6A Love it or loathe it?

6
1 OVERVIEW
Introduction
The goal of this lesson is for students to talk about things they
love and loathe. To help them achieve this, they will revise verbs
+-ing and infinitives with to and vocabulary of common idioms.
6A Love it or loathe it?
Goal | talk about things you love and loathe
Grammar | verb + -ing and infinitive with to Warm-up
Vocabulary | common idioms Write the title of the lesson on the board and underline the words
GSE learning objective love and loathe. Explain that loathe means to hate. Pronounce the
Can use a range of language to express degrees of enthusiasm
two words and focus on the different vowel sounds /ʌ/ and /əʊ/.
6B We can work it out Write a random jumble of words containing the two sounds on
Goal | summarise a negotiation the board and ask Ss to categorise them according to the correct
Grammar | reported speech vowel sound. In feedback, say each word in turn before checking
Vocabulary | negotiating answers to give an extra opportunity to hear the pronunciation.
GSE learning objective Example words:
Can summarise the position at the end of a negotiation in /ʌ/ run, fun, must, sun, under, juggle
some detail /əʊ/ coat, know, phone, most, roam, ghost
6C Tricky conversations
Goal | paraphrase what someone has said Teaching tip
Language focus | verb patterns after reporting verbs Activities such as this warm Ss up in a general sense, getting
Vocabulary | reporting verbs them into English and ready for the lesson. If your Ss like
GSE learning objective focusing on contrasting sounds, build such stages into your
Can paraphrase in simpler terms what someone else has said regular warm-ups and use them for revising vocabulary. Look
Check and reflect for spelling patterns and point out instances where there is no
Review exercises and communicative activities to practise the sound and spelling correspondence.
grammar, vocabulary and functional language from
Units 5 and 6.
Listening and vocabulary
Roadmap video
Go online for the Roadmap video and worksheet. Common idioms
1 Put Ss in pairs and ask them to discuss the question. After a
VOCABULARY BANK few minutes, ask pairs for their answers and get Ss to share their
opinions about what they love and loathe.
6A Common idioms
2a 6.1 Tell Ss they will listen to eight conversations. They
6B Reporting verbs should first write numbers 1–8 in their notebook, then write the
topic of each conversation as they listen. Ss should tick (✓) each
DEVELOP YOUR SKILLS topic if the speaker loves it and cross it (✗) if they loathe it. Play
the recording, then check the answers as a class.
6A Develop your listening
Goal | understand informal discussions Answers:
Focus | recognising signpost expressions 1 a date that one speaker went on ✗
GSE learning objective 2 techno music from the neighbour ✗
Can distinguish between fact and opinion in informal discussion 3 parking near the hospital ✗
at natural speed
4 new high-definition TVs ✓ (but too expensive)
6B Develop your reading 5 shooting stars in the night sky ✓
Goal | understand a website 6 a neighbour who is moving away ✓
Focus | recognising irony 7 giving speeches ✓
GSE learning objective 8 a dessert (cheesecake) in a restaurant ✓
Can recognise the author’s use of irony in a simple text,
if guided by questions Audioscript 6.1
6C Develop your writing Conversation 1
Goal | write an email of complaint requesting action A: So how was your date, then?
Focus | using comment adverbs B: He didn’t stop talking about himself the whole evening.
GSE learning objective A: I hate it when people do that.
Can write a forceful but polite letter of complaint, including B: Me, too. First, he told me about his job, then his car, then his
supporting details and a statement of the desired outcome motorbike, then his plans for the future …
A: Self-obsessed. I bet he didn’t ask you a single question.
B: Not a single one! And he looked so kind and clever.
A: Just goes to show, doesn’t it? You can’t judge a book by its cover.
B: Very true.

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 Conversation 2 b Ask Ss to listen again and complete the idioms. Ask Ss to

Unit 6
A: Can you hear that? compare in pairs and help as they do this. When they finish, elicit
B: What?
answers. Write the answers on the board to ensure Ss have them
A: That music. It’s coming from next door, I think.
correctly. Point out that take your breath away can also have a
B: Oh, yeah. Sounds like techno. Just ignore it.
A: I can’t. It’s driving me up the wall. negative meaning.
B: Why don’t you ask him to turn it down?
A: I can’t do that, either. We don’t talk to each other any more. Answers:
B: Oh, is he the one you had a row with? 1 judge a book by its cover
A: Yeah, that’s him. 2 driving me up the wall
Conversation 3 3 such a pain
A: … so, after I left work on Friday I went to visit Audrey in hospital. 4 cost an arm and a leg
B: Audrey? 5 takes your breath away
A: My neighbour. She’s just had an operation, so I thought I’d go and see
6 over the moon
her. I tried to park but it was impossible. Couldn’t find a space.
B: Parking is terrible round there. 7 a piece of cake
A: Awful. It’s such a pain. Anyhow, I found a space eventually and went 8 out of this world
to see her. She was looking so much better.
B: Oh, that’s good to hear.
Vocabulary checkpoint
Conversation 4
A: Hey, you seen those new TVs? An idiom is a group of words in a fixed order. Its meaning is
B: What, the fancy high-definition ones? usually different from the meanings of the individual words on
A: Super high-definition, eight-k screen with built in surround-sound their own. Idioms are easy to use for native speakers but
audio. particularly challenging for learners as they rarely correspond
B: Sounds amazing. when translated into other languages. The origin of some
A: Yeah. idioms can be explained: over the moon may be related to a
B: You thinking of getting one?
16th century nursery rhyme, for example. Others are
A: Are you joking? They cost an arm and a leg. No, I thought you might
want to buy one. inexplicable. For some idioms, the words are fully fixed – You
B: Me? What makes you think I can afford one? can’t judge a book by its cover – while others have a little more
A: Well, you’re always into the latest gadgets and tech, so … flexibility with tense and number – He’s driving me up the
B: No way! They’re too expensive. wall, They drove me up the wall, etc.
Conversation 5
A: Extraordinary, isn’t it. c This exercise acts as a check on understanding of the idioms.
B: Beautiful … See that? Ask Ss to match the idioms and meanings, then check in pairs
A: What?
before going through the answers as a class. Drill the phrases as
B: It was a shooting star … There’s another one.
A: Wow! It takes your breath away, doesn’t it?
needed.
B: Totally.
Answers: 1 g 2 b 3 c 4 h 5 d 6 f 7 a 8 e
Conversation 6
A: I see he’s got a ‘for sale’ board up.
B: Who? 3 Ask Ss to change the underlined sections to create their own
A: Your neighbour. Mr Jenkins. sentences. Do an example together on the board first, then ask Ss
B: What, old Mr Nosey Parker. I didn’t know he was moving! to continue alone. Monitor, helping with vocabulary and accuracy.
A: Yeah, the sign says, ‘for sale’. Are you sad he’s going? When they finish, ask a few Ss for examples.
B: Are you serious? I’m over the moon.
A: So you’re not going to miss him. Optional extra activity
B: Not for a second. He’s always poking his nose into my business.
Hopefully somebody nice will move in and I’ll have a neighbour I like Ask Ss to work together and write a conversation that ends with
for a change. one of the idioms. When they finish, pairs should join up into
Conversation 7 groups of four and read out their conversations – but only up to
A: So, are you ready? the idiom. The listening pair should guess the idiom, using the
B: Yep, all set. context to help them. This will check if Ss have understood the
A: Have you learnt your speech? appropriacy of the idioms in context.
B: Yep, got it word perfect.
A: You’re not at all nervous, are you?
B: Why should I be?
A: Well, you’re about to give a speech in front of several hundred people.
That would make most people nervous.
B: Nah! It’s a piece of cake. I love giving speeches. I can listen to the
sound of my own voice!
A: OK, well, good luck!
B: Thanks, but I don’t really need it. I’ve got it all up here.
Conversation 8
A: Oh, this is good. This is really good.
B: The cheesecake?
A: You have to try it. It’s amazing.
B: Oh, yes, that’s really good!
A: Isn’t it!
B: It’s out of this world. The best cheesecake I’ve ever tasted. Mmmm.
Just one more bite.
A: Hey! It’s also my cheesecake, so if you want more, get your own!
B: Oh! That’s so mean.

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 7a 6.2 Ask Ss to listen to the sentences and underline the
Unit 6

VOCABULARY BANK 6A p161

stressed parts. If you think it’s useful, explain the information in
Common idioms the Pronunciation checkpoint below, using the examples given.
This is an optional extension to the vocabulary section,
extending the lexical set and providing further practice. Answers:
If you’re short of time, this can be done for homework. 1 a Did you remember to lock the door?
1 Refer Ss to the idioms in bold and ask them to match them b Do you remember locking the door?
to the meanings. Ask Ss to complete this exercise by using 2 a I tried to eat less sugar.
their existing knowledge, guessing or using their devices. b I tried eating less sugar.
In feedback, point out the stress and drill. 3 a I stopped talking to her.
b I stopped to talk to her.
Answers: 1 d 2 g 3 a 4 e 5 h 6 b 7 c 8 f

2 Refer Ss to pictures A–D and ask them to match them

Pronunciation checkpoint
with four idioms from Ex 1. Go through the answers.
When we speak at normal speed, certain words (and the
Answers: A be under the weather B have a heart of gold syllables within those words) are stressed. The stressed
C get the wrong end of the stick D be on cloud nine syllable is longer and louder. Stress generally falls on the
main (lexical) verb and nouns. This is because these words
3 Ask Ss to discuss the questions in pairs, then go through
carry meaning. Auxiliary verbs, articles and prepositions are
the answers.
usually weak and are often pronounced with a weak schwa
Answers: sound /ə/. Point out that stress usually falls on a vowel.
1 be on cloud nine, have a heart of gold
2 be down in the dumps, be under the weather, get on b Point out to in the sentences that use the infinitive in Ex 7a. Ask
someone’s nerves, pay over the odds Ss to discuss the difference in meaning between the sentences
3 get on someone’s nerves in each pair. When they finish, elicit ideas. A timeline showing
4 similar: be on cloud nine the sequence of the two actions could be helpful (see Optional
opposite: be down in the dumps alternative activity below).
5 pay over the odds
Answers:
Further practice 1 a = Are you sure you didn’t forget? The speaker thinks it was
the other person’s duty.
Photocopiable activities: 6A Vocabulary, p214
b = Do you have a memory of doing it? The speaker doesn’t
App: 6A Vocabulary practice 1 and 2
think it was the other person’s duty.
2 a = At one particular moment in the past I tried to do this.
Grammar b = Over a period of time in the past I attempted to do this
(and it was difficult).
Verb + -ing and infinitive with to 3 a = I refused to talk to her again.
4 Focus attention on the text. Ask Ss where they may see a text b = I stopped what I was doing in order to talk to her.
like this (a book review or blurb), then ask them to read and
discuss the question. Tell Ss they have two minutes to encourage Optional alternative activity
them to read quickly, then allow them to compare in pairs before
It can be helpful to show some of these contrasting sentences on
eliciting ideas.
a timeline:
5 Ask Ss to read the answers to the six questions in Ex 4 and
1a Remember and lock the door are two actions that are in
match them by writing question numbers 1–6 beside letters a–i.
sequence. First I remember, then I lock.
Point out that there are more than six answers, so some
1b Here a memory of a past action is retrieved. Earlier I locked the
questions are used more than once. Complete the first example as
door, then later I remember doing it.
a group, then ask Ss to continue alone before comparing in pairs.
Go through the answers. 3a In the past, I talked to her on several occasions. After that,
I stopped talking to her (maybe because we had a disagreement).
Answers: a 6 b 4 c 1 d 1 e 2 f 1 g 5 h 1 i 3 3b I stopped what I was doing in order to talk to her. So, first
I stopped, then I talked.
6 Tell Ss you will now use the answers in Ex 5 to study some
grammar. Ask Ss to read the grammar box carefully and match c Play the recording again, asking Ss to chorally repeat the
each phrase in bold in Ex 5 with its use. Ask them to work alone sentences after they hear them. You may want to pause the
first, then in pairs, then elicit answers and deal with questions as recording after each sentence and ask individuals to repeat,
a class. paying attention to stressed words/syllables and weak forms.
8a Look at the first gapped sentence as a class and elicit the
Answers: a 2 b 2 c 1 d 6 e 3 f 7 g 4 h 1 i 5 answer. Ss then work alone to write the verbs in the correct form
in the gaps, referring to the grammar box, then check in pairs.
Grammar checkpoint Check answers with the whole class. Drill chorally and individually
as needed in feedback.
Ss may want to use for + -ing to express purpose. Point
out that this structure may be used when we describe the
Answers:
function of an object: What’s it for? It’s for drying your hair.
1 a Watching b drinking   2 a to hold b talking
To express the answer to the question Why, the infinitive is
3 a to cross b to remember   4 a eating b worrying
used: Why are you studying English? To get a better job. (not
5 a to help b to speak   6 a Calling b explaining
For getting a better job.)

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 b Ask Ss to think about their own answers to the questions in b Ask Ss to work alone and make a list of three things they love

Unit 6
Ex 8a. Then put Ss in pairs to ask and answer. Monitor and help and three they loathe. Allow plenty of thinking time for this.
with vocabulary and ideas.
Speak
Optional alternative activity 10a When they are ready, put Ss in pairs to discuss the things
Ss may struggle to think of ideas. If this is the case, ask pairs to they chose. Refer them to the Useful phrases to guide their
repeat the answers provided or ask Ss to invent suitable answers. discussion. Monitor and help if necessary.
b When pairs finish, ask them to move around and talk to different
partners to try and find someone who they agree with about
LANGUAGE BANK 6A pp.146–147 everything on their lists.
Stronger classes could read the notes at home. Otherwise,
go over the notes with Ss. In each exercise, elicit the first Teaching tip
answer as an example. Ss work alone to complete the ‘Pair and share’ is a good technique for getting Ss to talk to new
exercises, then check their answers in pairs. In feedback, people. It means repeating the activity with a new partner and
check answers with the whole class. Ss can refer to the notes it refreshes the classroom dynamic. If you have plenty of space,
to help them. have Ss do this as a whole-class mingle. If space is limited, Ss
Answers: can simply turn their chair and talk to those on adjoining tables.
1 1 eating 2 doing 3 to feel 4 both 5 feeling Shy Ss may need help in finding new partners, so move around
6 to improve 7 to note 8 to take the group and help as needed, as well as ensuring Ss are
2 1 Spending 2 promised to visit 3 no point (in) arguing completing the activity correctly.
4 remember locking 5 stop to have

Reflection on learning
Further practice
Write the following questions on the board:
Photocopiable activities: 6A Grammar 1, p212; What do you like and loathe about English?
6A Grammar 2, p213 How might the language of today’s lesson help you in
App: 6A Grammar practice 1 and 2 situations outside the classroom?
Put Ss in pairs to discuss the questions. When they have
finished, ask if anyone wants to share their ideas with the
Speaking class, but don’t force them if they’d rather not.
Prepare
9a 6.3 Tell Ss they are going to hear two people talking about Homework ideas
things they love and loathe. Ask Ss to listen and note the three
Ex 9b: Ss write a paragraph describing something they like and
things they discuss and if they agree or disagree. When they
something they loathe.
finish, ask Ss to compare in pairs before eliciting answers. Ask Ss
Language bank: 6A Ex 1–2, pp.146–147
what they think of the three things talked about.
Workbook: Ex 1–6, p44
Answers: App: grammar, vocabulary and pronunciation practice
people eating with their mouth open – agree
sandy beaches on a hot summer’s day – disagree
waiting for buses – disagree Fast route: continue to Lesson 6B
Extended route: go to p91 for Develop your listening
Audioscript 6.3
A: Do you want to go first?
B: No, you go first.
A: All right. What do you think about people eating with their mouth open?
B: Oh, I loathe that.
A: Me too. It drives me up the wall if I’m in a restaurant and I have to
watch someone doing that.
B: Absolutely. I keep wanting to say, ‘Where are your manners?’ like my
mum used to say to me.
A: Yeah! OK, your go.
B: All right. What do you think about sandy beaches on a hot summer’s
day?
A: Oh, I’m not a big fan, really.
B: No?
A: No. All that sand getting in your clothes and your towel. It’s a bit of
a pain.
B: Oh, I love it. Warm sand under your feet, the cool sea. It’s heavenly.
A: Well, I guess we’ll just have to agree to disagree on that one.
B: Yeah, but come on! What’s not to like about a day at the beach?
A: I like swimming in the sea and I like the beach, just not sandy
beaches. Give me a nice pebbly beach any day.
B: All right. As you say, we have to agree to disagree. Your go.
A: What do you think about waiting for buses?
B: Well … I don’t love it but I don’t loathe it, either.
A: No? I can’t stand it. It drives me up the wall, just standing around,
wasting time, waiting for a bus to appear …

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 Unit 6

Teaching tip
6B We can work it out When Ss speak in front of the group, make sure that others
have a listening focus to encourage them to listen to each
other and not talk. To keep the response stage from becoming
Introduction too time-consuming or repetitive, only ask a few random
The goal of this lesson is for students to summarise a negotiation. Ss dotted around the class to respond. This keeps everybody
To help them achieve this, they will study reported speech and alert and is more flexible than going around all Ss in a
vocabulary related to negotiating. predictable order.

4a Refer to the list of words. Ask Ss to say them aloud, then

Warm-up
decide which sound they use. See the Pronunciation checkpoint
Begin the lesson with a game of ‘Beat the clock’. Write a space on below.
the board for each letter of the target word, in this case negotiate, b 6.6 Play the recording and ask Ss to confirm their answers.
which has nine letters: _ _ _ _ _ _ _ _ _. Draw a circle on the board List the words on the board under the three sounds. Play the
to represent a clock. Ss must call out letters that might appear in recording again for Ss to listen and repeat.
the word. If they are right, you add the letter in its place. If they are
wrong, you write the letter on the board and advance the clock Answers: 1 /sh/ 2 /sh/ 3 /z/ 4 /z/ 5 /s/ 6 /sh/
5 minutes, starting from 12.00. If Ss can complete the word before 7 /sh/ 8 /z/ 9 /s/ 10 /sh/
you advance the clock all the way round, they beat the clock. This
is a fun game for revising random vocabulary. Once you have the
word negotiate on the board, ask Ss to define it and tell them this Pronunciation checkpoint
is today’s topic. Spend some time looking at the articulation of the sounds
focused on. /s/ and /z/ are formed using the same parts of
the mouth and tongue position, but /s/ is unvoiced and /z/
Vocabulary is voiced. Get Ss to place their hand on their throat to feel
Negotiating this difference in vibration. /ʃ/ (marked /sh/ in SB) has the
tongue in a more central position. Encourage Ss to feel their
Culture notes way around the different sounds and draw diagrams on the
You might get an upgrade when staying in a hotel or taking a flight. board to show them. Keep this playful and focus primarily on
It means that you are given something better than what you paid Ss hearing the difference if they struggle with this.
for, so a first-class flight instead of an economy flight or a room
with a better view. Upgrades are sometimes given as a business
VOCABULARY BANK 6B p161
perk. A phone upgrade means getting a newer model at the end of
Reporting verbs
your contract.
This is an optional extension to the vocabulary section,
Regarding asking for discounts, there may be cultural differences
extending the lexical set and providing further practice.
for Ss about when and where it’s appropriate to negotiate. Some
If you’re short of time, this can be done for homework.
may have experienced more of a fixed-price culture, while for
Exercises can also be set as extension work for fast finishers
others it may be standard practice to discuss the cost of things.
during the lesson.

1 Ask Ss in what situations they might negotiate, such as for 1 Ask Ss to match the verbs in the box with the speech
in A–J alone, then check in pairs before going through the
products or services. Put Ss in pairs to discuss the questions for a
answers as a class.
few minutes, then conduct brief feedback.
2a Ask Ss to read the texts, then use the words in the boxes to Answers: A congratulate B forbid C justify D beg
replace the underlined phrases. When going through the answers, E urge F guarantee G claim H propose I decline
ask individual Ss to read the text aloud with the substitutions in J request
place. Drill new words and phrases as needed.
2a Ask Ss to match sentences 1–10 with the speech in A–J
from Ex 1. Go through the answers.
Answers: 1 bond 2 conflict 3 build trust 4 praise
5 criticise 6 tension 7 fall out 8 stay calm 9 interrupts Answers: 1 H 2 F 3 G 4 C 5 I 6 J 7 D 8 B
10 cooperate 9 A 10 E

b Ask Ss to complete the sentences with the past simple of

b This is an opportunity for Ss to practise the new vocabulary.
the verbs in Ex 1. Go through the answers as a class.
Ask Ss to work alone and complete the sentences. Monitor and
help with vocabulary and ideas, ensuring Ss are forming accurate Answers: 1 proposed 2 guaranteed 3 claimed
sentences. 4 justified 5 declined 6 requested 7 begged 8 forbade
3 Refer Ss to the example and ask them to compare sentences 9 congratulated 10 urged
from Ex 2b in pairs, using the question and answer format shown.
3 Ask Ss to discuss in pairs. When they finish, ask a few pairs
After a few minutes, ask a few individual Ss to read their ideas
to share ideas with the class. There are no fixed answers.
aloud and invite others to agree or disagree with them.

Further practice
Photocopiable activities: 6B Vocabulary, p217
App: 6B Vocabulary practice 1 and 2

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 Listening say Would you do something for me? Willing is one of the

Unit 6
most powerful words we have in a negotiation situation.
5a Discuss with weaker classes what a crisis is (= a time of Robin: Fascinating stuff. OK, that’s all we’ve got time for. Thank you,
intense difficulty or danger). Give examples such as a hostage, Claudia Whitman.
economic or personal crisis. Ask Ss to guess what a crisis
negotiator does, then read the text and answer the questions in b Ask Ss to work in pairs and tick the phrase they think was better
pairs. When they finish, have a show of hands to see who thinks and discuss why. Then tell them they’ll listen again to check their
they might be a good crisis negotiator and ask them to say why. answers. Play the recording, ask Ss to compare in pairs, then
b Refer Ss to the list of qualities. Discuss as a class and tick the confirm the correct answers.
qualities on the board or write the numbers there.
6a 6.7Tell Ss they’ll now listen to a crisis negotiator and Answers:
should check their answers to Ex 5b. Ask Ss to compare in pairs, 1a Speak is more direct.
then confirm the correct answers as a class. Discuss as a class how 2b It shows you are listening.
well they predicted or what surprised them. 3a It shows you are acknowledging that they have told you
something personal.
Answers: 1, 2, 5, 6 4b It shows you accept/understand how they feel.
5b It helps to build trust.
Audioscript 6.7 6b You are much more likely to get a positive response with willing.

Clive: … So, Robin, the two bank robbers are still holed up inside
Westermare Bank and they’re still refusing to come out. Back Grammar
to you in the studio.
Robin: Thank you, Clive. As the situation at the Westermare Bank Reported speech
enters its second day, we ask, ‘What is the best way to 7 Ask Ss to read Zuzanna’s words and underline the reported
negotiate in a crisis?’ To answer that question, here in the speech. Go through the answers as a class. If you are able to,
studio we have professional crisis negotiator, Claudia Whitman. project the text and underline the examples on the board.
Claudia, tell me, what does your job involve?
Claudia: Well, as you say, I’m a professional crisis negotiator, which
Answers: Yesterday I asked my daughter to put her phone down
basically means that I negotiate with people who are in a
crisis situation. and have a conversation with me. She told me that I wasn’t the boss
Robin: Like the armed robbers who are refusing to come out of the and that she could make her own decisions. I usually get angry
bank? when she says things like that, but yesterday I tried a different
Claudia: Exactly. tactic. I said that I could understand how she felt, but I just wanted to
Robin: And what do you say to people in that situation? At the end of have a chat. I asked her if she would be willing just to talk for a few
the day, it must be extremely difficult to get them to do what
minutes. We ended up talking for an hour. It felt like a big success!
you want.
Claudia: It is difficult, but you have to approach it from the right angle.
The key is to build trust with the person you are talking to. 8 Ask Ss to use the examples to help them complete the rules
That way, they’re more likely to cooperate. in the grammar box. Allow plenty of time for this. Monitor and
Robin: How do you do that? How do you talk to them? help. Go through the answers and be prepared to give further
Claudia: Well, first off, I wouldn’t use the word talk. We all know the explanations as needed.
phrase talk is cheap. It’s better to use the word speak. It’s more
direct. I’d say, Can I speak to you? That helps to build trust.
Answers: 1 back 2 past 3 statements 4 infinitive with ‘to’
Robin: OK, so, how else do you build trust? What would you say to the
men in Westermare Bank?
Claudia: Basically, what’s most important is that you actively listen. Grammar checkpoint
Robin: Actively listen?
Most of the issues around the reporting structures relate to
Claudia: That’s right. When someone talks, don’t interrupt them. Never
say Yes, but, because that shows you want to argue rather than form rather than meaning. Say and tell are not that different,
listen. That creates conflict and tension. Instead, if someone it’s just that tell is followed immediately by a direct object
says I’m not coming out, you repeat that back to them as a and say isn’t. This confusion leads to common errors such as
question. So, you’re saying you don’t want to come out? He said me I am wrong or He told I was wrong. Point this out
Robin: … and that shows you’re listening. and monitor for errors in form.
Claudia: Exactly. And if they tell you about their problems, or share
something else that’s personal, make sure you recognise what
they’re doing. Don’t say Everyone has problems. Say Wow! 9a This is a controlled practice exercise that focuses Ss on
You’ve had some really difficult problems. choosing the correct form. Report the first one together, then ask
Robin: OK, I’ve got that. Now imagine they’re really angry or emotional. Ss to continue alone. When they finish, ask Ss to compare answers
What do you do then? and then go though them as a class.
Claudia: Then you stay calm, recognise how they’re feeling and accept
it. One of the worst things you can say is Calm down! That’s so Answers:
annoying! Instead, you should say I can see you’re angry and
1 Lena asked her why she was always telling her what to do.
I understand why.
Robin: Do you ever talk about your own problems? 2 Zuzanna asked her if/whether she had tidied her room.
Claudia: Yes, I do. It’s one way to build trust. Sometimes I say I’ll let you 3 Lena asked her to help her with her homework.
into a secret. I’ve also done some really stupid things in my life. 4 Lena told her (that) she was going to sleep over at a friend’s
It’s important that you are honest and don’t tell lies. house the next/following day.
Robin: So, you’ve really got to be open with them? 5 Zuzana said (that) she couldn’t do that because she had
Claudia: Absolutely. At the same time, you’ve got to be a bit smart. For
school the next/following day.
example, crisis negotiators know that the word ‘willing’ is very
6 Lena told her (that) school was really stressing her out.
useful?
Robin: Really? Why is that? 7 Zuzanna told her (that) she would understand when she was
Claudia: When you say Would you be willing to do something for me? older.
you’re much more likely to get a positive response than if you 8 Lena asked her why she hadn’t washed her jeans.
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 b 6.8 Look at the example as a class. Explain that Ss should Speaking
Unit 6

listen and then report what they hear. Play each conversation and
ask Ss to report it in pairs. When Ss finish, check answers with the Prepare
whole class. Drill chorally and individually if you think it’s useful. 10a Tell Ss they are going to do a roleplay. Put Ss in pairs.
Name alternate Ss A or B and ask them to turn to the relevant
Answers: pages to select and read their role cards. Ss A and B must agree on
1 She asked him if/whether he had tidied his room that week. the same topic.
He said he had done that the previous week. b Ask Ss to make a few notes alone about what they want to
2 He asked him if/whether he could stay over at a friend’s say. Monitor and help with vocabulary. Give them a few minutes
house the following night. to make notes and deal with any queries. With weaker classes,
He said (that) it was a school night, so he couldn’t. organise AA and BB pairs so they can help each other prepare.
3 She asked her how school had been that day.
She asked her why she always asked that question. Speak
4 He asked her to put her dirty clothes in the wash. 11a Put Ss in AB pairs to carry out their roleplay negotiation and
She asked him if/whether she had to. try and reach a solution.
5 She asked him what he was going to do that weekend. b Put Ss in new pairs to report back on their roleplay. Point out
He said (that) he didn’t know but he would probably go into that they should use reporting structures to describe what they
town with some friends. said to their previous partner. Monitor for this. With weaker
classes, ask Ss to write a few sentences summarising their
Audioscript 6.8 roleplay before telling their new partner. Ask a few pairs to share
the result of their roleplay and discuss who had the best outcome.
Conversation 1
Mother: Have you tidied your room this week? Give some feedback on their use of reported speech.
Male teen: I did that last week!
Optional extra activity
Conversation 2
Male teen: Can I stay over at a friend’s house tomorrow night? If the roleplays are unsuitable or Ss need further practice, you can
Father: It’s a school night, so you can’t. use these additional role cards about flatmates and housework.
Conversation 3 Student A
Mother: How was school today? You live with a flatmate. Your flatmate doesn’t do much
Female teen: Why do you always ask that question? housework, so you have to do most of it. This is starting to annoy
Conversation 4 you. Every day you tidy and clean the kitchen. Your flatmate just
Father: Could you put your dirty clothes in the wash? leaves their dishes in the sink. Every week you clean the bathroom.
Female teen: Do I have to?
Your flatmate never does this. Your flatmate has suggested
Conversation 5 getting a cleaner, but you don’t think this is a good idea because it
Mother: What are you going to do this weekend?
is expensive.
Male teen: Don’t know. I’ll probably go into town with some friends.
Student B
You live with a flatmate. Your flatmate is always cleaning or
LANGUAGE BANK 6B pp.146–147 complaining about cleaning. You have a very busy job and you
Stronger classes could read the notes at home. Otherwise, don’t have time to clean the house as much as they do. After you
go over the notes with Ss. In each exercise, elicit the first cook your dinner, you leave your dishes in the sink because you
answer as an example. Ss work alone to complete the want to eat before you wash them. When you finish your dinner,
exercises, then check their answers in pairs. In feedback, your flatmate has usually washed the dishes already. You want
check answers with the whole class. Ss can refer to the notes to pay a cleaner to clean the house because this will solve the
to help them. problem.

Answers:
1 1 that 2 she 3 to 4 had 5 am/was 6 if/whether Reflection on learning
7 me 8 would 9 when/if 10 the Write the following questions on the board:
2 1 Our boss told us he was leaving the company.
How could this lesson be useful in the future?
2 Pietro asked me whether I had been there that evening.
What would you recommend for someone who needs to
3 I said to the class that I would be late the next day.
negotiate in English? Why?
4 I told him that she didn’t want to see me.
Put Ss in pairs to discuss the questions. When they have
5 Maria wanted to know when the parcel would arrive.
finished, ask if anyone wants to share their ideas with the
class, but don’t force them if they’d rather not.
Further practice
Photocopiable activities: 6B Language focus 1, p215; Homework ideas
6B Language focus 2, p216
App: 6B Language focus practice 1 and 2 Ex 11a: Ss write a report on a successful or unsuccessful
negotiation they have experienced.
Language bank: 6B Ex 1–2, pp.146–147
Workbook: Ex 1–4, p45
App: grammar, vocabulary and pronunciation practice

Fast route: continue to Lesson 6C

Extended route: go to p106 for Develop your reading

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 Conversation 4

Unit 6
6C Tricky conversations Woman: I have a question for you.
Man: OK.
Woman: Err, will you marry me?
Man: Marry you? No.
Introduction Woman: No?
Man: No.
The goal of this lesson is for students to paraphrase what Woman: But … but … I’ve got a good job and a nice apartment and
someone has said. To help them achieve this, they will revise verb a luxury car!
patterns after reporting verbs, as well as related vocabulary. Man: A luxury car?
Woman: Yeah.
Man: Hmm … OK then. I’ll marry you.
Warm-up
Conversation 5
Write the title of the lesson on the board and elicit that tricky = Man: What are you doing?
difficult. Ask Ss to discuss what tricky conversations might be Woman: What does it look like? I’m changing the wheel.
about a) at work b) with a partner or c) with a family member. Man: Don’t do it like that. Use the other spanner and turn it
towards you …
When they finish, ask for ideas and discuss which kind of tricky
Woman: If you don’t go away, I’m going to throw this spanner at you!
conversation is the worst/hardest! Man: OK, OK, I’m going!
Conversation 6
Vocabulary Father:  Sally, can you unlock the door and come out here, please?
Sally: No.
Reporting verbs Father: Sally, come on, unlock the door.
1a Ask Ss to look at the pictures, then work in pairs and discuss Sally: I’m not coming out.
the questions. Give them a few minutes, then compare ideas as a Father: Sally, I really want you to unlock the door and come outside!
class. Ask a few pairs to share their story with the class. Sally: What?
Father: Sally, did you hit your brother?
Optional extra activity Sally: No! He’s lying.
Father: Well, someone hit him. He’s crying now.
Ask Ss to roleplay a conversation to go with one of the pictures. Sally: It wasn’t me!
You can allocate different pictures to different pairs, or they can Father: OK, Sally, let’s go downstairs and talk about it.
choose one themselves.

Vocabulary checkpoint
b Ask Ss to discuss the questions. Have a show of hands to see
Point out the distinction between blame and accuse. Both
which of the situations Ss would find most awkward and why.
mean that you think somebody did something wrong.
c Refer Ss to the example. Ask pairs to think of and discuss a
Accuse is the action of speaking about the person who has
difficult conversation they or a friend has had. When they finish,
supposedly done something wrong. Blame doesn’t have
invite a few pairs to share the situations they discussed.
to be spoken. Threaten is to say that you will act, usually if
2a 6.9 Tell Ss they will listen to six conversations. They should
somebody doesn’t do what you want. You may want to give
read through the summaries first and check they understand the further examples in context to help Ss with the meanings of
verbs, then listen and choose the correct alternatives as they do the verbs.
so. Go through the answers.
b Ask Ss to look at their answers to Ex 2a and the surrounding
Answers: 1 accused, apologised 2 reminded, agreed
grammar and choose which group each verb belongs to, marking
3 blamed, admitted 4 refused, convinced
them 1–3. Point out that some verbs can go in more than one
5 advised, threatened 6 insisted, denied
group. Go through the answers as a class, using the examples to
confirm.
Audioscript 6.9
Conversation 1 Answers:
Father: Hey! Where’s my piece of apple cake? 1 can take it as an object: admit, deny
Daughter: Stephen ate it, didn’t you, Stephen? 2 can take a pronoun as an object: accuse, threaten, blame,
Father: Stephen? convince, remind, advise
Stephen: Sorry. It was just too tempting!
3 doesn’t need an object: agree, refuse, insist, apologise
Conversation 2
Daughter: OK, I’m off. Bye!
c This exercise involves choosing the correct verbs and applying
Father: Don’t forget to call me when you get there!
Daughter: Call you?
the correct patterns. Allow plenty of time for this. With weaker
Father: Yeah. I just want to know that you’ve arrived safely. classes, go through the exercise first, discussing which verb
Daughter: OK, I’ll call you when I get there. Bye. to use for each sentence, then ask Ss to write the summarising
Father: Bye, love. sentences. Stronger classes can work on verb selection and
Conversation 3 summarising at the same time. Monitor the class to support and
Man 1: Shall I ring the bell? correct. Go through the answers as a class.
Woman: Yeah, do it. We’re half an hour late, you know.
Man 1: Yeah, because of the traffic . Answers: 1 He denied it. 2 She convinced me.
Woman:  It wasn’t the traffic. We’re late because you took two hours
3 He refused. 4 He blamed the weather.
to get ready!
5 He threatened me. 6 He advised me. 7 She reminded me.
Man: Yeah, I suppose you’re right. It was my fault.
Man 2: Hi! Really good you could make it. 8 He apologised. 9 She agreed. 10 He insisted.
Woman: Sorry we’re late. 11 She accused me. 12 He admitted it.
Man 2: Don’t worry! Come in, come in.

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 3 This is an opportunity to see the verbs in context. Ask pairs Language focus
Unit 6

to read through and discuss which quotes they agree with and
explain why. With weaker classes, go through as a class and Reporting verbs
discuss the meanings first. When they finish, ask a few pairs to 7 Tell Ss that they are going to use examples from Ex 5 to study a
choose one quote they feel strongly about and tell the class about language point. Refer Ss to the verbs in bold in Ex 5 and ask them
it. There are no fixed answers. to write them in the correct sections of the Language focus box.
4a 6.10 Ask Ss to listen and mark the stress with a dot
Ask pairs to compare, then elicit answers from individual Ss.
or small box over the syllable that is stressed. Go through the
Answers: 1 agree 2 convince 3 advise 4 admit 5 insist
answers. Share the information in the Pronunciation checkpoint
6 accuse
below if you think Ss will find it useful.

Answers: offer, threaten Teaching tip

Encourage Ss to look at surrounding words (or co-text) when
Pronunciation checkpoint looking at new verbs in order to notice their patterns of use.
Ss at this level should know that any word of more than Point out the importance of recording these patterns in their
one syllable has a primary stress. This means one syllable is notebooks rather than just the individual verbs or their
pronounced longer and louder than the others. Two-syllable translations, for example: admit (doing sth); advise (so to do
nouns, adjectives, and adverbs are usually stressed on the sth); insist (on doing sth); convince (so to do sth); accuse (so of
first syllable. Two-syllable verbs are usually stressed on the doing sth). Ss can use sth and so to represent something and
second syllable. The unstressed syllable is weak and often someone when recording verb patterns, as in the examples
represented by the schwa sound /ə/. above. Spend some time discussing how Ss record language in
their notebooks or devices if you feel it’s useful. Ss could also
compare their notes and discuss how they make them.
b Ask Ss to listen again and repeat chorally.

Further practice 8a Refer Ss to the Language focus box. Ask Ss to write the
sentences using the words in brackets. Ss can compare answers in
Photocopiable activities: 6C Vocabulary, p220
pairs before you go through them as a class.
App: 6C Vocabulary practice 1 and 2

Answers:
Reading 1 He admitted getting a few things wrong in his report.
2 He insisted on paying me back.
Culture notes
3 She agreed to change the date of the meeting.
A blind date brings together two people who have not met before 4 He blamed me for losing the match.
for a date. It is often arranged by friends who know them both and 5 She accused me of playing really badly.
think they may get on well. 6 She convinced me to try that new shampoo.
A drivethrough restaurant is a type of fast food outlet that 7 He denied breaking it.
originated in the US, where you order and receive the food 8 She apologised for getting angry.
without leaving your car.
Grammar checkpoint
5 Tell Ss they are going to read some social media comments Using an example, note how the speech marks are removed
(1–6) and they should match each to one of the summaries (a–g). when we report speech and remind Ss of the tense change.
Give them a few minutes, then conduct brief feedback by asking Draw attention to the changes in the subject and direct
individual Ss for answers. Deal with any vocabulary queries. object by using the example provided. This approach should
support weaker classes.
Answers: 1 f 2 e 3 a 4 d 5 c 6 b
b 6.11 Ask Ss to listen and write reported statements using
6 Put Ss in pairs to discuss the questions. When they finish, go
the prompts provided. Pause the recording after each conversation
through the answers as a class. There are no fixed answers, but
to allow Ss to construct their reported statement and compare in
see if Ss agree on the most awkward with a show of hands.
pairs. Then go through the answers one by one.

Teaching tip Answers:

An aspect of developing reading skills is responding to what we 1 He admitted eating some of her biscuits.
have read and relating it to our own lives. Encourage Ss to make 2 He convinced her to eat out at the Korean restaurant.
personal responses to texts and not only view reading as a 3 He insisted on getting a refund.
‘comprehension’ task. Ss can respond personally by drawing on 4 He reminded her to return the book by Carlos Quesada.
their own real-life experiences when appropriate. Alternatively, 5 He agreed to give her a hand.
they can make hypothetical responses to situations they have
less experience of. To aid hypothetical responses, you could
provide a few sentence starters such as: I doubt I’d ever … ;
There’s no way I’d … ; I can’t imagine ever … , etc.

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 Audioscript 6.11 Speaking

Unit 6
Conversation 1 Prepare
W: Did you eat some of my biscuits?
9 Explain that Ss are going to write a short conversation and
M: Yes, I did. Sorry. I’ll get you some more.
W: Don’t worry. Just wondering why I didn’t have many left. then perform it. Put them in pairs and ask them to read the
situation and the opening lines of the conversation. Give them a
Conversation 2
M: Shall we eat out this evening? few minutes to write the rest of the conversation. As they write,
W: Hmm, not sure. We haven’t got much money at the moment. monitor and help with ideas and accuracy.
M: Oh, go on. The Korean restaurant on Finch Street is really cheap …
W: Yes, but … Speak
M: And totally delicious. The kimchi is amazing. 10a Ask pairs to take turns performing their conversations while
W: Oh, OK then. others listen and make notes.
Conversation 3 b Ask Ss to report all the conversations they heard in pairs, using
M: … so, I really think that, under the circumstances, I deserve a refund.
the verbs in the box. Look at the example as a class to show what
W: Well, we don’t normally give refunds in these situations. We prefer
you expect. Monitor and note down examples of good language
to repair …
M: Yes, but I’m not interested in a repair. If the product is faulty, I’m use and errors to go over during feedback.
entitled to a refund.
W: As I say, we don’t normally … Optional alternative activity
M: I’m sorry to interrupt you, but perhaps I could speak to your Instead of performing to the whole class, pairs can perform their
supervisor and they could organise a refund for me?
conversations in groups of four to eight Ss. The choice depends on
W: Er … that won’t be necessary, Mr Jones. I’ll arrange a refund
for you. the size of the class, how confident your Ss are about performing
M: Thank you. and the time available. The first option will take longer and be
Conversation 4 more demanding but it will provide a lot more conversations for
M: You know that book you borrowed? Ss to report on afterwards. The second option will be quicker and
W: Book? No. Ss will have to do less reporting afterwards, so it might be better
M: The one by Carlos Quesada. It was a novel. suited to weaker classes.
W: Oh, with red letters on the cover?
M: That’s the one. Could I have it back at some point soon? I want to
lend it to my father. Reflection on learning
W: Sure, sorry, I forgot I had it.
Write the following questions on the board:
Conversation 5
How do you think you’ll use the language you studied in today’s
W: Could you give me a hand?
M: Sure.
lesson?
W: Just hold this while I wash it. What would you advise a student of English to do to help them
M: No problem. remember their lessons?
Put Ss in pairs to discuss the questions. When they have
finished, ask if anyone wants to share their ideas with the
LANGUAGE BANK 6C pp.146–147 class, but don’t force them to if they’d rather not.
Stronger classes could read the notes at home. Otherwise,
check the notes with Ss. In each exercise, elicit the first
Homework ideas
answer as an example. Ss work alone to complete the
exercises, then check their answers in pairs. In feedback, Language bank: 6C Ex 1, pp.146–147
check answers with the whole class. Ss can refer to the notes Workbook: Ex 1–4, p46
to help them. App: grammar, vocabulary and pronunciation practice

Answers:
1 1 accused … stealing/taking 2 denied knowing
3 refused to admit 4 blame … wanting Fast route: continue to Check and reflect
5 admitted taking/stealing 6 apologised … causing Extended route: go to p126 for Develop your writing
7 insisted … paying 8 agreed to stop

Further practice
Photocopiable activities: 6C Language focus 1, p218;
6C Language focus 2, p219
App: 6C Language focus practice 1 and 2

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 8 Ss use the verbs provided to complete the conversations.
Unit 6

6 Check and reflect: Units 5–6 Go through the answers, paying attention to correct verb forms.

Answers: 1 going back, To sort out, to turn on

2 smoking, feeling / to feel 3 to ask, to avoid 4 taking, feeling
Introduction 5 visiting, sitting 6 being, to listen, talking
Ss revise and practise the language of Units 5 and 6. The notes
below provide some ideas for exploiting the activities in class, but 9a Ss use the words in the box to complete the questions.
you may want to set the exercises for homework or use them as a They don’t need to change the form of the words. Go through
diagnostic or progress test. the answers.

1 Ss match the sentence halves alone, then check in pairs. Go Answers: 1 bond 2 fall out 3 praise 4 criticise
through the answers as a class. 5 stay calm 6 interrupt 7 tension/conflict
8 conflict/tension
Answers: 1 e 2 g 3 b 4 h 5 a 6 d 7 c 8 i 9 f
b Ss choose and discuss three of the questions in pairs. Fast
2 Ss complete the sentences using the correct form of the verbs
finishers can discuss more. When they finish, elicit a few popular
in the box. Go through the answers as a class.
answers.
10 Ss work alone to complete the reported statements. Ask them
Answers: 1 have taken 2 to be 3 have found
to compare in pairs, then go through the answers.
4 had invested 5 have paid 6 have known
7 driven / been driving
Answers:
1 … (that) her teacher was giving her too much homework
3 Ss work alone to choose the correct alternatives. Go through
2 … Tim (that) she didn’t believe (that) he was really 35
the answers.
3 … (that) he would be late home from college that evening
4 … her if/whether she had done her homework yet
Answers: 1 find them 2 must go to court 3 admit
5 … her mum why she couldn’t give her a lift to the party
4 a judge or jury 5 serious 6 burglar 7 are given
6 … Chloe if she wanted to go/come to the party
8 doesn’t get caught

4a Ss work alone to choose the correct words for the gaps. 11 Ss complete the second sentence using one of the verbs
provided plus two or three other words. Go through the answers.
Go through the answers.

Answers: 1 convinced us to buy 2 apologised for being

Answers: 1 several 2 each/every 3 lots 4 none 5 few
3 accusing Greg of stealing 4 refused to take
6 all 7 no 8 every/each
5 insisted on paying/that he paid 6 reminds me to
b Ss cover the story and try to retell it to a partner.
12a Ask Ss to complete the second and third responses so that
5 Ss work alone to complete the sentences with a word starting
they have a similar meaning to the first response.
with the letter provided. Ask Ss to compare in pairs, then go
through the answers.
Answers: 1 entirely, own 2 fault, nothing 3 deal, sort
4 OK, sense
Answers: 1 investment 2 recession 3 donation 4 bargain
5 Inflation 6 pension
b Ask Ss to practise the conversations in pairs, first with books
open, then again with books closed.
6 Ss choose an adverb from box A and an adjective from box B to
complete each sentence. Go through the answers. Reflect
Ask Ss to rate each statement alone, then compare in pairs.
Answers: 1 perfectly safe 2 totally lost 3 widely available
Encourage them to ask any questions they still have about any of
4 highly unlikely 5 bitterly cold
the areas covered in Units 5 and 6.

7a Ss use the words in the box to complete the questions. Roadmap video
Go through the answers.
Go online for the Roadmap video and worksheet.
Answers: 1 leg 2 moon 3 cake, pain 4 wall 5 breath
6 world

b Ss ask each other three of the questions. Fast finishers can

ask and answer more questions.

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 7

Unit 6
6A Develop your listening Hmm … my personal bugbear is, ‘At the end of the day’. You know, when
someone says something like, ‘At the end of the day, it’s not important’,
or, ‘At the end of the day, it doesn’t matter’. I don’t know why I hate it so
much. I guess it’s just because people who use it say it all the time.
Introduction 8
I don’t like, ‘It is what it is’ meaning, like, ‘there’s nothing you can do to
The goal of this lesson is for students to understand informal
change it’. It just sounds really … stupid. ‘Nothing you can do about it. It is
discussions. To help them achieve this, they will focus on what it is!’
recognising signpost expressions.
9
Yeah, quite a lot of phrases annoy me but my pet hate is, ‘To be honest’,
Warm-up as in, ‘To be honest, I don’t like it’; ‘To be honest, I’m over the moon’; ‘To be
honest, blah, blah, blah’. It’s such an unnecessary phrase ‘coz we always
Ask Ss to discuss what they find easier to understand in English, expect people to be honest and to say what they think.
a news broadcast or a conversation between people. After a brief
10
discussion, ask them to identify what distinguishes the two. A: Oh, what’s that phrase you hate.
(The first is formal and scripted; there is often just one speaker. B: ‘Speaking personally’?
The second is informal and unscripted; it’s likely to contain A: That’s it! ‘Speaking personally’.
idiomatic language as well as overlap where both speak at the B: Yeah, I hate that. It means absolutely nothing.
same time.) Most Ss probably find it easier to understand a
scripted monologue, even on a complex subject. b Play the recording again and ask Ss to choose the reasons
given, a or b. With weaker classes, check that Ss understand that
1 Ask Ss to discuss the questions in pairs. Give your own example
mean has two slightly different meanings in the statements:
of annoying expressions if you can (they could be in the Ss’
1) = to intend (I don’t mean it); and 2) = to represent (it doesn’t
language or English). After a few minutes, elicit ideas and see if
mean anything). Ask Ss to compare in pairs, then check the
there are any expressions that are common.
answers as a class.
2a 6.4 Tell Ss they are going to hear people talking about
expressions they hate. Play the recording for Ss to write the missing Answers: 1 a 2 b 3 a 4 b 5 a 6 a 7 b 8 a
words. Go through the answers as a class and write them on the 9 b 10 a
board to ensure Ss spell them correctly. Ask Ss if there are equivalent
phrases in their first language and whether they find them annoying. 3 Go through the Focus box carefully as a class, reading each
section and discussing the examples. Ask Ss if they can think of
Answers: 1 So 2 Basically 3 Literally 4 moment, time
more signpost expressions that appear to carry little meaning. If
5 reality 6 face 7 end, day 8 is, is 9 honest 10 personally
they come up with some, try and categorise them according to the
functions in the Focus box.
Audioscript 6.4
4a 6.5 Tell Ss they are now going to listen to two
1 conversations. Ask them to listen and note each topic, then go
Umm … I really object to people using ‘So’ at the start of every sentence. through the answers as a class.
‘So, how are you?’ ‘So, I went out last night … ’. ‘So, nice socks you’re
wearing!’ It’s just not necessary. Please, stop it everyone, please!
Answers: 1 visiting Uncle Tommy
2 2 whether to buy an electric bike or a small car
Expressions I love to hate? Oh, yeah, ‘basically’. It drives me crazy. ‘Basically,
I’m not sure what to do.’ ‘Basically, I’ve eaten all the doughnuts.’ ‘Basically,
I think you’re crazy.’ It doesn’t mean anything, that’s the problem. Audioscript 6.5
3 Conversation 1
Well, I don’t really have any phrases I hate … Oh, hang on! I hate ‘literally’. A: Let’s talk about this coming weekend.
Why do people say that when they don’t mean it? Like, people say, ‘I B: OK.
literally nearly died’, when ‘literally’ means, ‘I’m not exaggerating’. But A: Basically, we need to decide what to do.
of course, they are exaggerating. All they mean is that they were a B: What do you mean?
bit surprised. They didn’t nearly die at all, so why say ‘literally’? It’s A: Well, we promised to visit Uncle Tommy on Sunday and he’s
completely misusing the word. expecting us.
4 B: Oh, not again!
A: Which … which one is it again, that you hate? A: Yes, again.
B: Oh, ‘at this moment in time’? B: To be honest, Dad, I’d rather not go.
A: Yes, ‘at this moment in time’. A: I know that, but we have to go once in a while and, let’s face it, we
B: Hate that. Everybody says it nowadays when what they mean is, ‘at haven’t seen him for six months or more.
the moment’. So, why don’t they say, ‘at the moment’? B: You said, ‘We need to decide’, but actually, you’ve already decided,
A: Yes, you hate it! haven’t you?
B: When someone says, ‘Oh, at this moment in time, it’s not a good idea’, A: Well …
I think, ‘Why do you say that?’ Just say, ‘at the moment’! B: Visiting him is so boring. All he ever talks about is his illnesses.
A: Yes, you really hate it! A: Look, I’m not really looking forward to visiting him either, but it is
what it is.
5 B: Come on, Dad. Do we really have to go?
I hate … oh yeah, ‘the reality is … ’. People use it to, you know, end a A: Yes, really. The reality is he’s family. One day you’ll be old and you’ll
conversation. Like, they’re trying to say, ‘This is the absolute truth and want your family to visit you.
you can’t argue with it’. But usually, it’s not the reality or the truth at all. B: I’m not going to talk about my illnesses when I’m old.
It’s just their opinion.
Conversation 2
6 A: Can I ask your advice?
‘Let’s face it’ … that’s the one I hate most. You know, like, ‘Let’s face it, B: About what?
it’s not very good’. Or ‘Let’s face it, it’s awful’. People always use it to say A: Well, I’ve saved up a bit of money over the last year to buy a bike,
something negative. And usually I think, ‘What are you talking about? an electric bike, but now I’m wondering whether to keep saving for
I am facing it … and I don’t agree!’ another year or so and buy a small car. What do you think?
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 B: At the end of the day, it’s your choice, but I think buying a bike is the
Unit 6

better option. You need it right now. You’re wasting money on buses
at the moment.
6B Develop your reading
A: True. I’m literally going to die if I have to squash onto another bus. But
with a bike, I’ll have to cycle in winter, too. I’ll get wet!
B: You can buy some waterproofs to keep you dry. Introduction
A: But it’ll be cold and …
B: Look, there’s no point complaining about it. It is what it is. With a bike The goal of this lesson is for students to understand a website.
you get wet, but it’s not the end of the world. You need transport and To help them achieve this, they will focus on recognising irony.
at this moment in time a bike is a good option for you.
A: But a car is warm and safe and …
B: … polluting and, don’t forget, it’s expensive to run a car, particularly if
Warm-up
it goes wrong. Let’s face it, it doesn’t make sense. If you waste time Ask Ss what kinds of texts they read and whether they read on
saving for a car, you’ll regret it. their phones or other digital devices. Ask Ss if they ever read
printed books and newspapers. Discuss how digital and printed
b Tell Ss they’re going to listen again and ask them to read texts differ. For example, digital texts are often shorter and can
through the questions before playing the recording. Ask Ss to adapt to fit different screen sizes. They also contain links to other
listen to answer the questions, then put them in pairs to check. content. Printed texts have a fixed format and are often longer.
With weaker classes you may need to pause the recording Some people say they are easier to read.
between the two conversations. Go through the answers as
1 Ask Ss to talk about the questions in pairs. After a few minutes,
a class.
conduct brief feedback. Ask pairs to compare answers in groups,
Answers: then select a few Ss to share some responses with the class. Ss
1 a on Sunday don’t have to agree.
b (over) six months ago 2 Refer Ss to the two article introductions. Ask them to read
c his illnesses quickly and decide which is humorous and which is serious. Ask
d talk about her illnesses them to compare in pairs, telling each other why, then check
2 a for a year answers. Accept any reasons they give, but there is no need for
b it’s a squash and the cost detailed feedback as they will learn about this in the Focus box.
c cycling in winter and getting wet
d It’s not polluting and it’s cheaper. Answers: A = serious B = humorous

c Ask Ss if they can recall the signpost expressions used. Refer 3 Refer Ss to the Focus box. Ask them to read it, then find
them to the Focus box and ask them to tick (✓) the expressions examples of irony in the introduction to article B. Give them a
they heard. If Ss have access to the audioscript, they may like to few minutes to do this. With weaker classes, work through the
listen again and underline the expressions. This approach can Focus box together, asking individuals to read sections aloud and
support weaker classes. allowing time for questions. During feedback, ask Ss to identify
the type of irony in each underlined part (see information in
Answers: They hear all of the signpost expressions except brackets in the answers below).
Speaking personally.
Answers:
5 Ask Ss to work in pairs to match the expressions in bold with Run? Hide? Try to negotiate? (Say something ridiculous but
the relevant categories in the Focus box. Go through the answers pretend it is serious.)
as a class. It’s a question that concerns many city dwellers. (Say something
ridiculous but pretend it is serious.)
Answers: a 4 b 1 c 5 d 2 e 3 Fortunately, the internet is full of advice. (Say one thing but
mean the opposite.)
6 This is an opportunity to practise the signpost expressions. … one handy article … (Say one thing but mean the opposite.)
Give pairs a few minutes to choose a topic and think about You might want to print it out. (Say something ridiculous but
which expressions they could use, including a range of signpost pretend it is serious.)
expressions. Then ask them to begin their discussion. Monitor and … just in case you unexpectedly meet a lion in the street. (Say
listen. In feedback, draw attention to significant errors and give something ridiculous but pretend it is serious.)
feedback on their use of the new language.
4 Tell Ss they will now read the rest of article B. Refer them to the
Optional extra activity questions and give them a few minutes. Ask Ss to compare answers
Put Ss in groups and give them some cards with the signpost in pairs. After a few minutes, elicit answers and discuss any issues.
expressions on, in a pile face down. Ask each student to choose a
Answers:
card, then start the conversation. Ss should try and subtly use the
1 what you shouldn’t do when you meet a lion (run)
expression on their card without others noticing. If they manage
2 what you should do when you meet a lion
to do so, they take another card and keep the one they used. If
3 It will want to eat you.
another student notices that they’ve used a signpost expression,
they challenge them and, if they are correct, the challenger takes
5 Tell Ss they are going to read the article again for detail. Give Ss
the card. The winner has the most cards at the end.
five minutes to answer the questions, using an online timer if you
Homework ideas like, then ask them to discuss in pairs. Go through the answers as
a class.
Workbook: Ex 1–6, p47
Answers: 1 F 2 T 3 F 4 F 5 T 6 F

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 Optional extra activity

Unit 6
Teaching tip
To assist Ss in developing specific reading skills, it can be Ss work in pairs to paraphrase the parts in bold using less formal
helpful to give time limits. While these don’t need to be stuck to language. For example: a it broke; b get your money back;
rigidly, they create a focus. This is quite useful, especially if a c it’s the law; f it wasn’t as good as we thought.
text may not initially be perceived as interesting. Ss respond to Discuss when we would use the more formal expressions (in
the challenge of reading quickly to answer a task and get more writing) and the less formal ones (in a face-to-face discussion or
involved. Comparing in pairs after reading helps assure Ss of on the phone).
their answers and evens out ability in a group before whole-
class feedback. 2 Refer Ss to the three emails, explaining that they are all
complaints. Ask Ss to complete them with phrases from Ex 1b,
6 This task requires Ss to apply knowledge from the Focus box. then put them in pairs to compare. After a few minutes, elicit
Ask Ss to read and mark each sentence (a–f) with uses 1–3 from answers and deal with any questions.
the Focus box. Allow plenty of time for this and get Ss to compare
in pairs before you go through the answers as a class. Answers: 1 f 2 c 3 g 4 i 5 a 6 e 7 h 8 d 9 b

Answers: a 2 b 3 c 2 d 3 e 1 f 3 3a Ask Ss to read the complete emails again and answer

questions 1–3 about each one. When they finish, ask Ss to
7 This is intended as a fun activity after the reading. Discuss the compare in pairs, then go through the answers as a class. Ask Ss to
first picture together, then ask Ss to continue in pairs. When they comment on how reasonable each email is.
finish, go through the answers as a class. Ask Ss if they can think
of more examples of irony. Answers:
1 1 They didn’t enjoy the festival.
Answers: 2 They weren’t allowed to bring much water in. There were
1 Someone has used graffiti to complain about graffiti. too few toilets.
2 The sign that says the establishment is committed to 3 a 50 percent refund
excellence is spelt incorrectly. 2 1 Their flight was delayed.
3 The driver obviously wasn’t driving safely. 2 mechanical failure
3 a €250 refund per person
Homework ideas 3 1 The laptop has stopped working.
2 not known
Workbook: Ex 1–5, pp.48–49
3 a refund

b Tell Ss you’ll now look at the language used in the emails. Ask
Ss to find answers to questions 1–4, advising them to highlight
information in the emails. When they finish, ask Ss to compare in
pairs, then go through the answers as a class. If you have access
6C Develop your writing to a projector, highlight the answers in the emails on the board.
Point out that the highlighted phrases are mostly fixed and need
little variation.
Introduction
Answers:
The goal of this lesson is for students to write an email of
1 I am writing to complain about …
complaint which requests action. To help them achieve this, they
I am writing to you regarding …
will focus on using comment adverbs.
I am writing concerning …
2 we are requesting a 50 percent refund on …
Warm-up I am making a claim for …
Ask Ss if they have ever complained about services or goods and, Please accept this email as my claim for a refund.
if so, what the outcome has been. Discuss what’s important in 3 I look forward to hearing from you at your earliest
complaining successfully (providing evidence; being confident; convenience.
getting legal backing; asking for compensation, etc.). I look forward to your prompt response.
I hope to hear from you at your earliest convenience.
1a Ask Ss to discuss the situations in pairs or small groups. Have a 4 (possible answers)
whole-class discussion of their ideas and write useful vocabulary
we were only allowed to …
on the board.
we were forced to …
b Ask Ss to read the phrases and match them to the three The only thing more difficult …
situations in Ex 1a. Point out that some phrases can fit more than As I’m sure you are aware …
one situation. Ss should work alone initially, then compare in pairs. I attach a copy of the receipt …
Give them a few minutes to do this. Conduct whole-class feedback What’s more …
and clarify any doubts. Point out that the parts in bold are formal
and more likely to be written than spoken.

Answers: a 1 (or 2) b 1 or 2 (or 3) c 3 d 2 e 1 f 3

g 3 (or 1) h 2 i 1

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 4a Refer to the Focus box and ask Ss to take turns to read Write
Unit 6

sections to the class. Ss should then underline the comment 7 Ask Ss to use their notes to write their email. If they have been
adverbs in the emails, first working alone, then discussing in pairs working in pairs until now, Ss should write alone, but they can
before checking as a class. Ask individual Ss to read the adverbs continue to support each other while they write (for example,
aloud to check pronunciation, then drill as needed. helping with spellings). Monitor and help if necessary. When they
finish, refer them to the checklist and ask them to evaluate and
Answers: edit their work.
1 Sadly, Frankly, Predictably, clearly, Hopefully
8 Ask Ss to work in new pairs, exchange emails and check each
2 Apparently, obviously, Reluctantly, Consequently
other’s work. They should write a comment on their partner’s work
3 Unfortunately, obviously, clearly
to help them improve it. Point out that Would be even better if …
is a good way to introduce a constructive comment. Ss receive
Vocabulary checkpoint their work back and then write a final draft.
Apparently is used to say that you have read or been told
Optional alternative activity
something but you don’t know if it’s true, or to correct a fact
that is not true. It’s often used when we are gossiping about Ask Ss to write their email on computers or other devices if they
people. If you do something reluctantly, you do it slowly to have access. Ss can send their emails to you or other Ss when
show that you are not really happy about it. Naturally means completed. If appropriate, Ss can answer each other’s emails with
of course. positive responses (or refusals!).

b This activity checks understanding of the adverbs. Ask Ss to Homework ideas

work alone to choose the correct alternatives, then discuss in pairs Workbook: Ex 1–10, pp.50–51
or small groups. When they finish, have whole-class feedback to
check answers.

Answers: 1 Unfortunately 2 Naturally 3 Apparently

4 Luckily 5 Reluctantly 6 frankly 7 Predictably 8 Sadly
9 clearly 10 Astonishingly

5 Refer to the email extracts, explaining that Ss should improve

them by adding two or more comment adverbs to each one. With
weaker classes, complete the first one together, then ask Ss to
continue alone. When they finish, go through their answers as a
class. There are several options, so accept anything that sounds
reasonable.

Possible answers:
Sadly, the mobile phone has been a disappointment since
I bought it. It is astonishingly slow to start up which obviously
makes it difficult to use. Unfortunately, it often crashes in the
middle of a call, which is annoying. Apparently, it is described
as a ‘top of the range’ model. Luckily, the item is still under
warranty.
Unfortunately, the actual colour of the sweatshirt is much
darker than the image online. I like the colour online, but sadly
I don’t like the actual colour. Consequently, I believe I am
entitled to a refund as clearly the item is different from what
I expected.

Prepare
6 Tell Ss they are now going to write a complaint email. Ask Ss
to read the bulleted list and discuss which situation they want
to write about and use questions 1–5 to decide what details to
include. Monitor as they prepare and be available to help with
ideas or language.

Optional alternative activity

Divide the situations among the group. Give pairs of Ss the same
situation to complain about and ask them to prepare together. This
enables speaking practice but is more limited and focused if time
is short. When it comes to the final writing stage, pairs can refer to
their own notes. When they finish, they can read and check each
other’s work and give feedback before exchanging emails with a
pair who have made a different complaint.

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