9A Good friends

9 OVERVIEW
Introduction
The goal of this lesson is for Ss to ask about and describe a
friendship. To help them achieve this, they will learn/revise the
present perfect with for and since and vocabulary related to
9A Good friends relationships.
Goal | describe a friendship
Grammar | present perfect with for and since Warm-up
Vocabulary | describing a relationship
Draw a word web on the board with People I know in the middle
GSE learning objective
and two labels coming out with friends and family on each one.
Can give an extended description of everyday topics
(e.g. people, places, experiences)
Ask Ss to copy the word web into their notebooks. Put Ss in small
groups to brainstorm other words for people they know and add
9B What’s on? them to their word webs, e.g. colleague, boss, teacher, etc. When
Goal | talk about films and TV they have finished, invite Ss to come to the board to add their
Grammar | present perfect with already, just and yet ideas to the word web. Check meanings and spelling. At this point
Vocabulary | adjectives to describe films and TV shows
you could do Vocabulary bank 9A or leave it for homework to
GSE learning objective recycle the vocabulary.
Can identify specific information in a simple factual text

9C School days Listening and vocabulary

Goal | talk about past activities and abilities
Grammar | could/couldn’t Describe a friendship
Vocabulary | education 1 Focus attention on the photos and elicit the activities Ss can
GSE learning objective see. Ask Ss if they do any of these activities with their friends
Can ask and answer questions about past times and and how often. Ss work in pairs and discuss the questions.
past activities When they have finished, elicit answers from a few Ss and have
9D English in action a brief class discussion.
Goal | ask for information politely 2 9.1 Read the questions with the class so that they know
GSE learning objectives what to listen for. Ss listen and answer the questions, then check
Can politely ask for information about places, events and in pairs. Check answers with the whole class.
services
Answers:
Check and reflect
1 at school
(a) I can describe a friend.
(b) I can talk about my school days. 2 She always listens to her, she’s funny and she’s her oldest
(c) I can ask for information. and closest friend.
3 They have similar interests.
VOCABULARY BANK 4 They have a meal.
5 Justin
9B TV genres 6 They both like the same football team – Tottenham.
9C School subjects
Audioscript 9.1
DEVELOP YOUR SKILLS Presenter: Today we’re talking about close friends. How did you meet
them and why are they important? Fran, Nick and Lewis are
9A Develop your listening here to share their stories. Fran, let’s start with you. Tell us
Goal | understand a radio interview about your closest friend – how long have you known him
Focus | identifying examples or her?
GSE learning objective Fran: Well, her name’s Karen and we’ve known each other since
Can recognise simple examples used to support the speaker’s we were at school. I didn’t like her at first, but one day we
points in short talks on familiar topics, if clearly introduced by sat together in class and we quickly became close friends.
linking words/phrases Presenter: That’s great. Do you still see each other a lot?
Fran: We do. We live quite near each other, so we meet up maybe
9B Develop your reading two or three times a week for coffee – and we text a lot,
Goal | understand a report too. We’re always on our phones.
Focus | understanding numbers in a text Presenter: And do you always get on?
GSE learning objective Fran: Well, we’re quite different people, so we disagree with each
Can understand the main information from simple diagrams other about quite a few things. Actually, we argue quite a bit!
(e.g. graphs, bar charts) Presenter: Mm, so why are you friends then?
Fran: Well, that’s a good question … When I’ve had a bad day,
9C Develop your writing she’ll always listen to me and make me smile. She’s very
Goal | write an email of application funny and for me that’s really important. Karen’s not my only
Focus | formal phrases friend, of course, but she is my oldest and closest friend –
GSE learning objective she knows me better than anyone else.
Can write a basic letter of application with limited Presenter: OK, great. So we’ve got someone who listens, who’s funny
supporting details and who she’s known for a long time. All important stuff, I’d
say. Next up we’ve got Nick. Hi Nick, what about you?

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 Nick: Actually I have a whole group of close friends that I’ve Optional extra activity

Unit 9
known since I was at college. We used to meet up because
we had similar interests, like sports. I’ve known Hannah the Fast finishers can write another question or two using the
longest. She had an old car, so the five of us used to get in phrases, depending on how much time is available.
that at the weekends, drive to the beach and go surfing.
Presenter: And do you still do things like that today?
b Ss work in pairs and discuss the questions. When they have
Nick: No, we haven’t done that for a long time. We live in different
finished, ask a few Ss to share anything interesting they found out
places now and we all have families, too. We still keep in
touch, but we don’t meet up very often. I suppose we get about their partners with the class.
together about three or four times a year, at one of our
houses for a meal or something. But even if we don’t see Further practice
each other for months, nothing changes. I’ve made friends Photocopiable activities: 9A Vocabulary, p215
with lots of people over the years, but I think old friends are
the best.
Presenter: Yes, that’s often true. What do you think, Lewis? Does oldest
mean best?
Grammar
Lewis: Actually, I’ve only known Justin for about two years. We met
at work and we got on really well from the start. We started Present perfect with for and since
going to football matches together because we both 5a Write on the board: Carla has known Tim since they were five.
support the same team – Tottenham – and now we even Draw a timeline on the board to show the duration like this:
live together.
Presenter: Really!?
Lewis: Yeah – when my old flatmate moved to another city, Justin PAST ● NOW
moved in. We’ve lived together for about nine months we were 5
now and no problems so far. Apart from Tottenham not
Point to the arrow above ‘now’ on the timeline and ask Are they
winning …
Presenter: Ha! So, you live and work together. Is that a good thing? friends now? (yes). Use the timeline to show that this means the
Lewis: Well, except for football, we actually have very different action started when they were five and continues until now. Then
interests, so we don’t see each other all the time. I go out delete since they were five from the sentence and write for … .
cycling a lot. Justin prefers to stay in. But I think we’re good Explain that they are both 20 now and elicit how to finish the
friends because he’s really relaxed like me – we never argue sentence. (15 years)
with each other. In fact, we haven’t argued once since we
Ss choose the correct alternatives in the Grammar box alone,
met.
then check in pairs. Encourage them to use the examples to help.
Check answers with the whole class and be prepared to give
3a Ss complete the extracts alone, then check in pairs. Don’t give further explanations/examples where necessary.
any answers yet.
Answers: 1 continue 2 a period of time
Optional alternative activity
3 when an action started
With weaker classes, you may want to go through the phrases
first, checking understanding with questions, e.g. Is an old friend b Ss complete the table alone, then check in pairs. While they
someone who is old or someone you’ve known a long time? are working, draw the table on the board. In feedback, invite Ss to
If I chat online with someone, do I write or speak? If I keep in touch come to the board one by one and write their answers, then check
with someone, how often do I speak or write to them? with the whole class.

b Ss listen and check their answers. Check answers with the class Answers:
and be prepared to give further explanations/examples where for: a few minutes; a long time; years; over 20 years; three
necessary. With stronger classes, you could go through the months
information in the Vocabulary checkpoint below. since: 2012; April; Monday; the 22nd; ten o’clock

Answers: 1 close friends 2 meet up 3 text Optional alternative activity

4 disagree with 5 keep in touch 6 see
Write for and since on different sides of the board. Arrange Ss
7 made friends, old friends 8 got on 9 argue
into two large teams (or more if you have a large class). Ask each
team to think of a name and write their team names on the board
Vocabulary checkpoint somewhere. Each round, call out one of the phrases in Ex 4b.
Meet on its own usually means when you know someone for One person from one of the teams (a different person each time)
the first time, e.g. I met a nice man at the party last night., comes to the board and touches the correct side: for or since. If
or when you’re arranging a time/place to meet, e.g. Let’s they do it correctly, they get a point. Next round, the next team
meet at the big clock at 7 p.m. When we’re referring to seeing does the same. Teams take it in turns to do so until you’ve gone
friends, we use meet up (with), e.g. I met up with some old through all the phrases. The team with the most points at the
school friends last week. end wins.
With stronger classes, extend the activity with the following
4a Ss complete the questions alone, then check in pairs. Check phrases: For: a while, ages, hours and hours; Since: this morning,
answers with the whole class. last June, the summer.

Answers: 1 meet up 2 close friends 3 disagree with

4 text 5 keep in touch 6 old friends

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 Speaking
Unit 9

GRAMMAR BANK 9A pp.132–133

Stronger classes could read the notes at home. Otherwise, Prepare
check the notes with Ss, especially the time frame it refers 8 Give Ss a few minutes to answer the questions and make notes.
to. In each exercise, elicit the first answer as an example. Ss Monitor and help with vocabulary, writing any new words/phrases
work alone to complete the exercises, then check their on the board.
answers in pairs. Then check answers with the whole class.
Ss can refer to the notes to help them. Optional extra activity

Answers: 9A Fast finishers can write two more questions about friends.
1 1 since 2 since 3 for 4 since 5 since 6 for
7 since 8 for 9 for 10 since Speak
2 1 ’ve/have known 2 lived 3 moved 4 met 9a Go through the Useful phrases with the class. Ss take turns
5 ’ve/have been 6 ’ve not/haven’t seen to describe their friend to each other. Monitor and make notes on
7 ’s/has helped their use of language for later feedback.
b Ask a few Ss to share the information they found out with
6a 9.2 Ss listen and answer the question alone, then check the class. Give Ss feedback on their language use on the board
in pairs. as a class.

Answers: For is pronounced in its weak form /fə(r)/.

Reflection on learning
Write the following questions on the board:
Pronunciation checkpoint How does this use of the present perfect compare with the use
In some varieties of English, the /r/ sound isn’t usually you learnt in lesson 3c (to describe past experiences)?
pronounced at the end of the word. So, for her sounds like What’s different and what’s the same?
/fəˈhɜː/. However, when it’s followed by a vowel sound, In what other ways will you use this usage of the present
as is the case in all five items in Ex 5a, it is pronounced, perfect in the future?
e.g. for hours /fəˈraʊwəz/. Put Ss in pairs to discuss the questions. When they have
finished, ask if anyone wants to share their ideas with the
b Ss listen again and repeat. Drill chorally and individually for class, but don’t force them to if they’d rather not.
further practice if necessary.
7a Read the example with the class. Ss make sentences alone,
then check in pairs. Monitor and check they’re forming the present Homework ideas
perfect and using for/since correctly. In feedback, nominate a Grammar bank: 9A Ex 1–2, pp.132–133
different student to come to the board and write each sentence. Workbook: Ex 1–4, p52
Check answers with the whole class. App: grammar and vocabulary practice

Answers:
1 I’ve known my closest friend for 60 years. Fast route: continue to Lesson 9B
2 We’ve lived next door to each other since 1990. Extended route: go to p110 for Develop your listening
3 Ricky’s worked at the post office for a long time.
4 Tania’s been married to Paco since she was 21.
5 They’ve known each other since they were six.
6 My parents have lived here since last year.

b Read the example with the class and give a couple of examples,
using for or since in sentences which are true for you. Ss write 9B What’s on?
their sentences alone. Monitor and help with vocabulary where
necessary, writing any new words/phrases on the board.
c Use one of your examples in Ex 6b and elaborate, in order to Introduction
demonstrate giving more information. Ss share their sentences,
giving more information where possible. When they have finished, The goal of this lesson is for Ss to describe films and TV shows
nominate a few Ss to share any interesting information they found that they want to watch. To help them achieve this, they will
out from their partner with the class. learn/revise the present perfect + already, yet and just and
adjectives to describe films and TV shows.
Further practice
Photocopiable activities: 9A Grammar 1, p213; Warm-up
9A Grammar 2, p214 Write the following types of films/TV shows on the board:
comedy, documentary, action, thriller, romance, horror.
Ask Ss to think of an example of a film or TV show for each
category that they like. When they are ready, Ss compare their
choices in pairs and find out if they have any answers in common.
In feedback, elicit answers and have a brief class discussion about
the films and TV shows.

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 Reading and vocabulary

Unit 9
Answers:
1 Victoria
VOCABULARY BANK 9B p144 2 It shows her early years as queen and how she met
TV genres Prince Albert.
This can be done before or after the suggested warmer, or 3 eight
for homework with Ex 1b done in the following class. 4 yes
1 Ss match the pictures and words alone, then check in
pairs. Check answers with the whole class and drill the words.
b Ss listen again and note down who says each sentence. Check
answers with the class.
Answers: 1 C 2 I 3 E 4 A 5 G 6 H 7 J 8 D 9 B
10 F Answers: 1 C 2 M 3 M

2 Ss work in pairs and discuss the questions. When they have

finished, elicit a few answers and have a brief class discussion. Audioscript 9.7
Mark: Have you seen anything good on TV lately, Claire?
1 Ss look at the photos and work in pairs to answer the questions. Claire: Yes! I’ve just finished watching a really interesting drama.
When they have finished, elicit some answers and have a brief Mark: Really? What was it about?
class discussion. Claire: Well, it’s about Queen Victoria, you know, the Queen of England
in the nineteenth century. It shows her early years as queen and
2 Ss read the TV programme reviews and answer the questions how she met her husband, Prince Albert. It’s really interesting.
alone, then check in pairs. Check answers with the whole class. Mark: Oh yes, I think I heard about that. I haven’t seen it yet though.
Claire: What about you?
Answers: a 3 b 2 c 4 d 1 Mark: Oh, I’m just watching Game of Thrones these days. Have you
watched any episodes yet?
3a Ss work in pairs and discuss the adjectives. In feedback, draw Claire: No! I still haven’t seen that. I’d really like to though.
three columns on the board and write positive, negative and Mark: Oh really? You’ve got a lot to watch! They’ve already made eight
series!
neutral at the top of each one. Invite Ss to come to the board and
Claire: I know, I keep forgetting about it. What’s it like?
write the adjectives in the right columns. Mark: It’s amazing. The special effects are great and it’s so exciting.
You really should watch it.
Answers: Claire: OK then, I’ll try it one of these days!
positive: popular, funny, exciting, interesting, clever
negative: silly, sad, boring, scary
neutral: serious, true, long Grammar
Present perfect with already, just and yet
Optional extra activities
5 With weaker classes, you may want to review the information
You can do one or both of these activities, depending on how in the Grammar Checkpoint box below first.
much time you have available. Ss complete the Grammar box with the correct alternatives alone,
1 Give Ss a few minutes to think of more adjectives to describe then check in pairs. Encourage them to use the examples in the
TV shows for each column. When they have finished, invite them box to help. Check answers with the class. Check understanding by
to come to the board and write them up in the correct columns. asking the following questions about each sentence in Ex 4b:
Check understanding and spelling. 1 Do we know exactly when this happened? (no)
2 Ask Ss to work in pairs and think of other things (not TV shows) Was it a long time ago? (no)
the adjectives can describe. In feedback, elicit their ideas and ask if 2 Did this happen? (no) Does she plan to do it in the future? (yes)
the meaning changes, e.g. long can measure space and time. 3 Did they make it? (yes).

b Ss choose the correct alternatives alone, then check in pairs. Answers: 1 short 2 has 3 hasn’t
Check answers with the whole class.
Grammar checkpoint
Answers: 1 funny 2 boring 3 long 4 popular 5 scary
Review what Ss have learnt so far about the present perfect
6 sad
by writing these two sentences on the board:
1 I’ve lived here for ten years.
c Ss discuss the sentences in pairs. Encourage them to think of
2 I’ve been to Kenya.
examples of TV shows for each one. When they have finished,
elicit a few Ss’ ideas and find out if anyone had the same answers. Ask: Which sentence describes something that happened
in the past, but we don’t know when? (2) Which sentence
Further practice describes something which started in the past and continues
to now? (1) Which two time periods does the present perfect
Photocopiable activities: 9B Vocabulary, p218
connect? (the past and now)
Explain that when we use the present perfect, it connects
Listening the past and now, this is either because the action started in
the past and continues, or the action happened any time in
4a 9.7 Refer Ss back to the photos in Ex 1, so they know the past (up to now), but we don’t know exactly when.
which programmes Mark and Claire are discussing and go through
the questions with the class. Ss listen and answer the questions
alone, then check in pairs. Check answers with the whole class.

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 Speaking
Unit 9

GRAMMAR BANK 9B pp.132–133

Stronger classes could read the notes at home. Otherwise, Prepare
check the notes with Ss, especially the word order. In each
9a 9.9 Ss listen and tick the programmes alone, then check
exercise, elicit the first answer as an example. Ss work alone
in pairs. Check answers with the class. Ask if Ss ever plan their
to complete the exercises, then check their answers in pairs.
viewing at home like this.
Then check answers with the whole class. Ss can refer to the
notes to help them.
Answers: We All Love Sally; Westfield, No Time to Escape
Answers: 9B
1 1 I haven’t had dinner yet. b Refer Ss back the adjectives in Ex 3a. Review their meaning
2 I haven’t booked my flights yet. by asking a few questions, e.g. Which adjective is the opposite
3 Our teacher has already given us homework for tonight. of exciting? (boring) Which adjective describes something
4 I’ve just bought a new phone. which makes you laugh? (funny). Ss listen again and note which
5 My parents haven’t arrived yet. adjectives they use. Check answers with the class.
6 Has Yolanda done her homework yet?
7 Nina has just woken up. Answers: boring, silly, serious, exciting, long
8 I have already finished this exercise!
2 1 already 2 yet 3 yet 4 just 5 already 6 yet Audioscript 9.9
7 just 8 yet
Steve: This documentary looks good. I’ve heard about that place, it
sounds interesting.
6a 9.7 Play the recording for Ss to listen, then answer the Amy: Interesting – maybe, but not for me. Anyway, I want to watch
question as a class. that comedy series – We All Love Sally. I’ve heard a lot about it,
but I haven’t seen it yet.
Answer: They’re stressed. Steve: Oh, I’ve already watched it. I finished it last night. Honestly it was
a bit boring and very silly.
Amy: Really? But I haven’t seen it yet and everyone at work is talking
b Ss listen again and repeat. Drill chorally and individually for
about it. How about this? Let’s watch it, but then you can choose
further practice if necessary.
what to watch after that.
7 Do the first sentence together as an example. Ss choose the Steve: Umm … OK then. Let’s have a look. One Night in June – oh that
correct alternatives alone, then check in pairs. Check answers with looks very serious. Anyway, we’ve just watched something
the whole class. similar. What about that crime drama, Westfield ? It looks
interesting and I haven’t seen that yet. Should be exciting, too.
Answers: 1 yet 2 just 3 already 4 just 5 yet Amy: OK, deal. Then we can watch a film after that. Oh, look – Galactic
Empire. I’ve already seen that but I don’t mind watching it again.
6 already, yet
Steve: Hmm, I haven’t seen it yet, but it’s very long, three hours in space!
Boring! What about No Time To Escape?
Optional alternative activity Amy: You know I don’t like action films. I’ve watched lots of them and I’ve
never seen one I like … but, I suppose you’re right – I don’t want
Books closed. Read out each sentence, but instead of the options,
to watch a three-hour long film. Let’s try it and see what it’s like.
say ‘blank’, e.g. I haven’t seen that new comedy BLANK. Ss listen
and write already, just or yet. When you’ve finished, don’t give any
answers, but ask Ss to open their books again and complete the c Give Ss plenty of time to prepare, choosing at least three
exercise, comparing their answers. Check answers with the films/TV programmes. If they have trouble thinking of ideas, they
whole class. can go online to search recent films or best films and TV shows
of this year. Monitor and help with vocabulary where necessary,
writing any new words/phrases on the board.
8a Give Ss your answers first as an example. Ss complete the
sentences alone. Monitor and help with vocabulary where Speak
necessary, writing any new words/phrases on the board. If you have
10a Go through the Useful phrases. Ss work in pairs and share
a monolingual class, it may be easier for Ss to use the names of
their ideas in pairs, then choose two programmes that they want
the films or TV shows in their own language. Otherwise, ask them
to watch together. Monitor and make notes on Ss’ language use
to look up the films/TV shows online to find out the English names.
for later feedback.
Optional extra activity b Ss tell the class which programmes/films they chose. Give Ss
feedback on their language use as a class.
Fast finishers can write two extra sentences about films/TV
shows using already, just or yet. Optional alternative activity
In Ex 10b, allocate A and B roles to each student within their pairs.
b In pairs Ss compare their sentences and find out if they have
When you clap your hands, all of the Bs move clockwise round the
any films or TV shows in common. When they have finished,
room to another student A. As tell Bs about their choices. When
nominate a student from each group to share their ideas with
you clap your hands again, Bs move again, and so on until they
the class.
reach their original partner. Bs then have a few minutes to tell
Further practice their original partner as much as they can remember from talking
to the other As.
Photocopiable activities: 9B Grammar 1, p216;
9B Grammar 2, p217

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 Unit 9
Reflection on learning Vocabulary checkpoint
Write the following questions on the board: Note that found (it) easy could be positive or negative,
How well do you understand the difference between already, depending on the context, e.g. I found it easy, so it was
just and yet? boring for me. (negative) I found sport easy because I was
What can you do to study and practise them more? good at it and enjoyed it. (positive)
Put Ss in pairs to discuss the questions. When they have Terrible at, interested in, bad at and good at are preceded
finished, ask if anyone wants to share their ideas with the by the verb be. Find + adjective is split with the object or
class, but don’t force them to if they’d rather not. a pronoun.

b Ss choose the correct alternatives alone, then check in pairs.

Homework ideas Check answers with the whole class.
Grammar bank: 9B Ex 1–2, pp.132–133
Workbook: Ex 1–5, p53 Answers: 1 at 2 in 3 hard 4 in 5 for, badly
App: grammar and vocabulary practice 6 found, better

c Ss discuss the sentences in pairs. For those that aren’t true,

Fast route: continue to Lesson 9C encourage them to change the information so that they are,
Extended route: go to p111 for Develop your reading e.g. I used to be terrible at sport. When they have finished, elicit
a few statements from Ss and find out if they have anything in
common with other Ss in the class.

VOCABULARY BANK 9C p144

School subjects
1 Ss match the subjects and pictures alone and then
9C School days check in pairs.

Answers: 1 E 2 A 3 D 4 F 5 G 6 C 7 H 8 B

Introduction
Further practice
The goal of this lesson is for Ss to talk about past activities and
abilities. To help them achieve this, they will learn/revise could/ Photocopiable activities: 9C Vocabulary, p221
couldn’t and phrases related to education.
4a Make sure Ss only read the introduction to the article at this
stage, then choose the best summary in pairs. Check answers
Warm-up
with the whole class.
Put Ss in small groups and give them a few minutes to brainstorm
a list of all the school subjects they can think of in English. When Answer: 3
they have finished, invite Ss to the board to write the subjects.
Check spelling and ask Ss which were their favourite/least b You may want to elicit/check: CEO, i.e. Chief Executive Officer,
favourite subjects and why. the director of a large company. Ss read the article and complete
the sentences alone, then check in pairs. Check answers with the
Vocabulary and reading whole class.

Education Answers: 1 Scott 2 Clara 3 Nancy 4 Clara 5 Nancy

1 You could introduce the topic by telling Ss a little about your 6 Scott
own school days, answering the questions. Ss discuss the
questions in pairs. When they have finished, elicit answers from a Optional alternative activity
few Ss and have a brief class discussion.
Arrange Ss in groups of three. Each student within the group reads
2 Focus attention on the quotes. Ss work in pairs and decide
about a different person. They then share their information within
which of the quotes they agree with. Discuss as a class.
the group and do Ex 4b together.
3a Do the first phrase in bold (terrible at ) together as an example.
Ss work in pairs to categorise the others. Encourage them to use
dictionaries or their mobile devices if necessary. In feedback, go Vocabulary checkpoint
through each phrase, including the information in the Vocabulary In British English, programmes are what you watch on the
checkpoint if necessary. TV and programs are computer applications. In US English,
programs is used for both.
Answers:
positive: interested in, did (quite) well, got better at (it), passed
my exams, good at, found (it) easy
negative: terrible at, found (it) boring, bad at, did badly,
found (it) difficult
neutral: worked hard at, taking exams, studied for

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 Grammar Speaking
Unit 9

could/couldn’t Prepare
5a Ss at this level shouldn’t have too many problems with this 9a 9.11 Go through the questions with the Ss so they know
grammar point, but be prepared to offer further examples if what to listen for. Ss listen and tick the questions he answers,
necessary. Ss complete the Grammar box alone, then check in then check in pairs. Check answers with the whole class.
pairs. Check answers with the whole class.
Answers:
Answers: 1 knew 2 didn’t know 1 What did you like about your school?
2 Which subjects were you bad at?
3 Who was your favourite teacher?
GRAMMAR BANK 9C pp.132–133
Stronger classes could read the notes at home. Otherwise,
b Ask Ss what they can remember about Kareem’s answers.
check the notes with Ss. Elicit the first answer as an example.
Play the recording again for Ss to listen and write the answers,
Ss work alone to complete the exercises, then check their
then check in pairs. Check answers with the whole class.
answers in pairs. Then check answers with the whole class.
Ss can refer to the notes to help them. Answers:
Answers: 9C 1 P.E. – they had a very good sports department.
1 1 Could you 2 couldn’t 3 drive 4 do 5 could 2 Art
6 couldn’t 7 couldn’t 3 Mrs Henson, the maths teacher
2 1 to 2 could couldn’t 3 swimming swim 4 Correct
5 not 6 not could couldn’t 7 Correct 8 to c Give Ss plenty of time to think about their own answers to
the questions in Ex 9a and make notes. Monitor and help with
b Give Ss a few minutes to find more examples of could/couldn’t vocabulary where necessary, writing any news words/phrases on
in the article in Ex 4 then compare in pairs. Check answers with the board.
the whole class. Audioscript 9.11

Answers: I just couldn’t understand it; He couldn’t read and Erica: What did you like about your school, Kareem?
Kareem: Oh P.E., definitely – that was the best thing about it. We had
write; The only thing I could do was use a computer; I could do it,
a really good sports department, so we could play almost any
but it took me a long time; she discovered she could write sport we wanted to.
more easily Erica: Wow, really?
Kareem: Yes, and we had lots of after-school clubs, too. I loved
6a 9.10 Play the recording for Ss to listen and then answer basketball and I was really good at it. We had a school team
the question in pairs. Check answers with the class. and we did quite well.
Erica: How lucky. I wasn’t very good at sports. Which subjects were
you bad at?
Answer: couldn’t
Kareem: Ha, I was terrible at art. I just couldn’t draw anything. I still am!
I remember once I painted a picture of a car, and my teacher
b Ss listen again and repeat. Drill chorally and individually for thought it was a potato!
further practice if necessary. Erica: Who was your favourite teacher?
7 Ss complete the text alone, then check in pairs. Check answers Kareem: Probably my maths teacher, Mrs. Henson. I was pretty bad at
with the whole class and ask if any of the information is true for maths when I started her class. I couldn’t understand much
and I found it boring. But she spent a lot of time helping me. In
anyone in the class.
the end I passed my exams with good grades. Yes, I’ll always
remember Mrs. Henson. What about you, Erica? What was the
Answers: 1 could 2 couldn’t 3 play 4 couldn’t 5 could best thing about your school?
6 could

8a Read the examples with the class. Give Ss plenty of time to Speak
write their sentences. Monitor and help with vocabulary where 10 Arrange Ss in small groups to share their information from
necessary, writing any new words/phrases on the board. Make Ex 9a and ask questions. Monitor and make notes on their
sure they write one false sentence. language use for later feedback.

Optional extra activity Optional alternative activity

Fast finishers can write two more sentences: one true and Ss do this as a mingling activity instead of in groups, i.e. walking
one false. around the class and discussing their school days with other Ss.

b Ss share their sentences in pairs and guess which one is false.

Reflection on learning
In feedback, ask each pair if they guessed correctly.
Write the following questions on the board:
Further practice What three phrases from today’s lesson will you use most in
the future?
Photocopiable activities: 9C Grammar 1, p219;
How will you use them?
9C Grammar 2, p220
Put Ss in pairs to discuss the questions. When they have
finished, ask if anyone wants to share their ideas with the
class, but don’t force them to if they’d rather not.

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 Homework ideas 3

Unit 9
Receptionist: Debden College, how can I help you?
Ex 10a: Ss record themselves talking about their school days and Student: Hi, yes, I’m interested in doing your photography course.
add it to their GSE portfolio. Could you tell me how much it costs?
Grammar bank: 9C Ex 1–2, pp. 132–133 Receptionist: Yes, of course. It’s £120 for twelve weeks.
Student: And when are the classes?
Workbook: Ex 1–5, p54
Receptionist: Let me check … er yes, they’re every Tuesday between
App: grammar and vocabulary practice 6 and 9, starting next week. We have some places left,
but you need to pay before Friday.
Student: OK. Do you know if I need to buy a camera?
Fast route: continue to Lesson 9D
Receptionist: I’m afraid I can’t help you with that. You’ll need to speak to
Extended route: go to p112 for Develop your writing the teacher. I’ll give you her email address.
Student: Great, thanks.
4
Man: Excuse me, are you from around here?
Woman: Yes.
Man: Do you know if there’s an Indian restaurant around here?
Woman: Er, yeah there are a couple. If you go down that road over
there and then turn right at the end, you’ll find one. It’s
9D English in action probably the closest.
Man: Do you know if it’s open now?
Woman: I’m sorry, I don’t know. But it’s not far, just five minutes away.

Introduction
The goal of this lesson is for students to practise asking for and Grammar checkpoint
giving information. To help them achieve this, they will learn a Do you know … ? and Could you tell me … ? introduce indirect
range of phrases for asking for and giving information. questions. Show how the word order changes by writing on
the board:
Listening Where is the library?
Could you tell me where the library is?
1 Elicit some ideas for education as an example, e.g. online, from
Use arrows on the board to show how the subject and
a school/college, recommendations from friends, etc. Ss work in
auxiliary change position in an indirect question.
pairs and discuss the other things. In feedback, ask a few Ss for
their ideas and invite other Ss to add theirs.
2a 9.12Ss listen and match/check their ideas, then check in 3a 9.13 Ss listen and answer the question, then check in

pairs. Check answers with the whole class. pairs. Check answers with the whole class.

Answers: 1 hotels 2 public transport Answer: It goes up.

3 education/courses 4 places to eat
b Ss listen again and repeat. Drill chorally and individually for
b Ss listen again and choose the correct alternatives then check further practice if necessary.
in pairs. Check answers with the whole class. 4a Ss work on their own to answer the questions. Check answers
as a class.
Answers: 1 Could 2 Sure 3 is 4 from 5 sure
6 course 7 Do 8 afraid 9 if 10 sorry Answers:
1 Could you tell me what the time is?
2 Do you know what time the lesson finishes?
Audioscript 9.12
3 Do you know if we have homework today?
1 4 Could you tell me when the next lesson is?
Receptionist: Hello, how can I help? 5 Do you know where the train station is?
Hotel guest: I’d like to log onto the wifi. Could you tell me what the
6 Could you tell me what the teacher’s name is?
password is, please?
7 Do you know if there is a bank near here?
Receptionist: Sure. Are you a guest at the hotel?
Hotel guest: Yes, I am. 8 Could you tell me the way to the nearest bus station?
Receptionist: OK, well, your user name is your room number and the
password is your surname. b Ss work in pairs to answer the questions from Ex 4a. Ss use
Hotel guest: Oh right, thanks, great. And could you tell me when the Useful phrases to he/p them. Monitor and make notes on Ss’
breakfast is? I have an early meeting tomorrow. language use for later feedback.
Receptionist: Yes, it’s from six thirty until nine thirty, but you can order
breakfast to your room if you need it before then.
5a Read the example with the class. Focus attention on the
Hotel guest: Hmm, yes I might do that. Thanks. Useful phrases and elicit some other ideas for the first question
2
stem (Do you know … ? ) as an example. Ss write their own endings
Passenger: Excuse me, do you know which platform the train to Leeds to the questions alone. Monitor and make sure Ss are forming
leaves from? indirect questions with the correct word order.
Guard: Yes, it’s platform 14. b Read the example with the class. Ask Ss to stand up and walk
Passenger And where can I find it? around asking their questions from Ex 5a to other Ss in the class.
Guard: It’s just over there.
In feedback, ask different Ss to ask and answer their questions in
Passenger: Thanks. And do you know what time it leaves?
Guard: Mm, I’m not sure. I think it leaves in six minutes. open pairs.
Passenger: OK, thanks …

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 Speaking
Unit 9

Answers: He’s already been to the supermarket. He’s already

cleaned the house. He’s already had a shower yet. He’s just put
Prepare
the meat in the oven. He hasn’t cooked the vegetables yet.
6 Arrange Ss in pairs and assign them A or B roles. Ss read
He’s already made a playlist. He hasn’t done the washing up yet.
their information alone. Monitor and be on hand to help if
necessary, checking Ss are forming the questions correctly.
Optional extra activity
Speak Write on the board: a class party, a normal day at work, applying
7 Ss practise their conversations. Monitor and make notes for university, organising an event and cooking a meal. Put Ss in
on their language use for later feedback. When they have pairs and ask them to choose one of the activities and imagine
finished and if you have time, they can swap roles and practise they’re organising it. Ss write sentences about what they’ve
the conversations again, but without preparing questions. In already and just done, and what they haven’t done yet. When they
feedback, ask two Ss to perform the conversation in open pairs. have finished, each pair takes it in turns to read out their list to the
class for them to guess what the activity is.
Reflection on learning
Write the following questions on the board: Optional extra activity
Which phrases were most useful from this lesson? Before Ex 4a, do a backwards dictation. Put Ss in small teams.
How will you use them in the future? Each turn dictate the spelling of an adjective in the box backwards.
Put Ss in pairs to discuss the questions. When they have The first team to call out the adjective wins a point. The team with
finished, ask if anyone wants to share their ideas with the the most points at the end wins.
class, but don’t force them to if they’d rather not.
4a Ss complete the sentences alone, then check in pairs. Check
Homework ideas answers with the whole class.

Workbook: Ex 1–3, p55 Answers: 1 silly 2 popular 3 serious 4 true 5 clever

App: grammar and vocabulary practice 6 funny 7 long 8 sad

b Ss work in pairs and discuss films they’ve seen using the

adjectives in Ex 4a. In feedback, ask a few Ss to share their ideas
and have a brief class discussion.
5a Ss complete the sentences alone, then check in pairs.
9 Check and reflect Check answers with the whole class.

Answers: 1 found 2 for, passed 3 did 4 at 5 hard, got  

Introduction
b Ss complete the prompts alone. Monitor and help with
Ss revise and practise the language of Unit 9. The notes below vocabulary, writing any new words/phrases on the board.
provide some ideas for exploiting the activities in class, but
c Ss work in pairs and share their sentences. Encourage them to
you may want to set exercises for homework, or use them as a
ask follow-up questions to find out more information.
diagnostic or progress test. For each grammar or vocabulary point,
6a Ss complete the sentences alone, then check in pairs. Check
the first activity reviews the language and the second is more
answers with the whole class.
communicative, involving pairwork.

1 Remind Ss that we use the past simple for completed actions Answers: 1 couldn’t swim 2 could ride 3 could read
in the past when we know when they happened. Ss complete the 4 couldn’t speak
description alone, then check in pairs. Check answers with the
whole class. b Ss work in pairs and discuss what they could and couldn’t do,
including if they could do any of the things described in the
Answers: 1 ‘ve known 2 moved 3 ’s lived 4 met sentences in Ex 6a. In feedback, ask a few Ss to share any
5 ’ve become 6 have liked 7 were interesting information about their partners with the class.

2a Ss choose the correct words alone, then check in pairs. Check Reflect
answers with the whole class.
Ask Ss to rate each statement alone, then compare in pairs.
Answers: 1 argue 2 close 3 see 4 on 5 old 6 touch Encourage them to ask any questions they still have about any
of the areas covered in Unit 9.
b Ss can do this as a speaking activity, using the phrases to speak
about themselves and their friends. When they have finished, ask
a few Ss to share any interesting information about their partner
with the class.
3 Read the example with the class. Ss make sentences for the
other activities alone, then check in pairs. Check answers with the
whole class.

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 Emily: I think in some ways they are. For example, some

Unit 9
9A Develop your listening scientists at a university in Vienna did some research on
monkeys and found that monkeys choose friends with
the same character as them. That’s something humans
also do sometimes.
Introduction Interviewer: Just amazing!

Ss develop their listening skill of understanding a radio interview

by learning how to identify examples. 5a 9.4 Go through the topics with the class, so they know
what to listen for. Ss listen again and order the topics alone, then
check in pairs. Check answers with the whole class.
Warm-up
If you have a pet (or have had one in the past), tell the class about Answers:
it, including its name, age, what it likes/dislikes and any interesting 1 People like talking about animal friendships.
quirks it has. You can also show the class a photo if you have one. 2 Animals sometimes become friends because of humans.
Ss then discuss their own pets (past or present) in small groups. 3 Animals become friends when one of them has no mother.
4 Dangerous animals make friends when they’re on their own.
1 Focus attention on the photos and elicit what Ss can see.
5 Animal friendship stories make us feel positive.
Discuss the questions as a class.
b Ss listen again and match the examples to the topics, then
Answers: elephant, giraffe, hen, goat, dog, cat; they are not
check in pairs You can tell Ss that there’s no example for topic 1.
the same type of animal in each photo.
Check answers with the whole class.

2 9.3 Ss listen to the interview and answer the questions

Answers: a e b a c b d c e d
alone, then check in pairs. Check answers with the whole class.

Answers: Audioscript 9.4

1 At a local zoo. She’s a vet. Interviewer: People love sharing videos and news stories about animal
2 No, because animals stay in groups only to stay safe. friendships online. They do it a lot. For example, yesterday
3 They make friends with other monkeys who have the same someone sent me a video of a dog and a cat who are the
character as them. best of friends. Did they choose each other because they
have the same character, like monkeys?
Emily: Well, it’s important to think about where these friendships
3 Give Ss a few minutes to read the focus box, or go through it
happen. The animals don’t live in the woods or the forest.
together as a class. Answer the question as a class. They live in places made by humans, such as in a zoo or on
a farm.
Answer: To help the listener understand the meaning of what Interviewer: So, we make these friendships happen?
they’re saying and/or give more information about something. Emily: Sometimes. When a baby animal has lost its mother, we
might ask another animal to look after it and they become
4a Stronger classes can do the exercise from memory, then friends. For example, last year we had a baby tiger
without a mother, so we brought in a dog to look after it.
listen and check. Otherwise, Ss listen again and match the
Interviewer: What about a dangerous animal that makes friends with
sentences, then check in pairs. Check answers with the whole an animal it normally eats? For example, the tiger in a
class. Russian zoo that became friends with a goat.
Emily: Ah, yes, I remember seeing that in the news. I think that
Answers: 1 b 2 a 3 c sometimes animals in zoos feel lonely when they’re on
their own. They decide that it’s better to play with their
b Play the recording again for Ss to listen and write the words food than eat it.
which introduce each example. Check answers with the class. Interviewer: Why do you think people love reading about these kinds
of animal friendships?
Emily: World news can be quite sad sometimes and the animal
Answers: a such as b like c For example world can be difficult. I think that when we see a gorilla
caring for a cat or a cat playing with a rabbit, we feel
Audioscript 9.3 happy. We feel that the world is a better place.
Interviewer: Dr Emily Carter, thank you very much for coming today.
Interviewer: I have a special guest with me today. It’s vet Dr Emily
Carter. Emily works at the local zoo and has been there for
ten years. She’s worked with many different animals, such 6a 9.5 Play the first opinion and pause the recording. Elicit Ss’
as bears, tigers and giraffes, and she’s here today to talk ideas and write them on the board. Play the rest of the recording
about animal friendships. for Ss to listen and write down their examples.
So, Emily, can animals become friends with each other in
b Ss work in pairs and compare their ideas. Don’t give any
the same way that humans do?
answers yet.
Emily: Yes, but only a very few of them.
Interviewer: Really? But a lot of animals live together in groups, like c 9.6 Ss listen and check their ideas. Check answers with the
lions and penguins. Surely some of them make friends? whole class and ask if any Ss guessed correctly.
Emily: No, not really. The main reason that most of these animals
live together is because it’s safer for them, not because Answers: 1 fish 2 cats or rabbits 3 bears 4 tigers
they’re friends. 5 spiders
Interviewer: So, are there any animals that become real friends, like us
humans?
Emily: Well we think that animals such as monkeys, elephants
and horses make friends.
Interviewer: And are they the same as human friendships?

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 Audioscript 9.6
Unit 9

Answers: 1 F 2 T 3 T 4 F 5 F
1
I prefer pets that are easy to look after, such as fish. 6 Ss work in pairs and discuss the questions. In feedback, ask a
2 few Ss to share their ideas with the class.
The best pets are ones you can hug. For example, cats or rabbits.
Homework ideas
3
Forests are scary because of animals, like bears. Workbook: Ex 1–4, p56
4
Some wild animals make very bad pets. For example, tigers.
5
I don’t like insects, such as spiders.
9C Develop your writing
7 Ss work in pairs and discuss the questions. In feedback, elicit Ss’
ideas and have a brief class discussion.
Introduction
Homework ideas
Ss develop their skill of writing an email of application by learning
Workbook: Ex 1–3, p55
how to use formal phrases.

Warm-up
Bring/Download photos of a variety of different jobs to class. Show
9B Develop your reading them to Ss and elicit the names of each job, writing them on the
board. Describe one of the jobs by saying what the person does
and asking Ss to guess the job, e.g. They wear a uniform, work long
hours and catch criminals. (police officer) Give Ss a few minutes to
Introduction
choose one of the jobs and make notes on what the person does.
Ss develop their reading skill of understanding a survey report by Monitor and help with vocabulary where necessary, writing any
learning how to understand numbers in a text. new words/phrases on the board. When they have finished,
arrange Ss in small groups to describe the job for other Ss to guess.
Warm-up
1 Give Ss a few minutes to read the job adverts. When they are
Tell the class about a recent TV programme you’ve watched or are ready, Ss work in pairs and discuss the questions. In feedback,
currently watching. Include the type of programme, where/when elicit Ss’ ideas and have a brief class discussion.
it’s set, the main actors and why you like it. Ss then discuss their 2a Ss read the email quickly and match it to the relevant job ad.
own favourite programmes in small groups. In feedback, elicit Ss’ Check the answer with the class.
programmes and find out if others know/like it, too.

1 Focus attention on the photo and elicit what Ss can see. Ss Answer: A
work in pairs and discuss the questions. In feedback, elicit Ss’ ideas
and have a brief class discussion. b Ss read the email again and order the things alone, then check
in pairs. Check answers with the whole class.
2 Give Ss a few minutes to read the focus box or read it together
as a class. Ss match the numbers and words alone, then check in
Answers: 1 c 2 a 3 b
pairs. Check answers with the whole class.
3 Give Ss a few minutes to read the Focus box or read it together
Answers: 1 c 2 e 3 d 4 a 5 b
as a class. Elicit the answer to the question.

3a Give Ss a minute to read the introduction or read it together

Answer: They make the application sound polite and
as a class. Ss work in pairs and answer the questions, then check
professional.
answers with the whole class.
4 Ss match the phrases alone, then check in pairs. Check answers
Answers: 1 last month 2 TV watching habits
with the whole class.

b Ss read the report and answer the question alone, then check in
Answers: 1 c 2 b 3 g 4 f 5 h 6 a 7 d
pairs. Check the answer with the whole class.

Answer: Only 19 percent of young people aged 13–18 watch

Prepare
live TV. 5 Give Ss plenty of time to choose a job and make notes, using the
questions to help them. Monitor and help with vocabulary, writing
4 Ss read the report again and match the numbers and sentences any new words/phrases on the board.
alone, then check in pairs. Check answers with the whole class.
Write
Answers: 1 40 2 37 3 over 55 4 19% 5 50% 6 ½ 6 Ss write their emails alone. Monitor and check Ss’ work while
7 ¼ 8 7% they write, and be on hand to offer help where necessary.

Homework ideas
5 Ss read the report again and decide if the sentences are true or
false alone, then check in pairs. Check answers with the whole class. Workbook: Ex 1–7, p57

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