word formation ➤
Order of adjectives ➤
Sharing shopping experiences
5.4
product? ➤
Creating an infomercial
➤
Do you often buy things on ➤
Supermarket ➤
Talking about if you have ever succumbed to
impulse? supermarket psychology
5.5
➤
When did you last complain in ➤
Shopping problems ➤
Making complaints & asking for a refund
a shop?
Review 3

4
 ID Language Map
Question Syllabus Vocabulary Grammar Speaking & Skills
➤
Are you addicted to TV? ➤
TV genres & expressions ➤
Talking about TV habits
6.1
6 ➤
What’s your favourite TV programme? ➤
Turn phrases ➤
Restrictive relative ➤
Talking about famous people & entertainment
6.2
clauses options
➤
What were the last three films you ➤
Non-restrictive relative ➤
Describing films
6.3 clauses
saw?
➤
Where do you usually watch films? ➤
Films & videos ➤
As / Like ➤
Making a list of films & Internet clips
➤
Creating a story for a film
6.4

➤
When was the last time you did ➤
On / In ➤
Understanding details
something crazy?
6.5 ➤
When were you last embarrassed? ➤
Expressing surprise

Review 4
➤
Does technology drive you mad? ➤
Car parts & phrasal verbs ➤
Talking about your habits
7.1
7 ➤
What was the last little lie you told? ➤
Say vs tell ➤
Reported Speech 1 ➤
Sharing stories about being deceived
7.2
➤
Are you confident with technology? ➤
Operating machines ➤
Indirect questions ➤
Asking & answering questions about electronic
7.3 devices
➤
Are machines with personality a good ➤
Reported Speech 2 ➤
Talking about machines with personality
idea? ➤
Sending text messages
7.4

➤
Do you spend too much time on social ➤
Listening & note-taking
networks? ➤
Discussing a book
7.5 ➤
Do you enjoy a good argument? ➤
Expressing your views

➤
How important are looks? ➤
Appearance ➤
Reflexive pronouns ➤
Talking about appearance
8 8.1

➤
Do you like to hear gossip? ➤
Modal perfects ➤
Making guesses
8.2
➤
Have you ever cut your own hair? ➤
Have vs get ➤
Causative form ➤
Talking about the things you do & the things you
8.3 get done
➤
Have you got a lot of furniture in your ➤
Furniture ➤
Questions tags ➤
Checking information
8.4
room?
➤
Is your listening improving? ➤
Making predictions

8.5 ➤
What’s the hardest part of l anguage ➤
Both / Either ➤
Expressing preferences
learning?

Review 5
➤
Does crime often worry you? ➤
Crime & violence ➤
Review of verb families ➤
Talking about crime
9.1
9 ➤
How could your city be improved ➤
Passive voice ➤
Talking about a city’s transformation
9.2 quickly?

➤
Where will you be living in five years’ ➤
By ➤
Future perfect / ➤
Discussing ways to protect yourself from
9.3 time? continuous cybercrime

➤
Have you ever been to court? ➤
Crime & punishment ➤
Deciding on the right punishment for crimes
9.4

➤
What was your best birthday present ➤
Identifying sarcasm
9.5 ever? ➤
Talking about s tupid crimes
➤
Are you good at making excuses? ➤
Giving excuses
➤
What makes you angry? ➤
Moods ➤
Binomials ➤
Talking about temperament
10 10.1

➤
Have you got any pet hates? ➤
Common expressions with ➤
Gerunds ➤
Talking about pet hates
 for & of  ➤
Role-playing an anger management session
10.2

➤
How assertive are you? ➤
Verb + gerund or ➤
Testing your assertiveness
infinitive
10.3

➤
Would you say you were bossy? ➤
Phrasal verbs ➤
Separable & ➤
Talking about toxic friends
10.4 inseparable phrasal
verbs
➤
What’s your most common mistake in ➤
Nouns + infinitive, ➤
Proofreading
English? gerund or base form ➤
Talking about your mistakes in English
➤
Are you going to take an English ➤
Making recommendations
10.5
exam?

Review 6

6
 Introduction

reflect the best learning practices at each of the learner’s

 is Richmond’s four-level general international
advancing levels. Initially, English Starter relies on lots
English course for young adults. With an amazing
of short question and answer exchanges supported by lots
design, lots of interesting topics and opportunities for
of drilling in the Student’s Book, to be done in class. Then,
personalisation in all four levels, English will make your
at the Elementary, Pre-Intermediate  and Intermediate
students progress faster and be able to express their own levels, such drills become more discretionary, moving into
identity in English. both the Workbook and the Teacher’s Book.
 What do young adults most expect from an The same goes for the lexis – where the initial simple
English course? matching vocabulary to pictures becomes more abstract
You might want to note down your own answers before and contextualised – and grammar, where spoon-feeding
you read on. is reduced as learners’ confidence and foreign language
learning experience grow.
Our research suggests that, above all, learners expect:
English provides the tools to allow you, the teacher, to
➤ to become fluent listeners and speakers as fast as incorporate your own pedagogical identity into the course,
possible; as well as to emphasise what you think will be more
➤ confidence building, quick results and a strong sense relevant for your learners.
of progress;
Flexi-lessons
➤ contemporary, interesting content, i.e., real-life, adult
English has a unique flex i-lesson structure because
relevance with lots of personalisation;
one lesson is never enough to practise and consolidate all
➤ overt teaching of grammar and vocabulary, a systematic of its content. gives students more opportunities than
approach to pronunciation, plenty of skills practice and most books to revisit, consolidate or extend what they first
useful study tips; learned in the previous lessons.
➤ an appropriate, adult teaching style combined with Rather than using a strict Present / Practise / Personalise
very strong self-study elements, including autonomous lesson format, students are often exposed to grammar in
learning tools to speed up their learning; one lesson, but only taught or drilled in ‘formal rules’
➤ value – both for the time they invest and the money in the next one. It is important to notice that grammar
they spend. is sometimes presented in the Audio Script (AS) too, not
 just the lesson itself. Frequently, there is something ext ra
You will find all of these in and much more.
related to the topic of the previous lesson in the next one.
Welcome to English !
Why? Because learning is not l inear, it is circular and
 The language-friendly course repetitive. Constant and consistent recycling is essential
for memorisation, making learning much more li kely.
Over four levels, takes young adult and adult learners
regularly builds bridges between lessons rather than
from Beginner (CEFR A1) to Intermediate (CEFR B1) levels
packaging lessons in ‘artificially tidy’ units just to fit
through rich contexts, careful selection and presentation
a notional design. Besides, every lesson / institution /
of useful new language, informative language tips,
teacher is different, with its own identity. A lesson
insights, step-by-step rules, practice and, above all,
structure where there is l ittle or no connection between
personalisation to help students build their own identity lessons is unlikely to foster efficient or optimum learning
in English – with lots of laughter throughout! Hence the – hence our flexi-lessons.
title English .
An additional advantage is that students who missed a lesson
Students are guided to express their own ideas and can have the lesson explained to them by those who were
personalities, and learn to be themselves in the there, providing a highly authentic information gap activity.
new language.
Our flexi-lessons also have multiple entry points for you to
Methodology  choose from. You can begin with:
English is in every sense a communicative course, ➤ the lesson title question, to see what students can come
teaching learners to speak as fast as they can and up with;
focusing on both fluency and accuracy. You will note, ➤ the suggested warm-up activity in the Teacher’s Book;
for example, the large number of speech bubbles and the ➤ the Song line: hum, play, elicit it;
Common Mistakes  (with anticipated errors that should be ➤ Common Mistakes , to highlight what to avoid right from the
avoided) presented in each lesson. start and to maximise opportunities to get things correct
Learners need to be given opportunities to express their throughout the lesson;
own ideas and opinions in comprehensible English as often ➤ World of English , to provide a more interesting overview
as possible. progressively adapts as the series evolves to and / or insights into the lesson;
8
➤ R  box or the Grammar at the back, which also include can be read between the lines, as you can see in the
exercises for students to have extra practice (the key to following example.
the Grammar is available on the Portal);
➤ the books-closed presentation (either of main lexis  Tip For any listen and read activity, get students to shadow
or grammar). the text, i.e., mouthing and quietly saying the words to
themselves, to connect with and ‘feel’ the pronunciation.
Of course, you can go straight to the first exercise. Take
a look at the colourful detailed presentation of the main
features of English on pp. 17-24.  Advantaging monolingual classes
Globally, most classes are monolingual, which was how
Key concepts was conceived – to facilitate monolingual classroom
English promotes the three friendlies: it is language learning. The frequent lack of opportunity to speak English
friendly, learner friendly and teacher friendly. locally means teachers need to maximise fluency practice,
Language friendly  getting students to use the language as much as possible
in class.
English is not just another international series. It is
a language-friendly series, which embraces students’ In monolingual classes, learners share both the same
existing language knowledge and background to help them L1 and most aspects of a cu lture, which a teacher can
better understand how English works. exploit. They share similar advantages / difficult ies with
For example, word forms and grammatical concepts are all English too, which should be a unifyi ng strength for
familiar to young adult students, and helps them to see anticipating problems and errors. Accelerating th rough
how much and how quickly they can speak by transferring what is easier for learners and spending more t ime
these patterns into English, and also how to avoid all the on what is difficult sharpens classes to maximise the
obvious traps. learning potential.
Yet, rather than using these strengths to enable more
Learner friendly
focused, localised pedagogy, they are often treated as
respects learners’ needs to be spoken to as adults, so
weaknesses. Most English courses avoid a lot of common
students learn to speak English as fast and reasonably as
yet tricky words, phrases, notions and structures, simply
possible. It also:
because they are difficult to explain to students whose
➤ supports students, helping them avoid obvious errors in language background is not the same. To our minds,
form, word order and pronunciation; that impoverishes a student’s learning diet, reduces
➤ uses cognates and familiar language concepts to enrich opportunities to expand vocabulary quickly and can
texts and add depth and authenticity to language actually slow down learning.
exercises;
Adults need a radically different approach from
➤ motivates students, as they discover they can recognise
children, whose mother tongue is not yet established,
a lot of English, even as beginners, which they already
and who learn like sponges, absorbing all the English you
have ‘inside themselves’;
throw at them. Teens’ and adults’ minds are different:
➤ offers a vast range of activities, resources and recycling
they cannot help but translate – mentally at least – and
in order to ensure students have enough practice to
immediately resort to t heir mother tongue when they
finally learn to speak English.
cannot find the words to express their thoughts in
 helps students to negotiate and build their own new English. Rather than going against what is natural,
identity in English. avoids this tr ap by gently embracing similar items when
 Teacher friendly appropriate, but without forcing active use of L1, leaving
that option up to you.
respects each teacher’s need to teach as they want to.
Some wish to teach off the page with little preparation, To paraphrase Penny Ur (2011), ‘teachers should choose
others dip in and out, while others largely follow the procedures that lead to best learning by whichever
Teacher’s Book. All these options have been built into students they’re teaching’ (extracted from Vocabulary
from the start. Activities, Cambridge University Press, 2011). We believe
The flexi-lesson structure helps teachers to individualise, ’s formula can help native speakers of other languages
personalise and vary classes, as well as focus on what is learn both more comfortably and more efficiently.
important for them.  embraces students’ linguistic strengths. It helps
It also helps students in monolingual classes to stay in students to use what they know and helps you, the
English. Without ever forcing the first language (L1) teacher, to foresee these automatic transfers and focus
in class, shows what is common / different between appropriately on them. With , students can easily enjoy
students’ L1 and English, helping them to more quickly what is easy, and, at the same time, the more complex
avoid the Common Mistakes  that a learner from their L1 issues can be made clearer for them.
background would typically make.
 Tip Especially with lower levels, prioritise, teach and, if
The Teacher’s Book has a teaching-fr iendly vi sual
possible, display on your classroom walls words / phrases
code, providing a straightforward ‘quick route’ or a
students need to speak and interact in English from the star t.
substantially longer one. Everything that is essential
is clearly separated from all the optional extras, which This increases their expectation to actually do so.
9
  The right level of challenge 4.  Avoid common mistakes to speak better,
 treats adults with respect throughout, with the more quickly
appropriate degree of challenge. Here are four examples: You will quickly see that almost every lesson includes
Common Mistakes . This is a flexible resource to help
1.  A question syllabus
students and teachers anticipate and more quickly avoid,
Every lesson begins with a question as the title. This review and remember typical learner errors – without
provides one of the task-based elements of . Students
reference to or use of L1. It is a key resource in fostering
are set a challenge – in the form of a question – at the
accuracy of language form. The choice of errors is
beginning of each lesson, which they learn to accomplish
based on extensive research and our combined teaching
by the end. This gives a constant sense of achievement
experience worldwide, but, while obviously referring
crucial to building and keeping confidence.
to typical L1 transfer problems, they never force you
There are 60 questions in all, on audio and revised in the or your students to translate. On the contrary, unique
last exercise of each of the Review lessons. These questions to , the point is f irmly made without any need for
can also form the basis for the oral test at the end of the translation.
course. Tell students that if they learn to ask and answer
the 60 questions well – all of which they can see at a glance Course structure and components
in the Language Map on pp. 4-7 – they will have completed
Nowadays, many English courses tend to be too long, or
the level successfully. You can also use the question
inflexible, meaning teachers either have to rush to get
column in this map as the basis for a diagnostic test to
through them – denying students the practice they need to
determine where to place new students.
achieve an adequate degree of fluency – or start deleting
2.  A balanced approach to grammar sections, leaving students frustrated and sometimes even
 offers a rich grammar input, blending traditional and slightly cheated for not being allowed to use the material
newer approaches, not just the usual elicitation, tables, they paid for.
and rules. It combines an innovative blend of:  was designed to be flexible, so you can tailor it to fit
➤ inductive grammar, with students discovering patterns your timetable. provides 80-100 class hours of teaching.
and completing rules for themselves in and around the
lesson-page grammar boxes;  has…
➤ deductive grammar, through interesting facts about ➤ ten core units, each comprised of five approximately
language in the World of English  boxes; one-hour lessons, = 50 lessons of Grammar, Vocabulary,
➤ regular reminders of key rules, through the R  box; Speaking and Skills;
➤ a discrete degree of contrastive grammar analysis, by ➤ ten optional video lessons, Café, to be done at the end
showing what not to say via Common Mistakes . of each unit = 60 lessons including the video;
Plus, there is a full 20-page deductive grammar section ➤ six one-page Writing lessons, to be done in class and / or
at the back of the Student’s Book , providing a page at home;
of grammar accompanied by a corresponding page of ➤ five two-page Review lessons (in class and / or at home);
exercises for each unit. This can be done in class, when
necessary, or assigned as homework. The answer key is
➤ one two-page midterm Review game after unit 5;
on the Portal, so you do not need to get involved in more ➤ Grammar: ten pages of Grammar Reference +
marking – unless, of course, you want to! corresponding exercises + self-check answer key on
And there is a wide variety of extra gram mar practice in the Portal;
the Workbook, online and in the Tests, along with many ➤ Audio Script: highlights features of pronunciation;
suggestions for oral drills in the Teacher’s Book. ➤ Sounds and Usual Spellings: a complete pronunciation
3. It has to be personal reference chart (see Teacher’s Book Intro p. 14);
After providing t he extensive oral and aural practice ➤ Workbook: one page of revision and extra practice
that students need, each phase of every lesson in (and material per lesson;
many in the Workbook) ends with a MAKE IT PERSONAL
➤ Phrase Bank: most important phrases per unit / topic;
activity. Imagine language learning without adequate
personalisation: it would be unpleasant as well as ➤ Portal: includes a Teacher’s Area and a St udent’s Area.
pointless, a bit like trying to learn theoretical Latin! These can be accessed using the code that comes
This is how students take steps to build their English with the book (see Teacher’s Book Intro p. 15);
identity. They learn to say a little bit more about ➤ Digital Book for Teachers: IWB version . For shorter-
themselves each time – whether it is to ask and answer length courses (of about 40-50 hours), we suggest you
personal information, to give or share opinions (which in use the Split editions of , which incorporate units 1 to
they do right from the start) or to role-play a situation, 5 and units 6 to 10 both of the Student’s Book and the
dealing with a series of questions or problems, thus Workbook. Use the midterm review as the basis for an
growing both in confidence and knowledge. Successfully
in-class oral test at the end of Split edition 3A, plus the
‘making it personal’ is what makes students believe that
tests from the Test Studio.
they can be themselves, who they really are in English.

10
Organisation and Timing of a Unit

UNIT1 Approximate class time

Student’s
L1 L1 L2 L2 L3 L3 L4 L4 L5 L5 5-7 hours
Book

Every two units +

Review R1 R1 1-2 classes per review
midterm review

Writing Every two units W1 1 hour per writing

1 episode ID
Café 1 hour per episode
per unit Café 1

Homework – 1 hour
5 pages per
Workbook WB1 WB2 WB3 WB4 WB5 per page. Not to be
unit
done in class

Student’s 1 hour per lesson.

Portal Not to be done in class

Workbook
(5 hours)

ID Café
(1 hour)

W
(1 hour)

R
(1-2 hours)

SB
(5-7 hours)
Total hours of 1 unit (5-10) Total course hours (80-100)

Motivating features  Tip If students do not know / like or respond well to the songs
Classic song lines to ‘hook’ language from which we have taken the song lines, a great homework
activity is to get them to research and suggest a better song
Throughout , significant use of music is made in exercises,
line which they like and which links to the lexis, grammar or
cultural references, images, and, most obviously, the theme of any lesson.
authentic Song lines situated at the top right of each lesson.
(Lessons 1-4 in the Student’s Book and lesson 5 in the In the Teacher’s Book step-by-step lesson plan, there is
Workbook, because lesson 5 in the Student’s Book already background detail about the song, singer / band and date
has two titles, one for Skills, the other for in Action.) of release, plus a tip for getting the most out of each Song
Why music? Besides being possibly the best, most line. There is also an instrumental extract of the songs,
motivating and certainly most popular source of English available in the Teacher’s Area of the Portal, for you to use
listening practice, most students, even beginners, have when appropriate.
picked up a lot of English words through songs. But often
they do not realise that they know them or t he exact  Tip As students progress and acquire more English, ask them:
meaning of what they are singi ng. What do you associate the song with? See what they come
Unique to , the song lines have a direct link to each up with, e.g., a moment, night, dance, film. The possibilities
lesson, whether to illustrate grammar, lexis or the theme, for personalisation and genuine fluency practice are immense.
and are designed to provide an authentic hook to help
students to remember the lesson, the language or just In lesson 5 in the Workbook, students are asked to look
enjoy the puzzle of trying to remember the song itself. A back at the five songs in each unit and find the link to the
great warm-up for any lesson is to hum the melody or play lesson as a way of reviewing the units in a fun way. The
the song and see if students can remember the words. answers are in the Workbook answer key.
11
 For both pedagogical and copyright reasons, we only Below you will find some forms to explore the picture
reproduced a small key section of the song, but that is dictionary. The same suggestions can be used when
the aim: to ‘hook’ part of the lesson in a memorable and appropriate.
motivating way. Obviously, with your own classes you can: ➤ Students cover the list of words. In pairs, they take turns
➤ get them to research the songs, singers / bands, find the pointing to the photos and asking and answering about
complete lyrics, translations, videos, etc; all the objects. Then they can exchange roles.
➤ use snatches of the songs as tool for Warm-up, review, ➤ Students cover the short dialogues in in Action. They
listening for pleasure, an end of t he lesson sing-along, etc. look at the photos and read MAKE IT PERSONAL  to act out
We are sure you will enjoy this new resource! the five conversations in pairs.
➤ Students cover the phrases. In pairs, they point to the
 Note We do not suggest you use these songs in full. Many
photos and ask and answer a question which depends
are not actually appropriate for the level when you look at the
on the topic of the unit.
complete lyrics, but the lines we have chosen are globally
famous and should be easy to identify and be sung by at least 2.  A cognate-friendly approach
some students. ’s lexical syllabus is based largely on fr equency due to
our comparative research into a variety of corpus studies.
 Welcome to World of English However, is not exclusively based on frequency. We
have not limited our choices to what is common in native
We teachers are used to talking about language with higher-
speakers’ speech, as we are not tryi ng to convert learners
level students, but much less so at less advanced levels.
into native speakers, but rather to help them to ex press
helps you to do so right from the start. World of English
themselves, their ideas and identities as fast a s they can
boxes – built into most lessons – talk to students
using all their existing linguistic resources.
respectfully, as insiders or ‘language experts’, which
of course they all are in their mother tongues. Easily Thousands of words with cognate relationships are
comprehensible, yet adult in tone, these boxes give common to English and most Latin languages. Over 1,500
students interesting tips and facts about international of these are very common. There are also thousands of
English and how to learn it faster. recognisable cognate-rooted words. By systematically
building them into , we feel we have created a unique
teaches Cyber English opportunity for students to progress more quickly and
Information technology is responsible for many new English more comfortably with English. Put simply, they can
words, most of which are now international. Cyber English both understand and produce more language – and more
boxes regularly highlight and teach these contemporary words interesting adult language – faster.
and expressions. Research suggests this is one of the most Throughout their learning process, students make cross-
motivating aspects of language learning for all age groups. linguistic connections, so we have chosen to systematically
nurture this strategy throughout . It enhances both their
 Vocabulary 
language awareness and their English lexical knowledge,
Vocabulary teaching is a particularly strong feature of making learning more efficient.
because of the variety of input and review options.
 prides itself on helping students to expand their
1.  A built-in picture dictionary vocabulary quickly. Lexical presentations often separate what
The most popular way to teach / learn vocabulary is through is ‘known / easy,’ whether from international English, words
some kind of ‘picture + key’ approach. Whether flashcards, already seen in the course, or near cognates, from ‘what is
photos, a picture story or any other resource, students can new / unfamiliar’, to help students focus better.
determine the meaning from the visual input, without the Familiar words mainly require attention for pronunciation
need to translate, and then cover and test themselves. and spelling, whereas the unfamiliar ones require more
In , every unit begins with a contextualised, lesson- effort to learn meaning. This provides a valuable additional
integrated picture dictionary. Core vocabulary is presented ‘hook’ into students’ memory.
through various combinations of this basic four-step approach: Significant stress or word formation patterns are regularly
1. Match words / phrases to photos. highlighted to enable ‘learning leaps’. This can be seen
on 3, p. 15, where adjectives are learned. For example,
2. Guess their pronunciation (from the stress / students’
students learn some adjective suffixes (-able, -efficient and
own linguistic experience and growing knowledge
-friendly)
of English).
 consciously works on developing the confidence
3. Listen to the words in context and check / repeat as
students need to begin to guess how words might be
necessary, immediately and / or whenever you want.
pronounced or spelled in English. Guessing – being willing
Students have the words individually on the Portal
to take a shot, bringing in words that are already known
audio, so they can listen to them in and out of context,
and which might work well in English – is a key learning
whenever they wish.
strategy often ig nored.
4. Cover and test yourself / a partner, either immediately
Embracing cognates also allows more i nteresting and
or any time later for review.
more adult speaking and listeni ng tasks, e.g., asking Any
All review lessons begin by sending students back to the coincidences / similarities / pronunciation surprises?, What
picture dictionary elements in each unit to review and have you got in common? Who is more assertive?, etc. The
remember words. Virtually none of the images in are authors all feel that a key lesson they have learned
purely illustrative. Almost all of them are contextualised from their many years of teaching is ‘to let students use
and reworked to present, review and test vocabulary in our their brains’ and not be restr icted by only seeing over-
unique ‘Picture Dictionar y System’. simplified language.
12
 Tip We do not suggest you drill all these words nor try to necessary, but is not overly forced in class because class
make them all into active vocabulary. In most cases, cognates time is precious. Rather, it is drip-fed throughout ,
are there just as passive vocabulary, actually helping students when it is either essential or you consider it to be the
to understand more. We see no point in hiding words from best pedagogical option. There are plenty of optional
supplementary writing exercises suggested lesson by
students when they can cope with them, and indeed they
lesson in t he Teacher’s Book.
usually enjoy doing so. The words which become active differ
greatly from group to group and will always be your choice,
The required writing syllabus is primarily covered by
the six writing lessons at the back of the Student’s Book,
not ours. We are simply trying to give students access to more
covering six different genres. Here students are given
adult language more quickly.
a clear written model, a variety of tasks to analyse it,
specific writing tips and a structured model to draft
and check it, then send on to a classmate before finally
Skills submitting it to you. The intention is to protect you, the
Speaking busy teacher, from having to dedicate time to excessive
marking of avoidable mistakes, as well as to help students
 teaches spoken English and prioritises oral fluency.
to be more in control of their own writing.
Why? Because that is what monolingual classes in non-
Anglophone countries need / want most. Skills and in Action
In order to learn both fast and well, students should be As you will immediately see, the fifth and final lesson
given every opportunity to try to express their ideas in each unit is different to the others. It has a different
and opinions in comprehensible English. However, the background, is split in half and has two titles.
on-page skill heads focus only on listening, reading and The first part, Skills, gives half a lesson on specific
pronunciation. Why? Since every lesson is full of controlled reading or listening skills practice around an adapted
oral practice and personalised speaking opportunities even authentic text. At lower levels, we prioritise a variety
within gr ammar, vocabulary and other skil ls sections, had of reading skills, because it is generally difficult to get
we put heads for speaking, we also would have ended up students to read, and also because our listening focus is
with double heads throughout the book! So, we have opted so strong throughout the book. See the Language Map on
to use speech bubbles on every page to indicate where pp. 4-7 for a list of sub-skills.
there is a speaking task. The second half of this final lesson in each unit, in
Listening Action, provides contextualised functional practice,
usually dialogue-lead and ending with a personalised role-
Statistics show listening is approximately 45% of any
play, surveys or problem-solving situation.
language (speaking is 30%, reading 16% and writing 9%).
Communicative functions are every where in , but we
In other words, we spend almost half of the time we are
felt it was necessary to have a specific functional outcome
in contact with any listening. It is the primary skill too –
in an authentic context to close each unit. Teachers and
 just t hin k how babies learn – and the one that needs the
students put such value on becoming communicative
most practice. competent in familiar situations, with increasingly natural
has a large amount of recorded material, around 200 conversation strategies. See the Language Map on pp. 4-7
tracks in the Student’s Book, together with around 100 for a list of functions.
more tracks in t he Workbook, which are available on the
Portal. In class, you can pick and choose what to use and
Pronunciation
how many times students need to listen, knowing that they  A learning-friendly audio script
can listen to all of it as much as they like at home. There is Audio Script section is not just a script to be read and /
at least one listening activity in every Workbook lesson, as or listened to with no clear focus. It is designed to provide
we strongly believe in assigning aural homework. real training with listening and pronunciation: after all,
pronunciation is learned primarily through listening.
Reading
It aims to help students to learn to listen better as the
 provides students with substantial reading practice in course progresses by focusing on features of pronunciation:
terms of: ➤ noticing sounds, stress, aspects of connected speech,
➤ amount: there is a lot to read in every lesson, from the intonation and spelling relationships;
authentic Song lines and World of English  boxes to the ➤ spoken language (e.g., noticing discourse signals

Audio Script at the back; such as fillers, pauses, repetition, self-correction and
➤ complexity of text: through selective use of cognates interruptions);
➤ listening sub-skills, like inferri ng, predicting, identifying
to enrich texts. Compare, for example, the texts in
Starter with those in traditional course books. We have
main points in d iscourse, understanding attitudinal
used a very rich range of words, because knowing our meaning and all aspects of listening.
target students’ language allows us to select a syllabus of Again, it is flexible and both teacher and learner friendly.
words that are already familiar to them. All the tasks are ‘noticing’ tasks, with different aspects to
focus on in each text. The tasks are always ‘highlighted’,
Most texts are from authentic sources, mainly the Internet, making them all free-standing to avoid the need for
magazines and newspapers. Some are ‘untouched’, while teacher intervention, unless you wish to spend time here.
others are adapted to provide the best input for classroom You can choose to do them in class, or students can do
language learning. them on their own.
Writing It is a good idea for students to li sten, read and notice the
Research suggests the following formula is what most Audio Script tasks as extr a preparation before a role-play.
teachers and students favour: writing is imposed where Rather than just listening (and reading) again and again,
13
 trying to memorise dialogues before role-playing them, However, we have left this page largely optional, only
these tasks give a clear focus for additional listening sending students there from the Review lessons to learn
and pronunciation practice before a role-play. The Audio the model words for each sound. You, the teacher, should
Script section brings relevant noticing tasks designed do what you think works best with your students. While
both to make students think and to motivate them you have the option of teaching the sounds and even the
towards pronunciation. symbols from this chart, does not force this, as it should
 Tip An excellent homework activity is to ask students to depend on individual teaching preferences.
do the noticing tasks and then field any questions in the The vowels chart on p. 154 of the Student’s Book is based on
next lesson. Sound Foundations: Learning and Teaching Pronunciation, by Adrian
Underhill (Oxford: Macmillan Publishers Limited, 1994). This
Word stress is shown in pink only the first time a word format helps students to understand how the sounds are
appears in either a word list or a reading text, but not in produced in the mouth based on the opening of the jaw and
rubrics, nor when it appears again either in the same text, the spreading of the lips. See the illustration below.
or later in the book. To include it every time would give no
sense of syllabus or progress to students. The whole ethos lips spread lips rounded
of is to make students use their brains, not spoon-feed
them! We want them to think ‘I’ve seen this already and I closed
jaw
need to remember how to pronounce it’.

Real help with all aspects of pronunciation

Pronunciation should be taught rigorously because of its
basic role in communication. It allows us to understand
and convey meaning, and good pronunciation helps you
both to comprehend and to communicate better. However,
this is an area where teachers often struggle, and course
books have often failed to deal with it either systematically
or in a ‘friendly’ way. open
jaw
Pronunciation is at the heart of . New words are always
introduced in context, so students at least hear, for example,
The organisation of the consonants chart on p. 155 of the
nouns preceded by indefinite articles (a book, an apple), as
Student’s Book is based on the articulation points used
they usually would outside a classroom, and are trained to
pick them out in connected speech, rather than unnaturally, for producing those sounds according to author / teacher
one at a time. At the same time, all the basic ‘listen and Robin Walker.
repeat’ drills for new words, which so many students love ➤ Both the vowels and consonants charts are laid out as a
and need, are available in the Workbook, for them to drill ‘map of the mouth’, according to where in the mouth the
themselves outside class. sounds are produced.
➤ Phonetic symbols are occasionally used in lexical ➤ A unique feature is the highlighting of sounds that are
presentations to highlight irregular sound and spelling difficult for non-native speakers. This builds confidence,
patterns, when experience shows learners will probably as these students immediately see what is easy for them,
otherwise get it wrong. but also motivates them to focus and facilitates their
➤ A significant breakthrough is the Sounds and Usual efforts to learn what is hard for them. Learning sounds
Spellings table on pp. 154-155. This gives two illustrated which do not exist in their L1 largely involves breaking
model words for each of the 40 sounds in British English habits of a lifetime, finding new articulation points and
and access to the IPA phonetic symbols. different combinations of muscle movement, voicing and
Knowing all the potential sounds in a language sets a breathing.
ceiling on students’ guesses and builds confidence. If
students can learn those two words per sound, they should  Note For students with mother tongues other than Spanish
be able to have a reasonable guess at the pronunciation or Portuguese, we suggest you spend some time on the
of words in a dictionary and begin to get comfortable chart, marking it up for them in the same way. A good
with using phonetics. Remember, learning to guess the resource for this is Swan, M. Learner English , OUP, 2001, or,
pronunciation of new words is a key skill. more recently, Hancock, M. English Pronunciation in Use –
The table also provides model words to illustrate the usual Elementary , CUP, 2003.
spelling patterns for each sound. Sensitising students to ➤ Standard British English is the chosen model for most
sound-spelling combinations is a key part of learning how
listen-and-repeat activities, but students are exposed
to read, write and pronounce with confidence.
to a range of accents and types of English, both native
Initially,  just provides example words, but as the cours e and non-native. We are all aware of the need to teach
progresses, the rules are made explicit to students. In international English, and is full of global accents for
Starter and level 1, we model the usual spellings for this reason.
each sound in order to begin to familiarise students with ➤ All new polysyllabic words are introduced in context,
predictable spelling-pronunciation relationships. In levels 2 with the stress highlighted for students in pink. Regularly
and 3, we also provide the exceptions, so this slowly builds marking stress on new words (in the book and on the
into a complete sounds-spelling reference. All of this aims board) means you progress from just teaching form and
to sensitise students to the patterns of English and develop spelling  to prioritising teaching, modelling and recording
a ‘sense’ for English. spoken language.
14
➤  focuses right from the start on all aspects of connected repeating the Phrase Bank on their phones, in their
speech, and there are exercises in all components on cars, etc;
sentence stress, reductions and intonation, particularly in ➤ ask and answer the title questions, plus follow-up
the Audio Script, as mentioned previously. questions;
➤ look at and avoid the Common Mistakes;
Learner autonomy 
➤ investigate and sing the Song lines via the Internet, etc;
Learner autonomy, sometimes al so called lear ner
independence, is t he ability of a learner t o take charge
➤ enjoy all the features of the Portal.
of his / her own learning. Autonomous learners have an We suggest you spend some class time t aking students
active role in their learning processes, which means they through each of these features and regularly remind them
make the most out of every lear ning opportun ity, both in how much they can do with on their own.
and out of class.
English Learning Platform
There is never enough time for students to learn a
English Learni ng Platform is a resource consisting of a
language in class, even if they were to come and be fully
Portal, a Vir tual Learning Environment (VLE) and t he Test
attentive to every minute of every lesson. Nor is there
Studio – a test generator.
ever time for them to cover every exercise fully. That
means any good course has to be largely transparent to This amazing blended learning tool has been developed
students both in and out of class and give them effective in parallel with the series and combines the best of
and efficient tools for autonomous study out of class. formal and informal learning to extend, review and
Learners need to be able both to self-monitor and to self- test core lesson content. The full range of resources is
evaluate, or motivation becomes hard to maintain, and available to teachers and students who adopt any of the
success less likely. English levels.

 is the most student-friendly course yet, as it is very English Learning Platform will be regularly updated with
linguistically accessible to students. Every page is written new features and content, and we believe b oth students
in concise, simple, cognate-friendly English to be easily and teachers will enjoy and benefit from its content.
understood by students who have missed class. To access the platform, go to <www.richmondenglishid.com>
and use the access code that comes on the inside front
 facilitates autonomous learning cover of the Student’s Book.
Without adequate revision, students are not going to learn
much at all. Throughout the course, they can look forward and  Website Format
back to find interesting activities to practise on their own. Teacher’s Area: Download Grammar and Writing sections,
answer keys, teaching tips, and Common European
The regular Review lessons after units 2, 4, 6, 8 and 10
Framework (CEF) mapping documents. Teachers have
recycle key vocabulary and grammar, revise and extend
access to the VLE to assign tasks and track students’
the Common Mistakes , take them back to re-read and listen
progress. You can also add your own activities, such as
again to selected texts and finally revisit and answer all
tests created in the Test Studio.
the questions from the lesson titles.
The Test Studio is a test generator where you will be able
 also has a fully integrated Easy Autonomous Learning
to create unit tests, review tests, end-of-semester tests
program , mapped out as links to other sections,
or tests for the whole book. You can choose to include
when that option becomes the logical next step. Step-by-
reading, listening, grammar or vocabulary tasks in your
step lesson plans in the Teacher’s Book also make it clear
which components can be used to further practise or tests. This tool allows you to create printable or interactive
revise core lesson contents. tests that can be uploaded to the VLE. You can also add
them to your own Learning Management System (LMS).
The components of  are:
Student’s Area: Watch all Café episodes and other
➤ the reference to the Grammar section after each
videos that are par t of the core Student’s Book material.
Grammar box;
Listen to all audio material from the Student’s Book
➤ the reference to the Workbook at the end of each lesson; and Workbook. It is possible for students to download
➤ carefully scheduled links to the Writing lessons; useful lists of Common Mistakes , World of English  tips and
➤ the Sounds and Spelling chart; more. Launch the VLE w ith formal extr a practice. In
…plus all the optional noticing tasks in the Audio Script the Student’s Area, students can keep up with breaking
and all the content on the Portal. news and access ready-made activities to practise
comprehension of current world news.
Students who regularly have to miss lessons should be
trained to use these routes to catch up. For example, how to:  Workbook
➤ use the picture dictionary pages to cover the words and In the Workbook, a single page corresponds to each Student’s
test themselves; Book lesson, designed to consolidate and reinforce all the
➤ listen again to texts which they have read in class via the main language. Exercises can be used in class, e.g., for fast
audio on the Portal; finishers or extra practice of specific areas. It includes:
➤ work on their own pronunciation using the pink ➤ a variety of exercises, texts and puzzles to scaffold,
indication for word stress in all new polysyllabic words; continue practising and extend the main Grammar and
➤ do the Audio Script tasks and use the Sounds and Vocabulary of each lesson;
Spelling chart; ➤ Skills Practice: at least one listening activity per lesson
➤ use the Word List and Phrase Bank from the Porta l for to continue practising the most important skill outside
constant revision, e.g., by recording, listening to and class, plus plenty of short, juicy reading texts;
15
 ➤ a drill per unit at lower levels; We suggest you watch and do these lessons at the end of
➤ cyber-tool references that encourage students to engage each unit, or whenever appropriate after that. Remember:
with English beyond the Workbook itself; students can watch them on the Portal, so you can assign
➤ an additional Song line for every 5th lesson; them all for homework if you are pressed for t ime.
➤ a final check-back activity to revisit the Song lines Besides the ten core unit videos, there are also two extra
from each lesson in the Student’s Book unit, look for Café videos for this level available on the Portal. The videos
a link with the language / topic of the lesson itself as use American English but notes are given to point out any
an additional fun way to review the unit and facilitate differences in vocabulary, pronunciation or spelling.
memorisation. The answer key for these and all the other
exercises is at the back of the Workbook, so you can use  Teacher’s Book
it entirely for autonomous study if you wish. This book provides a complete step-by-step lesson plan for
every lesson from beginning to end, offering:
 gives students their own Phrase Bank ➤ unit and lesson overviews;
After dictionaries, phrase books are probably the world’s
most popular language learning tool. In a four-page section
➤ detailed lesson aims;
at the back of the Workbook, provides a unique unit- ➤ a Warm-up for every lesson;
by-unit Phrase Bank of all the key phrases, expressions, ➤ alternative, books-closed presentations for key new
and exchanges students are expected to learn. To provide structures where appropriate;
context and reduce the need for translation, language is
➤ language and cultural notes;
grouped by theme.
➤ background information about the song lines;
Students are referred there after each unit to listen and revise.
But of course, they can come at any time – before, during or
➤ a vast number of teaching tips to bring variety to
after any lesson – to look for phrases they wish to use. your classes;
➤ regular suggestions for both stronger and weaker classes
It is a great resource to download and listen to when
and for fast finishers;
working out or in a car, for example, or to mentally
translate until students feel they have acquired them.
➤ ideas for extra writing and homework;
➤ suggestions for IWB activities and extra material to bring
Tip We have not forced students to translate, as that is your / to class.
their choice, not ours. Perhaps you can suggest they write
any translations in pencil next to phrases they find difficult to Digital Book for Teachers / IWB
remember. Then, another day, they should cover the phrase in The Digital Book for Teachers is a separate medium
English, look at the translations and try to remember the phrase. containing all the pages of the Student’s Book.
Once students can do it, they should erase the translation to feel
Teachers can use this resource to promote variety in their
a sense of progress. This encourages them to see translation as a
classes, so that students can see the images on the IWB
temporary rather than a permanent tool.
instead of looking at the book.

 Café On the next pages you will find detailed information about
all the features of English .
These are fun videos consisting of ten independent episodes,
which were specially produced for English . The episodes
present, review, consolidate and extend the main language
content and context of each unit and target the key elements
to give students further practice in real situations.

16
 Finally, an English course
Welcome to you can understand!

Famous Song lines

illustrate language
from lessons.
Contextualised picture
dictionary to present
and revise vocabulary.
Lesson titles are questions
you learn to answer during
the lessons.

Speech bubbles:
Common Mistakes models for speaking.
anticipate and
prevent your errors.

17
 World of English:
interesting facts R  boxes: extra grammar
and study tips. and pronunciation rules.

Stimulating
Grammar practice.

Word stress in pink

on new words.
Easy Autonomous
Learning system
Make it personal:
integrates
personalised speaking
all components
to express your
for comprehensive
identity in English.
autonomous study.

18
 Authentic videos present Cyber English: the English
topics in real contexts. of digital technology.

 Skills: extra listening  in Action: communication

and reading practice. in common situations.

19
 Reviews systematically recycle language.

A midterm dynamic game reviews the language students have learned.

20
  Café: sitcom videos to consolidate language.

A complete Grammar reference with exercises.

21
 Two illustrated key words
for each sound help Coloured frames identify  voiced
students memorise them. and unvoiced consonants.

Icon ! highlights difficult

sounds for non-native speakers.

Extra examples of
common spellings Pictures illustrate
for each sound. how and where
sounds are produced.

22
Audio Script activities to
consolidate pronunciation.

Portal: practice
activities, games,
extra audio, videos...
and more!

23
 Workbook to practise and consolidate lessons.

Phrase Bank to prastise common expressions.

The opportunity
 for you to learn English!
 1
Unit overview:  In unit 1, sts review and practise past and present tenses. They
also study and use emphatic forms of auxiliaries and adverbs in the contexts of
relationships, friendships, personalities, online dating and personal love stories.

Do you know all your classmates?

Lesson Aims:  Sts review and learn questions to get to know new people via the contexts of speed dating and speed friending.

   1
 .
Function Language
   1
  n
Asking and answering questions to get to know people quickly. Which football team do you and your family support?
  o
  s
  s
Talking about / Listening to ways to meet new people. I don’t know. Maybe by using a phone app.
  e
   L Talking about advantages and disadvantages of speed dating. I guess one advantage is that you meet a lot of different people.
Taking part i n a speed friending activity. ‘What’s the most fun place you’ve been to?’ ‘Hmm, let me think…’
Vocabulary: Fillers / Expressions for gaining time to think or answer: ‘Well, let’s see’, ‘That’s a good question’, ‘That’s a
difficult one’.
Grammar: Prepositions at the end of questions.
Before the lesson: Write the lesson’s Song line (p. 5) on the board.

 Warm-up Welcome sts and introduce yourself briefly. Get to 1  Listening

know sts’ names. Then, have them read the Song line on the
board. Ask: Have you heard this song before? Do you know the A Books open. Although sts are likely to look at the photos
song title? Who recorded it? Then, elicit sts’ opinions about on the page, do not explore them now, as they will be
the Song line: Is this a nice way of introducing yourself? covered later in the lesson (2B). Instead, have sts look at their
Would you be impressed? sets of questions from the Warm-up activity. Then, point to
the webpage on p. 4 and ask: Did you ask similar questions?
Allow time for sts to read and compare questions briefly.
Song line: Assign new pairs. Have sts in each pair use questions from
Please allow me to introduce myself. the webpage to interview each other. Classcheck by having
I am a man of wealth and taste. sts report their partners’ answers to the whole class. Ask:
What have you got in common? Any coincidences?
Song: ‘Sympathy for the Devil’
Band: The Rolling Stones (UK)
 Year: 1973
 Tip To help sts get to know their own teacher (better), have
The song was also recorded by American band them take turns asking you a few of the questions they wrote
Guns N’ Roses in 1994 for the soundtrack of the film and the questions from the webpage on p. 4. Encourage them
Interview with the Vampire . to guess your answers now and then.

Ask the whole class: When you meet someone new, what Personal answers.
do you usually say about yourself? And what questions do
 you usually ask? Elicit a few questions from sts. Then, B Point to A and ask the whole class:  Are they all
pair sts up and say: Think of five cool questions to get interesting questions? Which one(s) would you not ask on a
to know someone quickly. Write them down on a piece  first date? Have sts work in pairs to choose questions in A
of paper.  Have pairs work together to brainstorm five they wouldn’t ask on a first date. Classcheck.
questions and write them down. Circulate among pairs
and monitor their work. Personal answers.
Have pairs swap their sets of questions, or collect and
distribute sts’ slips of paper at random. Ask sts to C Ask the whole class: What’s the best place to make
interview their partners with the swapped questions. new friends? Then ask: What’s the best way to meet a new
Classcheck by having sts tell the class what they’ve girlfriend or boyfriend?
learned about their partners.
Pair sts up and have them think of five ways or places to
Invite sts to look at the questions again. Ask: In your meet new people. Classcheck. Write Speed Dating on the
opinion, which is the coolest or best question to get to know board and find out how much sts know about it. Then,
somebody you’ve just met?  Have sts read their selected tell them they are going to hear two friends talking about
questions aloud. For each question, ask the class: Would speed dating. Say: Listen and see if they mention the places
 you ask this question to make a new friend? What about on a or ways you talked about.  Play 1.1. Paircheck. Replay the
 first date? track if necessary. Classcheck.
25
 1.1

1.1 Noticethe sentence stress and pauses. C Well, I don’t know… I, erm…
M = Mika C = Craig J Listen, Charlie. Can I call you that?
M Got any plans for the weekend? C Er…
C Yep, going speed dating, first time ever. J Yeah, Charlie. We only have eight minutes… Have you got
M Spee– what? your questions ready?
C Speed dating. Like normal dating, but faster. You go to the C You mean like a list or something? No, I…
website, register, pay a small fee and write about yourself. J Well, I do. First question. What’s the...
If they OK your profile, they send you to a place with lots of
potential partners.
1. 32, on his own / alone 2. No, he didn’t. 3. impatient,
M Oh, like dating roulette. And you get to talk to all the women? impolite, objective 4. Personal answer.
C Yeah, all ten of them. In a restaurant, a bar or something.
The women sit down and wait; the men circulate. Yeah,
like human roulette. Only eight minutes per partner. That’s
2  Grammar: Questions ending with prepositions
the fun of it.
M So, er, what kind of women are you attracted to? A Elicit questions sts can remember from Craig’s first
C Me? I’m, er, not really looking for romance. Just, you know, date. Point to number 1 and elicit the correct order of
I wanna, I wanna make new friends. words. Warn sts that there is an extra word that won’t be
M So for you it’s ‘speed friending’ then? used to form the questions. Have sts reorder the words in
C Hey, love the word. Yeah. Not ready for a serious questions 1-3. Paircheck.
relationship yet.
1. Who do you live with? are 2. What exactly are you looking
for? do 3. What do you want to talk about? speaking
Ways and places mentioned: speed dating, a website, a
restaurant, a bar, speed friending Play 1.3 so sts can check their answers. Classcheck by
writing the answers on the board. Replay 1.3 for choral
repetition.
D Say: Craig has tried speed dating before. True or false?
Have sts write T or F next to number 1. Have sts work in
1.3
pairs to decide whether sentences 2-5 are true or false. Play
1.1 again so sts can check their answers. Classcheck by
1 Who do you live with?
writing the answers on the board. 2 What exactly are you looking for?
3 What do you want to talk about?
1. F 2. F 3. T 4. F 5. F
 Stronger classes Have sts mark sentence stress in questions
E Ask the class: What do you think of speed dating? Would 1-3. Tell them to underline the two or three most important
 you ever try it? Have a student read the opinion in the words in each question. It is useful to inform sts that the
speech bubble and then ask the class: Do you agree? Assign ‘most important’ words are the ones which carry the meaning
new pairs and have them brainstorm three advantages and – the ones people would have to include in the shortest
three disadvantages of speed dating. Classcheck, involving possible text message. Monitor and help sts as necessary.
all sts in the discussion. Then, have sts share their answers with the whole class when
you play 1.3 to check word order. Write sts’ markings on the
Personal answers. board and use them to conduct a choral repetition as follows.
Clap on each stress to make the stresses more noticeable for
sts.
F Tell sts they are going to listen to Craig meet his
1. Who do you live with?
first date at the speed dating event. Have sts look at 1-4
2. What exactly are you looking for?
and play 1.2 so they can complete the statements or
3. What do you want to talk about?
answer the questions. Paircheck. Replay 1.2 if necessary.
Classcheck.
Read the R  box with sts and have them circle the word to
correctly complete the rule for common English usage.
1.2 Notice /w/ and silent /w/. Classcheck. Read Common Mistakes  and drill the correct
J = Jenny C = Craig question, ‘What do you spend the most money on?’. Have sts
C Hi… You’re… er, can’t read your name tag, Janna, briefly ask and answer this question in pairs. Classcheck.
Jenna… Jenny! Jenny. Nice name! Elicit more questions ending in prepositions, such as, ‘What
J Yeah, whatever. And you’re… Craig… Who do you live with? are you looking at?’ or ‘Who do you work for?’.
C Excuse me?
J You’re not one of those 40-year-old losers who live with R  box end
their parents, are you?
C Er… no. I live on my own and I… I’m 32. So, Jenny, tell
B Focus sts’ attention on the photos on pp. 4-5. Elicit all
me… What exactly are you looking for?
the details sts can see or recognise. Say: Now we’re going to
J You’ll find out soon enough. Why don’t we get started listen to Craig and Jenny getting to know each other. What’s
then… What do you want to talk about?  part 1 about? Have sts use the photos to make predictions.
26
 1.1

Play the first part of 1.4 and then pause the track. Ask: C Have sts complete the end of each question with an
Which photo are they talking about? (the photo of Disneyland). appropriate preposition or leave it blank where there
Have sts write 1 on the photo. Play the rest of 1.4 so sts can should not be a preposition. Paircheck. Play 1.4 again so
match the other photos to the remaining parts of the track. sts can check their answers. Classcheck by writing the
Paircheck. Replay 1.4 if necessary. Classcheck. answers on the board.
Read the final question in B and ask sts to answer it in
1. to 2. with 3. to 4. without 5. with 6. (blank) 7. of
pairs. Classcheck.

1.4 Noticethe intonation  . D Invite a volunteer to ask you a question from C. Say:
J = Jenny C = Craig (Roberto), ask me number 1, please.  Start your answer
1 J First question… What’s the most fun place you’ve been to? like this: Well, let’s see… I think it was… Invite another
volunteer to ask you item 2 and use another expression
C You mean like a city or something?
from World of English .
J Use your imagination.
C Let me think… Probably… er… Disneyland. I went Read World of English  with the whole class. Play 1.4 again
when I was young and there’s this… and ask sts to tick any expressions they hear. Classcheck.
J OK. Your turn. Refer sts to AS 1.4 on p. 156.
2 C So, Jenny, tell me about your friends… Who are…
Which three people do you spend the most time with?  Tip To help sts relate their first language and English, ask the
J Jojo, Barry and Harry. class: Are there similar expressions in (sts’ mother tongue)?
C OK. Are they your friends, colleagues or…? Which ones do you use the most?
J My cats. I like cats better than most people, you know.
C Oh… Let me think… That’s a difficult one. That’s a good
3 C What about your parents? Who are you closer to – your question. Well...
mum or your dad?
J Mum. Definitely. I haven’t spoken to my father in E MAKE IT PERSONAL  Ask sts to swap partners. Have the
years… Don’t want to talk about that. new pairs take turns asking and answering questions 1-7
C Oh, I’m sorry. from activity C. Encourage them to use expressions from
J Don’t be. Your turn. activity D. Classcheck by having sts report their partners’
4 C Hmm… I don’t know… er… What’s something you just answers to the whole class.
can’t live without?
J Hmm… That’s a difficult one. My mobile phone. I’d die F Have sts work in the same pairs to prepare questions
if I lost it. with words from the box. Tell them that they will take part
C Same here. My whole life’s in this mobile phone. in their own speed friending activity. Walk around and
5 J OK. My turn. What celebrity would you enjoy having offer help as necessary. Classcheck questions by writing
dinner with? the answers on the board.
C Hmm… I’d have to say Megan Fox...
Possible questions: What are you good at? What are you
J Oh my God, me too! She’s the best. I’ve seen all of her
most impatient with? Is there anything or anyone you’re
films.
jealous of? Who would you never live with? / Who would
C Really? Isn’t she fantastic? you enjoy living with? Which three things do you spend (the
6 C So… Speaking of films, what was the last film that made most) money on?
you cry?
J That’s a good question… Well, probably Hachi . I mean,
I know I love cats, but that dog was just so cute.
G MAKE IT PERSONAL  If possible, arrange desks in two
opposing rows so that each half of the class sits facing
C No way! I cried like a baby watching that one too.
the other. In a time limit of two minutes, have each pair
J Wasn’t the last scene like… the saddest thing you’ve
of sts facing each other take turns asking and answering
ever seen?
questions from F and other questions from this lesson.
C  Totally.
Remind sts to use expressions from World of English . When
7 J Craig, here’s my next question… What’s the one thing
time is up, have one row of sts move down one seat and
you’re most afraid of?
restart the activity with the new pairings. Repeat the
C Promise you won’t laugh? The dark. procedure until sts have talked to at least three different
J The dark? Oh, that’s really sweet. classmates. Then ask: How do you feel now about speed
C You think so? When I was young, I used to…  friending? Did you have enough time to get to know people?
Finally, have volunteers list things they found out they
1. Disneyland (photo 3) 2. a woman and a cat (photo 2, have in common with their classmates.
continued on p. 5 as photo 6) 3. a woman and her mother
(photo 4) 4. a woman and her mobile phone (photo 8)
5. a man having dinner and thinking of Megan Fox (photo 5) Workbook p. 4
6. Hachi  (photo 7) 7. a man in the dark (photo 1) ID Online Portal
Personal answer. Grammar p. 116

27
 1.2

How did your parents meet?

Lesson Aims:  Sts review the past simple and learn / practise phrasal verbs in the context of stories about love and relationships.

   2
 .
Function Language
   1
  n
Listening to / Retelling a love story. I first met Adam two years ago.
  o
  s
  s
Reading / Listening to a celebrity gossip article. This couple broke up in 2002…
  e
   L Using phrasal verbs to talk about relationships. If you fall out with someone you love, you should…
Telling a family love story. My father met my mother when she crashed into his car one day.
Vocabulary: To be attracted to, to fall out, to fall for, to get on well, to get back together, to split up, to get to know (someone)
better.
Grammar: Phrasal verbs, review of the past simple.
Before the lesson: If possible, arrange seats in a horseshoe (semicircle) shape or in a line.

 Warm-up Tell sts that they are going to play a memory game. going to restaurants… We talked about every thing and got
Have them sit in a semicircle or stand in a line and explain to know each other really well. After a few months – maybe
the rules of the game as follows: the first student in the line three or four – we decided to move in together – Adam
says his / her name and a (true) piece of personal information, lived in this sweet little house near Union Square. Things
e.g., I’m Francisco and I’m an engineer. The next student has were great for the first few weeks. But then… well… little
to repeat that information and add some info about himself / things, you know. He didn’t clean the place and he used
herself, e.g., He’s Francisco and he’s an engineer. I’m Joanna to invite his friends round every night – I was never on my
and I live in São Paulo. The third student might say, He’s own anymore, and… we argued a lot and fell out over little
Francisco and he’s an engineer. She’s Joanna and she lives in things like whose turn it was to do the washing up and
São Paulo. I’m Lucas and I’m single.
stuff... Eventually, after two months living together we, er…
Give prompts to guide the first sts and model the activity.
we broke up. I actually made him leave his own house, I was
Note that sts might tend to repeat a pattern, for example,
so angry! But then I started to miss him and I rang him and
saying their occupation again (e.g., I’m a doctor  after the
we talked about stuff… and so we got back together again. I
previous student says I’m an engineer ). In order to avoid a
think I… I think I’ve fallen for him again! How weird is that?
simple substitution drill, ask sts to change topics each time
But who knows what our future will bring!
or at least not to use the same type of information as the
previous classmate.
Monitor sts closely and correct their mistakes on the spot. 1. be attracted to (someone)
Encourage classmates to help sts who have difficulty
2. get on (well)
remembering the sentences. Be the last ‘student’ in line, so
you memorise sts’ names and more info about them – st s like 3. get to know someone better
to see their teacher challenged! 4. fall out (with someone)
5. break up
6. get (back) together
3  Vocabulary: Relationships
 Tip Ask sts to turn to AS 1.5 on p. 156 and do the AS task
A Point to pictures 1-6 and allow sts some seconds to
with them. Play 1.5 again and have sts notice connected
understand the story. Then ask: Is this a typical love story?
speech. After that, ask sts to chorally repeat sentences with
Is it familiar to anyone? Have sts work in pairs and match
underlined connected sounds, e.g., I first met Adam two
pictures 1-6 to the correct phrases.
 years ago  or We went out together a few times.
Ask sts to listen to the woman in the pictures telling the
story. Play 1.5 and ask sts to point to the picture being
talked about. Pause the track after each scene of the story B Have sts work with different partners. Elicit the past
to check sts’ answers. Classcheck by writing the answers simple forms of all the verbs in A. Then, have pairs work
on the board. together to retell the story from the pictures in A. Monitor
closely for accuracy. At the end, have six sts collaboratively
1.5 Notice the silent t  and the connections with vowels. retell the story to the whole class.
I first met Adam two years ago. I was at a nightclub with my Have sts work in pairs to answer the question ‘Do you
friends and he, er… he started talking to me… I think he know anyone who broke up and t hen got back together?’.
told me some really bad jokes or something. Anyway, I was
Classcheck.
attracted to him immediately, mmm-hmm, he has this really
beautiful smile and… well, we went out together a few times
Personal answers.
and, you know, we got on really well – we both love dancing,
so that really helped. I thought he was funny and charming Draw sts’ attention to Common Mistakes . Make sure they
and interesting… So different to my last boyfriend! And, yeah, use the correct past form of the verb  fall and the correct
anyway, we started to spend more time together, hanging out, preposition for the verb marry.
28
 1.2

C Point to the celebrities in the photos and ask if sts Play 1.7 and ask sts to check the items that are
know their names. Have sts read the article and match the mentioned. Replay 1.7. Paircheck. Classcheck.
couples 1-3 to the celebrities’ pictures. Paircheck. Play 1.6
to classcheck. 1.7 Notice the false starts, repetitions and uh  pauses.
Kathy I think be realistic that you, our expectations
1.6 sometimes are so high… But most of marriage is lived
1 This couple broke up in 2002, after knowing each other in between the ups and the downs… And that it’s
for many years. Some people say that they fell out because hard work. And not all the time, but it’s hard work.
she was cheating on him with her choreographer. Gene Uh, I think one of the pieces of advice that my dad
2 They met in 1989 when she moved to the USA. They gave me is ‘Gene, always communicate. Always
started hanging out, moved in together and got married a talk, talk things out.’ And I really believe that
year later. They adopted two children, but as time went by, communication is so essential… And that, uh, you
they began to drift apart and eventually went their separate need to work out many different areas before you get
ways. They got divorced in 2001. married. Uh, I think you need to talk about money
3 This couple fell for each other in 1998, got married in July matters. I think you need to talk about child rearing.
2000 and broke up five years later. Both went on to date I think religion is important. I think sex takes care of
Hollywood stars. Rumour has it that they’re still not on itself... Pretty much… At least initially. But I really do
speaking terms to this day, although their two boys, David think there are some topics or some areas that need
and Rocco, spend time with both parents. to be hashed out, otherwise it’s conflict.
Karl You gotta learn to, uh, give more than you take, or you’ll
never make it and, uh, that, that’s the bottom line.
1. Britney Spears (b) and Justin Timberlake (bottom right photo)
Bonnie And you need, you need to, you know, grow together,
2. Nicole Kidman (a) and Tom Cruise (bottom centre photo) uh, in what, in what you do… Try new things, you
3. Madonna (c) and Guy Ritchie (bottom left photo) know. Go out and start skiing if you haven’t done
it, do it as a couple. Do things together, you know,
D Point to the first expression in bold in C and ask: What or as a family if you have a family. I think those are
does ‘fall out’ mean?  Refer sts to the table and have them important things too, you know. Don’t you have your
write the present form of the verbs in bold from C beside
own hobbies and your husband or spouse have
their correct definitions. Paircheck. Classcheck. their own hobbies. That’s not a real good way…
Bill Every time, if you have a disagreement or a problem, you
Cheat Drift apart correct it before you go to bed. And, uh, then you
never wake up and, uh, with a carry-over. And, uh,
Hang out Fall for
that has – to me – always been good advice. I’m not
Move in Break up
sure that Kay and I have always followed that, but,
Read the Song line on the top of p. 7 and ask if sts know uh, you know, most of the time we have.
the song or the singer who recorded it. Highlight the use of Kay I’d have to say those who play together stay together,
the phrasal verb ‘fall in love (with)’ in the past simple. instead of going your own separate ways and doing
your own things.
Song line:

 Well, let m e tell you a stor y about a boy and a girl. facing life’s ups and downs
He fell in love with his best frien d. being flexible
Song: ‘Fall’ communication
Singer: Justin Bieber (USA)
shared interests
 Year: 2012
solving problems quickly

E MAKE IT PERSONAL  Read World of English  with the whole

class. Ask sts to work in pairs to complete sentences B MAKE IT PERSONAL  Divide the class into groups of three

1-5 with their own ideas, using phrasal verbs whenever or four and ask sts in each group to share their stories
possible. Circulate and monitor their writing. Swap about how their parents or grandparents met. You may
partners. Have sts compare their sentences in their new wish to model the activity and tell your own story to sts
pairs. Classcheck by having sts say what ideas they had in first. Closely monitor sts’ stories for language accuracy and
common and what they disagreed about. remind sts to use phrasal verbs from t he lesson. When they
have finished telling t heir stories, have each group choose
Personal answers. the most interesting story to tell t he whole class.

Personal answers.

4  Listening
A Ask the whole class: What makes a relationship last?
Workbook p. 5
Point to the items and ask: Which four items do you think are
ID Online Portal
most important? Tell sts they are going to watch and li sten
Grammar p. 116
to couples who have been together for more than 40 years.
29
 1.3

How many Facebook friends have you got?

Lesson Aims:  Sts review and practise present tenses through the contexts of watching and listening to a video of a book author’s
lecture on friendship, and talking about their own friendships, Facebook friends, acquaintances and so on.

   3
 .
Function Language
   1
  n
Talking and reading about different types of friends. Very close friends: the people you can really rely on.
  o
  s
  s
Watching / Listening to a book author talk about friendship. So, if you look at the pattern of your relationships…
  e
   L Listening to a woman talk about her Facebook friends. Oops. I hardly know this one.
Talking about a friend, an acquaintance and a very close friend. We’ve known each other since school.
Vocabulary: Acquaintance, to google (something), to email (someone), to friend (someone).
Grammar: Review of present tenses.
Before the lesson: Gather photos of celebrity friends from magazines.

 Warm-up If the technology is available, show sts the website out print dictionaries. After you classcheck the re ading
<www.marieclaire.co.uk/celebrity/pictures/34342/17/famous- comprehension, ask these sts to share their vocabulary
hollywood-friends.html>, accessed on 7th August 2014, or findings with the whole class.
other online photos of celebrity friends, to gauge sts’ knowledge
Classcheck sts’ overall reading comprehension of the four
of celebrities’ friendships. Alternatively, show sts similar photos
definitions. Ask sts: Do you agree with all four definitions?
from magazines (see Before the lesson ). As you show sts the
Have you got friends that fit all these categories? Have sts
photos, ask: Did you know they were friends? Do you think they
work in pairs and guess the maximum number for each
are close friends? Do you think celebrities have a lot of friends?
type of friend. Do not play 1.8 yet. Tell sts they are going
to check their answers in C.

5  Reading 1.8 How many friends does one person need?

Acquaintances: These are the people whose names, faces
A Books open. Point to the book cover and ask the
and traits you can memorise and remember when necessary.
whole class: How would you answer this question? Tell
According to Dr Dunbar, 150 is the maximum number of
each other in pairs.  Classcheck by having sts report their
such connections your brain can manage.
partners’ answers.
Friends: These are the people who you’re usually in contact
with, though not necessarily on a weekly o r monthly basis.
Personal answers.
Maximum number: 50.
Good friends: These are friends who you may hang out
B Ask the class: Are all your friends close friends? Good with and probably do get on with, but if you have a serious
 friends? Point to the four definitions and say: Here are four problem, they’re not neces sarily people that you can count
different definitions of friends. Read them quickly and then on. Maximum number: 15.
answer this question: What are acquaintances, friends, good Very close friends: The people you can really rely on or borrow
 friends and very close friends? Allow sts five minutes to read money from. Dunbar calls them the inner core. Marlene
the four definitions and answer the question. Tell them not Dietrich used to call them the friends you can call at four
to worry about new words just yet. o’clock in the morning. They’re like family in a way. Maximum
number: 5.
Focus on Common Mistakes . Tell sts to observe the correct
use of the preposition on in the sentence I can only count
with on my family. Acquaintances: 150
Friends: 50
 Tip Split the class into groups of four and assign each student in Good friends: 15
the group a letter (A, B, C or D), so that each group member will Very close friends: 5
read a different definition. Explain that st A should read the text
on acquaintances, st B should read about friends, st C should C Write the following short matching exercise on the board
read about good friends and st D should read about very close and ask sts to link each word to the correct definition. Then
friends. Emphasise that sts should first read their assigned text ask: What happens when you throw a pebble into a pond?
silently . Then, have sts tell their group what they’ve read in their
texts. Encourage sts not to read from the definitions as they share  pebbles  small stones (e.g., on a beach)
ideas, but to summarise the main concepts in their own words. ripples  small waves
 pond  a very small lake
 Stronger classes Sts who finish reading before their classmates Point to the book cover in A and ask: Who wrote this book?
can use the Internet on their smartphones, tablets or class (Robin Dunbar). Tell sts they are going to watch / listen
computer to look up the words traits  and rely  in an online to Dr Dunbar talking about friendship. Remind them to
English dictionary. If technology is not available, hand observe the artwork on the page showing the circles of
30 friends. Play 1.9 so sts can check their answers.
 1.3

1.9 Notice the schwa /ə/, the sentence stress and the present simple:
connections. (5) a habit
… people’s imaginations in this particular context. Er, in (2) a state
the last year or two the way it’s, it’s sort of blossomed and
exploded and the fact that it’s become a kind of competition present continuous:
to see how many friends, er, you can have on your Facebook. (1) an activity happening around now
So it’s not uncommon for some people to claim three… five
hundred friends, even a thousand, actually. (4) a future arrangement
And the question is: Why is that the ca se? The simple present perfect:
answer is, it’s Dunbar’s number. And I thank whoever
(3) the duration of present state
created that acronym, I have no idea know who did it, it just
appeared out of the blue on the Internet, a wonderful thing Direct sts’ attention to Common Mistakes  and help them
the Internet. And it, it sor t of, er, took off, erm, but there we
relate their first language to English, asking the class
are. And that number is about 150. There’s a lot of variation
if the sentence ‘I’m lik ing’ is possible in their first
around that, erm, to be, to be fair.
language. Explain that state verbs, such as like, know,
So, if you look at the pattern of your relationships, in this
seem , want  and understand , are not usually used in
150 as it were, what you’ll find is it actually consists of
present continuous.
a series of layers a bit like the ripples on a pond. If you
drop a pebble in a pond… if... if... the pebble… If you can
 Stronger classes Point out to sts that, although the ‘rule’
imagine the layers, the ripples going out are the layers of
says state verbs are not normally used in pres ent continuous,
your relationships. And as you go out you include more
people, but you’re including relationships at a lower quality. media and propaganda have used sentences such as ‘I’m
And that ties up very closely with the amount of time you lovin’ it’ (McDonald’s).
spend with those people. So the amount of time you spend
with this inner core of about 5, and that’s another curious
C Point to sentences 1-7 and say: Alison is describing more
feature of it, is, the layers scale in a very, very consistent
Facebook friends. Have sts read the example sentence and
pattern. So they, they, they occur at 5, 15, 50, 150. Then
complete the gaps in 2-7 with verbs from the box in the
we know out beyond that, there’s a 500, there’s a 1,500.
correct tense. Paircheck. Play 1.10 to classcheck. Write
the answers on the board.
Personal answers.
1.10 Notice /ǝʊ/ and /ɒ/.
D MAKE IT PERSONAL  Play 1.8.
In pairs, have sts use the Gd = granddaughter A = Alison
infographic to explain Dunbar’s theory. Ask: How well do Gd Gran, I didn’t know you were on Facebook!
these numbers describe your relationships? Do you agree with A Oh yes, sweetie, Granny’s not that old, you know. Would
them? Classcheck. you like to see my photos?
Gd Er, OK.
A Well, let’s see. Oh, you know Rachel, don’t you? She’s
6  Grammar: Review of present tenses
my next-door neighbour. We get on really well. And this
A Point to the lesson title question on p. 8 and find out is Gabriel. He’s been my dentist since I was 20. I’m
which sts use Facebook, how many friends they‘ve got seeing him this afternoon.
on it, how often they log on to Facebook or other social Gd Gran! Who’s that?
networks to contact friends, and so on. Ask:  Are all your A Oh, M J is some chap I met at the gym. He friended me
Facebook friends close friends? and I accepted, but I barely even know him. He seems
nice, though.
If appropriate, ask:  Is Facebook just for young people? Do
 you know anyone who is 70 and uses Facebook? Point to the Gd Wow! He’s attractive!
photo of Alison on p. 9 and say:  Alison has more than 600 A Now, now, dear. I’m old enough to be his mother. Now
 friends on Facebook. Do you think she knows all of them? Say: this is Robert. Robert and I used to be very close, but
Read what Alison says about her friends in sentences 1-5. I think we’re drifting apart.
Who’s her closest friend?  Paircheck. Classcheck. Gd Oh! That’s Sheila! I know her. Wow, she looks so…
young!
3 Tomiko A Oh yes, dear. Sheila’s my oldest friend. We’ve known
each other for 50 years. That was when we were nurses
B Write sentence 1 from A on the board and underline together.
the present continuous verb: ‘Mario and I are drifting Gd Yeah, you look great in those uniforms. And who’s this?
apart, I think.’ Ask the class: What verb tense is this? A Oh, that’s Rupert. He has a huge crush on me. He says
Point to present continuous in the Grammar box and ask: he misses me after only a few days, but, honestly, he
Is it something happening around now or is this a future bores me to tears. Oh, but this photo is Julie and Pam,
arrangement? Sts should write 1 in the correct box. my pizza friends. We have a lot of fun together. As a
matter of fact, we’re having pizza tonight.
Have sts work in pairs to match the remaining items,
2-5, from A to their correct uses in the Grammar box. Gd Wow, Gran! I’m really impressed. You really are on
Facebook!
Classcheck.
31
 1.3

2. has been / am seeing  Weaker classes Elicit and write sentences on the bo ard for
3. know / seems questions a-f for sts to use as a model. Then, allow sts time to
prepare their descriptions.
4. are drifting apart
a) I’ve known (John) for…
5. have known b) We get on really well…
6. misses c) We support the same football team… We are crazy about
(the Red Hot Chili Peppers)… We work together…
7. have / are having
d) He works with me… He’s doing an MBA… I think she’s
Go over Cyber English  with sts and then write three living abroad…
e) We speak to each other on Skype every day… I never phone
questions on the board: (1) How often do you email your
him…
 partner / best friend? (2) Do you friend strangers on Facebook?
 f) We’re going to a dinner party next week… We’re planning
and (3) What will you find if you google your name?  Have sts
to go to the USA together…
ask and answer in pairs. Classcheck.
Have sts work with new partners. Sts in each pair should tell
D MAKE IT PERSONAL  Ask sts to think of four different each other about the people in their tables. The student who
people: a very close friend, a good friend, a friend and an listens should guess the level of friendship being described:
acquaintance. Have sts write down the four names. very close friend, good friend, friend or acquaintance.
Monitor closely for accuracy and offer help as needed.
1 Tell sts t o answer questions a-f  about each person.
At the end, invite volunteers to tell the class about one
Ask them to jot down notes in a table, as in t he
of their friends. Ask the group to guess what the level of
example below:
friendship is.
 Alicia John Paul Loise Read the Song line on the top of p. 9 and find out if sts
a four years ten years ten years eight years know the song or the band. Ask: Could this Song line also be
the caption to a photo on Facebook? Do you think the song is
b well best friends well barely see her
about friendship?
… …
Song line:
 2 Model the activity yourself. Tell sts that you are going
Look at this photograph.
to describe a person and they will guess whether this Every time I do it makes me laugh.
person is a very close fr iend, a good friend, a friend or How did our eyes ever get so red?
an acquaintance.
Song: ‘Photograph’
Say: I’ve known Loise for eight years or so. We’re friends on Band: Nickelback (Canada)
 Year: 2005
Facebook, but I barely see or speak to her. She is very close to
 John, my best friend from uni. I often see her at John’s dinner
or birthday parties, but we never sit together. I don’t really
know what she’s up to these days. Workbook p. 6
ID Online Portal
Ask sts to guess which part of the friendship circle Loise
Grammar p. 116
belongs to (an acquaintance).

32
 1.4

 When is the right moment to settle down?

Lesson Aims:  Sts look at compound personality adjectives in the context of online matchmaking services and describing oneself.
They also learn and practise emphatic uses of the auxiliary verbs do and does  and some adverbs.

   4
 .
Function Language
   1
  n
Reading profiles on a matchmaking website. I’m a really outgoing kind of guy, with hundreds of friends.
  o
  s
  s
Describing people with compound adjectives. Adventure-seeking man looking for like-minded, thoughtful woman.
  e
   L Listening to women talk about men they see on a website. Wow! He sure looks handsome!
Using emphatic forms to express opinions. I do believe that… I definitely think…
Vocabulary: Personality adjectives: easygoing , outgoing , thoughtful , knowledgeable , open-minded , fun-loving , adventure-seeking.
Grammar: Emphatic forms: auxiliary verbs do  and does ; adverbs certainly , definitely , sure .
Before the lesson: Write the following question prompts on the board:
Would you ever date somebody who…
1. is not prepared to listen to new ideas? 5. enjoys being alone?
2. is kind and thinks about other people? 6. likes doing dangerous or unusual activities?
3. is extremely intelligent or an expert on something? 7. is shy or reserved?
4. is an older person who likes to do young things? 8. is stressed?

 Warm-up Find out who in the class is single, married, etc. 1. prepared to listen to new ideas = open-minded
Then ask: Is it easy to find a partner these days? What’s an 2. kind; thinks about other people = thoughtful
ideal partner in your opinion?  Have sts work in pairs to take 3. intelligent; knows a lot about something = knowledgeable
turns asking and answering questions 1-8 on the board (see
4. a person with similar ideas and interests = like-minded
Before the lesson ). Encourage sts to ask follow-up questions
5. enjoys having a good time = fun-loving
and extend the talk by asking ‘Why?’ or ‘Why not?’. Classcheck.
6. likes doing dangerous or unusual activities = adventure-seeking
7. friendly; extroverted = outgoing
7  Vocabulary: Personality adjectives 8. relaxed = easygoing

A Start off the lesson with the Song line on the top of
B Play 1.11 andhave sts listen and read the texts in A.
p. 11. Ask if sts can recognise the song or the singers who
Pause the track after each text and ask: What do you
recorded it. Then, focus on the line ‘a chance for folks to think he really wants? What’s he looking for? Promote sts’
meet’ and ask: Where do people usually go to make new discussion in pairs before you classcheck.
 friends or find a partner?
1.11 Really Desperate Singles
Song line:
Adventure-seeking man looking for like-minded, thoughtful
 This i s an invitati on across the nation. woman who wants to settle down and start something
 A chance for folks to meet. meaningful.
 There’ll be laughin’ and singin’… I’m a really outgoing kind of guy, with hundreds of friends.
Song: ‘Dancing in the Street’ I live in uptown Manhattan, so I’m always ordering takeaway.
Singers: David Bowie / Mick Jagger (UK) I need a girl who wouldn’t mind cooking with me at least
 Year: 1985 twice a week. I’m tired of eating out.
This song was originally written by Marvin Gaye and others for
I am an easygoing kind of guy who enjoys hanging out with
Motown’s Martha and the Vandellas (USA, 1964). American
someone special, watching films, going out with friends.
band Van Halen also recorded a version of it in 1982.
Not really looking for any thing serious right now.
Ask: Do you think some people might prefer to meet others on Lonely, knowledgeable Cambridge graduate looking for some
the Internet? Point to the website and ask the class: What fun. I speak seven languages and have a PhD in Medieval
kind of website is this? Literature. If you think you’re my type, don’t hesitate to write.
Who knows, I might finally settle down with the right person.
Focus on the website title, ‘Really Desperate Si ngles’, and, if Hi, how are you? I am a fun-loving single dad of a 5-year-old
appropriate, find out who in class is in the same condition daughter and a 7-year-old son, who are everything to me.
(or is a ‘desperate’ housewife, husband and so on). Have sts On Friday, they go to their mother’s, so my weekends are
look at the postings and ask: What are these people writing mostly open. I want to find Ms Right and perhaps settle down.
about? Why? Which nicknames are the most creative? Recently left prison (don’t worry, just a little tax problem),
Point to the words in bold and have sts match them to looking to start a new life. Want to meet financially stable,
open-minded, attractive and childless woman.
definitions 1-8. Paircheck. Classcheck.
33
 1.4

Personal answers. Point to the sentences in the Grammar box and ask: Which
words are being used for emphasis?  Play 1.13 and pause
after each sentence so sts can repeat. Replay 1.13 and
C Have sts read the World of English  feature about types of ask sts to underline stressed words and, in the rule at the
compound adjectives. Pair sts up and ask them to classify bottom of the box, cross out the incorrect word. Paircheck.
the bold adjectives from A as type 1, 2 or other. Classcheck Classcheck by writing the answers on the board.
by writing the answers on the board.
1.13
Type 1: open-minded, like-minded
a Wow! He sure looks handsome.
Type 2: fun-loving, outgoing, easygoing b You certainly are difficult to please, aren’t you?
Other type: adventure-seeking, thoughtful, knowledgeable c This one’s definitely not for me.
d He does sound like he wants to start a new life.
D MAKE IT PERSONAL  Assign new pairs. Have sts say which e I do appreciate his honesty, though.
adjective(s) in A best describe(s) themselves. One partner
should ask ‘What are you like?’ and the other should answer.
With emphatic forms, auxiliaries and adverbs are usually
Classcheck by having sts report their partners’ answers.
stressed.

Personal answers. Read Common Mistakes  with sts. Explain that after emphatic
auxiliaries we must use infinitive verb forms.

8  Grammar: Emphatic forms C Point to 1-5 and explain that Betty and Anna are
now talking about other men on the website. Have sts
A Tell sts they are going to listen to Anna talk to a friend complete the gaps w ith the emphatic forms provided
about a man from the website in A. Ask: Who are they and a suitable verb. Paircheck. Classcheck by writi ng the
talking about? Play 1.12. Paircheck. Classcheck. answers on the board.

1.12 Notice /ʃ/ and /ʧ/ and sentence stress. 1. does look – sheldonplus

A = Anna B = Betty 2. do want – Barr y Young
B Oh my God, oh my God, look at this one. Wow! He sure
3. sure looks – kingofqueens
looks handsome.
4. definitely looks – Cute_Guy_22
A He’s gorgeous, but, honestly, I’m not sure I’d be willing to
take a chance on him. 5. does seem – Lifestooshort33
B Why not?
A Betty, what do you mean ‘why not’? Look at the man’s profile. D MAKE IT PERSONAL  Ask: How do you go about online
B OK, I know, but he does sound like he wants to start a new life. dating? Have you tried it? Does it work? Have pairs of
A Not with me he won’t. I don’t need that kind of trouble, sts read the six different opinions on online dating and
thank you very much. decide which ones they agree with. Sts in each pair should
B You certainly are difficult to please, aren’t you? Nobody’s compare and justify their views. Refer sts to the model
good enough for you. language in the speech bubbles and remind them to use
A Hmm… Well, I do appreciate his honesty, though. I mean, emphatic forms. Monitor pairs’ discussions closely and
he could’ve lied or simply not mentioned it at all. take notes of any mistakes. Classcheck and provide sts
B So why don’t you give the guy a chance then? with correction and feedback on their performance.
A Nope. This one’s definitely not for me.
Personal answers.

newchance

Workbook p. 7
B Write two sentences on the board: He looks handsome.
ID Online Portal
and Wow! He sure looks handsome!  Ask sts to compare both
Grammar p. 116
sentences and raise the topic of emphasis.

34
 1.5

How much time do you spend online? /

 Which do you do more: listen or speak?
Lesson Aims:  Sts practise present and past tenses to tell an anecdote and learn informal expressions to respond as active listeners.

   5
 .
Function Language
   1
  n
Reading websites’ URLs and descriptions. www.crazyblinddate.com
  o This matchmaking service has very strict admission criteria.
  s
  s
  e Answering online users’ questions. No, you have to pay only once for a lifetime membership.
   L

Listening to friends talk about a blind date. ‘So... how did it go last night?’ ‘You mean the date?’
Telling an anecdote and responding actively. ‘I get in the car and I see this huge mouse!’ ‘Are you
serious?’
Vocabulary: Matchmaking, whether, inner, tagline, shallow, ‘They’re done with it’. Informal expressions for listening actively: ‘Oh
dear!’, ‘Hang on a sec’, ‘You mean…?’, ‘No way!’, ‘What happens next?’, ‘Go on’.
Grammar: Making narratives more vivid with present tenses.

 Warm-up For a high-energy start, begin the class with rousing B Have sts read the descriptions and match them to the
drills. Follow the model below. Alternate from individual to websites’ URLs in A. Remind sts that there is one extra
choral repetition. address that will not be used. Paircheck. Classcheck. Ask:
T She looks beautiful – Really. She really looks beautiful. Repeat. In your opinion, which sites are the most useful?
Sts She really looks beautiful.
T He seems like a nerd – Does. He does seem like a nerd. Repeat. 2 1 4
Sts He does seem like a nerd.
T Now you. You are difficult to please – Certainly. C Ask sts to cover the texts in B and listen to check their
Sts You’re certainly difficult to please. answers. Play 1.14.
T She is not intelligent – Definitely.
Sts She’s definitely not intelligent.
1.14
T He isn’t good-looking – Definitely.
www.trekpassions.com
Sts He’s definitely not good-looking.
What couple argues about finances anymore? Here you can
T I appreciate his honesty – Do.
find that special match who can debate whether Je an-Luc
Sts I do appreciate his honesty.
or James T was the better captain. From the home page:
T She loves him – Does.
‘A 100% free online community and Sci-Fi personals site
Sts She does love him.
for science fiction lovers, including but not limited to lovers
T They’re from Mexico – Certainly.
of Star Trek  and Star Wars .’ Its tagline is: ‘Love long and
Sts They’re certainly from Mexico.
prosper!’
T He isn’t open-minded – Definitely.
Sts He’s definitely not open-minded. www.darwindating.com
T I’m an easygoing and thoughtful person – Really. Yes, online dating can definitely be shallow. This
Sts I really am an easygoing and thoughtful person. matchmaking service has very strict admission criteria. They
claim they match ‘beautiful people only’. And that doesn’t
include inner beauty. On the site, they even have what
they affectionately call the ‘Chimp Calculator’ to test your
 Skills: Reading for main ideas and specific
unattractiveness level. What they promise is ‘Online dating
information minus ugly people’.
A Books closed. Ask: Can you remember what we talked www.scientificmatch.com
about in the last lesson?  Elicit the topic of online dating. At $2,000 for a lifetime membership, this site guarantees
Then ask: Can you tell me three common views or opinions that it will find you a match bas ed on physical chemistry.
 people usually have about online dating? Refer sts to Their lab analyses your supplied DNA sample (immune
MAKE IT PERSONAL  in 8D on p. 11 to refresh their memory system genes) to find that perfect s omeone, and then
if needed. destroys it after they’re done with it.
Books open.  Briefly introduce the names of the
websites, have sts look at the images for each and elicit D Point to the highlighted words and phrase in B.
Elicit
guesses about the types of services each website is what the first one (whether) means and ask sts to match it
likely to offer. to the correct synonym, if . Have sts match the rest of the
words to their synonyms. Paircheck. Classcheck and elicit,
Personal answers. then drill, pronunciation.
35
 1.5

finished – they’re done with it R She gets up and leaves.

if – whether K What do you mean ‘leaves’?
inside – inner R She says, ‘Look, I don’t think this is going to work out’,
leaves some money on the table and walks away.
slogan – tagline
K Just like that?
superficial – shallow
R Just like that.
K Are you serious?
E Have sts work in pairs. Poi nt to the questions posted R Yep. So there you go, one more disastrous date for my
online and tell sts they need to answer them as if they work collection. How ’bout that?
for the matchmaking agencies. Tell sts that they can find K Oh, dear. Well, don’t let it ge t to you, Roberto. You know,
the answers in the texts in B. Classcheck by having three there’s plenty of fish in the sea.
different sts share their answers with the whole class. R Yeah, yeah… Oh well.

1. No, you pay $2,000 just once (for a lifetime membership) and
1. www.crazyblinddate.com
they will destroy your DNA sample after they ’re done with it.
2. Yes, he thought she was gorgeous.
2. The ‘Chimp Calculator’ will test your level of unattractiveness.
3. No, the woman left in the middle of the conversation.
3. Yes. It’s for all sci-fi lovers, not just Star Trek  or Star Wars  fans.

B Read questions 1-6 with the whole class and elicit some

 in Action: Listening actively answers sts remember from the listening activity in A.
Replay 1.15 so sts can mark true (T) or false (F) for items
A Direct sts’ attention to the lesson title on p. 13. Elicit 1-6. Paircheck. Classcheck.
sts’ impressions by asking: What do you think you do more
often: listen or speak?  (refer to sts’ native language as well). 1. F (Roberto and another woman met at a coffee shop.)
Read World of English  with the whole class. Ask: Is this 2. F (He did.)
information new to you? 3. T
Tell sts that they are going to hear two friends talk about a 4. F (They talked a little.)
date. Say: Roberto went on a first date with a woman he met 5. T
online. Explain that Roberto used one of the websites listed 6. T
in Skills A. Invite volunteers to read questions 1-3 to the
whole class. Play 1.15 and have sts listen for the answers
to these questions. Paircheck. Classcheck. C Point to the Formal vs informal  table and have sts try to
predict what Kelly says. Play 1.15 again so sts can check
their predictions. Replay or pause the t rack as necessary.
1.15 Noticethe intonation  .
Classcheck.
K = Kelly R = Roberto
K So… How did it go last night? Read the R  box with the whole class. Ask: Do we do the
R You mean the date? same in our language? Do we use shorter language when
K Yep. speaking informally?
R Well, we arranged to meet at Starbucks on 57th. You know,
 Tip Ask sts to turn to p. 157 for AS 1.15 and do the AS
the cosy one…
task: to notice the rising or falling intonation in the active
K Uh-huh.
listening expressions. Pause after each expression and
R I got there a bit late because of the traffic and… Well,
encourage choral repetition.
anyway, I opened the door and, to my surprise…
K Go on…
R There’s this gorgeous woman sitting right in front of me, 1. You mean the date?
drinking coffee. I couldn’t take my eyes off her. You see, I 2. Go on.
had no idea what she looked l ike, and boy, was she pretty. 3. Hang on a sec.
K Hang on a sec. You mean you hadn’t seen her photo?
4. No way!
R No! You see, that’s the thing with this site I’ve been using
5. What happens next?
– you don’t know what the other person looks like until
you meet them face to face. You only know they will be 6. What do you mean ‘leaves’?
beautiful. 7. Are you serious?
K No way! 8. Oh, dear!
R Yeah, and that’s the beauty of it – the surprise element,
you know.
D Pair sts and ask them to take turns saying 1-8. Have
K What happens next?
sts listen to t he intonation in 1.16 first as a g uide.
R Our eyes meet, we shake hands and, you know, try to break
Monitor sts’ pronunciation closely. Encourage peer
the ice, talk about the coffee, the weather, the traffic…
correction. Classcheck by having different sts say each of
K And then? the phrases in 1-8.
36
 1.5

 Julio? I’m sure it starts with J… Is it Josh? Well, what if I just

1.16
go over there and say hello?’ OK, so I walk in his direction
You mean the date?
and, as I get nearer, he looks at me, stands up and says ‘(your
Go on. name)! It’s me, Gustavo! From university!’… Phew! I would’ve
Hang on a sec. never remembered his name – thank God he said it!
No way!
2 Pair sts up and invite them to take tur ns telling a story.
What happens next?
Allow pairs some time to think of their stories and write
What do you mean ‘leaves’?
down some notes. Explain that sts can also use one of
Are you serious?
the pictures as a basis for inventing and telling a story.
Oh, dear. Refer sts to the informal expressions in C and ensure
that they listen actively and respond to t heir partners’
E MAKE IT PERSONAL 1 Have sts read World of English . stories. Monitor pairs closely for accuracy and offer help
Ask: Do you ever use the present tense to tell a story in (sts’ whenever necessary.
mother tongue)?  Help them reflect on the question with
At the end, invite volunteers to tell their stories to the
some examples. Then, read Common Mistakes  with the
whole class.
whole class. Explain that present tenses can make stories
more vivid. Tell sts a brief story about something you’ve
experienced or seen. Use present tenses to model the
activity. For example, you might say: It all happened this Workbook p. 8
morning. I’m walking to work, sleepy as I can be, when I see ID Online Portal
an old friend from university sitting in a café just before me… Grammar p. 116
I think ‘Wow… That guy! We went to uni together ten years ID Café Video p. 138
ago!’ And I’m there thinking, ‘What’s his name? Jean-Luc? see TB Intro pp. 8-16

37
 2
Unit overview:  In unit 2, sts learn and practise the present perfect continuous via the
contexts of eco-friendly actions and sustainable lifestyles. They also have the opportunity to
compare this new verb tense to the present perfect simple and the past simple.

How green are you?

Lesson Aims:  Sts learn and practise adjectives with the suffixes -able , -friendly  and -efficient  in the context of greener, more
sustainable lifestyles.

   1
 .
Function Language
   2
  n
Reading / Doing a quiz on green actions. Leaving appliances on stand-by mode wastes energy.
  o
  s
  s
Talking about how green people are. Do you have water-efficient taps in your home?
  e
   L Inventing and advertising new green products. With our new disposable clothes, you can…
Vocabulary: Energy-efficient appliances, reusable cloth bags, water-efficient taps, refillable water bottles, solar heating,
polystyrene cups, household waste.
Grammar: Adjectives with the suffixes -able , -friendly  and -efficient .
Before the lesson: If possible, bring some realia to class to pre-teach some of the words from pp. 14-15, such as bottled water, a
reusable cloth bag, an energy-efficient light bulb and a polystyrene cup.

 Warm-up Take out the realia you have brought to class, or Teacher Energy-efficient light bulbs. Keiko.
objects already in the classroom, related to the words on pp. Keiko Photo 2, Miss.
14-15. Walk around the classroom, displaying or pointing to Teacher That’s it. OK. Household waste. Alwen.
objects one by one, and drill pronunciation without writing Alwen Household waste? That’s 5.
any words on the board. Have sts repeat after you, test their Teacher Right again. A reusable cloth bag. Er, Pierre.
memory and ask questions such as: Is bottled water expensive Pierre That’s photo 8.
in our city / country? What types of light bulbs do you use in Teacher Exactly. Now, photo 9. Everton.
 your house? Do you carry your groceries in a reusable cloth Everton Er, photo 9. Appliances. Leaving appliances on
bag? How often do you drink your coffee in polystyrene cups? stand-by.
Teacher Yes. OK, Priscila. Photo 3.
Priscila That’s solar heating.
1  Vocabulary: Going green Teacher Solar heating, er… yes. OK, Eloisa. Photo 1.
Eloisa That’s bottled water.
A Books open. Point to the photos and elicit any Teacher Bottled water. Bottled. OK, photo 4. Giovanni?
vocabulary sts already know. Draw sts’ attention to the Giovanni Fans, Miss.
first bold word in the quiz ( appliances ) and elicit the correct Teacher Yes. And the last one then. Polystyrene cups
photo. Have sts work in pairs to match the remaining bold must be …
words in the quiz to photos 1-9. Say: Now, we are going to All sts Photo 6.
listen to another teacher check this exercise with her students.
Play 2.1. Paircheck. Classcheck. Have sts repeat words appliances (9) (C)
after you as you check answers, or replay 2.1 and pause
reusable cloth bag (8) (C)
after the teacher says each word.
fans (4) (C)
Point to photo 1 and write on the board: a bottle of water tap (7) (C)
and bottled water. Raise sts’ awareness of the fact that
energy-efficient light bulbs (2) (C)
bottled water  is a non-count noun and that a bottle of water
solar heating (3) (U)
is a count noun. Point to photo 2 and ask: What is it? Is it a
bottled water (1) (U)
count noun?
polystyrene cup (6) (C)
Have sts individually decide whether the nouns in photos
household waste (5) (U)
3-9 are countable or uncountable. Ask them to write C or U
next to the bold words in the quiz. Paircheck. Classcheck.
B Point to the quiz in A  and ask t he whole class:
2.1 What’s this quiz about?  Point to the Y , S  and N symbols
Teacher Leaving the tap running. Frank? and say: Listen to the quiz, read and answer ‘yes’,
Frank Er, photo 7. ‘sometimes’, or ‘no’. Play 2.2  and allow sts t o do the
quiz themselves.
38
 2.1

Have sts match 1-3 to their definitions. Paircheck.

2.2
Classcheck by writing the answers on the board. Then ask:
Oh, no! Not another green quiz.
 Are there similar suffixes in (sts’ mother tongue)?
We all know what we should be doing, but how green have
you really gone? At the end, read World of English  with the whole class and
1 Leaving appliances on stand-by mode wastes energy. ask whether sts have any questions.
Do you always unplug your computer or mobile phone
charger when not in use? 3
2 The British throw away about five billion soft drink 2
aluminium cans and bottles every year. Do you recycle
1
bottles and cans at home?
3 Disposable plastic bags can take up to 1,000 years to
decompose. Do you reuse plastic bags or take a reusable D Read item 1 with sts. Elicit possible answers for item 2
cloth bag when you go shopping? and write the correct answer on the board. Invite sts to
4 Fans are about ten times more nature-friendly than air create green phrases for items 3-7, adding -able, -efficient or
conditioning. Do you use fans instead of AC? -friendly to the adjectives provided. Ensure that sts notice
5 Leaving the tap running when you brush your teeth twice singular / plural prompts and use the indefinite article
a day can waste almost 30 litres of water per day. when appropriate. Paircheck. Classcheck.
Do you turn the tap off while brushing your teeth?
Have sts swap partners. Refer them to the model dialogue
6 Energy-efficient light bulbs last up to ten times longer. Do
in the speech bubbles. Ask them to take turns asking and
you use energy-efficient light bulbs in your house or office?
answering questions about their homes, using phrases 1-7.
7 Solar heating can help you save as much as one-third of
Monitor sts’ work closely for accuracy and offer help as
your monthly power bill. Does your house or flat have a
necessary. Classcheck by having sts talk about their
solar heating system?
partners’ homes.
8 It takes more than 30 million barrels of oil a year to make
the plastic for the world’s bottled water. Do you use
 Tip For further practice, direct sts to Grammar on p. 119.
refillable bottles for water at home?
9 A polystyrene cup takes 500 years to decompose. Do you
use polystyrene cups at work or home? 2. a fuel-efficient vehicle
10 A typical American family produces 30% more household 3. environment-friendly detergents (also possible:
waste than a typical Mexican family. Do you separate environmentally friendly)
organic and nonorganic household waste?
4. rechargeable batteries
5. energy- efficient appliances
Personal answers.
6. a reusable water bottle
Pair sts up and have them compare answers. Refer to 7. pet-friendly insecticides
Common Mistakes  to help them talk about their green habits.
Ask: Who’s the greenest person in our class?

Read the Song line on the top of p. 15. Ask whether sts know 2  Pronunciation
the song or the singer who recorded it. Ask them if anyone
A Invite volunteers to name what they can see in both
knows the song to sing the line or hum it for the class.
pictures (a clock and a sock, a nose and a rose). Direct
sts’ attention to the underlined sounds. Pair sts up
Song line:
and have the pairs write the words next to the correct
Heal the world. phonetic symbol. Play 2.3 so sts can check their answers.
Make it a better place for you Classcheck and drill pronunciation for all words.
and for me and the entire human race.
Song: ‘Heal the World’ 2.3
Singer: Michael Jackson (USA)
Sock, clock. Bottle, cloth, product, polystyrene.
 Year: 1992
Nose, rose. Clothes, disposable, eco, programme, solar.

C Drill the pronunciation of 1-3. Engage sts in choral and

Sock, clock: bottle, cloth, product, polystyrene.
individual repetition.
Nose, rose: clothes, disposable, eco, programme, solar.
Write the highlighted suffixes, -able, -efficient and
-friendly, on the board and elicit or present more examples
 Stronger classes Direct sts to the pronunciation chart on
of adjectives with these suff ixes, such as ‘a sustainable
p. 154 and have them practise saying word lists for s ounds
project’, ‘an adorable creature’, ‘a memorable moment’,
/ɒ/ and /ǝʊ/. After completing the classcheck, ask sts
‘a cost-efficient journey’, ‘fuel-efficient planes’, ‘user-
to recite for the whole class some of the extra words they
friendly soft ware’, ‘a dog-friendly hotel’ or ‘a child-
remember from the pronunciation chart.
friendly restaurant’.
39
 2.1

B Have sts work in pairs to come up with combinations of that sts should write a short advert for one of the products
the words in A that could make new product names, as in they came up with in B. Walk around the class and offer
the example ‘disposable clothes’. Monitor closely and offer help and feedback whenever possible. Classcheck by having
help whenever necessary. Classcheck by writing possible groups swap adverts or inviting volunteers to read their
answers on the board. adverts to the class. Ask: Whose advert is the most convincing?

Possible answers: Personal answers.

Eco-product / programme / clothes / bottle / etc
Solar clock
Polystyrene product
Workbook p. 9
C MAKE IT PERSONAL  Read the example advert with sts. ID Online Portal
Grammar p. 118
Divide the class into small groups of three or four. Explain

40
 2.2

How long have you been studying here?

Lesson Aims:  Sts study and use the present perfect continuous to talk about recent habits and changes in their lives.

   2
 .
Function Language
   2
  n
Watching / Listening to No Impact Man . I started by cutting out…
  o
  s
  s
Talking about going green or ‘no impact’ for a year. I couldn’t possibly survive without my car.
  e
   L Reading a blog post about one man’s green lifestyle. I’ve been walking to work at least twice a week.
Interviewing a friend about recent habits or changes. How long have you been reading this book? How long have
you been going there?
Vocabulary: Expressions: ‘The list goes on and on’, ‘…and stuff like that’, ‘…and so on’.
Grammar: present perfect continuous.
Before the lesson: If possible, arrange seats in a horseshoe / semicircle shape or in a line.

 Warm-up Tell sts to predict what a ‘no impact man’ means. As C Pair sts up and have them ask and answer the questions.
sts say what comes to their minds, write their ideas on the board. Encourage them to justif y and explain their opinions.
Classcheck by having sts report their partners’ answers.

3  Listening Personal answers.

A Point to the poster and have sts read the DVD’s title.
Ask the whole class: Is it a comedy or a documentary? Why
is it called ‘No Impact Man’? Allow sts some time to guess 4  Reading
and interpret the title. Then say: Let’s watch the video and
check our guesses.  Play 2.4. Classcheck. A Focus on the blog and ask: What kind of website is
this? What’s Al talking about?  Allow sts some time to skim
2.4 Notice the silent letters.
through the text and answer. Say:  Al has watched Colin
It started out as an experiment. I wanted to see if I could leave
Beaven’s film ( No Impact Man ), and it has inspired him.
no impact on the environment for an entire year, and I asked
myself, ‘Was it possible I could become a happier person by Point to men A, B and C, just above the top right section of
reducing my impact on the environment?’ And the answer I the blog, and ask the class: How green is Al’s lifestyle now?
found out is a resounding ‘yes’. So I started by cutting out Say: Listen and read to find out.  Play 2.5. Classcheck.
garbage, taxis, throw-away coffee cups… I eliminated tomatoes
in the middle of January, AC in the dead of August, bottled
2.5
water from France and new clothing from who knows where.
I saved money, lost weight, gained energy, improved my health, This morning I ran into an old friend on my way to work.
spent more quality time with my family and friends, renewed He could hardly recognise me. ‘You look so… different’, he
my relationship with my wife and discovered an overall sense said. ‘Have you been working out or s omething?’ Well, yes,
of freedom. I learned that, yes, sometimes less is more. I’ve been working out like mad every day, but I gues s it’s the
‘something’ that has made the difference. You see, I’ve been
trying to copy the idea I saw in a film called No Impact Man .
It’s a documentary about a man who performed an
It’s about a chap called Colin Beaven, who tries to have zero
experiment: to have no impact on the environment for a year.
impact on the environment for a year. So instead of simply
switching to energy-efficient light bulbs, buying eco -friendly
 Cultural note The speaker in 2.4 is American, so he uses
cleaning products, avoiding disposable cups and things like
the word garbage , which would be rubbish  in British English.
that, he takes the whole thing to the next level: no T V, no
Americans also use the word trash .
lifts, no public transport, no household waste… The list
goes on and on. No Impact Man  has had such an impact (!)
B Read sentence 1 with the group. Have sts read on me that Clara and I are trying to green up our lifestyles
World of English  and elicit or provide more examples, such too. For example, I’ve been walking to work at least t wice
as ‘I’ve got no money’ or ‘There are no eggs in the fridge’. a week, taking the stairs, using recycled paper, and so on.
Ask sts to read the rest of the sentences and work in pairs At home, we’re beginning to recycle, trying to unplug all
to decide whether statements 1-5 are true (T) or false (F). appliances, installing water-efficient taps – you name it. And
Then, replay 2.4. Classcheck. you know what? Clara and I have been feeling great lately.
But I think that’s really as far as I can go. I’d never be able
1. F (for a year) to give up TV, sell my precious car (which I’ve only been
2. T driving since Monday!) or buy used clothes. So my ques tion
is: Can I make a difference, or am I wasting my time?
3. T
4. T
5. F (he lost weight) B

41
 2.2

B Ask sts to go back to the text in A and identify key Song line:
points that justify their choice of ‘green man B’. Paircheck. Someone told me long ago,
Classcheck. there’s a calm before the storm.
I know, it’s been coming for some time.
Al has ‘been walking to work at least twice a week, taking Song: ‘Have You Ever Seen the Rain?’
the stairs, using recycled paper and so on’. At home, Al and Band: Creedence Clearwater Revival (USA)
his partner are ‘beginning to recycle, trying to unplug all  Year: 1971
appliances, installing water-efficient taps’. But he believes
‘that’s really as far as [he] can go’. He says, ‘I’d never be
1. Sentences b and c emphasise the duration of an action /
able to give up T V, sell my precious car (which I’ve only
state. Sentence a has a general meaning of lately .
been driving since Monday!) or buy used clothes’.
2. d

C Point to the text in A again and ask: What do these C Point to the woman in the photo and say: Suzanna’s
highlighted expressions mean?  Have sts swap partners and also seen the film No Impact Man and is now trying to
work in pairs to guess or infer meaning from the text. go green. Draw sts’ attention to the prompts, and read
Classcheck. example 1 with the whole class. Help sts write sentence 2
with the prompts given. Remind sts that they should use
All highlighted expressions mean ‘etc’. used to with a base verb to talk about habits in the past,
but that they should use the present perfect continuous to
talk about Suzanna’s new habits. Paircheck. Classcheck by
D Point to Al’s last question in A, ‘Can I make difference,
writing the answers on the board.
or am I wasting my time?’ Have sts read the model
sentences in the speech bubbles. Say: Now answer Al’s 2. She used to buy conventional appliances, but she’s been
question together.  Ask sts to share their opinions in pairs buying energy-ef ficient ones / appliances lately.
and then open the discussion to the whole class.
3. She used to use lots of disposable products, but she’s
been trying to avoid them for the past few months.
Personal answers.
4. She used to use a / her car every day, but she’s been
leaving it at home twice a week since April.
 Tip Refer sts to Writing Bank on p. 148.
5. She used to throw away household waste, but her kids
have been recycling it for the last two week s.
6. She used to buy few eco-friendly products, but her
5  Grammar: Present perfect continuous
husband has been buying lots of them for some time now.
A Books closed. Read sentence 1, ‘Al probably has a gym
membership’, and ask sts whether it is true or false. Do the
same for sentences 2-3. Then, reveal that all the sentences 6  Pronunciation
are true.
A Point to sentence 1 and say: Listen to this question and
Books open. Point to sentences 1-3 and ask sts to find and notice how the verb ‘have’ is pronounced. Play 2.6 and
underline evidence for each statement in the text in A. pause after the first question. Replay the track if necessary.
Paircheck. Classcheck by writing the answers on Say: Now listen to sentence 2. How do we pronounce ‘has’ in
the board. this case? Play the rest of 2.6. Classcheck.

1. ‘I’ve been working out like mad every day’ (line 3) 2.6
1 How long have you been living alone?
2. ‘I’ve been walking to work at least t wice a week’ (lines
12-13) 2 How long has she been trying to go green?

3. ‘which I’ve only been driving since Monday!’ (line 17) Focus on connected speech and falling intonation symbols
on both sentences. Model the sentences with your own
voice and have sts repeat them chorally. Replay 2.6 for
B Invite sts to work collaboratively to find out rules for
choral and individual repetitions. Monitor closely to ensure
themselves. Have sts complete item 1 in pairs. Classcheck.
that sts produce weak forms of have / has.
Point to the sentences on the board (see the answer key
to A) and ask sts: How would you classify these sentences?
B Point to the speech bubbles and say: Listen and read.
Read Common Mistakes  and the R  box with the whole class. Play 2.7 and pause after the first question. Play the
Have sts go over item 2 and cross out option a, b, c or d. prompt, ‘I live near the park now’, and pause the track. Say
Classcheck. or elicit the question starter ‘Really? How long…’ and allow
sts time to come up with the full question themselves.
Read the Song line on the top of p. 17 and ask if sts know Correct any mistakes on the spot and encourage good
this song or the band that recorded it. Draw sts’ attention pronunciation – reduced forms of have / has, connected
to the present perfect continuous example in the line. speech and falling intonation, as practised in A.
42
 2.2

Resume 2.7 and pause after each reply. Choose d ifferent C Have two volunteers read the model dialogue in the
sts to come up with the question individually, but have the speech bubbles. Then model the activity yourself by asking
class chorally repeat each question after it is played and a student: Do you drive?  If yes, ask: How long have you been
checked in 2.7. driving? Ask another student: How long have you been living
in (city)?
2.7
M = man W = woman
Invite a volunteer to ask you a question with one of the
verbs from the box, e.g., ‘How long have you been working
M Guess what! I go to the gym twice a week now!
as a teacher?’.
W Really? How long have you been going there?
M I live near the park now, you know? Have pairs of sts take turns asking and answering ‘How
W Really? How long have you been living there? long have you been…?’ questions with the verbs provided.
M Susan’s going out with Paulo. Can you believe that? Monitor closely for accuracy and pronunciation. At the end,
W Really? How long has she been going out with him? progress to an open pair activity; that is, have two sts at a
M John’s learning how to recycle gl ass. time (preferably not two sitting together) ask and answer a
W Really? How long has he been learning that? question while the rest of the group listens.
M Rick plays the guitar really well.
Personal answers.
W Really? How long has he been playing it?

I live near the park now, you know?

Really? How long have you been living there?
Workbook p. 10
ID Online Portal
Susan’s going out with Paulo. Can you believe that?
Grammar p. 118
Really? How long has she been going out with him? Writing Bank p. 148
John’s learning how to recycle glass.
Really? How long has he been learning that?
Rick plays the guitar really well.
Really? How long has he been playing it?

43
 2.3

 Which is worse: flooding or drought?

Lesson Aims:  Sts study and practise present perfect vs present perfect continuous through the context of global warming and
natural disasters.

   3
 .
Function Language
   2
  n
Reading / Listening to newspaper headlines. Floods in all parts of the world have been getting worse year
  o after year.
  s
  s
  e Talking about global warming and natural disasters. I think droughts are obviously caused by global warming.
   L

Listening to scientists talk about the effects of global warming. The Earth has been getting warmer at a steady rate since 1998.
Talking about local natural disasters and problems. Officials say Amazon deforestation is not as bad as it once was.
Vocabulary: Floods, droughts, deforestation, poaching, threatened species, dumping, fossil fuels, rising sea levels.
Grammar: Present perfect vs present perfect continuous.
Before the lesson: Write these verbs / expressions on the board: live, work, drive, study English, eat fast food, do exercises, read .

 Warm-up Books closed. Have sts review and p ractise the C6 Officials say Amazon deforestation is not as bad as it
present perfect continuous with an activity similar to 6C on once was.
p. 17, but with books closed this time. Have sts work with C7 Dumping of e-waste is on the rise in developing countries.
partners they don’t usually sit next to. Point out the words C8 The UN has labelled the world’s rising sea levels
on the board (see Before the lesson ) and tell sts they will be ‘alarming’.
asking questions with these words. C9 Poaching in Latin America has declined.
Model the activity by asking a student: Where do you live?  Then
ask: How long have you been living in (neighbourhood / city)?  Have
another student ask you a question. Ensure that sts understand 2 1 7 3 6 8 9 4 5
that the follow-up questions will use ‘How long…?’ with present
Drill pronunciation of the words in bold. Then ask:  Are
perfect continuous. Explain that sts first need to ask about present
there periods of droughts in our country? How severe are
habits, e.g. ‘Do you drive?’ or ‘Are you reading anything at the
they? How long do they last? Where’s our e-waste being
moment?’, before they ask ‘How long have you been…?’.
dumped? Can it be recycled? Do you think sea levels are rising
Monitor closely and take notes for delayed correction.
because of global warming?
Classcheck and give sts your feedback.

B Have sts work in pairs to answer questions 1-2. Monitor

and write down notes on sts’ performance and opinions.
7  Vocabulary: The environment Save feedback and corrections for after they finish their
discussions. Classcheck sts’ ideas and give them your
A Books closed. If the technology is available, display
language feedback.
the photos from p. 18 with the Digital Book for Teachers.
Alternatively, google some photos of natural disasters. Write
Personal answers.
Global Warming on the board and ask the whole class: In your
opinion, which photos are related to global warming?  Allow
some time for sts to discuss the question in pairs. Classcheck.
8  Listening
Point to photo 1 (floods) and ask: Do you think floods are
caused by global warming?  Have sts repeat the word  floods A Ask the whole class: Should we worry about global
after you. Point to photo 9 (poaching) and ask: Is poaching warming? How serious is it?  Say: Some people believe there’s
a problem in (your country)? no global warming.  Have sts read the six sentences that
express opinions about global warming. Point to the
Books open. Have sts look at the headlines and match them sentences and say: You’ll hear six scientists who totally
to photos 1-9. Paircheck. Play 2.8 so sts can check their disagree with these opinions. Match each scientist’s opinion
answers. Classcheck. on p. 19 to the corresponding counterargument.  Play the
first scientist in 2.9 and then pause the track. Ask: Which
2.8 Notice /ŋ/ and /k/. sentence is she talking about / disagreeing with? Classcheck.
NR = newsreader C = correspondent
Play the rest of 2.9. Paircheck. Replay the track if
NR Here are the headlines from our correspondents around
necessary. Classcheck.
the world.
C1 Floods in all parts of the world have been getting worse
2.9 Notice the long and short pauses.
year after year.
Argument A
C2 Droughts seem to be getting more and more severe.
A number of independent measures of solar activity indicate
C3 Countries like India are becoming less dependent on the sun has actually cooled by a few deg rees since 1960,
fossil fuels. over the same pe riod that global temperatures have been
C4 Threatened species list is getting smaller. warming. Over the last 35 years of global warming, sun and
C5 Experts disagree on the causes of global warming. climate have been moving in opposite directions.

44
 2.3

Have sts match pairs of sentences a-c to grammar uses

Argument B
1-3. Paircheck. Classcheck.
This is like saying that forest fires have happened naturally
in the past, so any recent forest fires can’t be caused by
a. 2 Completed action – proce ss happening now
humans. It just doesn’t make sense.
b. 1 No difference (can be used interchangeably)
Argument C
Climate researchers have been publishing papers for years c. 3 How much / many? – emphasis on how long
saying that global warming is happening right now. Around
97% of researchers agree on this. B Point to the newspaper clippings and say: Look at
Argument D all this news about the environment. What are the main
The Earth has been getting warmer at a steady rate since topics?  Allow sts to read briefly and then li st the key
1998, and there are no signs of it slowing any time soon. points (renewable energy, poaching, deforestation). Point
In fact, globally, the hottest 12-month period ever recorded to the fi rst story and elicit t he correct answer. Have sts
was from June 2009 to May 2010. read each clipping and circle the correct verb tenses.
Argument E Classcheck.
Since the mid 1970s, global temperatures have been
increasing at around 0.2 degrees Celsius per deca de. announced
However, weather imposes its own dramatic ups and downs been trying
over long-term periods. This means we expect to see record found
cold temperatures even during global warming.
been increasing / increased
Argument F
looked OR been looking
A large number of ancient mass ex tinction events have
been strongly linked to global climate change. Because lost
the world’s climate has been changing so rapidly, the way
species typically adapt (for example, migration) is, in most C MAKE IT PERSONAL
 Assign new pairs. Have pairs look at
cases, simply not possible. the photos on p. 18 again and answer questions 1-3. Refer
them to the model dialogue in the speech bubbles. Classcheck
1. c 2. f 3. a 4. d 5. b 6. e sts’ ideas and provide them with language feedback.

Personal answers.
B Pair sts up. Replay 2.9 and ask: Do you agree with the
scientist or with any of the counterarguments on the list in A?
Discuss in pairs. Classcheck by having sts report their D MAKE IT PERSONAL
 Tell sts they are going to hear
partners’ opinions. five questions. Say: We are going to do dictation. Write
down the five questions you hear.  Play 2.10. Replay the
Personal answers. track if necessary. Classcheck by writing the answers on
the board.
Have sts swap partners and take turns asking and
9  Grammar: Present perfect vs answering the questions. Monitor sts’ work closely and
 present perfect continuous take notes for delayed correction. Classcheck.

A Read the Song line on the top of p. 19 and ask whether

2.10
sts have ever heard the song or are familiar with the singer
1 How long have you been living here?
who recorded it. Focus on the verbs in the line and say: Tell
2 Have you been studying English for long?
me two different verb tenses in the line.
3 How long have you known our teacher?
Song line: 4 Have you had much fun recently?
 You’ve been talki ng in you r sleep, 5 Have you been sitting on that chair for the whole lesson?
things you never say to me.
 Tell me th at you’ve had enough… 1. How long have you be en living here?
Song: ‘Just Give Me a Reason’
2. Have you been studying English for long?
Singer: Pink, featuring Nate Ruess (USA)
 Year: 2013 3. How long have you known our teacher?
4. Have you had much fun recently?
Have sts read the first pair of sentences. Write them
on the board and ask: Which one is in the present perfect 5. Have you been sitting on that chair for the whole les son?
continuous? What about the other one? Question: Personal answers.

Read the three rules in the Grammar box with the whole

group and refer sts to Common Mistakes  for examples
showing that the present perfect and the present perfect
Workbook p. 11
continuous cannot always b e used interchangeably.
ID Online Portal
Highlight the use of since and emphasise that state verbs
Grammar p. 118
(e.g., know) are not used in continuous tenses.
45
 2.4

 What’s the best advert you’ve seen recently?

Lesson Aims:  Sts continue to practise the present perfect continuous in the context of advertisements. They also use and
compare past simple vs present perfect and present perfect continuous.

   4
 .
Function Language
   2
  n
Reading adverts and inferring the meaning of new expressions. Our meditation retreat will help you deal with life’s ups and downs.
  o
  s
  s
Listening to (dis)satisfied customers. I’m taking it back to the shop first thing tomorrow.
  e
   L Retelling stories. The battery has died twice, but only because…
Role-playing interviews with dissatisfied customers. How long have you been learning Chinese online?
Interviewing a friend on different topics. No way! How long have you been collecting iPods?
Vocabulary: Retreat, up to, at least, life’s ups and downs.
Grammar: Past simple vs present perfect and present perfect continuous.
Before the lesson: Write the following prompts on the board:
 A … ever… travel by plane? B … ever… watch (name of a film)? C … eat Japanese food?
Where… fly to? Who… watch it with? Where… eat it?
When… go there? When… you watch it? When…?
… have fun? … like it? … like it?

 Warm-up Review ‘Have you ever…?’ and past simple Advert 2:

questions. Direct sts’ attention to the prompts on the bo ard. 3. Not looking your best
Elicit questions from the prompts. Drill pronunciation.
Advert 3:
Divide the class into groups of three and have sts take turns
interviewing their group members using the questions on the 2. Need some time out
board. Sts may interview two pe ople at the same time. Monitor 4. No mobile phones or tablets allowed
sts’ interviews closely for accuracy and correct any mistakes
on the spot. Classcheck answers and ask volunteers to share D Read World of English  with sts to explain the concept of
any experiences they found that they had in common with ellipses. After reading the examples in the box, ask: Is there
others in their group. such a thing in (sts’ mother tongue)? Do we also have ellipses
in our language?
Point to the adverts in A and ask sts to find examples of
10  Reading ellipses. Paircheck. Classcheck.
A Explore what sts can see in the photos and have them
Advert 1:
guess what type of product is being advertised. Then, have
sts read the adverts quickly to check their guesses. (Are you) thinking of upgrading your phone?
(Are you) tired of batteries that won’t last?
Ask the whole group: Which promise(s) do you find hard to
(The) introductory price (is) £59.
believe? Why?
(The) offer (is) limited to one unit per customer.
Personal answers. Advert 2:
(Are you) not looking your best?
B Point to the words in bold in A and have sts match them No physical exercise (is) required.
to definitions 1-4. Paircheck. Classcheck. Then ask: Are any All major credit cards (are) accepted.
of these words or expressions similar in (sts’ mother tongue)?
Advert 3:
1. retreat (Are you) feeling stressed out?
2. up to (Do you) need some time out?
3. life’s ups and downs No mobile phones or tablets (are) allowed.
4. at least
E Have two different sts read the opinions from t he
speech bubbles. Pair sts up and ask them to look at
C Point to the gaps in A and say: There are some phrases
adverts 1-3 in A and say which products they’d most and
missing in these adverts. Look at 1-5 in C and complete the
least like to tr y. Monitor sts’ discussions closely and take
gaps. Paircheck. Classcheck.
notes for delayed correction. Classcheck and then tell
sts which one you’d most and least like to try yourself.
Advert 1:
Provide sts wit h language feedback.
1. Tired of batteries that won’t last
5. Offer limited to one unit per customer Personal answers.

46
 2.4

F Say: We’re going to listen to a conversation at a party. Z Oh yeah?

People are talking about one of these adverts. (Point to A.) P I’ve been using it for about an hour, and the battery has
Play conversation 1 in 2.11 and then pause the track. Ask: died twice.
Which advert are they talking about? Z You’re joking! Talking, Facebooking, or what?
P Basically tweeting, plus a 20-minute conversation. To think I
Say: Now let’s listen to conversations 2 and 3 and match them to
threw away the old phone! I had my old Nokia for three years,
the correct adverts in A. Resume 2.11. Paircheck. Classcheck. and the battery life was so much better. Stupid me!

Conversation 2
2.11
B = Bruce T = Tom
Conversation 1
B No… You see, I spent the whole month away from
Z = Zach H = Hugo
Chicago… just meditating, relaxing and trying to find some
Z Hey Hugo, I tried to ring you, like, five times. Where have
peace of mind, you know?
you been?
T Wow! But where exactly did you go?
H Ah, Zach, sorry, mate. Not my fault. It’s this thing I bought…
B I went to a meditation retreat up in the mountains. I was
Z One of those green models?
there for about a month, you know?
H Yeah, but, er, I’m taking it back to the shop first thing
T And…?
tomorrow.
B I’m a brand new man.
Z Oh yeah? How come?
T No way!
Conversation 2 B Yeah. I’ve never been happier.
B = Bruce T = Tom
Conversation 3
T Still working for Orange? L = Lorna B = Beth
B I left last month. B Well, er, my diet’s changed radically… like, I’m only eating
T Bruce! No! You loved that place. lettuce and seeds, oh, and nuts. Yeah, I adore nuts.
B Yeah. I worked there for over ten years. But, you see, L Sounds boring… How long have you been following this diet?
I... I just couldn’t handle the stress... B Well, let’s see... I started right after Christmas, so that
T I know what you mean, sure. So, er… Have you found a makes what…? Five months.
 job yet? L Wow! I’m impressed! So… how much weight have you lost?
B Nope. B Are you ready for this? Two pounds!
T So, let me try a different question. Have you been looking L Oh, that’s nice!
for a job? B What do you mean ‘that’s nice’? Lorna, I’ve been eating
B No… You see, I spent the whole month away from bird food for five months and I’ve lost two pounds! Not two
Chicago… just meditating, relaxing and trying to find some stone. Two pounds!
peace of mind, you know? L Have you been working out too?
Conversation 3 B Well, I’m kind of starting next week… maybe.
L = Lorna B = Beth
L How come you’re not eating anything, Beth? 1. dissatisfied 2. satisfied 3. dissatisfied
B I can’t, Lorna. I’m on Dr Maden’s green diet.
L Oh, you mean the tall skinny guy, right? The one that was
H Have sts swap partners. Tell pairs to guess or decide
on TV the other day?
from memory whether sentences 1-6 are true (T) or false (F).
B Yeah, yeah, that’s the one...
Make the activity feel like a competition and explain that
L So then, is it working? each correct guess is worth one point. Play 2.13 for the
B Well, er, my diet’s changed radically… like, I’m only eating full conversations. Classcheck by writing the answers on
lettuce, and seeds, oh, and nuts. Yeah, I adore nuts. the board and have sts add up their points. Find out which
pair(s) of sts scored more points.
1. 1 2. 3 3. 2
1. F 2. T 3. F 4. F 5. F 6. F

G Ask the whole group: How many customers were satisfied?

Listen to the second half of the conversations and check.  Play
11  Grammar: Past simple vs present
2.12.
Classcheck. Encourage sts to say why each customer
was satisfied or dissatisfied.
 perfect simple / continuous
A Focus on the photos of Hugo, Bruce and Beth and ask the
2.12 class: Do you remember what problem each of these people has?
Conversation 1
Draw sts’ attention to gaps 1-6. Explain that sts wi ll need
Z = Zach H = Hugo
to complete the gaps using past simple, present perfect
H Yeah, but, er, I’m taking it back to the shop first thing
or present perfect continuous. Before they start, read
tomorrow.
Common Mistakes  with the whole class. Sts should complete
Z Oh yeah? How come?
gaps 1-6 with the correct verb tense. Paircheck. Play 2.14
H Mate, the battery life’s ridiculous. so sts can check their answers.
47
 2.4

2.14 1. Have you found a job yet?

1 I’ve been using it for about an hour, and the battery has 2. Have you been looking for a job?
died twice. 3. How long have you been following this diet?
2 I had my old Nokia for three years, and the battery life was
4. How much weight have you lost?
so much better.
5. Have you been wo rking out too?
3 I worked there for ten years, but I just couldn’t handle the
stress. Question: Personal answers.
4 I went to a meditation retreat up in the mountains. I was
there for about a month, you know. C Focus sts’ attention on the pop-ups. Say: This is Raul.
5 My diet’s changed radical ly. He’s been studying Chinese with this website. Does he look
6 I’ve been eating bird food for five months and I’ve lost two happy? Point to Tomiko and say: This is Tomiko. Do you
pounds! think she’s happy with her pet alligator?
Assign new pairs and explain t hat sts are going to role-
1. ’ve been using / has died 2. had 3. worked play two interviews, with st A playing Raul and st B
4. went / was 5. ’s changed 6. ’ve been eating / ’ve lost playing Tomiko. Refer them to the prompts in t he speech
bubbles and elicit some of the questions sts will need to
Pair sts up and have partners take turns retelling what interview each other.
happened to each customer, adding all details they
remember from the stories. Closely monitor sts’ stories Monitor closely and offer help whenever necessary. Then,
and offer help as necessary. Classcheck by having three ask sts to record one of the interviews on their mobile
different sts retell one story each. phones or other recording device, if available. Allow sts
time to listen to themselves. Then, invite volunteers to
At the end, read the Song line on the top of p. 21 with the play their recorded interviews for the class.
whole class and ask if they know the song or the band who
recorded it. Personal answers.

Song line:
D MAKE IT PERSONAL  Explain that sts are going to
 Well‚ I’ ve been h aunted in my sleep, interview each other on one of the topics from the box.
 you’ve been starring in my d reams. Sts may choose t he topic about which they would like
Lord, I miss you. to be interviewed. Allow sts some thinking time to plan
Song: ‘Miss You’ their questions and even jot down some notes b efore they
Band: The Rolling Stones (UK) actually start the activity.
 Year: 1978
Have sts work in pairs to interview each other using
questions from this lesson, especially questions with
B Elicit question 1 from sts. Sts write questions 1-5 using present perfect continuous, present perfect, and past
the correct verb tenses. Play 2.15 to classcheck. Have sts simple. Take notes while you monitor their work. At the
take turns asking and answering questions 1-5 in pairs. end, provide sts with language feedback and have them
Monitor closely for accuracy. Classcheck by having sts report some of their partners’ answers.
report their partners’ answers to the whole class.
Personal answers.
2.15
1 Have you found a job yet?
2 Have you been looking for a job?
3 How long have you been following this diet? Workbook p. 12
4 How much weight have you lost? ID Online Portal
5 Have you been working out too? Grammar p. 118

48
 2.5

Do you support any charities? /

Have you been feeling stressed lately?
Lesson Aims:  Sts continue to practise the present perfect continuous in the context of lifestyle changes and learn expressions to
encourage or discourage new ideas.

   5
 .
Function Language
   2
  n
Listening to a report on threatened species. People have been killing this beautiful animal to make
  o medicine for hundreds of years.
  s
  s
  e Expressing numerical information. ‘How many giant pandas are left in the wild?’ ‘Fewer than 2,000.’
   L

Watching / Listening to a video about animal extinction. Twenty-five per cent of our mammal species are at risk.
Encouraging and discouraging people. ‘Well done, Janet.’ ‘What’s the use of buying an electric car?’
Talking about recent changes in your lifestyle. I’ve been trying not to eat too much.
Vocabulary: Vulnerable, extinction, woodpecker, whale, seal, golden lion tamarin, rhino. Encouraging and discouraging
expressions: ‘Keep up the good work!’, ‘What’s the point of…?’, ‘Why would you want to…?’.
Grammar: present perfect continuous.

 Warm-up For a high-energy start, and more pronunciation and  Tip Drill animals’ names from the table and have sts play a quick
grammar practice, begin the class with rousing drills. Follow memory game. Pairs of sts should cover the table and test each
the model below. Alternate from individual to choral repetition. other, e.g., st A: ‘What’s this?’, st B: ‘That’s a woodpecker’.
T Eat less recently. I’ve been eating less recently. Repeat.
Sts I’ve been eating less recently. Focus on the title above the photos (‘Species we may never
T Work out more for the past two weeks. I’ve been working see again’). Ask: Are all of these animals threatened species?
out more for the past two weeks. Repeat. Draw sts’ attention to the numbers on each photo. Ask:
Sts I’ve been working out more for the past two weeks. What do these numbers represent?
T Walk to work – lately. I’ve been walking to work lately.
Point to the thi rd column of the table and read it with sts
Repeat.
(‘Number left in the wild’). Explain t hat the phrase ‘in the
Sts I’ve been walking to work lately.
T Now you. Avoid sugar – for the past few months. wild’ means in t he animals’ natural habitat, rather than
Sts I’ve been avoiding sugar for the past few months. in zoos.
T Study English – for two years. Read World of English  with the whole class. Then say: Listen
Sts I’ve been studying English for two years. to a report and complete the table with the correct numbers.
T Save money – since January. (Point to the table and the numbers on the photos.) Play
Sts I’ve been saving money since January. 2.16. Paircheck. Replay the track if necessary. Classcheck
T Look for a job – for three months. by writing the answers on the board.
Sts I’ve been looking for a job for three months.
T She. 2.16
Sts She’s been looking for a job for three months.
Our planet has some amazing species, but too many of
T Since April.
them face extinction. Here are some of the ra rest animals
Sts She’s been looking for a job since April.
on Earth. Perhaps the most famous rare animal is the giant
T Now, listen. Read this book. How long have you been
panda. In 2004, scientists found fewer than 2,000 pandas
reading this book? Repeat.
in the bamboo forests of China, and there are only 300
Sts How long have you been reading this book?
pandas in our zoo s too. Imagine the world without pandas!
T Live here. How long have you been living here? Repeat.
Next, one of the rarest marine animals. The Hawaiian
Sts How long have you been living here?
monk seal only lives in the Pacific Ocean around the
T Now you. Look for a boyfriend.
beautiful islands of Hawaii, and fewer than 1,000 of these
Sts How long have you been looking for a boyfriend?
magnificent creatures remain.
T Go to the gym.
OK, next up is the adorable golden lion tamarin from the Atlantic
Sts How long have you been going to the the gym?
forests of Brazil. There are only around 1,500 of them left in
T Wait for me.
the wild, although at least this number is now up from just 200
Sts How long have you been waiting for me?
T Practise English. in the 1970s. Well done, Brazil, keep up the great work! It’s
Sts How long have you been practising English? not such good news for the mountain gorilla. Its habitat in the
mountains is also a war zone, and many gorillas are killed. In
fact, these gorillas were only discovered about 120 years ago,
and now there are only about 800 left in the African mountains.
 Skills: Expressing numerical information Another sea mammal in extreme danger is the northern
A Books open. Explore the photos with sts and ask which right whale. Because of hunting, fewer than 500 of thes e
animals they can name. Refer sts to the names in the table extraordinary creatures a re still alive.
A similarly sad stor y is the Javanese rhino. People have been
to help them and ask questions such as: Where in the world
killing this beautiful animal to make medicine for hundreds
can we see giant pandas?
49
 2.5

of years – and now there are approximately 50 left.  in Action: Encouraging and discouraging
And the worst story of all. Due to loss of habitat, scientists
believe that there are very few ivory-billed woodpeckers in A Tell sts that they are going to listen to / watch the rest
the world, maybe even none. How awful is that? Come on
of the video. Ask: Which are the two best ways to change
 people’s behaviour? Then, have sts read 1-5. Play 2.18.
people! Wake up! Let’s finally learn from this and try to
Paircheck. Classcheck.
save what is left of our rich and varied wildlife – before it’s
too late. It’s now or never… Ask: Do you agree? Why or why not?

2.18 Notice /f/, /v/ and /b/.

2,000
Are we failing to communicate? Have we forgotten what first
1,000
inspired our love of nature? All the evidence shows that the
1,500 single most important factor behind taking action is our
800 childhood experience. The wellspring of our commitment
500 comes from the emotional high we reach when in contact
50 with nature. But how can this wonder be harnessed to
change our behaviour? Showing the loss of animals in
possibly none
faraway places may pull a few heartstrings – even attract
donations. But does it really change our behaviour? What
 Tip Drill and write the model question on the board: How if we were able to communicate to people the wonder of
many giant pandas are left in the wild? Elicit the answer, nature that surrounds them and promote education that
‘Fewer than 2,000’. Say the prompt: Mountain gorillas. Elicit leads to awareness of threatened species and the habitats
the question, ‘How many mountain gorillas are left in the they live in? In all parts of the world, we’re beginning to see
wild?’, and the answer, ‘About 800’. that public awareness does lead to change, where people
Pair sts up and have them take turns asking and answering can see the benefits from making their own contribution. It’s
questions about the number of animals left in the wild, not the depressing accounts of the wildlife we are losing that
using the figures from the table. Monitor their questions and moves us. It’s awe and wonder, enhanced by understanding,
answers closely and correct any mistakes on the spot. At the that can inspire us to take action. It’s love, not loss.
end, have all sts say the numbers chorally.

2, 5
B Have sts use questions 1-3 to interview each other in
pairs. Have a student read the model answer from the B Read World of English  with sts and have them practise
speech bubble for the whole group. Classcheck by having saying phrases 1-4. Play 2.19 so sts can check their
sts share their most interesting stories with the class. pronunciation. Replay 2.19 and pause after each phrase
for choral and individual repetition.
Personal answers.
2.19

C Tell sts they’re going to listen to / watch a video about 1 Are we failing to communicate?
threatened species. Point to the text, and have sts work 2 our love of nature
in pairs to guess the answers, circling the best options. 3 the single most important factor
Play 2.17 so sts can check their answers. Classcheck by 4 the loss of animals
writing the answers on the board.

Ask the class: How does this information make you feel? Can All underlined letters are pronounced as / ǝ /, ‘schwa’.
we do anything about it?
C Tell sts they are going to listen to five people who
2.17 watched the video and decided to take action. Ask sts to
We are living in the age of the sixth mass global extinction. listen and take notes. Ask: What have these people decided to
Experts warn that within the next 30 years, we’ll lose do? Play 2.20. Paircheck. Replay the track and classcheck.
one-fifth of the entire species on the planet. And if trends
continue, we’ll lose half our species in the next one 2.20
hundred years. One-quarter of our mammal species are at 1 Notice /w/ and /l/.
risk of dying out in the wild. P = Phil L = Laura
P … threatened species. Anyway, so Claire and I went on
the Internet, accessed the WWF website, and we adopted
sixth
a whale.
30
L Phil, why would you want to adopt a whale?
one-fifth = 20%
P Well, we paid 50 quid and they…
half = 50% L Oh Phil! Seriously. What is the point of spending money on
100 an animal you will never see? Life’s too short. Live a little.
one-quarter = 25% P Honestly, Laura, don’t you think…

50
 2.5

2 Notice /ʊ/ and /ʌ/. and actions to help the environment. How did those friends
B = Brenda M = Mike react? Were they positive? Did they express encouragement or
discouragement? Draw smiley and sad faces on the board and
B … so, anyway, guess what. I’ve just created this brand-
ask sts to draw either one or the other next to conversations
new blog to try to raise public awareness and I’ve been
1-5. Replay 2.20. Paircheck. Classcheck.
getting a lot of hits…
M Oh yeah? Let’s have a look. Hmm… Wow, Brenda, you’ve
1.  2. ☺ 3. ☺ 4.  5. ☺
put a huge effort into this. It looks really good. Keep up
the good work.
B Thanks a lot! Yeah, I’m really pleased with it. I know it E Have sts read t he discouragement and encouragement
isn’t much, but I need to follow my heart. The gorillas’
phrases in t he table. Play 2.20 again so sts can listen
lives are on the line here. And you know what…
and complete the table. Pause after each conversation,
replaying if necessary. Classcheck by writing the answers
3 Notice the connecting /w/. on the board.
M = man
M1 … and that’s why, as I told you, we need to attract as Encouragement: Discouragement:
many donations as we can. the good work would you want
M2 Erm… And how exactly are you planning to do that? Good for you the point of
M1 Well, I don’t know. I’ve been thinking of going door to door.
Well done the use of
M2 Door to door! Wow, you are determined! Good for you.
Don’t give up!
F Ask the class: When do you need encouragement? Point
4 Notice the connections. to the topics and have a student read the model comment
M = man W = woman in the speech bubble. Assign new pairs. Have partners
M Honey, I have a little surprise for you. talk together about situations in which they usually need
W What? encouragement and find out what they have in common.
M Look over there. Classcheck.
W Oh my God, don’t tell me it’s that new electric car you’ve
Personal answers.
been going on and on about.
M Yep. Bought it this morning. Wanna go for a ride?
W Honey, what’s the use of buying that when you know G Have sts swap partners. Ask the new pairs to read
nothing’s gonna change? Look around you! This must be the motivational quotes and choose their favourites.
the only electric car in the neighbourhood. Classcheck by having sts talk about their partners’ views.
Ask: Which one is most inspiring for (partner’s name)?
5 Notice /ʃ/ and /s/.
J = Janet C = Carol Personal answer.
J … so, since then, no more plastic bags. Ever. I’ve been
using my own reusable bags whenever I go shopping.
H Divide the class into groups of three. Ask all sts to
C Every time? Well done, Janet! I wish I had that kind of
write down three things (real or not) that they have been
self-discipline.
trying to change in their lifestyles recently. Read the model
sentence in the speech bubble to the whole class. Monitor
1. Phil decided to adopt a whale (via WWF). sts’ writing closely and offer help if necessary.

2. She created a blog to raise public awareness (about gorillas). Within their groups, sts should describe what they have been
3. He decided to raise / collect donations. trying to improve, and partners should respond encouragingly
or discouragingly, using phrases from E. Classcheck by having
4. The man bought an electric car.
some volunteers tell the whole class what they have been
5. Janet gave up plastic bags / has been using her own trying to improve, and have sts from other groups respond
reusable bags. with supportive or unsupportive phrases.

 Cultural note ‘Quid’ is slang for British Pounds Sterling. So Personal answers.
instead of saying ‘I’ve got ten pounds’, you might say ‘I’ve got
ten quid’ in informal situations. American English has a similar
term for US Dollars: ‘bucks’.
Workbook p. 13
ID Online Portal
D Tell sts they are going to listen to the conversations Grammar p. 118
ID Café Video p. 139
again. Say: You heard people talking to friends about their ideas

51
 R1

Review 1
Units 1-2

Grammar and Vocabulary   Ask sts to turn to the

pronunciation chart on
A Picture dictionary. Pair sts up and have partners p. 154. Focus sts’
St A: How do you spell
attention on the list of
test each other and review the main vocabulary items believe ?
2 words for  words for each vowel
in units 1 and 2. Monitor sts closely throughout the St B: B-E-L-I-E-V-E.
each vowel sound, just below the
St A: Right. How do you
picture dictionary activities and correct vocabulary and sound (not  pictures. Model the
spell key ?
the picture activity. Choose two
pronunciation on the spot. St B: K-E-Y.
 words); say  words for the sound /iː/
St A: That’s right.
and spell and test the whole class
St B: Now you. How do
 Tip In order to provide sts with as much fluency practice them, p. 154 by asking: How do you
 you spell ear ? How do
as possible, expand the activity into the mini-dialogues spell ‘people’? Tell sts to
 you spell women ?
choose two words (but
suggested below. not the picture words)
and test their partners.

Picture Mini-dialogues /
Procedures
dictionary  Suggested language
6 stages of a relationship:
Have sts hide the words St A: (points to picture 1) be attracted to (someone)
in 3A with a notebook St B: Be attracted to
or a sheet of paper. someone. (points to fall out (with someone)
 Ask pairs to take turns picture 2)
pointing to pictures 1-6 St A: Get on well with
get on (well)
and saying the six stages someone. (points to get (back) together
6 stages of a
of a relationship. picture…)
relationship,
get to know someone better
pp. 6-7
Stronger classes: Have St A: First, she was
sts hide the words in attracted to the guy. break up
3A and retell the story St B: In this picture, they
by using pictures 1-6. are getting on well. 3 funny stories:
 Ask pairs to alternate St A: Then, they got to The lady got into the car and saw a huge mouse.
sentences. know each other better.
The man ran was running for the bus and he crashed into a
Give sts a minute to
street light.
look at pictures 1-3 in
in Action E and The man saw a UFO while he was driving.
St A: I finished shopping
World of English .
at this supermarket. I put
 Working in threes, each 10 ‘green’ words:
the bags in the trunk and
student should choose
I’m ready to go… but reusable cloth bag
a picture and tell a funny
3 funny  when I open the door, I
story. Remind sts to use
stories, p. 13 see this huge mouse… solar heating
present tenses, as well
St B: Hang on a sec, you
as this  and these . As one
mean a real mouse?! rechargeable batteries
student tells a story, the
St C: Are you serious? energy-efficient light bulbs
other sts in the group
should use informal
energy-efficient appliances
language from C to
respond and listen actively. water-efficient taps
St A: (points to photo 1) environment-friendly detergents
Have sts hide the quiz in
 What’s this?
1A with a notebook or
St B: It’s bottled water. reusable water bottles
10 ‘green’ a sheet of paper. Pair sts
(points to photo 2) pet-friendly insecticides
 words, up and have them take
 What’s this?
pp. 14-15 turns pointing to photos
St A: It’s an energy- fuel-efficient vehicles
1-9 and testing their
efficient light bulb.
partner.
(points to photo…) 9 environmental problems:

 Ask sts to hide the droughts

9 headlines in 7A with a St A: What’s photo 1? floods
environmental notebook or a sheet of St B: Floods. What’s
problems, paper and work in pairs photo 5? dumping of e -waste
p. 18 to test each other on St A: Global warming.
photos 1-9. rising sea levels
global warming
Have sts cover the table St A: (points to photo)
in Skills A with a  What do you call this poaching
notebook or a sheet animal?
7 endangered deforestation
of paper and work in St B: Golden lion tamarin.
animals, p. 22
pairs to name all the  What about this one?
endangered species on St A: That’s the giant
threatened species
the page. panda. fossil fuels

52
 R1

7 endangered animals: 4. I don’t get along well with people who are too arrogant.
giant panda 5. If my partner cheated on me, I wouldn’t know what to do.
Hawaiian monk seal 6. When you want to get to know someone better, you
golden lion tamarin should go camping with them.
mountain gorilla 7. If someone wanted to get back together with me, they’d
have to be really romantic.
northern right whale
Javanese rhino Then, ask sts to change the underlined phrases to make
ivory-billed woodpecker true sentences about themselves. Monitor and offer help
if necessary. Pair sts up and have partners tell each other
2 words for each vowel sound (pos sible answers): their modified statements and find two things they have in
/iː/ beat, achieve common. Classcheck.
/ɪ/ ability, abolish, academic
/ʊ/ brook, crook Personal answers.
/uː/ zoo, zoom, fool
/e/ Kenya, Netherlands D Direct sts to look at the phrasal verbs in 3D on p. 7.
/ə/ abbreviation, across Have them work in pairs, with each student miming three
/Зː/ burn, heard different phrasal verbs for his / her partner to guess.
/ɔː/ aboard, according, crawl Classcheck.
/æ/ abnormal, abstract
butter, button, bucket Personal answers.
/Λ/
/ɒ/ lobster, because
E Ask sts to choose best options from a-c to complete
items 1-7. Paircheck. Classcheck by writing the answers on
B Have sts choose two prepositions from the three
the board.
options provided and insert them in the correct places in
questions 1-7. Play R1.1 so sts can check their answers.
1. a 2. b 3. b 4. c 5. a 6. a 7. b
Then, have sts swap partners and work in their new pairs
to ask and answer questions 1-7. Monitor and take notes for
delayed correction. Classcheck to find any answers sts had F The animal in you! Read instructions 1-3 with the
in common and provide language feedback. whole class and ask sts to write down their answers.
Explain that in step 3 sts should combine the animals from
R1.1 1 with the adjectives from 2, e.g., ‘an easygoing lion’.
1 So, do you want to talk about politics? Then, tell sts that the combinations are meant to reveal
2 Are you any good at cooking on a barbecue? their personality. Play R1.2 and have sts check the
3 How much money do you spend on shoes in a year? meaning of each combination. Classcheck and ask: Do you
4 Do you get very jealous of your partner if they spend time agree with the results?
with other people?
5 Are you afraid of having a serious relationship with R1.2
anybody? OK, now put each noun and adjective together. OK? So you
6 How many of your exes are you still in contact with? should have three combinations, for example, an imaginative
7 Do you rely on your mother for fashion advice? panda, an easygoing chicken or an outgoing whale. Right, so
let’s find out what this means. Ready? The first combination
is how you see yourself. Your self-image – OK? The second
1. to (talk), about (politics)
combination is how other people see you. Yeah, that’s what they
2. at (cooking), on (a ba rbecue) think of you. And, wait for it, the third combination is the truth,
3. on (shoes), in (a year) it’s how you really are. That’s you! Surprised? Or do you agree?
4. of (your partner), with (other people)
5. of (having a serious relationship), with (anybody) Personal answers.
6. in (contact) with
7. on (your mother), for (fashion advice) G Have sts complete the gaps in sentences 1-5 with the
present perfect simple or present perfect continuous forms
of the verbs provided. Paircheck. Classcheck.
C MAKE IT PERSONAL  Have sts match items 1-7 to the
correct endings in the column on the right. Classcheck.
1. has grown
1. I sometimes fall out with my parents over using the car. 2. has been campaigning
2. I often go to the park to hang out with my friends after work. 3. has been raining
3. I’m usually attracted to people who have a good sense 4. have never seen
of humour. 5. has been

53
 R1

H Point out the Common Mistakes  box and tell sts that
R1.3
there are two mistakes in item 1. Copy the sentence on the
Amazing Facts!
board and elicit corrections from the whole class. Tell sts
that it is now their turn to correct the sentences. Explain Fact one: Are you afraid to swim in the ocean? Sharks kill 8 to
that sts should find the number of mistakes listed in 12 people a year around the world, but really they should be
brackets. Have sts work in pairs to correct sentences 2-10. scared of us. Scientists estimate that humans kill 100 million
Whenever sts are uncertain, encourage them to flip back sharks annually.
through pp. 4-23 and check their answers in units 1 and 2. Fact two: In 1990, 43% of the global population lived in
Classcheck by writing the answers on the board. poverty. By 2010, only 21% were living on less than $1.25 a
day. The United Nations hopes to end extreme poverty by the
1. What sports are you good at? year 2030. Let’s hope they can!
2. When did you fall in love with her? Fact three: Edison Pena is one of the 33 miners who were
stuck in a Chilean mine for 69 days in 2010. Edison ran 6
3. Jed was engaged for six years.
miles a day when he was in the mine and one month after
4. Who do you usually hang out with? escaping he ran the 42-kilometre New York marathon in just 5
5. Sue thinks that Toy Story  is a s ad film, but Paulo hours and 40 minutes.
doesn’t agree.
6. She doesn’t often eat meat, but she liked my 1. 8, 12, 100 million
barbecue.
2. 1990, 43(%), 2010, 21(%), ($)1.25, 2030
7. Don’t leave your laptop on stand-by mode for too
3. 1, 33, 69, 2010, 6, 1, 42, 5, 40
long.
8. Leo has been living in Boston for two years.
9. We have known each other since 2008.
C Tell sts not to focus on the dialogues for now. Draw
their attention to the prompt for item 1 and model forming
10. The tree in my garden has grown two metres since I
the question. Have sts use the remaining prompts provided
planted it.
to form questions 2-4. Paircheck. Play R1.4 so sts can
check their questions and complete the gaps with the
emphatic words they hear. Classcheck.
Skills Practice
A Briefly el icit what sts remember about the blog R1.4

written by a man named Al who decided to try a M = man W = woman

greener lifestyle after watching the documentary No 1 M1 Have you got any nicknames?
Impact Man. Pair sts up and play 2.5 from unit 2. Pause M2 Not really, no. Although my brother calls me ‘big ears’.
after each paragraph to allow partners to tell each other Oh, it does annoy me!
the paragraph’s main ideas f rom memory. Classcheck M1 Aw! That’s mean! They used to call me ‘potato’ at
and play the next paragraph. Repeat the process for the school, but I’ve got absolutely no idea why.
remaining paragraphs on the track. 2 W1 What’s the first thing you notice when meeting
someone new?
Al met a friend, and his friend said he looked ver y different.
W2 Oh, I’m definitely a shoe person. I always notice if
Al told his friend that he had been trying to c opy the people have dirty shoes.
attitudes of a man named C olin Beaven, from the film W1 Me, I don’t notice clothes, but I do notice teeth. If
No Impact Man , who tries to have zero impact on the they’ve got something in their teeth… yuk!
environment. 3 W Are you more often optimistic or pessimistic?
The film has had so much impact on Al’s life that he and M Oh, I don’t know. I guess I’m about fifty-fifty.
his wife have been trying to green up their lifestyles. The W No, you always seem so laid-back and happy. I think
changes include going to work on foot at least twice a week, you’re a really positive person.
taking the stairs and using recycled paper. 4 W If you could have only three electrical appliances at
He wonders if he can make a difference or if he is wasting home, what would they be?
his time. M Hmm, difficult. Only three? Well, the first is my laptop.
I do use it almost every day.
Then, have sts answer questions a-d in pairs. Classcheck
W Lights? Do they count as an appliance? They certainly
sts’ answers.
are important.
Personal answers.
1. does, absolutely
B Dictation. Draw sts’ attention to the photos and tell 2. What’s the first thing you notice when meeting someone
them that they are going to listen to some facts about each new?; definitely, do
one. Explain that sts should listen and write the numbers
3. Are you more often optimistic or pessimistic?; so, really
they hear in the corresponding white circles below each
photo. Play R1.3. Paircheck. Replay R1.3 and classcheck 4. If you could have only three electrical appliances at
by writing the answers on the board. home, what would they be?; do, certainly

54
 R1

D Have sts swap partners and work in their new pairs H MAKE IT PERSONAL Question time! Tell sts that they
to act out dialogues 1-4 from C. Remind sts to stress the are going to hear 12 questions which are the lesson titles
emphatic words. When all sts have finished, tell them from units 1 and 2. Ask them to listen and briefly write
to listen again and compare their sentence stress to the down their personal answer to each question. Emphasise
stress used in the audio. Play R1.4 again. Classcheck. that sts do not need to write the questions down – only
their answers.
Personal answers.
Play 1.5. If necessary, pause after each question, but
only long enough for sts to jot down very br ief notes, e.g.,
E Read the title of the article in F (‘Save the World, Save Your  yes, no, etc.
Money!’) with the whole class and have sts guess or predict
Have partners look at the Language Map on pp. 2-3 and
what the text will be about and what Boston500 involves.
take turns asking and answering the lesson title questions
Personal answers. from units 1 and 2. Monitor sts’ work closely for accuracy
and encourage them to ask follow-up questions when
appropriate. At the end, ask sts how they felt performing
F Go over questions 1-5 with the class and ask sts to read the task: Do you feel comfortable with all the questions?
the text to find the answers. Paircheck. Classcheck. Which ones are easy? Which ones are difficult?

1. Boston500 could help people save $100 a year on their

R1.5
energy bills and create lots of new ‘green’ jobs for the
Do you know all your classmates?
community.
How did your parents meet?
2. Thicker walls protect against high and low temperatures.
How many Facebook friends have you got?
3. Solar panels do not usually generate enough energy for a When is the right moment to settle down?
house.
How much time do you spend online?
4. Windows could be turned into solar panels to increase the Which do you do more: listen or speak?
area of panels on a house. How green are you?
5. Biodegradable waste is smelly. How long have you been studying here?
Which is worse: flooding or drought?
G Have sts swap partners and ask: In what ways can we What’s the best advert you’ve seen recently?
save energy at home? Refer sts to the model text in the Do you support any charities?
speech bubble and then give sts two minutes to discuss Have you been feeling stressed lately?
the question in pairs. Classcheck ideas.

Personal answer. Personal answers.

55
 3
Unit overview:  In unit 3, sts learn past perfect and past perfect continuous
in the contexts of getting to know new places and cultures, discussing urban
problems and understanding, explaining and questioning rules.

 Which city would you most like to visit?

Lesson Aims:  Sts learn and practise adjectives and expressions to describe places.

   1
 .
Function Language
   3
  n
Reading about famous cities. You’re in the heart of the city.
  o
  s
  s
Identifying different text types. In a cybercafe, waiting for the rain to stop.
  e
   L Describing cities you’d like to visit. Well, I’d really like to visit Sydney.
Using alliteration to memorise words. Ancient, Asian, skyscraper.
Vocabulary: Landmark, skyline, smog, slums, square, upmarket, tourist spots, harbour. Expressions: ‘It’s the place to go’, ‘find
my way around’, ‘in the heart of’.
Grammar: Review such , so , prepositions of place, some  and any .

 Warm-up Have sts look back through pp. 14-23 and, in Have sts focus on the words in bold in texts 1-4. Ask them
to match these words to photos a-g. Paircheck. Classcheck.
pairs, take turns asking and answering the lesson question
Then ask: What else can you see in the photos?
titles (‘How green are you?’ on p. 14, ‘How long have you
been studying here?’ on p. 16, and so on). Monitor sts’
square – B skyscrapers – C harbour – D slums – G
performance and take notes of any mistakes for delayed
fashionable neighbourhood – A skyline – E smog – F
correction. Classcheck.

B Point to text 2 in A and ask: What type of conversation

is this? Is it an email? Point to the answer choices and have
1  Vocabulary: Cities
sts write ‘2’ next to ‘Friends talking on Skype’. Have sts
A Books closed. Ask: Which city would you most like to match the rest of the texts in A to the correct text t ypes.
visit? Elicit as many answers as possible and write the city Point out that there is one extra option that will not be
names on the board. used. Paircheck. Classcheck.

Books open. Start off with the Song line on the top of (2) Friends talking on Skype.
p. 27. Ask: Do you remember this song? What’s the name of (4) A guide talking to tourists.
the band? Is that your idea of a ‘paradise city’?
(3) A holiday blog post.
Song line: (1) Friends playing a gue ssing game.
Not used: Introduction to a guidebook.
 Take me down to the Parad ise Cit y,
 where t he grass is green Read Common Mistakes  with sts and help them compare
and the girls are prett y. singular and countable forms of the same structure,
Song: ‘Paradise City’ e.g., ‘It has such a beautiful view’ and ‘He’s such a
Band: Guns N’ Roses (USA) friendly person’.
 Year: 1988
C Have sts look at the underlined words and phrases
Point to photos a-g on pp. 26-27 and the city names on the in the texts in A. Model the activity. Ask: Which phrase
board. Ask: Do you recognise any of your favourite cities in means ‘in the most important place’?  Instruct sts to copy
the photos? Can you guess where these photos were taken? the phrases next to the correct definitions in the box.
Draw sts’ attention to texts 1-4 on p. 26. Say: You can read Paircheck. Classcheck.
about four different cities here. Read the texts briefly and
try to guess which cities these people are describing.  Pair sts in the heart of
up and allow them a few minutes to read the text s and landmark
discuss their guesses with their partners. Play 3.1 and tourist spots
have pairs test their g uesses for the names of the cities. find my way around
Allow pairs to make changes to their g uesses if they wish.
it’s the place to go
Then, classcheck sts’ guesses, but don’t tell them t he
answers just yet. upmarket

56
 3.1

D Have sts look at photos a-g again. Say: I’m going to

3.3
describe a photo, and then you’re going to try to guess which
/eɪ/ train, plane. Asian, chaotic, dangerous, sky scraper,
 photo it is. As an example, describe photo d by saying: There
stadium, sunbathe, volcanoes.
are many buildings in the background. You can see a bit of
/æ/ man, fan, fashionable, flat, statue, traffic.
water, it might be the sea or maybe a river…  Keep describing
more details in the photo until sts correctly identify it.
fashionable
Refer sts to the model in the speech bubble. Have sts
flat
repeat the activity in pairs. St A should describe a photo
statue
and st B should try to guess it. Tell partners to alternate
traffic
roles. Monitor sts’ work closely and offer help if necessary.
Classcheck by having a few sts describe photos for the Drill pronunciation for all the words in the box. Read
whole class to guess. World of English  with the whole group and have sts come
up with a sentence using at least four words from the box.
Personal answers. Classcheck.

E Point to the texts in A again and ask: What about now? G MAKE IT PERSONAL  Pair sts up, or have them swap
Have you already guessed which cities they’re talking about? partners. Explain that st A should describe a city without
Have sts recall the guesses they made earlier in pairs and mentioning its name and st B should try to guess it.
write them down, if they have not done so already. Then Partners should alternate roles.
play 3.2 so sts can check their answers. At the end, ask: Ask partners to tell each other about a city they’d like to
 Any pronunciation surprises? visit. Encourage them to give as many details as possible,
including tourist spots, weather, nightlife, the people, the
1. Beijing 2. New York 3. Rio de Janeiro 4. Mexico City food and everything else they know about the city.
Monitor closely throughout the activity and offer help
F Focus on the pronunciation symbol and illustrations as needed. At the end, i nvite volunteers to tell the whole
(a plane, a train). Ask: What sound is this? Next, elicit the class the reasons why they’d like to visit one of the cit ies
pronunciation for Asian and ask: Has it got the /eɪ/ sound? they chose.
Then, point to the word  fashionable and ask: How about
‘fashionable’? Has it got the sound /eɪ/?
Explain that sts should cross out words in the box which Workbook p. 14
do not have the sound /eɪ/. Paircheck. Play 3.3 so sts can ID Online Portal
check their answers. Pause after each word if necessary. Grammar p. 120

57
 3.2

 Was yo
your
ur we
week
eken
endd as fu
funn as yo
you‘
u‘d
d ho
hope
ped?
d?
Lesson Aims:  Sts learn and practise the past perfect via the contexts of visiting a place for the first time, experiencing different
social conventions and tweeting.

   2
 .
Function L anguage
   3
  n
Doing
Doing a quiz
quiz and watc
watchin
hing
g a video
video about
about a differe
different
nt cultu
culture.
re. It’ss usual
It’ usual for peopl
people
e to shake
shake hands
hands and
and bow sligh
slightly
tly..
  o
  s
  s
Reading tweets about a visit to Hong Kong. He hadn’t told me about bowing!
  e
   L Rea
ead
din
ing
g abo
about
ut an ex
exch
chan
ange
ge stu
tude
dent
nt in Lo
Lond
ndon
on.. By the titime my
my stay was over, I’I’d le
lea
arned my
my way ar
around th
the ci
city.
Delivering a one-minute monologue about a place you’ve Last year, I went to this amazing place, you know? I’d never
visited. been there before and…
Vocabulary: Shake hands, bow slightly
slightly,, push your way through, pour, blow on your soup.
Grammar: Past perfect; by  +
 + past expression + past perfect.
Before the lesson: Prepare sets of cards with vocabulary from lesson 3.1, using the words and phrases below:
square smog find your / my way around
upmarket harbour in the heart of (the city)
slums landmark tourist spots
skyline It’s the place to go.

 Warm-up Divide the class into groups of three. Give each front of the person that gave them. When eating with
group a set of pre-made cards (see Before the lesson ).). Have others, it’s important to be aware of important table
sts take turns selecting a card and explain
explaining
ing its meaning in etiquette. As a courtesy, fill the tea cups of others before
their own words for the rest of the group to guess. Instruct sts pouring your own cup, even if their cups are not empty.
to begin by telling the group whether their
their card has a word or When you need a refill, keep the lid of the teapot half open,
an expression. Monitor closely and offer help when nece ssary. and the waiter will get the hint. Blowing on the soup is
At the end, ask: Which word or phrase was the most difficult considered OK to cool down the soup. After you’re done,
to guess? Which was the hardest to describe? don’t leave your chopsticks standing straight up, as this
signifies death. Leave them flat on the table. Tipping is
customary – a service tip of 10% is expected – and tip the
2  Reading server directly, as leaving a tip on the table is considered
impolite. Now you know a little bit more about Hong Kong.
A Explore photos a-h  and elicit as many details from
a-h and This is Rosanna Wilcox, informing you about Hong Kong.
them as sts can supply. Ask: What are people doing in photo
a? What about photo c? Use the photos and descriptions to
Photos: Quiz:
pre-teach vocabulary sts will see in the quiz: hug, pour, blow
on your soup, leave a tip, chopsticks, bow and shake hands . Have shake hands and bow – g 1. usual
1. usual
sts match photos a-ha-h to
 to the underlined words in the quiz. hug – a 2. shouldn’t
2. shouldn’t
Classcheck. kiss them on the cheek – c 3. say
3. say nothing
Then ask: How much do you know about Hong Kong? Are push your way through – h 4. later
4. later
customs there very different to here? What about the people? pour – b 5. bad
5. bad
Read the quiz title with the whole class and ask: Has
blow on your soup – d 6. friend’s
6. friend’s
anyone ever been to Hong Kong?
chopsticks – f 7. blow on your soup
Elicit the correct option for sentence 1, but don’t give
leave a tip – e 8. bad
8.  bad
sts the answer just yet. Have sts work in pairs to guess
what the customs in Hong Kong are and to circle the best 9. shouldn’t
9. shouldn’t
options for 1- 9. Then, play
1-9 3.4 so sts can check their

answers. Classcheck. B Point to the quiz in A and ask: If you were going to Hong
Kong, which of these social conventions would be hard for you
3.4 Notice the short and long pauses. to adapt to? Have sts read the model in the speech bubble.
While people in Hong Kong are very famil
familiar
iar with Western If necessary, write a model on the board: I think I’d find it
culture,
culture, there are still unique social etiquettes that tourists hard (not) to…
should observe. When greeting someone in Hong Kong, a
handshake is common, but do it with a slight bow. Kissing on Pair sts up and have them discuss the question, using the
the cheek (and hugging) is not practised. It is OK to gently model in the speech bubble or the sentence starter on the
push your way through the crowd as Hong Kong is so densely board. Classcheck by having sts tell the class which social
packed; in fact, if someone says they’re sorry while navigating conventions would be difficult for their partners to adapt
the crowd, it’s considered impolite. When giving gifts, always to. Also, ask partners: What did you have in common?
give them with two hands. Do not give clocks as the Chinese
associate clocks with death. And gifts are never opened in Personal answers.

58
 3.2

C MAKE IT PERSONAL  Say: What about social conventions Song line:

here in (your city)?  Have sts read the example sentence in the
I knew you were trouble
speech bubble and refer them to the ideas in the box that
 when you
yo u walked in ,
could help them write down their local social conventions.
so shame on me now.
Split the class into groups of three or four and ask sts to Flew me to places I’d never been.
think of ‘rules’ for tourists who are visiting their city. Walk Song: ‘I Knew You Were Trouble’
around the classroom to monitor their work and offer help Singer: Taylor Swift (USA)
as needed. Classcheck.  Year: 2012
2012

Personal answers.
C Read Common Mistakes  with sts and explain the
difference between the sentences. Have sts complete Rita’s
tweets with the verbs from the box, using the past perfect.
3  Grammar: Past perfect Paircheck. Classcheck.
A Start off reading Cyber English  with sts. Ask: Do you use Go over World of English  with the class. Ask sts if, in their
Twitter? What do you tweet about? first languages, it’s possible to find the same verb twice, as
Tell sts that they are going to read Rita’s tweets. Say: She’s in, for example, ‘I had had too much to eat’.
eat’.
in Hong Kong for the first time.  Ask them to read the rubrics
had / ’d been had / ’d read hadn’t told had / ’d finished
and find out why she’s there (to meet her in-laws).
had / ’d committed had / ’d made
Explain that Rita is tweeting about her experiences in
Hong Kong. Point to the text, and elicit what ‘OMG’ means
D Find out if any sts have been to or would like to visit
(Oh my God).
London. Tell them they are
a re going to read about Bruno’s
Point to options 1-
1-5
5 and have sts complete the text with experience as an exchange student in London. Have sts
them. Paircheck. Play 3.5 so sts can check their answers. read 1-
1-7
7 and underline the correct verb tenses. Paircheck.
Classcheck by writing the answers on the board. Classcheck by writing the answers on the board. When
checking the answer for number 6, read the R  box with the
He hadn’t told me she’d made I’d never seen anyone do that whole class.
I’d left on the table I’
I’d
d said
said sorry
1. thought 2.
1. thought 2. ’d
 ’d got 3.
3. spoke
 spoke 4.
4. ’d
 ’d learned 5. were
5. were
B Do task 1 with the whole class. Point to and read the 6. ’d
6. ’d learned 7. ’d never driven
sentence ‘Hue’s
‘Hue’s mom gave me a gift that she’d made.’
made.’ and
ask: What happened first? Have sts tick the correct answer. E MAKE IT PERSONAL  Tell sts that they are going to play
Classcheck. a game called ‘Mystery monologue’. Ask sts to prepare a
Draw a timeline on the board and pinpoint the two actions one-minute monologue. Have a student read the model in
happening in the past, as below: the speech bubble. Read questions 1-6
1-6 with
 with sts and explain
that they should use the answers to these questions in
She made the gift.  She gave me the gift.  Now their monologue. Allow sts time to work individually to
Read the rule for the past perfect with the whole class. answer the questions and plan what they are going to say.
Focus on form, then elicit and write more example Pair sts up. Have st A deliver his / her one-minute
sentences from A on the board ( I had never seen…, He monologue, ask st B to wait until the end of the monologue
hadn’t told me… and so on). to guess the place or ask more questions. Then, sts
Draw sts’ attention to the contracted form of had  and should swap roles. Monitor sts closely and offer help,
help them compare contractions with had  and would, as especially during individual planning. At the end, have a
in ‘I’d never visited Hong Kong before’ vs ‘I’d like to visit few volunteers recite their monologues and ask the whole
Hong Kong.’ group to guess the mystery places.

Have sts do task 2 individually and match pictures a-b

a-b to
 to Personal answers.
the correct sentences. Classcheck.

Grammar box: She made the gift.

a b Workbook p. 15
ID Online Portal
Read the Song line on
line on the top of p. 29 with sts and ask if
Grammar p. 120
they know the song or the singer who recorded it.

59
 3.3

Does the traffic drive you mad?

Lesson Aims:  Sts learn and practise the contrast conjunctions although  and
 and though  in
 in the context of urban problems in New York
City and in sts’ own city.

   3
 .
Function L anguage
   3
  n
Reading and talking about urban problems. People honk all the time…
  o I think the worst problem by far is all the thieves.
  s
  s
  e Contrasting ideas. Although I love this city, I can’t stand the crime.
   L

Listen
Listening
ing to
to people
people talk
talk about
about proble
problems
ms in thei
theirr hometo
hometowns
wns.. I don’t
don’t mind
mind the
the pollut
pollution.
ion. I think
think I’m
I’m used
used to it.
it.
Surveying
Surveying people
people about
about how they
they feel about
about urban
urban problems.
problems. Does
Does the tr
traff
affic
ic dri
drive
ve yo
you
u mad
mad??
Vocabulary: Urban problems: roadworks, thieves, litter, queues, finding a parking space, going through red lights, potholes,
security checks, traffic jams. Expressions: ‘It drives me mad’, ‘I can’t stand…’, ‘I don’t mind…’, ‘It doesn’t really bother me’.
Grammar: Although , though .
Before the lesson: Write the following sentence starters on the board:
I did not have any money because…
We couldn’t get a cheap hotel room because…
She’d already by the time I .

 Warm-up Divide the class into pairs or small groups and have Read the Song line on
line on the top of p. 31 and find out whether
sts brainstorm endings for the sentence starters you wrote on the sts know the song or the band which recorded it. Ask: What
board (see Before the lesson ).
). Give groups a point for each ending, does ‘jungle’ refer to?  (a big city).
and an extra point for each one that is original (i.e., an ending no
Song line:
other group came up with). Remind sts to use the past perfect for
an event that happened before something else in the past. It’s like a jungle, sometimes it makes me wonder
how I keep from going under.
 A-huh-hu
 A-hu h-hu h huh -huh
-huh..

4  Vocabulary: Urban problems Song: ‘The Message’

Band: Grandmaster Flash and the Furious Five (USA)
A Explore the photos with sts and use the photos as a  Year: 1982
visual aid to elicit the vocabulary in them. Point to one
image at a time and ask: What’s this? What are these people B MAKE IT PERSONAL  Read Common Mistakes  with the
doing? What can you see in this photo? For example, point whole class. Then ask: Did you know that New York City had
to the photo of the woman honking and ask: What’s she all these problems? What about our city?  Have sts read the
doing? If sts don’t know the word honking, write or say: She’s model sentences in the speech bubbles.
honking (at somebody or something).  Present the term with
a gesture and drill pronunciation. Have sts work in pairs, looking at the photos in A and
listing the five most serious problems in their city. Instruct
Point to the photo of a man robbing a woman and ask:
pairs to discuss and decide on the order of importance
What’s happening? What do we call this man? Elicit or say:
or relevance of the five problems. Closely monitor sts’
He’s a thief. Have sts repeat thief  after
 after you. Then ask: Is that
discussions for accuracy and correct any mistakes on the
a common urban problem?
spot. Classcheck by comparing pairs’ lists of problems and
After covering all the photos and introducing as many new the order in which they listed the problems.
words as possible, draw sts’ attention to the words in bold
in 1-10
1-10.. Have sts match the words in bold to the photos. Personal answers.
Paircheck. Classcheck and drill pronunciation of all the
words in bold.
5  Reading
1. roadworks
1. roadworks – e
2. thieves
2. thieves – f A Ask: Are there many foreigners
foreigners living in New York City?
3. litter
3. litter – d Tell sts that they are going to read about the experiences of
4. security
4. security checks – i non-native New Yorkers.
5. potholes
5. potholes – a Read the speech bubbles from the Statue of Liberty with
6. stuck
6. stuck in traffic jams – h the whole class. Have a look at what each foreign-born New
7. go through red lights – g Yorker said and complete the gaps with sentences 1-10
1-10 from
 from
8. parking
8.  parking space – j 4A. Tell sts to complete the gaps with the numbers only.

9. honk
9. honk – c Paircheck. Play 3.6 so sts can check their answers.
10.. queues – b
10 Classcheck.
60
 3.3

9 and 7 international students are from and what problems they

mention. Play 3.7. Paircheck. Replay 3.7 if necessary.
6 and 8
Classcheck by writing the answers on the board.
2
4 3.7 Notice /l/, /r/ and /h/.
5 and 1 T = teacher R = Raul To = Tomiko A = Andre
3 and 10 T Wow! Raul, how about you? Where are you from?
R I’m from Lima.
B Point to the texts in A and ask the whole class: Which To Oh, I have been there!
writers (or writer) described a problem that has got worse? T And how do you like living there?
Classcheck and have sts write the answer to item 1. Then, R Well… it’s a huge city, you know… The traffic j ams drive
have sts identify the writers in A who described problems me mad.
2-4. Paircheck. Classcheck. T Well, London has them too, you know… Get ready!
R But I don’t need to drive here, so… you know...
1. Rosa and Takako T Lucky you. And… is Lima a very polluted city?
2. Anton R Oh, yes! But… I don’t mind the pollution. I think I’m used
3. Kurt to it. But the traffic jams… they make me want to scream.
T I see… Tomiko, traffic’s a big problem in Tokyo too, I
4. Jean Pierre and Lucy
imagine.
To Yes, but I’m not from Tokyo. I’m from Osaka.
C Ask: What’s your opinion about the impression of these T Osaka? Really? I lived there for a year. I love that city!
writers? How do they feel about living in New York City?  Point To Me too. And yes, Osaka has a lot of traffic and, you know,
to options 1-3 and have sts discuss in pairs. Classcheck. people… how do you say that? They, er… you know,
beep beep…
Personal answers. T Honk?
To Yeah, drivers honk all the time.
D Read World of English  with the whole class. Have sts R They do that in Peru too, especially the taxi drivers.
find five examples in A and work in pairs to answer the To But I live on the 45 th floor, so… I’m OK with the noise. But
question ‘What are they contrasting?’. Classcheck. I can’t stand the long queues. They are too much... ah, too
many people and e verywhere you go. You always have to
Examples: wait for everything.
Jean Pierre: ‘Well, not that different from Paris, though.’ T Yes, it is annoying, isn’t it? And Andre, how about
Barcelona?
This sentence contrasts driving manners in New York and Paris.
A Well, Barcelona… It’s… er…
Lucy: ‘You know what really drives me mad, though?’
T Yes?
This sentence contrasts heavy traffic, which she is used to, A It’s a beautiful city… But… er... it’s full of tourists and
and parking space, which is something that bothers her a lot. where there are tourists, there are thieves.
Kurt: ‘Although I love this city, I can’t stand the crime.’ T Oh, come on!
This sentence contrasts the person’s feelings regarding the city. A It’s true. The thieves make me so angry. I can’t stand the
Rosa: ‘Even though the pos t 9/11 trauma has pass ed, the crime. But I find the tourists really annoying too. They
throw paper everywhere…
police have been in a constant s tate of alertness…’
T You mean there’s a lot of litter in the streets?
This sentence contrasts the end of the 9/11 trauma with the
A Mmm-hmm. But my neighbourhood is really clean, so…
fact that there are still constant security checks.
the litter – is that the word?
Takako: ‘Not anymore, though.’ T Yes.
This sentence contrasts the fact that streets used to be A The litter doesn’t really bother me.
cleaner and now there is rubbish every where. T Right. OK. Guilherme, how about you…

E MAKE IT PERSONAL  Tell sts to complete 1-4 using their Raul Lima a. traffic jams b. pollution
imagination. Refer them to the model dialogue in the
Tomiko Osaka a. honking b. queues
speech bubbles. When they have finished, ask them to work
with new partners to share and compare ideas. Classcheck Andre Barcelona a. thieves b. litter
by having sts talk about their partners’ sentences.
B Play 3.7 againand have sts draw sad (frowning) or
Personal answers. ‘don’t-mind’ (straight-mouthed) faces next to problems in A,
according to how annoying each speaker describes it to be.
Paircheck. Classcheck.
6  Listening
Raul a. traffic jams  b. pollution 
A Tell sts that they are going to listen to three
Tomiko a. honking  b. queues 
international students talking about their hometowns.
Point to the table and ask sts to pay attention to where the Andre a. thieves  b. litter 

61
 3.3

C Read the lesson title on the top of p. 30 and ask t he 1. drives

whole class: Does the traffic drive you mad?  Point to the 2. annoy
words in the b ox and have sts complete sentences 1-6
3. go
with suitable options. Pai rcheck. Play 3.8 to classcheck
4. doesn’t
sts’ answers.

3.8 E MAKE IT PERSONAL Create a class survey. Have

1 The traffic jams drive me mad. sts individually prepare three questions about urban
problems. Ask them to use vocabulary from this lesson and
2 I don’t mind the pollution.
expressions from C. Draw their attention to the prompts in
3 I’m OK with the noise.
the speech bubbles, which they can use as a model.
4 I can’t stand the crime.
5 I find the tourists really annoying. Walk around the classroom, monitoring sts’ work and
6 The litter doesn’t really bother me. offering help as needed. Then, ask sts to stand up and
mingle, interviewing as many classmates as possible with
the questions they prepared. Monitor and take notes for
1. drive delayed correction.
2. mind
Classcheck by asking sts what kinds of answers were most
3. ’m common for each of the questions they asked. Provide sts
4. stand with feedback on their performance and language use.
5. find
Personal answers.
6. bother
Not used: stand

Workbook p. 16
D Read Common Mistakes  with the whole group. Then, ask
ID Online Portal
sts to circle the best choices in sentences 1-4. Classcheck
Grammar p. 120
by writing the answers on the board.

62
 3.4

Have you ever missed any important dates?

Lesson Aims:  Sts learn and practise the past perfect continuous through the context of narratives, especially stories of missing
important events due to traffic jams.

   4
 .
Function Language
   3
  n
Listening to sad stories about traffic jams. A bus had gone through a red light and crashed into three cars.
  o
  s
  s
Listening actively. What do you mean? No wonder!
  e
   L Retelling stories. When we finally got to the stadium, they’d been playing for well
over an hour.
Telling a story about being stuck in a traffic jam. … I was going to the airport. We’d been away for two weeks…
Vocabulary: Expressions for listening actively: ‘Oh, no!’, ‘What do you mean?’, ‘You’re joking!’, ‘No wonder!’.
Grammar: Past perfect continuous.
Before the lesson: Write the following prompts on the board:
1. in this city drives me mad. 4. What annoys me the most is .
2. I can’t stand people who . 5. I find a bit annoying.
3. doesn’t really bother me. 6. I believe the best solution for is .

 Warm-up Review urban problems. Direct sts’ at tention to the J Well, that’s what I thought. At 6:30, though, I was still stuck
sentence starters on the board (see Before the lesson ) and in exactly the same place, so I turned on the local traffic
invite volunteers to complete the s entences with their own radio to see what was going on.
opinion about urban problems in their city. Monitor closely for R And…?
accuracy and offer help if needed. J Apparently, a bus had gone through a red light and
Then, have sts work in pairs and tell each other their crashed into three cars. On the day of my interview!
sentences. Ensure that sts pair up with classmates they don’t R Oh, no! Did you make it in time for the interview?
usually work with. At the end, classcheck similarities by asking J Hmm… Guess what time I got there. 8:50!
partners: What did you two find in common?
R You’re joking! Argh! And how did it turn out?
J Surprise, surprise… I didn’t get the job I’d been dreaming
of since school! Darn it!
7  Listening R Well, I’m sure something better will come along… and next
time be sure to hire a helicopter on the day of the interview.
A Point to the pictures and ask: What’s his name?
J Ha, ha, very funny.
What’s her name? Where are they from?  Tell sts to work
collaboratively in small groups and make up one story for Story 2
 Juan and another for Sandra, using what they can see in S = Sandra E = Ethan
the pictures. Classcheck t heir stories. Then play 3.9. Ask: S … But I still haven’t found what I’m looking for.
Were your guesses close to the real stories? E I didn’t know you liked U2.
S Oh, I’m a huge fan. I’m crazy about Bono.
3.9 Notice how the similar sounds link.
E Really? Have you ever seen them live?
Story 1 S Yep. Well, sort of.
R = Rachel J = Juan E Eh? What do you mean?
R You look a little bit depressed, Juan. What’s wrong? S Well, when I heard they were coming to São Paulo, I bought
J Yeah, well, last Thursday I had a job interview – the third in two tickets straight away. Incredibly expensive, but I didn’t
a week. care. Anyway, I spent the next two months anxiously waiting
R You poor thing! for the big day – the day I’d been waiting for since I was
J You see, I’d been trying to find a job as an architect for sixteen.
months, without success, of course, but I was really E Wow!
optimistic about that particular interview. Anyway, the big S On the day of the show, my friend and I left work two hours
day finally came, and, hmm, guess what – there was a earlier – you know, just in case – and took a taxi.
massive, massive traffic jam on the main avenue. E OK, go on...
R Oh, no! S Well, after an hour we realised that the taxi had only moved
J Yep, but, you know, I wasn’t too worried, since I’d woken a few blocks, so both of us started to freak out.
up at 5 and left home at 6… you know, just to be on the E No wonder! Just a few blocks in one hour!
safe side. S Yeah, I know… People were honking like mad, but there
R Right. What time was the interview? was nothing we could do – even the bus lanes were
J 7:30.  jammed. You see, it’d been raining nonstop, which kind of
R Seems more than enough, doesn’t it? explains all the chaos.

63
 3.4

E So what happened in the end? 1. ’d been trying

S Well, we abandoned the taxi, ran like mad and, by the time 2. ’d woken up
we finally got to the stadium, they’d been playing for well 3. ’d gone through
over an hour. Thank God the security guards let us in. 4. ’d been dreaming of
E So you only caught – what – the last ten minutes of the 5. ’d been waiting for
show? 6. ’d / moved
S Only the last six songs! But that was the best half hour of
7. ’d been raining nonstop
my life. I swear.

C Have sts study World of English  on their own. Then, ask
Juan had been trying to find a job as an architect for months them to form new pairs. Point to the pictures in 7A and
and he was going to his third job interview that week. He explain that sts will retell both stories in pairs, using a
was particularly optimistic about that interview, but on the variety of past tenses. Before sts start, refer them to the
‘big day’ there was a massive traffic jam – a bus had gone model in the speech bubbles.
through a red light and hit three cars. Juan arrived late and
missed the interview.
Monitor closely for accuracy and correct any mistakes
on the spot. At the end, invite volunteer pairs to
Sandra had bought two tickets to se e U2 and had been
collaboratively retell stories 1 and 2 to the whole class.
waiting anxiously for two months to see them live. On the
day of the concert, she and her friend left work two hours Refer to the answer key in .
earlier and got a taxi to the stadium. They couldn’t make it
on time, though. It had be en raining nonstop and the traffic
jam was huge. They got out of the taxi and ran to the show, D Have sts revisit AS 3.9 on
p. 159 to notice the
but when they arrived, U2 had already been playing for over
prepositions and articles in the highlighted expressions.
an hour. She only saw the last six songs of the gig.
You may wish to write them on the board. Then, read
Common Mistakes  with the whole class.

B Have sts work in pairs to decide whether sentences 1-4 E MAKE IT PERSONAL  Ask: Have you ever missed anything
are true (T) or false (F). Play 3.9 again so sts can check important because of traffic?  Ask each student to write
their answers. Classcheck. down notes about the story with the aid of questions 1-5.

1. T 2. F 3. F 4. T Divide the class into small groups and have them share
stories and respond / listen actively to other group
members’ stories using expressions from 7C. Go over
C Ask sts to go to AS 3.9 on
p. 159 and copy the underlined
Common Mistakes  before sts begin. Classcheck. Ask: Which
expressions next to their meanings in the table. Paircheck.
was the saddest story? Which was the funniest?
Classcheck.
Finish the lesson with the Song line on the top of p. 33. Ask
2. You poor thing! whether sts know the song or the singer who recorded it.
3. No wonder. Ask: Do you agree with these words?
4. ... how did it turn out? Song line:
5. You’re joking!
 You only get one shot,
do not miss your cha nce to blow.
 This o pportunity come s once in a lifetime, yo.
8  Grammar: Past perfect continuous Song: ‘Lose Yourself’
Singer: Eminem (USA)
A Go over the Grammar box with sts and have them
 Year: 2002
answer questions a and b on their own. Paircheck.
Classcheck.
Personal answers.
a. Yes. b. No.

B Ask sts to complete the gaps in items 1-7 with the verbs

Workbook p. 17
from the box. Ask them to use the past perfect or the past
ID Online Portal
perfect continuous where appropriate. Remind them to
Grammar p. 120
use contracted forms. Paircheck. Classcheck by writing the
Writing Bank p. 149
answers on the board.

64
 3.5

How many pets have you owned? /

 When did you last break a rule?
Lesson Aims:  Sts use language involving rules and regulations and practise narrative tenses by talking about a rule they’ve broken.

   5
 .
Function Language
   3
  n
Understanding rules and regulations. Please fasten seat belt while seated.
  o
  s
  s
Listening to people explain and question rules. I’m afraid you can’t park here.
  e
   L Reading confessions. My wife used to get into trouble all the time at school for not
wearing the right uniform.
Confessing rules you’ve broken. I was crossing the road when these police officers suddenly
stopped me and tried to give me a fine for crossing in the
wrong place!
Vocabulary: Refrain from, clean up after, tow away, fasten, lifeguard, trespasser, under surveillance, on duty, at owner’s expense,
at your own risk.
Grammar: Review narrative tenses.
Before the lesson: Write the following questions on the board:
Which animal(s) would you consider keeping as a pet? Which one would you sponsor in a z oo?
Which one would you ‘adopt’ (i.e., give money to charity to help)? Why?

 Warm-up Show sts the questions on the board and have pairs M Attention dog owners! Please clean up after your dog.
of sts discuss them. Classcheck by having sts report their Thank you. Attention dogs! Grrrr woof. Good dog.
partner’s answers. e M Swim at your own risk. The sharks will be delighted!
By the way, no lifeguards on duty here.
f M In order to maintain a relaxing environment, please
 Skills: Understanding rules and regulations refrain from mobile phone use.
g M1 Welcome aboard flight AA735 for Los Angeles.
A Books open. Focus on the lesson title question, ‘How
many pets have you owned?’. Have sts take turns asking M2 Please fasten seat belt while seated. Life vest under
your seat.
and answering the question in pairs. Classcheck.
h M Speed limit five miles per hour.
Point to and read the sign ‘Speed limit 5 mph’ with the
whole class. Point to photos a-j and elicit the corresponding i W Here boy. Here Harry. Here Harry. Harry!
photo for this sign. Ask sts to read the rest of the signs and M Dogs must be on lead.
match the remaining photos to these signs. Paircheck. Play j M Drink or smoke here and you will end up in jail!
3.10 to classcheck.

Have sts work in pairs to think of at least two possible a. Don’t even think about parking here! Unauthorised
places where they might see each of the signs. Classcheck. vehicles will be towed away at owner’s expense.
At the end, ask the class: Which four signs are intended to be b. Trespassers will be prosecuted (if the dogs don’t get you first).
 funny? Do you find them funny? c. Smile! This building is under 24hr surveillance.
d. Attention dog owners! Please clean up after your dog.
3.10
Thank you. Attention dogs! Grrrr woof. Good dog.
W = woman M = man
e. Swim at your own risk – the sharks will be delighted! By
a W No! No, no, no, please, not my car. I only parked for a the way, no lifeguards on duty here.
few minutes. I only went to the shop.
f. In order to maintain a relaxing environment, please refrain
M Don’t even think about parking here. Unauthorised from mobile phone use.
vehicles will be towed away at the owner’s expense.
g. Please fasten your seat belt while seated. Life vest under
b M1 Hey! You can’t come in here, this is private property! your seat.
Get him, Samson! h. Speed limit 5 mph.
M2 Ahhhh! i. Dogs must be on lead.
M3 Trespassers will be prosecuted. If the dogs don’t get j. Drink or smoke here and you will end up in jail!
you first. Funny signs: b, c, d, e
c M Smile! This building is under 24-hour surveillance.
B Ask sts to match the verbs, people and expressions in
d W Come on Harry. No Harry, not here. Come on Harry. the first column to their meanings in the second column.
Not here. Oh Harry, OK then, here. Paircheck. Play 3.11 to classcheck.
65
 3.5

Verbs: empty and I… and I just need to cash a cheque at the

Refrain from = avoid bank. Can I park here for just ten minutes?
Clean up after = tidy someone’s mess C I’m afraid not.
Tow away = remove s omeone’s car using another vehicle D But I’m starving. I can bring you a muffin on my way back;
Fasten = close securely how about that?
C I’m sorry, miss. Our parking a rea’s for patrons only. There’s
People:
another car park just over the road and…
A lifeguard = someone who helps swimmers in trouble
D Well, I want to speak to the manager…
A trespasser = someone who enters private property without
permission Conversation 3
E How may I help you sir?
Expressions: F What do you mean ‘how may I help you’? Can’t you see I’m
Under surveillance = monitored going for my morning run?
On duty = working E I’m afraid this is private property sir. You can’t go beyond
At owner’s expense = whoever owns it will pay the costs this point.
At your own risk = although you know it’s dangerous F Since when?
E Since yesterday. Mr Polachek just bought this whole area.
C Ask sts to look at B and choose two words or phrases You see the gate?
they wouldn’t expect to see written in (1) a cybercafe, (2) a F Well, I’ve been jogging here since 1999, so this is my area
hospital, (3) their favourite beach, (4) their English school too. They can’t just close it off like that.
and (5) a zoo. Walk around the class and offer help if E Sir, I’m afraid I’m going to have to ask you to step back.
necessary. Classcheck. Conversation 4
G Hmm… excuse me.
Personal answers.
H Yes?
G I was er… I was walking right behind you and I saw… Well,
D MAKE IT PERSONAL  Point to the rules in A again and there’s a little something you might have forgotten to do.
ask the class: Which rules are the most important?  Pair sts
H What do you mean?
up and have them discuss important rules by taking turns
G Well, ask your dog.
asking and answering these questions: ‘Have you ever
H What? Oh… Oh! I’m sorry. Did I forget to clean up after Alfred?
broken any of these rules?’ and ‘Would you ever break any
G I’m afraid so.
of these rules?’. Classcheck.
H Whoops! Sorry again. How embarrassing. Well, thanks for
Personal answers. the heads up.
G No problem. Bye!
H By the way, I’m Bruce. Your face looks familiar. Do you…
 in Action: Explaining and questioning rules
A Tell sts that they are going to hear four conversations 1. In order to maintain a relaxing environment, please refrain
about the signs in Skills A. Instruct sts to listen and circle from mobile phone use.
the correct signs as you play 3.12. Paircheck. Classcheck. 2. Don’t even think about parking here. Unauthorised
vehicles will be towed away at owner’s expense.
3.12 Notice the intonation on questions . 3. Trespassers will be prosecuted (if the dogs don’t get you first).
Conversation 1 4. Attention dog owners! Please clean up after your dog.
A Excuse me… Thank you. Attention dogs! Grrrr woof. Good dog.
B Hang on a second, Julie. Yes?
A Oh, hi… er… Meditation 102 is about to begin. B Ask sts: Which speakers don’t accept the regulations
B Yeah, I know. I’m in that group. Can’t wait! easily? Replay 3.12. Classcheck.
A Well, you see, we like to keep the school as quiet as
possible, so… er… I was wondering… could you continue 2, 3
your conversation outside?
B Oh, I’m sorry. Was I speaking too loud? C Elicit answers for sentence 1. Then, have sts complete
A I’m afraid so. the gaps for sentences 2-7. Play 3.13 so sts can check
B I’m sorry. I didn’t realise that. Julie, gotta go, I’ll catch up their answers. Replay 3.13 and have sts listen and repeat,
with you later. copying the intonation.
Conversation 2
C Excuse me… Excuse me, miss. 3.13
D Yes? 1 I’m afraid you can’t park here.
C Are you shopping with us? 2 I’m sorry. I didn’t realise that.
D Well, no, not now. Why? 3 Whoops! Sorry again.
C Er… I’m afraid you can’t park here. 4 What do you mean I can’t park here? Says who?
D What do you mean I can’t park here? Says who? 5 Oh, come on! Be reasonable!
C Just look at the sign over there. 6 I’m afraid so.
D Oh, come on. Be reasonable. The car park’s nearly 7 I’m afraid not.

66
 3.5

1. afraid / can’t as many situations and signs as they can. Monitor pairs
closely and offer help whenever needed.
2. realise
3. Whoops At the end, invite volunteer pairs to role-play situations for
4. mean / Says the whole class. Ask the class to guess which sign is being
acted out.
5. come
6. so Personal answers.
7. not

Finally, have sts read Common Mistakes  and go over the F MAKE IT PERSONAL  Divide the class into small groups
sentences with them. of three or four and have sts in each group share stories
about breaking rules and getting in trouble for it (or not).
Monitor sts’ stories closely and take notes for delayed
D Introduce photos 1-4 and have sts briefly describe
correction. Classcheck by asking the groups to report
details they can see in each of them. Tell sts to read the the funniest stories to the whole class. Provide sts with
confessions and match them to photos 1-4. Play 3.14 so language feedback at the end.
sts can check their answers. At the end, ask: What rules
had these people broken? Personal answers.

3 1 2 4

Workbook p. 18
E Have pairs of sts role-play a situation about one of
ID Online Portal
the signs in A. Instruct sts to read the model dialogue in
Grammar p. 120
the speech bubbles first. Allow pairs some time to plan
ID Café Video p. 140
what they will say, if necessary. Encourage sts to act out

67
 4.1

4
Unit overview:  In unit 4, sts are presented with the should + have + participle
construction and the third conditional via the contexts of education systems, school and
university life, career choices and regrets. Sts also learn and practise too and enough.

Does your school system work well?

Lesson Aims:  Sts use language related to school subjects and discuss topics related to education systems.

   1
 .
Function Language
   4
  n
Noticing and practising pronunciation patterns. Expression, conclusion, passion.
  o
  s
  s
Talking about school subjects. I used to hate maths ’cos the teacher couldn’t explain it to us.
  e
   L Reading about Finland’s school system. … and 60% of its 5 million population are university graduates.
Comparing an education system to your own. Students usually behave well there, but in my school they didn’t.
Talking about your ideal school. It’d be a nice modern building.
Vocabulary: School subjects. Expressions related to school life: ‘take tests’, ‘get a low / high marks’, ‘get kicked out of class’.
Grammar: Verb + noun collocations.

 Warm-up Have sts review pp. 26-35 and, in pairs, take turns B Point to the weekly lesson ti metable and elicit
asking and answering the questions that form the lesson titles pronunciation of a few of the school subjects. Have
in unit 3. Monitor closely for accuracy. Take notes not only of sts swap partners. Then, ask pairs to practise saying
sts’ mistakes, but also of their best answers, to provide them all the school subjects in the timetable. Refer sts to
with positive feedback as well. Classcheck. World of English  and correct any mistakes on the spot.
Classcheck and drill pronunciation for all subjects.

Invite a volunteer to read the model in the speech bubble.

1  Reading Have pairs of sts take turns saying how they feel about
each school subject in the timetable. Classcheck by having
A Books open.  Write translation  on the board. Elicit and sts report some of their partners’ opinions.
then mark the stress on the penultimate syllable. Read
Read the Song line on the top of p. 37 with sts and ask:
World of English  with st s. Then, ask sts to work in pairs to
come up with an example word for each suffix listed that Do you know this song? Who recorded it? What’s the song
has the stress on the penultimate syllable (-sion, -tion, -ic). about? If time allows, find the full lyrics online and explore
Tell them to look for examples in units 1-3. Classcheck more parts of the song on education.
and list sts’ examples on the b oard. Drill pronunciation
Song line:
for all the words suggested by the group. Follow the
same process for the suffixes l isted with stress on t he  All in all you’re just another brick in the wall.
antepenultimate syllable. Song: ‘Another Brick in the Wall’
Band: Pink Floyd (UK)
Suggested words:  Year: 1979
From unit 1: -sion – expression, conclusion, passion, admission,
-tion – question, relation, definition, emotion, attraction,
attention, communication Personal answers.
-ic – graphic, emphatic, specific, optimistic
From unit 2: -sion – omission C Read the title of the article and ask: Which country is this
-tion – conditioning, pronunciation, question, action, text about? Have sts read the first part of the article and guess
duration, intonation, deforastation, population, dictation, the missing words. Paircheck. Then, play 4.1 so sts can check
definition, conversation, meditation, interruption, collection, their answers and allow them time to complete the gaps
information, extinction, donation, preposition correctly. Ask the class: Were you surprised by this information?
-ic – plastic, organic, public, optimistic, pessimistic, topic,
electric Sweden
From unit 3: -sion – impression, permission, confession 60
-tion – observation, introduction, definition, pronunciation,
5
isolation, convention, contraction, action, pollution
-ic – traffic, music, chaotic, public Finland

68
 4.1

D Ask: Why might Finland’s education system be so good?

do get make take
Have two sts read the model dialogue in the speech
 an exam / tests
bubbles. Point to topics 1-8 and have sts discuss the
 a low / high mark
topics and make their predictions in pairs. Classcheck
 homework
sts’ ideas.
 kicked out of class
Personal answers.  mistakes
 well (in school)

E Play 4.2 assts listen and read along to check the

B MAKE IT PERSONAL  Ask sts to swap partners. Instruct
predictions they made in D. Classcheck.
pairs to use photos 1-8 to compare school life in Finland
Point to the first word in bold and then direct sts’ attention to their own country’s education system. Refer sts to the
to photos 1-8 on p. 36. Ask: In which photo can you see model in the speech bubble. Monitor pairs’ work closely
and correct pronunciation mistakes on the spot, but leave
tuition fees? (photo 3). Have sts continue matching the
other mistakes for delayed correction.
words in bold to photos 1-8. Classcheck.
Classcheck ideas and give sts language feedback on their
performance.
tuition fees (3) behave badly (1) cheat on exams (4)
subjects (2) timetable (5) report (8) fail a test (6) Personal answers.
one-on-one tutoring (7)
C MAKE IT PERSONAL  Ask the class: What’s your idea of
a perfect school?  Divide the class into groups of three and
have sts in each group share their views on what an ideal
2  Vocabulary: School life
school would be. Encourage them to use ideas from 1D.
A Model the activity. Ask: Do you ‘do’, ‘get’, ‘make’, Classcheck by having sts report their group members’
opinions to the whole class.
or ‘take’ an exam or tests?  (take). Have sts tick the
corresponding verb in the table. Tell them to work Personal answers.
individually to tick one verb for each school life item
on the right. Paircheck. Then, ask sts to look for the
correct answers in the text in E and Common Mistakes .
Workbook p. 19
Classcheck. ID Online Portal
Grammar p. 122

69
 4.2

 What’s the ideal age to start university?

Lesson Aims:  Sts practise too and enough  in the context of school systems. They also learn vocabulary related to higher education.

   2
 .
Function Language
   4
  n
Listening to students describe British education system. If your results aren’t good enough, you won’t get into the
  o university you want to go to.
  s
  s
  e Debating school systems. I think schools should make us feel unique, as we all learn in
   L
different ways.
Reading a website about choosing a career. All my friends will do a summer placement, so that’s what I’ll do.
Talking about career choices. I’d study gastronomy at the Sorbonne.
Vocabulary: Placement, scholarship. Expressions related to university life: ‘drop out of (university)’, ‘get into (medical school)’.
Grammar: Too  and enough .
Before the lesson: Write the following questions on the board:
Did you go to a public or private school? Where was (or is) it? Have you ever been kicked out of a lesson?
Did you have to wear a school uniform? What was it like?  Are your kids doing well at school?
Have you ever got into trouble because of a low mark? Who was your favourite teacher? Which subject did he / she teach?

 Warm-up Point out the questions you wrote on the board B2 Every day I wake up dreading school. My parents have got
(see Before the lesson ). Pair sts up and have them ask and super high expectations of me to do well, succeed, get into
answer the questions. Ask s ts to find three things they have in medical school. They don’t even care what I want. I can’t
cope with the stress.
common with their partners. Classcheck.

mostly negative

3  Grammar: Too and enough

B Replay 4.3 and ask sts to notice and tick the four

A Books closed. Ask: What do you remember about the problems mentioned. Paircheck. Classcheck.
Finnish education system?  Have as many sts as possible
The UK My school
participate, saying what they remember from the previous
Too much homework. 
lesson. Ask: What about education in the UK? Is it good?
Too much pressure to get into a good 
Would you consider studying at a British university? university.
Books open. Point to the photo and tell sts that they are Overcrowded classrooms.
going to listen to four students talking about the British Badly paid and demotivated teachers.
education system. Say: Decide if what you hear is mostly Too much emphasis on tests and marks. 

 positive or negative. Play 4.3. Classcheck. Too many extracurricular activities. 

Discipline problems.
4.3 Not enough careers advice.
G = girl B = boy
G1 There’s so much pressure on me to do well in my exams. I had C Re-read the phrases in the table in B and go over
a kind of breakdown earlier this year and was off school sick the Grammar box with sts. Then, ask sts to read
for ages. Some of my friends are being treated for depression Common Mistakes  and match sentences 1-9 to the rules in
and anxiety. We’re all caught up in it. It’s just extreme. the box. Paircheck. Classcheck.
B1 Yeah, because the thing is, if your results aren’t good
enough, you won’t get into the university you want to go  Tip Remind sts that too  means ‘also’ at the end of sentences,
to. Then you can’t get the job you want. You will be poor. as in sentence 6.
So you end up dedicating your whole life to getting good
marks. It’s impossible.
1. My school was ver y fun. I really enjoyed it. (rule 1)
G2 And it’s not just about the results, either! You have to do
2. Are there enough tables in your classroom? (rule 3)
languages, you have to be involved in the arts, you have to
3. It was a hard lesson / The lesson was too hard. I didn’t
do sport and show that you are a well-rounded team-player
understand anything. (rule 2)
who can set goals and multitask. Every day after school I’ve
got choir practice or netball practice or a match or ballet 4. There was not enough time for relaxing. (rule 3)
lessons or singing lessons... Plus homework on top of that, 5. I have a lot of / many friends at school. It’s great fun. (rule 1)
sometimes three or four hours a night! I’m exhausted. 6. My teacher is very helpful. She’s really friendly too. (rule 1)
B2 Right! I can’t even remember the last time I had fun . 7. This is difficult homework. / This homework is too
G2 Fun – what’s that? difficult. I can’t do it. (rule 2)

70
 4.2

8. This exercise was ver y easy. It wasn’t challenging enough B Ask: Do you think it’s easy to choose a career? What type
for me. (rule 3) of mistakes can people make?
9. I gave up Chinese because it was too difficult. (rule 2) Read the Song line on the top of p. 39 with the whole
class and find out whether sts know the song or the singer
D MAKE IT PERSONAL  Point to the second column in the who recorded it. Explain that, in fact, the Song line is
chart in B. Ask sts to work individually to tick phrases that about restarting a relationship, but it was chosen here to
are true according to their school experiences. Have sts illustrate the topic of career changes (i.e., quitting a job or
career and ‘starting over’).
read the model comments in the speech bubbles before
they begin. After they have finished, pair sts and have Song line:
them share facts about their schools. Classcheck. At the
It’ll be jus t like starting over,
end, ask: Did you find any similarities or big differences?
starting over.
Song: ‘(Just Like) Starting Over’
Personal answers.
Singer: John Lennon (UK)
 Year: 1980
E MAKE IT PERSONAL  Have sts swap partners. Ask the
Read the website’s title and introduction with sts. Draw
new pairs to discuss questions 1-5 on the topic of education.
their attention to classic mistakes and typical examples
Monitor closely and offer help as necessary. At the end, open
listed on the website. Sts read the text and match the two
the debate to the whole class and have sts share their ideas. columns. Paircheck. Play 4.5 to classcheck.
Encourage them to agree or disagree and to justify their views.
4 5 2 1 3 6
Personal answers.
At the end, read the cartoon on p. 39 and ask: Have you or
anyone you know made these mistakes?
4  Vocabulary: University life
C MAKE IT PERSONAL  Read sentence 1 with sts. Ask sts to
A Focus on the words in bold and phrases in B.
Have sts use the words and phrases from A to complete sentences
match them to the correct definitions. Paircheck. Classcheck. 2-5. Paircheck. Classcheck.

1. placement 2. start over 3. scholarship 4. get into 2. get into 3. placement 4. dropped out of 5. start over
5. degree 6. drop out of
Go over Common Mistakes  with the whole class. Then, have
Play 4.4 for sts to listen as they read World of English . pairs of sts take turns asking and answering questions 1-5.
Classcheck by getting sts to report their partners’ answers.
Drill pronunciation for all words in bold in the box, and
elicit more examples of nouns and adjectives ending
in -ate but pronounced as /ət/, such as chocolate,
(il)literate , approximate , as opposed to verbs ending in -ate Workbook p. 20
and pronounced as /eɪt/, such as consolidate, approximate , ID Online Portal
Grammar p. 122
 participate, illustrate .

71
 4.3

 What do you regret not having done?

Lesson Aims:  Sts learn and practise should (n’t ) + have  + past participle to talk about regrets in the contexts of career choices
and school life.

   3
 .
Function Language
   4
  n
Listening to people talk about wrong career choices. He should’ve studied music instead of engineering.
  o
  s
  s
Talking about regrets. I shouldn’t have missed so many classes.
  e I shouldn’t have told my boss she looked like a giraffe.
   L

Vocabulary: Differences between British and American English: college  vs university , center  vs centre , neighbor  vs neighbour ,
meter  vs metre , graduate .
Grammar: Should (n’t ) + have  + participle.
Before the lesson: Prepare a list of 20 to 25 irregular verbs of your choice from pp. 136-137. Before sts arrive, write the infinitive
form of the selected verbs on the board.

 Warm-up After you greet sts, tell them that they are going to C Well, you’re still young, you know. Have you thought about
play a game. Assign pairs. Point to the verbs on the board and starting over?
say: You have one minute to write down the past participle J Nah. I’m way too old now. I should’ve gone to music school
 forms of all the verbs on the board. When time is up, ask sts years ago.
to check their answers against the list of irregular verbs on C Well, I disagree.
pp. 136-137. Sts score one point for each correctly spelled
Conversation 2
participle. At the end, drill pronunciation for the past participle
forms of all the verbs on the b oard. C = careers adviser Z = Zoe
C … so, Zoe, you’re at university at the moment, is that
correct?
Z Mmm-hmm.
5  Listening
C First year?
A Books open. Focus on photo 1 and elicit details from Z Nope. Second year.
the picture. Ask: What’s his name? What does he do? Does C And you’ve been thinking of dropping out. Why’s that?
he look happy with his career choice?  Do the same for photos Z Well, basically, journalism’s not my thing. I should’ve
2 and 3. chosen another course.
C Right, but… how can you be so sure that you’ve picked the
Tell sts: You’re going to listen to Justin, Zoe and George talk
wrong career?
about their career choices.  Read the sentences with the whole
Z Well, for starters, I can’t stand writing and…
class and encourage sts to try to predict the missing words.
C Oh…
Say: Listen to the interviews and complete the gaps.  Play 4.6. Z Yep. My writing really sucks. I can barely put two words
Replay the track if necessary. Paircheck. Classcheck by together.
writing the answers on the board. C I hear you, but… erm… Did you enjoy writing at all when
you were at school? I mean, there’s got to be a reason why
4.6 Notice the weak form /ə/. you picked journalism.
Conversation 1 Z Well, I didn’t want to lose touch with Kaylie, Bonnie
C = careers adviser J = Justin and Tom.
C Right, so you’re basically saying that you hate the work you do. C Excuse me?
J Well, I’m not sure about ‘hate’. Z My best friends. They all wanted to study journalism,
C But you dislike engineering? so I… erm… I thought I’d get into it eventually. Guess I
J Yeah… I guess. I’m good at it, though. was wrong... Look, I know it was a stupid decision and I
should’ve thought about it more carefully, but what’s done
C Oh, yeah?
is done. So my question to you now is: Is it too late to
J People at work say I’m really good at what I do, and… they
switch degrees?
must be right.
C Hmm. Yes and no. You see…
C So… Why exactly are you looking for a career change?
J ’Cause… ’cause that’s not where my heart is. I love music. Conversation 3
Always have, always will. C = careers adviser G = George
C So how come you studied in engineering, Justin? C … so what is it that you do exactly, George?
J Well, Dad’s an engineer and I’m an only child… Do the maths. G I’m a… Roger, get out of here. I told you to wait outside,
C And you’ve never considered getting a degree in music, the didn’t I? Just go! Bad dog.
arts or something? C You were saying…
J Nope. Dad wanted me to follow in his footsteps, but I G I’m a dog walker.
shouldn’t have listened to him. C Uh-huh.

72
 4.3

G The money’s not bad and I… I like dogs. But I’m 41 and… 4 Look, I know it was a stupid decision and I should’ve
you know, the wife says there’s no future in it. thought about it more carefully.
C Did you attend university at all? 5 Every day I wake up and ask myself: Should I have
G One year. Then I dropped out. You see, I really enjoyed persevered a little more?
college, but I just hated university; I didn’t like being away
from my family. But now I guess I’m paying the price. Every
3 2 4 5 1
day I wake up and ask myself: Should I have persevered a
little more? Read the Song line on the top of p. 41 and ask: Do you know
C Well, yeah… probably. But have you considered going back? this song? Who sings it? Draw sts’ attention to the regret
G Hmm… Well, the thing is… expressed in the line.

Song line:
1. music / engineering
 Too young, to o dumb to reali ze
2. journalism / can’t stand
that I should have bought you flowers
3. university / dog walker / likes and held your hand.
Song: ‘When I Was Your Man’
B Ask: Are there many differences between British and Singer: Bruno Mars (USA)
 Year: 2013
 American English? Elicit a few examples from sts. Have sts
do the quiz, circling the correct flag for each underlined
word. Paircheck. Classcheck. Play 4.6 again and ask sts to B Allow the class more autonomy at this stage and
find out which person is British. encourage them to work out the directions by themselves.
Ask sts to work in pairs, looking at sentences 1-5 in A and
Quiz: UK, US, US, UK, US, US answering questions a-c. Monitor sts’ work, offering help
George is British (he says he enjoyed college , but hated only if requested. Classcheck and go over Common Mistakes
university ). with the whole class.

 Cultural note Both the UK and US have colleges and  Tip Replay 4.7 so
sts can listen and repeat the sentences.
universities; but in the US people use the term college  (go You may wish to pause in order to split sentences in two, so
to college, in college, college students ) to refer to both. In sts can repeat one half at a time.
the UK, college is not the same as university; college is
either a continuation of school education between the ages a. things that happened in the past
of 16–18 in preparation for university (at the same s chool or b. past participle
at a separate institution), or it is a place to follow vocational c. should  + subject + have  + past participle
studies. In both the UK and USA, undergraduate university
education (often resulting in a bachelor’s degree) typically
C Ask two sts to each read one of the examples of regret
lasts 3–4 years and is expensive, unless a scholarship can be
in the speech bubbles. Have the class look at p. 36 and ask:
won. University graduates often find themselves in debt from
Do you regret having done anything at school? Do you regret
student loans.
not having done anything?  Pair sts up and ask them to look
at photos 1-8 and tell each other their regrets using the
C Read Common Mistakes  with the group. Then ask: Do you should(n’t) + have + participle construction. Refer sts to the list
know anybody who had trouble choosing a career? Are they of irregular verbs on pp. 136-137 for irregular part iciple forms.
happy now? Before sts answer, have them read the model
in the speech bubbles. Pair sts up and ask them to share  Weaker classes Write the following sentence star ter on the
their stories with their partners. Classcheck. board: I should’ve / shouldn’t have + participle…

Personal answers. Monitor closely and correct any mistakes on the spot.
Classcheck by inviting volunteers to report their partners’
school regrets to the whole class. Remind sts that the
6  Grammar: Should have + participle should + have + past participle construction does not change
for third-person singular.
A Instruct sts to match the two halves of sentences 1-5.
Play 4.7 so sts can check their answers. Personal answers.

4.7
1 Dad wanted me to follow in his footsteps, but I shouldn’t 7  Pronunciation: /ʃʊdəv/ and /ʃʊdntəv/
have listened to him.
A Point to photo 5 and read the example sentence in
2 I’m way too old now. I should’ve gone to music school
the speech bubble for sts. Have sts work in pairs to write
years ago.
sentences for photos 1-6 using the should(n’t) + have + past
3 Basically, journalism’s not my thing. I should’ve chosen
participle construction. Classcheck and have sts choose
another course.
the funniest sentences in the class.
73
 4.3

Personal answers. them to include at least one regret sentence using the
target language. Ask sts to include one lie in their story.

B Play 4.8. Ask sts to listen for the real captions for For item 2, split the class into groups of four or five. Within
the photos in A and to notice that have is not stressed the groups, sts should take turns telling their stories. The
when pronounced. Replay 4.8 for individual and other group members should try to spot the lie. Monitor
choral repetition. Monitor closely for the non-stressed sts’ work and take notes for delayed correction.
pronunciation of have and correct mistakes on the spot. Classcheck the lies sts have managed to spot and the most
interesting stories. Provide sts with language feedback.
4.8
1 I shouldn’t have joined the army. Personal answers.
2 He should’ve bought some glasses.
3 He shouldn’t have said that.
4 I should’ve chosen a different colour. Workbook p. 21
5 We should’ve got a cat. CD Online
6 I should’ve had more driving lessons. Portal
Grammar p. 122

C MAKE IT PERSONAL  Say: We’ve all done things we

regretted later, haven’t we?
For item 1, point out the various topics. Have sts each
choose one and write down a brief story about it. Remind

74
 4.4

 What would you have said if you’d been late today?

Lesson Aims:  Sts learn and practise the third conditional via the contexts of procrastination and talking about past events.

   4
 .
Function Language
   4
  n
Reading funny quotes about procrastination. If it weren’t for the last minute, I wouldn’t get anything done.
  o
  s
  s
Talking about activities people often put off. I always put off doing the washing up, especially at the weekend.
  e
   L Listening to a dialogue about procrastination. Hey Rick, have you finished that article yet? We have to start
printing in one hour.
Speculating about different outcomes of stories. If I’d met an alien on the way to school today, I’d have…
Vocabulary: Procrastination, procrastinate, procrastinator, put off, postpone. Expressions of procrastination: ‘ do (things) at the
last minute’.
Before the lesson: Write a list of the following activities on the board (or, if the technology is available, find photos online that sts
would associate with the following): doing the washing up, paying bills, doing homework, doing the washing, shopping for
 food, answering emails at work, waking up early, and any other activities people often find unpleasant.

 Warm-up Display the photos or p oint out the list of activities model sentence in the speech bubble and have sts work in
on the board (see Before the lesson ). Say: I do the washing up
pairs to discuss how long they usually put off the activities
in photos a-f . Classcheck and find out who procrastinates
every day, about twice a day, and I hate it! What about you? /
more in each pair of sts.
I shop for food once a week and I don’t mind it. What about
 you? Then, have sts work in pairs. Tell them to discuss how
a. do the washing up d. check his emails
often they do each activity and how they usually feel about
doing it. Ask partners to find at least three things they have b. tidy his desk e. do his homework
in common. Classcheck. c. pay the bills f. be somewhere else
Question: Personal answers.

8  Listening C Tell sts that they are going to listen to six conversations
from the situations they saw in B. Play 4.9 and have sts
A Books closed. Play a quick hangman game on the board match conversations 1-6 to photos a-f  from B. Paircheck.
with the word procrastination . When sts guess the word, elicit Classcheck and then ask sts to predict the ending of each
its meaning and what sts associate it with. Introduce some conversation.
topic-related verbs, such as  put off  and postpone. Then ask:
How often do you postpone until tomorrow things that could be 4.9
done today? Why do some people put off things until the last 1 Notice /w/.
minute? Do you always do your homework at the last minute? A = Angie W = Wayne
Books open. Say: Here are some quotations about A What? No… er… Wayne?… Are you going to work by car today?
 procrastination. Read and match 1-5 to the right halves. W Yeah... Why? Do you need it?
Paircheck. Classcheck. A No, no, but, er… You, you might want to drive really really
slowly today.
Pair sts up and ask them to define the words in bold. Then,
W What do you mean?
have them choose the funniest and their favourite quotes.
A Well, see it for yourself.
Classcheck.
W Oh, no. No, no, no, no. Don’t tell me they’ve cancelled…
4 2 5 3 1 2 Notice /w/.
B = Brenda S = Simon
Definitions: B Lorna’s pretty mad at you.
procrastinate = to delay doing something because you don’t S Oh yeah? What have I done this time?
want to do it B What do you mean? Oh, no, you forgot, didn’t you?
put off = to procrastinate S Forgot what?
procrastination = the act of delaying B Hello? Lorna’s email? You read it, right?
procrastinator = somebody who delays S Are you joking?
B You didn’t?
get around to something = do something after a delay
(maybe after procrastinating or maybe because you have S Well, I… Well, I saw that she sent it. I was going to read it
today and…
been busy)
3 Notice /aʊ/ and /ɔ/.
B Point to photo a and ask: What does he need to do? Have P = Petra R = Rick
the class look at the photos and identify what activity P Hey Rick, have you finished that article yet? We have to
people are putting off in each of them. Then, read the start printing in one hour.

75
 4.4

R Er… Didn’t I give it to you last week? S I should’ve checked my new messages… No, no, I didn’t!
P No Rick, you didn’t. and I need it now. I mean, if I’d got the email, I wouldn’t have missed the
R OK, right… It must be here somewhere. Maybe it’s on my desk. meeting, would I? I’m not stupid!
P Yeah, or in a drawer, or in your bag. Rick, I’ve told you a B Well, what’s done is done.
thousand times. You need to be more organised. 3
4 Notice /m/ and /n/. P = Petra R = Rick
J = Jimmy M = Mum P Rick, I’ve told you a thousand times. You need to be more
M Do you know what time it is? organised.
J Mum, it’s not even midnight. Chill! R No, no, I know it’s here somewhere. I promise I haven’t lost it.
I’ll get it to you straight away. If I had tidied my office, I wouldn’t
M We’ve got to talk about your marks. I just saw your school
have lost that report. What was I thinking? I knew I should’ve
report. Jimmy, Jimmy, you’ve got to get your act together.
tidied this mess sooner. Now, where is that report?
Last night you, erm, you spent the whole night in front of the
computer, playing video games. You didn’t do any school work. 4
J I should’ve turned off that stupid computer. J = Jimmy M = Mum
J I should’ve turned off that stupid computer. So…?
5 Notice /iː/ and /ɪ/.
M Well, you wouldn’t have failed physics if you’d done your
K = Karol H = Harry
homework, that’s for sure.
H Hello, sweetheart. Busy day?
J OK, Mum, I promise, I promise…
K Busier than yours, that’s for sure.
H Hey, hey, hey… What’s wrong? 5
K Harry, would it kill you to hel p with the housework e very K = Karol H = Harry
now and then? K Harry, would it kill you to hel p with the housework e very
now and then?
6 Notice the sentence stress and /ə/.
H Mmm… In a bad mood, are we? Guess we should’ve hired
F = Frank L = Louis
that cleaner. Look, I would’ve done the washing up if you’d
F Excuse me. Sorry I’m late. asked me to. Why didn’t you?
L Mate, you almost gave me a heart attack! Our presentation K I can’t believe you have the nerve to say that. Since when
begins in ten minutes! do I have to ask for help? Well, I’m asking you now. Here’s
F Er… What presentation? the washing-up liquid. Have fun.
L Hello! The group project on climate change!
6
F Oh, yeah, of course...
F = Frank L = Louis
L Did you oversleep again?
L Did you oversleep again?
F Is it that obvious? I shouldn’t have pressed the snooze button.
1. c 2. d 3. b 4. e 5. a 6. f L Yes, it is. And you know what? If you hadn’t spent the
whole night partying, you wouldn’t have overslept… and we
wouldn’t be in trouble now.
D Have sts recall part 1 of the dialogues from 4.9  in

C. Then, read sentence 1 and elicit guesses by asking: Do F You’re beginning to sound a lot like my father! Don’t worry.
 you think the problem was money or time?  Play the rest We’re going to do great.
of conversation 1 in 4.10, and then pause the track.
Classcheck. Have sts listen to the rest of 4.10 to check 1. time 2. meeting 3. report 4. physics 5. ask me to
the conversation endings and underline the correct 6. partying
words or phrases in bold. Classcheck.

4.10 9  Grammar: Third conditional

1
A = Angie W = Wayne A Read the cartoon with sts. Ask: Did the man update his anti-
W Oh, no. No, no, no, no. Don’t tell me they’ve cancelled… virus software? Elicit the answer (no) and have sts circle it in a.
A … the car insurance. Yep. You forgot to pay. Again.
Then, have sts answer items b-e and paircheck. Classcheck.
W Angie, listen, I swear I was going to. I swear. But you know Read the Song line on the top of p. 43 with sts and check
how crazy things have been in the office and… if they know the song or any of the singers who have
A Blah, blah, blah… recorded it.
W I would’ve paid that bill if I’d had time. I swear.
Song line:
A Well, you should’ve known better.
I would have given you all of my heart,
2
but there’s someone who’s torn it apart.
B = Brenda S = Simon
Song: ‘The First Cut is the Deepest’
B You didn’t?
Singer: Cat Stevens (UK)
S Well, I… Well, I saw that she sent it. I was going to read it  Year: 1967
today and… The song was also recorded by Rod Stewart (UK, 1977) and
B Simon! The meeting was today! And you didn’t go. Sheryl Crow (USA, 2003).

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 4.4

a. no Tell sts that team 1 will star t the game. Ask them to toss
their coin and move one (head) or two (tails) spaces. When
b. yes
team 1 stops at a space, each student in the pair must
c. past complete the sentence on it; that is, the team must come
d. past participle up with two different endings for the prompt. Remind sts
e. I had to use third conditional sentences only. Explain that team 2
will check if the sentences are right or wrong. Then, it will
be team 2’s turn to play. If one (or both) ending(s) for the
B Read Common Mistakes  with the whole class. Have sts sentence is / are not correct, sts have to wait one extra
look at sentence 1 and refer them to activity 8D. Then, turn for the other team to play.
ask sts to complete the gaps the blanks in sentences 2-6.
In each group, teams 1 and 2 should play against each
Paircheck. Play 4.11 to classcheck.
other and alternate turns, moving across the board game
 Tip For further practice, ask the group to go to Grammar on and making third conditional sentence endings. The team
to finish first is t he winner.
p. 123.
Monitor groups closely and encourage peer correction. At
the end, elicit some of the sentence endings sts remember
2. ’d / have
from the game.
3. tidied / lost
4. wouldn’t / done Personal answers.
5. would have / had asked
6. hadn’t spent / wouldn’t have overslept F MAKE IT PERSONAL  Assign new pairs. Have sts play
‘What would have happened if…?’. Ask sts to look at D again
and instruct them to come up with a similar sequence of
C Ask sts to cover the sentences in B. Have them turn
at least three sentences about an event to create a story.
to the photos in 8B on p. 42 and, in pairs, try to say the
Read letter a, ‘an accident that could’ve been a lot worse’,
sentences from memory. Classcheck.
and elicit an example sequence. Then, model the activity
by writing on the board: I put a flower vase on my window
See answer key in .
ledge. My cat started playing with it. The vase fell off into
the street. Nobody got hurt. I cleaned up the mess on the
D Have sts swap partners. Ask the new pairs to look at sidewalk. Leave the model on the board for sts to use as a
situations 1-3 and write two third conditional sentences for reference.
each of them. Walk around the classroom and monitor sts’
Allow pairs of sts time to think of sequences for contexts
work. Classcheck.
b-f . Walk around the class and offer help if necessary.
Possible answers:
Stronger classes Ask sts to look at their sequences and
1. If I hadn’t gone to that party, I wouldn’t have met that girl. create third conditional questions using ‘What would’ve
If I hadn’t met that girl, I wouldn’t have got married. happened if I had (n’t ) + participle…?’. Tell sts to save their
2. If the police had not stopped him, he wouldn’t have lost questions to ask the whole class later, when sts read their
his licence. sequences to the group.

If he hadn’t offered them a bribe, he wouldn’t have gone

When all sts have finished, refer to your model sequence
to jail.
on the board a nd elicit thi rd conditional sentences related
3. If Sue hadn’t taken the bus, she wouldn’t have had her to the sequence, e.g., ‘If your cat hadn’t played with the
ticket stolen. vase, it wouldn’t have fallen off the wi ndow ledge / this
If Sue hadn’t bought a lottery ticket, she wouldn’t have won. accident wouldn’t have happened’ / ‘If you hadn’t put the
vase on the window ledge, your cat wouldn’t have played
with it’.
E Tell sts that they are going to play the game ‘If  stones!’.
Divide the class into groups of four. In each group, assign Invite sts to read their sequences to the class and have
two pairs: team 1 and team 2. If there is an odd number of the class come up with as many related third conditional
sts in class, assign one group of three with two people on sentences as possible. Monitor closely for accuracy and
team 1 and one person on team 2. pronunciation, correcting on the spot, but also promoting
peer correction and collaboration.
Give each group two coins, one for team 1 and another
for team 2. Ask sts to set their coins just in front of the
first square – ‘If I hadn’t come here today, I would have…’.
Refer sts to the instructions on the page and demonstrate Workbook p. 22
ID Online Portal
tossing a coin and getting heads (to move one space) and
Grammar p. 122
tails (to move two spaces).

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 4.5

 Would you like to be a genius? / How do you deal with criticism?

Lesson Aims:  Sts continue to practise should  + have   + past participle and third conditional through the contexts of predicting
and checking predictions and expressing sympathy or criticism.

   5
 .
Function Language
   4
  n
Predicting information from text titles and headlines. Maybe the boy has an IQ of 5,000.
  o
  s
  s
Reading an article about a young genius. Meet the 14-year-old who might change the way we see the world.
  e
   L Listening to people sympathising or criticising others. Don’t let it get you down.
You should’ve known better.
Telling a story and responding sympathetically or critically. It’s not the end of the world.
Vocabulary: Gifted, learn by heart, skip (school), enrol (at university). Expressions of sympathy and criticism: ‘It could’ve been
worse’, ‘Will you ever learn?’, ‘What’s done is done’.
Grammar: Review should  + have  + past participle and third conditional.

 Warm-up Use the title question on the top of p. 44 to E Ask sts to swap partners. Have the new pairs take
turns asking and answering questions 1-3. Classcheck and
introduce the lesson topic to sts. Write the question Would
 you like to be a genius? on the board and have sts discuss it in identify any similar views.
pairs. To encourage sts to add more details, ask: Why? Why
not? What would you like to be able to do as a genius? What Personal answers.
special talent would you like to have?
F Point to the word theory in the table and elicit the
correct pronunciation from the whole class. Draw sts’
 Skills: Predicting and checking predictions attention to the stressed syllables marked in pink and the
number of syllables of the words in each column. Have sts
A Books open. Ask questions to introduce the text about
work in pairs to practise pronunciation for all the words in
 Jacob Barnett. For example, point to the title and headline,
the table. Play 4.13 to classcheck. Then, replay it, pausing
‘Meet the 14-year-old who…’ and ask: What might be special
after each word for choral repetition.
about this boy? Point to the items in the box and have sts
work in pairs to make predictions about the story using
those ideas. Classcheck. 4.13
three syllables theory, actually, constantly, easily
Personal answers. four syllables ability, incredibly, unusually, eventually
five syllables relativity, disability
B Assign roles A and B to the sts in each pair. Have st A
read paragraph 1 and st B read paragraph 2. Then, without
looking at the text, sts should share as much as they can G Tell sts they’re going to play ‘Guess the word’. Explain
remember from what they have just read. that they will guess the beeped words in sentences about
 Jacob Barnett, the genius from t he article in B. Tell them
Play 4.12 as sts listen to and read along the first two that all the words are from the table in F.
paragraphs. Pause the track before the third paragraph
starts. Then ask pairs: Did your partner forget to tell you any Play the first part of 4.14 and challenge sts to say the
important information? missing word before it is actually said on the recording.
Sts must be fast; do not pause the audio track. Award one
Any ideas from paragraphs 1 and 2. point for sts who say the correct word and two for sts
who say the correct word with the correct pronunciation,
C Read items 1-3 with the whole group and elicit guesses placing the stress on the correct syllable.
from sts. Then, have sts read the third and fourth paragraphs
Play the rest of 4.14 and continue the game. The answers
quickly to check their guesses. If t ime allows, play the
are provided in the recording itself, at the end of each pause.
rest of 4.12 for sts to li sten and read along for the last
two paragraphs.
 Tip If the number of sts is too large and it is difficult to hear
1. high 2. 8 3. has which sts are pronouncing the word correctly, divide the class
into two groups, team A and team B. Alternate turns, awarding
sts’ points to their teams.
D Point to the first word in bold in the text, gifted, and have
sts look at definitions 1-4. Ask: What does ‘gifted’ mean?
(very talented). Then, instruct sts to match the words in 4.14
bold to their definitions in 1-4. Paircheck. Classcheck. 1 His parents suspected he had a learning disability.
2 He has trouble sleeping because he constantly sees
1. skipped 2. gifted 3. learn by heart 4. enrolled numbers in his head.

78
 4.5

3 By the age of three, Jacob could   easily solve complex F Oh my goodness! Well, look, at least you didn’t get hurt.
equations. [beep] It could’ve been worse.
4 At age eight, it was clear that his mathematical ability was Conversation 2
unusually high.
Jo = Josh B = Belinda
5 He attended Purdue University and  eventually became a
Jo Oh, no! Oh, no! Not again.
paid researcher.
B What?
Jo Seven hours of work gone to waste.
1. disability 2. constantly 3. easily 4. unusually B What?
5. eventually Jo Oh, you don’t wanna know.
B Know what?
H Have sts swap partners. Ask them to hide the article Jo PC crashed again.
about Jacob Barnett with a sheet of paper, their notebooks B Don’t tell me you had no backup. Josh, this is the third
or their workbooks. Ask them to leave the first line of the time this year! [beep] You should’ve known better.
text visible and to cover the rest. Conversation 3
Explain that sts should work in pairs to read the first line G = Gina J = Jay
of the article and guess the fir st word of the following G I thought this was a new car.
line. Sts should then slowly slide the paper down to reveal J It is.
only the next line of the text and check their guesses. G Oh… er… so…
Direct sts to repeat the procedure with all the lines of the J Worst thing I’ve ever bought.
article. At the end, ask pairs: Was it easy or difficult? How G Oh, no. Really?
many did you get right? J Yeah, this is the second time it’s broken down. And don’t
get me started on the price I paid.
G Oh Jay, what a shame! You used to love your last Focus.
 in Action: Sympathising and criticising Well, [beep] what’s done is done. You can always get rid of
this one and get yourself a new model.
A Have sts look at the photos and elicit as many details as
possible by asking: Where are these people? What might’ve Conversation 4
happened? How do you think they feel? D = David C = Carl A = Anna
D God, I hate this one.
Tell sts that they are going to listen to four dialogues. Ask
C What? No, you don’t.
them to number photos 1-4 according to what they hear.
D What do you mean? Look at this painting. My four-year-old
Play 4.15. Paircheck. Classcheck.
could’ve done better.
C David, shut up.
4, 3, 1, 2
A No, go on. I’m listening.
D You know what I hate about it?
B Tell sts that they are going to hear the four A What?
conversations again. Point to the table and explain that, D The use of colours. The whole thing’s so primitive, you
for dialogues 1-4, sts should guess whether the missing know? How can they call this art?
(beeped) sentences in the conversations will express C Listen, what my friend means is that…
sympathy or criticism. A Can you excuse me for a moment? There’s somebody I’ve
Read both examples for dialogue 1 in the table: ‘It could’ve got to speak to.
been worse’ vs ‘Will you ever learn?’. Point to both C David, are you out of your mind? She’s the artist!
possibilities and say: Listen to the first conversation again D What? Oh my God. [beep]
and, when you hear the beep, guess which sentence will be C What were you thinking?
used. Explain that sts will have four seconds to say it. D But how was I to know?

Play 4.16 and elicit, or prompt sts to guess, the sentence

after the beep. Challenge them to do so within the pause in 1. It could’ve been worse. 2. You should’ve known better.
the audio track. Pauses are followed by correct answers. 3. What’s done is done. 4. What were you thinking?

4.16 Notice the intonation of What . C Play 4.17 and ask sts to listen to all the sentences from
Conversation 1 the table in B and copy the pronunciation and intonation
I = Iris F = Fiona they hear.
I Hi, sorry I’m late. I missed the five o’clock bus.
F What happened to your car? D Pair sts and have partners take turns saying phrases
I Oh, you don’t wanna know. from B with the correct sympathetic or critical intonation.
F What? Monitor their pronunciation closely and correct any
I I drove into a tree. mistakes on the spot.
F What?
I Yep. I should’ve known better than to text and drive at the E Have sts swap partners. Ask pairs to discuss questions
same time. 1-4 for the situations from A. Before sts start, go over
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 4.5

the model sentences in the speech bubbles, as well as he / she should use as the basis for making up a story. St B

Common Mistakes . Monitor sts’ work and take notes for should listen and respond using phrases from B.
delayed correction. Classcheck. Have sts swap roles. Monitor and offer help if necessary. At the
end, ask: Who was the most sympathetic listener in your pair?
Personal answers.

F MAKE IT PERSONAL  Assign roles A and B within pairs Workbook p. 23

and have sts read the instructions for their roles. For a ID Online Portal
change, you may ask sts to explain (to you) what they have Grammar p. 122
ID Café Video p. 141
to do. St A should revisit p. 43 and look at activity 9F, which

80
 Review 2
Units 3-4

Grammar and Vocabulary  Sts cover the text in 1E St A: (photo 1) The boy
and say school words / is behaving badly.
A Picture dictionary. Pairwork. Sts test each other and School phrases from photos St B: (photo 2) These are
 words, p. 36 1-8. At the end, have sts school subjects.
review vocabulary items learned in units 3-4. Throughout
uncover the text to check St A: (photo 3) These are
Picture dictionary tasks, monitor closely and correct their answers. tuition fees.
vocabulary and pronunciation on the spot.
Sts use should’ve  / St A: (photo 1) He
shouldn’t have  + past should’ve obeyed the
Tip In order to provide sts with as much fluency practice participle to say regrets rules.
Regrets, p. 41
as possible, expand the activity into the mini-dialogues of people in photos 1-6. St B: (photo 5) They
shouldn’t have let the dog
suggested below. into the toilet.

Sts look at photos a-f  in St A: (photo a) I

Picture Procedures Mini-dialogues / 8B and, in pairs, say third  would’ve done the
dictionary  Suggested language Third conditional sentences  washing up if you’d asked
conditional about situations / me to.
Sts cover texts in 1A. St A: (points to photo a) sentences, stories from the photos. St B: (photo b) If I’d
In pairs, sts take turns  What’s this? p. 42 Classcheck with 9B. tidied my office, I
pointing to photos a-g St B: That’s an upmarket  wouldn’t have lost that
Features
and saying seven city neighbourhood near / report.
of a city,
features. by the beach. (points to
pp. 26-27 Sts go to the Pronunciation St A: How do you spell
photo b) What’s letter b?
St A: It’s a square. (points Chart on p. 154. Focus made ?
to photo c) What’s… on the list of words St B: M-A-D-E.
for diphthong sounds St A: Right. How do you
Sts cover the text in St A: It’s usual for people at the bottom of the spell eight ?
2A and look at photos to shake hands and bow  Words page. Model the activity. St B: E-I-G-H-T.
Social rules in a-h  only. In pairs, they slightly. for each Choose two words for the St A: That’s right.
Hong Kong, name the customs in the St B: When you greet diphthong, sound /eɪ/ and test the St B: Now you. How do
p. 28 photos from what they people, you shouldn’t p. 154  whole class. Ask: How  you spell pie ? / How do
remember to be usual or hug them or kiss them on do you spell ‘stay’? Tell  you spell buy ?
unusual in Hong Kong. the cheek. sts to choose two words
(but not the picture
Sts cover 1-10 on p. 30 St A: (points to photo a)  words / the first two) and
and take turns naming the Some streets have test their partners.
Urban
urban problems (in New potholes.
problems,
 York or their own city) in St B: (points to photo b)
pp. 30-31
photos a-h. There are huge lines
everywhere. Features of a city:
 Ask sts to look at the St A: The man was stuck Neighbourhood, slums, harbour, skyline, smog, square,
pictures in 7A and briefly in traffic and he missed skyscrapers.
retell / summarise Juan’s the job interview.
and Sandra’s stories. St B: Sandra missed
Social rules in Hong Kong:
Traffic stories, It’s usual for people to shake hands and bow slightly.
most of a U2 concert
p. 32
she had paid a lot When you greet people, you shouldn’t hug them and kiss
of money to go to
because she was stuck
them on the cheek.
in a traffic jam. When you’re walking through a crowd, you should gently
push your way through and say nothing.
Give sts about half a St A: (photo i) Dogs must
minute to look at the be on lead. When you receive a gift, it’s go od manners to open it later.
signs in Skills A. St B: (photo h) Speed
Rules / Signs,
Then, ask them to cover
Clocks make bad gifts.
limit 5mph.
p. 34
the signs and focus on St A: (photo c) Smile! When drinking tea, you should pour your friend’s cup first.
photos a-j . In pairs, sts This building is under
say rules for each photo. 24hr surveillance.
In Hong Kong it’s OK to blow on your soup.
Leaving your chopsticks straight up means bad luck.
Sts cover the texts in St A: (photo 3) The
in Action D and, in guy was in Poland a nd After eating, you shouldn’t leave a tip on the table.
pairs, try to remember nearly got a fine for
Urban problems:
stories from photos 1-4. crossing the road in the
 wrong pla ce. Roadworks, thieves, litter, potholes, traffic queues, lines,
Stories about St B: (photo 1) This security checks, noise, people go through red lights, it is
breaking man was taking photos hard to find a parking space.
rules, p. 35 in the countryside of
Egypt. Suddenly, two Traffic stories:
soldiers appeared and The man was stuck in traffic and he missed the job interview.
confiscated his camera
for photographing a Sandra missed most of the U2 concert she had paid a lot of
military installation. money to go to because she was stuck in a traffic jam.

81
 R2

Rules / Signs: 3 When we came out of the restaurant, my car was gone.
Dogs must be on lead. Someone had stolen it.
Speed limit 5mph. 4 The authorities discovered that the athlete had been using
Smile! This building is under 24hr surveillance. drugs for months, so they disqualified him.
5 I would have made a cake if I had known it was your birthday.
Please fasten seat belt while seated. Life vest under your seat.
6 I was really excited when I arrived in Barcelona. I had been
In order to maintain a relaxing environment, please refrain
looking forward to it for ages.
from mobile phone use.
Drink or smoke here and you will end up in jail!
Trespassers will be prosecuted (if the dogs don’t get you first). 1. had done / have got
2. cancelled / had not (hadn’t) prepared
Attention, dog owners! Please clean up after your dog.
Thank you. 3. came / was gone / had stolen
Swim at your own risk – the sharks will be delighted! By the 4. discovered / had been using / disqualified
way, no lifeguards on duty here. 5. have made / had known
Don’t even think of parking here! Unauthorised vehicles will 6. arrived / had been looking forward
be towed away at owner’s expense.
Stories about breaking rules: C Divide the class into groups of three or four. Within
Crossing the road in the wrong place. their groups, sts collaboratively tell a story using pictures
Taking photos of a military installation. 1-3. Draw sts’ attention to the model in the speech bubble
Wearing shorts to go into St Peter’s. and instruct them to use a variety of verb tenses to tell the
story. Monitor and offer help. Then, play R2.2 for sts to
Not wearing the correct school uniform, not wearing the
correct shoes, not wearing a tie, dying her hair.
compare their narrative to the story in the audio.

School words: R2.2

Tuition fees, behave badly, school subjects, timetable, M = man W = woman
report, fail a test, one-on-one tutoring, cheat in exams. M Well, they arrived at the festival, but it had been cancelled.
Regrets: W Yeah. I think it had been raining.
He should have obeyed the rules. M Yeah. It looks like it. And then they all stayed in one tent.
They shouldn’t have let the dog get between them. W Uh-huh. The wind had taken the other tent.
She should have been more careful with her luggage. M Unlucky, huh? And what’s this picture? They look cold.
She should’ve chosen another dress. W Yeah, right. I guess they had been expecting hot weather
because they are wearing T-shirts.
The dog shouldn’t have had access to the toilet paper.
The man should have been more careful.
Possible answer: They arrived at the festival, but it had been
Third conditional sentences:
cancelled. Then, they decided to stay in a tent, but it started
I would’ve paid that bill if I’d had time.
to rain. The weather was ver y bad; it was raining a lot and
If I’d got the email, I wouldn’t have missed the meeting, the wind was strong too. The wind des troyed their tent. They
would I? ended up cold and wet and without shelter.
If I’d tidied up my office, I wouldn’t have lost that report.
You wouldn’t have failed physics if you’d done your homework. At the end, ask: Have you ever had an exper ience like this?

I would’ve done the washing up if you’d asked me to.

Personal answers.
If you hadn’t spent the whole night partying, you wouldn’t
have overslept…  Tip Get sts to notice and underline the verbs in AS R2.2 on

Words for each diphthong (possible answers): p. 160.

/eɪ/ stay, steak /ɔɪ/ oil, coin
/aɪ/ buy, height /oʊ/ know, toe M Well, they arrived at the festival, but it had been cancelled.
/aʊ/ mouse, town W Yeah. I think it had been raining.
M Yeah. It looks like it. And then they all stayed in one tent.
W Uh-huh. The wind had taken the other tent.
B Get sts to complete the gaps in 1-6 with the present
M Unlucky, huh? And what’s this picture? They look cold.
perfect, past simple, past perfect or past perfect
W Yeah, right. I guess they had been expecting hot weather
continuous forms of the verbs given. Play R2.1 to check.
because they are wearing T-shirts.
Classcheck by writing the answers on the board.

R2.1 D MAKE IT PERSONAL Ask sts to answer 1-5 according to their

1 If you had done as I told you, you wouldn’t have got into opinion. Have two sts read the model dialogue in the speech
trouble. bubbles. In trios, sts compare their views, 1-5. Classcheck.
2 The teacher cancelled the test because she hadn’t
prepared it. Personal answers.

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 R2

E Read question 1 with the whole class and elicit the

R2.4
most suitable answer from the options given. Sts match
1 Kissing on the cheek (and hugging) is not practised.
1-5 to the appropriate answers. Paircheck. Play R2.3 to
2 Gifts are never opened in front of the person that gave them.
check answers.
3 Fill the tea cups of others before pouring your own cup,
even if their c ups are not empty.
R2.3
4 There’s so much pressure on me to do well in my exams.
M = man W = woman
5 I can’t even remember the last time I had fun.
1 M Are we lost?
6 Every day I wake up dreading school.
W Maybe. I think we should’ve turned left back there.
2 M1 That was a dirty game.
1. on the / and 2. are / in front of the / that
M2 I know! There should’ve been at least three red cards.
3. the / of / your / even if / are 4. so / do / exams
3 W1 I’m sorry. I shouldn’t have said that.
5. remember 6. Every day / school
W2 I agree. But we all say stupid things sometimes.
4 M I can’t believe I crashed my car.
W You really should’ve known better than to drive that fast. C Say: Let’s practise pronunciation now. Tell sts to copy the
5 M What! Vic’s going out with Jill? exact intonation of each sentence t hey hear. Play R2.5
W You didn’t know? Forget I said anything. I shouldn’t for chorus repetition. If time allows, replay and get some
have mentioned it. individual repetitions.

R2.5
5, 4, 2, 1, 3
1 Kissing on the cheek and hugging is not practised.
2 Gifts are never opened in front of the person that gave them.
F Sts correct Common Mistakes  sentences 1-10. Call their 3 Fill the tea cups of others  before pouring your own cup,
attention to the number of mistakes between parentheses.  even if their cups  are not empty .

Whenever sts are uncertain, encourage them to flick back 4 There’s so much pressure on me to do well in my exams.
through p. 26-45 and check their answers in units 3 and 4. 5 I can’t even remember the last time I had fun.
Classcheck by writing the answers on the board. 6 Every day I wake up dreading school.

1. I’ve enrolled at the university.

Intonation from audio.
2. If you had got up e arly enough, you wouldn’t have
missed the bus.
3. ‘Did you make many mistakes?’ ‘No, I don’t think so.’ D Point to the photo and ask: Who’s she? What does
4. He loves travelling. He has been to every place in Europe. she do? Where was she born? Then, ask sts to make two
5. London is such a big city and the people are s o nice! predictions in pairs about Dakota’s career. Classcheck.
6. Studying hard doesn’t mean you will pass the tes t, but Point to phrases 1-6 and the timeline just above the text.
it helps. Get sts to match phrases 1-6 to the correct circles in the
7. I feel bad. I shouldn’t have eaten that old pizza. timeline. Classcheck guesses and ask sts to read the text
8. You should have gone to the party last night. to check the correct chronology of facts. Classcheck by
9. He was angry because he had been waiting for 40 writing the answers on the board.
minutes before the police arrived.
10. People who go to Miami are often surprised because 3, 5, 1, 4, 6, 2
they don’t expect Spanish speakers.
E Sts re-read the text in D and mark statements 1-6
as true ( T), false (F) or not mentioned (N). Paircheck.
Skills Practice
Classcheck.
A Ask sts to go to p. 35 and look at stories in in Action D.
Tell sts to listen to and read the text and underline any 1. N 2. F 3. F 4. T 5. N 6. F
words that they find diff icult to hear or understand. Play
3.14. Classcheck underlined words. Ask: Why are these
F Sts compare the sounds of underlined letters in each of
words difficult to understand? Go back to p. 47 and have sts
phrases 1-3 and cross out the odd ones. Paircheck. Then,
read options a and b. Replay 3.14 for sts to choose t he
ask sts to make sentences with the remaining words. Play
best answer according to t heir perception. Classcheck.
R2.6 to check answers.

Personal answers.
R2.6
1 afraid apples Asia they volcano
B Tell sts they’ll hear six ext racts from units 3 and 4. Play
2 crazy fashionable statue taxi traffic
R2.4 forsts to listen and complete 1-6. Paircheck. Replay if
3 away eight pair stay straight
necessary. Classcheck by writing the answers on the board.
83
 R2

1. apples Play R2.7. If necessary, pause after each question, but not
for long – get sts to jot down very brief notes.
2. crazy Possible answer: The fashionable taxi driver took
me to the statue, avoiding the traffic. Sts look at the Language Map on pp. 2-3 and take turns
3. pair Possible answer: Go straight ahead if I have to stay asking and answering the lesson title questions from
away until eight. units 3 and 4. Monitor closely for accuracy and encourage
sts to ask follow-up questions when suitable. At the end,
Then, ask sts to make sentences with the remaining words ask them how they felt performing the task: Did you feel
in 2-3, as the example in 1, ‘In Asia they are afraid of the comfortable answering all the questions? Which ones were
volcano’. Classcheck. easy? Which ones were difficult?

G Role play! Swap partners. In pairs, sts come up with

R2.7
three social etiquette rules and write them down. Monitor
Which city would you most like to visit?
for accuracy and correct mistakes on the spot. Then, sts
swap rules with another pair. Was your weekend as fun as you’d hoped?
Does the traffic drive you mad?
In pairs, sts act out roles A and B. St A role-plays a tourist
Have you ever missed any important dates?
breaking one of the social rules and st B explains the rule
and gives st A tips on what’s appropriate / usual according How many pets have you owned?
to the rule. Have sts swap roles once. Classcheck by having When did you last break a rule?
a few pairs acting out the situations to the whole class. Does your school system work well?
What’s the ideal age to start university?
Personal answers. What do you regret not having done?
What would you have said if you’d been late today?
H MAKE IT PERSONAL Question Time! Tell sts they’re Would you like to be a genius?
going to hear 12 questions, the lesson titles from units 3 How do you deal with criticism?
and 4. Ask them to listen and write their personal answers
briefly onto their notebooks / a sheet of paper. Ensure sts
understand they don’t have to write the questions down, Personal answers.
only their answers.

84
 5
Unit overview:  In unit 5, sts learn and practise modal verbs to talk about possibilities and express
uncertainty via the contexts of money and shopping. Sts also learn about adjective order and word formation.

 Are you a shopaholic?

Lesson Aims:  Sts learn strategies to remember prepositional phrases in the context of talking about money and shopping.

   1
 .
Function Language
   5
  n
Reading a cartoon about a shopaholic. You won’t ‘just die’ if you don’t get that new designer handbag.
  o
  s
  s
Doing a quiz to discover if you are a shopaholic. I can’t resist a bargain.
  e
   L Listening to an interview for a community support group. Are you in debt?
Interviewing a friend on consumer habits. Do you often just see things and buy them on impulse?
Vocabulary: Expressions about money and shopping: ‘go window shopping’, ‘credit card statement’, ‘pay in monthly
instalments’, ‘overspend’, ‘go on shopping sprees’. Words with the suffix -holic : chocoholic, workaholic, shopaholic.
Grammar: Prepositional phrases: in debt, in instalments, in trouble, in cash, on impulse, in a sale, on a shopping spree.

 Warm-up Ask sts to revisit pp. 36-45 and, in pairs, take  Tip Elicit pronunciation for all wo rds with pink letters
turns asking and answering the les son title questions in unit in the quiz. Then, draw sts’ attention to the glossary just
4. Monitor closely for accuracy and take notes of any mistakes below the quiz results.
for delayed correction. Ensure that sts ask follow-up questions
when appropriate. Classcheck. Ask: How different would your quiz results be if you were
a billionaire? Link the idea to the Song line on the top of
p. 49 and ask whether sts know the song or the singer who
recorded it.
1  Vocabulary: Money and shopping
Song line:
A Books open. Point to the cartoon of Ms Smith at the
doctor’s and ask sts to read it. Then, pair sts up and have I wanna be a billionaire so freaking bad.
them answer questions 1-5. Classcheck. Buy all the things I never had.
Song: ‘Billionaire’
Read World of English  with the whole class. Drill the
Singer: Travie McCoy (USA)
pronunciation of all the words ending in - holic. Ask whether  Year: 2009
any of the sts in class are chocoholics, shopaholics,
workaholics and so on.
Personal answers.
Suggested answers:
1. no 2. She wants to buy a bag. 3. no 4. Personal D MAKE IT PERSONAL  Have sts swap partners. Instruct
answer. 5. Personal answer. pairs to work together to read the model dialogue in the
speech bubbles. Then, go over Common Mistakes  with the
whole class. Ask pairs to look at photos a-f  on p. 48 again
B Point to the words and phrases in bold and have sts listen and ask questions to find out which partner is a more
to 5.1 to match them to photos a-f  on p. 48. Paircheck. compulsive shopper. Classcheck by inviting volunteer pairs
to share what they found out.
go window shopping – b
bargain – a Personal answers.
statement – c
save – f
2  Listening
in monthly instalments – e
go on shopping sprees – d A Say: Ms Smith wants to join Shopaholics Anonymous.  Ask
whether sts are familiar with groups and organisations
such as Alcoholics Anonymous, which are intended to offer
C Read the quiz title, introduction, and scoring system
psychological help and support to addicts.
with the whole class. Have sts work individually to do the
quiz and add up their scores. Then, ask sts to find and read Show sts the Shopaholics Anonymous admission form and
their results in the quiz key. Have pairs of sts compare have them quickly guess the answers to questions 1-5.
their outcomes. Ask the class: So, are you a shopaholic? Do Play 5.2 so sts can check t heir guesses. Then ask: Does
 you agree with your results? Ms Smith pass the interview?
85
 5.1

5.2 Notice the rising intonation and Do you  = /djuː/. M Young man, I would buy a ruined castle if it was in a sale.
I = interviewer M = Ms Smith That’s why I’m here. This has got to stop. So, er, did I pass?
I Ms Smith, welcome to our group. It’s a pleasure to have I Oh yes, madam, you’re in!
you with us. Er… You do know how we work, right? M Good! So, see you on Wednesday then?
M Yeah. A bunch of maniacs like me get together once a
week and try to help each other. 2. yes 3. yes 4. yes 5. yes
I Well, er, I wouldn’t put it in those terms, but, basically…
Yeah, that’s the idea. Erm, do you mind if I ask you a few
B Ask sts to turn to pp. 160-161 and read AS 5.2.
Tell
questions first?
them to focus on the underlined questions and notice
M Sure. Go ahead.
their rising intonation, as well as contractions. Pair sts
I Thanks. The, er, first question is really simple and up and have them practise pronouncing each of the
objective. underlined questions. Monitor sts’ work closely and correct
M Oh yeah? pronunciation and intonation on the spot.
I Uh-huh. Ms Smith, are you in debt?
M Well, I am in debt right now, but it’s not that bad… Like, C MAKE IT PERSONAL  Read the R  box with the whole
less than a thousand, I guess… Anyway, my daughter will class. Have sts swap partners. Ask the new pairs to hide
lend me some money… But, yes, I’m in debt. Happy? questions 1-5 in the shopaholic admission form in A,
I OK. Thanks. Now, the second question is really important. leaving only the two first words of each question visible
It’ll show us if you’re really, really trying to change… Ms (for example, ‘Are you…’ in 1 and ‘Do you…’ in 2). Have
Smith, do you really think you’re in trouble? partners interview each other and ask questions 1-5 from
M Deep, deep trouble, young man. memory. Monitor and encourage peer collaboration.
I OK. That’s a good start. Third question… Do you often just
Classcheck by having sts report their partners’ answers.
see things and buy them on impulse?
Ask pairs: Did you both pass the interview?
M Do I buy things on impulse? Are you joking?
I So that’s a yes. OK… Next… Ms Smith, do you prefer Personal answers.
to pay by credit card rather than in cash so you can
overspend? You see, credit cards create the illusion that…
M Well, I hardly ever pay for anything in cash. I find credit
cards far more practical. Workbook p. 24
I OK. Ms Smith, do you ever buy useless things just because ID Online Portal
they’re in a sale? Grammar p. 124

86
 5.2

Have you ever borrowed money from a relative?

Lesson Aims:  Sts continue to practise money and shopping vocabulary and study the pronunciation of words with silent letters in
the contexts of helping shopaholics and discussing consumerism.

   2
 .
Function Language
   5
  n
Listening to shopaholics talk about their problem. It hit me that I had a shopping problem when I was like
  o £7,000 in debt.
  s
  s
  e Noticing / Pronouncing words with silent letters. I have no doubt you’ll be able to pay off your debt.
   L

Discussing controversial statements. Men often buy things they can’t afford just to impress their
friends.
Reading a website with an unusual cause. I’m in serious debt and I need ten grand to pay it off. If you
help me, then someday someone might help you when you
need it.
Vocabulary: Review and practice money and shopping words and phrases. Different ways to refer to British money: quid , grand ,
fiver , tenner , dosh .
Grammar: Verbs: lend , borrow , loan .
Before the lesson: Write the following questions on the board:
When did you last buy something because it was in a sale? What How often do you go on shopping sprees? What type of
was it? How much did it cost? Did you find it useful afterwards?  products do you buy?
Do you save money every month? What for? / Why not? What kind of products do you prefer to pay in monthly
Have you ever noticed a billing error on your credit card statement? instalments?

 Warm-up To review vocabulary from the last lesson, have sts £10 here, £20 there. But most times I just spent it again,
work in pairs to ask and answer the questions you wrote on the so that was no good. My friends told me I should ask my
board (see Before the lesson ). Ask partners to find two things dad, but I couldn’t ask him to lend me money, ’cause he
they have in common. Classcheck. would be so angry with me. You know, it was so terrible. My
relationships were breaking up, I was getting depressed,
you know, and behind it all just this huge debt, you know?
3  Listening W That’s bad. So what did you decide to do about it?
S So, yeah, then I heard about Shopaholics Anonymous, and
A Books open. Divide the class into groups of three and I went to some meetings and got some help. And now, now
assign roles A, B and C for sts in each group. Tell sts that I think things are getting better, you know? Like, they told
they are going to listen to an interview with a shopaholic. me to contact all the credit cards and promise to pay and I,
Explain that st A is responsible for answering question a, er, also I, er, cut up my credit cards, that was REALLY hard.
st B for question b and st C for question c. Advise sts to And they helped me to make a plan, like, now I only go to
take notes while they listen. the shops once a month, can you believe that? And I try
to only spend £50 a week – I only use cash, so I put £50
Play 5.3. Have sts share answers to their assigned questions in my bag on Monday and that’s it, no more for the week.
within their groups. Classcheck by asking sts to report Well that’s the plan, sometimes I spend a little more, like
their partners’ answers. on holidays and things, you know? But you know what the
big lesson I’ve learned is? Don’t buy what you can’t afford.
5.3 Simple as that.
S = Sarah W = woman
S Er, hi there. I’m Sarah and I’ve got a shopping problem.
A. She bought many things on her credit cards, and the
I’ve had a job since I was 15, like six years, and I haven’t
saved any money at all, like, not a penny! interest is very high.
W So, can you tell me how the problem started? B. She was worried about telling her father. Her relationships
S Well, it hit me that I was a, that I had a shopping problem were breaking up and she felt depressed.
when I was like £7,000 in debt. I had, like, credit cards C. She contacted Shopaholics Anonymous. She cut up her
with so many shops, and I just paid for everything on the credit cards. She contacted the credit card companies.
cards, you know? But you know what? Most of the debt isn’t She has a spending limit of £50 a week.
purchases. I mean, I’ve got a LOT of stuff, but not seven
thousand pounds’ worth! I maybe only spent, you know,
like three-four thousand pounds on bags and shoes and B Ask: How much did you understand (from listening to
things, but the rest of the money, the rest of the debt is the 5.3)? 70%? 80%? Say: Listen again and see if you can
percentage, you know, the percentage the card company understand more this time.  Replay 5.3. Classcheck.
wants me to pay, the er... the interest I have to pay.
W And how did you feel? Personal answer.
S So, it started to get, like, a BIG problem, you know? Like, I
felt sick when I looked at my credit card statements and I C Ask sts to rejoin their groups from A and to use their
 just didn’t know what to do, I mean, how was I going to pay notes to decide whether sentences 1-6 are true (T) or false
that money? I started borrowing money from friends, (F). Paircheck. Classcheck.
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 5.2

1. F 2. T 3. T 4. F 5. F 6. F D Tell sts that they are going to play the ‘Competitive
dictation’ game. Explain that they will hear five sentences.
Working in pairs, they should write the full sentences with
the correct spelling. Play 5.6. Replay the track. Classcheck
4  Pronunciation: Silent consonants by writing the answers on the board and checking whether
any pairs got all the words right.
A Assign new pairs. Have sts practise saying words with
silent letters. Play 5.4 to classcheck. Replay 5.4 for
5.6
individual and choral repetition.
1 So, do you come here often?
Ask sts to think of other words that also have silent 2 Mary had a little lamb, little lamb, little lamb…
consonants. Allow them about a minute to think of and write 3 Hello and welcome to my castle.
words down in pairs. Classcheck, keeping a record of sts’ 4 I caught a terrible cold, so I’ll have to stay home till
contributions on the board. At the end, drill pronunciation of Wednesday.
all words. 5 Call the plumber! Quick! Oh, how could I be so dumb?

 Tip If time allows, ask sts to turn to the list of irregular verbs
on pp. 136-137 and look at past forms ending in -ght , e.g., 1. So, do you come here often?
taught , caught , thought . Drill pronunciation and have sts look 2. Mary had a little lamb, little lamb, little lamb...
for more verbs with silent letters on these pages. 3. Hello and welcome to my castle.
4. I caught a terrible cold, so I’ll have to stay home till
Suggested answers: Wednesday.
s(t) – Christmas, whistle, wrestle, fasten (see lesson 3.5 Skills) 5. Call the plumber! Quick! Oh, how could I be so dumb?

m(b) – limb, climb, crumb, dumb, bomb

(b)t – doubt, debt E MAKE IT PERSONAL  Divide the class into groups of
four or five. Each student in the group should choose
(gh)t – caught, taught, thought, might
two opinions to agree or disagree with, sharing his / her
(k)n – knee, knight, know, knowledge
reasons with the other group members. Encourage sts
to respond to and question their group members, and
B Read World of English  with the whole class. Point to refer them to the model sentences in the speech bubbles.
sentences 1-5 and tell sts there are two words with silent Monitor and take notes for delayed correction. Classcheck
letters in each sentence. Have sts find and cross out the sts’ opinions and provide sts with language feedback.
silent letters. Paircheck. Play 5.5 so sts can listen and
check their answers. Classcheck by writing the answers on Personal answers.
the board.
Have pairs of sts practise saying words with silent letters
from 1-5 at the same time. Before pairs begin, model the
5  Reading
activity with a student to demonstrate saying words together A MAKE IT PERSONAL  Ask: How often do you access the
simultaneously. Monitor sts’ pronunciation closely and Internet? Ask sts to list the five websites they visit most
correct any mistakes on the spot. At the end, have the whole often. Read the model sentences in the speech bubbles
class say the words together. Signal or conduct the choral with the group. Pair sts up and ask them to share and
recitation, e.g., at the count of three or by raising your hand. compare their lists. Classcheck and try to discover the
most visited website among the sts in the class.
1. I have no doubt you’ll be able to pay off your debt.
2. The traffic cop whistled and told me to fasten my seat belt. Personal answers.
3. It’s difficult to understand signs in a foreign language.
4. My neighbours’ daughter has moved out. B Point to the website URL in the rubric and ask sts to
dictate it for you to write it on the board. Ask: What’s this
5. The police will climb the mountain to look for the bomb.
site about? Have sts guess and discuss their guesses in
pairs. Classcheck sts’ guesses.
C Allow sts time to figure out the rules by themselves
and ask them to complete the R  box in pairs. Refer them to Personal answers.
A and B. Classcheck.
C Ask sts to hide the text with a sheet of paper, their
 Tip Raise sts’ awareness and prevent hypercorrection. Warn notebooks or their workbooks. Ask them to leave the first
sts that letters st  do not always mean a silent t . Often, both
line of the text visible and to cover the rest. Sts should
sounds are pronounced. Have sts compare custom , costume ,
guess the first word in the next line and uncover the text,
hamster , fast  and sister  with the suggestions in A.
line by line, to check their answers. Classcheck and ask:
How many words did you guess right?
B is often silent before t and after m.
Read World of English  with sts. Tell them that they are
G is often silent before h and n.
going to listen to the text as they read along and look for
T is often silent between s and e or le. examples of money references. Play 5.7. Classcheck.
88
 5.2

dollar, debt, grand, credit card debt, s alary, buying, store, D MAKE IT PERSONAL  Assign new pairs. Have sts read
shopping sprees, borrow money, bank, pay, rent, spending, the directions for the activity. Ask partners to share their
buy, sale, Shopaholics Anonymous, lend me money, quid, opinions about John Smith’s website idea and think of
donate, a pound, two pounds, donate, tenner, fiver somebody who’s been in the same situation. Classcheck.
Ask sts if they know the song mentioned by John in his
website. Point to the Song line on the top of p. 51 and, if Personal answers.
possible, play part of t he song’s video on YouTube.

Song line:

I had a job, but the boss man let me go. Workbook p. 25

He said ‘I’m sorry, but I won’t be ID Online Portal
needing your help no more.’ Grammar p. 124
Song: ‘I Need a Dollar’
Singer: Aloe Blacc (USA)
 Year: 2010

89
 5.3

 Are you a good guesser?

Lesson Aims:  Sts learn about and use modal verbs in the context of speculating and expressing possibility and uncertainty.

   3
 .
Function Language
   5
  n
Listening to someone speculating while on the phone with a friend. You’re telling me there’s actually a chance your crazy idea
  o might work?
  s
  s
  e Talking about possibilities and probabilities. Who knows? It could work. You must be kidding.
   L

Guessing about classmates’ lives. You’re in shape. I think you might work out a lot in your free time.
Vocabulary: Phrases to emphasise uncertainty: ‘I’m not sure, but…’, ‘Who knows?’, ‘I guess…’, ‘I don’t know, but…’.
Grammar: Modals for possibility and probability: must , can’t , might , could .
Before the lesson: Write the following sentences on the board:

1. I hate borrowing money. People never pay me back! 4. Never lend money to family or friends.
2. The bank lent me three grand at 5% interest a month. 5. I forgot my pen at home. Can I lend yours?
3. I loaned £2,000 from the bank, and now I owe them £5,000!

 Warm-up Review the differences in the meanings of the called Karyn… Bosnak, that’s right. Well, a few years ago,
verbs lend , loan  and borrow  with a short activity. Show sts when she was – what – in her early 20s, she got into some
the sentences you wrote on the board (see Before the lesson ) horrendous debt…
and ask them to find and correct three mistakes. Paircheck. L Sounds suspiciously familiar.
Classcheck. J Yeah… She’d just finished uni and was working as, er,
as a chat show producer or something. Anyway, she lost
1. I hate lending / loaning money. People never pay me back! her job, kept on shopping, just couldn’t stop, and er…
3. I borrowed £2,000 from the bank, and now I owe them anyway, she ran up a huge debt. Massive debts. She owed
£5,000! the credit card company more than 20 grand, I think. So,
5. I forgot my pen at home. Can I borrow yours? long story short, here’s what she does… She creates a site,
writes an honest letter on the home page – just like mine –
and bingo! In a matter of days, the donations start pouring
6  Listening in, from all over the world. Turns out she was able to pay
off her debt in 20 weeks.
A Books open. Point to the man in the photo and say: This L Wow! So you’re telling me she got 20 grand from complete
is John Smith from the last lesson. Do you remember his blog? strangers?
What was it about? Elicit what sts remember about the J No, no... It was actually 13 grand in donations and the
website ww w.savejohnsmith.com (see p. 51).
rest… Well, I think she used her savings and sold some
Point to the woman in the photo and say: He’s on the phone of her stuff on eBay or something like that… She actually
with Laila. Read sentences 1-3 and have sts predict the wrote a book about her experience, and then, erm, another
answers. Say: Let’s listen to their conversation and circle the one, now she’s a famous writer, apparently… They even
correct choices.  Play 5.8. Paircheck. Classcheck. made a film out of her last book.
L Incredible! I don’t know what to say… Now, seriously…
5.8 Notice -ous = /əs/ and -en = /en/ or /ən/. You’re telling me there’s actually a chance your mad idea
L = Laila J = John might work?
L Hi John, it’s Laila. I saw your site. J Why not? If the site worked for her, it could work for me.
J Pretty cool, huh? Who knows?
L Are you insane? You can’t be serious!
J I’m dead serious. Savejohnsmith.com is my last hope.
L No way! You must be joking! 1. bad 2. is 3. was
J Look, you know how much I owe the credit card company,
don’t you? I’m out of work, I’ve run out of money, Dad won’t
B Have sts briefly read sentences 1-6. Play 5.8 again and
help me and…
ask sts to mark true (T) or false (F). Paircheck. Replay 5.8
L So you start begging online. Yeah, brilliant.
if necessary. Classcheck.
J Look, I overspent. Big deal. It could happen to anyone.
L You’re right. I’m sorry, er, it’s just that… I mean, this is so
1. F 2. F 3. T 4. T 5. F 6. F
freaking unusual. My best friend has become some sort
of… a… virtual beggar!
J Well, I’m not the first one, you know? C Ask: Who’s Karyn Bosnak? If necessary, refer sts to AS
L Huh? What do you mean? 5.8 on p. 161. Write on the board, She ran out of money .
J Last week I read an article about this New York woman Ask: What does ‘run out of money’ mean?
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 5.3

Point to photos 1-3 and have sts work in pairs to decide Mus t C an’ t Migh t Could
what each person has run out of. Classcheck.
I’m almost sure this is true. 

1. He has run out of petrol. I’m almost sure this isn’t true. 

2. He has run out of time. Maybe this is true.  

3. He has run out of milk.

C Point to 1-6 and say: These are comments on John’s
D Have sts swap partners. Ask partners to discus s website. Look at what people are saying… Are they positive or
questions 1-3 and tr y to fi nd at least one opinion they negative? Allow sts to quickly read the sentences.
have in common. Have sts read the model dialogue in Ask sts to complete the gaps with must  or can’t plus a verb
the speech bubbles before they start the t ask. Classcheck from the box. Classcheck. At the end, ask: What would you
by inviting st s to say what they remember from their say to John? Have sts write a short comment they could
partners’ answers. post on John’s blog. Then, ask sts to read their sentences
aloud to their peers.
Personal answers.

1. can’t be 2. must think 3. can’t / telling

4. can’t / expect 5. must have 6. must be
7  Grammar: Modals of possibility / probability

A Point to speech bubbles 1-4 and ask sts complete the D Tell sts that they are going to play a guessing game.
gaps with one word. Paircheck. Play 5.9 so sts can check Explain that they are going to hear some short extracts of
their answers. different conversations, and then they should guess the
answers to questions 1-6.
1. must 2. can’t 3. might 4. could
Ask sts to read the model guesses in the speech bubbles
Read the R  box with sts and draw their attention to the and instruct them to use modals in their guesses for 1-6.
examples in speech bubbles 1 (‘You must be joking’), 2 In addition, encourage them to use phrases from
(‘You can’t be serious’), 3 (‘might work’), and 4 (‘It could World of English  (see p. 52) when appropriate.
work for me’). Play 5.9 again so sts can notice the
Read all the questions with sts and then play 5.10.
pronunciation of t and d before consonants. Lead the class
After each extract, pause to allow sts to discuss possible
in choral repetition of the phrases.
answers in pairs. Monitor closely for the use of modal
verbs and encourage sts to share and compare their
R  box: consonant
guesses with the rest of the class. Classcheck in E.
Go over World of English  with the whole class and elicit
which phrase is used in speech bubble 4. 5.10
1 What would you like for dinner, Rico? Tuna or chicken?
Who knows? Oops, we’re out of tuna, Rico. Sorry.
2 Help! Somebody help! Oh my God. Not now. I’m late for
Refer sts to the Song line on the top of p. 53 and share the
work. Can anybody hear me?
cultural note about the song and the band.
3 I swear I did it, Mrs Andrews, I swear, but Bart ate it. I tried to
Song line: stop him, but I couldn’t. It won’t happen again, I swear.
4 [breathing]
I could be wrong, I could be right,
5 OK… done that. What should I do now? Really? Well, if
I could be black, I could be white.
you say so… OK, I’ve closed the window, but… I don’t
Song: ‘Rise’
understand… How will that help?
Band: Public Image Ltd (UK)
 Year: 1986
 Personal answers. Sts should guess using modal verbs.
 Cultural note Public Image Ltd was a post-punk band formed
by John Lydon (also known as Johnny Rotten, former lead
E Have sts listen to the conversations in full and check
singer of the Sex Pistols). The song ‘Rise’ was written about
their guesses from D. Play 5.11 and classcheck.
the apartheid that took place in South Africa in the 1980s.

5.11

B Have sts study 1-4 in A and tick the correct definitions A = Alberto L = Laura E = Ernie Mrs A = Mrs Andrews
in the Grammar box. Paircheck. Classcheck. T = Tony W = woman S = Susie M = man
1 A What would you like for dinner, Rico? Tuna or
Read Common Mistakes  with sts. Do a quick substitution
chicken? Oops, we’re out of tuna, Rico. Sorry. You
drill with correct sentences in the box. Say: It could rain
poor baby!
today. Repeat! Prompt may and then might to direct sts to
change the original sentence to ‘It (may / might) rain today.’ 2 L Help! Somebody help! Oh my God. Not now. I’m late
Monitor pronunciation closely for t he application of the tip for work. Can anybody hear me? Excuse me… hi…
from the R  box on p. 52. I’m stuck between the fourth and the fifth floor.

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Could you send someone, please? Quick! Students should use modals to express whether they think
3 E I swear I did it Mrs Andrews, I swear, but Bart ate these are fact or fiction. The actual answers are as follows:
it. I tried to stop him, but I couldn’t. It won’t happen 1. T
again, I swear.
2. F
Mrs A ‘The dog ate my homework.’ Yeah, right. Pretty lame,
Ernie. Pretty lame. 3. T
4 T  [breathing] 4. F (It is 75% water.)
W OK, great. Breathe in as you move your left leg, and 5. T (if crying refers to tears) or F (if crying refers to a sound)
breathe out as you move your right leg to the left. Is
6. T
everybody OK? Now, feel the vital energy flowing to
your arms and hands.
5 S OK… done that. What should I do now? Really? Well, G MAKE IT PERSONAL  Assign groups of three or four sts
if you say so… OK, I’ve closed the window, but… randomly, or if you prefer, assign sts who usually sit away
I don’t understand… How will that help? from one another to take part in the same groups.
M Ma’am, I asked you to close the computer window –
Point to the lesson title question on the top of p. 52 and
your browser, you know – not your living room window.
ask: Are you a good guesser? Explain that sts should guess
S My computer has no windows. Or doors. What are
the answers to 1-6 for each of their group members. Allow
you talking about?
sts two or three minutes to read questions 1-6 and jot
down a few notes about their classmates.
Sample answers:
When time is up, ask sts to read the model guesses in the
1. I think he might be talking to his cat.
speech bubbles. Then, sts have to do the same and make
2. She must be in a lift. guesses about their classmates within the groups. Monitor
3. He must be talking about his dog eating his homework. sts’ work and take notes for delayed correction.
4. I don’t know. He could be doing yoga.
At the end, ask: Who’s the best guesser in your group? Why?
5. I think she might have a computer problem. Provide sts with feedback on their performance, as well as
any necessary correction.
F Pair sts up. Ask them to look at statements 1-6 and decide
Personal answers.
whether they are ‘fact’ or ‘fiction’. Have two sts role-play the
model dialogue in the speech bubbles for the whole class and
highlight the use of might, could and the phrase ‘I’m not really
sure’. Then, ask pairs to discuss 1-6. Monitor pairs’ discussions Workbook p. 26
closely and correct any mistakes on the spot. Classcheck sts’ ID Online Portal
Grammar p. 124
opinions first and then provide them with the answer key.

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 5.4

Have you ever bought a useless product?

Lesson Aims:  Sts look at and practise adjective order via the contexts of reading an article about infomercials and listening to
and talking about frustrating shopping experiences.

   4
 .
Function Language
   5
  n
Reading an article about infomercials. As far as I’m concerned, infomercials are an unappreciated
  o art form.
  s
  s
  e Reading / Listening to unsuccessful shopping experiences. … here, for your enjoyment, are two of the most useless
   L
gadgets I’ve ever bought!
Talking about a frustrating shopping experience. I bought some very expensive sunglasses and left them in a taxi.
Writing an infomercial. Glamorise your look with these fashionable silver earrings.
Vocabulary: Word formation: Suffix patterns for adjectives, nouns, verbs and adverbs.
Grammar: Adjective order.

 Warm-up Ask sts to open their books to the pronunciation actually adverb
chart for vowel sounds on p. 154. Tell sts that sounds currently adverb
have been marked with ! when the phoneme is often
enjoyment noun
mispronounced by non-native speakers. Have sts work in
useless adjective
pairs to find the vowel sounds marked with ! and take turns
pronouncing the words in the drawings, as well as some of gorgeous adjective
the words listed at the bottom of the page. Monitor their remarkable adjective
pronunciation closely and correct any mistakes on the spot. tighten verb
Ask: Which sounds are difficult for you (personally)? freaky adjective

Draw sts’ attention to the word classes in the box (adverb,

8  Reading noun, adjective, verb). Have sts match the underlined
words from the article to their correct meanings and copy
A Books open. Write the portmanteau word infomercial them into the box. Paircheck. Classcheck.
on the board and challenge sts to infer its meaning. Point
to World of English  and play 5.12, asking sts to listen and  Tip At the end, drill the pronunciation of all the underlined
read about words combined to make new words. If the words. Lead choral and individual repetition for each word.
technology is available, google ‘portmanteau words’ to find
more examples. Ask: Do you ever watch infomercials? Do you
gorgeous, remarkable, freak y, actually, useless, enjoyment,
have a favourite?
tighten, currently
Personal answers.
E Pair sts up and have them answer the question.
B Ask sts to read the introduction of ‘Two useless products Refer sts to the model dialogue in the speech bubbles.
I’ve bought!’ and tick the answer choice that best describes Classcheck by asking sts to share their partners’ opinions
the author of the article. Paircheck. Classcheck. with the whole class.

often disappointed with the products Personal answers.

C Play 5.13 as
sts listen to and read the article in full. F Point to the photos on the right side of the page again
Have sts match two of the photos on the right to products and ask: Which product was not mentioned in the article?
1-2 mentioned in the text. Classcheck. Check whether sts can name the product being advertised
(hair straighteners).
1. man using a HooverTM on his hair Tell sts that they are going to hear two friends talking
2. woman wearing a mask about this product. Say: Listen to the dialogue and find out
the answer to this question: Was the woman happy about it?
D Model the activity. Point to the first underlined word Play 5.14. Classcheck.
in the article, actually. Point to the box of definitions and
5.14 Notice the intonation of the echo questions.
synonyms and ask: What does ‘actually’ mean?
M = man W = woman
 Stronger classes Ask sts to look at the underlined words in M … can’t believe you bought one of those. You can’t be serious.
the article and classify them as adjectives, adverbs, verbs or W I swear. I bought it on impulse. It was pure madness, I know.
nouns. Classcheck. M You bet. Was it expensive?

93
 5.4

W Expensive? It cost a fortune. I felt really guilty afterwards, Paircheck. Play 5.15 to classcheck. Write the answers on
of course. the board to help ensure spelling accuracy.
M Buyer’s remorse, huh?
2. guilty 3. wonderful 4. disappointment
W Yeah, at the time it seemed like a wonderful product, but…
5. actually / dangerous 6. hospitalised
It was such a disappointment.
7. assistance 8. fashionable
M Well, what would you expect from these awful infomercials?
W I know, yeah… And this thing was… like, actually quite
Read Common Mistakes  with the whole class and elicit other
dangerous.
adjectives ending in -ful, e.g., beautiful, meaningful, successful,
M Dangerous?
helpful, painful, colourful.
W Mmm, it nearly killed me.
M Killed you? What do you mean?
C MAKE IT PERSONAL  Pair sts up. Ask pairs to look back
W Huh, it got stuck! And it, it wouldn’t let go of my hair…
at 1-8 in B and share similar experiences or talk about the
I swear… And the temperature switch fell on the floor
last time they felt like that. Classcheck sts’ stories and ask
when I tried to turn it down.
partners: Whose experience was worse?
M Well, it could’ve hospitalised you, but not really killed you.
Come on!
Personal answers.
W I know, I’m joking… Yeah. Anyway, the product stopped
working after a week or two and there was no technical
assistance at all. What a waste of money. 10  Grammar: Order of adjectives
M But, er, why on earth did y ou want to straighten your hair,
Liz? I love it the way it is. A Read the sentences in the Grammar box with sts and
W You do? Thanks. Well, it was fashionable at the time, encourage them to notice the adjectives. Ask: Which ones
I guess. are opinion adjectives? Then, have sts read and circle the
correct rule for adjective order. Classcheck.
She thought it was dangerous.
 Tip For further practice, ask sts to complete the activities on
Grammar, on p. 125.

9  Vocabulary: Word formation
Opinion adjectives usually come b efore facts.
A Direct sts’ attention to the words in bold in the article
on p. 54. Instruct sts to copy these words into the correct
B Direct sts to read infomercials 1-7 and find five
column of the table. Ask sts to underline suffixes that
mistakes in adjective order. Paircheck. Classcheck.
helped them identify the word class. Paircheck. Classcheck
by writing the answers on the board.
1. Correct.

 Weaker classes For this activity, have sts work collaboratively 2. A miraculous Japanese knife that can cut
in pairs. through anything!
3. Correct.
4. Jeans that look fashionable, but feel like comfortable
Nouns Verbs Adjectives Adverbs
cotton pyjamas.
enjoyment generalise useless seriously
5. An incredible metal accesso ry that creates gorgeous
solution tighten gorgeous apparently
hairstyles instantly!
ability purify remarkable shockingly
6. Glamorise your look with these fashionable
appearance rejuvenate freaky actually
silver earrings.
fitness currently
7. Throw out your ugly leather shoes and buy our fantastic
waterproof boots today!
B Focus on the example sentence 1. Ensure that sts
understand that they need to transform the root word C MAKE IT PERSONAL  Have sts read the Song line on the
given by adding a suffix. Complete number 2 with sts. top of p. 55 and elicit or provide the names of the song
Then, ask them to complete the gaps with the given words and band.
and appropriate suffixes.
Song line:
 Tip Before sts star t thinking of suffixes and complete the
I’m advertising love for f ree,
gaps, have them carefully read 1-8 and analyse which class of
so you can place your ad with me.
word (adjective, adverb, noun or verb) they will need in e ach
Song: ‘Hard to Handle’
context. Ask them to make brief notes next to the sentences
Band: The Black Crowes (USA)
(adj., adv. etc). After that, they can go back to the beginning to  Year: 1990
transform the root words with the correct suffix and complete This song was originally recorded by American singer Otis
the gaps. Redding in the 1960s.

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 5.4

With the whole class, read the product options in the box  Tip Refer sts to the Writing Bank on p. 150. If time is
and have sts guess what each product is or could be about. available, go over some of the exercises with sts, or assign the
Divide the class into groups of three or four sts. Within page for homework.
their groups, t hey should collaboratively create a
30-second infomercial advertising one of the products. Personal answers.
Ask sts to use adjectives and phrases from the lesson.

Walk around the classroom and offer help whenever

necessary. When sts are ready, have groups present their Workbook p. 27
adverts to the whole class. Ask: Which one was the most ID Online Portal
creative? Which was the funniest? Which products would Grammar p. 124
Writing Bank p. 150
 you consider buying?

95
 5.5

Do you often buy things on impulse? /

 When did you last complain in a shop?
Lesson Aims:  Sts learn to name the five senses via reading an article about supermarket psychology. Sts also listen to and
role-play assistant–customer dialogues about shopping problems.

   5
 .
Function Language
   5
  n
Reading an article about supermarket psychology. … whichever supermarket you go to, you’ll inevitably find the
  o same basic arrangement of products.
  s
  s
  e Talking about how supermarket strategies influence you. It doesn’t work on me ’cause I only buy the basics.
   L

Listening to customer and shop assistant’s dialogues. Unfortunately, we can’t give you a refund.
Acting out dialogues about shopping problems. Why do you never have larger sizes? I’m not coming
here again!
Vocabulary: The five senses: sight , hearing , touch , smell , taste . Supermarket checkout, aisles, gadgets. Expressions related to
shopping problems: ‘I’m afraid your credit card has been declined’, ‘We’d be happy to exchange it for another one’.

 Warm-up Books closed. Ask sts who does the food shopping Board:
in their house and where they usually shop. Encourage sts to 1. They place the exit far from the entrance. They let you try
describe the places they mentioned, asking questions about the food and drinks. They put vegetables at the front of the store
location / arrangement of products. to make you feel fresh and happy. They place everyday items
at the back of the store so that customers will walk past
lucrative items. They use food aromas to make customers
hungry. They place expensive items at eye level. They place
 Skills: Reading for confirmation items to encourage children to ask for items. They play slow
music to encourage customers to walk more slowly.
A Books open. Ask: Have you ever heard about
‘supermarket psychology’?  Elicit possible definitions from 2. Personal answers.
sts and then instruct them to read the introduction to the
Draw sts’ attention to the glossary at the bottom right of
article in C. Ask: Were your guesses correct? the article. Have sts match the bold words checkout , gadgets
Refer to the introduction again and ask Who are ‘they’? and aisles  to photos 1-3. Classcheck.
Classcheck.
Photos:
Personal answers. checkout – c

‘They’ are supermarket managers. gadgets – a

aisles – b

B Ask: Can you name the five senses in English? Elicit or

D MAKE IT PERSONAL Have pairs of sts take turns asking
teach the words sight, hearing, touch, taste and smell.
and answering 1-4. Refer sts to the model in the speech
Ask: How do you think supermarket managers might bubble. Classcheck and ask partners: Have either of you
‘assault’ our five senses?  Have sts discuss the question in succumbed to supermarket psychology?
pairs. Classcheck personal ideas.
Personal answers.
Get sts to briefly read paragraphs 1-8 and identify
references to the five senses. Classcheck.
 in Action: Shopping problems
Personal answers.
A Write shopping problems on the board and have the
class brainstorm the types of problems people can have
C Tell sts t hat they are going to listen t o the whole text when purchasing goods.
as they read along. Write two questions on the board: Tell sts that they are going to listen to three conversations
(1) How do supermarkets make us spend more?  and about shopping problems. Ask Which were successful
(2) How can we avoid it? Then, pair sts and assig n roles shopping experiences? and play 5.17. Classcheck.
A and B withi n each pair. Explain that st A should look for
answers in paragraphs 1-4, and st B should do the same 5.17 Notice /ʤ/, /ʧ/ and the consonant clusters.
for paragraphs 5-8. C = customer SA = shop assistant

Play 5.16 as sts l isten and read along. Allow time for 1 Choosing
partners to exchange their text findings. Classcheck. SA Hello, madam, do you see anything you like?

96
 5.5

C Oh, hi. Yeah, I like these shoes. Can I try them on? (5) SA (8) SA (2) SA (6) SA (7) SA (4) SA (10) SA
SA What size do you take? (3) C (1) C (9) SA
C Do you have a size ten in stock?
SA A ten? Er – I’m sorry, madam, we’re sold out. C Have pairs of sts hide the right-hand column in B and
C Typical! Why do you never have larger sizes? I’m not role-play the three dialogues from memory. Then, ask
coming here again! sts to act out the conversations again, swapping roles.
2 Paying Monitor pairs’ work closely and correct any mistakes on
SA Next, please… Hello. Just the jeans and these two the spot. At the end, invite a pair of sts to role-play the
T-shirts? dialogues for the whole class.
C Yes... No, sorry, this dress too.
SA OK, that looks very nice. Refer to the answer key in .
C Oh, it’s for my girlfriend.
SA Very nice. So that’s $174.70. Cash or charge? D Have sts briefly read 1-3. Play 5.18 andask sts to listen
C Er, charge. and complete the gaps with the missing verbs. Classcheck
SA OK. Swipe your card, please. and ask: Which one sounds more polite?  Replay 5.18 and
C Uh-huh. lead choral repetition of each sentence.
SA Ah. I’m afraid your card has been declined. Erm, do you
have another card? 1. do / have / coming
C Declined! But that’s ridiculous! It’s a new card, so I know
2. Declined / know / ’m / broken
I’m not over my limit. Your machine must be broken.
3. like / return / bought / work
3 Complaining
C Hello, hello. Yes, I’d like to return this TV. I bought it here
the other day and it doesn’t work. E Have sts swap partners. Ask pairs to choose one situation
SA I see. Er… What seems to be the problem? from B and study AS 5.17 on p. 161 for a minute. Then, have
C Well, I bought it here the other day, er… Thursday, and them close their books and act out their chosen dialogue.
when I got it home, I took it out of the box and… well, Monitor and encourage peer correction and collaboration. At
you can see. This button is broken. Look, it’s coming off. the end, invite volunteer pairs to act out their dialogue from
SA Oh, oh yes. Well, er, unfortunately we can’t give you a memory for the whole class.
refund, but we’d be happy to exchange it for another
one. Refer to AS 5.17.
C Oh, that’s great. Thank you so much.
SA Sure, er, I just need to see your receipt.
F MAKE IT PERSONAL  Have sts swap partners once again.
C Yes, of course. Er, it’s in here somewhere. Here it is.
In these new pairs, sts should choose one of situations 1-3
to act out. Ask sts to use sentences from B and D. Monitor
1. The shop didn’t have the correct size – unsuccessful closely and take notes for delayed correction. Round off the
2. The credit card was declined – unsuccess ful class with three different pairs role-playing one dialogue
3. The TV didn’t work – successful each for the whole group.

B Point to the three shopping ‘stages’ in the table: Personal answers.

‘choosing’, ‘paying’, and ‘complaining’. Read sentence 1 and
elicit the correct ending in the second column. Then ask:
Who says that: the customer or the shop assistant?
Workbook p. 28
Instruct sts to match sentences 2-10 to the correct endings
ID Online Portal
and then to write C for customer or SA for shop assistant.
Grammar p. 124
Paircheck. Replay 5.17 to check answers. Classcheck by
ID Café Video p. 142
writing the answers on the board.

97
 R3

Review 3
Midterm

The 55 Seconds game is an extended collaborative questions the student asks, the more his / her team scores.
speaking game. Pairs play against each other as two teams St B answers st A’s questions however he / she likes, trying
competing and scoring points. to be as imaginative as possible. They score 1 point per
correct question. The sts on the other team make a note
 Tip This is an opportunity for an oral evaluation of the class at of any questions they think are wrong and can challenge
the end or midpoint of the course, depending on whether you them at the end. If any of the questions are found to be
are using the split or the full edition. The aim is to generate
incorrect, the team loses the point scored. Then sts swap
enough speech to give an oral mark. Monitor sts closely, so
roles and repeat the process using a different photo.
you hear enough of each student’s speech to be able to award
a simple, impressionistic evaluation mark, for example: For example, questions for the first photo in the unit 1
A = Excellent square might be the following: Who’s the woman in the
B = Very good  photo? (The old lady on Facebook.) Is she sleeping? (No, she’s
C = Good using a computer.) Is she alone? What’s she wearing? Is she
D = Needs improvement eating? What’s she thinking? What’s behind her?  Sts may
This can translate into a significant percentage—20%, 30% or make up any questions and answers they like; they do
even more—of your overall evaluation score for each student. not need to match or remember the story from the book,
as long as the question is accur ate and the answer is
To play the game, divide the class into groups of four. Each
reasonable for the question.
group is divided by two teams of two. Within each pair, sts
should decide who is st A and who is st B. Groups can toss
a coin to decide which team starts the game. Describe discover 
Each of the five rectangles represents a unit, from unit 1 In this game, the opposing team chooses a noun, adjective
on the top left and continuing counterclockwise to unit 5 or verb from the unit and whispers it to st A. Then, st A
in the middle. There are four games in each unit square. must define and describe the word or phrase—without
Explain to sts that they will have 55 seconds for each using the word itself—for st B, who listens, asks questions
game. One team monitors the time (55 seconds) while and takes guesses until he / she identifies and says the
the other team plays. Once both teams have played all word. The team scores 5 points for a correct discovery
four games on a unit square, they should move on to the within the 55 seconds. Then sts swap roles and repeat the
next one. The winner is the first team to reach a total process using a different word.
of 55 points. They should shout out “55 finished!” when
they get there. For example, if the word were speed dating, st A might say,
“It’s a noun. It’s something you do w ith people you don’t
To begin, team 1 should start at the square for unit 1
know. You go to a special place and meet lots of new people
(top left), and team 2 should start at the square for unit 4
quickly. You ask questions and they ask you questions in a
(top right). First team 1 and then team 2 should play
limited time, until you meet a person you like...”.
“Count the questions”. Then, the teams should follow the
arrows to their next units and play “Describe discover”.
Teams should continue following the arrows from one unit Role-play 
to the next, playing the games in this order: first “Count
In this game, teams act out the situations illustrated in the
the questions”, next “Describe discover”, then “Role-play”,
large cartoons. Encourage sts to be creative! Give them 30
and finally “Topic talk”.
seconds to prepare and 55 seconds for the role-play itself.
Set up each game carefully the first time sts play it, so they First one team and then the other should act out the same
know how to play it (see the examples below). Point out role-play. If they land on the same role-play twice, they
the instructions and scoring for each game under the unit should swap roles. Sts should be familiar with the idea of
4 square. Have sts read the instructions before they start
role-playing, as they have already done several role-plays
playing the game. To make sure they understand, ask them
during the course.
to give an example of what to do each time.
Teams should calculate their points at the end of each
role-play. To score, teams begin with 10 points and lose:
Count the questions
• 1 point for each mistake the other team notices. (The
In this game, the opposing team chooses one of the small
opposing team should note mistakes and tell the other
photos for the other team to speak about and counts the
team at t he end of t he role-play.)
correct questions the sts are able to ask about it. St A asks
all the questions he / she can about “the story behind the • 5 points each time they pause for 5 seconds or more. (The
photo”. Each question scores one point, so the more correct other team should time this accurately.)
98
 R3

 Tip Before sts begin, you may wish to remind them of some Teams should calculate their points at the end of each
useful fillers and hesitation devices, e.g., uh , er , erm , well , you  discussion. To score, teams begin with 10 points and lose:
know , I mean , right , you know what I mean , where was I , so , as  • 1 point for each mistake the other team notices. (The
I was saying, anyway , the thing is, actually , literally , basically . opposing team should note mistakes and tell the other
team at the end of the discussion.)
• 5 points each time they pause for 5 seconds or more. (The
 Topic talk  other team should time this accurately.)
In this game, the opposing team chooses a topic from the
three listed in the blue box and counts the mistakes as sts Monitor closely as sts play, resolve any questions about
on the other team discuss the topic. In their discussions, what is or is not accurate and keep a running tally of
sts should ask questions, give opinions on the pros and teams’ score to keep the games competitive and add to the
cons and generally say as much as they can that is fun. If one group finishes very quickly, have them swap
relevant in 55 seconds. Then, sts should swap roles and the partners and play again.
opposing team should choose a different topic for them to
discuss. Remind sts to use each topic only once.

99
 6.1

6
Unit overview:  In unit 6, sts study restrictive and non-restrictive relative clauses in the
contexts of TV, films, and videos. Sts also watch a ‘How to’ video on how to make a film and
write their own tip on a different ‘How to’ topic using imperatives.

 Are you addicted to TV?

Lesson Aims:  Sts learn various T V genres, expressions and T V-related vocabulary and use this vocabulary to talk about their
personal viewing habits and programmes in general.

   1
 .
Function Language
   6
  n
Doing a survey about TV. Which kinds of TV programmes are you into? How do you
  o prefer foreign TV programmes: dubbed or with subtitles?
  s
  s
  e Listening to a father and daughter talk about the history of TV. The first TV I remember was in black and white, and it was
   L
massive.
Talking about viewing habits. I often watch TV on my tablet in bed.
Vocabulary: TV genres: cartoons, soap operas, sports events, live gigs, medical drama . Compound nouns: billboards, chat
shows . Dubbed, subtitles, reviews, subscribe to, streaming, trending, cyber pals, be into (something), be addicted to (something).
Grammar: Review present simple for habits and routines.

 Warm-up Have pairs of sts take turns asking and answering B Point to the words in bold in question 1 in A. Ask: What
the lesson title questions from unit 5 on pp. 48-57. does it mean to ‘be into’ something? Have sts look at that
Encourage sts to ask follow-up questions when appropriate. part of speech and the definition in the box: ‘(verb) really
Monitor pairs closely and take notes of interesting or creative like’. Instruct sts to match the other words in bold and
answers, as well as of the use of appropriate vocabulary and phrases from A to the remaining definitions in the box.
grammar, so you can provide them with positive feedback at They should write the ‘glossary’ or base form of the words.
the end. Classcheck. Paircheck. Play 6.2 so sts can check their answers.

8. billboards 7. reviews 5. subscribe to 1. be into

2. (be) addicted to 3. dubbed 4. subtitles 6. season
1  Vocabulary: TV genres and expressions
A Books closed. Invite sts to list the best TV programmes C Read World of English  with the whole class and elicit and
on local channels. Ask the whole class: In your opinion, drill pronunciation for all the compound nouns in the box.
which are the best TV programmes on (sts’ nationality) Ask: Can you think of any other compound nouns?
channels? Think of at least five programmes.  Then ask:
Which are the five worst programmes?  Classcheck. Have pairs of sts take turns saying words from
World of English  on their own. Monitor sts’ pronunciation
Discuss the genres of the TV shows sts mentioned by asking:
closely for word stress and correct any mistakes on the
What type of TV programme is (name of show)? Is it a sitcom?
spot. Classcheck by inviting volunteers to pronounce a
Ask the same question about more local programmes to pre-
word for the class to repeat after them.
teach some TV genres: game shows, cartoons, reality TV , soap
operas, documentaries, the news and chat shows.
D MAKE IT PERSONAL  Have sts do the survey in A
Books open. Focus on the photos on the top of pp. 60-61
individually. Then, ask them to read the model dialogue in
and find out whether sts recognise any of the programmes,
the speech bubbles. Invite sts to work in pairs to compare
people or characters. Point to photo a and ask: What type
their answers to the survey. At the end, ask pairs: Did you
of TV programmes is this?  (chat show). Get sts to look at
 find any big differences in your opinions?
question 1 and match photos a-i to the TV genres. Paircheck.
Play only question 1 in 6.1 and pause after each genre for Personal answers.
choral and individual repetition. Classcheck sts’ answers
to the matching activity by having them point to each
photo as the genre is named in the track. Resume 6.1 for 2  Listening
sts to listen to and read the rest of the survey.
A Focus on the lesson’s Song line on the top of p. 61
(h) cartoons (b) stand-up comedy (c) game shows and find out whether sts k now the song or the band.
(e) medical drama (d) sitcoms (g) live gigs Ask: How often do you have the feeling that there’s
(a) chat shows (i) reality TV nothing on TV?
100
 6.1

Song line: F Or in the car on long journeys… You never speak to us!
 There’s no thing on the TV, Yeah, and TV is just about everywhere now – on tablets,
nothing on the radio. computers, smartphones – you name it.
 That mea ns that much to me. D Sure…
Song: ‘America’ F Hmm…, and even watching TV has changed.
Band: Razorlight (UK) D How? We still use our eyes…
 Year: 2006 F Yeah, right, but instead of chatting to friends or family in
the same room, everybody uses their smartphones to chat
Go over Cyber English  with the class. Then ask: What about with their ‘cyberpals’, you k now, somewhere else.
‘social TV’? Have you ever heard about that? Tell sts that D Oh, come on, Dad! That’s social TV! Twitter is the best
they are going to listen to a conversation between a father place to talk about TV now.
and a daughter to learn about social TV. Play 6.3 and ask F Uh-huh. But there’s one thing I’m sure of. The word
sts to tick the correct answer. Paircheck. Classcheck. Ask: ‘viewer’ will never mean the same again.
What else did you understand?

6.3 Notice the sentence stress and weak forms. It’s where TV meets social networking.

D = daughter F = father
D Hey, did you have a TV when you were young, Dad? B Have sts read sentences 1-5 and play 6.3 again.

F Yeah, believe it or not. TV has been around pretty much for Direct sts to li sten and tick the changes mentioned.
ever. But it’s changed a lot in my lifetime. Paircheck. Classcheck.
D What? TV’s just TV, isn’t it?
2, 4, 5
F No way! The first TV I remember was in black and white,
and it was massive. TVs now, you can put them on the wall
and they take up no space. When I was young, they were C MAKE IT PERSONAL  Have sts swap partners and ask and
like a piece of furniture. answer questions 1-4 in their new pairs. Refer the class to
D Huh. the model dialogue in the speech bubbles. Classcheck and
F And the way you watch TV is very different from my
ask: Is anyone addicted to TV?
generation.
Personal answers.
D I don’t get it. What do you mean?
F Just think. When I was young, we watched TV together in
 Tip If time allows, have sts walk around the classroom and
the evening as a family.
discuss questions 1-4 with as many classmates as possible, as
D Watch TV with your parents? Yuck!
if they were doing a class survey.
F Yeah, really, and there was no choosing. We watched what
Mum and Dad wanted to watch! Now, you all just download
or stream everything – sitcoms, films, the news – and
watch what you want, when you want. Workbook p. 29
D Live gigs, soaps, yeah, that’s true, I guess. Er, I mean, ID Online Portal
I hardly ever watch TV in real time. Only big sporting events. Grammar p. 126

101
 6.2

 What
 Wh at’s
’s you
y ourr fa
favo
vour
urit
ite
e TV pr
prog
ogra
ramm
mme?
e?
Lesson Aims:  Sts practise relative pronouns and form restrictive relative clauses in the context of expressing opinions about TV
programmes and other well-known people or things.

   2
 .
Function L anguage
   6
  n
Disc
Discus
ussi
sing
ng the
the qua
qualit
lityy of TV
TV and
and radi
radio
o show
showss nowa
nowada
days
ys.. Over the
Over the las
lastt five
five yea
years
rs,, do you
you thi
think
nk TV
TV and
and radi
radio
o show
showss have
have
  o got better or worse? Why?
  s
  s
  e Reading about ‘trashy’ old TV programmes. Peace-loving family decides to keep their new pet.
   L

Listening to a TV
TV critic talk about a show. If you’re over 30, you might actually remember this one.
Defining new words with relative pronouns. I think ‘viewers’ means people that watch TV.
Expressing opinions about various things. It’s a film that I can’t stand.
Vocabulary: Turn up, turn into, turn out, take turns.
Grammar: Restrictive relative clauses.

 Warm-up Pair sts up and make sure each pair has a pen and a C Point to the article in B and ask: Which show is not fictional?
sheet of paper. Explain that pairs will have one minute to write Which three shows did the critics hate the most? Have sts work in
as many TV genres as they can thin
think
k of. Time the activity and pairs to re-read the article and answer the questions. Classcheck.
have all pairs start at the same time.
When time is up, ask pairs to count the number of T V genres Jerry Springer is not fictional. The critics hated 1 (My Mother
they listed. Have the pair with the longes t list call out their the Car ),
), 3 (Manimal ) and 6 (The Jerry Springer Show ).
).
TV genres, as the rest of the pairs check similarities
similarities and add
any differences to their lists. Write the words on the board to
D Point to the phrases highlighted in yellow in t he article in B.
classcheck spelling. Drill pronunciation for all words.
Ask: What do these phrases have in common?  (the word turnturn).
).
At the end, have sts ask and answer the following questions in
pairs: What’s your favourite TV programme? Why do you like it? Point to question 1 and ask: Which turn phrase means ‘become’?
What channel is it on? What time is it on?  (turn into). Have sts answer questions 1-4. Paircheck. Classcheck.

1. turn
1. turn into 2. take
2. take turns 3. turns
3. turns out 4. turns
4. turns up

3  Reading
E Point to the extra picture in B and ask: What programme
A Books open. Have sts discuss questions 1-3 in pairs. Monitor
1-3 do you think this is from? Tell sts that they are going to hear a
their discussions and take notes for delayed correction. TV critic talk about it. Read questions 1-4 with the whole class.
-4 with
Classcheck by having sts report their partners’ answers to Play 6.5 and have sts listen for the answers. Classcheck.
the whole class. Provide sts with language feedback.
6.5 Notice the falling intonation when actually  is
 is at the
Personal answers.
end. 
DJ 1 … right, and that brings us to our next show in today’s
B Read the article’s title to the class and tell sts that they ‘worst of the worst’ list.
are going to listen to and read information about old TV DJ 2 Can’t wait.
programmes. Draw sts’ attention to the definition of trashy DJ 1 Well, our next show is one of the trashiest ever
and the accompanying illustration in the bottom right produced. If you’re over 30, you might actually
corner of the article. remember this one. It’s called Cop Rock  and…  and…
DJ 2 You mean ‘cop’ as in ‘policeman’?
 Cultural Note Refer sts to the UK / US differences on p. 40 DJ 1 Yep. Cop Rock , and aired on ABC in the late 80s…
and tell them that a couple of additional variations they will No, no, no… Make that early 90s. 1990, actually actually..
hear in this unit’s audio are movie  (British
 (British film ) and talk show  DJ 2 I wouldn’t remember it. I was still a babybaby..
(British chat show ).
). Explain that because English is becoming DJ 1 Yeah, right. Anyway, Cop Rock  is is about a group of policemen
so international, they are likely to come across both variations who – are you ready for this? – sing and dance while they’re
on either side of the Atlantic. at work arresting criminals and keeping the city safe. Kind
of like Glee , you know, but with cops instead of high school
Point to programme descriptions 1-61-6 and
 and instruct sts to students. TV Guide  actually
 actually named it one of the worst shows
match these to the illustrations. Tell sts that there is one ever and, honestly, I’m not surprised. Singing cops! Come on!
extra illustration which will not be used. Paircheck. DJ 2 How many episodes were there?
Play 6.4 to classcheck. Then, ask: Do you know any of DJ 1 Well, it lasted a whole season, actually. ABC spent a lot of
these programmes? Have you ever watched them on cable money on Cop Rock  and and they really wanted it to succeed, but
TV or online? I guess America wasn’t ready for singing and dancing cops.

4, 2, 6, 1
1. Cop Rock  2.
2. 1990
 1990 3.
3. singing
 singing and dancing police
3, 5, (blank) officers 4.
4. one
 one season

102
 6.2

F Pair sts up and ask them to discuss questions 1-

1-2
2. begin their answers. Have sts find the other underlined
Classcheck by having sts report their partners’ answers. terms in 3B and define them using relative pronouns.

Weaker classes Write the following model on the board: I think

4  Grammar: Restrictive relative clauses lawyer means ‘a (person / something) (whose / that / who)…’

A Read item 1 and elicit the correct ending. Have sts Monitor sts’ sentences closely for accuracy and correct any
match the sentence halves and paircheck. Classcheck by
mistakes on the spot. At the end, invite volunteers to share
writing the answers on the board.
their definitions with the whole class.
5, 6, 4, 2, 1, 3
Some model answers: lawyer = a person who gives legal
Then, point out the cartoon and elicit possible endings for advice; peace-loving family = a family who loves peace;
professor = a person who teaches at a university: engineer
the sentence starter,
sta rter, ‘That’s the woman
woma n who…’
who…’. Remi nd
= a person
per son who designs machines and large constructions;
sts to base their answers on the picture, but encourage
laughter-induc
laughter -inducing
ing theme song = a theme song that makes
creative and silly answers. people laugh; theme song = the music that plays before
Read the lesson’s Song line (p.
line (p. 63) with the class and and after a TV programme; viewers = people who watch a
programme;; violence-hungry audience = a group of viewers
programme
elicit or tell sts the names of the singer / band who have
who want violence.
recorded the song. Draw sts’ attention to the use of the
relative pronoun who who in
 in the line.
E MAKE IT PERSONAL  Invite two volunteers to read the
Song line: model dialogue in the speech bubbles for the class. Focus
Oh no, not me. We never lost control. on the R  box and drill other possible endings for the model
 You’re face to
to face with the man who sold th e world. sentence about Joss Stone, e.g., ‘She’s a singer that most
Song: ‘The Man Who Sold the World’ of my friends are into’, ‘She’s
‘She’s a singer who I’ve never even
Singer: David Bowie (UK) heard of’, ‘She’s a singer I can’t stand.’.
 Year: 1970
1970
Model the activity. Pair up with a student and say: You’re
The band Nirvana (USA) recorded a cover version for their MTV
Unplugged in New York  album
 album and VHS in 1993. st A. I’m st B. Point to the first item in row A (‘a singer /
group’) and elicit an example from st A, e.g., ‘the band U2’.
Instruct sts to study the sentences they matched and tick
Then, point to the R  box and say: It’s a band that I’m getting
the correct boxes in the Grammar box table. Classcheck.
tired of. St B should use the name of the band supplied by
st A to start the sentence, e.g., ‘U2 is…’.
t o de scribe / u se who se t h a t / w hi c h who
people   
Have sts work with partners they don’t usually get a
chance to talk to. Assign roles A and B within each pair.
things  
Explain that st A should look at row A and give an example
of each item, i.e., the names of a singer / group, a song,
 Tip If time allows, have sts turn to Grammar on p. 127 for
Grammar on a TV programme, and an actor. St B should look at the
further practice. R  box and use phrases with relative pronouns to express

opinions about each example provided by st A.

B Point to sentences 1 and 2 and ask: In which sentence Monitor pairs closely and offer help as necessary. Take
can we omit the relative pronoun ‘that’?  Have sts answer notes for delayed correction. Have sts swap roles, with st B
individually and paircheck. Then, tell sts to check their referring to line B, giving examples of a film, a politician,
answers in the Manimal  review in 3B.
Manimal review
a scientist and a website. St A should use phrases from the
R  box to express opinions about each example.
2. The
2. The professor
profess or has the ability to turn into any animal that
he wants to. At the end, have sts suggest names of items from either A
or B and invite several volunteers to give their opinions on
C Have sts complete the gaps in sentences 1-5
1-5 with
 with the the examples provided, using phrases from the R  box.
relative pronouns whose
whose,, that
that or
 or who
who.. Tell sts that where
more than one pronoun is possible, they should write both Personal answers.
options. Paircheck. Classcheck. At the end, ask: Which two
Go over Common Mistakes  with t he whole group. Reinforce
sentences don’t need a relative pronoun?
the use of that
that /
 / who
who /
 / which
which with
 with st s. Tell sts to pay
1. that
1. that / who OR that 2. whose
2. whose 3. that
3. that 4. whose
4. whose 5. that
5. that special attention to the use of the prepositions at the end
Relative
Relative pronouns can be omitted in 3 and 5. of the sentences.

D Point to the underlined word viewers

viewers in
 in the review of
Show  in 3B and ask the class: What does
The Jerry Springer Show in Workbook p. 30
the word ‘viewers’ mean? Model the activity first and then ID Online Portal
Grammar p. 126
have sts use the model phrase in the speech bubble to
103
 6.3

 What
 Wh at we
were
re th
thee la
last
st th
thre
ree
e fi
film
lmss yo
youu sa
saw?
w?
Lesson Aims:  Sts study and practise inserting extra information with non-restrictive relative clauses through the context of
listening to and reading about blockbuster movies (succesfull films).

   3
 .
Function L anguage
   6
  n
Reading about curious film facts. James Cameron initially didn’t want Titanic  to
 to have a theme song.
  o
  s
  s
Adding extra information. George Clooney, who has starred in over 30 films, also played
  e Batman in 1997.
   L

Listening to
to a radio qu
quiz ab
about a film di
director. Which Am
American ac
actor ha
has st
starred in
in mo
more th
than fifive Ti
Tim
Burton movies?
Writing questions for a film quiz. Which superhero does Robert Downey Jr, who I’m really into,
play?
Vocabulary: Star (in a film), sequel, plot.
plot.
Grammar: Non-restrictive relative clauses.
Before the lesson: Sts will work in groups of six. Prepare a set of six paper cards for each group. On each card, write the name of
a blockbuster movie or series: (1) Titanic , (2) Toy Story , (3) Avatar , (4) The Lord of the Rings , (5) Harry Potter  and
 and (6) Pirates of
the Caribbean . Shuffle the cards in each set so that although groups will be guessing the same six films, the films will appear in
different orders, so sts won’t be able to copy or guess answers from the film being described at the same time by other groups.

 Warm-up Divide the class into groups of six. Give one set of Song line:
cards (see Before the lesson ) to each group. Explain that sts Near, far, wherever you are
should take turns picking
picking up a card and saying what the story I believe that the heart does go on.
is about. The other sts in the group should try to guess the Song: ‘My Heart Will Go On’
film title.
title. The group that guesse s all six film titles
titles fastest is Singer: Celine Dion (Canada)
the winner.
winner. Monitor and give sug gestions, encouraging sts to  Year: 1997
1997
describe the plot and setting, but not allowing them to say
actors’ or characters’ names. Classcheck. Ask: Which film C Point to phrases 1-4
1-4 and
 and have sts choose the correct
was the most difficult to guess? phrases to complete gaps a-d in B. Paircheck. Classcheck.
a-d in

a. 3
a. 3 b. 4
b. 4 c. 2
c. 2 d. 1
d. 1

5  Reading Point to gap a in the first paragraph in B and ask: If I read
the sentence without phrase 3, will it still make sense? Then,
A Books open. Have sts work in groups of five or six and
read the sentence without phrase 3. Do the same with the
prepare a list of the ten most successful films of all time.
sentences in B containing gaps b-db-d.. Lead sts to notice that
Sts can be in the same groups as the ones they worked phrases 1-4
1-4 could
 could have been omitted. Write the sentences
with in the Warm-up. Walk around the classroom and on the board if necessary.
offer help with film titles in English. Classcheck.

As of 2014, the ten most successful films of all time 6  Grammar: Non-restrictive relative clauses
were Avatar , Titanic , The Avengers , Harry Potter and the
Deathly Hallows: Part 2 , Iron Man 3 , Transformers: Dark of A Ask sts to study the sentences in B containing gaps a-d
the Moon , The Lord of the Rings: The Return of the King , and circle or underline the correct choices in the Grammar
Skyfall  and
 and The Dark Knight Rises . box. Paircheck. Classcheck.
Source: <http://boxofficemojo.com/alltime/world/>.
1. use
1. use
Accessed on 15th August 201
2014.
4.
2. can’t
2. can’t
3. always
3. always
B Have pairs of sts use a sheet of paper, their notebooks 4. extra
4. extra
or their workbooks to cover the text, leaving only the first
line uncovered. Play the first line in 6.6 and pause the  Tip Write the sentences below on the board and elici
elicitt the
track. Have sts work in pairs to guess the first word of the difference between them:
following line. Ask sts to uncover the second line to check 1. Julia, whose mother is German, speaks four different
their answers. Play 6.6 for one more line and repeat the languages.
process. Continue through the text and then ask: How many 2. The woman whose mother is German speaks four
did you get right? languages.
Classcheck. Explain that, in sentence 1, ‘whose mother is
Read the Song line on
line on the top of p. 65 and ask if sts German’ is non-restrictive and only adds more detail. Highlight
remember the theme song for the blockbuster movie Titanic the use of commas. Tell sts that, in sentence 2, the same
and the singer who recorded it. phrase is restrictive
re strictive and the clause ‘restricts’ – i.e., specifies
specifies
104
 6.3

or defines – the woman who is being talked about. Refer sts been talking about filmmakers who have changed
to 4A in lesson 6.2 for examples of restrictive relative clauses.
American cinema. And we have Gloria on the line. Gloria,
Reinforce the use of commas in non-restrictive
how’s it going?
relative clauses (as in sentence 1 on the board) and the absence
W I’m good, thanks.
of commas in restrictive relative clauses (as in sentence 2).
DJ The first question is about Tim Burton, who many people
Go over Common Mistakes  with the whole group to teach the consider the finest filmmaker alive today.
concept of that vs which. W Oh my God, I love Tim Burton. I think he’s the best.
DJ So, here’s our first question… Are you ready?
 Tip For more practice, direct sts to Grammar on p. 127. W I guess…
DJ Which American actor has starred in more than five Tim
Burton movies?
B Ask sts to find and underline four other non-restrictive
W That’s easy. Johnny Depp.
relative clauses in the text in 5B. Remind sts that non-
restrictive relative clauses can also be at the end of DJ Correct! Tim Burton and Johnny Depp, who are also close
sentences, after a comma. Paircheck. Classcheck. friends, have been collaborating since 1990.
W Oh, I love him too. Great actor.
Paragraph 1: ‘... it was easier to master Na’vi than to fake an DJ Second question… In 2005, Tim Burton directed a
American accent, which he had to do for the movie.’ movie based on an old British novel. It was about
Paragraph 2: ‘James Cameron, who also directed Titanic , an eccentric guy who owned a factory. What did his
initially didn’t want Titanic  to have a theme s ong.’ and factory produce?
‘Horner then played the song to James Cameron, who W Can you give me a clue?
immediately changed his mind.’ DJ Well, it’s something that some people are addicted to.
Paragraph 3: ‘In fact, it won all the Oscars it was nominated W Oh, I know, I know. Chocolate.
for, which was a huge achievement.’ DJ Did you say chocolate?
W Yep.
C Read sentence 1 with sts and make sure they notice DJ You’re absolutely… right. The movie, which only received
the comma followed by a relative pronoun in the example. one Oscar nomination, is called Charlie and the Chocolate
Have sts connect sentences 2-4, following the pattern from Factory . Although it’s supposed to be for kids, I loved it!
1 and using an appropriate relative pronoun. Classcheck. Anyway, here’s our third question. What colour does Tim
Burton wear most of the time?
2. The Witch of the West is played by Mila Kunis, whose W What colour does he like to wear? Oh… That’s a tough one.
family is from Ukraine. DJ OK, Gloria. Time’s up.
3. The main character, Oscar, meets Theodora, who falls in W Well, there’s a lot of blood in some of his movies, so I
love with him. think he likes… red?
4. Oz the Great and Powerful  was directed by Sam Raimi, DJ Well, actually, no… Tim Burton once allegedly said he
who also directed the first three Spider-Man  films. likes to wear black because he’s too lazy to match up
different colours when he’s getting dressed.
D Read example 1 with the whole class and point out W Well, that makes sense. Most of his films are pretty dark,
the placement of the non-restrictive relative clause aren’t they?
(in between commas). Have sts connect sentences 2-4 DJ Question 4 is about Steven Spielberg. Are you ready?
following the pattern from 1 and using an appropriate
relative pronoun. Classcheck.
1. Johnny Depp 2. chocolate 3. black
2. The Dark Knight , which was a box office success, got
more positive reviews than Batman Begins . B Read World of English  with sts and explain that pauses in
3. Heath Ledger, whose sudden death shocked the world, speech are often represented by commas in wr itten form.
played the Joker in The Dark Knight .
Point to numbers 1-5 and ask: Where would you pause in
4. The Dark Knight Rises , which is the sequel to The Dark these sentences? Have sts insert slashes (/) to signal pauses.
Knight , was one of the most succes sful films of 2012. Paircheck. Play 6.7 to classcheck. Then, write the answers on
the board. Point out that the slashes should all be commas.

7  Pronunciation: Pauses in speech 1. This week we’ve been talking about filmmakers who have
changed American cinema.
A Have sts look at items 1-3. Say: You’re going to listen to
2. The first question is about Tim Burton / who many people
a radio quiz about a film director. His name is Tim Burton.
consider the finest filmmaker alive today.
Have you seen any of his films? Play 6.7 and have sts circle
the correct answers. Paircheck. Classcheck. 3. Tim Burton and Johnny Depp / who are also close friends /
have been collaborating since 1990.
6.7 Notice the h  is weak in pronouns. 4. It’s something that some people are addicted to.
DJ … and, remember, today’s prize is two front row tickets 5. The movie / which only received one Oscar nomination / is
for Lady Gaga’s October shows. Wow! This week we’ve called Charlie and the Chocolate Factory .

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 6.3

At the end, ask sts to cross out the incorrect choices in the Explain t hat each team should write four different
R  box . Classcheck. questions, one for each clause in the speech bubbles.
Monitor sts’ work closely and offer help while they are
1. essential
preparing their questions.
2. periods
Have the teams in each group play against each other and
take turns asking and answering questions. Monitor and
C MAKE IT PERSONAL  Divide the class into g roups of six.
Within each group, sts should form two teams of three. take notes for delayed feedback. Classcheck.
Tell sts that they are going to write questions for a quiz to
test the other team in their g roup. Personal answers.

Model the activity by wr iting a model question on the

board, using one of the non-restrictive relative clauses
given in the speech bubbles, e.g., Which film, which very
 few people know, won the Oscar for best foreign film in Workbook p. 31
2012? or Which superhero does Robert Downey Jr, who I’m ID Online Portal
really into, play? Grammar p. 126

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 6.4

 Where do you usually watch films?

Lesson Aims:  Sts watch a ‘How to’ video and use imperative verbs to write their own tips on various topics.

   4
 .
Function Language
   6
  n
Doing a media quiz. What is Gangnam? What role does Robert Pattinson play in the
  o blockbuster Twilight  saga?
  s
  s
  e Talking about videos and films you have seen. I heard a great song on YouTube last week. It was by…
   L

Watching a ‘How to’ video on how to make a short video. How to make a short video.
Writing tips and advice for a ‘How to’ video. How to be green. Make sure you recycle. Always use public
transport.
Vocabulary: Words related to films and videos: prequel , shoot , views , cast , portray .
Grammar: Imperatives.

 Warm-up Write viral video on the board and ask: What’s a The big three are Sylvester Stallone, Bruce Willis and Arnold
viral video? Have sts answer in pairs. Classcheck. Then, invite Schwarzenegger, but you could also have Jet Li, Jason
the pairs to discuss the following questions: What is the best / Statham, Dolph Lundgren, Mickey Rourke... the list goes on.
4 One of the biggest YouTube memes of 2013 was ‘Harlem
funniest viral video you have ever watched? Have you ever
Shake’. There were over 33 hours of ‘Harlem Shake’ clips
uploaded a video on YouTube? If so, what was it about? Who
uploaded every day. What did people do in the videos?
did you share it with?  Encourage sts to give as many details as
Have you seen this clip?
possible, describing the video content. Classcheck by inviting Do they (a) play basketball, (b) sing, (c) dance?
volunteers to share their partners’ answers with the class. They do a very, very strange dance.
5 British actor Andrew Garfield stars as which wall-climbing
 Cultural note A viral video is a video that becomes rapidly superhero? In 2013, British actors starred as three famous
superheroes including Batman, Superman and Spiderman,
popular – worldwide or nationally – via Internet sharing, usually
but which one is Andrew Garfield?
on websites such as YouTube or Facebook, or via email. Such
Andrew Garfield is Spiderman.
videos often contain humorous, polemical or gossipy content. 6 Andy Serkis, who was the gorilla in King Kong , had to learn
Up to 2013, ‘Gangnam Style’ by Psy was the most watched to move like a chimpanzee in which famous trilogy?
video of all time on YouTube, with over 1.7 billion views. Was it (a) Star Wars , (b) Planet of the Apes  or (c) The Lord
of the Rings ?
The answer is (b) Planet of the Apes .

8  Vocabulary: Films and videos 7 What role does Robert Pattinson play in the blockbuster
Twilight  saga? This romantic character loves blood, but
A Books open. Point to the photos in the media quiz and doesn’t like going out in the sun.
ask if sts recognise any of the people, films, or videos. Have He’s a vampire.

sts do the quiz in pairs. Play 6.8 so pairs can 8 Which romance movie set in Ireland portrays a young
widow who receives messages from her dead husband?
check their answers. Classcheck and ask: How many did
All of the letters have the same ending.
 you get right?
Is it (a) Lots of Love , (b) Yours Sincerely  or (c) P.S. I love you ?
It’s (c) P.S. I love you .
6.8
9 Who directed and wrote the script for To Rome with
1 Which fantasy prequel to The Lord of the Rings  did director Love ? He also starred in it with Penélope Cruz and Jesse
Peter Jackson shoot in New Zealand between 2011 and 2013? Eisenberg. He’s famous for his big glasses, but is this
Was it (a) Twilight , (b) The Hobbit  or (c) Narnia ? director (a) Woody Harrelson, (b) Woody Allen or (c) Sheriff
The answer is (b) The Hobbit . Woody?
2 ‘Gangnam Style’, the YouTube video with people dancing Of course it’s Woody Allen, who has directed over 40
like horses, became the first to have over one billion views. movies since his first in the 1960s.
What is Gangnam?
Is it (a) a type of dance, (b) spicy Korean food (c) a rich
1. The Hobbit 
district in Seoul?
2. a rich district in Seoul
Of course, it’s (c).
3 The Expendables  is an action movie about a group of 3. any three: Sylvester Stallone, Bruce Willis, Arnold
mercenaries. The cast includes many big names from this Schwarzenegger, Jet Li, Jason Statham, Dolph Lundgren,
genre. Can you name three of them? Mickey Rourke
There’s a lot of choice here. Some of their other movies 4. dance
include Rambo , Terminator  and Die Hard . 5. Spiderman

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 6.4

6. Planet of the Apes  3 Notice /ʒ/, /ʤ/ and /g/.

7. a vampire E Hey, I’ve got this movie from iTunes, do you wanna
8. P.S. I love you  watch it with me?
F Uh... What’s it about? It’s not filled with explosions like
9. Woody Allen
that last one you got, is it?
E Uh... uh... Well, it might be. It’s about some guys who
B Draw sts’ attention to the bold words in A. Have try to defeat a dictator, so I guess there’s going to be a
sts match them to the correct definitions in the box. lot of guns and fighting and...
Paircheck. Classcheck. F Oh, come on! You know I’m not into action movies. I like
something with a bit of intelligence, you know?
trilogy – prequel – shoot – set in – view – cast – clip – role – E Duh, always the same. Why can’t you just relax and
star – script enjoy the fun? And it has all the great actors in it.

C Go over World of English  with the whole class. Then, Planet of the Apes , ‘Gangnam Style’, and The Expendables .
ask sts to look at the quiz in A again and find and explain
three examples of as or like. Paircheck. Classcheck. E Say: Listen again. In which dialogue do the speakers
disagree? Replay 6.9. Classcheck. Then ask: Which person
people dancing like horses (like  = in a manner similar to) in dialogue 3 do you agree with?
Andrew Garfield stars as which wall-climbing superhero? (as  = job)
They disagree in dialogue 3.
Andy Serkis… had to learn to move like a chimpanzee (like  =
in a manner similar to) Personal answer.

F MAKE IT PERSONAL  Read Common Mistakes  with the

D Tell sts that they are going to hear three conversations
whole class. Ask sts to make a list of the last five films or
about the videos and films from A. Say: Listen and notice
videos (e.g., on YouTube) they saw.
which films or videos they are talking about. Play 6.9
and have sts paircheck. Replay the track if necessary. Invite two volunteers to read the model dialogue i n the
Classcheck. speech bubbles to the whole class. Divide the class into
groups of three or four and have sts share their lists w ithin
the groups and give their opinions about the fi lms and
6.9
videos their classmates have listed. Monitor sts’ discussions
1 Notice /k/.
and write down mistakes for delayed correction. Classcheck
A And it’s just such a powerful movie, you know, like how sts’ ideas and provide language feedback.
science could destroy us e ventually. I really think it
could be true. Personal answers.
B Yeah, like, some of the experiments they do on animals
now, it’s pretty sad. But didn’t they use animals for the
movie too? I mean, that’s bad as well, right? 9  Listening
A No, no animals. They are all actors, but they have
to wear this special suit when they shoot the movie. A Have sts read the lesson’s Song line on p. 67 and guess
It captures all the movements of the actor and then the singer and song title.
they can add everything else with computers. It’s
Song line:
very clever.
B No way! So the actors actually move like that? They look If we were a movie,
so real! Man, he should get an Oscar for that! Acting as  you’d be t he right guy and
a chimpanzee! That is real acting! I’d be the best friend that…

2 Notice /eɪ/. Song: ‘If We Were a Movie’

Singer: Hannah Montana (Miley Cyrus)
C Bah! I’ve got that song in my head again!
 Year: 2006
D Huh, I hate it when that happens. But that song’s, like,
old now, right? Say: Imagine that you’re going to make a film now. Point
C I know, but I saw the music video again on a TV show to the items listed and ask: How would these elements be
last night about the power of the Internet. It was funny important to you?  Pair sts up and have them read the model
to see it again. It was such a cool video and the song is dialogue in the speech bubbles and discuss the elements in
so catchy! the box. Classcheck.
D Huh, really? I didn’t see that. But yeah, the video was
Personal answers.
great, wasn’t it? I mean, everybody learned to do that
dance, with the hands like this, and jumping up and
B Tell sts they’re going to watch and listen to some tips
down. ‘Hey, sexy lady.’
on how to make a video. Ask sts to see if any of their ideas
C That’s more like the Macarena dance! Ay! Macarena
from A are mentioned. Play 6.10. Replay the video if
hu-hum! necessary. Classcheck.
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 6.4

6.10 Notice the stress and weak forms. E Say: Let’s look at more tips on how to make a film.  Read
Here are some tips and tricks to making a shor t video. item 1 with the whole class and match it to the correct
Plan your shoot. What is your video about? Sketch out your
ending. Then, have sts match the rest of the sentences.
idea. Think about what your topic will be and how many people
Paircheck. Classcheck.
will be in it. What do you want the final video to look like?
3, 1, 5, 2, 4
Technologies. Decide what media you will be using: digital
camera, camcorder, webcam or mobile phone. Capture your
 Tip Draw sts’ attention to the use of imperatives in
clips. Press the record button a few seconds before the
sentences 1-5. If time allows, elicit names of songs with
actual shoot. The professionals always say ‘Keep it steady’.
examples of Imperative verbs, e.g., ‘Express Yourself’
If possible, use a tripod. Take lots of shoots and s till images
(Madonna), ‘Don’t Stop Believing’ (Journey), ‘Don’t Stop the
– they might come in handy. Try not to cut off the top of the
Music’ (Rihanna), ‘Come as You Are’ (Nirvana) and others
subject’s head.
that sts can remember.
Lighting. Shoot in a well-lit area. Make sure there is not a
bright light like the sun behind the subject. Before your final
Then, point to the topics in A and ask: How are sentences
recording, do a test shoot to check the lighting.
1-5 related to the topics in A? Have sts work in pairs to
Length of shoot. Plan your script beforehand. Don’t talk decide. Classcheck.
about one topic for too long, as this may lose the viewer’s
interest. Keep the video short and simple. 1. story
Sound and audio. It’s best to use an external microphone. 2. shooting, light
Always be conscious of background noise. Always do a
3. permission
sound check before the actual shoot.
Copyright. If you are shooting outside, make sure you don’t 4. sound
capture anyone on camera without their permission. It 5. shooting
can be difficult to use images from the Internet, so be
adventurous and take your own. Always gather written F Say: Now you are going to write your own tips for a
permission from your subjects. ‘How to’ video. Instr uct sts to choose only one topic from
Accessibility. To make your video accessible to all: Prepare the box and wr ite at least five tips using t he underlined
transcripts, use subtitles, record a voiceover if you are making a words and expressions in E. Have sts work in groups
video of still images. And remember, have fun making your video. of four. Walk around the classroom and offer help as
necessary. Classcheck by having groups read their tips to
Personal answers. the whole class.

Tip You may wish to have each group read their tips to the
C Tell sts that the notes in the text ‘Tips and Tricks to class without stating the topic, and then ask the class to gues s
Making a Short Video’ are from a student who watched the which topic the tips are about.
video. Have sts read the notes and predict the two missing
words in each gap. Then, play 6.10 again, so sts can
Personal answers.
check their predictions. Classcheck.

How many / look like; digital camera / mobile phone; G MAKE IT PERSONAL  Point to the pictures and read
record button / still images / cut of f; Make sure; the film titles with the whole class. Have sts read the
your script / too long model text and ask: Which film title is this text about? (One
Wednesday Evening).
Focus on the R  box and elicit more examples of Imperatives
from the notes, e.g., ‘Plan your shoot’ (vs ‘You plan your Divide the class into groups of three and have each group
shoot’), ‘Press the record button’ (vs ‘You press the record choose a film title and write a story for it. At the end,
button’) and ‘Don’t talk about one thing for too long’ (vs invite groups to read their stories to the whole class and
‘You don’t talk about one thing for too long’). ‘award an Oscar’ to the best one.

 Tip If your sts are enthusiastic about the idea, encourage

D Point to the underlined words and phrases in C. Ask sts
them to film their stories outside the classroom – in English –
to find the equivalent words and phrases underlined in AS
and assign a day to view their productions in class.
6.10 on p. 162. Paircheck. Classcheck.

in the end = the final

stop the camera from moving = keep it steady
Workbook p. 32
be useful = come in handy ID Online Portal
in advance = beforehand Grammar p. 126

109
 6.5

 When was the last time you did something crazy? /

 When were you last embarrassed?
Lesson Aims:  Sts practise listening for details and learn interjections and phrases to express surprise in the context of an
interview with Lady Gaga on The Late Show with David Letterman,  an American chat show.

   5
 .
Function Language
   6
  n
Talking about a TV interview. I think he asked her why she wears clothes like that.
  o
  s
  s
Listening to two friends comment on a chat show. I can’t get enough of Letterman. I think he’s awesome.
  e
   L Listening to people expressing surprise. She sleeps in an egg?
Practising word stress in questions to express surprise. You’re making spaghetti?
Vocabulary: Interjections: ‘Eek!’, ‘Huh?’, ‘Wow!’, ‘Whoa!’. Phrases expressing surprise: ‘What?’, ‘No way!’, ‘My goodness!’, ‘Are
you serious?’.
Grammar: Prepositions on  and in  for media: on Facebook , on a memory stick , in print , in a magazine .
Before the lesson: Write the following words on the board in three columns, as shown:
nice cool gorgeous ugly  young old new fast cheap bus man book lady restaurant
intelligent delicious elegant slow little American Italian  product kid website president
sophisticated interesting funny tall expensive watch food

 Warm-up Review adjective order using the list of words on the J So do I. I’m a huge fan. He’s a terrific chat show presenter.
board (see Before the lesson ). Tell sts that they should choose S Yeah, I can still remember the Lady Gaga interview a
one word from each column and have pairs of sts say or write while ago.
down as many meaningful combinations as they can think of J Oh, yeah? Mmm… Gaga’s not my thing. I like a song or
in two minutes, e.g., ‘a gorgeous young lady’, ‘delicious Italian two, but that’s about it.
food’, ‘an ugly little kid’. (Note that sts should supply the
S Yeah, me too. ‘Born this Way’ isn’t half bad. I actually kind
articles a  or an  as necessary.) If time allows, make the activity
of like it. Anyway, I’ll never forget that interview…
competitive by awarding a p oint for each original combination
J Why? What happened?
no other pairs came up with. Classcheck.
S This is how it goes... First he asks her about the last CD,
the tour… you know, the usual.
 Stronger classes Challenge sts by asking them to use the
J Right.
adjective phrases in full, contextualised sentences, e.g., ‘I had
S Well, then he asks her to confirm or deny certain rumours
dinner at a sophisticated Italian restaurant last week’, ‘My nephew
about herself. You know, things like ‘Is it true that you sleep
is a cool little kid’, ‘My neighbour is an intelligent old man’.
in an egg?’ or…
J What? That’s insane! She sleeps in an egg?
S Well, rumour has it that she sleeps in an egg instead of a
 Skills: Understanding details double bed, but no one knows for sure.
J Really? You’re joking, aren’t you?
A Books open. Focus on the image on the TV and ask:
S It’s true. It’s all over the Internet. Well, anyway… He asks
Who are these people?  (Lady Gaga and David Letterman);
her all these questions and she starts to get really annoyed.
What kind of TV program is this? (a chat show).
The people around me start whispering and then, all
Read items 1-3 with sts and have them complete the task of a sudden…
in pairs. Classcheck. J What do you mean the people around you?
S Oh, I was actually in the audience. I got two tickets for my
Personal answers.
birthday.
J No way! You were actually in the audience? You never told
B Read World of English  with the whole class and draw sts’ me that!
attention to the use of the prepositions on / in.
Tell sts that they are going to hear a woman named Sue Live in the studio.
talking to a friend about the show in the photo in A. Play
6.11. Then, point to the answer choices in B and ask:
C Point out the three illustrations and elicit what is
Where did Sue watch the interview?  Paircheck. Classcheck.
happening in each of them. Then ask: What do you think
happened during the interview? Listen and choose the best
6.11
 picture. Play 6.12 for the rest of the dialogue and have
S = Sue J = Joe
sts tick the picture that best represents what took
S I can’t get enough of Letterman. I think he’s awesome. place. Classcheck.
110
 6.5

6.12 2 S Well, rumour has it that she sleeps in an egg instead of

J = Joe S = Sue a double bed, but no one knows for sure.
J No way! You were actually in the audience? You never told J Really? You’re joking, aren’t you?
me that! 3 S Oh, I was actually in the audience. I got two tickets for
my birthday.
S It’s true! So, as I was saying… she gets really angry, gets
his script, tears it in half, makes a little paper ball and… J No way! You werewere actually in the audience? You
You never
told me that!
J And then what?
4 J And then what?
S She eats it!
S She eats it!
J My goodness! You mean she actually eats Letterman’s script?
J My goodness! You mean she actually eats Letterman’s
S Uh-huh.
script?
J Are you serious?
S  Uh-huh.
S I swear it’s true. I couldn’t believe my eyes. Just ask Alice – 5 J Are you serious?
she was right next to me. And it was all over the Internet at
S I swear
swear it’s
it’s true.
true.
the time.
J So what happens next?
S Well, she throws it away, obviously. 1. insane
1. insane 2. joking
2. joking 3. No
3. No 4. My
4. My 5. Are
5. Are
J Well, at least she didn’t swallow it. How did he react?
S Well, he was in shock too. But he kept his cool, made a B Point to questions 1- 3 and ask: Do you remember Sue’s
1-3
 joke or two and the interview went on.  friend’s
 friend’s questio
questions?
ns? Was
Was he surpr
surprised
ised with
with Sue’s
Sue’s story?
story? Read
J Wow! I wish I could’ve been there. question 1 with sts and ask volunteers to say the sentence
aloud, copying the intonation they remember from the track.

the second picture Say: Listen to these questions again and underline the
most stressed word in each of them.  Play 6.15. Paircheck.
Classcheck. Replay 6.15 for choral repetition.
D Allow sts time to briefly read sentences 1-8
1-8.. Then,
explain that sts will l isten to the full d ialogue and mark
6.15
the sentences true (T) or false (F). Play 6.13. Paircheck.
1 She sleeps in an egg?
Classcheck.
2 You were actually in the audience?
1. T
1. T 2. F
2. F 3. T
3. T 4. F
4. F 5. T
5. T 6. T
6. T 7. F 8. F
8.  F 3 You mean she actually eats Letterman’s script?

E Assign new pairs and have them complete sentences 1. egg

1. egg 2. in
2. in 3. eats
3. eats
1-2 according to their personal views. Monitor and offer
1-2
help if requested. Then, have sts compare their sentences C Read World of English  with sts and have them work in
with another pair. Classcheck. pairs to practise saying the example sentences. Monitor
sts’ intonation closely and correct any mistakes on the
 Tip Refer sts to the less on title question, ‘When was the last spot. Classcheck.
time you did something crazy?’. Have sts ask and answer this
question in pairs. Classcheck by inviting volunteers
volunteers to report
repo rt D Read the three answer choices for item 1 (‘Not your
their partners’ answers. sister?’, ‘Not buying?’
sister?’, buyi ng?’,, ‘Not pizza?’) and tell
t ell sts that they
are going to listen to a dialogue and tick the question that
Personal answers. correctly represents the surprise in the conversation. Play
dialogue 1 in 6.16. Paircheck. Classcheck. Play the rest
of 6.16 and have sts tick the correct questions in 2-4 2-4..
Paircheck. Classcheck.
 in Action: Expressing surprise
A Read number 1 emphatically, as if you were angry or 6.16 Notice the reductions.

surprised, and prompt sts to complete the gap. Encourage 1 A Wanna come on over for spaghetti
spaghetti tonight? I’m cooking!
them to use their intuition to guess the missing words in B No way! You’re making spaghetti?
items 2-5
2-5.. Play 6.14 so sts can check their guesses. Replay A Well, there’s
there’s always a first time.
6.14 for choral repetition of these expressions. Encourage 2 C I’m sick and tired of this SUV.
SUV. Gonna buy a smaller car.
car.
sts to copy the intonation in the track, saying phrases as D You must be out of your mind! You want to buy a smaller car?
emphatically as they can. C Yeah. What’s wrong with that?
3 E Janet’s turning 18 next week. Gonna get her a poodle.
6.14 F What? You’re
You’re going to get Janet a dog for her birthday?
S = Sue J = Joe E  Uh-huh.
1 S Well, then he asks her to confirm or deny certain 4 G Love this chocolate diet! I’ve lost ten pounds
poun ds in two weeks.
rumours about herself. You know, things like ‘Is it true H Really! You’ve
You’ve lost ten pounds in two weeks eating
that you sleep in an egg?’ or… chocolate?
J What? That’s
That’s insane! She sleeps in an egg? G Yeah. Isn’t it amazing?

111
 6.5

1. Not your sister? 2.

1. Not 2. Not
 Not bigger? and asking the whole class to say the correct surprise
3. Not
3. Not a cat? 4.4. Not
 Not vegetables? question from D.

Surprise questions from should refer to words sts choose

E Have sts turn to AS 6.16 on pp. 162-163. Read the to stress.
first question aloud, but with a di fferent intonation
intonation than
the one from t he recording, e.g., You’re making spaghetti? F MAKE IT PERSONAL  Play 6.17 as sts listen to and read
Have sts look at t he answer choices for item 1 in D and World of English . Replay the track and have sts repeat
elicit the correct sur prise question for this new intonation phrases from the box with the correct intonation.
(‘Not pizza?’).
Tell sts they are going to play a game called ‘Surprise me!’
Explain that the meaning of the sentence changes Have two sts role-play the model dialogue in the speech
according to the word that is stressed. Practise another bubbles for the whole class. Ask the class to read the
intonation possibility for that same question with sts: instructions for roles A and B. Then, have pairs act out the
You’re making spaghetti? Elicit the correct surprise roles. Remind sts in role A to make up one false story or event.
question for this intonation from the answer choices for
Encourage sts to use surprise expressions from the lesson.
Encourage
item 1 in D (‘Not buying?’).
Monitor their role-plays closely and save corrections for
In the same way, have pairs take turns shifting the word later. At the end, provide language feedback and invite
stress within the same questions in AS 6.16 and guessing volunteers to act out their conversations for the whole class.
which option in 1-4  in D best expresses the surprise. Sts
1-4 in
should focus on the words that are underlined in the AS
6.16 on pp. 162-163. Workbook p. 33
Monitor sts’ word stress closely and correct any mistakes ID Online Portal
on the spot. Classcheck by inviting volunteers to act out Grammar p. 126
ID Café Video p. 143
different surprises with the same questions from AS 6.16

112
 Review 4
Units 5-6

Grammar and Vocabulary  6 shopping phrases:

go window shopping, bargain, save (money), go on shopping
A Picture dictionary. Have
dictionary. Have sts work in pairs to test each sprees, in monthly instalments,
instalments, (credit card) statement
other and review the main vocabulary items in units 5 and
3 ‘run out of’ phrases:
6. Monitor sts closely throughout the picture dictionary
run out of petrol, run out of time, run out of milk
activities and correct vocabulary and pronunciation on
the spot. 3 supermarket words:
gadgets, aisles, checkout
Tip In order to provide sts with as much fluency
fluency practice as possibl
pos sible,
e, 9 TV genres:
expand the activity into the mini-di
mini-dialogues
alogues sugge sted below. chat shows, stand-up comedy, game shows, sitcoms,
medical drama, soap operas, live gigs, cartoons, reality TV
Picture Procedures Mini-dialogues / 7 ‘trashy’ TV shows:
dictionary  Suggested language Small Wonder, Alf, The Jerry Springer Show, My Mother the
Have sts hide the quiz in St A: (points to photo a) I Car, Manimal, Barney & Friends, Cop Rock 
1A with a notebook or can’t resist a bargain. 2 words for each consonant sound (possible answers):
a sheet of paper. Pair sts St B: (points to photo b)
6 shopping
up and have partners take Most women like
/p/ open, toptop
phrases, p. 48
turns pointing to photos  window shopping.
shopping. Do /b/  
/b/ describe, ab
describ able
a-f  and
 and saying the six  you agree? /m/ nam
na me, summ
summerer
shopping phrases.
/w/ where, squ square
 Ask sts to look at photos
photos St A: (points to photo 1) /f/ off
ff,, ph one
phone
1-3 in 6C and, in trios, say He ran out of petrol. /v/ fivve, hav
fi have
3 ‘run out
 what people ran out of in St B: (points to photo 2)
of’ phrases, /θ/ ank, noth
thank,
th nothing
ing
each situation. He ran out of time.
p. 52
St C: (points to photo 3) /ð/ e, oth
the,
th other
er
He ran out of milk.

Have sts hide the article St A: (points to photo a)

in Skills C with a Gadgets.
B Have sts place the words in bold in the correct order to
notebook or a sheet of St B: (points to photo b) form adjective phrases. Tell them that one word is out of
3 supermarket
paper. Ask sts to work  Aisles. context and should be crossed out. Paircheck. Classcheck
 words,
 words, p. 56
in trios to recall three St C: (points to photo c)
supermarket words from Checkout.
by writing the answers on the board.
photos a-c .
1. comfortable
1. comfortable hiking boots, strange
Have pairs of sts hide St A: (points to photo a)
the TV genres in 1A with This is a chat show. 2. well-written
2. well-written romantic novel, short
9 TV genres, a notebook or a sheet St B: (points to photo b) 3. exciting
3. exciting new video game, tasty
pp. 60-61 of paper and take turns This is a stand-up
naming the types of TV comedy. 4. easy-to
4. easy-to-use
-use digital equipment, old
programmes in photos a-i.

 Ask sts to hide the text in St A: This is called My C Read item 1 with sts and elicit the correct response
3B with a notebook or a Mother the Car .
7 ‘trashy” TV from choices a-e
a-e.. Have sts match items 1-
1-5
5 to the correct
sheet of paper and work St B: I guess this is Alf 
is  Alf .
programmes,
p. 62
in pairs to recall the names St A: That’s right. And I responses. Paircheck. Play R4.1 to classcheck.
of the seven ‘trashy’ TV think this is Manimal .
programmes in the pictures.
1. d
1. d 2. e
2. e 3. b
3. b 4. a
4. a 5. c
5. c
Have sts turn to the St A: How do you spell
pronunciation chart on open ?
p. 155. Focus sts’ attention St B: O-P-E-N. D Have two sts read the model dialogue in the speech
on the list of words for St A: Right. How do you
consonant sounds just spell apple ?
bubbles and ask the whole class: Which dialogue in C is this
2 words for
below the pictures. Pair St B: A-P-P-L-E. about? (
about? 1d).
 (1d). Have pairs of sts write four more lines for each
each sound
sts up and explain that st A St A: That’s right. 2-5,, in C. Monitor pairs’ work closely and offer
dialogue, 2-5
in lines 1
should ask ‘How do St B: Now you. How do
and 2 of the
 you spell…?
spell…?’’ for two
two  you spell off ? How do
help if necessary. At the end, have at least four different
consonants
 words (but not the  you spell enough ? pairs act out a dialogue for the whole group.
chart (not 
(not 
picture words) with each
the picture
consonant sound in line 1:
 words), Personal answers.
/p/, /b/, /m/ and /w/.
p. 155
Then, sts should swap
roles, with st B testing st A
on two words with each E Tell sts that they are going to play the ‘Feel ’n’ guess’
sound in line 2: /f/, /v/, game. Divide the class into groups of four or five and
/θ/ and /ð/.
explain that sts will feel and guess objects in a bag. Make
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sure all sts in each group take turns choosing and hiding Monitor sts’ role-plays closely and make notes for delayed
an object, and guessing an object hidden by another correction. Then, classcheck and provide sts with language
student. Refer sts to the model dialogue in the speech feedback. Ask sts to swap roles as they act out helping a
bubbles before they begin. Classcheck. chocoholic, a danceaholic and a workaholic. At the end,
invite volunteer pairs to role-play one of their dialogues for
Personal answers. the whole class.

F Have sts read sentences 1-6 and add commas to the J Have sts correct sentences 1-10 in Common Mistakes .
underlined relative clauses where appropriate. Classcheck Point out that sts should find the number of mistakes
by writing the answers on the board and then play R4.2 listed in brackets. Whenever sts are uncertain, encourage
so sts can relate the pauses they hear to the commas they them to flip back through pp. 48-69 and check their
have written. Then, replay the track for choral repetition. answers in units 5 and 6. Classcheck by writing the
Ask sts to copy the pauses and the intonation. answers on the board.

R4.2 1. She went to the café to meet her friends.

1 I love my MP3 player, which has over 2,000 songs. 2. Rob lent me his phone.
2 I really like people who laugh easily.
3. I think that shirt looks good on you; you should buy it.
3 Javier Bardem, who starred in No Country for Old Men , is
4. It must be difficult to be in debt.
one of my favourite actors.
4 My son just graduated, which made me very proud. 5. When you pay with credit card online, you have to be careful.
5 It’s difficult to find people who you can count on. 6. People who talk in cinemas annoy me.
6 I’d like to get a phone that takes better photos. 7. That’s the house they live in.
8. Bruce Banner is a scientist who turned into Hulk.
1. I love my MP3 player, which has over 2,000 songs. 9. Panama City, which is famous for the canal, is an
2. I really like people who laugh easily. amazing city.
3. Javier Bardem, who starred in No Country for Old Men , is 10. My favourite song is ‘What’s my name?’ by Rihanna.
one of my favourite actors.
4. My son just graduated, which made me ver y proud.
5. It’s difficult to find people who you can count on.
Skills Practice
6. I’d like to get a phone that takes better photos. A Ask sts to turn to p. 51 and hide the text in 5C with a sheet
of paper or a notebook. Looking only at the photo, sts should
work in pairs to try to recall John Smith’s story. Classcheck.
G MAKE IT PERSONAL Ask sts to rewrite the underlined
Then, play 5.7 and ask: Did you forget any details?
phrases in F to make true sentences about themselves.
Then, have sts compare their sentences in pairs.
Personal answers.
Classcheck by having sts report their partners’ sentences.

Personal answers. B Tell sts that they are going to hear five sentences from
units 5 and 6. Instruct them to quickly read sentences 1-5.
H Have sts review the information about word formation Focus on sentence 1 and say: Listen to the first sentence and
and add two more words with the same endings to groups circle the correct choice. Play sentence 1 in R4.3 and pause
1-10. Then, ask sts to mark the stresses of the added words. the track. Classcheck. Resume the track and have sts circle
Have sts compare their lists in pairs. Classcheck. the correct choices for sentences 2-5. Paircheck. Replay the
track if necessary. Classcheck.
Possible answers:
1. fluently, quickly, lately R4.3
2. government, development, management 1 I’m dead serious. Savejohnsmith.com is my last hope.
3. ambitionless, boneless, colourless, endless 2 Your machine must be broken.
4. abbreviation, education, abortion, acceleration, function 3 Although it’s supposed to be for kids, I loved it!
5. mobility, flexibility 4 You can’t be serious.
6. anonymous, adventurous, ambiguous, conscious 5 Well, I am in debt right now, but it’s not that bad.
7. vegetable, editable, achievable
8. abbreviate, accelerate, accumulate 1. not joking 2. broke 3. likes 4. don’t think you are
9. appropriateness, artificialness, attractiveness 5. terrible
10. abundance, accordance, ambulance, ignorance, distance

C Replay R4.3 forchoral repetition. Encourage sts to

I Role-play. Have sts review the words ending in -holic repeat the sentences with connecting sounds. Correct
and act out roles A and B. St A should play a shopaholic, pronunciation and intonation on the spot. Then, replay the
while st B asks st A about his / her habits and tries to help. track for individual repetition.
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 R4

Sts’ pronunciation and intonation should match the track. In the text In the audio
1. rock bands sports teams
2. parties special events
D Keep, Kill, Ignore. Tell sts that they are going to
3. for example for instance
play the game ‘Keep, kill, ignore’. Have sts work i n tr ios.
4. for the flight and food to cover her expenses
Explain that in items 1-6, sts may choose to keep, kill or
ignore topics a, b and c, according to their personal views. 5. writing your information typing a message
Before sts begin, refer them to the model text in the 6. gives her some money makes a secure online donation
speech bubble. Monitor trios closely and t ake notes for 7. tell other people spread the word
delayed correction. Classcheck sts’ opinions and provide 8. get withdraw
language feedback. 9. the cash a deposit
10. lots of money thousands of dollars
Personal answers. Expressions 2-10 mean the same.

E Focus sts’ attention on the title, ‘Help on the Internet’, G Shopping problems role-play. Have sts swap partners.
and elicit predictions about the content of the article. Have Ask sts to begin by thinking about the type of shop in
sts briefly read questions 1-5 and ask them to read the text which they want to set their role-play. Then, go over the
to find the answers. Paircheck. Classcheck. Then, have sts instructions for sts A and B with the whole class and have
ask and answer question 6 in pairs. Classcheck. two sts act out the model dialogue in the speech bubbles.
Then, assign a st A and st B within each pair and have
1. GoFundMe has helped thousands of people to raise many
pairs role-play the shopping problem. Monitor and take
millions of dollars online for different personal causes,
notes of sts’ speech production for further comments. At
like school tuition, rock bands, medical bills, volunteer
the end, give the group language feedback and invite a
trips, business ideas, parties, travel expenses and even
volunteer pair to act out the dialogue for the whole class.
animals and pets.
2. Peg wants to do a volunteer job. She wants to raise Personal answers.
money to buy the flight ticket and pay for her food.
3. Her friends told her about GoFundMe.
H MAKE IT PERSONAL Question time! Tell sts that they
4. Dan is Peg’s friend.
are going to hear the 12 lesson title questions from units
5. No, you do not pay to try GoFundMe. 5 and 6 in random order. Tell sts that you will pause after
6. Personal answers. each question so they can ask and answer it in pairs.
Play 4.5 and pause after the first question. Have sts ask
F Point to the article in E and say: Now listen to the text. and answer the question in pairs. Encourage them to ask
While you listen, underline ten differences between the text follow-up questions when appropriate. Classcheck. Repeat
and the audio. Play R4.4. Paircheck. Replay the track so the same procedure for all the questions on the track.
sts can check their answers. Classcheck. Ask: How many
different expressions in this track mean the same thing? Personal answers.

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 7
Unit overview:  The main topics of uni t 7 are phrasal verbs, reported speech and indirect
questions. Sts also learn and practise the names of car parts, i nstructions for operating
machines and phrases for expressing opinions.

Does technology drive you mad?

Lesson Aims:  Sts learn and use phrasal verbs to talk about cars and car parts.

   1
 .
Function Language
   7
  n
Talking about machines and technology. I hate it when computers freeze while I’m working on something.
  o
  s
  s
Listening to / Reading about an urban myth. Rumour has it the head of a giant computer company once said…
  e
   L Describing and naming car parts. ‘It’s the front window of the car.’ ‘Er… windscreen, right?’
Listening to two people on a road trip. It’s raining. Switch on the wipers, for heaven’s sake.
Using phrasal verbs in conversation. Do you ever forget to switch things off in class? Have you ever
had to ask anyone to turn down the volume?
Vocabulary: Car parts: tyre, bonnet, boot, steering wheel, wipers, engine, clutch, brake, accelerator, windscreen 
. Phrasal verbs:
switch (something) on / off, turn (something) on / off, turn (something) up / down, speed up, slow down .
Grammar: Phrasal verbs and object pronouns.

 Warm-up Have sts interview each other with the les son title The owner of a computer company attacked auto companies.
questions from unit 6 on pp. 60-69. Encourage sts to ask The criticism was that cars are old-fashioned, expensive and
follow-up questions whenever pos sible. Monitor their inefficient.
discussions closely and write down mistakes and very good or
Ask: What do you think the director of the auto company
interesting answers for delayed feedback. To classcheck, say:
will say? Have sts work in pairs to guess the answer.
Tell me two things you have learned about your partner.
Classcheck sts’ guesses.

C Point to the title and tell sts they are going to fi nd out
1  Reading what the director of t he auto company said as they read
and listen to ‘And if Computer Companies Made Cars…’.
A Go over the cartoon with sts and have them work in
Before sts look at the tex t, read questions 1-4 with the
pairs to ask and answer the title question on the top of
whole class. Tell sts not to focus on new vocabular y just
p. 72, ‘Does technology drive you mad?’. Classcheck.
yet. Play 7.2. Have sts discuss 1-4 in pairs. Classcheck.
Point to statements 1-4 and have pairs discuss and
complete them with their personal views. Refer sts to the Personal answers.
model dialogue in the speech bubbles. Classcheck.

Personal answers. D Point to the first bold term in C, steering wheel. Draw
sts’ attention to photos a-h on p. 72 and ask: Where can
 you see a steering wheel?  (photo d). Instruct sts to match
B Write computer companies  on the board, and elicit a few the words in bold in C to photos a-h on p. 72. Paircheck.
names, e.g., Microsoft, Apple and so on. Write automotive Play 7.3 to classcheck.
industry on the board and elicit a few well-known auto
manufacturers, e.g., Honda, Fiat and so on. Then, ask
the whole class: Who has the most advanced technology, 7.3

computer or auto companies? M = man W = woman

1 M1 Let me help with your suitcase! I’ll put it in the boot.
Point to the artwork (a car coming out of a laptop), and
Whoa! That’s heavy!
ask sts to guess its meaning. Tell sts that they are going to
2 M2 Turn left at the next corner… I said left, left, left. Turn
listen to the story of an urban myth involving computer
the steering wheel!
and auto companies. Say: Listen to and read the beginning of
3 W1 Hey! What was that?
the story. Who attacked whom? What was the criticism?
M3 Oh no, I think it’s the tyre.
Play 7.1. Classcheck.

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 7.1

4 M1 Can I check the oil, madam?  Cultural note Although the song contains several allusions to
W2 Sure, yes, please. I’ll open the bonnet. cars and car parts, ‘Shut Up and Drive’ has noticeable sexual
5 M2 Er… I think you’ve got a problem with your engine. connotation in its lyrics, referring to a woman’s body as a c ar.
6 W3 Darling, I think you’d better turn on the wipers.
7 M3 Stop the car!
B Read the definitions in the box with the class. Point
W1 Jeez! That stone broke the windscreen – I can’t see to the underlined phrasal verbs in 1C and have sts match
anything. them to the correct meanings. Paircheck. Classcheck.
8 M1 Listen to this beauty when I put my foot on the
accelerator.
switch off / turn off
M2 Whoa, mate, that’s incredible!
slow down
9 W2 Look out, there’s a dog in the road, hit the brakes!
turn down
10 M3 OK, first gear… Foot on the clutch and into second.
Then, go over Common Mistakes  with the whole class.
steering wheel – d
tyres – a C Ask: Do you enjoy travelling by car? When did you last
bonnet – b go on a road trip? Where were you going to?  Tell the class
engine – f they are going to listen to a conversation between two
boot – c people who are on a road trip. Have sts read questions 1-3
wipers – e and listen for the answers. Play 7.5. Paircheck. Replay the
windscreen – h track if necessary. Classcheck.
accelerator – g
brake – g
7.5 Notice the stress in phrasal verbs.
clutch – g
B = Barry L = Linda
 Tip Drill pronunciation of all car parts. Then, reinforce the B How many hours till we get to Oxford?
word meanings by having sts cover words in C with a sheet L At least four.
of paper, a notebook or their workbook and testing the whole B I’m hot.
group by asking What’s in photo a? What about b?  and so on. L So turn on the air conditioning.
B It’s broken, remember? I told you we needed to fix it, but
E Play sts listen to and read World of English . Then,
7.4 as
you didn’t listen.
ask them to find other examples of cc pronounced as /ks/ L Well, don’t turn it on then. Open the window or
in the text in C. Paircheck. Classcheck. something…
B Linda, why exactly are you waiting to switch them on?
accidentally L Switch what on?
accept B The wipers, Linda. It’s raining. Switch on the wipers, for
accelerate / accelerator heaven’s sake!
L Do we need to? They make such a loud noise.

2  Vocabulary: Car parts and phrasal verbs L You see that blue car?
B The Focus?
A Point to photos a-h on p. 72 again and say: Guess which
L Yeah. It’s been following us for the past two hours or so.
car part I’m describing. Pay attention to my description. It’s
the front window of a car.  (windscreen). Have sts continue B Are you sure?
the activity in pairs, describing car parts from photos a-h L Positive. Speed up!
for their partners to guess. Ask each student to describe B What? I can’t. This road is full of speed cameras.
four car parts. Monitor sts’ descriptions closely and offer L I don’t care. Step on the accelerator and speed up,
help if necessary. Correct pronunciation on the spot. Barry. Now.
Classcheck by having some sts describe car parts for the L Thank God we’re almost there… Oh Barry, I love that song.
whole class to guess.
Turn it up! Turn it up!
Focus on the Song line on the top of p. 73 and find out B You know I can’t stand Beyoncé.
whether sts recognise the singer and the song. L Would it kill you to turn up the freaking volume on the radio
Song line: for five minutes?

’Cause it’s 0 to 60 in 3.5.

Baby, you got the keys, 1. Personal answer.
now shut up a nd drive... 2. air conditioning (a/c), window, wipers, accelerator, radio
Song: ‘Shut Up and Drive’
3. It is hot in the car; the wipers make a loud noise; they are
Singer: Rihanna (USA / Barbados)
followed by a car; they disagree about the radio.
 Year: 2007

117
 7.1

D Have sts listen to the conversation again and note Then, pair sts up and have them work with their new
the opposites of the phrasal verbs from B. Play 7.5. partners to ask and answer items 1-6. Monitor pairs’ work
Classcheck by writing the answers on the board. closely and take notes for delayed feedback. Classcheck by
having sts report their partners’ answers to the class.
turn on / switch on
speed up
turn up Workbook p. 34
ID Online Portal
Grammar p. 128
E MAKE IT PERSONAL Ask sts to complete the gaps with
phrasal verbs from B and D. Classcheck.

1. switch OR turn / off 2. switch on OR turn on 3. turn up

OR turn down 4. speed up 5. slow down 6. up / down

118
 7.2

 What was the last little lie you told?

Lesson Aims:  Sts study and practise reported speech through the contexts of shopping and talking about the little lies people tell.

   2
 .
Function Language
   7
  n
Talking about the little lies people tell. Yeah, purple looks great on you!
  o The first one could be a shop assistant.
  s
  s
  e Reading tips for holiday shopping. Buying a mobile phone abroad can save you a few quid, but…
   L

Talking about shopping experiences. No, I guess I’m just lucky when I buy things.
Reporting what other people said. She told me that she would buy it.
The shop assistant said some of the keys were different.
Telling a story about a lie someone told. This guy I met at a club told me he was single…
Vocabulary: Gadget, launch, unlocke d phone, warranty, keys (on a keyboard), carrier.
Grammar: Reported speech (1).

 Warm-up Tell sts that they are going to play a game called 2. b 3. d 4. c 5. a
‘Draw and guess’ in pairs. Give them a time limit of three
minutes, in which they should take turns choosing and  Tip Pair sts up and have them p ractise saying the words with
drawing car parts from p. 72 (steering wheel , tyres , bonnet , pink letters in the text. Classcheck and drill pronunciation.
engine , boot , windscreen , wipers , accelerator , brake , clutch )
for their partners to gues s. Monitor for correct pronunciation
of the names of ca r parts. At the end, elicit all the words sts D Point out the underlined words and photos a-e in C and
guessed, write them on the board and drill pronunciation. ask sts to match them. Paircheck. Classcheck.

a. fake goods
b. keys
3  Reading
c. unlocked
A Read the lesson title question, ‘What was the last d. gadget
little l ie you told?’. Have sts ask and answer the question
e. screw
in pairs. Encourage them to make follow-up questions to
elicit details, e.g., ‘Who did you tell the lie to?’ ‘Why?’ ‘Did Point to the first bold word in tips 1-5 in C (launch) and elicit
it work?’ Classcheck by inviting volunteers to share their its meaning. Have sts find the correct definition in the box
stories. (3. verb, to put something on the market). Ask sts to match
Say: Now let’s look at some other little lies.  Point to all the other bold words in C to the correct definitions in
sentences 1-4. Read sentence 1 with sts and ask: Who the box. Paircheck. Classcheck.
might’ve told this lie? In what situation?  Go over the model
in the spe ech bubble. Then, ask sts to read t he sentences 1. carrier 2. warranty 3. launch 4. bug 5. break down
in pairs, discuss who m ight have told the lies and why,
At the end, ask pairs to discuss the question, ‘What’s the
and then decide which one is t he worst lie. Classcheck. At
best tip in your opinion?’. Have sts follow the model in the
the end, ask: Have you ever told any lies similar to these? Why?
speech bubble, ‘I’d say tip 1, because…’
Personal answers.
E MAKE IT PERSONAL Ask sts to complete the gaps in
sentences 1-3 using words from D. Paircheck. Classcheck.
B Find out if anyone in class works or has worked in
Then, have sts swap partners and take turns asking and
sales. Ask: Do shop assistants always tell the truth to
answering questions 1-3 in their new pairs.
customers? Tell sts that promises a-f  are quotes from shop
assistants. Read the first one with the whole class and ask: 1. warranty 2. carrier 3. launched
What product is the shop assistant trying to sell? Explain
that keys might refer to a different keyboard on a laptop or  Tip Ask sts to go to Writing Bank on p. 151 for further
a smartphone. Have sts work in pairs to read b-f  and guess
practice, or assign the page as homework.
the product being sold. Classcheck sts’ guesses.

Personal answers.
4  Grammar: Reported speech (1)

C Tell sts to read the text before listening to the audio A Tell sts that they are going to hear five conversations
and explain that they should match promises a-f  from B to about shopping problems. Play conversation 1 from 7.7
tips 1-5 in the text. Remind sts that one promise in B will and then pause the track. Elicit the corresponding
be left out. Play 7.6. Paircheck. Classcheck. paragraph in 3C. Play the rest of 7.7 and have sts
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 7.2

match each conversation to the correct paragraph in 3C. attention to the use of the verbs say and tell in the track
Paircheck. Replay the track if necessary. Classcheck. and have them read Common Mistakes .

7.7 Notice the intonation / emotion on right . 1. were

1 Notice stress and schwas /ə/.
2. worked
A God, it seems that for every five letters I type, one comes
out wrong. 3. could
B American keyboard layout, right? 4. would OR ’d
A Well, the shop assistant said some of the keys were 5. had / arrived
different, but it was basically the same thing, blah, blah,
blah. Yeah, right! But how was I to know?
2 Notice stress and schwas /ə/. C Point to sentence a in 3B and have sts compare it with
C Oh Dad, you’re wearing the watch I got you. How do you sentence 1 in 4B. Emphasise that ‘some of the keys are
like it? different’ became ‘were different’ in reported speech.
D Well, I’d like it better if it worked properly. I missed two Have sts continue comparing sentences from 3B to their
meetings last week. Have you got the warranty? reported-speech versions in 4B. Classcheck their findings.
C Warranty? No, he didn’t give me one.
D What? No warranty? Where did you get it? Ask sts to read the rules in the Grammar box and cross out
C Well, there was a guy in the market selling this watch the incorrect choices in items 1-3. Paircheck. Classcheck.
really cheap. He said that it worked just as well as the Go over the common collocations for say and tell in
famous brand. World of English .
D In the market! So this isn’t a Rolex?
C Er… no… Maybe not. Oh no, look, it says Polex. Direct sts’ attention to the Song line on the top of p. 75 and
find out whether they recognise the band or the song.
3 Notice /aʊ/.
F What in the name of… Song line:
E Oh no… There goes my Christmas bonus.
F But how… how… did it happen? You didn’t... you didn’t Somebody told me you had a boyfriend
put it up yourself, right? Right?  who lo oked like a g irlfriend that I had…
E Er… Well, the delivery guy told me I could mount it on the Song: ‘Somebody Told Me’
wall myself. How was I to know? Band: The Killers (USA)
 Year: 2004
4 Notice /Ɛ/ and /eɪ/.
G Paula, we’re OK, right? I mean, it’s just that… Well, you
haven’t returned any of my calls.  Tip For further practice, refer sts to Grammar on p. 129.
H Sorry, didn’t get your messages – yours or anybody’s. My
phone’s dead.
G Dead? 1. remains the same
H I bought it from this site and it came straight from the 2. necessary
States. Turns out I can’t make or receive calls. Some sort
3. Said
of network problem… Which is odd, because on the site it
said I’d be able to use it in any country… Guess they were
lying. But how was I to know? D Read sentence 1 and ask a volunteer to change it into
G Can’t you get a refund or something? reported speech, beginning with ‘He said…’ Have sts write
5 Notice /ʌ/ and /ə/. sentences using reported speech for items 2-5. Play 7.9 to
I One of these days I swear I will throw this tablet right out of classcheck and write the answers on the board.
the window.
J Oh, come on! It’s not so bad!
7.9
I You’re joking, right? The screen sucks and the software’s
1 B American keyboard layout, right?
full of bugs. To think I could’ve got a laptop! I bought it
on… on impulse, I guess. The shop manager said it had A Well, the shop assistant said some of the keys were
 just arrived and, you know, I couldn’t resist it. But how was different, but it was basically the same thing, blah, blah,
I to know? blah. Yeah, right! But how was I to know? He said I
J Well, try to control yourself next time. would learn fast. Guess he was wrong.
2 C Well, there was a guy in the market selling this watch
1. paragraph 5 really cheap. He said that it worked just as well as the
2. paragraph 3 famous brand.

3. paragraph 2 D In the market! So this isn’t a Rolex?

C Er… no… Maybe not. Oh no, look, it says Polex. He told
4. paragraph 4
me he was there every week and he could get me video
5. paragraph 1
games too. Maybe we can ask him for a refund?
3 F But you’re not a pro! You’re a designer! Designers don’t
B Ask sts to use pencil to complete the gaps in sentences install TV sets. What were you thinking?
1-5 with their predictions for what the correct words might E But… Look, he said it was easy and it would only take
be. Play 7.8 so sts can check their guesses. Draw sts’
ten minutes!

120
 7.2

4 H ... Which is odd, because on the site it said I’d be able 3 Notice the contractions.
to use it in any country… Guess they were lying. But G = Geri J = Josh
how was I to know? G Hi Josh, er, nice shirt.
G Can’t you get a refund or something?
J Geri, what is this? James Bond night?
H Oh yeah – easily. They told me that lots of people had
G Josh, it’s a cocktail party, you are supposed to look smart.
complained and so on.
J But… but you told me the party was informal and…
5 J Well, try to control yourself next time.
I I know... But she said that these tablets usually sold G No, I said ‘a few friends and drinks’, I didn’t say ‘wear your
pretty quickly, so... beach clothes’.
J You were afraid they would sell out? 4 Notice /iː/ and /ɪ/.
I  Bingo. A = Andy Z = Zoey
A Please leave your message after the beep.
1. I would learn fast. Z Andy! Where are you? I’m in the queue and the film is going
2. he was there every week and he could get me video to start soon. Andy, you said that you wouldn’t arrive late.
games too.
3. it was easy and it would only take ten minutes.
1. You told me you’d done well this year.
4. me that lots of pe ople had complained.
2. You said your dog was friendly.
5. these tablets usually sold pretty quickly.
3. You told me the party was informal.
4. You said that you wouldn’t arrive late.
E Point to the first picture and ask: What do you think the
mother told the boy? Instruct sts to write or report what
they think the people in the pictures said, using the verbs F MAKE IT PERSONAL  Read the model in the speech
provided. Paircheck. Play 7.10 to classcheck and write the bubble with the whole class and challenge sts to predict
answers on the board. how the story ends. Ask: Was it true or was the guy
deceiving her?
7.10
Tell sts to think of a time when somebody deceived
1 Notice /ɑ/ and /uː/.
them. Read questions 1-3 to sts and give them some
M = mother W = William
time to prepare their stories, using answers 1-3
M William Bonney! What is this?
to organise their ideas. Divide the class into small
W It’s my school report, Mum.
groups and have the sts in each group share their
M I know what it is! But you told me you’d done well this year.
You wait till your father sees this. stories. Monitor sts’ stories closely and write down any
mistakes for delayed correction. C lasscheck and provide
2 Notice /g/ and /k/. language feedback.
V = Vanessa C = Chris
V Hi, Chris. So good that you could come. Come in, come in.
C Hi, Vanessa, yeah, it’s gonna be a great party. And this
must be Pickles. Who’s a cute little dog then? Huh? Workbook p. 35
V Pickles. Pickles, no! Bad dog, bad dog. ID Online Portal
C Ow! Get it off! Get it off! Vanessa! I thought you said your Grammar p. 128
dog was friendly. Writing Bank p. 151

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 7.3

 Are you confident with technology?

Lesson Aims:  Sts study and practise indirect questions via the contexts of asking for help operating machines, tourist
information and further information about products.

   3
 .
Function Language
   7
  n
Talking about technophobia. My sister’s scared of machines, especially smartphones.
  o
  s
  s
Listening to a woman phoning a help desk service. Check the power cable. Unplug the monitor cable from the
  e wall socket.
   L

Role-playing a dialogue between a customer and a help desk ‘I can’t get this remote control to work.’
attendant. ‘Push the power button.’
Asking indirect questions. Can you tell me if there is free Wi-Fi in the rooms?
I wonder if I could check out late.
Vocabulary: Verbs for operating machines: check, plug, unplug, push, press, click, scroll, set . Nouns for operating machines:
monitor, power cable, icon, button, F1 key, wall socket .
Grammar: Indirect questions.

 Warm-up Say: Tell the person next to you three things H Push the power button.
about your life.  Explain that sts can talk about personal M Push what?
experiences, j obs, family, plans for the future etc, but one H The power button. Er… Do you know where it is?
of the three things must be a lie. Say: Tell your partner two M Well, there’s a blue button at the back… It’s kind of green…
truths and one lie.  To clarify, repeat the instructions or write
H That’s the one I’m talking about. I need you to push it once.
them on the board if necessary. Instruct sts to take notes on
M OK… Hang on a second. OK. Done that.
their partners’ answers.
H Now wait for the power light to go green.
Have sts swap partners. In their new pairs, sts should report
to each other what their previous partners have said and work M Light… light… Oh, here… well… Nothing’s happening.
together to decide which information was not true. Ensure that H Hmm… That’s funny. Hold on, please. Ms Harris, I’m going
sts use reported speech. Classcheck. to ask you to unplug the monitor cable from the wall socket
and start over.
M Sorry, didn’t get that. Unplug what from where?
H The monitor is… er… It’s the little TV, you know?
5  Vocabulary: Operating machines
M Oh, all right… Just a sec… Got it! Oh, it’s on, it’s on. You’re
A Books open. Focus on the dictionary entry for a genius.
technophobia. Explain that a person can be a technophobe or H There’s a, a message on the screen, correct?
have a technophobic attitude towards technology. Ask the M Yes.
class: Do you know anyone who’s a technophobe?  Classcheck. H Can you tell me what it says?
M Er… It says ‘Welcome’.
Personal answer.
H OK. Now, I want you to push the F1 key, click on the
welcome icon and scroll down to the bottom of the screen
B Point to the woman in the photo and say: This is Ms and set the time and date.
Harris. What could she be having problems with?  Play 7.11 M Key? Icon? What on earth are you talking about?
and have sts listen to answer the question. Classcheck.
Then ask: How do you know?  Elicit clues from the track
that helped sts correctly answer the question. Her computer.
Clues: monitor, F1 key, icon, scroll, screen
7.11 Notice middle and final t  is weak or links to the
next sound.
C Ask: Do you remember the instructions Ms Harris received
M = Ms Harris H = help desk attendant
on the phone? Have you ever had a conversation like this?
M … and I just can’t get it to work – it’s probably broken. Point to instructions 1-7 and have sts match the two
I wonder if you can help me. columns. Paircheck. Play 7.11 again so sts can check their
H OK, ma’am, first I need to know if your IX44 is still under answers. Classcheck.
warranty. Do you remember when you bought it?
M Gee, I don’t know… In January… January or February, I guess. 4, 1, 7, 6, 2, 5, 3
H Right. Hold the line, please. Yes, you’re still covered. Now,
before we go any further, could you check the power cable?
D Ask sts to cover the first column in C with a workbook
Has it been properly connected?
or a sheet of paper. Have them work in pairs to try to
M Mmm… You mean the white cord?
remember the instructions in full. Classcheck.
H Yes. Plug it into the wall socket and make sure it’s
completely connected, OK?
E Go over World of English  with the class. Then, ask sts to
M Let me check... Just a second, please. OK. What should I
turn to AS 7.11 on p. 163 and look for five more examples
do now?
of ways to ask someone to wait. Paircheck. Classcheck.
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 7.3

Hold the line, please. for choral and individual repetition. Listen for rising
intonation on questions 1-3 and falling intonation on
Just a second, please.
question 4. While sts are repeating the sentences, correct
Hang on a second.
any mistakes concerning intonation on the spot.
Hold on, please.
Just a sec.
D Say: When we are, for example, staying at a hotel,
it’s more polite to ask or request something using indirect
F MAKE IT PERSONAL  Have sts swap partners. Tell them questions. Show sts questions 1-6 and say: Rafael works
to read carefully all the instructions for roles A and B at a hotel in London, and these are tourists’ queries.  Have
and have pairs act out the situation. Encourage sts to use sts correct the indirect questions the tourists have made.
language from C and E. Monitor pairs closely and offer Paircheck. Classcheck by writing the answers on the board.
help when necessary. Then, have st A and st B in each
pair swap roles and act out one more situation. At the end, 1. Can you tell me if there is free wi-fi in the rooms?
invite volunteer pairs to role-play their dialogues for the
2. Could you tell me how many Starbucks there are in the
whole class.
neighbourhood?

Personal answers. 3. I’m taking five suitcases. I nee d to know how big the
rooms are.
4. I’d like to know if the hotel accepts dogs. I can’t leave
6  Grammar: Indirect questions Fifi alone.
5. Do you know when this hotel was built? I can’t stand old
A Have sts read World of English  and look for examples buildings.
of indirect questions in AS 7.11 on p. 163. Then, draw 6. I wonder if I could check out late – maybe 4pm?
sts’ attention to the direct questions 1-4 and ask them
to copy the indirect questions from AS 7.11 next to the
corresponding direct questions from A on p. 76. Paircheck. E Have sts focus on the advert and ask the class:  Are you
Classcheck. too busy to learn a new language? Point to Monica’s indirect
questions 1-5 and have sts complete the gaps. Classcheck
1. Do you know where it is? by writing the answers on the board.
2. Do you remember when you bought it?
3. Can you tell me what it s ays? 1. when this method was

4. I wonder if you c an help me. 2. how many modules there are
3. if I should practise
Draw sts’ attention to the changes in word order and
4. how much the whole course costs
grammar in indirect questions 1-4, but don’t explain the
5. if I will become
rules just yet.
Point out the Song line on the top of p. 77 and fi nd out Then, ask sts to use their imagination to predict the
whether sts recognise the si nger or the song. Focus on the answers in pairs. Classcheck their guesses.
indirect question, ‘I’m wondering why I got out of bed’,
and elicit the corresponding direct question, ‘Why did I F MAKE IT PERSONAL  Ask sts to swap partners and assign
get out of bed?’ roles A and B in each pair. Explain that st A should come
Song line:
up with four questions to ask st B about the product in the
first advert (a chair). Read the model in the speech bubble
My tea’s gone cold, I’m wonderin g why with the class and instruct sts to use indirect questions.
I got out of bed at all… Explain that st B should use his / her imagination to answer
Song: ‘Thank You’ st A’s questions. Allow pairs a minute to read the advert,
Singer: Dido (UK)
study the product and plan their questions before they
 Year: 2000
begin. Monitor pairs closely and offer help as necessary.
When sts have finished, invite volunteer pairs to act out
B Ask sts to compare the two columns in A and decide their dialogues for the class.
whether rules 1-4 in the Grammar box are true or false.
Paircheck. Classcheck. Point to the second advert and explain that this time st B
should think of four questions for st A to answer. Repeat
1. T 2. F 3. T 4. F the same process as for the first advert.

Read Common Mistakes  with the whole class and, if appropriate, Personal answers.
ask: Do we have the same rules in our language?

 Tip For extra practice, refer sts to Grammar on p. 129.

Workbook p. 36
ID Online Portal
C Point to indirect questions 1-4 in A and say: Listen
Grammar p. 128
carefully to questions 1-4 and repeat them.  Play 7.12
123
 7.4

 Are machines with personality a good idea?

Lesson Aims:  Sts learn and practise reporting questions, requests and commands in the context of operating voice-activated devices.

   4
 .
Function Language
   7
  n
Listening to two friends giving voice commands to their phones. Will the weather get worse?
  o Please call me an ambulance.
  s
  s
  e Discussing machines with personalities. How ‘intelligent’ do you think voice recognition will become in
   L
the future?
Reporting questions, commands and requests. I asked my computer to read my new email.
The satnav told me to turn left.
Vocabulary: Voice recognition, voice commands, voice-activated devices. Review words related to operating machines.
Grammar: Reported speech (2).
Before the lesson: Write the questions and prompts below on the board:
Where’s the toilet, please? Could you tell me…
Can I speak to the school director, please? I wonder…
Have you ever cheated in a test? Can you tell me…
Is there Wi-Fi available for students here? Do you have any idea…
What’s your favourite activity in class? May I ask you…
Was there any homework from the last lesson? Do you remember…

 Warm-up Pair sts up and have par tners take turns asking 7.13
and answering indirect questions based on the questions and A = Ann B = Bruce
prompts on the board (see Before the lesson ). Monitor closely A Cool phone, dude.
for accuracy and correct any mistakes on the spot. Classcheck B Thanks. Mum was like, ‘What’s wrong with the one we gave
sts’ questions and answers. you last year?’ and I was like, ‘Mum, that model is so last
year’, so she got me this one for Christmas.
Could you tell me where the toilet is, please? A You like it?
I wonder if I can speak to the school director, please. B Are you joking? I love it – especially Justin.
Can you tell me if you have ever cheated in a test? A Justin?
Do you have any idea if there’s Wi-Fi available for students here? B Yep – my, what do they call it – personal assistant.
May I ask you what your favourite activity in class is? A Oh, speech recognition. Great. Does it, er, tell the time,
check the weather and stuff?
Do you remember if there was any homework from the last lesson?
B Yeah, and much more. This morning I told Justin I was
bored – which I was – and I thought he was going to, like,
7  Listening ask me to repeat the command or whatever, and, guess
what, he asked if he bored me.
A Books closed. Ask: Can you operate your smartphone A Wow! No way! Mate, this is, like, so cool.
using voice commands? What can you do with it? How often B Then I asked him if he was hungry and he, er, he was like,
do you use this feature?  If possible, invite a student to ‘I’m a mobile phone, not a person.’ Really unbelievable.
demonstrate how voice commands work or demonstrate A Mine has voice recognition too, but it’s not so smart, you
it yourself on your own phone. know? It’ll, like, make calls, set the alarm clock… and stuff.
Books open. Have sts turn to p. 72. Point to the photos of The other day I asked her to text someone and it took her,
the car parts and ask: What about cars? Which car parts can like, three minutes to figure out what to do.
 you operate using voice commands? Refer sts to the model B Her?
text in the speech bubbles on p. 78 and have them discuss A Mine’s not a guy – it’s called Alice.
the question in pairs. Classcheck.
Bruce’s phone is better at voice recognition.
Personal answer.

D Go over questions 1-4 and replay 7.13 so

sts can listen
B Have sts work in pairs, taking turns asking and again and answer the questions. Paircheck. Replay 7.13 if
answering questions 1-3. Classcheck by having sts report necessary. Classcheck.
their partners’ answers. Ask pairs: Which of you likes voice
recognition better? 1. his mum 2. Justin 3. No 4. Alice

Personal answers. E Read World of English  with the whole class. Then, play
7.13 again and ask sts to listen for and count the examples
C Tell sts that they are going to hear Bruce and Ann of like in Ann and Bruce’s conversation. Classcheck.
comparing their smartphones. Ask: Whose phone is better
at voice recognition, Bruce’s or Ann’s?  Have sts listen to There are eight examples of like  in Ann and Bruce’s
answer the question as you play 7.13. Classcheck. conversation.

124
 7.4

F Say: Now Ann’s going to talk to Bruce’s phone. Point to the -ed
-ed ending
 ending w ith the pronunciation /id/ and add these
pronunciation
questions 1- 5 and ask: How many of these questions do you
1-5 pronunciations to the board. Then, drill pronunciation for
think the phone will understand? How many will the phone all the past simple forms on the board.
misunderstand? What will the phone reply in each case?  Have
sts work in pairs to predict the answers. Classcheck sts’ work – worked /t/
guesses. Then, play 7.14 and have sts check understood
understood or
 or happen – happened /d/
misunderstood for
misunderstood 1-5.. Paircheck. Classcheck. Ask: Do you
 for 1-5 play – played /d/
think it’s funny? Has it ever happened to you? cook – cooked /t/
start – started /id/
7.14 Notice the weak h  in
 in he  and
 and him .
need – needed /id/
A = Ann B = Bruce J = Justin
A Mate, I so want to try Justin. Elicit the past form of ask
ask and
 and the pronunciation of its -ed
B Here, have fun. ending. Ensure that sts can pronounce /ɑːskt/. Point to
A Great… Justin, where am I? sentences 1- 3 and say: Listen and repeat. Play 7.15 twice
1-3
J I’m sorry, I don’t know your name. for choral and individual repetition.
A And you said he was smart, right? I asked where, not who. Have sts circle the correct options to complete the rules in
B He is smart, I’m telling you. Have another go. the R  box. Paircheck. Classcheck.
A OK. Er… Justin, will the weather get worse?
J It looks like rain tonight. Here’s the forecast for the next 1. /t/
two days… 2. weak
2. weak
A Wow… That’s really cool. Justin… 3. weak
3. weak
J Yes?
A Do you love me?
B Read World of English  with the whole class. Then prepare
B HA HA HA – never tried to ask him that.
sts for dictation. Play 7.16 twice and challenge them to
J I’m not ready for that kind of commitment yet.
listen and write down five of Ann’s sentences. Paircheck.
B Isn’t he amazing? Classcheck.
A Oh my God, I love him, I love him! Mmm… What can I ask
him now… Justin, please call me an ambulance. 1. I
1. I asked where I was.
J OK. From now on I will call you ‘Ann Ambulance’. 2. I
2. I asked if the weather would get worse.
A What? No way! Er… Justin, make me a coffee. 3. I
3. I asked him if he loved me.
J Ahem, I’m just a phone.
4. I
4. I asked him to call me an ambulance.
B Don’t you just love him?
5. I
5. I told him to make me a cof fee.
A But was it, like, a joke? Or did he misunderstand me?
B I think he was teasing.
 Tip Replay 7.16 for choral and individual repetition.

Unders
Understoo
tood
d Misu
Misund
nder
erst
stoo
ood
d
1. Where am I?  9  Grammar: Reported speech (2)
2. Will the weather get worse? 
A Tell sts to look at the sentences in 7F and the five
3. Do you love me?  sentences they wrote down in 8B, then have them choose
4. Please, call me an ambulance.  Yes or
Yes or No
No for
 for the rules in the Grammar box. Paircheck.
Grammar box.
5. Make me a coffee. 
Classcheck.

1. no
1. no 2. yes
2. yes 3. yes
3. yes 4. yes
4. yes 5. yes
5. yes 6. yes
6. yes
G MAKE IT PERSONAL  Ask sts to swap partners. Have
them work in their new pair s to answer questions 1-3
1-3 and
 and Read Common Mistakes  with the whole group and elicit or
talk about the items they discussed in B. Classcheck by provide examples of positive and negative commands with
inviting volunteers to report their partners’ opinions to the verb tell
tell,, e.g., ‘I told her to close the door’ vs ‘I told her
the class. not to close t he door’.
Focus on the Song line on
line on the top of p. 79 and find out
Personal answers. whether sts recognise the song or the group. Ask sts to
rewrite the line, making the commands negative.

8  Pronunciation: -ed ending followed by /h/ Song line:

A Review the pronunciation of the past simple -ed -ed ending.

 ending. She asked me to stay and
Write a list of regular verbs on the board (work, happen, she told me to sit anywhere,
 play, cook , start, need) and elicit the past simple form of so I looked around and I noticed…
each. Then, cross out letter e where it isn’t pronounced Song: ‘Norwegian Wood’
and write /t/ or /d/ according to the pronunciation of Band: The Beatles (UK)
 Year: 1965
1965
each verb. Remind sts that verbs ending in /d/ or /t/ have
125
125
 7.4

She asked me not to stay D Read the model in the speech bubble with the whole
class and tell sts that they are going to make guesses about
she told me not to sit
the gaps in Ann and Bruce’s texts. Pair sts up and ask them
to use their imagination to discuss and complete the gaps
 Tip For further practice, refer sts to Grammar on p. 129.
Grammar on
in pencil for conversations 1-
1-3
3. Then, play 7.17 so sts can
check and correct their answers.
B Read the first sentence with sts and
a nd explain that there
are two extra words in bold. Elicit the unnecessary words in 7.17
bold and the correct order of the remaini ng ones. Instruct 1 Ann asked Bruce why he was late and he said he had
sts to continue crossing out the two extra words in bold and  just crashed his cat, but what he meant to say was he
reordering the remaining ones in each sentence. Paircheck. had just crashed his car.
Classcheck by writing the answers on the board. 2 Bruce asked Ann if she was hungry and she said she
wanted vegetarian blood, but what she meant to say was
Luke I asked my computer to read my
read my new email… for, it
she wanted vegetarian food.
Sue I asked my phone if it would rain tonight
rain tonight and it said…
3 Bruce asked Ann if she was going to the party and she said
will, for
she couldn’t because she had broken her uncle. But what
Ron The satnav told me to turn left
turn left and… for, if
she meant to say was she had broken her ankle.
Ian The stereo asked me what I wanted to
wanted to listen to. did, want
Mitt I asked my satnav where I was and
was and he told me not to
worry.. am, to / for, don't
worry 2. food
2. food 3. ankle
3. ankle

C Ask: What about the autocorrect function on your phone? E MAKE IT PERSONAL  Pair sts up and give each pair of sts
Do you use it? Does it cause you problems?  Have sts read two slips of paper. Have partners ‘text’ each other, each
Bruce and Ann’s texts and restate them as reported writing a message on a slip of paper and then swapping
speech. Clarify that Bruce’s texts are in blue and Ann’s are them. Sts should then write replies on the slips of paper
in green. To model the activity, point to the first question and swap them again.
and say: Ann asked Bruce… Elicit the completion of the
Have sts swap partners and give the new pairs two slips
sentence (‘why he was late’). Ask sts to use the reported
speech form with all the sentences in conversations 1- 1-3
3. of paper each. Have sts use the new slips of paper to
report to their new part ners the previous conversation,
1. Ann asked Bruce why he was late, and he said he’d just e.g.,, ‘I asked ( previous partner) what he / she wa s doing at
e.g.
crashed his cat. Ann asked him what he meant, and he the weekend. He / She said he / she didn’t know’.
said that he meant his car, not his cat. He said that he
Invite volunteers to report their conversations to the
hated autocorrect.
whole class.
2. Bruce asked Ann if she was hungry and she said that she
wanted vegetarian blood. Then she said that what she
had meant to say was…
3. Bruce asked Ann if she was going to the party and she Workbook p. 37
said she couldn’t because she had broken her uncle. Then ID Online Portal
she said that she meant… But that it was still serious. Grammar p. 128

126
126
 7.5

Do you spend too much time on social networks? /

Do you enjoy a good argument?
Lesson Aims:  Sts practise taking notes and expressing views after watching a video and listening to a TV debate about a book
called The Dumbest Generatio n .
Generation 

   5
 .
Function L anguage
   7
  n
Viewing / Listening to
to an
an in
interview wi
with an
an au
author. I’m he
here to
today wi
with Ma
Mark Ba
Bauerlein, au
author of
of The Dumbest
  o Generation , a provocative new book that says ‘the digital age
  s
  s
  e
   L
stupefies young Americans and jeopardizes our future’.
Listening and note-taking. … visits to libraries + museums. Technology in teenage
bedroom: laptop, video game console, Blackberry.
Talking and taking notes about a video. ‘I’d never read that book.’
‘Don’t trust anyone under 30 ?’
?’
Listening to a TV debate. Young people are reading less and less.
Expressing your opinion. We can’t deny that the Internet needs to be more strongly
regulated. That may be true, but…
Vocabulary: Trust, dumb(est), stupefy, jeopardize. Phrases for expressing views: ‘We can’t deny that…’ ‘Hold on a second, let me
finish’, ‘Yeah, I couldn’t agree more’, ‘I totally disagree’, ‘What’s your point exactly?’, ‘OK, point taken’, ‘Please, get to the point!’.
Grammar: Review speaking generically about topics (‘People say that…’, ‘T ‘Teenagers
eenagers are usually…’). ‘It depends on…’.

 Warm-up Divide the class into groups of five. Ask each g roup 7.18 Notice Mark’s hesitation / repetition and Nick’s
to come up with five pieces of advice expressing ‘dos’ and listening sounds.
‘don’ts’ for learning English,
English, e.g., always do your homework, M = Mark N = Nick
don’t miss lessons, avoid tex ting or checking emails
emails on your M What I don’t understand is how, how is it that, on the 2001
phone during lessons, watch films in English,
English, take notes about NAEP history exam, 52% of high school seniors chose Nazi
new vocabulary, don’t be late for lessons, try to speak
spe ak English Germany,, Imperial Japan or Fascist Italy as our a lly
Germany lly.. Not the
outside class, etc. Soviet Union.
When groups have finished, ask e ach student to pair up with N Hi, I’m Nick Gillespie with Reason TV. I’m here today with
a classmate from a different group. Have partners tell each Mark Bauerlein, author of The Dumbest Generation . A
other their group’s ‘dos’ and ‘don’ts’. Classcheck by asking provocative new book that says ‘the digital age stupefies
young Americans and jeopardizes our future’. In fact,
sts to report
repor t their partners’ tips to the whole class. Encourage
there’s even a, er, second er, subtitle, which says ‘don’t trust
them to use reported speech by asking: What did (partner’s
anyone under 30’. Mark, what’s the premise of the book?
name) tell you to do?  (e.g., ‘Ana
‘Ana told me not to miss le ssons
M Digital culture… er, means, means this to most teenagers.
and to avoid texting in class.’)
It doesn’t open them up to the great big world… of ideas
and artworks and, and, and documents and politics and
foreign affairs – which is all out there on the Internet, the
 Skills: Listening and note-taking potential is there. Instead, it gives them what… teenagers
really care about: other teenagers.
A Books open. Direct sts’ attention to the book title and N Mmm hmm.
have them read all they can on the book cover. Ask: What M Access to one another. They’re not going to the Smithsonian
do you think the book is about? Would you like to read i t? Institution website. When Nielsen Ratings examined the
most popular websites for young adults, nine out the top ten,
Read definition 1 and ask sts to find the matching word
teenagers, nine out of the top ten were for social networking.
on the book cover. Then, instruct them to find the correct
N Mmm.
words for definitions 2-4
2-4.. Paircheck. Classcheck.
M 55% of high school students spend less than one hour
a week reading and studying for class. They spend nine
1. trust
1. trust 2. dumbest
2. dumbest 3. stupefies
3. stupefies 4. jeopardizes
4. jeopardizes
hours a week social networking.
N Sure.
B Have sts work in pairs to ask and answer questions M And this, this is what brought me into this, this work.
1-3 about the book in A. Play
1-3 7.18 so sts can check their Studies of leisure habits by
by,, by young adults. And one
answers. Classcheck. thing we can say is… that… the leisure reading people do,
young people do, the visits to museums that they do.
 Cultural Note Point out to sts that the video uses the N Mmm hmm.
American English name for a mobile phone, a ‘cell phone’; and M The library visits that they do, those have gone down. And
the American author uses the pas t participle of got ‘gotten’, that’s, that’s just natural, because the menu of leisure options
which is no longer used in British English but is very common for young, for teenagers and young adults, has gotten bigger
bigger..
in North America. Reading is, is, is… has a smaller portion on the menu…

127
127
 7.5

N Mmm. called The Dumbest Generation  and basically it says that

M … er, that they have. And when you go into the average Internet is making young people... stupid.
15-year-old’s bedroom now, it’s a multimedia centre. T Well, he has a point.
Yeah, there’re a few books up there on the shelf. There’s B Seriously, Tom?
the laptop, the cell phone, video game console, Blackberry, T Yeah. I mean, we can’t deny that teens are buying fewer
iPod, and all those diversions give them something a lot books and generally…
more compelling… P How old are you, Tom?
… than the story of Antony and Cleopatra and Caesar! T 22… We’re not reading as much as people in their 30s or
N Hmm mmmm. 40s, you know? I mean, bookstores like Borders are going
out of business week after week. I find that…
B Well, it depends on what you mean by reading. It’s… It’s
1. Over 30, because the subtitle of the book is Don’t Trust
not that teens are reading less, it’s just that they’re reading
Anyone Under 30 .
on their tablets... or e-readers, smartphones, or whatever.
2. S ocial networks, laptop, (mobile) phone, video game
My daughter, for example, has downloaded, what, 200,
console, Blackberry, iPod.
300 titles and…
3. All topics except social networks.
P But how many of those has she actually read?
T That’s a good point.
C Find out about sts’ note-taking habits. Ask: How often B I don’t know, but, you see, the point is… reading has been
do you take notes in class? What about in work meetings or on the decline for…
university lectures? T Barbara, but don’t you think…
Read World of English  on note-taking. Then, have sts briefly B Hold on a second, let me finish. Listen, people have
read notes 1-6 and replay 7.18 as they listen and complete been reading less for at least 30 years, long before
the gaps. Paircheck. Replay the track if necessary. Classcheck. the Internet ever existed. So, really, we can’t blame the
Internet, can we?
1. ideas, documents, politics 2. 90 3. 1 hr., 55 4. 9 hrs. P Hmm… Well, you may agree or disagree, but he makes
5. museums, libraries 6. laptop, (mobile) phone, iPod some valid points, don’t you think? Young people have
access to more information than we ever did, but, honestly,
how much are they actually learning? I mean, I was talking
D MAKE IT PERSONAL  Ask sts to swap partners. Have them
to my son the other day and he thought Rome was a
take turns asking and answering questions 1-4 in their new
country... a country! And he’s a pretty smart boy, you know?
pairs. Before sts begin, go over Common Mistakes  with them
B My point exactly! The book says teens are getting
and invite two volunteers to act out t he model dialogue in
dumber… I totally disagree. If anything, people’s IQs have
the speech bubbles for the whole class. Monitor sts’ work
gone up, not down, over the past 90 years or so.
closely and take notes for delayed correction. Classcheck
T Mmm… That may be true, but don’t you think there’s
and ask: Did you find any strong differences of opinion?
something wrong here? Rome – a country? Come on!
And you know what, I also think the, er… young people
Personal answers.
are starting to avoid face-to-face contact because of the
Internet…
B Yeah, I couldn’t agree more.
 in Action: Expressing your views
T I mean, most of my friends spend hours and hours locked
A Tell sts that they are going to listen to a TV panel in their rooms, chatting on Facebook. I mean, this can’t…
discussing the book from Skills A, The Dumbest
Generation. Explain there are three people participating in 1. T 2. B 3. B 4. P 5. B 6. T
the show. Write their names on the board: Tom (T) , Barbara
(B), and TV presenter (P) .
B Invite a volunteer to read the first supporting
Point to sentences 1-6 and tell sts that they are going argument to the class. Draw sts’ attention to points
to listen and identify the person who made each point. 1-6 in A and ask them: Which point in A relates to this
Model the task for sentence 1 by saying: ‘Young people are argument? (4). In the same way, sts should match the rest
(1) reading less and less.’ Who says that, Tom, Barbara or of the supporting arguments to the other points in A.
the TV presenter?  Tell sts to listen to the track and then Paircheck. Play 7.19 again so sts can check their answers.
write T, B or P for each point. Allow them a few seconds to Classcheck. Finally, ask the class: In your opinion, which
read points 1-6. Then, play 7.19. Paircheck. Replay 7.19.
are the weakest arguments?
Classcheck.
4, 5, 1, 6, 3, 2
7.19 Notice the stress, pauses and /ɔɪ/.
P = presenter T = Tom B = Barbara
C Read World of English  with sts and lead them in choral
P … which means, that, yeah, the website was most probably
repetition of the three sentences in the box. Tell sts to turn
hacked. Speaking of the Internet, I just got my hands on a
book by a guy called Mark Bauerlein and... well, the book’s
to p. 164 and underline five more examples of  point in AS
7.19. Classcheck.

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 7.5

Well, he has a point. E MAKE IT PERSONAL  Divide the class into groups of
That’s a good p oint. three. Point to the sentences coming out of the megaphone
and ask groups to choose one of the topics. Within their
The point is…
groups, sts should role-play a three-minute TV debate.
He makes some valid points.
Ask sts to prepare before the discussion starts. Assign
My point exactly!
roles A, B and C within each group and then read the
instructions with the whole class. Clarify that st A should
D Ask sts to complete the gaps with the words from the agree with the statement chosen, st B should disagree
box. Tell sts that there are three extra words which will and st C should begin the debate, take notes and decide
not be used. Play 7.20 so sts can check their answers. whether st A or st B has the best arguments.
Then, replay the track for choral repetition, pausing after
Encourage sts to come up with arguments to support their
each sentence in the table.
views and to use language from C and D. Allow groups two
or three minutes for preparation before the debate. Then,
7.20
have all the groups start their debates at the same time.
T = Tom B = Barbara
1 T Yeah. I mean, we can’t deny that teens are buying fewer Walk around the classroom and monitor, taking notes for
books and generally… delayed correction. Classcheck by asking each group’s st C
2 T Barbara, but don’t you think… to report the outcome of the debate and briefly summarise
the arguments for each side.
B Hold on a second, let me finish. Listen, people have
been reading less for at least 30 years. Have sts swap roles A, B and C within each group and
3 B Well, it depends on what you mean by reading. select a new topic. Restart the debate process. Repeat the
4 T Mmm… That may be true, but don’t you think there’s same procedures for monitoring and class checking.
something wrong here? Rome – a country? Come on!
Personal answers.
5 T I also think the, er… young people are starting to avoid
face-to-face contact because of the Internet…
B Yeah, I couldn’t agree more.
6 B My point exactly! The book says teens are getting
Workbook p. 38
dumber… I totally disagree. If anything, people’s IQs
ID Online Portal
have gone up.
Grammar p. 128
ID Café Video p. 144
can’t
Hold
on
true
more
totally

129
 8.1

8
Unit overview:  The main topics of unit 8 are modal perfects, question tags,
reflexive pronouns and vocabulary related to furniture.

How important are looks?

Lesson Aims:  Sts look at and use reflexive pronouns and phrasal verbs in the context of discussing the importance of one’s appearance.

   1
 .
Function Language
   8
  n
Reading about a woman’s looks before and after cosmetic ‘This month, Zoe Cowel tells us how she reinvented her looks.’
  o surgery. ‘I had the wrinkles of a 60-year-old…’
  s
  s
  e Talking about one’s attitude toward one’s own looks. Do you worry about putting on weight? Is there anything you
   L
think you should cut out from your diet completely?
Watching / Listening to a TV commercial about a beauty Introducing the next revolution in beauty. Get ready to
product. experience a whole new you.
Debating the importance of appearance. I think talent is as important as appearance for celebrities.
Vocabulary: Wrinkles, dark circles (around one’s eyes), cheeks, loose skin, chin, thin lips, eyelashes. Phrasal verbs: cut down
on, cut out, work out, take up, stick to .
Grammar: Reflexive pronouns.
Before the lesson: Before sts arrive, write the lesson’s Song line (p. 83) on the board.

 Warm-up Have sts read the Song line on the board (see B Read Common Mistakes  with sts and the model in the
Before the lesson ) and find out whether they know the name of speech bubble. Say: Look only at the ‘after’ photo and say
the song or the singer who recorded it. Ask: Do you consider what’s different. Have sts work in pairs to complete the
vanity a positive or negative thing? activity. Classcheck.

Song line: Personal answer.

 Vanity! It’s so good to be fab ulou s and gl amorou s.

 We love our selves and no o ne else. C Read headings a-d with the class and explain the
 Va-va-va-va-van ity. meaning of the word miserable  (very unhappy). Ask sts to
Song: ‘Vanity’ read paragraphs 1-4 of ‘Beauty and the beast?’ quickly and
Singer: Lady Gaga (USA) match them to the corresponding headings in a-d. Give
 Year: 2008 sts a time limit of four minutes. Play 8.1 so sts can check
their answers.

1  Reading a. 4 b. 1 c. 3 d. 2

A Books open. Focus sts’ attention on the question in the

lesson title: ‘How important are looks?’ Elicit situations or
D Pair sts up. Ask: Do you think Zoe’s happier now?
areas in life in which one’s look might make a difference, Go over the model text in the speech bubble and have
e.g., finding a partner, getting a job, making friends, having pairs discuss the answer to the question. Classcheck sts’
high self-esteem. guesses. Play 8.2 so sts can check their guesses.

Point to the woman in the photo. Ask a few questions

8.2
whose answers sts can find in the text, e.g., Who’s this
My friends say I look ‘fabulous’, with varying degrees of
woman? How old is she? What does she do for a living?
enthusiasm. My husband – who’s in his mid 30s – says he
Focus on the woman’s ‘before and after’ image and point loves me just the same, not more, not less, and I think he
to numbers 1-7 on her face. Ask: What do we call number 1, means it. At work, I finally got the promotion I had always
these lines we get as we grow older?  Help sts find the first dreamed of. Happy coincidence? Who knows. I’m certainly
word in bold in the text, wrinkles. feeling better about myself, which is something. But
happier? To be perfectly honest, I’m not sure.
Point to the photo and the bold words in the text and say:
Read paragraph 1 and match the words in bold to numbers
1-7. Paircheck. Classcheck. She feels better about herself, but she’s not sure she’s happier.

1. wrinkles 2. dark circles around my eyes 3. cheeks

E Instruct sts to re-read the text and decide whether
4. chin 5. loose skin 6. eyelashes 7. thin lips statements 1-7 are true (T) or false (F). Paircheck. Classcheck.
130
 8.1

 Tip Alternatively, ask sts to close their book s. Say: We’re Personal answer.
going to play a game. I’m going to tell you some information
about Zoe. Stand up if you think it’s true. Sit down, or remain B Tell sts that they are going to watch / listen to a advert.
seated, if you think it’s false. Read sentence 1 and make Ask them to identify four words from the first paragraph
sure that sts have understood the game. Continue reading of the text 1A in the advert. Play 8.3. Classcheck.
the sentences one by one and have sts stand or sit to answer
without re-reading the text. Then, allow sts to open their books 8.3 Notice /n/ and /ŋ/.
and refer to the text to check their answers. Classcheck.
Introducing the next revolution in beauty. Get ready to
experience a whole new you. It’s you, perfected. Say
1. F 2. F 3. T 4. T 5. T 6. F 7. T goodbye to fine lines and wrinkles and hello to full lips,
sparkling eyes and lashes that never end. And that’s just
the beginning. Transform your look the way celebrities do
F MAKE IT PERSONAL  Read questions 1-3 with the whole
with this beauty industry secret that’s now available for the
class and have sts discuss them in pairs. Walk around
first time ever. Introducing Fotoshop by Adobe. Finally look
the classroom to monitor pairs’ discussions. Classcheck
the way you’ve always dreamed. The difference is clear.
sts’ opinions and provide them with feedback on their
Just one application of Fotoshop can give you results so
performance.
dramatic they’re almost unrealistic.
Personal answers.
wrinkles, lips, eyelashes, eyes
G If possible, use a small hand mirror to demonstrate
reflexive pronouns. Look at it and say: I’m looking at myself C Point to the words listed and ask: Were these words
in the mirror.  Write the sentence on the board and ask: mentioned in the advert? Have sts listen again and number
Who’s looking? Who am I looking at?  Then, give the mirror the words in the order they hear them. Replay 8.3.
to a student and have him / her look at himself / herself. Paircheck. Replay the track if necessary. Classcheck.
Say: He / She’s looking at himself / herself in the mirror.  Ask:
Who’s looking at the mirror? Who’s he / she looking at? 5, 4, 7, 1, 3, 2, 6, 8
Read Common Mistakes  with sts. Then, have them read
and complete World of English . Ask sts to find five more D Focus sts’ attention on the words in C and have them
examples of reflexive pronouns in the text about Zoe. work in pairs to mark the stressed syllable in each word. Ask:
Classcheck. Which word has the last syllable stressed? Classcheck. Ask: Do
 you know why? Read the R  box with the whole group and
... tells us how she reinvented her looks… and herself.
highlight the suffixes -ion, -ence, -y and -ic where they appear
... when I looked at myself in the mirror. in the list of words in C.
... I decided to stop feeling sorry for myself...
The word results  has the last syllable stressed.
... who had made a name for himself taking care of TV
celebrities. Because the other words finish with the unstressed suffixes
-ion , -ence , -y  and -ic .
But I’ve promised myself that I’m going to stick to my
exercise programme...
E MAKE IT PERSONAL  Divide t he class into groups of
H Draw sts’ attention to the underlined phrasal verbs three. Review the phrases for expressing v iews on p. 81,
in the text on p. 82. Ask the class to match these phrasal lesson 7.5, in Action D, and encourage sts to use them
verbs to definitions 1-6. Paircheck. Classcheck. in the discus sion. Tell sts to express their opinions, agree
or disagree with other group members’ opinions and
1. cut down on 2. cut out 3. work out support and explain their views.
4. stick to 5. put on 6. take up
 Weaker classes Allow sts time to prepare their arguments
I Have sts use the phrasal verbs from H to complete the before the discussion starts. Ask them to look at the language
gaps in sentences 1-5. Classcheck. from p. 81 and write down their views on the topics.

1. putting on 2. work out 3. cut out 4. cut down on Have groups discuss sentences 1-3. Monitor and take notes
5. stick to of any mistakes for delayed correction, as well as of
successful and adequate utterances for praise. Classcheck
Read question 1 and model the answer and follow-up
by asking sts to report or summarise group members’
question in the speech bubbles. Pair sts up and have them
opinions. Provide sts with language feedback.
take turns asking and answering 1-5. Encourage sts to ask
follow-up questions when possible. Classcheck. Personal answers.

2  Listening
Workbook p. 39
A Point to the photo and ask: What product do you think is
ID Online Portal
being advertised? Have sts guess in pairs. Classcheck. Ask:
Grammar p. 130
Do you think it’s a product for women only?
131
 8.2

Do you like to hear gossip?

Lesson Aims:  Sts study and use modal perfects in the contexts of gossiping about, apologising to, sympathising with, and
criticising people based on what they have done.

   2
 .
Function Language
   8
  n
Listening to people gossiping. Is that Debra? No way! I mean, Debra was, like, huge!
  o
  s
  s
Reading gossip on phone texts. That must’ve taken, like, ages! That can’t have been easy.
  e
   L Guessing what happened in various situations. The driver might have put his wallet on the car.
Apologising, criticising and sympathising. That must’ve been terrible.
What? You must’ve lost your mind!
Vocabulary: Gossip. Expressions for apologising, sympathising and criticising people: ‘No way!’, ‘You can’t have done that!’,
‘Oops!’, ‘I think I might’ve said too much’.
Grammar: Modal perfects.
Before the lesson: Write the following questions on the board:
1. Do you ever look for wrinkles when you look at yourself in the mirror?
2. Do you eat a lot of sugar? How difficult do you think cutting down on sugar would be for you?
3. Which sport would you take up if you had more free time?
4. Have you ever started a diet you couldn’t stick to?
5. Do you know anybody who has completely reinvented his / her looks like Zoe from the previous lesson?
What did he / she do?

 Warm-up In order to review vocabulary from the last class, B Read statements 1-5 with the class and ask sts to
have sts work in pairs to discuss the questions you wrote on predict whether the statements are true or false. As they
the board (see Before the lesson ). Classcheck. have already listened to this conversation, some sts might
know the answers. Ask them to listen again to check.
Replay 8.4 and have sts listen and mark true (T) or false
(F) for statements 1-5. Classcheck.
3  Listening
1. T 2. T 3. T 4. T 5. F
A Books open. Introduce the photo and elicit details from
sts by asking: What’s the occasion? Are these people friends?
What do you think the two people in the background are C MAKE IT PERSONAL  Focus sts’ attention on the lesson’s
doing? Play 8.4 so sts can check their guesses. title question, ‘Do you like to hear gossip?’. Elicit the
meaning of the word gossip. Explain that the same word is
8.4 Notice/v/ and /w/. used both as a verb and as a noun, so a person who gossips
J = Julie D = Debra A = Andy is also called a gossip,  as well as the conversation about
A Oh my God Julie, look over there! Is that Debra? one’s private life itself.
J No way! I mean, Debra was, like, huge! Point to questions 1-4. Pair sts up and have them take
A Yeah, I know… We used to call her… Oh, no, she’s coming turns asking and answering questions about the topic.
this way. Hi Debra! How lovely to see you! Classcheck.
D Julie… Andy… Nice to see you both.
A You look so… er… Personal answers.
D Slim? Yeah… I’ve lost a little weight. Fifty pounds, in fact...
J Fifty pounds? How did you do that?
D Well, I just cut down on alcohol, sugar and…
4  Grammar: Modal perfects
A No cake? That can’t have been easy! A Point to the four phones and ask: How often do you
J Andy! So, Debra… Fifty pounds! That must’ve taken, like, ages! gossip by phone? Which apps do you use to communicate with
D Well, you’d be surprised… Less than a year...  friends? Ask sts to read the chats and insert lines a-d in
J So... Are you still working at the cake factory? the correct conversations. Paircheck. Play 8.5 so sts can
D Actually, I found a new job. I’m the manager at an Apple check their answers.
store. You know I always loved technology.
A Oh, manager? Well, I guess the new look may have 1. d 2. a 3. b 4. c
helped… Who knows?
Ask sts to study sentences a-d and circle the correct
D Oh, that’s Brad over there! Excuse me, I have to go.
options in the first two items in the Grammar box. Then,
A Why did she go? Was it something we said?
have them complete the table. Paircheck. Classcheck. Read
J Well, I don’t know… She might have thought we were
Common Mistakes  with the whole class.
making fun of her.
1. past
Personal answers. 2. past par ticiple

132
 8.2

must can’t might / Ask sts to identify each case: Which one shows sympathy?
have have may have Which one is an apology? Which one is an example of criticism?
I’m almost sure this happened.  Tell sts that they are going to hear five conversations.
Maybe this happened.  Instruct them to write C for criticism, A for apology or
S for sympathy in the gaps next to items 1-5. Play 8.7.
I’m almost sure this did not happen. 
Paircheck. Replay the track if necessary. Classcheck.

 Tip For more practice, refer sts to Grammar on p. 131. 8.7

M = man W = woman
Draw sts’ attention to the Song line on the top of p. 85 and 1 M1 So, are you ready for Sunday?
find out if sts can sing the song or know its name and the W1 Huh? What do you mean?
band who recorded it. Say: This song was in a famous film M1 Hello? Gloria’s birthday?
with Julia Roberts and Richard Gere (Pretty Woman). Have you W1 Oh! No one invited me...
ever seen it?. M1 Oops. I, erm, I think I might’ve said too much. Sorry. I
thought you... I thought you’d been invited.
Song line:
W1 Well, kinda looks like I wasn’t, doesn’t it?
It must’ ve been love, but it’s over now. 2 M2 Guess what?
It must’ve been good, but I… W2  What?
Song: ‘It Must Have Been Love’ M2 I’ve left my job at the factory.
Band: Roxette (Sweden) W2 What? You must’ve lost your mind! You’ll never find a
 Year: 1990
 job like that again. Not in a million years! How... how
The band released this single in Sweden in 1987, but it was only
are we going to make a living Harry?
relased internationally in 1990.
M2 I’ve got it all worked out – don’t worry.
W2 Tell me you’re joking! No way! You can’t’ve done that!
B Go over World of English  with the whole class. Then, point
You just can’t.
to items 1-6 and say: Julie and Andy are gossiping at a party.
3 M3 Brenda kinda broke up with me.
These are their comments.  Ask sts to rephrase the sentences
M1  Kinda?
using modal perfects. Do the first one with them to model
M3 Yeah. She said we needed some time apart and... stuff.
the activity. Have sts paircheck and then listen to 8.6 to
M1 Ouch. That must’ve come as a surprise.
check their answers. Write the answers on the board as well.
M3 You bet it did.
2. He must have given it up. 4 W1 What’s with the sad face?
W3 Ringo has gone to a better place.
3. They might have had an argument or something.
W1 Who? What?
4. He can’t have bought it himself.
W3 Our Labrador. I found him dead in the garden last night.
5. He might not have got an invitation. W1 Oh... the dog. I’m... I’m so sorry. That must’ve been
6. She can’t have forgotten to buy one. / She might have left terrible.
it at home. W3 He was like family, you know?
5 M1 I must’ve left a hundred messages in your voicemail.
Why didn’t you return my calls?
C Point to photo 1 on the top right corner of p. 85 and
W2 I was kinda busy. Sorry.
ask: What do you think happened?  Guide sts to use modal
M1 Look, if it’s about last night... I’m really sorry for
perfects in their answers, as in the model text in the
anything I might’ve done. Really. I drank a little more
speech bubbles.
than I should and I kinda...
Divide the class into small groups and have the sts in each W2 Went wild. And I bet you don’t remember anything.
group guess what happened in photos 1-6. Remind them M1 No... not really. What happened?
to form their guesses by using modal perfects. Sts should
avoid saying maybe  or perhaps at this stage. Monitor closely
1. A 2. C 3. S 4. S 5. A
and offer help if necessary. Have each group join another
one to compare guesses. Classcheck.
B Have sts complete the sentences with t he verbs
Personal answers. provided. Ensure that they u se contractions. Play 8.8 so
sts can check their answers. Write the answers on the
board as well.

5 Pronunciation: Must’ve, can’t’ve  and might’ve 1. might’ve done

A Write three simple sentences on the board to exemplify 2. might’ve said

apology, criticism and sympathy: 3. must’ve lost

1. I’m sorry, I didn’t mean to offend you. 4. can’t’ve done

2. You shouldn’t have rung her! 5. must’ve come

3. I understand what you’re going through. 6. must’ve been

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 8.2

Draw sts’ attention to the phonetic transcriptions Monitor sts’ conversations closely for accuracy and
/mʌstəv/, /kɑːntəv/, and /maɪtəv/ and use these to pronunciation. Take notes for delayed correction. At t he
drill pronunciation. Replay 8.8 for choral and end, invite volunteer pairs to act out their dialogue for
individual repetition. another pair or for the whole class.

Personal answers.
C MAKE IT PERSONAL  Have sts swap partners and work
in their new pairs to role-play a dialogue about one of the
photos (1-6) on p. 85. Refer sts to the model dialogue in the
speech bubbles and point out that this dialogue is referring Workbook p. 40
to photo 6. Ask sts to use language from B and other ID Online Portal
Grammar p. 130
sentences with modal perfects.

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 8.3

Have you ever cut your own hair?

Lesson Aims:  Sts learn and practise causative forms in the contexts of listening to a teenager’s party preparations and talking
about how self-sufficient one is at home.

   3
 .
Function Language
   8
  n
Talking about birthdays. What’s the most significant birthday?
  o
  s
  s
Reading a TV review. My Super Sweet 16  shows you all the fun, glamour and
  e excitement…
   L

Listening to a girl talk about her birthday preparations. Dad hired a fashion designer and we’re going to have a new
dress made.
Talking about activities people hire others to do. I usually have my car washed by someone else.
Vocabulary: Straighten (one’s) hair, have (one’s) nails done.
Grammar: Causative form.

 Warm-up Ask sts to stand up and form a row according C Britney, this is so exciting! What will you be wearing?
to the order of their birth month and day. Set the starting B Dad bought me this pathetic pink dress and…
(January) and the ending point (December) of the row in C Yuck!
the classroom. Encourage sts to mingle and ask classmates B Yeah, I know! So I told him, ‘Dad! Hello? This is a film party,
‘When’s your birthday?’, so as to find out where they should not a fairy tale!’
stand in the row. Classcheck to make sure sts are in the C Duh!
correct order. After that, have each student pair up with B And I wanna look just like Demi Lovato.
the person standing next to him / her. Ask these pairs to sit C Yeah, who doesn’t? Demi rules.
together for the following activity.

1. T 2. F 3. T 4. F

6  Listening
D Point to the photos and say: These activities were all in
A Books open. Ask: Is your birthday an important date to  preparation for Britney’s party. Ask: Do you think she spent
 you? Point to questions 1-4 and have sts discuss them in a long time planning her birthday party?  Have sts listen
pairs. Classcheck. to the dialogue and number the photos in the order they
are mentioned. Play 8.10. Replay the track if necessary.
Personal answers. Classcheck.

B Have sts briefly scan the text and say: This is a TV 8.10 Notice the silent letters.

review. What’s the name of the show? How do you think the B = Britney C = Courtney
critic rated it?  Ask sts to read the text. Classcheck. B And I wanna look just like Demi Lovato.
C Yeah, who doesn’t? Demi rules.
The critic rated My Super Sweet 16  in a critical way and B So Dad hired – get ready for this – a fashion designer and
does not recommend the TV programme for teenagers. we’re going to have a new dress made.
C Specially for you?
C Tell sts that they are going to hear two teenagers B Of course.
talking to each other. Say: Listen to Britney tell Courtney C That is so cool! And your hair looks amazing! Tell me, did
about her birthday party.  Read sentences 1-4 with sts and you have it straightened?
ask them to write true (T) or false (F). Play 8.9. Paircheck. B Yeah. I spent, like, ten hours at the hairdresser’s and I got
Classcheck. my nails done too… Look!
C Oh my God, I would die for those nails… So… is
8.9 Notice s = /s/ or /z/. everything ready?
B = Britney C = Courtney B No! Can you believe it? My parents are, like, so
C Oh my God, oh my God, oh my God! You mean just like the incompetent. I mean, the pool’s dirty and Dad hasn’t got it
cleaned yet. Hello? Does he expect me to do it? And Mum
one on My Super Sweet 16 ?
can’t cook, so we still need to have the cake made. This is
B Yeah, but, like, a thousand times better… Mum was like,
all so stressful! I’m exhausted!
‘Sweetheart, why don’t we have an ice-skating party?’, and
C Who wouldn’t be?
I was like, ‘Mum, that is so last year!’
B And, get ready for this, I signed all two hundred invitations
C Yeah, totally.
myself. It took me, like, one hour.
B So... We’re having a film party.
C Hmph! Like you had nothing better to do.
C Yay! Great!
B There’ll be a massive outdoor screen by the pool and…
Well, you’ll see. It’ll be, like, the most fun you’ve ever had… 2, 4, 1
Ever. I hope it doesn’t rain. 6, 5, 3

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 8.3

E Read the first half of the sentence in 1 and elicit the  Weaker classes Leave the following prompts on the board and
correct ending from the second column. Instruct sts to match drill a few examples before s ts begin working in pairs. Write:
sentences 1-6. Play 8.11 so sts can check their answers. have / hair / straighten
swimming pool / clean, cake / make
6, 5, 1, 3, 4, 2 nails / do, dress / make, sing / invitations
Point to the first photo and ask: What did she get done for the
F MAKE IT PERSONAL  Have sts swap partners and take  party? Write on the board and drill the sentence, ‘She got her
turns asking and answering questions 1-3 in their new hair straightened’. Make sure sts understand that they need
pairs. Classcheck by inviting volunteers to report their to use the past participle form of the verb and elicit more
partners’ answers. examples if necessary. Then, have sts in each pair take turns
describing the preparations for Britney’s party. Classcheck.
Personal answers.
Her dad hired a fashion designer and she had a new dress made.
She had her hair straightened.
7  Grammar: Causative form
She got her nails done.
A Go over the rules in the Grammar box with sts. Point to Her dad had not got the swimming pool cleaned yet.
statements 1-6 in 6E and ask: Which activity did Britney do
She still hasn’t had the cake made.
(herself)? (sign the 200 invitations). Ask: Who did the other
She signed all 200 invitations herself.
activities? Which do you think was the most expensive? Then,
have sts look at pictures a-b and mark the corresponding
sentences in item 3. Classcheck. C Have sts complete Britney’s friends’ comments with
the causative form of the verbs provided. Paircheck.
1. Britney signed the 200 invitations. Classcheck with 8.12.
2. Personal answers, e.g., ‘Dad got the pool cleaned’, ‘I
think getting a fashion designer was the most expensive’. 1. get / done

3. b, a 2. had / made

3. is going to get / built
Draw sts’ attention to the lesson title question on the 4. to get / redecorated
top of p. 86: ‘Have you ever cut your own hair?’. Have sts
5. had / covered
answer in pairs. Then, write on the board: I usually have
my hair cut every two months.  Ask sts: How often do you
have your hair cut? D MAKE IT PERSONAL  Read the activities with sts and
briefly ask if they enjoy doing them: Do you enjoy ironing
 Tip Ask sts to go to Grammar on p. 131 for more exercises.  your clothes? What about washing your car?

Divide the class into groups of three. Ask sts: How

Read the Song line on p. 87 with the whole class and ask:
self-sufficient are you?  Read and drill the three questions,
Have you ever heard this song? Do you know who sings it? and have two sts read the model dialogue in the speech
bubbles to the whole class. Then, have sts in each group
Song line:
ask and answer questions and talk about the activities
Now he’s getting a tattoo, listed. Monitor closely for accuracy and offer help
 yeah, he’s g etting ink done. whenever necessary. Classcheck.
He asked for a ‘13’ but they drew a ‘31’.
Song: ‘Pretty Fly (For a White Guy)’ Personal answers.
Band: The Offspring (USA)
 Year: 1998

B Read World of English  and Common Mistakes  with sts. Workbook p. 41

Then, have them look at the photos in 6D and, in pairs, ID Online Portal
Grammar p. 130
recall the preparations for Britney’s party, e.g., ‘She had her
Writing Bank p. 152
hair straightened’, ‘She got her nails done’, and so on.

136
 8.4

Have you got a lot of furniture in your room?

Lesson Aims:  Sts look at question tags and learn vocabulary related to furniture in the contexts of having a room redecorated
and surprising a friend.

   4
 .
Function Language
   8
  n
Listening to an English lesson on furniture. Actually, we call it a rug – R-U-G. The carpet covers the whole
  o floor, not just a small part of it.
  s
  s
  e Listening to friends talking about changes made in a room. I had the new bed made specially.
   L
What about the rug? I mean, he loved that rug, didn’t he?
Asking and answering with question tags. You really like spinach, don’t you?
You’ve never been to Australia, have you?
Vocabulary: Bedside table, blanket, sheet, pillow, rug, lamp, floor, wall.
Grammar: Question tags.

 Warm-up Review names for the parts of a house. Make a 8.13

quick sketch on the board of a house floor plan, similar to T = teacher St = student
the one below. Alternatively, if technology is available, google T OK, so in a room we have four… What?
images of house floor plans that show beds in the bedroom, St1 Hmm… people?
a cooker in the kitchen and other items to elicit room and
T No, you know what I mean. Where you hang pictures…
furniture names. Ask the whole class: What room is this?
St2 Oh, walls!
In addition, elicit the names of pieces of furniture sts might
T Exactly. And between the walls, at the bottom… You
know, e.g., bed, sofa / settee, fridge, table, chair, TV , sink.
know, where you stand, where you walk…
St3 Ah! The floor… And what do you call the thing opposite
the floor… at the top of the room?
T Good question. That’s the ceiling – C-E-I-L-I-N-G – but
you can’t see it in the picture.
St2 And what’s that thing on the floor? A carpet?
T Actually, we call it a rug – R-U-G. The carpet covers the
whole floor, not just a small part of it.
St2 OK.
St1 What about the table beside the bed? The thing with
the British flag, and the electronic stuff on top.
T You’ve just said it.
St1 What? Flag?
T No, the table beside the bed is a DA-da table…
St1 A what?
T A bedside table.
St1/2 Oh… OK. And what’s the white thing in the corner?
T That’s probably the lamp – yeah, it’s the lamp. And how
many pillows are there in this bedroom?
St1 How many what?
T You know… The soft thing you put your head on to
sleep…
St2 Ah… three or four. How do you say that again?
T Pillow. And the white thing covering the bed is… the
8  Vocabulary: Furniture
sh…?
A Books closed. Ask: Have you got a lot of furniture in your St1 Sheet!
bedroom? Elicit or pre-teach vocabulary with simple line T Yes, well done! Can you name the other thing on the
drawings on the board (or photos from the Internet) of bedrooms bed? The warm thing?
that contain pillows, a bedside table, a rug, a duvet and so on. St2 No idea.
T That’s the blanket.
Books open. Focus on the two bedrooms on p. 88 and elicit
opinion from sts by asking: What do you think of these
bedrooms? Which bedroom would you like to live in? Why? bedroom 1

Tell sts that they are going to listen to an English lesson about
furniture. Say: The teacher is using one of these photos to teach B Point to item b in photo 1 in A and ask What do you
new words. Listen and decide which photo the class is looking at: call letter b? (wall). Have sts match the rest of the items
 photo 1 or photo 2. Play 8.13. Paircheck. Classcheck. to the correct words. Paircheck. Play 8.13 again so sts
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 8.4

can confirm their answers. Classcheck. Ask: Did the M Funny? I mean, your housemate goes away for two months
 pronunciation of any of these words surprise you?  Drill all and you turn his bedroom into… into… Disneyland!
the words. B Oh, come on! He’ll laugh, you’ll see.

bedside table – c blanket – g floor – h lamp – a

pillow – f rug – d sheet – e wall – b Barry wanted to play a trick on his housemate Tom. Barry
had the room redecorated while Tom was away.

C Read the model sentence in the speech bubble to the

whole class. Pair sts up and ask them to compare the C Go over row headings a-e in t he table as well as the
items in rooms 1 and 2 in A using words from B. Monitor people listed in the column heads. Tell sts that they
closely for pronunciation and correct any mistakes on the are going to listen to the dialogue again and check who
spot. Classcheck. did what. Play 8.15 again. Have sts paircheck without
looking at each other’s books; that is, they must talk,
Personal answers. as in the model dialogue in the speech bubbles. Ensure
that partners hide their bo oks and check their answers
by speaking to each other. Replay 8.15 so sts can check
D In pairs, sts should comment on who might live in each
their answers. Classcheck.
of the bedrooms in A. Refer them to the model text in the
speech bubble. Classcheck sts’ opinions.
Barry his friends a professional
Personal answer. a paint the walls  

b paint the bedside table 

c paint the lamp 

9  Listening
d make the new bed 

A Tell sts that they are going to see if their guesses from e buy the new rug 

8D were correct. Say: Listen to the owners of the rooms from

8A and see if you were right. Play 8.14. Classcheck.
D MAKE IT PERSONAL  Have sts swap partners. Ask them
to take turns asking and answering questions 1-3 in their
8.14 Notice /θ/ and /ð/.
new pairs. Classcheck by having each student report his /
B = Barry M = Mick
her partner’s answers to the whole group.
B Dude, you’ve gotta come and see what we’ve done.
M Done what? I don’t like the sound of this, Barry. You haven’t Personal answers.
done anything crazy, have you?
B No, no, it’s great. Come and have a look.
M Oh my God! This place looks so… so... pink!
10  Grammar: Question tags
B I know! It’s amazing, isn’t it?
M But… but… This is Tom’s room, right? A Have sts look at the question tags and read the
B Yeah! But with a few small changes… sentences briefly. Play 8.16 as sts listen and complete the
gaps with the question tags provided. Classcheck.
Personal answers.
1. have you? 2. isn’t it? 3. did you? 4. didn’t he?
5. don’t you?
B Have sts listen to the rest of the dialogue. Ask: Why
did he change the room like that?  Play 8.15. Classcheck.
B Ask sts to study the sentences in A and choose
Then ask: Do you think his housemate will really laugh?
the correct options in the Grammar box. Paircheck.
Will he like the changes?
Classcheck.

8.15 Notice /l/ and /w/. 1. question 2. the same 3. do, does, did 4. negative
M = Mick B = Barry
M Small? You didn’t do all this yourself, did you?  Tip For additional practice, refer sts to Grammar on p. 131.
B Well, no, not really. The guys helped me paint the walls…
I took care of the bedside table and, er… Read the Song line on the top of p. 89 and ask sts if they
M Oh my God, you painted it pink. You must’ve been out of know the song or the band who recorded it. Highlight the
your mind. question tag in the line for sts.
B I had the lamp painted too and... the bed, of course. I had
the new bed made specially. Song line:
M What about the rug? I mean, he loved that rug, didn’t he?  Two jumps i n a week.
B Well, yes, but it didn’t go with the new look, you know? So I bet you think that’s pretty clever,
I bought him a new one. don’t you boy?
M You know he’s gonna kill you, don’t you? Song: ‘High and Dry’
B No, come on, I mean, it’s only a jok e! He’ll see the Band: Radiohead (UK)
funny side!  Year: 1995

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 8.4

C Go over World of English  with the whole class. Explain T I don’t know what to say.
that the same question tag can have different intonations
B Well… You’re welcome!
depending on the speaker’s intention.
T This was Paula’s idea, wasn’t it?

 Tip Write have you? on the board and say number 1 from A B Well, let’s just say that it was a gift from all of us…
T Who needs enemies with a friend like you?
with rising intonation first, You haven’t done anything crazy,
have you? Sound as if you were unsure about the answer.
Mark the stress and intonation on the board as follows and There were four question tags.
have sts repeat the phrase after you. Tom seemed upset at first but then laughed at the joke.

have you?
Then, say it again with falling intonation, so that sts can notice
E Ask sts to work in pairs and complete the question tags
from memory. Then, play 8.17 again so sts can write the
the difference. Make it clear you only expect confirmation, that
sentences and check their answers.
is, ‘you haven’t done anything crazy’. Point out to sts that this
intonation can convey disappointment or even accusation.
But you said you’d be back tomorrow, didn’t you?
Erase the previous markings and illustrate falling intonation
You know I sleep here, don’t you?
as follows. Have sts repeat the phrase with this intonation.
You’re not serious, are you?

have you? This was Paula’s idea, wasn’t it?

Have sts look at 1-5 in A. Ask them to mark  or  F MAKE IT PERSONAL  Have sts complete the gaps in
according to the intonation used in the recording. Play questions 1-5 with the correct question tags and then
question 1 in 8.16 and pause the track so sts can mark answer a, b or c about themselves. Classcheck.
the intonation. Paircheck. Classcheck. Play the rest of 8.16
pausing after each question as sts listen and mark the 1. don’t you?
intonation. Paircheck. Replay 8.16. Classcheck. 2. didn’t you?
3. aren’t you?
1.  2.  3.  4.  5. 
4. have you?
5. did you?
D Tell sts that t hey are going to hear Tom’s reaction when
Alternatives: Personal answers.
he returns home and sees his new bedroom (photo 2 in A).
Ask sts to listen for two things: (1) How many question tags
are asked? and (2) Was Tom upset? Play 8.17. Paircheck. G MAKE IT PERSONAL  Tell sts to transform 1-5 in F into
Replay 8.17 if necessary. Classcheck. original questions by replacing the words in bold with their
own ideas, e.g., ‘You really like spinach baseball, don’t you?’.
8.17 Pair sts up and have them take turns asking and
B = Barry T = Tom answering the questions they came up with. Encourage sts
B Hey, look who’s here! Welcome home! to use a variety of answers from F as well. Classcheck by
T Hi Barry. Man, it’s good to be back. having each student report his / her partner’s answers.
B But you said you’d be back tomorrow, didn’t you?
 Tip If time allows, have all sts stand up and mingle, asking
T Yeah… but they cancelled today’s meeting… thank God…
their questions to as many classmates as p ossible. Classcheck
’n so here I am.
and ask if there were any similar answers.
B So, how are things?
T Terrific. Lots of good news. I’ll tell you later… Man, it’s good to
Personal answers.
be home. The hotel room was just… What in the name of…
B Surprise!
T Wait, wait, wait… er… You know I sleep here, don’t you?
B Yes, and I also know you’re a huge Disney fan. So, voilà ! Workbook p. 42
T Yeah, but... but… Pink? Really? You’re not serious, are you? ID Online Portal
B Man, I knew you would love it! Grammar p. 130

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 8.5

Is your listening improving? /

 What’s the hardest part of language learning?
Lesson Aims:  Sts predict information in listening activities via the context of talking about famous logos. Sts also learn and
practise how to express preferences about English-learning experiences.

   5
 .
Function Language
   8
  n
Comparing old and new logos. The new Myspace logo is weird, isn’t it?
  o
  s
  s
Listening to and predicting information. He’ll mention something negative.
  e He’ll talk about new users.
   L

Comparing brands. I prefer Ray-Ban. Their designs are cooler.

Talking about English-learning preferences. Which one are you better at: grammar or vocabulary?
Vocabulary: Logo, makeover, university lecture, fortunately, however, in addition.
Grammar: Expressing preferences: prefer (something) to, like (something) better, both, either .

 Warm-up For a high-energy start, begin the class with rousing these topics do you think will not be discussed? Read topics
drills. Follow the model below. Alternate between choral and with sts and play 8.18 as they listen and decide which
individual repetition. topic is missing. Classcheck.
T You haven’t done anything crazy. – You haven’t done
anything crazy, have you? Repeat. 8.18

Sts You haven’t done anything crazy, have you? ... the next couple of days. So today, as part of our ‘image is
T You really like going to the beach. – You really like going everything’ series, we’re going to be looking at the reasons
to the beach, don’t you? Repeat. behind three different companies – global companies –
Sts You really like going to the beach, don’t you? altering their logos and how their target markets liked – or
T Now you. You’re from San Francisco. didn’t like – the new versions. And trust me, some of the
Sts You’re from San Francisco, aren’t you? stories are fascinating. Our very first…
T You aren’t from the UK.
Sts You aren’t from the UK, are you? The cost involved.
T You went to work yesterday.
Sts You went to work yesterday, didn’t you?
T You didn’t start learning English this year. C Go over World of English  with the whole class. Then, tell
Sts You didn’t start learning English this year, did you? sts that they are going to make predictions as they listen
T You don’t like fast food. to someone lecturing about Myspace’s and Starbucks’
Sts You don’t like fast food, do you? logos. Read sentence 1 with the class. Play 8.19 and pause
T She’s from London. when you hear the first beep. Then ask: Will he mention
Sts She’s from London, isn’t she? something positive or negative? Have sts underline their
T He hasn’t been to England yet. guesses. Resume 8.19 so sts can check their answers.
Sts He hasn’t been to England yet, has he? Repeat the procedure for sentences 2-6, pausing the track
T They were very friendly to you. at each beep. Classcheck.
Sts They were very friendly to you, weren’t they?
8.19
So, as most of you probably know, Myspace was by far
 Stronger classes Signal or prompt rising intonation (thumbs the most popular social networking site from 200 6 to
up) or falling intonation (thumbs down) for each question tag. 2008. At the time, it was wor th, what, about 12 billion
dollars... Yeah... Things were going pretty well for
Myspace. But one day… (beep) Facebook came along
 Skills: Predicting and, sadly, Myspace star ted to shrink – profits fell,
people were fired, and so on. So, here’s what Myspace
A Books open. Point to the old and new logos and have two does: it radically changes its… logo. Now, do I like it?
sts read the model dialogue in the speech bubbles. Pair sts Well, obviously, existing users – the people who already
up and have them look at the changes made to the logos in access Myspace – won’t have trouble remembering the
the table and discuss which ones they prefer. Classcheck. name of the site. However, (beep) if you’re trying to
attract new user s, you know, people who might’ve never
Personal answers. visited the site, then that might not work. I mean, how
do they type the address? What name do they go ogle?
So, was this a good idea? Hmm... (beep) Definitely not.
B Tell sts that they are going to hear the beginning of
a university lecture about logo makeovers. Ask: Which of Now, take a look at the s econd slide... As some of you

140
 8.5

may know, in 2011, Starbucks celebrated its, er, its 40 th categories 1-6. Tell them to use a blank sheet of paper to
anniversary. To mark the occasion, they must’ve thought: draw a reasonably big and visible logo for each company.
‘Hey, let’s create a new logo and drop the words “Starbucks Divide the class into groups of five and have sts within
Coffee”.’ Well, unfortunately, (beep) most Starbucks each group compare their logos to see if any are the same.
customers were not crazy about the new logo... They Explain that sts score a point for each unique drawing. At
preferred the old one and didn’t quite understand why the end, ask: Who’s the class ‘Picasso’?
Starbucks took their name off. Well, personally, (beep) I find
the new green logo simple and elegant. You see, Starbucks Personal answers.
and its logo are well-known all over the world, and the green
circle… well, the green circle speaks for itself. In other
words, (beep) the logo doesn’t need to tell the world that it’s B Point to 1 in A and elicit the names of two actual sports
Starbucks Coffee – everybody knows that. clothing companies, e.g., Nike and Adidas. Have sts write
these down and continue their list by adding two examples
of real companies for each of the categories 2-6 in A. Then,
1. negative ask sts to answer questions 1-3 about the companies they
2. new listed. Classcheck.
3. doesn’t like
Personal answers.
4. didn’t like
5. his opinion
C Ask: Do you remember the university lecture in Skills B?
6. explain what he said
Say: We’re going to hear two students who have just attended
the lecture. Let’s hear what they say about it.  Play 8.22 and
D Ask: Do you know the clothes company called Gap? Tell have sts listen to find out which logo both speakers like.
sts that thi s company’s logo changed as well. Point to Paircheck. Replay the track if necessary. Classcheck.
the phrases and have sts work in pairs to guess the story
based on these phrases. Classcheck sts’ guesses. Play 8.22 Notice /ʌ/, /ʊ/ and /uː/.
8.20 to check.
G = Guilherme F = Fabi
G I love this class. It totally rocks.
8.20
F Yeah, it’s really good, isn’t it? I wish we’d had Professor
Now, moving on to our third story... and the last one
Ford last year.
today... Gap released their new logo... yeah, the beauty on
G Yeah. He’s awesome.
the right… a few years ago. They must’ve tried to create
F That Myspace logo is interesting, isn’t it?
something modern and contemporary, but, b oy, were they
wrong. The dark blue square on the left certainly looked G Honestly, I think the new one sucks. I really do.
very traditional, didn’t it? It was used for more than... F Hmm... I kind of like it... It feels, I don’t know, different...
more than two decades, and mos t people loved it. Then What about Starbucks? Which one do you like better?
the new one comes along and, guess what, ever ybody... G I don’t know... Both are OK, I guess, but I think I like the
hates it. In a matter of hours, there are thousands – I old one better than the new one.
mean thousands – of negative comments on Facebook F Really? Oh, come on! It feels so... old, with the name and
and Twitter. A few weeks later, Gap discards the new logo, all... Well, I don’t really like either of them... I’m tired of the
returns to the old one, and fires the president. How about green mermaid.
that? Honestly, I think they were right to go back to the G Now, maybe I’m crazy, but remember the Gap logo?
old one. Moral of the stor y? Well, if it ain’t broke, don’t F Uh-huh.
fix it! G I actually prefer the second one to the first.
F You mean the one that looks like it was drawn by a child?
Personal answers. G Exactly!
F You know what? Me too. They shouldn’t have gone back to
E Read sentence 1 and elicit predictions by asking: How the old one.
many words are missing in this gap? Have sts guess the
number of words missing in each gap in 1-3. Classcheck The new Gap logo.
sts’ guesses. Play 8.21 so sts can check their answers.
Replay the track if necessary.
D Have sts try to complete the gaps for sentences 2-7
Predictions: Personal answers. from memory. Replay 8.22 so they can check their
answers. Classcheck.
1. they must’ve 3 words
2. who might’ve never 4 words 2. sucks 3. better 4. Both 5. than 6. either 7. to
3. must’ve tried to 4 words

E Go over Common Mistakes  with sts and have them

correct sentences 1-5. Paircheck. Classcheck.
 in Action: Expressing preferences
Then, have sts swap partners. Ask: Do you agree with these
A Tell sts that they are going to play the ‘Logo game’. Have opinions? Have the new pairs look at 1-5 again and discuss
sts draw one logo for a hypothetical company in each of the ideas with their partners. Classcheck.
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1. I think Meryl Streep rocks. Have sts work in groups of four, so they have three
classmates to ‘interview’. Ensure that sts write down notes
2. Both Facebook and Twitter suck, I think. of their classmates’ answers in the table. Monitor and offer
3. I like Firefox better than Internet Explorer. help if necessary.
4. Beyoncé or Mariah Carey? Hmm… I don’t like
 Tip Alternatively, ask all sts to stand up and mingle with their
either of them.
classmates until they have interviewed three classmates.
5. I prefer cats to dogs. Actually, I can’t stand dogs.
Opinions: Personal answers.
G MAKE IT PERSONAL  Divide the class into groups of
four, different from those they worked with in F. Have sts
F MAKE IT PERSONAL  Go over the table and the model work in their new groups to compare their findings from
question in the speech bubble with the whole class. Drill F using the notes they have written down in their tables.
possible questions sts can use to elicit information for Classcheck.
items 1-4, e.g., ‘Which one are you b etter at…?’ ‘Which one
do you prefer…?’ ‘Do you prefer… or…?’ Personal answers.

Weaker classes Write these sentence frames on the board

and leave them there for reference during the activity.
Workbook p. 43
Tell sts that their answers should include at least three ID Online Portal
Grammar p. 130
of these words from the box: easy, fun, good at , helpful,
ID Café Video p. 145
irritating, useful .

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 Review 5
Units 7-8

Grammar and Vocabulary  Have sts turn to the St A: How do you spell
pronunciation chart on attractive ?
A Picture dictionary. Pair sts up and have partners test p. 155. Focus sts’ St B: A-T-T-R-A-C-T-I-V-E.
each other and review the vocabulary in units 7 and 8. attention on the list of St A: Right. How do you
 words for consonant spell stressed ?
Monitor sts closely throughout the picture dictionary tasks sounds, just below the St B: S-T-R-E-S-S-E-D.
and correct vocabulary and pronunciation on the spot. 2 words
pictures. Pair sts up and St A: That’s right.
assign roles for st A and St B: Now you. How
for each
st B in each pair. Explain do you spell scissors ?
Tip In order to provide sts with as much fluency practice consonant
that st A should ask, How do you spell has ?
sound in lines
as possible, expand the activity into the mini-dialogues ‘How do you spell…?’
3 and 4,
suggested below. for two words with each
p. 155
consonant sound in the
third line of the chart.
Then, sts should swap
Picture Procedures Mini-dialogues / roles, with st B testing
dictionary  Suggested language st A on two words
 with each sound in the
Pair sts up and have them St A: (points to photo a)
fourth line.
hide the text in 1C on  What’s this?
p. 73 with a notebook St B: That’s a (flat) tyre.
or a sheet of paper. Ask (points to photo b)
8 car parts,
partners to take turns  What’s letter b? 8 car parts:
p. 72
pointing to photos a-h St A: It’s the bonnet.
on p. 72, asking and (points to photo…) (flat) tyres, bonnet, boot, steering wheel, wipers, engine,
answering questions clutch / accelerator / brake, windscreen
about car parts.
5 common objects:
Have sts hide the text in St A: (points to photo a)
3C with a notebook or a  What are these? watch, keyboard, mobile phone, satnav, screw
sheet of paper and look St B: They’re fake watches
5 common only at photos a-e . Ask or goods. (points to 4 reported speech stories:
objects, p. 74 sts to work in pairs to test photo b) What’s letter b?
each other on the five St A: That’s a computer William Bonney Jr told his mother he was doing well this year.
common objects shown keyboard. (points to Vanessa said her dog was friendly.
in the pictures. photo…)
Geri told Josh the part y was informal.
Have sts report what St A: (points to picture 1)
people said in situations  William Bonney Jr told Andy said that he wouldn’t arrive late.
4 reported 1-4 in 4E. his mother he was doing
speech  well this year. 7 face words:
stories, p. 75 St B: (points to picture 2) wrinkles, dark circles around (my) eyes, cheeks, chin,
 Vanessa said her dog
 was friendly. (loose) skin, eyelashes, (thin) lips

 Ask sts to cover the St A: (points to number 1) 6 past predictions (po ssible answers):
text about Zoe with a  Wrinkles.
He might’ve been robbed.
7 face words, notebook or a sheet of St B: (points to number 6)
p. 82 paper. Have them work in Eyelashes. The owner must’ve dropped his / her laptop.
pairs to point to and name
the parts of Zoe’s face, 1-7. The dog might’ve jumped in the washing machine.

Have sts say what St A: (points to photo 1) He might’ve passed vestibular , the Brazilian university
might’ve, must’ve, or He might’ve been entrance examination.
6 past can’t’ve happened in robbed.
predictions, photos 1-6. St B: (points to photo 2) The boss must’ve received bad news from the head office.
p. 85 The owner must’ve OR He can’t’ve been happy with the employees’ performance.
dropped his / her
laptop. He must’ve dropped his mobile phone.

Tell sts to cover the St A: (points to the first 6 party preparations:

statements in 6E with photo) Have your hair have your hair straightened, have the po ol cleaned, have
6 party a notebook or a sheet straightened.
preparations, of paper and, in pairs, St B: (points to the the dress made, have the invitations signed, have the cake
p. 86 try to recall the party second photo) Have the made, have your nails done
preparations from pool cleaned.
photos 1-6. 8 bedroom items:
Have sts hide the words St A: What’s letter a? lamp, wall, bedside table, rug, sheet, pillow, blanket, floor
in 8B with a notebook or St B: It’s a lamp. What’s
8 bedroom a sheet of paper and ask letter b? 2 words for each consonant sound (possible answers):
items, p. 88 them to work in pairs to St A: It’s the wall.
/t/ stop, attractive
test each other on the items
of furniture pictured in a-h. /d/ adore, middle

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 R5

/n/ tennis, one for items 1-7, adding punctuation marks where appropriate.
Paircheck. Classcheck by writing the answers on the board.
/l/ long, all
/s/ kiss, science
1. Can you show me how this phone works?
/z/ size, jazz
2. Do you know where this bus stops?
/ʃ/ action, special
3. I wonder if it will rain tomorrow.
/ʒ/  treasure, usual
4. You don’t take sugar and milk, do you?
5. You will remember to send that email, won’t you?
B Ask sts: Are you superstitious? Say: Look at Fred Football.
6. Could you tell me what this cable is for?
He’s a football player and has a pre-match ritual. Point to the
first picture and have a student read the model text in the 7. Do you know how to turn off this machine?
speech bubble to the whole class.
Ask: Which activity did he do by himself? Emphasise that sts F Have sts work in pairs to guess what news the people in
should use the causative form for all the other activities. pictures 1-2 have just received. Refer sts to the model in the
Pair sts up and have them say each step of Fred Football’s speech bubble before they begin. Classcheck sts’ guesses.
ritual using the prompts provided. Monitor sts’ work
closely and correct any mistakes on the spot. Personal answers.

Classcheck by inviting four volunteers to say one sentence

each. Write the answers on the board if necessary. G Have sts swap partners. Invite two volunteers to read
the model dialogue to the whole class. Tell sts that they
He has his kit washed. are going to role-play short dialogues with the people from
He has his boots checked. F. Go over the instructions for st A and st B with the group.
He has his photo taken. Then, have pairs act out their mini-dialogues. Monitor and
The different action is: He cuts his (own) hair. offer help if necessary. Classcheck by inviting volunteer
pairs to perform their role-plays for the whole class. Then,
say: Let’s listen to the real dialogues. How close were you?
C Role-play. Have sts swap partners. Tell them that Play R5.2 to classcheck.
they are going to role-play an interview with Fred
Football. Assign roles for st A and st B in each pair. Refer
R5.2
sts to the model dialogue in the speech bubbles. Monitor
1
sts’ interviews and take notes for furt her correction. At
A = Anna F = Farhad
the end, invite a volunteer pair to act out the interview
for the whole class. Then, provide the whole group with A Oh hey, Farhad, look what I got!
language feedback. F Huh? Er... What is it?
A It’s from the art college. Look, I think it’s about my
Personal answers. application.
F Cool! Well, open it, then.
A OK, OK, here it goes.
D In order to convey the concept of a tongue twister,
F And?
write a model on the board: She sells seashells by the
A They didn’t like my portfolio.
seashore. Challenge sts to say it as fast as they can.
F Oh, I, er... So...
Then, tell sts that they are going to hear a tongue twister A They say, ‘We regret to inform you that your application has
with words a, b and c from 1. Draw sts’ attention to the not been successful this year’. Huh… Well, that’s that, then.
underlined ending (-ed) and ask: Which sound is different: a, 2
b or c? Have sts listen and check their answer as you play
D = Dan S = Sarah
the first sentence of R5.1. Classcheck. Play the rest of
D Facebook update, Facebook update. Huh. Why do I never
R1.1 and have sts choose the different sound in sentences
get any actual emails anymore?
2-3. Paircheck. Classcheck.
S Well, you know honey, people just write short messages,
you know, it’s quicker and...
R5.1
D Oh, no way! Look at this one!
1 I asked, then I parked and then the problems started.
S What’s that?
2 We accuse you of causing the accident. No excuses!
D Oh, it’s Kim. She just got married. No way!
3 Should they accelerate, accommodate or experiment?
S Kim?
D Oh, she’s, she was my first girlfriend, you know, back
1. started 2. accuse 3. accomodate in high school. Look, check out this photo. Doesn’t she
look great?
Replay R5.1 and have sts practise saying the tongue
S Oh! She looks, she looks really pretty. I like what she’s done
twisters in pairs. Classcheck.
with her hair.

E Point to item 1 and elicit the correct order of words and

punctuation. Have sts reorder the words to make sentences Personal answers.

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 R5

H Ask sts to correct sentences 1-10 in Common Mistakes . 1. 9 words 2. 9 words 3. 8 words 4. 8 words
Point out that sts should find the number of mistakes 5. 7 words
listed in brackets. Whenever sts are uncertain, encourage
them to flip back through pp. 72-91 and check their
answers in units 7 and 8. Classcheck by writing the C Say: Now listen again and write the sentences. Replay
R5.3 assts listen and write down the sentences.
answers on the board.
Paircheck. Classcheck by writing the answers on the board.
1. I asked you not to turn it on. Then ask: Which words are the hardest to understand?
2. Why didn’t you tell me hello?
1. I started to miss him and I rang him.
3. Could you tell me what it says?
2. Hue’s dad looked so surprised when I kissed him.
4. Do you know where the library is?
3. Can you tell me how the problem started?
5. It depends on many things.
4. The shop manager s aid it’d just arrived.
6. I don’t know where he is. He might’ve gone to work.
5. I wonder if you c an help me.
7. I had my nails done at the spa. Don’t they look gre at?
8. Have you tested your brakes before the trip?
9. He likes cars mo re than motorbikes. D Ask sts to list eight electronic devices they have,
putting the items in order from the most to the least
10. ‘I prefer rock to pop.’ ‘Really? I don’t like either.’
important. Pair sts up and have partners compare and
explain their choices. Refer the class to the model in the
Skills Practice speech bubble. Classcheck.

A Books open. Ask sts to turn to p. 82. Allow them exactly Personal answers.
one minute to re-read Zoe’s text.
Books closed. Tell sts that they are going to listen to the same E Have sts swap partners. Ask the new pairs to imagine
text and practise taking notes. Explain t hat you will pause what each person is saying in the cartoons and role-play
the audio every 10 seconds, and sts should then write down the complete dialogues. Monitor sts’ sentences closely and
what they hear. Play 8.1, pausing after every ten seconds. correct any mistakes on the spot. Then, ask two or three
At the end, replay 8.1 so sts can check the notes they have pairs to join in order to form groups, and have the sts in
taken. Classcheck and ask: How much did you get right?
each group compare their stories and choose the funniest.
Classcheck by inviting groups to share their funniest lines.
Possible answers:
Seconds 1-10: Zoe did not like what she saw in the mirror. Personal answers.
She looked much older than her real age.
Seconds 11-20: She had put on a lot of weight.
F Focus sts’ attention on the article title and photograph.
Seconds 21-30: She decided to cut down on sugar and cut
Elicit opinions about how expensive the bathroom is and if
out alcohol. She also went to beauty technicians to have
sts would enjoy having a similar one at home.
some creams and face masks applied.
Seconds 31-40: Her last hope was to go to a surgeon. She Point to sentences 1-7 and have sts read the text and
underwent cosmetic surgery and she had a painful recovery. decide whether each sentence is true (T), false (F) or not
Then, she felt like a 48-year-old woman again. mentioned (N). Paircheck. Classcheck by writing the
answers on the board.
Seconds 41-50: Finally, she quit smoking and joined the
local gym, where she goes at least three times a week. She
1. F 2. T 3. T 4. T 5. N 6. T 7. N
has lost 15 pounds so far.
Ask: Have you ever had a bad e xperience with builders? Have
B Tell sts t hat they are going to listen to four extracts sts discuss the question in pairs. Classcheck.
from tracks they have heard in th is level. Say: Count the
Personal answer.
number of words you hear in each sentence. Emphasise
that sts should write down t he number of words after
they hear each sentence. Play R5.3, pausing after each G MAKE IT PERSONAL  Draw sts’ attention to the five topics
extract for students to write down t he number of words. written in this exercise. Ask sts to write five questions,
Paircheck. Classcheck.
one about each of the topics. Monitor their work closely
and correct as much as possible. Then, have sts stand
R5.3
up and mingle. Explain that they should interview three
1 I started to miss him and I rang him.
classmates using the five questions they wrote. At the
2 Hue’s dad looked so surprised when I kissed him. end, invite volunteers to tell the group the three most
3 Can you tell me how the problem started? interesting answers they heard.
4 The shop manager said it’d just arrived.
5 I wonder if you can help me. Personal answers.

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H Role-play! Read the instructions for st A and st B with R5.4

the whole class. Assign new pairs and have sts act out Does technology drive you mad?
dialogues about items 1-3. Encourage them to swap roles What was the last little lie you told?
for each dialogue. Classcheck and have three different
Are you confident with technology?
pairs
Are machines with personality a good idea?
role-play one dialogue each for t he whole group.
Do you spend too much time on social networks?
Personal answers. Do you enjoy a good argument?
How important are looks?
Do you like to hear gossip?
I MAKE IT PERSONAL Question time! Tell sts that they are Have you ever cut your own hair?
going to hear the 12 lesson title questions from units 7 and
Have you got a lot of furniture in your room?
8. Tell them that you will pause after each question so they
Is your listening improving?
can ask and answer it in pairs. Play R5.4 and pause after
What’s the hardest part of language learning?
the first question. Have sts work in pairs to ask and answer
the question. Encourage st s to ask follow-up
questions when appropriate. Classcheck. Repeat the Personal answers.
procedure for the remaining questions on the track.

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 9
Unit overview:  The main topics of unit 9 are a review of verb families, passive voice,
future perfect and future continuous and vocabulary on crime and punishment.

Does crime often worry you?

Lesson Aims:  Sts learn to talk about different types of crime. They also review and practise verb tenses they have learned s o far.

   1
 .
Function Language
   9
  n
Reading and identifying different text types. Violent murder of millionaire shocks Jacksonville.
  o
  s
  s
Deciding which crimes are the most and least serious. To me, credit card fraud is the least serious crime.
  e
   L Listening to people answer questions about crime. I’ve been living in this neighbourhood for, what, two years and
I’ve never seen a robber.
Doing a class survey about crime. Most students – four out of five, actually – think credit card
fraud has increased.
Vocabulary: Rob  vs steal . Crimes: murder , drug dealing , theft , robbery , burglary , kidnapping , bribery , credit card fraud , domestic
abuse , tax evasion , music piracy. Criminals: thief , robber , burglar , drug dealer , murderer , kidnapper.
Grammar: Review of verb families.

 Warm-up Have sts work in pairs, taking turns asking and b B Is there a problem, officer?
answering the lesson title questions from unit 8, pp. 82-91. M You were driving well over the speed limit, sir: 120 in a
Encourage sts to ask follow-up questions when appropriate. 70mph zone.
Classcheck by inviting volunteers to report their partners’ B Oh, I’m sorry, sir. Look… Oh whoops, what’s this? Oh,
answers to the whole class. I’ve dropped 100 pounds out the window. Could you
pick it up for me?
M Sir, I’m going to ask you to get out of the vehicle…
1  Vocabulary: Crime and violence W  Bribery.
c W1 Hey! That’s my bag! Hey, stop! Thief! Help! Police!
A Books closed. Write the lesson’s Song line (p. 95) on W2 A theft.
the board and f ind out whether sts know the song or the
d M1 Psst, what do you want?
singer who recorded it. Elicit the meanings of the words
M2 What have you got?
sheriff  and deputy.
M1 Everything you need, bro.
Song line: W Er… I think that is drug dealing.
e M Shhh! Good boy… Quick, get out of here!
I shot the sheriff,
W  Burglary!
but I did not shoot the dep uty.
f M We have your cat. We want 10,000 pounds, or you
Song: ‘I Shot the Sheriff’ won’t see him again.
Singer: Bob Marley (Jamaica)
W That’s, er… kidnapping.
 Year: 1973
g M OK. Nobody moves, nobody gets hurt. Put the money
Tell sts that this lesson is about crime. Ask: Does crime in the bag. Quick. Let’s go.
often worry you? Would you say we live in a safe city? W Armed robbery.

Books open. Draw sts’ attention to the various types of text

on the page. Ask: Which one is a tweet? (4). Play 9.1 as sts kidnapping – f
listen and read along. Have sts match extracts 1-6 to the burglaries – e
correct text ty pes as t hey listen. Paircheck. Classcheck. murder – a
bribery – b
4, 6, 2, 1, 3, 5
drug dealing – d
theft – c
B Point to the words in bold the texts in A. Have sts match
robbery – g
the words in bold to photos a-g. Play 9.2 so sts can check
their answers. Classcheck and drill pronunciation of all the
words in bold. C Ask sts to hide the texts on p. 94 with their notebooks
or a sheet of paper and then try to complete the types of
9.2 crimes mentioned in 1-4. Paircheck. Then, allow sts to look
W = woman M = man B = boy at the texts in A to check their answers. Classcheck and
a W That’s a murder. drill pronunciation of these terms.
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 9.1

1. fraud 2. abuse 3. evasion 4. piracy Which of the crimes listed…

Speaker 1 … shouldn’t be considered a crime?
Speaker 2 … do you worry about the least?
D MAKE IT PERSONAL  Ask sts to list the three most and
least serious crimes from B and C. Divide the class into Speaker 3 … have / has affected someone you know?
groups of four and have sts in each group compare their Speaker 4 … will probably increase in the next ten ye ars?
lists. Refer sts to the model text in the speech bubbles. Speaker 5 … do you worry about the most?
Classcheck.
B Read Common Mistakes  with the whole class. Explain
Personal answers. that the verb steal  is used when the criminal carr ies items
or money away with him / her (or drives a stolen car away).
Say: When a bank is robbed, thieves steal money. Ask: When
2  Listening a person is robbed, what do thieves usually steal? (money,
phones, watches, jewellery, and so on).
A Read the questions on the ‘clipboard’ with the class, but
do not have sts answer them yet, as they will do so later Tell sts that they are going to listen to the five speakers
in 3D. Tell sts that they are going to listen to five people again. Ask them to read sentences 1-5 briefly and play 9.3
answering these questions. Say: Listen to find out which again. Have sts mark sentences 1-5 true (T) or false (F) and
question person 1 is answering. Play the first part of 9.3 and then correct the false statements. Paircheck. Classcheck.
pause the track after the first answer. Classcheck. Then, play
1. T
the rest of 9.3, as sts listen and match speakers 2-5 to the
correct questions. Classcheck. 2. F (He hasn’t seen a robber in his neighbourhood in two
years.)

9.3 Notice /ʃ/ and /θ/. 3. F (A middle-aged woman broke into her neighbour’s
1 … And I mean, it’s just not fair. You’re simply downloading a house.)
song, for heaven’s sake! This is not theft! You’re not a thief! 4. T
Why should you go to prison? For using something that’s 5. F (She has taught her kids to run if a stranger approaches
out there for the whole world to use? Just last month they them.)
arrested this 19-year-old who’d been downloading CSI 
episodes. That’s so unfair! That’s why I really think songs,
books and music should be completely free. Also, if… C Ask sts to go to p. 165 and identify different types of
2 So this one’s kind of hard to answer, but, er… Gee, I don’t criminals in AS 9.3. Classcheck by writing the answers
know, maybe… armed robbery... I’ve been living in this on the board and drill the pronunciation of the new words.
neighbourhood for, what, two years and I’ve never seen a Ask: What’s the most common suffix?
robber. So, yeah, I mean, I never even think about it. I feel
pretty safe here, actually. By the way, this is really for a Types of criminals: thief, robber, burglar, drug dealer,
school project, right? I mean, you’re not going to share this kidnapper, murderer
on the Internet or anything, are you? Most common suffix: -er 
3 … Er, yeah. Burglary. Our next door neighbours went away
for the weekend and someone broke into their house. I
was watching TV, you know, and I saw the whole thing. The
3  Grammar: Review of verb families
burglar was a woman in her 40s – yeah, a woman, a blonde
woman wearing a mask. I called the cops, but when they got A Play 9.4 as sts listen to and read World of English . Then,
there, she’d already left, you know? So, I wondered… ask sts to match columns 1-4. Paircheck. Classcheck.
4 … Yeah, and call me a pessimist, but, really, I don’t see
any way out. What are this generation’s values? No one 1. continuous 2. perfect continuous 3. perfect 4. simple
knows for sure. No wonder teens are turning to drugs more
and more, and I… well, I think drug dealing is likely to get  Tip For exercises on verb tenses, refer sts to Grammar on p. 133.
worse as the years go by. And you know what? The new
legislation next year will probably make no difference. I
mean, sending drug dealers to prison is not enough. You B Write the first sentence from World of English  on the
see… Excuse me… board: I study English. Point to prompts a-c and elicit the
5 … Yeah. Well, not only me, but every mother in my changes to this sentence by saying: She. Sts should supply
neighbourhood. I mean, my husband and I are doing OK: the sentence ‘She studies English’. Write it on the board.
brand new car, nice house, we’ve just had a new pool Re-read the original sentence and prompt the next change
built… So, you know, all eyes are on us. So, er... I keep by saying: The past. Sts should supply the sentence ‘I
telling my kids to, you know, just run if someone they don’t studied English’. Then, elicit the negative and interrogative
know gets too close… Run as fast as they can, no matter forms of the sentences and write sts’ contributions on
who – anyone can be a kidnapper in potential, you know? the board. Instruct sts to do t he same for the rest of the
Or, God forbid, even a murderer. So, yeah, that’s something example sentences from World of English . Paircheck.
that worries me. A lot. Oh, and here’s something else… Classcheck by writing the answers on the board.

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a. She studies English. / She is studying English. / She has teens are turning to drugs more and more – C
studied English. / She has been studying English. The new legislation next year will probably make no
b. I studied English. / I was studying English. / I had studied difference. – S
English. / I had been studying English. my husband and I are doing OK – C
c. I don’t study English. Do I study English? / I am not we’ve just had a new po ol built – P
studying English. Am I studying English? / I haven’t
studied English. Have I studied English? / I haven’t been D MAKE IT PERSONAL  Divide the class into groups of
studying English. Have I been studying English? three. Point to the survey in 2A and ask sts to interview the
other people in their groups with those questions. Have sts
C Ask sts to go back to AS 9.3 onp. 165 and name the take notes of their partners’ answers.
verb tenses in the underlined phrases using S (simple), Then, assign new groups so that sts are each working
C (continuous), P (perfect) or PC (perfect continuous). with a totally different set of sts. Have them work in
Classcheck. their new groups to compare their notes on the survey,
as exemplified in the speech bubble. Classcheck sts’
You’re simply downloading a song – C survey results.
who’d been downloading CSI  episodes. – PC
I feel pretty safe here, actually. – S
Our next door neighbours went away for the weekend – S Workbook p. 44
I was watching TV – C ID Online Portal
she’d already left. – P Grammar p. 132

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 9.2

How could your city be improved quickly?

Lesson Aims:  Sts look at and practise the passive voice in the context of talking about improvements made in the Colombian
city of Medellín.

   2
 .
Function Language
   9
  n
Listening to information about changes made in the city of It was judged favourably because of its progress in helping its
  o Medellín. poorer citizens…
  s
  s
  e Reading about how developments changed Medellín. These cable cars connect poor and middle-class Medellín,
   L
both literally and symbolically…
Talking about changes that could be made in one’s own city. I really like the one about the importance of being proud of
your city. I mean…
Reading tweets and quotations. @PedroH: Library park – wonderful idea. I really think they
should be adopted as a model for the rest of South America.
Vocabulary: Cable cars, escalators, civic centres, cartel, homicides.
Grammar: Passive voice.
Before the lesson: Prepare index cards with crime-related vocabulary from the last lesson. Write one type of crime on each
card, e.g., kidnapping , burglary , robbery , murder , drug dealing , music piracy , tax evasion , credit card fraud , domestic
abuse , bribery .

 Warm-up Have sts play a gue ssing game in groups of four. 9.5 Notice /v/ and /w/.
Give each group one set of cards (see Before the lesson ) and NR = news reader
have them turn the cards face down. Explain that sts should NR Medellín, Colombia’s second-largest city, is no longer
take turns drawing a card describing the crime for the rest of known simply as a den of violent drug cartels. Although it
the group members to guess. Each correct guess scores one still has problems with crime, in 2013 it won a competition
organised by the Urban Land Institute for ‘the world’s
point for the student who guessed it right and one point for
most innovative city’.
the student who described it.
Monitor sts’ descriptions and guesses closely for accuracy and
pronunciation. At the end, find out who scored more points in most innovative city
each group and provide sts with language feedback.
B Point to photos a-c and use them to elicit or present the
following vocabulary: cable cars, library, escalators. Ask: How
4  Listening do you think these developments have helped Medellín? Have
sts discuss t his question in pairs. Classcheck.
A Books closed. Begin the lesson with the Song line on
p. 97. Sing it if you can, or simply read it and ask sts to Personal answer.
listen and guess the song and the band who recorded it.
C Say: Listen and see if any of the points from your
Song line: discussion in B are mentioned. Play the second part of 9.6.

Sweet dreams are made of this, who am I to Classcheck.

disagree? I travel the world and the seven seas…
Song: ‘Sweet Dreams (Are Made of this)’ 9.6 Notice the pauses and the stress.
Band: Eurythmics (UK)
NR So, how did Medellín manage to beat cities such as
 Year: 1983
New York, and, well, every other city in the entire
Write the phrase I travel the world and the seven seas on world? It was judged favourably because of its
the board. Ask: Which places would you most like to visit? progress in helping its poorer citizens access the
city centre via its innovative public transport system,
Have you ever been to Colombia? Elicit names of cities in
which includes an underground ‘metro’, cable cars,
Colombia and find out what sts know about the country.
even a giant escalator or moving staircase to move
 Tip If your sts are Colombians, ask: Which cities in Colombia people downhill into the heart of the city! Medellín
also excelled in its development of public spaces
have you been to so far? Which ones would you like to visit?
and resources such as libraries and art galleries,
Books open. Tell sts that they are going to listen to a travel and in its rich cultural heritage.
report about a Colombian city called Medellín. Ask them to
tick the correct answer. Play 9.5. Paircheck. Classcheck. Personal answer.

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 9.2

5  Reading The passive voice is often used to move important

information to the front of the sentence.
A Have sts read the text quickly and then explain how Clauses can also be linked more clearly by using the pas sive.
the developments pictured in photos a-c have helped
Medellín. Paircheck. Classcheck.  Tip For further practice, refer sts to Grammar on p. 133.

a. The MetroCable  has helped to make violence rates drop,

connecting poor and middle-class parts of the city.
B Ask sts to underline six more examples of the passive
b. The library park is a civic centre, where people socialise.
voice in 5A. Paircheck. Classcheck.
The text says socialisation is crime’s number one enemy.
c. The escalators have given people a sense of dignity and
1. Medellín used to be considered the world’s murder capital
pride. This might have had an impact on crime.
2. … a network of cable cars which was financed by the
city’s public-private partnerships.
B Ask sts to re-read the text in A and classify statements
1-6 as being about the MetroCable (M), the escalators (E) or 3. The system, which can only be found in this city, is so
the library park (L). Classcheck. good…
4. Medellín’s first library park was built in 2007…
1. E 2. L 3. E 4. L 5. M 6. M
5. … eight new library parks have be en built…
6. … and they’re used by thousands of people every day
C Point to the boxes in the text in A. Tell sts that these
represent missing phrases. Have them match phrases 1-6 to Then, have sts complete the gaps in the tweets with verbs
the correct boxes in t he text. Paircheck. Play 9.7 so sts can 1-5. Paircheck. Classcheck. Pair sts up and ask them to
check their answers. Encourage sts to pay attention to the discuss the tweets and explain which points they agree or
pronunciation of the words with pink letters. Ask: Were there disagree on. Classcheck sts’ opinions.
any surprises concerning the pronunciation of these words?

6, 4, 5, 1, 2, 3 Tweets: 5, 2, 3, 1, 4
Agree / disagree: Personal answers.

D MAKE IT PERSONAL  Have sts swap partners and, in their

new pairs, re-read the last sentences of paragraphs 2-4 C Read quote 1 with sts and elicit how to complete the
in A. Ask: Which one do you think best explains the city’s gaps with the verb provided at the end of the sentence.
transformation? Would these things make a difference to your
Have sts form the passive voice of the verbs provided
city? Have sts discuss these questions in pairs. Classcheck.
to complete quotes 1-5. Play 9.8 so sts can check
their answers.
 Tip If, coincidentally, you are teaching in the city of Medellín,
adapt the last ques tion: Would these things make a difference
to other cities? 1. were made
2. has been forgotten
Personal answers. 3. was taught
4. be judged / are treated
5. be respected
6  Grammar: Passive voice

A Point to the underlined phrases in 1-6 in 5C. Tell sts Have sts work in groups of three to choose their favourite
to study them and then cross out the incorrect options to quote. Classcheck to find out which quote is the most
correct the rules for passive voice in the Grammar box. Sts popular among sts.
should also identify which rules are written in the passive
voice. Paircheck. Classcheck. Personal answer.

1. have, past
D Read Common Mistakes  with the whole class. Ask sts to
2. the present or past
go to p. 95 and point to activity 2B. Have pairs of sts take
3. For
turns saying sentences 1-5 in the passive voice. Monitor
Rules 1 and 3 are in the pas sive voice.
pairs’ sentences closely for accuracy, and correct any
Go over World of English  with the class and ask: Which mistakes on the spot. Classcheck by writing the answers
sentences are in the passive? on the board.

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 9.2

1. Digital content should not be paid. your favourite film directed by?’ ‘What’s your favourite
dish made of?’ ‘Who was your favourite goal scored by?’
2. A robber was seen in the neighbourhood last year.
‘Who’s your favourite perfume produced by?’ and so on.
3. Her neighbour’s house was broken into by a middle- After the game ends, classcheck by inviting volunteers to
aged man.
share their answers to some of the questions.
4. New laws will be introduced by the government next year.
5. Her kids were taught to shout if a stranger approaches them.  Weaker classes Drill several questions from the board game
before sts start playing.

E MAKE IT PERSONAL  Have sts swap partners and play the

‘Passive favourites’ game in their new pairs. Sts should ask
questions in passive voice, using who or what. Refer them to Workbook p. 45
the model dialogue in the speech bubbles. Elicit questions ID Online Portal
Grammar p. 132
that sts will need to ask to play the game, e.g., ‘Who was

152
 9.3

 Where will you be living in five years’ time?

Lesson Aims:  Sts look at and practise the future perfect and future continuous through the contexts of talking about cybercrime
and life in twenty years’ time.

   3
 .
Function Language
   9
  n
Listening to a radio show about cybercrime. They can delete or change computer records, create
  o fraudulent documents and sell classified information.
  s
  s
  e Talking about preventing cyber attacks on privacy. I try to create really difficult passwords.
   L

Reading and making predictions about the future. Soon, most people will be working from home.
A cure for the common cold will have been discovered by 2020.
Vocabulary: Cybercrime, cyber attacks, threat, warning, carry out, spread, target.
Grammar: Future perfect and future continuous.
Before the lesson: Write the following prompts on the board, grouping the inventions on one part of the board and the countries
on another:
 pressure cooker railway piano Netherlands Japan
submarine quartz watch underground / metro Switzerland Germany Italy
violin helicopter antibiotics Canada China UK USA
video game CD France

 Warm-up Have sts work in groups of three to guess the 9.9 Notice the consonant clusters.
nationalities of the people who invented the items written on DJ They can delete or change computer records, create
the board (see Before the lesson ). Before they start, elicit the fraudulent documents and sell classified information. And
nationalities of the countries on the board and encourage sts there’s nothing to stop them from one day saying ‘I have
to refer to the people of each country using, e.g., the Swiss , an idea. Why don’t we overheat some nuclear reactors?’.
the French , the Dutch , the Germans  and so on. Welcome to the age of cybercrime. Experts predict that
Model the activity by saying: I think the submarine was by 2025 cyber attacks will’ve become – are you ready for
invented by the French. Ask a student: Do you agree? Say: this – the world’s top threat. With us on set this morning
I believe the piano was invented by the Italians. And you? we have Deniz Kaya, author, consultant and technology
Elicit some guesses from sts and then have them work in their guru. He’ll be telling us if we should take these warnings
groups to discuss the inventions and nationalities. Classcheck seriously. But first, the shocking news about the tragic…
guesses and then share the correct nationalities with sts.

1. The cartoon characters are at the student loans office.

 Weaker classes Leave the model on the board and drill some
2. The man hacked the sy stem to lower his debt.
possible sentences. You may wish to use this sentence frame:
‘I think (invention) was invented by the (nationality)’. 3. The man will be punished.
4. Personal answer.
The pressure co oker was invented by the French.
The railway was invented by the British. B Have sts quickly read sentences 1 and 2 and ask them
The piano was invented by the Italians. to listen and complete the gaps. Play 9.9 again and have
sts write the two numbers. Paircheck. Classcheck.
The submarine was invented by the French.
The quartz watch was invented by the Canadians. 1. three 2. 2025
The underground / metro was invented by the British.
The violin was invented by the Italians. C Ask: How worried do you think Deniz Kaya is? Listen to
The helicopter was invented by the French.  part two of the show and find out. Play 9.10. Paircheck.
Antibiotics were invented by the British. Classcheck.
The video game was invented by the British.
9.10
The CD was invented by the Dutch.
H = host D = Deniz
H Joining us now is Deniz Kaya, senior editor of Technology 
Today , author of Dark Times Ahead  and a regular TWAZ 
7  Listening
contributor. Deniz, thanks for being here.
A Books open. Draw sts’ attention to the cartoon and have D Thanks for having me.
them answer questions 1-4 in pairs. Classcheck. H So… is it that bad?
D No.
Tell sts that they are going to listen to a radio show about
the case to check their answers. Play 9.9. Classcheck. H Oh yeah?

153
 9.3

D It’s catastrophic. And it’ll get much worse. 1. F 2. F 3. F 4. F 5. N 6. F
H Really?
D I’m afraid so. F Have sts read sentences 1-5 and find the correct
definition for each of the bold words. Paircheck.
Deniz is very worried about this problem. Classcheck.

1, 2, 3, 5, 4
D Say: Deniz thinks cybercrime will only get worse in the
 future. Look at these photos and think of three reasons
G Read World of English  with the whole group. Then, ask
why cybercrime will get worse. Have sts work in pairs.
sts to turn to AS 9.11 on pp. 165-166 and identify which
Classcheck sts’ opinions and guesses. Then, play 9.11 so
use of by (1-3) applies to each underlined phrase. Paircheck.
sts can check their answers. Ask: Any correct guesses?
Classcheck.

9.11 Notice /j/ and /w/. by the time they’re 20, 25 – 1

D = Deniz H = host
simply by visiting an infected site – 3
D For starters, there’s a new generation of hackers out there,
By December 2013 – 1
and some are as young as, what, 12, 13.
by that thing – 2
H No way!
D Yeah, and they’re only kids, you know? But at some point by the end of the decade – 1
you have to stop and ask yourself – what’s gonna happen by cybercriminals – 2
to these kids? Will they have become big time criminals by by taking a few simple precautions – 3
the time they’re 20, 25?
H Exactly.
H MAKE IT PERSONAL  Ask: How do you protect yourself
D Here’s another problem. Malware is getting more and more  from cyber attacks? Have sts answer in pairs. Classcheck by
intelligent… inviting volunteers to report their partners’ answers to the
H Who’s Malware? A super villain or something? whole class.
D No, that’s not a person. Malware refers to, er, to all sorts of
viruses out there, you know? And some of them are pretty Personal answers.
scary. Have you heard of the Reveton virus?
H Yeah. The one you activate simply by visiting an
infected site? 8  Grammar: Future perfect and continuous
D That’s the one. By December 2013, one out of 50
computers in New York will have been infected by that A Point to sentences 1-5 in 7F. Have sts study the
thing. Here’s what it does: it locks your computer and then sentences and complete the Grammar box. Read task 1 with
it displays a fake FBI message saying you’ve been caught sts and explain that they should identify the tense and voice
of the sentence and then write the sentence number in the
doing something illegal… Like downloading songs or
corresponding box in t he table. Paircheck. Classcheck.
something. So to unlock your machine…
H You’re told you must pay a huge fine...
Future Simple Perfect Continuous
D … using your credit card. Bingo… But you know what
really worries me? More and more attacks will be carried Active 4 1 2
out wirelessly, and we won’t be protected. Viruses will Passive 3 5 (blank)
spread across multiple devices very, very easily. They’ll
 jump from phone to phone... and then from phone to Play 9.12 and have sts listen and repeat the sentences.
laptop and then to tablet… Emphasise the use and pronunciation of the contractions.
H Over wireless networks… Ask sts to complete the rules in task 2 with the words
D Exactly. So you might be walking down the street provided. Paircheck. Classcheck.
and… bang! And you know, there’s actually some data
suggesting that by the end of the decade 20% of all world 2 a. Perfect, have
smartphones will have been targeted by cybercriminals. b. Continuous, be
And that’s an optimistic estimate.
H Wow. But is there anything we can do to protect ourselves? Read the Song line on the top of p. 99 and focus on the
D Yep. There’s all sorts of trouble you can avoid by taking a phrase ‘I’ll be watching you’. Ask: Is this active or passive
few simple precautions. voice? Is it future perfect or future continuous?
Song line:
Personal answers. Every breath you t ake,
every move you make,
E Go over statements 1-6 with the class. Replay 9.11 as
I’ll be watching you.
sts listen and mark each statement true (T), false (F) or not Song: ‘Every Breath You Take’
mentioned (N). Paircheck. Replay the track if necessary. Band: The Police (UK)
 Year: 1983
Classcheck by writing the answers on the board.
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 9.3

 Tip If time allows, ask sts to turn to Grammar on p. 133 for 1. a 2. e 3. d 4. c 5. b
additional practice.
Read item 1 and elicit a complete sentence from the class.
Have sts write sentences for 1-5 using the future perfect or
B Point to the five ‘careers of the future’ and brief ly name
the future continuous. Classcheck.
them with sts ( privacy manager, nanomedics, book-to-app
converters, 3D printing engineers and tu rbine specialist).
1. Soon most people will be working from home.
Have sts complete the gaps with the verbs provided, using 2. We will have stopped global warming by 2030.
the future perfect or the future continuous in the active
voice. Classcheck. 3. A cure for the common cold will have been discovered
by 2020.
1. will have lost 2. will be using 3. won’t be reading 4. In the next few years most people will be driving
4. will have doubled 5. won’t have stopped electric cars.
5. By the end of the decade free Wi-Fi will have been
Ask: What will you be doing in ten years’ time? Read
Common Mistakes  with the whole class. Then, pair sts implemented every where.
up and have partners tell each other their plans and
predictions for their own future, following the model in the D MAKE IT PERSONAL  Ask sts to hide sentences 1-5 in C
speech bubble. Classcheck. with a notebook or a piece of paper and look only at photos
a-e. Go over the sentence starters provided and elicit or
 Tip There is a difference in meaning in the sentences with
give examples for each, e.g., ‘I’m pretty sure that people
in  and the sentences with by . Draw sts’ attention to the
difference. The sentence ‘I will graduate from university by
will be working from home in the future’.
2018’ is not wrong, but it has a different meaning from ‘I will Have sts swap partners and work in their new pairs to make
graduate from university in 2018’. The first sentence means
predictions using the language and photos on the page.
that the person will finish university at some (uncertain) time
Monitor pairs closely and t ake notes for delayed correction.
between now and 2018, which means he / she will finish
Classcheck and provide sts with language feedback.
before that year. The second sentence means that the person
will finish university at a particular time (in 2018).

Workbook p. 46
C Tell sts that they are now going to look at optimistic
ID Online Portal
predictions for the future. Have sts match 1-5 to photos
Grammar p. 132
a-e. Classcheck.

155
 9.4

Have you ever been to court?

Lesson Aims:  Sts learn and use vocabulary on crime and punishment in the contexts of rea ding, listening to, and talking about
breaking the law and being taken to court.

   4
 .
Function Language
   9
  n
Reading a story about a student who listened to loud music. The neighbors weren’t too happy, of course, and they called
  o the police.
  s
  s
  e Listening to two unusual punishments for crimes. Everyone will be arrested unless I get that phone now!
   L

Talking about celebrities’ crimes. In 2006, Axl Rose was ordered to pay a huge fine after biting a
man’s leg.
Deciding what punishment is best. I think the old lady should be sentenced to at least 10 years.
Vocabulary: Crime and punishment: be charged with , be ordered to , be sentenced to , be sent to jail , be released , be taken to court.
Grammar: Prepositions. Review of Passive Voice.
Before the lesson: Write the following questions on the board:
Do you often play music at a loud volume at home? In your car? Why or why not?
Do you have any noisy neighbors? Have you ever complained to them about it?
Can people be punished for playing music too loudly in your city?

 Warm-up Point out the questions on the board (see Before M4 We find the defendant guilty.
the lesson ) and have sts discuss them in pairs. Classcheck by M1 He was sentenced to three days in jail…
asking sts to report their partners’ answers. M4 … fine and three days at the local penitentiary.
M1 … and had to pay a $1,000 fine. But for whatever
reason the judge gave him an alternative: listen to
9  Vocabulary: Crime and Punishment classical music for 30 hours. Easy choice, right? Not for
Michael. After 20 minutes of Mozart and Beethoven, he
A Books open. Point to the pictures and ask sts to hide chose the original punishment.
the text with a notebook or a sheet of paper. Say: What
happened? Look at the pictures and guess the story in pairs.
Classcheck sts’ guesses. Then, have sts quickly read the text Pictures:
to check their guesses. Ask: Were you close to the real story? Left to right, top to bottom:
The first picture is not used.
Personal answers. sent to jail
released
B Focus on the words in bold and phrases in the text and charged with
ask sts to match them to the pictures. Tell sts that not all taken to court / a cquitted
pictures depict a word in bold or phrase and that some taken to court / convicted
pictures may show more than one word or phrase. Play sentenced / fine
9.13 to classcheck. Then ask: What kind of music would be The last picture is not used.
a punishment for you? Question: Personal answer.

9.13
C Have sts work in pairs to retell the story from the
M = man W = woman
pictures only, without reading the text. Encourage sts to
M1 Back in July, 22-year-old Chicago student Michael Lewis
use new vocabulary ( be sent to jail , be released , etc.). Monitor
decided that he wanted to listen to rap in his car. In the
middle of the night, really loud. Oh, with his windows their stories closely and offer help as necessary. Classcheck
down, naturally. The neighbours weren’t too ha ppy, of by inviting volunteers to retell different parts of the story.
course, and they called the police. Michael was sent to
 jail for the night, but was released the next day… Personal answers.
M2 Get out of here!
M1 … free as a bird to terrorise the neighbourhood again! A
week later, more rap music at 2 a.m. This time, Michael 10  Listening
was charged with disorderly conduct…
M3 Young man, this is your crime.
A Point to pictures 1-2 and have pairs of sts guess what
crimes the people are being punished for. Play 9.14 so sts
M1 … and taken to court, but there was no evidence against
him, so Michael was acquitted.
can check their answers.
W We find the defendant not guilty.
M1 Free as a bird, again. Third week, more rap. Trouble is, 9.14 Notice the connections and /Зː/.
there was a police car patrolling the neighbourhood. So NR = news reporter
Michael had to face the judge again, but this time things NR1 It was an ordinary morning in the District Court, and
got serious: Michael was convicted. then, without warning, someone’s mobile phone

156
 9.4

rang and broke the silence. Judge Robert Rather -ed  is clear -ed  links
didn’t like what he heard: ‘Whose phone is ringing? 

Bring it to me now!’. Nobody did. ‘Everyone will be 

arrested unless I get that phone now!’. Again, no one

confessed. Judge Rather wasn’t joking: all 44 people

present were charged with disturbing the peace and

sent to prison. After suffering in prison for a couple of
hours, they were released, of course. But the judge 

was permanently removed from office for abusing

 judicial power. In a recent interview, he said he had  Tip Replay 9.15 for choral repetition.
been under a lot of stress.
NR2 Last month, 42-year-old Joe Montana woke up and E Tell sts to look at items 1-5 and write complete
decided to get himself into trouble. On his way to sentences using the simple past in the passive voice. Play
work, he passed four police officers and called all of 9.16 to classcheck and write the answers on the board.
them ‘pigs’. Montana was arrested for disrespecting Then, pair sts up and have them try to recall similar
an official, taken to court and, to his wife’s despair, stories about celebrities. Classcheck.
convicted. But here’s the unusual part: Joe Montana
was given a choice. He could be sentenced to a week 1. In 1977 Bill Gates was arrested for driving without a licence.
in jail or stand on a street corner next to a 400 lb pig 2. In 2006 Axl Rose was ordered to pay a huge fine after
for two hours. As if this was not bad enough, he would biting a man’s leg.
have to wear a T-shirt that said ‘Not a police officer’. 3. In 2007 Lindsay Lohan was sentenced to ten days’
Joe chose the pig. community service.
4. In 2009 an Indian TV star was sent to jail for kissing
actor Richard Gere.
1. A man called four police officers ‘pigs’.
2. A phone rang in a District Court and, as nobody confessed 5. Paris Hilton was arrested for possessing drugs at the
South Africa World Cup. The charges were dropped later.
to owning the phone, the judge sent all the people present
to jail.
F MAKE IT PERSONAL  Divide the class i nto groups of four
and ask groups to look at the cri mes in the headlines and
B Briefly read the phrases with sts and ask them to listen discuss possible pun ishments for each of them. Encourage
again and identify which phrases are about story 1 and which sts to use vocabulary from p. 100. Monitor closely
are about story 2. Tell sts that there is one extra phrase. Play and take notes for later correction, so that you do not
9.14 again. Paircheck. Classcheck.
interrupt sts’ thoughts. Correct prepositions on the spot.
Classcheck ideas.

Story 1: charged with, sent to jail, were released Personal answers.

Story 2: sentenced to a week, taken to court
Extra phrase: ordered to stop End the lesson with the Song line on the top of p. 101. Ask
whether sts know the song and the band. Then, elicit sts’
interpretation of the line’s meaning.
C Go over World of English  and Common Mistakes  with the
Song line:
whole class. Then, ask sts to turn to AS 9.14 on p. 166
and underline 13 different prepositions in each story. Breaking rocks in the hot su n.
I fought the law and the law won.
Classcheck by writing the answers on the board.
Song: ‘I Fought the Law’
Band: The Clash (UK)
Story 1: in (multiple uses), without, to (multiple uses), with,
 Year: 1979
after, for (multiple uses), of (multiple uses), from, under The song was written by Sonny Curtis and first made popular by
Story 2: up, to (multiple uses), into, on (multiple uses), of, the band The Bobby Fuller Four in 1966.
for (multiple uses), in, next to

Personal answer.
D Review pronunciation of -ed endings with the R  box.
Show sts the table and have them predict the sounds of -ed
+ vowels and -ed + consonants in connected speech. Play
9.15 and have sts listen for whether -ed is pronounced Workbook p. 47
clearly or linked to the following sound. Sts should mark the ID Online Portal
Grammar p. 132
columns accordingly. Replay 9.15. Paircheck. Classcheck.

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 9.5

 What was your best birthday present ever? /

 Are you good at making excuses?
Lesson Aims:  Sts learn how to identify sarcasm in writing and look at and practise phrases for making excuses.

   5
 .
Function Language
   9
  n
Reading and identifying sarcasm. … giving her one-year-old son a relatively inexpensive $40,000
  o birthday party.
  s
  s
  e Listening to people giving excuses. ‘Go away or I’ll call the police.’ ‘Wait a minute. This is not what
   L
it looks like!’
Acting out excuses. It’s not what it seems! Just hear me out!
Vocabulary: Expressions describing people: ‘a man of principles’, ‘self-proclaimed’. Phrases for giving excuses.
Grammar: Review of say  vs tell .
Before the lesson: Write the following questions on the board:
Will you have saved enough money to buy a new car By this time next week, what important thing will you
by this time next year? have done?
Will you have finished your English course five years What will you be doing tomorrow between 8 and 9pm?
 from now? Will you be working in 20 years’ time?

 Warm-up Review the future perfect and the future continuous his way out, Zimmerman saw a bottle of Scotch whiskey
by pointing out the questions on the board (see Before the behind the counter and told the cashier to put it in the
lesson ) and having sts discuss them in pairs. Classcheck. bag too, which the woman refused to do because she
suspected he might be under 18. So, to prove his age,
Zimmerman, a man of principles, showed her his driving
licence, took the bottle and ran away. A few minutes later,
 Skills: Identifying sarcasm he was arrested. Guess what? The cashier had phoned the
A Focus on the text title, ‘Crime doesn’t pay. Especially if police and given them his name and address.
you’re a dumb criminal’. Elicit predictions about the text. 2 Nope, it never happened. Forget ‘the dog ate my homework’.
Tell sts that they are going to read stories about four ‘not Today’s children have infinitely better ideas. Like Brazilian
very bril liant’ criminals. Have them read the stories. Refer student Susan Correia, for example, who was charged with
sts to 1B and 1C on pp. 94-95 and ask them to use the reporting a false crime. One day Susan rang her mother in
vocabulary on these pages to name the crimes described tears and told her that she’d just managed to escape from
in paragraphs 1-4. Paircheck. Classcheck. an old deserted house, where three armed men had held
her captive for a whole day. In despair, her mother phoned
1. robbery the police, who soon discovered that Susan had actually
spent the day at a friend’s house. At the police station,
2. kidnapping
Susan admitted that she’d faked the crime because she
3. theft hadn’t studied for a test at school and didn’t want to
4. burglary disappoint her mum. Again. Nice try, Susan.
3 Too much information. Rashia Wilson, from Tampa, Florida,
B Read the four titles with the whole class and have sts was sentenced to 22 years in prison for buying a $70,000
match them to stories 1-4 in A. Classcheck. sports car and giving her one-year-old son a relatively
inexpensive $40,000 birthday party – you know, just like
1. Old enough to break the law. the ones your parents used to throw. Unfortunately, the
self-proclaimed queen of fraud (yes, that’s what she called
2. Nope, it never happened.
herself. Subtle, huh?) took lots of photographs revealing
3. Too much information. how she’d been using taxpayer’s money and, believe it or
4. Unintended call. not, posted them on her Facebook page! For the whole
world to see – and that includes the police.
Ask: How do you think stories 1-4 end? What will happen 4 Unintended call. Today’s ultra smart criminal award comes
next? Have sts work in pairs to make predictions. Then, from Fresno, California. Emergency services operator Christina
classcheck sts’ guesses and play 9.17 to check. Roberts received a very unusual phone call. She heard
a male voice saying ‘I don’t think there’s anybody home’,
9.17 followed by the sound of glass being broken. A few seconds
Crime doesn’t pay. Especially if you’re a dumb criminal. later, another one asked ‘Where’s the safe?’. It didn’t take her
1 Old enough to break the law. Twenty-four-year-old Harry long to realise what was going on. Two men were breaking
Zimmerman walked into the local off-licence with a gun into a house and one of the burglars had accidentally dialled
and told the cashier to put all the money in a bag. On 911 – maybe his phone was in his back pocket. Pure genius.

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 9.5

C Play 9.18 as sts listen to and read World of English .

P2 Hey, is that bag moving?
Draw sts’ attention to the underlined phrases in the text P1 What? No, it’s not. Of course not.
in A and have them mark S (sarcasm) or N (no sarcasm) for
P2 Yes, it is. Something’s just moved in that bag.
each. Paircheck. Classcheck.
P1 Hold on, I can explain.
F Sir, I’m gonna have to ask you to…
to prove his age – N
a man of principles – S
infinitely better ideas – S 1. Burglar Falls Asleep on Victim’s Couch
In despair, her mother phoned the p olice – N 2. 14-year-old Driver Scares Jacksonville
a relatively inexpensive – S
3. 70-year-old Arrested for Flying with Snake
just like the ones your parents used to throw – S
subtle, huh? – S
ultra smart criminal award – S B Tell sts that, in the next track, each of the criminals
It didn’t take her long to realise what was going on – N in A will try to give an explanation for what they were
doing. Read the model in t he speech bubble to the whole
class. Say: Guess their excuses. Have sts discuss in pair s.
D MAKE IT PERSONAL  Pair sts up and have them discuss
Play 9.20 so they can check their guesses. Classcheck.
1-4 with regard to the stories in A. Refer sts to the model
answer in the speech bubble. Classcheck by inviting Read Common Mistakes  with the whole class. Explain the
volunteers to comment on their partners’ answers. difference between say and tell.
We use say + what was said (He will say he is sorry). We do not
Personal answers.
need to know who received the message. We use tell followed
by who received the message (He will tell t hem he’s sorry).

 in Action: Giving excuses 9.20 Notice the connections.

A Read the headlines with sts and make sure that they 1
understand each one. Tell the class to listen to dialogues H = husband W = wife B = burglar
1-3 and match each dialogue to the correct headline. Tell W Go, go… Go away or I’ll call the police.
sts that there are two extra headlines which will not be B Wait a minute. This is not what it looks like!
used. Play 9.19. Paircheck. Classcheck. H Oh, thanks for telling me. What a relief!
B Just hear me out! Please! I just… I just stopped by for a
9.19 quick snack. You see, I’m out of work and...
1 W No! I don’t want to hear it! Get out!
H = husband W = wife B = burglar
H Honey, is Brian home? 2
W No, he said he was going to sleep over at… Oh my God. F = father D = daughter
Jeff, there’s a… F Jennifer, what are you doing with my keys?
H Shush! Get the phone! D Dad, er, it’s not what you’re thinking.
B Hey, er, hi! Nice house.
F Oh, that’s good news. ’Cause I was starting to think my
W Go, go… Go away or I’ll call the police. teenage daughter had stolen the family car.
B Wait a minute. This is not what it looks like! D It’s not what it seems. I swear. I was, er, I was just
H Oh, thanks for telling me. What a relief! checking out your MP3 collection.
B Just hear me out! I just… F Yes, of course you were. I mean, that’s just the kind of
music you’re into, isn’t it?
2 D No, but, but Dad… You don’t understand.
F = father D = daughter F No ifs and buts Jennifer. I don’t want to get a phone call
F Do you have any idea what time it is? Your mother and I from the police. You stay out of my car unless you’re with
were worried sick ab- Wait a second… Are those my car me. Do you hear me?
keys?
D Yes Dad, but…
D What?
F No!
F Jennifer, what are you doing with my keys?
D Dad, er, it’s not what you’re thinking.
3
F Oh, that’s good news. ’Cause I was starting to think my
F = flight attendant P = passenger
teenage daughter had stolen the family car.
D It’s not what it seems. I swear. I was, er, I was… P2 Yes, it is. Something’s just moved in that bag.
P1 Hold on, I can explain.
3 F Sir, I’m going to have to ask you to get off the plane.
F = flight attendant P = passenger P1 Lucy’s just six months old, she’s not dangerous at all.
F Excuse me sir, we’re about to take off. I’m gonna have to Look!
ask you to put your bag in the luggage compartment. P2 Oh well, that makes me feel much better. Thank you.
P1 Er, no, it’s fine here, thank you. F Now sir, please stand up and come with me.
F Sir, I’m afraid this is… P1 OK, OK. But really, she wouldn’t hurt anybody, I promise.

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 9.5

Personal answers. Have sts read the instructions for roles A and B and
encourage them to use language from C. Monitor closely
and offer help only if requested. Then, invite volunteer
C Have sts complete excuses 1-5. Play 9.21 to classcheck. pairs to act out their dialogues for the whole class.
Replay 9.21 for choral repetition.
Have sts swap roles and role-play a situation from a
different photo. Repeat the same procedures for monitoring
1. like 2. hear 3. thinking 4. seems 5. Hold on
and classchecking.

D Pair sts up. Point to the ‘No Excuses’ poster and ask: Do Personal answers.
 you ever say any of these excuses? When? Have sts discuss
their excuses in pair s. Classcheck.

Personal answers. Workbook p. 48

ID Online Portal
Grammar p. 132
E MAKE IT PERSONAL  Point to the photos of different
ID Café Video p. 146
situations and ask sts to choose one of them to role-play.

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 10
Unit overview:  Themain topics of unit 10 are moods, binomials, separable and
inseparable phrasal verbs and verbs followed by gerund or infiniti ve.

 What makes you angry?

Lesson Aims:  Sts look at and practise binomials and vocabulary on moods in the context of talking about how they feel in
various situations.
   1
 . Function Language
   0
   1 Doing a quiz about moods. Do you ever wake up feeling grumpy?
  n
  o Talking about what one does in different moods. How often do you yell at people when you’re angry?
  s
  s
  e Listening to people doing a quiz. Hey, what’s that supposed to mean? I have my ups and downs,
   L
but I’m pretty stable… right?
Talking about what affects one’s mood. I get really grumpy when I’m on a diet.
Vocabulary: Grumpy, fed up, in a good mood, yell at (someone), swear.
Grammar: Binomials: step by step , ups and downs , each and every , more or less , little by little , sick and tired , peace and quiet ,
again and again , sooner or later.

 Warm-up Ask sts to look at the lesson title questions from  person is this? Have you ever had a boyfriend or girlfriend
unit 9, pp. 94-103, and take turns asking and answering like this?
them in pairs. Encourage sts to ask follow-up questions when
Song line:
appropriate. Classcheck by inviting volunteers to repor t their
partners’ answers to the whole class.  You’re hot th en you’re col d,
 you’re yes t hen you’re no,
 you’re in and you’re out,
 you’re up and you’re down.
1  Vocabulary: Moods
Song: ‘Hot n’ Cold’
A Books open. Focus on photos a-g and elicit how some Singer: Katy Perry (USA)
 Year: 2008
of the people might be feeling. Encourage sts to use words
they al ready know, e.g., happy, angry, sad, etc.
Ask: And you? What type of person are you? Tell sts that
Point to the words in bold in the quiz in A. Have sts match they are going to do a quiz to find out. Play 10.2 as sts
the bold words to photos a-g and the illustration of the listen to and read the quiz in A. Instruct them to answer
cucumber to the left of the questions. Paircheck. Play 10.1  yes or no for each question.
to classcheck.
Personal answers.
10.1
At the end, have sts calculate their own score according
a grumpy
to the instructions in the top right corner of the quiz and
b yell read what their results mean. Read the model comment in
c swear the speech bubble to the whole group. Pair sts up and have
d in a good mood partners comment on their results. Classcheck.
e fed up
f moody C Go over Common Mistakes  with sts and find out if the
g short-tempered… and cool as a cucumber example sentences could be true for some of them. Point to
photo c and ask: How often do you yell at people when you’re
angry? Elicit and drill more ‘How often…?’ questions based
a. grumpy b. yell c. swear d. in a good mood e. fed up
on photos a-g.
f. moody g. short-tempered
Illustration: cool as a cucumber Have pairs of sts take turns asking and answering ‘How
often…?’ questions about photos a-g. Monitor and take
B Read the Song line on the top of p. 105 and ask notes for delayed correction. Classcheck.
whether sts know the song or the singer who recorded it.
Elicit interpretations of the song line. Ask: What type of Personal answers.

161
 10.1

2  Listening C Do you ever yell at people? ‘No.’ You’re kidding, right?

G Carlos, when did I ever yell at someone? Tell me!
A Tell sts that they are going to hear a couple talking
C Whoa, whoa. OK, forget I said anything. You’re really,
about the quiz from 1A. Say: Listen and tell me which three
really calm.
answers they disagree on.  Play 10.3. Paircheck. Replay
10.3 if necessary. Classcheck.
Do you ever get fed up with activities and people you
10.3 Notice /j/ and /ʤ/. actually like?
C = Carlos G = Gloria Do you ever swear at other drivers?
G What are you doing home so soon?
Do you ever yell at people?
C Good to see you too! What are you doing?
G Some silly quiz…
B Quickly read statements 1-6 with sts. Play 10.3 again
C Cool as a cucumber, occasionally moody or chronically
for sts to listen and mark true (T) or false (F) for each
short-tempered… Hmm, that’s interesting. But, er, do you
statement. Paircheck. Classcheck.
really need to take a test to find out?
G Hey, what’s that supposed to mean? I have my ups and
1. T 2. F 3. T 4. T 5. F 6. F
downs, but I’m pretty stable… right?
C Er…
G I mean, this yoga class that I’m taking… Don’t you think C Have sts read World of English  on their ow n. Then, read
that… you know, little by little I’m learning how to relax? sentence 1 and elicit a possi ble word to complete the
C Yeah, sure. So, let’s see… Do you wake up feeling gap. Play 10.4 and pause after sentence 1 to check the
grumpy… yes… Yeah, I’ll have to agree with that. answer. Instruct sts to complete the remaining gaps in
sentences 2-6. Paircheck. Play the rest of 10.4 so sts can
G You know I’m sick and tired of waking up early, Carlos, how
check their answers.
can I possibly not feel grumpy? I mean, come on, 5.30 in
the morning!
1. downs 2. little 3. tired 4. quiet 5. again 6. later
C I know! You’re a monster before 7.
G I’m not a monster. I just… I need some peace and quiet in Go over Common Mistakes  with the class and explain that
the morning, that’s all. binomials always have the same order. Ask: Are 1-6 true for
C Do you ever get fed up with activities and people you  you? Read the model text in the speech bubble and have sts
actually like… What do you mean ‘no’? You’re fed up with discuss sentences 1-6 in pairs. Classcheck.
your job!
G Well, yeah, but the question is about stuff I like. And I don’t Personal answers.
like working as a secretary.
C But you used to, right? D MAKE IT PERSONAL  Have sts recall the lesson title
G Well, yeah, I used to, but not anymore. ‘Would you like question on the top of p. 104. Then, point to the phrases
some coffee, Mr Harrison? Your wife’s on line 2, Mr listed and ask: Which of these items affect your mood the
Harrison!’ Blah, blah, blah, blah, blah. I just… I hate doing most? Choose the top three.
the same things again and again…
C ... and again and again. Yeah, I get it. You need variety.
Divide the class into groups of four. Refer sts to the model
dialogue in the speech bubbles. Have them work in groups
G Yeah. Sooner or later I’ll need to start looking for a new job.
to compare things that affect their moods and to choose
I just know that.
the most influential factor for the group. Classcheck.
C Four... Do you ever swear at other drivers? Yep, that’s right.
You do.
Personal answers.
G How would you know that?
C I’ve been told.
G What?
C It’s a small neighbourhood, Gloria. Workbook p. 49
G Well, but you can’t blame me, can you? I mean, you know ID Online Portal
exactly what it’s like to drive in LA! Grammar p. 134

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 10.2

Have you got any pet hates?

Lesson Aims:  Sts study and use gerunds and prepositions in the contexts of pet hates and anger management.

   2
 . Function Language
   0
   1 Reading and talking about top ten pet hates. I can’t stand being the first to arrive at a party.
  n
  o Listening to an anger management session. They say I’m too impatient and… they’re probably right.
  s
  s
  e Role-playing an anger management session. Taliesen, welcome to the group. What brings you here?
   L

Vocabulary: Common expressions with for  and of : afraid of , thank you for , apologise for , accuse of , tired of .
Grammar: Gerunds.
Before the lesson: Write the following prompts on the board:
Sooner or later I’ll have to… Learning English is more or less…
I hate… again and again. Little by little…
I’m sick and tired of… I have my ups and downs, but…
I need some peace and quiet…

 Warm-up Ask sts to use the prompts on the board (see Before top. At number 2, we have not knowing who a text me ssage
the lesson ) to make true sentences about themselves. Pair sts came from – oh, those strange numbers – I hate them. And
up and have partners tell each other their sentences and find finally, at the top spot this week, with as many as 1,809 votes,
two things in common. Monitor closely for accuracy and offer being the first one to arrive at a party – which, you know, is
help when appropriate. Classcheck. just so embarrassing, isn’t it? You open the door just to…

2. d 4. a 5. f 6. b 9. e 10. c

3  Grammar: Gerunds
C Tell sts to underline all verbs ending i n -ing in 1-10 in B.
A Books open.  Have sts read the lesson title question and
Ask them to study the sentences and match them to the
the dictionary entry for  pet hate. Ask: Does it annoy you
gerund rules in the Grammar box. Paircheck. Classcheck.
when people chew with their mouths open?  Then ask: Do
Then, ask sts to reorder the words in task 2 to make a rule
 you have a pet hate?  Read the model answer in the speech
for negative gerunds. Classcheck.
bubble and have sts ask and answer the question in pairs.
Classcheck. a. 2
b. 8, 9
Personal answers.
c. 5, 6, 7, 10
Rule: Form the negative by adding not  before the gerund.
B Draw sts’ attention to the online survey. Read the website
title with sts and have them complete the gaps with phrases Go over Common Mistakes  with the whole class.
a-f . Paircheck. Play 10.5 so sts can check their answers.
 Tip If time allows, refer sts to Grammar on p. 135.
10.5
… and that does it for us tonight. But before we go, here’s
the moment you’ve all been waiting for: last week’s top 10 pet
D Point to the first prompt and model the activity by
saying: I can’t stand being the first to arrive at a party.  Give
hates. Yes, we asked and you voted! So, here are last week’s
sts the sentence starter I don’t like… and elicit ‘I don’t like
results. At number 10, with 871 votes, people who suddenly
being the first to arrive at a party’. Then, prompt sts with
open the door without knocking. Yep – we’ve all done that
I don’t mind… and … doesn’t bother me . Clarify that sts
before, haven’t we? Number 9, people who enjoy e ating
should use gerunds with all prompts for this activity.
popcorn – at the cinema! Number 8, with a little over 1,000
votes, people who keep using the word like  – like, all the time, Pair sts up and have partners use the prompts provided to
like they’re 16-year-olds. At number 7, with 1,234 votes, discuss 1-10 in B. Monitor closely and correct any mistakes
people who don’t return phone calls – which, well, I find sort on the spot. Classcheck sts’ opinions.
of annoying. Number 6, people who honk instead of ringing
the bell when they come to pick you up – especially late at Personal answers.
night. Hate that too. Number 5, students who try to please
the teacher by asking lots of questions after the lesson is over E MAKE IT PERSONAL  Have two sts read the model
– hmm… I kind of used to be a little bit like that. Number dialogue in the speech bubbles. Divide the class into groups
4 – oh, I hate this one – people who ask, ‘Can I ask you a of three. Ask the groups to use sentence frames 1-4 to
question?’ before asking. Number 3, with exactly 1,700 votes, write more pet peeves and then choose the group’s favorite.
people who avoid looking you straight in the eye when you’re Classcheck.
talking to them – we all know people like that, don’t we? The
next one kind of surprised me – I didn’t expect to see it at the Personal answers.

163
 10.2

4  Listening Mr Perfect Grammar.

Ju Hey, that’s no reason for ge tting cross!
A Have sts read the Song line on the top of p. 107 and C Exactly, Julia, thank you for…
ask whether they know the song or the band. If possible, M Excuse me, is this…?
play the beginning of the song on YouTube to refresh sts’
Ju Hey, didn’t your mother ever teach you any manners?
memory. Elicit possible interpretations of the phrase ‘when
C Julia! Gentlemen! Please! Remember: you’re responsible
I feel heavy metal’.
for controlling your anger, little by little, step by step.
J But how can I, like…
Song line:
V Oh no, not again! Like, like, like, like!
I got my head checked by a jumbo jet. C Gentlemen! Listen, there are many ways of doing that. One
It wasn’t easy, but nothing is, no. of them is to accept that each person is different… And it’s
 Woo hoo! Wh en I feel heav y metal. Woo hoo! OK to be different, you know? For example…
Song: ‘Song 2’
Band: Blur (UK)
 Year: 1997
Mia – 7 (Bad phone habits, like not returning texts or phone
calls immediately.)

Focus on the cartoon and ask: What type of group is this? Jim – 1 (Being the first to arrive at a party.)
Explain the concept of anger management  to sts. Ask: What Vince – 8 (When people keep using the word ‘like’.)
are the sts’ names? (Jim, Mia, Julia and Vince.) Julia – 10 (People who suddenly open the door without
knocking.)
Tell sts that they are going to listen to part of this anger
management session. Point to pet hates 1-10 in 3B and
explain that each student will mention one pet hate. Say: B Have sts quickly read statements 1-5. Play 10.6 again

Listen to find out who mentions what.  Play 10.6. Paircheck. as sts listen and circle the correct options. Paircheck.
Replay if necessary. Classcheck. Classcheck.

1. isn’t
10.6 Notice /ju:/ and /uː/.
2. agrees
C = coach Mi = Mia J = Jim V = Vince Ju = Julia
C … the last time we met. So, anyway, let’s give a warm 3. sociable
welcome to someone who’s joining our anger management 4. sarcastically
group for the first time – and that’s, well, everybody except 5. slowly
Julia. Mia, welcome aboard.
Mi Hi.
C Er, Mia, why are you here? 5  Vocabulary: Common expressions with
Mi My name’s Mia and my friends… they… well, they say I’m for and of 
too impatient and… they’re probably right. Like, if I ring A Have sts look at extracts 1 and 2. Ask them to listen
and leave a message… If I don’t hear from them in a ring and pay attention to how the prepositions of , to and for
of hours, I get really angry and yell at them and… a few are pronounced in each of t he sentences. Play 10.7. Have
minutes later… You know, I really want to change, ’cause sts read the R  box and circle the correct rule. Classcheck.
I’m afraid of losing my friends. Replay 10.7 for choral repetition.
C OK, Mia. Listen, I want to say thank you for being so honest
– that’s the spirit! Jim, would you like to introduce yourself? unstressed
J No.
C Excuse me? B Ask sts to complete the gaps in sentences 1-6. Play
J I’m sorry. I didn’t mean to be rude. It’s just that… I’m, 10.8 sosts can check their answers as you write them on
like, really shy… I can’t stand speaking in public and… I the board. Then, replay 10.8, pausing after each sentence
 just, I don’t like to expose myself and I get, like, a little bit for choral repetition. Monitor closely for pronunciation of
aggressive in social situations. My girlfriend accuses me of weak forms of prepositions.
being antisocial... That’s why she told me, like, to come here.
C I see. Could you give us an example? 1. of
2. for
J Like, say it’s your birthday… You, like, invite me over… and
3. tired of
you say at nine. I get there, like, at nine and there’s nobody
4. reason for
there. I get, like, really furious.
5. responsible for controlling
C Interesting. Thank you, Jim. OK… Er, next on the list is…
6. ways of doing
Vince, hi. Why don’t you tell us what brought you here?
V Oh, that’s easy. It’s people like Jim that brought me here.
C Pair sts up and read Common Mistakes  with the whole
C Excuse me?
class. In pairs, sts should use the prompts provided to
V I don’t mean to be arrogant, but… I’m sick and tired of
guess what the people in the photos are saying. Classcheck
hearing that kind of English… How old are you? Like, 12?
sts’ ideas. Play 10.9 so they can check their guesses. Ask:
J Oh, I’m sorry! I apologise for upsetting your sensitive ears, Were you right? Were you close?
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 10.2

10.9 Notice /s/, /z/ and /ʃ/. You know you are responsible for collecting them.
1 A = Ann C = Chris S = Sheila Are you accusing me of not doing my job properly?
A Chris! Is this the report for the end of year? Is this it? I There’s no reason for yelling.
can’t show this to the directors! You should apologise for saying that…
C Well, sorry, but Sheila didn’t give me the figures in time.
I’m sick and tired of hearing that…
A Chris! It’s no good saying Sheila didn’t give you the figures.
I’m afraid of pressing the wrong button.
You know you are responsible for collecting them.
S Hang on a minute, Chris. Are you accusing me of not There are many ways of saving things.
doing my job properly?
C Whoa, whoa, there’s no reason for yelling. Let’s sit down D Play sts listen to and read World of English .
10.10 as
and see what we can do. Have them look at the phrases in A and B and complete
the mind map for prepositions  for and of . Paircheck.
2 B = bride G = groom Classcheck.
B I cannot believe that you said that. To my mother, Jose,
my mother. For  mind map: responsible   (adjective), apologise  (verb),
reason  (noun)
G Well, that hat did make her look like a big orange, you
have to admit it. Of   mind map: afraid  (adjective), accuse  (verb), ways  (noun)
B Jose! Stop it! You should apologise for saying that or we’re
never going to… E MAKE IT PERSONAL  Divide the class i nto groups of
G Oh, or what? Or we’re never going to get married? I’m sick five. Within t heir groups, sts should elect a ‘coach’ for
and tired of hearing that, and well… it’s a bit late now, isn’t an anger management session. Other sts should play
it? the roles of angry pe ople, choosing pet hates they need
to learn how to deal with. Refer sts to the model text
3 G = grandmother Gd = granddaughter in the speech bubbles to get them sta rted. Monitor and
G Oh… but… I’m afraid of pressing the wrong button. I offer help if requested. Classcheck by asking: Who’s the
mean, what if I lose everything? angriest student?
Gd Oh, you won’t. Look, it’s easy. There are two ways of
saving things. You can press control and S, here… Look.
Or you can click this button in the top corner, here. Easy, Workbook p. 50
see, and now everything is saved. ID Online Portal
G Oh, you are clever! Now, what happens if I press this button? Grammar p. 134

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 10.3

How assertive are you?

Lesson Aims:  Sts study and practise verbs followed by gerunds and / or infinitives via the context of assertiveness.

   3
 . Function Language
   0
   1 Listening to a student from an assertiveness training school. No! My counsellor told me about this, I have to stand up
  n
  o for myself!
  s
  s
  e Reading / Taking an assertiveness test. An uncle you meet regularly at family dinners is very critical of
   L
your looks and your career. You…
Responding to critical situations. I’d start telling the guy he’s wrong. I’d try talking and see if
it worked.
Vocabulary: Assertiveness, assertive.
Grammar: Verb + gerund or infinitive.
Before the lesson: Write the following questions on the board:
1. Are you afraid ___ flying? 5. When did you last make up an excuse ___ not doing
2. Do you apologise ___ arriving late? homework?
3. What are you responsible ___ at work? At home? 6. Have you ever been accused ___ doing something you
4. What are your favourite ways _ __ relaxing after didn’t do?
work or school? 7. Are you good ___ making new friends?

 Warm-up Show sts the questions on the board (see Before K Without having breakfast?
the lesson ) and ask them to complete the gaps with a suitable A Yeah. Well, I want to lose some weight, you know? So I’m
preposition. Classcheck. Then, have sts take turns asking and cutting down on carbohydrates too.
answering 1-7 in pairs. Classcheck. K Wow. Er… Don’t you feel hungry during the day?
A Yeah. I mean, it’s not even noon and I’ve started feeling
1. of 2. for 3. for 4. of 5. for 6. of 7. at hungry already. Speaking of which Keith, wanna go out for
an early lunch?
K Er… well, I… er…
6  Listening A Oh, come on, Keith. My treat…
K Oh, but there’s this huge report and… er… I have to finish
A Books open. Have sts read the lesson title and ask what it and… oh, there’s so much to do and, er… Veronica said
the lesson is about. If English-to-English dictionaries are
she wants it on her desk by 5. It’s, er, it’s got me really
available, hand out one per group of five sts and have them
worried…
look up the word assertive. Alternatively, ask sts to look
A Oh, Keith. You’re always worried about something. Can’t
up the word online on their smartphones. Classcheck sts’
you take an hour off and then continue doing whatever it is
findings. Then ask: How assertive do you think you are?
that you’re doing when we get back?
Draw sts’ attention to the cartoon and have them discuss the K But, but Ayla, I might lose my job if I mess up this report,
answers to questions 1-4 in pairs. Classcheck. and, and Veronica said…
A Oh, don’t worry. That’ll never happen. Come on, let’s go.
Personal answers.
K But, but I mean… look at those clouds. I mean, what if it
starts to rain?
 Tip The teacher has misspelled assertiveness  and no one is
A You mean what if it continues to rain, right? Come on Keith,
telling him because the class is full of non-ass ertive people.
grab your umbrella and let’s go.
K No! My counsellor told me about this, I have to stand up
B Point to the black-haired student in the cartoon in A for myself! Ayla, I’m fed up with being told what to do. I’m
and say: This is Keith. Listen to him talking to a colleague. staying here and finishing this report for Veronica and…
How assertive is he? Play 10.11. Classcheck. and… Ayla? Oh.

10.11 Notice the stress. Personal answer.

A = Ayla K = Keith
A Oh, Keith! I’m so hungry! Keith, you don’t have anything
I could eat, do you?
C Go over Common Mistakes  with sts to review
prepositions followed by gerunds. Elicit the correct order
K Er… well… I have an apple in my bag, but…
for the words in 1. Remind sts to change the verb forms.
A Oh, thank you, Keith. You’re an angel.
Have sts repeat the same process for sentences 2-5. Play
K Er… OK. So… Why are you so hungry?
10.11 again so sts can check their answers as you write
A Oh, I left home early this morning. them on the board.
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 10.3

1. Ayla left home without having breakfast. chatting on your phone at lunch’. Another point to be
highlighted is the correct position of the preposition in a
2. She wants to lose weight by reducing carbohydrates.
sentence. Sts should pay special attention to the fact that
3. Keith’s worried about finishing the report on time. the preposition comes before the object, as in ‘Turn it off’.
4. He’s afraid of losing his job if he writes a bad report.
Draw sts’ attention to the Song line on the top of p. 109
5. Keith’s fed up with being told what to do. and see if sts know the song or the band that recorded it. If
one of the sts remembers the song, ask him / her to sing or
D Play 10.12 as sts listen to and read World of English . Ask hum the melody for the class.
sts to turn to AS 10.11 on p. 167 and look for more examples
Song line:
of verbs that can be followed by either a gerund or an
infinitive. Don’t stop believin’,
hold on to that feelin’,
I’ve started feeling hungry already. / I’ve started to feel streetlight people.
hungry already. Song: ‘Don’t Stop Believin’’
I mean, what if it starts to rain? / I mean, what if it starts Band: Journey (USA)
raining?  Year: 1981

 Tip If time allows, ask sts to go to Grammar on p. 135 for

7  Grammar: Verb + gerund or infinitive further practice.

A Point to the test Keith took when he joined the course and
tell sts that there are phrases missing. Have sts place phrases D Briefly introduce photos a-d and invite sts to tell you
a-f  in the correct gaps. Paircheck. Play 10.13 to classcheck. what they think is happening in each of them. Tell sts that
they are going to listen to three conversations, each related
a, d, e, b, c, f to one photo. Explain that there is one extra photo, which
will be left out. Ask: What’s conversation 1 about? Listen
and find out. Play 10.14 and pause after conversation 1.
B Ask sts to look at the test in A once again and work in
Classcheck. Then play the rest of 10.14. Classcheck.
pairs to decide which response is the most assertive for
situations 1-3. Classcheck.
10.14
Then ask: What would your personal response be to each of 1 … I’ve been trying to reach you for hours! Where have you
these situations? Have partners tell their answers. Then, been...? Well, anyway… I’m stuck near the M5… Yeah,
classcheck by asking sts to report their partners’ answers about ten inches or more… Yeah, I’ve tried that…
to the whole class. Ask: Were your answers similar? Yeah, that too… Of course I’ve tried setting the car to
winter mode, but that didn’t work. What do you mean ‘try
Personal answers.
to stay calm’? I’m freezing to death!
2 … I know, I know… I tried to phone you, but my battery
C Have sts look again at sentences a-f  in A. Ask them to died… I’m sorry… Another 40 minutes or so… I was
underline the gerunds and circle the infinitives after the running out of petrol, so I had to stop to fill up the tank…
verbs stop, try  and remember. Classcheck. It’s true, I swear. Hey, stop yelling! It’s not my fault! What do
you expect me to do? Get home on foot?
stop showing up for these family dinners
3 … You said there’s a petrol station after the bridge, right?
stop to talk to her So… I think I might be lost. I mean, I don’t remember ever
he’ll probably try to find a way to get the money being here… I can’t. I didn’t remember to bring the satnav,
try crying or something so I’m using an old map… No, I haven’t got any of those
apps in my phone… Come on, don’t laugh. Can you…
instead, you write a ‘Remember to ring Jane’ note
hey, I remember lending you some money a while ago
1. b 2. a 3. d
Then, sts refer to underlined and circled verbs from a-f 
in A to complete the Grammar box rules with -ing (for
gerunds) or to (for infinitives). Paircheck. Classcheck. E Have sts complete the gaps in sentences 1-6 with
the gerund or infinitive of the verbs in brackets. Replay
10.14 so sts can check their answers as you write them
Stop  + -ing 
on the board.
Stop  + to 
Try + to  1. to reach
Try  + -ing  2. setting
Remember + -ing  3. to fill up
Remember  + to  4. yelling
5. being
Read Common Mistakes  with the whole class. Draw sts’
attention to the use of verb + -ing as in ‘Please stop 6. to bring

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Then, ask sts to hide sentences 1-6 with a notebook or a for delayed correction. Classcheck and provide sts with
sheet of paper. Pair sts up and have them try to remember language feedback.
all six sentences by looking at the photos. Classcheck.
Personal answers.
F MAKE IT PERSONAL  Have sts swap partners. In their
new pairs, sts should tell each other what they would do
in situations 1-5. Point out the model text in the speech
bubbles and encourage sts to use the sentence frames Workbook p. 51
ID Online Portal
in their answers. Monitor pairs’ discussions closely for
Grammar p. 134
accuracy and encourage peer correction. Take notes

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 10.4

 Would you say you were bossy?

Lesson Aims:  Sts study and practise separable and inseparable phrasal verbs through the context of ‘toxic friends’ and how to
deal with them.
   4
 . Function Language
   0
   1 Listening to a podcast about ‘toxic friends’. We’ll tell you how to get rid of a toxic friendship in four easy steps.
  n
  o Talking about what good friends are supposed to do. A healthy friendship involves an equal amount of give and take.
  s
  s
  e Reading about ways not  to learn English better. I never try to guess the meanings of new words. I always look
   L
them up.
Vocabulary: Phrasal verbs: lift (somebody) up , bring (somebody) down , come down with (something) , work (something) out ,
phase (somebody / something) out, boss (somebody) around , stick to (somebody /  something), put (somebody) down .
Grammar: Separable and inseparable phrasal verbs.
Before the lesson: Write the following questions and verbs on the board:
1. During class, how often do you stop 4. Is there anything you’d like to stop
the phone or text somebody? (answer) ? (eat)
2. Do you always remember your phone before 5. Do you remember a cartoon last
going into the cinema or theatre? (switch off) class? What was it about? (read)
3. Have you tried the online exercises 6. Will you remember today’s
on the Portal? (do) homework? (do)

 Warm-up Show sts the questions on the board (see Before talk about themselves and don’t seem interested in how
the lesson ) and ask them to complete the sentences with the you are... you may have a toxic friend. The negative effect
gerund or infinite form of the verbs provided. Classcheck. In of toxic relationships can seep into all other aspects of our
pairs, sts take turns asking and answering 1-6. Classcheck. lives. But never fear! We’ll tell you how to get rid of a toxic
friendship in four easy steps.

1. to answer
2. to switch off definition 2
3. doing / to do
4. eating B Have sts quickly read statements 1-6. Replay 10.15 and

ask sts to tick the points they hear. Paircheck. Replay 10.15 if
5. reading
necessary. Classcheck. Then, elicit sts’ predictions about what
6. to do
they are going to hear in part 2.

1, 2, 3, 5, 6
8  Listening

A Books closed. Write toxic friend on the board and ask C Tell sts that part 2 gives listeners step-by-step tips on
sts to work in pairs to guess the meaning of the phrase. how to deal with toxic friends. Point to the table and ask sts
Classcheck sts’ guesses. to read 1-6 briefly. Play 10.16 and have sts match the two
columns in the table. Paircheck. Classcheck.
Books open. Read definitions 1-3 with the class and have
sts tick the one they think best describes a ‘toxic friend’.
10.16 Notice the pauses.
Play 10.15 so sts can check their answer. Then ask: Who
Step 1: Recognise the signs. Ask yourself these questions to
do you think suffers more from this problem: men or women?
work out whether a friend is toxic. Do they put me down or
criticise me a lot? Do they seem jealous of me? Have I ever
10.15 suspected that they were doing things to make me look or do
A healthy friendship involves an equal amount of give and worse than them, or manipulating me for their own benefit?
take: you are both there to suppor t each other through tough Do they boss me around? And most importantly, how do I feel
times. You meet each other’s needs equally. You share and after spending time with this person? Better... or worse, like
share alike. You lift each other up when one of you is down. I’m coming down with something? Do they bring me down or
You want whatever is best for your friend’s happiness, not lift me up?
what is best for you or what you think they should do. You will Step 2: Start putting boundaries in place. Next time your friend
walk away from spending time with a true friend, even just rings you in the middle of the night or asks to borrow money
talking to them on the phone, with a smile on your face and or tells you what to do, start to gently say no. Decide which
feeling energised, not drained. If this isn’t the case, and you situations you will stand up for yourself in and how. Imagine
feel drained after seeing or speaking to a ‘friend’, or you feel it before it happens, and what you are going to say. And then
bullied by them into doing what they want, or they only ever stick to it! No excuses. Don’t be afraid of this person.

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 10.4

Step 3: Phase them out. Start spending less and less time questions 1-5. Classcheck by inviting a few volunteers to
with your toxic friend and more time with your family and share their answers.
other friends. If you haven’t got other friends, start doing
activities you enjoy and meet new people that may beco me 1. brought (you) down
good non-toxic friends in time. Don’t return your toxic 2. came down with
friend’s calls, emails, texts as of ten as you used to. Keep it 3. put (you) down
short and sweet.
4. stick to
Step 4: Make yourself your new best friend. If you have
low self-esteem, you’re more likely to end up in toxic
relationships. Learn to love yours elf and to feel worthy of 10  Grammar: Separable and inseparable
being treated with respect. If necess ary, join a counselling
 phrasal verbs
group or an assertiveness training school. Get a new haircut
and clothes that make you feel great. Look after yourself A Play sts listen to and read World of English .
10.18 as
with healthy amounts of sleep, food and exercise. You’ve Then, instruct sts to write S (separable) or I (inseparable)
heard it a million times, but it really does work. next to sentences 1-6 in 9B. Paircheck. Classcheck.

2, 3, 4, 1 1. S 2. S 3. I 4. S 5. I 6. S

Read Common Mistakes  with the whole group.

D Have pairs of sts summarise the advice given in 10.15

and 10.16 using the four pictures in C. Classcheck.  Tip If time allows, ask sts to turn to Grammar on p. 135 for
additional practice.
Personal answer.

B Have sts read the Song line on the top of p. 111 and
E MAKE IT PERSONAL  Have sts swap partners and discuss
identify the phrasal verbs in the line. Ask sts if these
the questions in their new pairs. Read the model text
phrasal verbs are separable or inseparable.
in the speech bubble with the whole class before pairs
begin talking. Monitor pairs’ discussions and take notes Song line:
for delayed correction if needed. Classcheck by inviting
 You know you m ake me wan na shout!
volunteers to share their st ories or examples and provide
Lift my heels up and sh out,
language feedback. throw my head back and shout…
Song: ‘Shout’
Personal answers.
Band: The Isley Brothers (USA)
 Year: 1959

9  Vocabulary: Phrasal verbs
Lift up, throw back. Both are separable.
A Read sentence 1 to sts and elicit the letter of the
Tell sts to re-read the quiz on p. 108, then find and underline
corresponding picture (d). Have sts match statements
seven phrasal verbs. Instruct t hem to write S (separable) or I
2-5 to the correct pictures. Paircheck. Play 10.17 to
(inseparable) for each occurrence. Paircheck. Classcheck.
classcheck.
showing up – I
1. d 2. c 3. e 4. b 5. a 6. f
broken up with – I
cheating on her – I
B Ask sts to underline all the phrasal verbs they can find
don’t pick the phone up – S
in sentences 1-6 in A. Classcheck. Then, have them match
the phrasal verbs to the correct definitions. Paircheck. hang up – S
Classcheck. Ask: How many of these definitions are literal pay you back – S
meanings? (none of them). keep putting it off – S

1. lift (sb) up 2. bring (sb) down

C Tell sts that they are going to read about six ways not
3. come down with (sth) 4. boss (sb) around to learn English better. Ask them to complete the gaps in
5. stick to (sth) 6. work (sb / sth) out sentences 1-6 with the correct particle(s) from the box and
the object pronoun it or them. Classcheck by writing the
C Have sts complete the gaps with phrasal verbs from B. answers on the board. At the end, ask the whole class: Do
Paircheck. Pair sts up and have them ask and answer  you agree that these are all bad habits?

170
 10.4

1. them up answer questions using the phrasal verbs from C. Allow

2. it off sts some time to prepare and make notes before they begin
talking. Monitor groups’ discussions closely and write
3. it off
down mistakes for delayed correction. Classcheck and
4. it out provide language feedback.
5. up for them
6. to them

Workbook p. 52
D MAKE IT PERSONAL  Have two sts read the model
ID Online Portal
dialogue in the speech bubbles. Divide the class into
Grammar p. 134
groups of four and have sts work in their groups to ask and

171
 10.5

 What’s your most common mistake in English? /

 Are you going to take an English exam?
Lesson Aims:  Sts study and practise how to proofread and correct pieces of writing. Sts also learn how to make
recommendations in the context of reflecting and talking about their own progress as language learners.
   5
 . Function Language
   0
   1 Proofreading and correcting mistakes. I am felt really lost. Do you know about if…
  n
  o Talking about your own mistakes in English. What are your most common mistakes?
  s
  s
  e Listening to a teacher’s recommendations. How about learning ‘make an effort’ instead of ‘effort’?
   L

Role-play teacher-student dialogues. Try to avoid reading slowly all the time.
Talking about your own English and making recommendations. Have you thought about paying attention to theth  sound in
English films?
Vocabulary: Proofreading, find it hard / difficult to do (something), have (no) trouble doing (something), be comfortable doing
(something). Expressions for making recommendations: ‘Have you thought about…?’, ‘How about…?’, ‘A good way is…’,
‘Try to focus on…’.
Grammar: Review of verbs and expressions followed by gerunds and infinitives.
Before the lesson: Write the following questions on the board:
1. Are you pleased that you’re about to finish one more level of the course?
2. Do you think you’ve made the most of the course so far? Why / why not?
3. Briefly summarise a memorable lesson you had this term. What was it about? Did you enjoy it?
4. Do you think you should or could have studied more?
5. How much do you think your English has improved since the beginning of this course?

 Warm-up Start off the lesson by chatting to sts about how they Message 1:
feel on (or about) the ‘last lesson’. Point out the questions on the 1. My name’s Bruna, I’m have twenty-three years old…
board and have sts discuss them in pairs. Classcheck. I never to become fluent.
2. I’ve studied English for four years, and…
I will never become fluent.
 Skills: Proofreading 3. … she says it’s only a matter of time.
4. I thinking I (will) never
A Have sts read statements 1-6 and write S (similar to
Message 2:
me) or N (not like me) for each one. Divide the class into
1. I am felt really lost.
groups of four. Have two sts read the model dialogue to the
Do you know about if…
whole class. Then, go over Common Mistakes  with them. Ask
2. … but listening is a nightmare.
sts to work within their groups to compare their marks for
Do you know if there is anything…
sentences 1-6 and find out which is the most difficult skill
3. Once I spent two weeks in London…
among the learners in their group. Classcheck.
4. … I can do to improving (improve) my listening?
Personal answers. Message 3:
1. … who she is a teacher…
B Point to the website and ask: What’s this page about? … she told me do not to worry about…
(English learning experiences and tips). Read the webpage 2. When I read, I try to understand…
introduction with sts. Tell the class that there are six … she told me not to worry about…
sentences missing from the website. Point to 1-6 in the 3. … worry about all the new words.
table in A and have sts place each one in the correct gap on 4. … but people saying this is a bad habit.
the website. Paircheck. Classcheck.
D Books closed. Tell sts that they are now going to listen
1, 5, 3, 6, 4, 2
to the texts from B. Before sts listen to the audio, ask: How
different is listening from reading?  Play 10.19. Then, ask
C Ask sts to f ind the mistakes described in 1-4 in each them to open their books. Play the track again and check
message in B. Walk around the classroom and offer help their answers. Classcheck.
when requested. Paircheck. Classcheck. If possible, use the
Digital Book for Teachers to display the page and highlight 10.19
the answers in the text. 1 My name’s Bruna, I’m twenty-three years old and I’m from
Bucaramanga, in Colombia. I’ve studied English for four
 Tip If time allows, ask sts to complete Writing Bank on years, and some things are easy, but others are very hard!
p. 153, or assign it as homework. For example, I think I’m good at grammar (I love rules!),

172
 10.5

but when I have to interact with other people, I have expressing your ideas fluently instead of speaking 100%
trouble expressing my ideas and I hesitate a lot. My correctly all the time. ’Cause, you see, the more you stop
teacher says that I’ll get better; she says it’s only a matter of to think about what you’re going to say nex t, the more you
time. But sometimes I think I will never become fluent. hesitate. And remember: People will still understand you if
2 I’m Byung-Sang, from Seoul. I have studied English since I you make a few mistakes. And here’s another suggestion:
was a little boy, but, to be honest with you, I don’t like English. Have you thought about asking a friend to practise with you
I can communicate well, I’m comfortable writing in for a few hours a week? You probably have at least one or
English (e specially e mails), but listening is a nightmare. I
two friends who sp eak some English, right? So think about
it: You can have fun and improve your English at the same
have a lot of difficulty understanding native speakers. Once I
time without having to, I don’t know, live abroad or anything.
spent two weeks in London and I felt really lost. Do you know
Thanks for writing, Bruna and good luck.
if there is anything I can do to improve my listening?
Our second messa ge comes from South Korea. Our listener
3 When I read, I try to understand each and every word on
says he has trouble understanding spoken English… Yeah,
the page, but people say this is a bad habit. I have a friend
that’s a common problem. Byung-Sang, listen, I have
who is a teacher and she told me not to worry about all
two suggestions. First, listen to as much English as you
the new words. But, honestly, I find it hard to read fast,
can outside the classroom. For example, a good way of
for general comprehension. What do you think? There’s practising is watching Internet videos on sites like YouTube,
another problem: How can I use the new vocabulary? I Dailymotion and so on, at least every other day, for about
have no trouble remembering new words, but it’s hard for an hour or so. Religiously. Turn the subtitles on and off
me to use them. Any suggestions? Omar, from Istanbul. sometimes too. But be sure to choose a variety of videos –
both more and les s challenging, OK? And who knows, you
might even learn a new expression or two! And here’s the
Personal answer.
second sugges tion: If you want to improve your listening, you
should consider giving pronunciation a little more attention.
E MAKE IT PERSONAL  Divide the class into groups of three. Yeah, I’m serious. Research has shown that students with
Have the sts in each group take turns asking and answering good pronunciation tend to be much better listeners. How
questions 1-4. Encourage them to make notes of their about that?
partners’ views. Classcheck by inviting volunteers to report And our final message comes from Omar – where’s he from?
their partners’ answers. – oh, Turkey, wow. Omar says he’s not comfortable reading
quickly, for, er, for general comprehension. Omar, listen:
Personal answers. reading too slowly is not always a good idea. For example, if
you take an international exam, you’ll need to be able to read
fast, without a dictionary. So here’s what I think you should
 in Action: Making recommendations do: Next time you approach a text, read it once quickly first.
Then, if necessar y, read it again, more carefully, looking for
A Ask: Do you ever practise English online? What are your information you need. But try to avoid reading slowly all the
 favourite websites to practise your English? Have sts answer time. And about your vocabulary question, here’s something
in their groups. Sts can be in the same groups from the that might help: learn words together. For example, how
previous activity. Classcheck. about learning ‘make an effort’ instead of ‘effort’? Our brains
like these kinds of as sociations, you know?
Tip If possible, suggest a few websites you particularly like Well, that does it for us tonight. In the next episode, we’ll be
and find useful for sts’ level. talking about…

Personal answer. Bruna – 2, 3 Byung-Sang – 1, 3 Omar – 1, 3

B Tell sts that they are going to listen as the teacher from C Point to the table and say: Try to remember more of the
the website in Skills B makes recommendations for teacher’s recommendations and match these two columns.
Bruna, Byung-Sang and Omar. Ask sts to listen and tick the Play 10.21 so sts can check their answers. Classcheck.
two recommendations given to each student. Play 10.20. Replay the track and ask sts to repeat sentences 1-6.
Paircheck. Replay the track if necessary. Classcheck. Correct intonation on the spot.

1. Try to focus on expressing your ideas fluently.

10.20
Welcome to English for all, the podcast for students who 2. Have you thought about asking a friend to practise with you?
want to improve their English – fast! Last week we asked 3. A good way of practising is watching Internet videos.
you to tell us about your strengths and weaknesses, your 4. You should consider giving pronunciation a little more attention.
successes and your frustrations… So… Today we’ve chosen
5. Try to avoid reading slowly all the time.
three messages to read on the air. The first one – where
is it? Oh, here – was written by Bruna, a listener from 6. How about learning ‘make an effort’ instead of ‘effort’?
Colombia – Hi Bruna – who says she’s goo d at grammar, but
finds it hard to expre ss herself fluently. Listen, your English D Pair sts up. Ask them to hide the second column of
sounds fantastic and, you know, maybe you’re much more the table in C with a notebook or a sheet of paper. Have
fluent than you think… Anyway, here’s what I think you partners take turns saying 1-6 as full sentences from
should do: Try to focus on memory. Monitor for accuracy and intonation. Encourage
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 10.5

peer collaboration and correction. At the end, ask: Which are and what action plan they thought of. Explain that
sentence was the most difficult to remember? sts should listen to their classmates and make more
recommendations to help, as in the model comments in
Personal answers. the speech bubbles. Have two sts read this model to the
whole class before sts begin their discussions. Then, have
E Have sts role-play a student-teacher dialogue based on the sts in each group share their ideas and try to help one
students’ messages and the teacher’s podcast. Ask them to use another. Monitor and offer help if necessary. Classcheck.
language from Skills B and in Action B and C. Monitor Round off the lesson with World of English . Congratulate sts
them and offer help whenever necessary. Then, ask sts to swap on their achievement and encourage them to keep up the
roles and role-play the dialogue one more time. Finally, invite good work!
volunteer pairs to act out their dialogues for the whole class.
Personal answers.
Personal answers.

F MAKE IT PERSONAL  Focus on the headings ‘Strengths’,

‘Weaknesses’, and ‘Action plan’ on the chart. Review the Workbook p. 53
examples provided for each section. Then, ask sts to think about ID Online Portal
their own English and write notes in each of the columns. Grammar p. 134
ID Café Video p. 147
Divide the class into groups of four. Ask sts to tell their
Writing Bank p. 153
group members what their strengths and weaknesses

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 Review 6
Units 9-10

Grammar and Vocabulary   Ask sts to look at the St A: You were

photos in 5C and role- responsible for preparing
3 dialogues,
A Picture dictionary. Pair sts up and have partners test p. 107
play three different the final report.
each other and review the vocabulary in units 9 and 10. dialogues based on them. St B: Are you accusing
me of…?
Monitor sts closely throughout the picture dictionary tasks
and correct vocabulary and pronunciation on the spot. Have pairs of sts hide St A: (points to picture e)
statements 1-6 in 9A with Come down with a
6 phrasal
a notebook or a sheet cold.
 Tip In order to provide sts with as much fluency practice as possible,  verbs,
of paper and take turns St B: (points to picture c)
pp. 110-111
expand the activity into the mini-dialogues suggested below. saying the phrasal verbs Bring you down.
pictured in a-f .

 Ask sts to turn to the St A: How do you spell

Picture Procedures Mini-dialogues / pronunciation chart on quick ?
dictionary  Suggested language p. 155. Focus their attention St B: Q-U-I-C-K.
on the list of words for St A: Right. How do you
Have sts hide the texts in St A: (points to photo a)
2 words for consonant sounds just spell ache ?
1A with a notebook or a Murder.
each sound below the pictures. St B: A-C-H-E.
sheet of paper. Ask them St B: (points to photo b)
7 crimes, in lines 5 Pair sts up and explain St A: That’s right.
to work in pairs, taking That’s bribery.
pp. 94-95 and 6 of the that st A should ask st B St B: Now you. How do
turns pointing to photos St A: (points to photo c)
consonants ‘How do you spell…?’  you spell kitchen ? How
a-g  and naming seven This is theft. What’s d?
chart (not for two words (not the do you spell future ?
types of crime.
the picture picture words) with each
Have sts look at the St A: Attacks will be  words), consonant sound in the
photos in 7D and, in trios, carried out wirelessly, p. 155 fifth line of the chart. Then,
make predictions about and we won’t be sts should swap roles, with
cybercrime in the future. protected. st B testing st A on two
St B: Viruses will spread  words with each sound in
3 cybercrime the sixth line.
across multiple devices
risks, p. 98
 very easily.
St C: Twenty per cent
of all the world’s 7 crimes:
smartphones will have
been targeted.
murder, bribery, theft, drug dealing, burglaries, kidnapping,
robbery
Have sts make optimistic St A: (points to photo a)
predictions about photos Soon, most people will 3 cybercrime risks:
a-e  in 8C. be working from home. Attacks will be carried out wirelessly, and we won’t be
5 optimistic
predictions, St B: (points to photo e)
Stronger classes: Ask sts  We will have stopped
protected.
p. 99
to hide the prompts on global warming by 2030. Viruses will spread across multiple devices very ea sily.
the left with a notebook Twenty per cent of all the world’s smartphones will have
or a sheet of paper.
been targeted.
 Ask sts to hide the text St A: Michael decided
about Michael with a to listen to loud rap 5 optimistic predictions:
notebook or a sheet of music in his car in the Soon, most people will be working from home.
paper and, in pairs, retell middle of the night.
Michael’s the story based on the St B: The neighbours By the end of the decade, free Wi-Fi will have been
story, p. 100 pictures. phoned the police and implemented every where.
he was sent to jail. In the next few years, most people will be driving electric cars.
St A: Yeah, but he was
released the next day. A cure for the common cold will have been discovered by 2020.
Then… We will have stopped global warming by 2030.
Have sts role-play the St A: Hey, what do you Michael’s story:
situations in in Action E. think you’re doing?
5 explanation Encourage sts to alternate St B: It’s not what it
A young student from Chicago decided to listen to loud rap
stories, roles, ask for and give seems! I was just… music in his car in the middle of the night. The neighbours
p. 103 explanations, and use phoned the police, and he was sent to jail. He was released the
phrases from in
 Action C.
next day. A week later, he played loud rap music again, at
2am. Then he was charged with disorderly conduct and
Have sts hide the quiz in St A: How often do taken to court. There was no evidence against him, so he was
1A with a notebook or a  you wake up feeling
sheet of paper and ask grumpy? acquitted. The third time he did it, there was a police car in his
8 mood
‘How often…?’ questions St B: Every day. How neighbourhood, so Michael had to face the judge again. This
 words and
about the moods in about you? time he was convicted. He was sentenced to stay three days in
phrases,
photos a-g . St A: Only if I don’t get
pp. 104-105
enough sleep.
jail and pay a $1,000 fine. Michael had an alternative: listening
St B: How often do you to classical music for 30 hours. Michael tried, but he quit after
 yell at people? 20 minutes and chose the original punishment.

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 R6

5 explanation stories: D MAKE IT PERSONAL  Have sts read questions 1-5

A woman stealing a product in a supermarket. and choose the correct verb form, infinitive or gerund.
Classcheck. Pair sts up and have them take turns asking
A man jumping off a window.
and answering 1-5. Monitor sts’ work and correct any
A person dressed as a panda bear. mistakes on the spot. Classcheck by inviting volunteer
A lipstick kiss on a man’s shirt collar. pairs to tell the class any answers they have in common.
A student cheating on a test.
1. to have 2. being 3. learning 4. camping
8 mood words and phrases: 5. to wash / eating
grumpy, yell, swear, in a good mood, fed up, moody,
short-tempered, cool as a cucumber
E Tell sts that they are going to listen to three dialogues.
3 dialogues: Say: Pay attention to the phrasal verbs you hear and match
Chris did not get the figures in time to prepare the final verbs 1-7 to the particles. Allow sts a few seconds to look at the
report. verbs and particles. Then, play R6.1. Paircheck. Classcheck.
Jose told his wife’s mother that she looked like a big orange
in that hat. R6.1

A girl is teaching someone two different ways to save a file 1

on a computer. R = Ron H = Hanna
R Hey, Hanna, what are you reading?
6 phrasal verbs:
H Oh, hi, Ron. Oh, this. It’s a book Ralph lent me. He said it
lift (sb) up, bring (sb) down, work (sb / sth) out, boss (sb) was really good, but I just can’t get into it.
around, stick to (sth), spend time with (sb). R Huh, so, what’s it about?
2 words for each sound (po ssible answers): H Well, er, that’s just it. Ralph said it was a really interesting
/k/ back, quick detective story… but there’s no crime, not much story line,
nothing really. I just can’t work it out.
/g/ leg, guess
R Hmmm… Well, maybe it’ll turn out better than you think,
/ŋ/ single, bank you know, keep reading!
/h/ unhappy, who 2
/tʃ/ kitchen, future L = Lenny S = Sue
/dʒ/ generous, bridge S Lenny? Have you changed something… Your hair or
/r/ married, write something?

/j/ university, uniform

L Nope, not my hair. But I’m on this diet right now. I’ve lost a
little bit of weight.
S Ah! That must be it! Yeah, you look really good!
B Ask sts to rewrite 1-6 using the passive voice. Paircheck. L Oh, thanks, Sue. You know, it’s pretty hard to stick to it,
Classcheck by writing the answers on the board. As you there are so many things I can’t eat, but, you know, it really
correct each sentence, ask sts which unit it refers to. lifts me up when I hear things like that. So thank you.
S No problem! Yeah, stick to it Lenny, don’t give up!
1. In the TV programme Alf , Gordon Shumway was looked
3
after by a family. (unit 6)
J = Jackie B = Beth
2. If cars were made by computer companies, the
J What is it, Beth? You look kind of miserable. You’re not
commands would be located in the boot. (unit 7)
coming down with anything, are you?
3. Check that the computer is connected to something.
B Oh, I don’t think so… No, it’s this work. I’ve got so much to
(unit 7)
do and so little time. I just don’t know what to do. It’s really
4. Barbie was allowed to appear in Toy Story 3  (by Mattel). bringing me down.
(unit 6) J Oh Beth, you poor thing. Look, tell me it’s none of my
5. Do you think more technology will be voice-operated / business, I don’t want to boss you around or anything, but
operated by voice in the future? (unit 7) you really need to take care of yourself. Take a break or
6. Britney’s party is being held outside. (unit 8) something, you know?
B Yeah Jackie, maybe you’re right. But then when will I finish
this work?
C Read sign 1 with the class and elicit the correct
preposition from sts. Tell them to complete signs 1-6 with
to,  for or of . Paircheck. Classcheck. 1. boss around 2. bring down 3. come down with
4. work out 5. get into 6. lift up 7. stick to
1. to 2. of 3. for 4. of 5. for 6. for
Replay R6.1 and ask sts to listen for one additional
Then, have sts talk in pairs and discuss where they would phrasal verb in each dialogue. Paircheck. Classcheck by
most likely find each sign. Classcheck sts’ guesses. writing the answers on the board.

Personal answers. 1. turn out 2. give up 3. take care of (yourself)

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 R6

F MAKE IT PERSONAL  Have sts write down positive or 3, 5, 2, 1, 4

negative predictions about what life will be like 20 years
from now. Monitor sts’ predictions closely for the correct
use of future tenses. D Have sts complete the article in C with t he correct
tense of the verbs provided. Additionally, ask sts to write
Invite two volunteers to read the model dialogue in the speech down the name of the verb tense and whether it is in the
bubbles to the whole class. Then, have sts compare their active or passive voice. Classcheck by writing the answers
predictions in pairs. At the end, ask: Any different opinions? on the board.

Personal answers. had been opened – past perfect, passive

had been stolen – past perfect, passive
G Have sts correct sentences 1-10 in Common Mistakes . started – past simple, active
Point out that sts should find the number of mistakes was found – past simple, passive
listed in brackets. Whenever sts are uncertain, encourage will be held – future simple, passive
them to flip back through pp. 94-113 and check their
was held – past simple, passive
answers in units 9 and 10. Classcheck by writing the
answers on the board. was occupied – past simple, passive
hid – past simple, active
1. They tried to rob the shop, but didn’t steal anything. have been – present perfect, passive
2. This photo was taken secretly and has be en shown on was given – past simple, passive
the Internet.
has never been found – present perfect, passive
3. Hurry up! By the time we get to the cinema, the film will
have started.
4. People shouldn’t go to prison for thefts.
E Ask sts to complete sentences 1-5 about themselves.
Walk around the classroom and monitor for accuracy.
5. Do you worry about not passing the exam?
Have sts compare their sentences in pairs. Ask them to
6. Remember to lock the doors af ter leaving. find at least two things in common. Classcheck similarities
7. I like people who smile all the time. between pairs by asking: What did you find in common?
8. Do you want to go out with me to a party tonight?
Personal answers.
9. I’m good at speaking, but I have difficulty understanding.
10.Is it easy to use prepositions correctly?
F Have sts order the pictures in the story 1-5. Play R6.2
to classcheck.
Skills Practice
R6.2

A Ask sts to turn to p. 102. Inform them that the stories William Watts was a thief. One day he was stealing some
there are not complete. Tell sts that they are going to listen  jewel s from a sh op an d set off t he al arm. The p olice arrived
to and read the four stories in Skills A. Ask them to at the shop before William had finished, so he quickly
underline any words that are difficult to understand as  jumpe d out of the win dow and ran awa y. Unfortu nately
they listen. Play 9.17. Classcheck. for William, he turned the wrong way and saw the police
station in front of him. He stopped running and tried to act
Personal answers. naturally, but he was arrested. He was taken to court and
convicted of burglary. When the judge read the sentence,
Then, have sts look at p. 115 again and answer questions William started to cry.
a-d about each underlined word. Classcheck.

Personal answers. Tickboxes clockwise from top : 3, 2, 5, 4, 1

B MAKE IT PERSONAL  Divide the class into groups of G Dictation. Tell sts that they are going to hear six
three. Have sts work within their groups to discuss items extracts from F. Say: Listen and write down the six
1-5, deciding which option (a-c) is the worst and justifying sentences. Play R6.3. Paircheck and replay in case sts
their opinions. Monitor sts’ discussions and take notes for haven’t caught all the words. Classcheck by writing the
delayed correction. Classcheck their opinions and provide answers on the board.
language feedback.
R6.3

Personal answers. 1 The police arrived at the shop.

2 He jumped out of the window.
3 He turned the wrong way.
C Point to the article and ask: What’s the text about?
4 He stopped running.
Then, have sts order the paragraphs. Tell sts to ignore the
5 He was convicted of burglary.
gaps for the moment. Paircheck. Classcheck by writing the
answers on the board. 6 He started to cry.

177
 R6

1. The police arrived at the shop. 6.4

2. He jumped out of the window. 1 Pet hate one – chewing gum loudly.
3. He turned the wrong way. 2 Pet hate two – people who are late.
3 Pet hate three – people who crack their fingers.
4. He stopped running.
4 Pet hate four – loud dogs at night.
5. He was convicted of burglary.
5 Pet hate five – people who don’t speak clearly.
6. He started to cry.

Then say: Now listen and repeat, making the connections. Personal answers.
Replay R6.3 for choral repetition.
I Role-play. Read the instructions for st A and st B with
Sts should connect the portions in bold of each sentence: the whole class. Assign new pairs and have sts act out
1. The police arrived at the shop. dialogues about the pet hates. Encourage sts to swap roles
for each dialogue. Classcheck and invite four pairs to
2. He jumped out of the window.
role-play one dialogue each for the whole class.
3. He turned the wrong way.
4. He stopped running. Personal answers.
5. He was convicted of burglary.
6. He started to cry. J Question time! Tell sts that they are going to hear the
12 lesson title questions from units 9 and 10. Pair sts up
and say: After each question, I’ll pause, and then you should
H MAKE IT PERSONAL  Write pet hates on the board and tell each other the opposite of your normal answer. Have two
elicit a definition for this term. Tell sts that they are going sts read the model in the speech bubbles for the whole
to listen to five pet hates and then discuss them in pairs. class. Then, play R6.5 and pause after the first question.
Ask: How do these pet hates make you feel? Have two sts Have sts answer this question in pairs. Encourage them to
read the model dialogue in the speech bubbles. Then, play ask follow-up questions for fun. At the end, classcheck by
R6.4 and pause after the first pet hate. Allow sts time to inviting volunteers to share the funniest answers.
discuss it in pairs. Classcheck. Follow the same procedure
for the remaining pet hates on the track. Personal answers.

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 ID Café

Unit 1 He said, she said 1. out

2. about
Before watching 3. about
A Focus sts’ attention on the characters in the picture. If sts 4.  out
have already studied with a previous level of English , find
5. out
out whether they remember the characters’ names. Ask:
Who are they? What are they doing? 6. about

Then ask: Why do you think Rory is phoning Genevieve?  Have 7. over
two sts read the model dialogue in the speech bubbles. Ask sts 8. about
to work in pairs to predict the story. Classcheck sts’ guesses. 9. up, up
Personal answers. 10. on

B Start off by eliciting the pronunciation of words with D Draw sts’ attention to the sentences in C and say:
pink letters (words 1, 3, 5 and 6). Then, drill pronunciation There are eleven phrasal verbs here. What are they? Have sts
for words 1-6. match the phrasal verbs in C to the seven definitions in D.
Read the first definition with the whole class and elicit Paircheck. Classcheck.
the correct word. Have sts match words 1-6 to the correct
definitions. Paircheck. Classcheck. 10, 4, 7, 5, 9 (break up ), 1, 9 (end up )

4, 6, 3, 5, 2, 1
 After watching
 While watching A Have sts swap partners. Ask them to work in their new
A Tell sts that they are going to watch and listen to Rory pairs to answer questions 1-4 from memory. Classcheck.
phoning and asking Genevieve out. Ask: Where do you think
he’ll take her? A party? A romantic dinner? 1. a musician
Have sts quickly read all nine statements. Explain that 2. cousins
they should tick the statements they hear in the video. Play 3. a friend
Video 1. Paircheck. Classcheck. 4. to a party
They’re meeting at Lexington Theater.
August told Andrea that Rory likes Genevieve.
B Read sentence 1 and elicit the correct form of have
to complete the gaps. Have sts complete sentences 2-6
Genevieve and Rory don’t have anything in common.
with the appropriate forms of have or have to. Paircheck.
Genevieve breaks up with boyfriends in one month.
Classcheck by writing the answers on the board.
Andrea thinks Genevieve and Rory might have chemistry.
1. have
B Tell sts that they are going to watch the video again
2. have
as they order events, 1-7. Replay Video 1. Paircheck.
Classcheck by writing the answers on the board. 3. have
4. has
5, 1, 3, 4, 7, 6, 2
5. have to
C Read sentence 1 with the whole class and elicit 6. are having
the correct preposition. Have sts complete the gaps in
sentences 2-10 with about, on, out, over or up. Paircheck. C MAKE IT PERSONAL  Ask sts: Do you think their date
Classcheck by writing the answers on the board. will be a success? Will they get on well? Have two sts read
 Tip If time allows, classcheck sts’ answers by playing Video the model dialogue in the speech bubbles to the whole
1 with subtitles. Remind sts that the videos are in American class. Then, have sts work in pair s to answer questions
English, so they will see US spellings such as ‘theater’ in the and make predictions about Rory and Genevieve’s date.
subtitles. This spelling is used in the Student’s Book for the Classcheck.
proper noun ‘Lexington Theater’ (the name of the theatre in
the video). Personal answers.

179
 ID Café

Unit 2 Down to Earth they watch Video 2 once again. Paircheck. Classcheck by
writing the answers on the board.
Before watching 1. canopy, jungles, rainforest
A Show sts the photo and say: Do you remember Daniel? 2. jaguars, people, tamarin monkeys, toucans
What do you think he has been doing?  Have sts answer the 3. driving cars, overusing electricity, throwing glass and cans away
question in pairs. Refer them to the model text in the
4. recycling, turning off lights, walking
speech bubbles. Classcheck sts’ guesses.

Personal answer. C MAKE IT PERSONAL  Have sts swap partners. Ask the
whole class: What about you? Have you ever participated
B Elicit vocabulary from the photos and help sts match in ‘green’ recycling programs? What kind of things have you
them to items 1-5. Classcheck. done to help the environment?  Have sts take turns asking
and answering these two questions in their new pairs.
5, 4, 2
Classcheck.
3, 1
Personal answers.
Have sts work in pairs to guess the pronunciation of
the words with pink letters. Then, classcheck and drill  After watching
pronunciation for all the words. At the end, ask: Which of
these have you actually seen in real life? Have sts answer in A Instruct sts to decide whether each statement 1-6
pairs. Classcheck. is true (T) or false (F), based on what they remember
from the video. Paircheck. Replay Video 2 if necessary.
Personal answer. Classcheck by writing the answers on the board.

C MAKE IT PERSONAL  Point to the photos in B and ask 1. T 2. F 3. F 4. T 5. F 6. T
the whole class: Which of these are endangered species? Say:
Work in pairs and think of three ways we can help endangered B Have sts complete the gaps in sentences 1-6 with the
species. Invite a volunteer to read the model text in the present perfect or present perfect continuous forms of the
speech bubble before sts begin. Encourage sts to take notes verbs provided. Paircheck. Classcheck.
on their ideas. Classcheck.
1. has / been
Personal answer. 2. have / known
3. Has / been studying
 While watching 4. has taken OR has been taking
A Read questions 1-4 with sts and say: Now we’re going 5. have been causing
to watch Daniel and find out what he’s been doing. Watch 6. has been going on / have been
the video and choose the correct answers.  Play Video 2.
Paircheck. Classcheck. C MAKE IT PERSONAL  Have two sts model a dialogue, with

1. In a studio. st A reading the question in the rubric and st B reading the
model answer in the speech bubble. Ask all sts to swap
2. Global warming.
partners. Have sts work in their new pairs to take turns
3. A repor ter. asking and answering questions about actions they, their
4. Endangered species. friends and the government have been taking to help the
environment. Monitor sts’ dialogues closely and take notes
B Go over the four categories in the table with the whole for delayed correction. Classcheck and provide sts with
class. Make sure sts understand each of the four questions. language feedback.
Draw sts’ attention to the words and phrases in the box
and have sts place them in the correct categories as Personal answers.

180
 ID Café

Unit 3  Global swarming B Go over the topics and cities in the table with the class
and replay Video 3 as sts tick the features mentioned for
Before watching each place. Paircheck. Classcheck.
A Write the following list of words on the board: capital, Buenos Mexico New Quebec
coast, landmark, scenery. Underline the first letter of each Aires City York City
(and the first two letters of coast). Point to the top right City
photo and ask: What’s this? (coast.) Instruct sts to write ‘Co’ architecture  
in the box provided. Have sts identif y the rest of the photos cafés 
and mark them accordingly. Paircheck. Classcheck. chaotic 

good public 
Clockwise from top left : S, Co, C, S, L, L
transport
Draw sts’ attention to the adjectives in the box. To historic landmarks   
model the activity, point to the first photo and say: scenery  
This is amazing scenery.  Have sts work in pairs to make traffic   
combinations of adjectives and places to express their unpredictable weather 
opinions. Classcheck.

Personal answers.  After watching

A Have sts choose the correct answers to questions 1-4
B MAKE IT PERSONAL  Have sts work in pairs. Ask them to
from memory. Paircheck. Classcheck.
use the vocabulary from A to describe their favourite place
or landmark to their partner. Refer them to the model text 1. Their mother was a photojournalist.
in the speech bubble. Classcheck by inviting volunteers to 2. To visit his grandparents.
report their partners’ answers to the whole class.
3. More than he could name.
Personal answer. 4. Cities buzzing with people.

 While watching B Have sts complete the gaps in sentences 1-4 with the
past simple or the past perfect form of the verbs provided.
A Tell sts that Rory is planning his ‘vacation’ (holiday) Paircheck. Classcheck by writing the answers on the board
and August and Andrea are trying to help him decide or, if time allows, replay Video 3 with subtitles.
where to go. Have sts quickly read the statements and ask
them to watch the video and tick the statements that are 1. thought
mentioned. Play Video 3. Paircheck. Classcheck. 2. had spent

 Cultural Note This video introduces several words and 3. showed

spellings that are different in US English. Pre-teach the 4. had lived
American-English vocabulary vacation  (holiday), public
transportation  (public transport), fall  (autumn), mom   (mum) C MAKE IT PERSONAL  Have sts swap partners. Ask: What’s
and soccer  (football). If you will be watching the video with  your city like? Had you lived anywhere else before you moved
subtitles, you may also wish to point out the American here? Have sts work in their new pairs to ask and answer
spellings of harbor  (harbour) and traveled  (travelled). the questions. Refer them to the model text in the speech
bubble. Classcheck by inviting volunteers to report their
partners’ answers to the whole class.
August and Andrea had lived in many places before they
moved back to the USA. Personal answers.
Silicon Valley is the home of the computer nerds.
Rory has never been to Quebec City before.
Andrea and August lived in Buenos Aires.
Mexico City and New York are ver y crowded.
Rush hour in Mexico City is similar to New York City’s.

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Unit 4 AIQ: Artificial Intelligence C Ask: What about August’s invention? How does the
 program work? Tell sts that they are going to watch the
Quotient! video again and put steps 1-5 in order. Replay Video 4
without subtitles. Paircheck. Classcheck.
Before watching
3, 4, 5, 2, 1
A Point to the photo and ask: Who’s this? What’s in
the large envelope? Have sts make predictions in pairs.
D Divide sts in pairs and have them come up with
Classcheck sts’ predictions and tell them that they will
hypotheses for what would have happened to August if
find out the correct answer when they watch the video.
Then ask: What does August do? What are his interests? he hadn’t been a finalist and what will happen to him
Point to the robot on August’s desk and ask: What’s this? next. Ask a volunteer to read the model text in the speech
Do you think it’s August’s creation? bubble. Classcheck by inviting some volunteer pairs to
share their ideas with the whole group.
Personal answers.
Personal answers.
B Ask sts to match words 1-6 to the correct definitions.
Help them with any words that are unfamiliar to them.  After watching
Paircheck. Classcheck.
A Have sts mark each statement 1-6 as true (T) or
4, 5, 1, 2, 6, 3 false (F). Paircheck. Classcheck by writing the answers
on the board.
Then, ask sts to guess the pronunciation of the words that
contain pink letters. Classcheck and drill pronunciation of 1. T
all words. 2. F (Rory thinks August is an Einstein.)
3. F (August is waiting to hear about the result of an
C MAKE IT PERSONAL  Read the instructions with the
Artificial Intelligence contest.)
whole class and have two sts read the model dialogue in
4. T
the speech bubbles. Then, have sts discuss the questions
in pairs. Classcheck by inviting volunteers to comment on 5. T
their partners’ answers. 6. F (August is a finalist for a scholarship for $25,000.)

Personal answer.
B Have sts work in pairs to tick all the correct options to
answer questions 1-2. Classcheck.
 While watching
A Have sts quickly read the choices and questions 1-2. 1. He’s not confident. He’s worried about the outcome.
Play Video 4. Paircheck. Classcheck. 2. He won’t open the letter.
1. brilliant, genius, IQ, Einstein
C Say: Look at the first sentence. Why do we say it? To
2. ‘cell’ (mobile) phone, heat, electricity, Internet
change the subject? To speculate about the past?  Have sts
Ask: So, what’s in the large envelope? mark the purpose of each sentence as C (to change a
subject), E (to express regret), G (to get a subject back on
In the envelope there is the letter informing that August is a track), R (to reassure) or S (to speculate about the past).
finalist in the Artificial Intelligence design competition and a
$25,000 scholarship. S, E, R, C, G, S

B Go over sentences 1-4 with the class and have sts D MAKE IT PERSONAL  Pair sts up and tell them that they
briefly predict the answers. Replay Video 4 and have sts are going to talk about past regrets and experiences.
complete each gap with the correct verb in the correct Encourage sts to use the expressions from C. Ask two sts
form. Paircheck. Replay Video 4 with subtitles so sts can to read the model dialogue in the speech bubbles for the
check their answers.
whole class. Then, have partners share their regrets and
1. answered / gone past experiences. Monitor sts’ discussions closely and take
2. kicked out / arguing notes for delayed correction. Classcheck and provide sts
with language feedback.
3. had / opened
4. calculated / sent Personal answers.

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Unit 5 Shop around B Have sts quickly read questions 1-3 and the options
for each. Replay Video 5 as sts watch and tick the correct
Before watching answers. Paircheck. Classcheck.

A Books closed. Display a photo of a person operating a 1. Working with actors. / Shooting a film. 2. Anxious.
sewing machine. If technology is available, do some online 3. Make her own clothes. / Stop shopping. / Sew curtains.
research for photos showing someone operating a sewing
machine. Point to the photo and ask: What’s he / she doing? C Write the following questions on the board for sts to
discuss in pairs:
Pre-teach and drill the meaning and pronunciation of the
noun sewing machine and the verb sew /sǝʊ/. Ask: Can you 1. What kind of people might be interested in Andrea’s website?
sew? Do you sew your own clothes? Would you like to? Or do 2. What are the benefits?
 you prefer to buy clothes in a shop? 3. Would you use it?
Books open. Point to photos 1-4, and have sts match them Have partners take turns asking and answering the
to the correct definitions. Paircheck. Classcheck. questions. Refer them to the model text in the speech bubbles
and offer help if necessary. Classcheck sts’ opinions.
4, 3, 1, 2
Personal answers.
B MAKE IT PERSONAL  Have sts work in pairs, taking turns
asking and answering the questions. Refer sts to the model  After watching
text in the speech bubbles. Monitor pairs closely and offer A Have sts match adjectives 1-7 to the nouns in the
help if necessary. At the end, invite a few volunteers to right-hand column, using the same combinations as the
report their partners’ answers to the class. speakers in the video used. Paircheck. Classcheck or, if
time allows, replay Video 5 with subtitles.
 While watching
7, 1, 3, 5, 2, 4, 6
A Tell sts that they are going to watch Andrea and Lucia
talking about clothes. Ask: Do these women like clothes? B Have sts complete the gaps in sentences 1-5 with the
If appropriate, ask the women in class: How often do adjectives from the box. Classcheck by wr iting the answers on
 you buy clothes? Then, ask the men the same question the board.
and compare.
1. tired 2. smart 3. different 4. brilliant 5. red or purple
Go over the table with the class and have sts tick A
(Andrea), G (Genevieve), or L (Lucia) for each description as C Ask sts to complete each gap with the correct adverb
they watch the video. Play Video 5. Paircheck. Classcheck. from the box. Paircheck. Classcheck by writing the
A G L answers on the board.
Has beautiful, sophisticated clothes.  1. probably 2. actually 3. seriously 4. definitely
Needs beautiful, new clothes. 

Likes to wear dark clothes.  D MAKE IT PERSONAL  Invite two volunteers to role-play

Works with demanding actors. 

the model dialogue in the speech bubbles for the whole
class. Then, have sts swap partners. Ask the new pairs to
Used to be a mad shopper. 
talk together about their taste in clothes and colours. Ask
At the end, ask What’s Andrea’s business idea? What’s her partners to find at least one thing they have in common.
website about? Classcheck and ask: Any surprises?

Personal answers. Personal answers.

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Unit 6 Best in show  C Have sts mark statements 1-6 as true (T ) or false (F),
then have them correct the false statements. Paircheck.
Before watching Classcheck or replay Video 6 so sts can check their
answers.
A Have sts work in pairs. Point to the photos as well as
descriptions 1-6 and ask: Do you know all these shows and 1. T
characters? Have sts work in pairs to match the pictures to
2. F (First, Lucy tries on a long, straight black wig.)
the descriptions. Classcheck.
3. T
Clockwise from top left : 4, 6, 1, 5, 3, 2 4. T
5. F (August didn’t win because he didn’t have enough
B MAKE IT PERSONAL  Ask: Which characters in A do you
muscles.)
know? Have you actually seen them on TV or in films? What
kinds of films and TV series do you like?  Refer sts to the 6. T
model text in the speech bubbles, then have them discuss
these questions in pairs. Classcheck.  After watching
Personal answers. A Have sts complete the gaps in August and Lucy’s
conversation with who or that. Paircheck. Classcheck.
 While watching 1. who 2. who 3. that 4. who 5. who
A Say: August, Lucy and Andrea are getting ready for a
B Point to phrases 1-5 and elicit the person in the video
 party. What kind of party is it? Play the first 50 seconds of
who says each one. Then, have sts m atch phrases 1-5
Video 6 as sts listen and answer the question. Classcheck.
to the speaker’s tone and attitude as seen in the video.
It’s a costume party. Paircheck. If necessary, and if time allows, replay Video 6.
Classcheck.
Have sts quickly read the statements and ask them to tick
the ones they hear and see in the video. Play Video 6 from 3, 4, 1, 5, 2
beginning to end. Paircheck. Classcheck.
C Play 20 questions! Tell sts that they are going to play
Andrea looks like Lady Gaga and Morticia Addams.
the game ‘20 questions’. Have them swap partners and play
The party will be full of nerds and geeks. the game in pairs. Explain that st A should choose a famous
For a costume party, you dress as a character that you person. St B should ask st A up to 20 Yes / No questions to try
really like. to guess who the famous person is. Refer sts to the model
Andrea thought dubbed TV programmes were hilarious. text in the speech bubbles before they begin.
Diana Prince is Wonder Woman’s alter ego. Monitor sts’ questions for accuracy and take notes of any
mistakes in question formation for delayed feedback. At
B Instruct sts to order events 1-7 as they watch the video the end, classcheck and ask: How many questions did you
again. Play Video 6. Paircheck. Classcheck by writing the have to ask before you guessed correctly?  Then, provide sts
answers on the board. with language feedback.

3, 2, 6, 1, 7, 4, 5 Personal answers.

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Unit 7 The road NOT taken 1. He asked if they needed him to pick up anything else.
2. Her car had broken down.
Before watching
3. He said they’d have to cross back over and go back the
A Have sts look at the words in the box and ask: Which other way.
words do you think are similar in (sts’ mother tongue)?  (For
example, sts may note that express and transmission may B Ask: Do you remember what went wrong with G enevieve’s
have cognates in their mother tongue.) car? Have sts read the answer choices then ask them to
watch a short snippet of the video to find out. Play Video 7
 Cultural Note In British English, a ‘tow truck’ is often called from 00:02:00 to 00:02:35. Paircheck. Classcheck.
a ‘recovery vehicle’ or ‘breakdown truck’. You may also wish
to point out that the word ‘garage’ is pronounced differently It had a problem with its shocks; it needed a new transmission.
in American and British English. As in the video, Americans
stress the second syllable /ɡəˈrɑːʒ/, whereas the British C Say: They’re having fruit salad for dessert, r ight? But
stress the first /ˈɡærɪdʒ/. what about dinner? Point to the answer choices and
encourage sts to predict the answers. Then, continue
Read sentence 1 and elicit the correct answer. Ask sts to playing Video 7 from the point you paused in B until the
complete the gaps in sentences 2-5 with the correct words end. Have sts tick the correct foods as they listen.
from the box. Encourage sts to focus on words they already
Note Rory comments about his microwave at the end, but
know, either from their mother tongue or from their
he means it will be useful for latecomers. He didn’t serve his
previous knowledge of English. Paircheck.
friends a microwave dinner.
1. express
2. transmission bread, chicken, potatoes
3. tow truck
 After watching
4. commuter
5. shocks A Have sts complete the gaps in sentences 1-5 with the
verbs provided. Paircheck. Classcheck.
Then, have sts match sentences 1-5 to the photos.
Classcheck. 1. asked
2. phoned
2, 1, 5, 4, 3
3. wondered
B MAKE IT PERSONAL  Read the questions with the whole 4. told
class and have sts take turns asking and answering them 5. offered
in pairs. Refer sts to the model text in the speech bubble.
Classcheck by inviting volunteers to report their partners’ B Have sts swap partners and work in their new pairs to
stories to the whole group. answer ‘How long…?’ questions 1-4. If time allows, replay
Personal answers. Video 7 so sts can check their answers. Classcheck.

1. 45 minutes
 While watching
2. 2 hours
A Tell sts that August, Rory and Daniel are preparing
3. a bit
dinner for six people. Say: They are expect ing three
ladies to come over for dinner. Ask: Who do you think 4. 20 minutes
they are?  Have sts guess the names of the three female
characters. Classcheck by playing Video 7 from the C MAKE IT PERSONAL  Read the model text in the speech

start to 00:01:30. Then, pause the video and ask for sts’ bubble with the whole class. Ask sts to think of a time they
predictions: Who’s coming for dinner? What are they planned something – e.g., a party, a dinner or a film with
having for dessert? friends – that didn’t work out for some reason. Allow sts
a couple of minutes to think of an experience and write
Personal answers. down a few notes about it. Then, group sts in trios and
Have sts read questions 1-3 and the answer choices for each. have them share their stories in their groups. At the end,
Play Video 7 from the start to 00:03:43 and have sts listen and ask each group to choose a story to tell the class.
answer the questions. Paircheck. Personal answers.

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Unit 8 Small talk and smartphones B Replay Video 8 and ask sts to order events 1-6 in
the order in which they appear in the video. Paircheck.
Before watching Classcheck by writing the answers on the board.
A Focus sts’ attention on photo 1 and its caption. Elicit 3, 1, 5, 6, 2, 4
the correct verb and form from the whole class. Have sts
complete the rest of the phrases with the correct forms of C MAKE IT PERSONAL  Have sts swap partners and work in
the verbs provided. Paircheck. Classcheck. their new pairs to answer the questions about texting and
1. done smartphones. Classcheck.
2. done Personal answers.
3. cleaned
4. tuned up  After watching
5. fixed A Tell sts to read statements 1-6 and mark each one true
6. done (T) or false (F) then have them correct the false statements.
Paircheck. If time allows, replay Video 8 so sts can check
B MAKE IT PERSONAL  Point to the pictures in A and ask: their answers. Classcheck.
Do you get these services done? Have you ever got them
done? Invite two volunteers to read the model dialogue in 1. T
the speech bubbles. Have sts work in pairs to talk about 2. T
activities 1-6 in A. Monitor sts’ discussions closely and
3. T
correct any mistakes on the spot. Classcheck.
4. F (Zoey got a call about a job she applied for this
Personal answers. summer.)
5. F (Lucy asked someone to answer her phone because
 While watching she’d just got her nails done.)
A Elicit the names of the characters in t he picture. Tell 6. T
sts that the characters are at a spa. Have them quickly read
B Have sts match sentences 1-9 to the correct meanings.
statements 1-8, and ask them to complete each gap with the
Paircheck. Classcheck.
correct form of either get or get + past participle. Play Video 8
so sts can check their answers. Paircheck. Classcheck. 5, 7, 8, 3, 6, 4, 2, 1, 9
1. get / done
C Role-play! Tell sts to work collaboratively in pairs to
2. getting
create a dialogue about a recent experience. Explain that sts’
3. getting / done dialogues should include at least two of the phrases in B.
4. get / done Monitor pairs’ work and offer help if necessary. Then
5. got have partners role-play their dialogues. At the end, invite
6. got volunteer pairs to act out their dialogues for the whole
class.
7. getting / done
8. got Personal answers.

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Unit 9 A knight at the museum

It’s museum week and August was given two free tickets.
Before watching Rory has never been to the museum before.
A Point to the photo and ask: Where are Rory and August? Rory has been fascinated by dinosaurs since he was a child.
What do you think they’re going to do?  Have sts discuss the Genevieve says mummies are ‘kind of creepy’.
questions in pairs. Classcheck sts’ predictions and tell The text that August tried to send to Zoey was not sent.
them that Rory and August are at a museum. Zoey was lost in the museum and rescued by Paolo.
Personal answers. Today is the last day the film on black holes will be shown.

B Say: There are many types of museums in the world.  Point B Have sts read 1-5 and tell them to complete the gaps
to and, with the whole class, read the different types of with verbs in the passive voice as they watch and listen
museums listed in the headings of the table. to the video once more. Play Video 9 again. Paircheck.
Elicit the meaning of armour (coverings or hard ‘clothes’ Classcheck by writing the answers on the board.
to protect soldiers in battle) and explain that soldiers 1. was / fascinated
(knights) used to wear armour made of metal. Ask: Where
2. were / discovered
do you think we could see armour? In an art museum, a
natural history museum or a planetarium?  Have sts tick 3. were focused
the correct column in the table. Then, have sts continue 4. was lost
marking the table, ticking the appropriate type of museum 5. was gone / was given
for each exhibition. Paircheck. Classcheck.
 After watching
Exhibition Art Natural Planetarium A Have sts choose the best answer from a-c for each
Museum History question 1-6. Paircheck.
Museum
1. a 2. c 3. c 4. b 5. a 6. c
Armour 

Black holes 
B Point to the table and say: Look at these phrases from the
Dinosaurs 
video and decide if they’re describing an experience, describing
Gemstones  likes or dislikes or making a suggestion. Classcheck.
Mammals 
  Describing Describing Making a
Mummies 
an likes or suggestion
Sculptures  experience dislikes
It’s my first time at… 
C MAKE IT PERSONAL  Pair sts up and ask: What was I was fascinated by… 
the most interesting exhibition you’ve ever seen? Tell your
Let’s go see… 
 partner. Refer sts to the model dialogue in the speech
One minute I was…
bubbles. Classcheck. 
and the next…
Personal answers. Maybe we should… 

Do you want to go see


 While watching an exhibition on…?

A Tell sts that they are going to watch a video of Rory C Role-play! Have sts swap part ners. Tell the new
and August at the museum. Add that Genevieve is coming pairs to imagine that they are art critics visiting a
too. Have sts quickly read all the sentences and explain museum. Have them find photos on t heir phones or on
that they should tick the statements that are mentioned as any page of the book and work together to make arti stic
they watch and listen to the video. Then, play Video 9 as sts comments about them. Before pairs beg in, invite two
watch, listen and tick the statements that are mentioned. volunteers to read the model dialogue in the speech
Paircheck. Classcheck. bubbles to the whole class.

 Note Remind sts that the videos are in American English, so Monitor pairs’ discussions and take notes for delayed
correction. At the end, invite volunteer pairs to act out
if they watch with subtitles on they will see US spellings like
their dialogues for the whole group. Then, provide the class
‘armor’ (armour ). They’ll also hear exhibit  used as a noun as
with language feedback.
well as a verb (the noun for a collection of things shown to the
public is exhibition  in British English). Personal answers.

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Unit 10 Mad men

9, 1, 4, 7, 2, 6, 5, 8, 3, 10
Before watching
C Ask: Do you remember what Daniel said about his ideas
A Say: We’re going to watch a video of Daniel, Rory and and the science foundation? Point to sentence 1 and elicit the
 August. The girls won’t show up – it’s girls’ night out. Ask: Do correct answer. Classcheck. Have sts complete the gaps in
 you think the guys are going to feel happy being alone? sentences 1-7 with the words and phrases from the box.
Paircheck. If time allows, replay Video 10 so sts can check
Personal answer.
their answers. Classcheck.
Have sts read expressions 1-6 and work in pairs to match
1.  using
them to the correct definitions. Classcheck.
2. chasing after
4, 3, 2, 5, 1, 6 3. experience, jumping, brooding, moping around
4.  Competing
B MAKE IT PERSONAL  Invite two volunteers to act out the
5.  complaining
model dialogue in the speech bubbles for the whole class.
Pair sts up and have partners tell each other whether they 6.  boxing
have ever felt like doing or have done the actions described 7.  Beating
in 1-6 in A. Monitor pairs’ discussions and offer help if
necessary. Classcheck.  After watching
Personal answer. A Have sts read sentences 1-5 and mark each one true (T)
or false (F), then have them correct the false statements.
 Tip Before playing the video, ask students if they can Paircheck. Classcheck by writing the answers on the board.
remember the differences between British and American
English for football  (soccer ) and armour  (armor ). 1. T
2. T
3. F (Daniel thinks video games are a go od solution.)
 While watching
4. T
A Go over questions 1-4 and the answer choices with
5. T
sts. Ask them to tick the correct answers as they watch
and listen to the video. Play Video 10. Replay the video if
B Pair sts up and ask: Which of the three male and three
necessary. Classcheck.  female main characters do you like best? Why? Have sts
1. cry their eyes out; watch a ‘chick flick’; do their hair; discuss the question with their partners. Classcheck.
shop; get their nails done; sit in a spa; complain about Personal answer.
men; gossip; laugh at men
2. That Paolo is always the ‘hero’. C MAKE IT PERSONAL  Ask: Which ways of reducing stress
3. sit in an office; talk about your life did the guys find in the video?  (yelling, playing video games).
What about you? How do you work out anger or stress?  Invite
4. Sitting on the bench during a ‘soccer’ (football) match.
two volunteers to read the model dialogue in the speech
bubbles. Then, have sts discuss the question in pairs.
B Tell sts to order events 1-10 as they watch the video
Classcheck.
once again. Allow sts some time to read the statements,
then replay Video 10. Paircheck. Classcheck. Personal answers.

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 Writing
 Writing 1 A report classmates’ answers, as they will use these to write their
reports in G.
A Books closed. Ask: What’s a report? Why do people
usually write reports? In what situations? Have you ever G Your turn!
written one at work or school? What was it about?
Before. Working with the same partners as in F, sts should
Books open. Focus sts’ attention on Nina’s report and ask: gather information and draw a conclusion from their class
What’s her report about? What’s the aim of it?  Go over the survey.
report’s introduction with the whole class. Then, point
While.
out the topics above the report. Tell sts to read the topics
and mark each one + (most popular practices) or – (least 1 Have sts individually write the recipient’s name, their
popular practices). Paircheck. Classcheck. own name and the subject of the report, following the
model in A.
– using solar energy
2 Ask sts to write a first draft and give shape to their
– reusing bags reports using the headings from A and expressions from D.
+ separating domestic waste Monitor and offer help at this stage. Then, have sts write
+ recycling containers their full reports in 100-180 words.
After. Have sts work in pairs and ask partners to swap
B Say: Nina’s report is divided into five parts. Which are reports and read each other’s work to paircheck and spot
they? Have sts identify and name each of the headings in A. any mistakes in style, punctuation, grammar or spelling.
Point at the five questions and ask: Which heading describes Then, ask sts to revise their writing at home and send it to
the survey? Have sts match each question to the correct you via email.
heading from 1-5. Paircheck. Classcheck.

2, 5, 1, 3, 4  Writing 2 A narrative
A Point out the model narrative and ask: What type of text
C Point to sentences 1-6 and say: These sentences were
is this? (A narrative.) Who wrote it? (Stef Stiller.) Have you
written by students. Are they appropriate to include in a
ever taken part in a magazine’s competition?
report? Draw sts’ attention to the tips for writing a report
in Write it Right! on the top right corner of p. 148. Have sts Ask sts to quickly read the story and choose the photo that
read the tips and mark sentences 1-6 as A (appropriate) or I corresponds to the story. Paircheck. Classcheck.
(inappropriate). Paircheck. Classcheck.
photo 1
1. I 2. A 3. I 4. I 5. A 6. I
B Refer sts to the narrative in A and ask: How many
D Read item 1 with the class and ask: Which part of  paragraphs are there? (Four.) Point out the list of questions
the report is this?  Ask sts to read items 1-8 and mark and ask: Which paragraph, 1-4, answers each question?
them as I (introduction), R (reporting an observation), Paircheck. Classcheck.
G (generalising), M (making a recommendation) or S
2, 1, 1, 1, 3 / 4, 4, 2, 1
(summarising). Paircheck. Classcheck.

1. I 2. S 3. S 4. R 5. G 6. I 7. S 8. M C Have sts re-read the narrative in A and mark each
verb as PS (past simple), PC (past continuous), or PP (past
E Show sts the draft and ask: What’s this report about? perfect). Classcheck by writing the answers on the board.
Tell them that there are nine mistakes: five words with six
spelling mistakes, two in style, and one in punctuation. hadn’t had (PP) / was (PS) / had never done (PP) / decided (PS) /
Instruct sts to find and correct all nine mistakes. Classcheck. arrived (PS) / was (PS) / met (PS) / was (PS) / had never
skied (PP) / reassured (PS) / looked (PS) / found (PS) / gave
This report is bas ed on the recent findings about (PS) / kept (PS) / happened (PS) / was going (PC) / fell (PS) /
tourists’ expectations in our city. According to the pe ople broke (PS) / had turned (PP) / stuck (PS) / visited (PS) /
interviewed, our main problem is adequate accommodation. brought (PS) / fell (PS) / decided (PS) / was (PS)
Tourists complained they c annot find enough family rooms
or rooms with air-conditioning. They also recommended a D Go over Write it Right! with the whole class. Then, have
committee is organised to be re sponsible for offering better sts look for nine time phrases in the model narrative in A.
information and making sugge stions for tourists. Classcheck and ask: Can you find any others?

F MAKE IT PERSONAL Ask sts to work in pairs to prepare Time phrases: for a long, long time; before; last; after; when;
five questions for a class survey. Tell pairs to choose one the following day; never; then; while
of the topics provided. Monitor sts’ work and offer help if Question: every day
necessary. Then, invite sts to stand up and mingle as they
use their questions to interview their classmates about E Have sts complete the gaps in sentences 1-5 with the
the topic they chose. Remind sts to take notes of their time expressions from the box and the correct past form
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 Writing
of the verbs provided. Paircheck. Classcheck by writing the 1. totally, surprised
answers on the board.
2. safe
1. After, went 3. efficient
2. Occasionally, travels / travelled 4. regularly, wonderful
3. happened, ago 5. successful
4. Finally, decided 6. completely, energetic
5. helped, while, recovered / was recovering
D Read item 1 with the class and elicit the correct
F Tell sts that sentences 1-5 in E are actually sentences answer. Then, have sts read 1-5 and circle the best
that are missing from Stef Stiller’s story in A. Show sts the adjective order in each bold pair. Paircheck. Classcheck.
five boxes in the story. Have sts match sentences 1-5 from E
1. beautiful long
to their correct positions in the narrative in A. Paircheck.
Classcheck. 2. perfect new
3. an attractive young
3, 2, 4, 1, 5
4. small pink
G Read item 1 with the whole class and elicit the correct 5. strong new
options. Have sts circle the correct options in each bold
pair in items 1-5. Paircheck. Classcheck. E Your turn!
Before. Tell sts that they are going to write an advert about
1. so, beautiful
a product of their choice. Suggest that sts look at lesson
2. so, slowly 5.4 for ideas. Have sts plan their writing by first listing
3. such, special five adjectives to describe the product. Then, have them
4. completely answer these questions: ‘Who is it for?’, ‘How can you “sell”
5. such, friendly it best?’.
While. Remind sts to come up with a catchy sentence to
H Your tur n! Tell sts that they are also going to submit a begin their adverts. Remind them to follow the tips from
holiday narrative for Innovation magazine’s competition. Go Write it Right! and to plan a good ending phrase. Tell sts
over both title options with sts and ask them to choose one that their adverts should be 130-150 words long. Monitor
for their composition of 100-180 words. and offer help when requested.
Before. Have sts write a f irst draft with t he main events After. Divide the class into groups of four. Have the sts in
in their story. Tell them that their composition should each group swap adverts and decide which products they
be three paragraphs long. Advise them to plan their would buy. Classcheck sts’ opinions and then collect their
writing by answering the questions in B and planning the writing for marking.
information they want to include in each paragraph.
While. Remind sts to apply the tips from Write it Right!  Writing 4 A complaint email
and to write their narrative in three paragraphs.
A Books open. Point to the photo of Julio Cruz and ask: Is
After. Have sts swap compositions for peer checking and this guy happy? What happened to him? Allow sts some time
help. Then, collect their work for more detailed marking. to quickly read Julio’s email and find out his reasons for
complaining. Then, have sts re-read the complaint email
 Writing 3 An advertisement and mark statements 1-6 tr ue (T) or false (F). Paircheck.
Classcheck by writing the answers on the board.
A Have sts look at the Easy Fit! advert and mark true (T)
or false (F) for statements 1-5. Paircheck. Classcheck. 1. F 2. T 3. F 4. T 5. F 6. T

1. F 2. F 3. T 4. T 5. F

B Point to Julio’s email and ask: What’s the aim, or
 purpose, of each paragraph? Have sts match the purposes to
B Read the four tips in Write it Right! with the whole
paragraphs 1-4 in A.
class. Then, ask sts to match rules a-d to highlighted
phrases 1-15 in the advert in A. Paircheck. Classcheck by 4, 1, 2, 3
writing the answers on the board.
C Read Write it Right! with the class. Then, have sts
1. b 2. a 3. c 4. c 5. d 6. d 7. b 8. a 9. a
match phrases 1-6 to gaps a-e in A. Paircheck. Classcheck.
10. a 11. b 12. b 13. b 14. a 15. d
1. a 2. (not used) 3. b 4. e 5. c 6. d
C Have sts complete the gaps in sentences 1-6 with
the adverb or adjective forms of the words provided. D Read sentence 1 with the group and ask: Is this
Classcheck by writing the answers on the board. appropriate in a formal email?  Ask sts to re-read Julio’s
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email in A and find the formal equivalent of each sentence, E Ask sts to choose the correct option, a-c, for each
1-5. Paircheck. Classcheck. statement, 1-5. Note that if both a and b are correct, sts
1. your service has been completely inadequate
should choose c (both). Paircheck. Classcheck.

2. I contacted your online support 1. a 2. c 3. c 4. a 5. c
3. they always seemed uninterested and unwilling to help
F Your turn! Write the essay title on the board: ‘You
4. you advertise top quality
Have to Spend a Lot of Money to Look Good’. Ask the whole
5. must insist on receiving a full refund class: Do you agree?  Have sts discuss the statement in pairs
for about two minutes. Then, classcheck sts’ opinions.
E Your turn! If possible, brainstorm and write on the board a list of
Before. Say: Imagine you had problems with a product you arguments for and against.
bought.  Tell sts that they will be writing a four-paragraph Before. Ask sts to make their own notes of arguments for
email in 120-180 words. Have sts make notes for their four and against the statement in the essay title. Tell sts to use
paragraphs, which should correspond to purposes 1-4 in B. one of the structures in B to organise their text.
While. Have sts write their complaint email. Remind them While. Have sts write a four-paragraph essay of 120-180
to follow the tips from Write it Right! and to use formal words. Remind them to follow the tips from Write it Right!
language. Be available for any queries sts might have while and to avoid repeating conjunctions, varying them as
writing. much as possible.
After. Asks sts to swap partners. Have partners swap email
addresses and send their complaint emails to each other  Tip If you are assigning the essay for homework, advise sts to
for feedback. Then, ask sts to send you a final copy via turn off the spellchecker on their computers while they write.
email or to submit a paper copy.
After. If sts are writing their essays in class, have them
swap essays for peer checking. If they are writing their
 Writing 5 An opinion essay  essays at home on a computer, they should now turn on
A Have sts look at Damir’s essay and ask: How many the spellchecker to see how many words they misspelled.
 paragraphs can you see? Is this essay written in a formal or Have sts count and check the variety of conjunctions
an informal style? before handing in their essays.

Point to the three title options. Ask: What’s the best title for
Damir’s essay? Have sts read the titles and choose the best  Writing 6 A film / book review 
one. Paircheck. Classcheck. A Books closed. Ask the class: Have you seen any of the
Beauty: the Good and Bad Sides Harry Potter films? Did you like them? Why or why not?
What about the critics? Were they positive about the film
B Refer to Damir’s essay in A and ask: How did Damir when they were released?
organise his text? Point to structures 1-3 and have sts Books open. Have sts read the review and circle the correct
choose the text organisation Damir used. Paircheck. answers in 1-4. Paircheck. Classcheck. Ask: Do you often
Classcheck. read film reviews before going to the cinema?

structure 3 1. book
2. dramatic
C Read Write it Right! with the whole class. Then, draw
3. doesn’t include
sts’ attention to the highlighted conjunctions in the model
essay in A and ask sts to match the conjunctions to items 4. four
1-6. Paircheck. Classcheck.
B Point at the model review in A and ask: How many
1. It is usually said that; On the one hand  paragraphs are there in this review? (Five.) Then ask: In
2. On the other hand which paragraph does the reviewer recommend (or not) the
3. In addition to that  film? Have sts match the questions to paragraphs 1-5.
Paircheck. Classcheck.
4. For instance
5. To sum up 5, 3, 2, 4, 1

6. Consequently
C Read the first point in Write it Right! (on extreme
adjectives) with the whole class. Then, ask sts to find
D Have sts match phrases 1-5 to the equivalent
five extreme adjectives in the review in A that have the
conjunctions in the right-hand column. Paircheck.
meanings listed in items 1-5. Paircheck. Classcheck and
Classcheck by writing the answers on the board.
drill pronunciation for all five adjectives.
4, 5, 2, 3, 1

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