Unit 2

2A Changes

2 OVERVIEW Introduction
The goal of this lesson is for Ss to give a presentation on past,
current and future trends. To help them achieve this, they will
learn or revise the continuous aspect and vocabulary related to
2A Changes trends.

Goal | give a presentation on past, current and future trends

Language focus | the continuous aspect Warm up
Vocabulary | trends
Bring in some copies of newspapers to class, or download some
GSE learning objective front pages of online news websites. Put Ss in pairs and distribute
Can give clear presentations highlighting significant points with
them. Ask Ss to look at the headlines and record a tally of positive
relevant supporting detail
and negative news stories. When they have finished, ask each
2B Work, work, work pair for their results and put them on the board. Ask if Ss find the
Goal | speculate about work situations results surprising or expected.
Language focus | probability
Vocabulary | agreement and disagreement
GSE learning objective Vocabulary
Can compare the advantages and disadvantages of possible
approaches and solutions to an issue or problem Trends
1 Focus attention on the photos and elicit the topic of the lesson
2C Local issues
(changes or trends). Ss discuss the questions in pairs. In feedback,
Goal | discuss a proposal
elicit their ideas and feed in information from the Culture notes if
Language focus | cleft sentences
you wish.
Vocabulary | connotation 2
GSE learning objective
Can present detailed, evidence-based arguments during Culture notes
work-related meetings Carbon capture and storage (CCS) is the process of collecting
waste carbon dioxide, usually from heavy industry and placing
2D English in action
it where it won’t enter the atmosphere again.
Goal | manage a fast-paced conversation
Vocabulary | conversation Electric vehicles (EVs) have actually been around since the
nineteenth century, but have recently become more popular
GSE learning objective
Can participate in a fast-paced conversation with fluent speakers due to concerns about the environment and a focus on
renewable energy.
Check and reflect
E-scooters have recently become popular in many cities
Review exercises and communicative activities to practise the
around the world where ride-sharing companies allow people
grammar and vocabulary from Units 1 and 2.
to hire them by the minute.
Roadmap video Veganism is a diet where people don’t eat meat or animal-
Go online for the Roadmap video and worksheet. based products (such as dairy products). In recent years
veganism has become more popular, with a wider range of
VOCABULARY BANK
vegan products and restaurants available.
2B Work practices The Internet of Things (IoT) is a system of different devices
being connected by the internet, such as home appliances,
2C Semantic prosody
home security cameras, thermostats, etc.
MASTER YOUR SKILLS A Video Assistant Referee (VAR) is a referee who uses video
replays to review decisions made by a referee in real time at a
2A Master your reading football match. It has recently become more popular in many
Goal | understand a newspaper article football associations and was used for the first time in a FIFA
Focus | recognising scepticism World Cup in 2018.
GSE learning objective
Can recognise the writer’s point of view in a linguistically 2 Ss guess the meanings individually, then check in pairs.
complex newspaper article
Encourage them to use the context in the sentences to help
2B Master your listening them arrive at the meaning. Check answers with the class and
Goal | understand an informal explanation be prepared to give further explanations and examples where
Focus | recognising understatement necessary. With weaker classes, give them a minute to read the
GSE learning objective sentences, then go through each one, checking meaning.
Can understand implied meaning and understatement in
informal speech

2C Master your writing

Goal | write project communications
Focus | rejecting ideas and asking for changes
GSE learning objective
Can adapt the language and organisation of a project
communication to the needs of different audiences
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 Language focus
Unit 2

Answers:
1 something is decreasing
The continuous aspect
2 a position or situation in which small changes cause a larger,
6a Ss read the extracts and discuss the questions in pairs.
more important change
When they have finished, elicit their ideas but don’t give any
3 change a pattern so the opposite happens
answers yet.
4 is likely to go on
5 crossed an important point
b Ss read the language focus box and check their answers to
Ex 6a. Check answers with the class and answer any questions
6 defines the start of a new period of time
they have about the information in the box.
7 increasing
8 going back to
Answers:
9 beginning a pattern or fashion for others to follow
1 the continuous aspect
10 appears that things will be positive
2 a present b past and present c past and present
d present e future f present
Optional extra activity
3 in progress
Explain that there are more words which collocate with the
phrases in Ex 2. Write on the board buck, halt, increase, is/are, rise,
Language focus checkpoint
turning and upward. Put Ss in pairs to discuss which of the words
or phrases in Ex 2 they go with. When they have finished, check Tense describes the time a verb refers to (such as past or
answers with the class. present). Aspect is like an add-on to the verb and shows
things like whether an action is completed, repeated or
Answers: buck/halt the trend, be on the increase/rise, is/are on-going for the duration of the activity. This lesson looks at
set to continue, a turning point, an upward trend the continuous aspect, which shows different ways an action
happens across a range of times.

3 Go through the situations with the class and check

7a Refer Ss to the sentences and ask them to think about how
understanding. To demonstrate, you could give the class examples
the underlined sections are pronounced in fast speech. Encourage
of each of the situations which are true for you. Give Ss time to
them to try saying the sentences to themselves to work out the
prepare their ideas and make notes if they want to. Monitor and
answer. Elicit their ideas but don’t give the answer yet.
help with vocabulary where necessary, writing any new words and
b 2.1 Play the recording for Ss to check their answer. They can
phrases on the board. When they are ready, put Ss in pairs to share
then listen again and repeat.
their ideas. Encourage Ss to ask their partner follow-up questions
to find out more information. When they have finished, ask a few
Answers: The underlined sections are pronounced in their
Ss to share any interesting information they found out from their
weak form.
partner with the class.

Further practice 8 Put Ss in pairs to discuss the use of the continuous aspect in
the second sentence in each pair. Encourage them to refer back to
Photocopiable activities: 2A Vocabulary, p178
the language focus box when deciding why it’s used. When they
App: 2A Vocabulary practice 1 and 2
have finished, check answers with the class.

Answers:
Reading 1 to emphasise the action
4a If you did the warm up, you could refer back to the stories 2 to suggest the situation is temporary
shown there to introduce the activity. Put Ss in pairs to discuss the 3 to emphasise a trend
questions. When they have finished, elicit their ideas and have a 4 to show an action in progress (i.e. there’s more to come)
brief class discussion. Write Ss’ ideas on the board. 5 to show a repeated action and because we are more
b Give Ss a few minutes to read the article quickly and see if it interested in the action than the result
mentions any of their ideas from Ex 4a. In feedback, elicit Ss’ ideas
and tick any of their ideas on the board that were mentioned. 9a You could demonstrate by giving the class some of your own
answers first. Ss complete the sentences individually. Monitor and
help with vocabulary where necessary, writing any new words and
Teaching tip
phrases on the board.
Prediction activities like the one in Ex 4a are useful because
b Put Ss in pairs to share their ideas. When they have finished,
they prepare Ss for reading a text so that they don’t come
ask a few Ss to share any interesting information they found out
at it cold. They help activate any schematic knowledge Ss
from their partner with the class.
have about the topic area, so that when they encounter new
information in a text it’s simply a case of attaching it to their
existing knowledge.

5 Ss discuss the questions in pairs. In feedback, elicit answers

from a few Ss and have a brief class discussion. Ask Ss to tell the
class about any other positive news stories they have heard
recently too.

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 Unit 2
LANGUAGE BANK 2A pp.148–149
Stronger classes could read the notes at home. Otherwise,
2B Work, work, work
check the notes with Ss, especially the use of stative and
dynamic verbs. In each exercise, elicit the first answer as an
example. Ss work individually to complete the exercises, then Introduction
check their answers in pairs. In feedback, elicit Ss’ answers The goal of this lesson is for Ss to speculate about work
and drill the questions. Ss can refer to the notes to help them. situations. To help them achieve this, they will learn or revise the
Answers: language of probability and vocabulary related to agreement and
1 1 is working 2 must have missed 3 waving 4 sent disagreement.
5 got 6 is definitely getting 7 have you known
8 arguing 9 been thinking Warm up
2 1 correct 2 will you do will you be doing
Write on the board: My ideal job would involve … Demonstrate the
3 ’ve lived ’ve been living 4 is believing believes
activity by telling the class three things which your ideal job would
5 ’d lie ’d be lying 6 correct
involve (e.g. not too many hours, playing games, meeting people,
7 ’d talked ’d been talking / were talking
etc.). Ask Ss to complete the sentence individually, thinking of at
least three things the job should involve. Go back to what you said
Further practice your ideal job would involve and ask Ss to recommend a job that
Photocopiable activities: 2A Language focus 1, p176; could fit these criteria. Put Ss in small groups to read out what
2A Language focus 2, p177 they wrote and ask other Ss in the group to suggest a possible job.
App: 2A Grammar practice 1 and 2

Listening
Speaking 1 Ss discuss the questions in pairs. In feedback, elicit their
Prepare answers to question 1 and write them on the board. Then elicit
10 Put Ss in pairs and direct them to page 176 to read through their answers to question 2 and find out if these jobs existed
the information and choose which topic they want to present when they were eight years old.
or choose a topic of their own. Alternatively, you may want to
Optional alternative activity
allocate the topics so that equal numbers work on each topic to
facilitate the speaking activity in Ex 12. Monitor and help with Do Ex 1 as a visualisation. Ask Ss to relax and close their eyes and
understanding where necessary. read them this:
11 Ss plan their presentations in pairs, deciding who will present Imagine you are eight years old and you’re at school, in your
what information and how they will present it. Monitor and offer classroom. Think about what activity you are doing and what the
help where necessary. teacher looks like. Look around the classroom and try to picture
the furniture, the walls, what’s out of the window and your
Speak classmates. You are doing a lesson on different types of jobs and
12 Put pairs together with another pair who worked on a your teacher asks you what job you want to do when you grow up.
different topic to give their presentations. Encourage Ss to ask Then ask Ss to open their eyes and discuss the questions in Ex 1
questions to find out more information, where possible. When with a partner.
they have finished, ask each pair to share something interesting
they found out from the presentation they heard.
Teaching tip
Reflection on learning Exs 2–4 follow an approach to introducing new language called
Write the following questions on the board: Guided discovery. First, Ss are exposed to the target language
in context. This allows them to focus on meaning, in order to
What did you find most difficult in today’s lesson?
understand what the language means, before form. In Ex 4,
How can you practise this further in the future?
they focus on form using the meaning of the examples they’ve
Put Ss in pairs to discuss the questions. When they have
listened to in context, with an activity which guides them to
finished, ask if anyone wants to share their ideas with the
discover the rules for themselves.
class, but don’t force them to if they’d rather not.
2a 2.2 Explain to Ss that they are going to listen to a podcast
Homework ideas about working practices and job titles and that during this they’ll
Language bank: 2A Exs 1–2, p149 hear two people answering the questions in Ex 1. Play the
Workbook: Exs 1–4, p12 recording for Ss to answer the question, then check answers with
App: grammar, vocabulary and pronunciation practice the class.

Answers: Chris: a vet or a teacher Elaine: a chocolate taster

Fast route: continue to Lesson 2B
Extended route: go to p108 to Master your reading

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 Audioscript 2.2 b Ss listen again and decide if the sentences are true, false or not
Unit 2

given individually, then compare their answers in pairs. Stronger

C: Hello! I’m Chris Hinds, and a very special welcome to this week’s
episode of Work Junkie, the podcast all about current and future
classes could attempt the exercise from memory, then listen
trends of work. This week I’m joined by Elaine Chorlton, who’s again to check their answers. Check answers with the class.
Dynamic Communications Orchestrator at one of the world’s leading
tech firms, based in San Francisco. Welcome, Elaine, can I first ask you Answers: 1 N 2 T 3 F 4 T 5 N 6 T 7 F 8 T
– what does your job title actually mean?
E: Well, you know, I often get asked that. It basically means that I help 3 Put Ss in pairs to come up with new job titles. Monitor and offer
the company with all aspects of communications, whether it be
help where necessary. When they have finished, elicit Ss’ ideas
social media, going to the press, internal communications, that kind
and write them on the board. You could then have a class vote for
of thing.
C: Right. So why such a fancy-sounding job title? Aren’t people likely to the best title for each job.
just get confused?
E: Well, let me ask you this, Chris. What did you want to be as an adult Optional extra activity
when you were eight years old? Put Ss in pairs and ask them to come up with some inventive job
C: Well, I really loved animals, and I was certain that I’d be a vet. But as I
titles for common jobs. You could direct them to an online job-title
got older I actually wanted to be a teacher.
E: OK, and now you’re a podcaster, right?
generator (there are several of these). When they have finished,
C: Yes, that’s right. ask them to read out their invented job titles to the class for them
E: So my point is, when you were eight years old, did you know what a to guess the common job titles.
podcaster was?
C: Well no, because they didn’t exist back then.
E: Exactly. In the same way, it’s highly likely that the jobs our children Language focus
will do in the future don’t exist yet.
C: But aren’t a lot of these job titles now just fancy ways of saying the Probability
same thing? The other day I saw a job for a ‘Knowledge navigator’. 4 Ss read the language focus box and choose the correct
I’m sure that a ‘Knowledge navigator’ is just a teacher. alternatives individually, then check in pairs. Check answers with
E: Well, yes and no. On the one hand, many new jobs just didn’t exist
the class and answer any questions Ss have about the information
before, so they need new titles. This is especially true in the tech
industry, where I work. You have new technology coming along all the in the box.
time, which means a demand for new skills, like coding, maintaining
a strong social media presence, that kind of thing. So these jobs will Answers: 1 adjectives 2 probability 3 subject
need new titles, new ways of describing working practices. In the
future, as new innovations come along, we can be certain that this 5a 2.3 Ss listen to the recording, paying attention to the /k/
process will continue to evolve and render current ways of working sound. Check answers with the class and go over the information
obsolete, too. It’s a constant transformation.
in the Pronunciation checkpoint.
C: Right.
E: Also, a lot of companies are finding it increasingly difficult to recruit
graduates with the right skill set. It really is an employee’s market. Answers: It’s glottalised (i.e. it becomes very short and is
So in a bid to attract the right kind of people, they’re coming up with produced at the back of the throat).
increasingly dynamic titles to attract them.
C: Like what?
E: Well, they change all the time, but some of my favourites from the Pronunciation checkpoint
last few years are: ninja, guru, magician and rockstar. When an unvoiced consonant (/p/, /t/, /k/ or /ʧ/) appears
C: Oh no, please? How are they used? in a word after a vowel sound, it is often glottalised, which
E: OK, so the first one is ‘Legal ninja’, which was advertised by a means the airflow comes to an abrupt stop and the unvoiced
company in Palo Alto, California. They were looking for someone to consonant is not fully pronounced e.g. in the words actor,
provide legal advice on a range of issues.
football, likely and nature. It might be difficult for Ss to
C: So, essentially, a lawyer?
E: Well, yes, kind of. More a legal adviser, if you will. Next up is ‘Data reproduce the sound exactly, but they are likely to come
guru’, a position advertised by a company in Michigan. They were across it, so it is worth highlighting.
looking for someone to ‘lead data activities’.
C: Hmm, not quite sure what that means. b Play the recording again for Ss to listen and repeat. Model and
E: Me neither, but it sounds fancy, right? For magician, we have ‘Full
drill yourself if necessary.
stack magician’, from a company in Atlanta. They were looking for
someone to write code. 6a Read the example with the class, then ask Ss to put the words
C: Ah, OK. So a programmer then? in the rest of the sentences in order. Ss then check answers in
E: Pretty much, but the job did involve analysing costs of different pairs. In feedback, invite different Ss to write the answers on the
coding alternatives. But we can be pretty sure that the job didn’t board and invite other Ss to peer check.
involve any real magic, per se!
C: Ha! So what about rockstar? Company musician?
Answers:
E: Alas, no. A New York based company advertised for ‘Rockstar
1 You’re likely to be promoted next week.
copywriter’, which basically involves writing articles and social media
posts discussing the industry, and putting the CEO’s name to them. 2 It’s unlikely that they’ve received the documents yet.
C: So you’re unlikely to need to play the guitar then. 3 Maisy is certain to have known about this.
E: Ha, not professionally, no. 4 They’re likely to be discussing the matter now.
C: Well, thanks for joining us today, Elaine. One last thing, before you go, 5 Raj is certain to have been in the meeting.
though. 6 It’s highly likely that we’re going to be taken over next year.
E: Sure.
7 The CEO is unlikely to have given this much thought.
C: What did you want to be when you were eight years old?
E: Oh that’s easy, I wanted to be a chocolate taster. 8 We can be certain that robots will be doing our jobs in the
C: Mmm, nice work if you can get it! future.

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 b Read the example with the class, then ask Ss to rewrite the 9a Ss complete the questions with the missing words. Ask Ss to

Unit 2
sentences in Ex 6a. Encourage them to refer back to the language cover Ex 8 while they do this and try to remember what the words
focus box to help if necessary. were, looking back to check only if necessary. When they have
finished, check answers with the class.
Answers:
1 It’s likely you’ll promoted next week. Answers: 1 open 2 lukeworm 3 came 4 willing 5 odds
2 They’re unlikely to have received the documents yet.
3 It’s certain that Maisy knew about this. b Ss discuss the questions in pairs. When they have finished, elicit
4 It’s likely that they’re discussing the matter now. a few answers from Ss.
5 It is certain that Raj was in the meeting.
6 We’re highly likely to be taken over next year. VOCABULARY BANK 2B p167
7 It’s unlikely that the CEO has given this much thought. Work practices
8 Robots are certain to be doing our jobs in the future. These optional exercises build on the lexical set in the
vocabulary section.
7a Ss complete the sentences so that they are true for them.
1 Ss complete the sentences individually, then check in
Monitor and help with vocabulary where necessary, writing any
pairs. Encourage them to use the context and the other
new words and phrases on the board. Check Ss are forming the
words in the sentence to work out the meaning of the
sentences correctly.
phrases in bold. Check answers with the class and elicit the
b Put Ss in pairs to share their sentences. When they have meaning of the phrases.
finished, ask a few Ss to share anything interesting they found out
about their partner with the class. Answers:
1 contracts – a type of employment contract where the
LANGUAGE BANK 2B pp.148–149 employer doesn’t have to guarantee a minimum number
Stronger classes could read the notes at home. Otherwise, of hours’ work
check the notes with Ss, especially which adverbs collocate 2 line – a manager in a company who is responsible for the
with which adjectives. In each exercise, elicit the first main activities of production, sales, etc.
answer as an example. Ss work individually to complete the 3 lieu – instead of (e.g. extra time off instead of payment)
exercises, then check their answers in pairs. In feedback, 4 income – income paid by the government to everyone
elicit Ss’ answers and drill the questions. Ss can refer to the 5 push – fired
notes to help them. 6 rank – use your authority over someone to make them do
what you want, especially unfairly
Answers: 7 misconduct – extremely bad behaviour or performance by
1 1 that 2 to 3 likely 4 It 5 ’re/are 6 to 7 to 8 that an employee that may lead to dismissal;
2 1 to 2 highly 3 that this will not 4 to 5 is 6 that pay – money or other things that you get when you have
7 likely 8 we to leave a company because your employer no longer has a
job for you
Further practice 8 appraisal – a meeting between a manager and a worker to
discuss the quality of someone’s work and how well they
Photocopiable activities: 2B Language focus 1, p179;
do their job
2B Language focus 2, p180
9 procedures – a formal way for an employer to deal with an
App: 2B Grammar practice 1 and 2
employee’s unacceptable or improper behaviour;
manage – organise and control all the details of another
Vocabulary person’s work in a way that they think is annoying
10 rata – a payment or share that is calculated according
Agreement and disagreement to how much of something is used, how much work is
8 Ss read the sentences and decide if the words in bold describe done, etc.
agreement or disagreement individually, then check in pairs.
Explain that one of the phrases expresses a mixture of agreement 2a Ss complete the questions individually, then check in pairs.
and disagreement. Check answers with the class and be prepared Check answers with the class.
to give further explanations and examples where necessary. You Answers:
may also want to teach: be receptive to (A), be agreeable to (A) 1 misconduct 2 disciplinary 3 appraisal 4 zero 5 income
and come up against some backlash (D) so that Ss can use them in 6 line
the discussion in Ex 9b.
b Ss discuss the questions in pairs. When they have finished,
Answers: ask a few Ss to share their ideas with the class.
A: get on board with, be willing, are open to, go along with
D: be at odds with, receive some pushback, come up against Further practice
some resistance, take issue with, be loath to
Photocopiable activities: 2B Vocabulary, p181
Mixed: met with a lukewarm response
App: 2B Vocabulary practice 1 and 2

Vocabulary checkpoint
The word lukewarm was originally used to describe the
temperature of a food or a liquid, meaning it’s not hot or cold,
but a mixture of the two. Here it therefore means a mixture
of positive (hot) and negative (cold) responses. In this phrase,
lukewarm can be substituted with mixed, i.e. a mixed response.

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 Speaking 13 When Ss have finished their discussions, ask each group
Unit 2

which two proposals they’ll implement and why. Then give the
Prepare class feedback on their language use.
10a 2.4 Tell the class that they’re going to discuss proposed
changes to their place of work or study, but first they’ll listen to Reflection on learning
two people doing the same. Go through the list of things with the Write the following questions on the board:
class so they know what to listen for. Ss listen and tick the things
What were the three most useful phrases you learnt in this
the speakers mention individually, then compare their answers in
lesson? Why?
pairs. Check answers with the class.
Are there any phrases you learnt which you don’t think you’ll
use in the future? Why not?
Answers: 3, 5, 7
Put Ss in pairs to discuss the questions. When they have
finished, ask if anyone wants to share their ideas with the
Audioscript 2.4
class, but don’t force them to if they’d rather not.
A: OK Jitesh, here’s the list of suggested changes from Head Office
for the new year. We need to get back to them by Friday with our
opinions on them. What do you think of the first one? Homework ideas
J: I expect it’ll be very popular, and I think almost everyone will go along Language bank: 2B Ex 1–2, p149
with it. People are certain to want to spend more time at home. Workbook: Exs 1–5, p13
A: I’m not sure. Of course people like working from home, but a lot
App: grammar, vocabulary and pronunciation practice
of people like the atmosphere at the office, and find it hard to
get motivated at home. I think it’s likely to come up against some
resistance, especially if people are forced to work from home more.
Fast route: continue to Lesson 2C
J: Ah yes, I see your point. Maybe we could make it optional?
Extended route: go to p97 to Master your listening
A: Yes, I think more people are likely to get on board with the idea that way.
J: So, the next item on the list is this idea of closing the canteen. I don’t
think people would be willing to accept that.
A: Agreed. Let’s ditch that idea.
J: OK, that was simple. What’s next?
A: Ah, this idea of moving the line managers round. I think it’s a great
idea. Not only will they gain a lot of useful experience, but the staff
get to meet more people in the company and make new connections. 2C Local issues
J: Hmm, I can see it getting a lukewarm response, myself. People form
relationships with who they work with, and don’t want to have that
shaken up at regular intervals.
A: Yes, but on the other hand, if you don’t get on with your boss you Introduction
know they’ll be moving along soon. The goal of this lesson is for Ss to discuss a proposal. To help
J: That’s true. OK, let’s implement it for a trial period of say, six months? them achieve this, they will learn or revise cleft sentences and
Then we can reassess it later.
vocabulary with positive and negative connotations.
A: Agreed.

Warm up
b Ss listen again and answer the questions individually, then
compare their answers in pairs. Check answers with the class. Start by telling Ss three things you wish you could change about
the local area where you live. Ask Ss to think of three things they
Answers: a closing the on-site canteen wish they could change individually and make notes. When they
b more working from home c swapping managers are ready, put Ss in pairs to share their ideas and discuss if they
agree with each other.
11 Give Ss plenty of time to consider the proposals in relation to
their own place of work or study. Monitor and help with vocabulary
where necessary, writing any new words and phrases on the Vocabulary
board. Connotation 2
Speak 1 Ask Ss to look at the photos and discuss the question in pairs.
When they have finished, elicit their answers and find out if others
12 Arrange Ss in small groups to discuss the proposals, using
agree. You could ask if they have experienced any of these issues
their notes from Ex 11. Encourage them to discuss each proposal
in their local area too.
in turn, then agree on which two to implement. Monitor and make
notes on Ss’ language use for later class feedback.
Suggested answers:   
Optional extra activity A cyclists and cars sharing road space
B litter/recycling collection
Write the following phrases on the board: C pedestrianisation of town centres
I can’t imagine it will be very popular. Surely you don’t think … D people outside on their phones, not paying attention to
On the contrary. On the one hand, … , but on the other … . what’s around them / public transport
People aren’t likely to get on board with this, I don’t think.
Check understanding of the function of each phrase, then drill the 2a Ask Ss if they ever read local newspapers and what sort of
phrases chorally and individually with the class. Encourage Ss to letters or emails people write to them (usually ones complaining
use the phrases in their discussion. about local issues!). Give Ss a minute to read the letter and answer
the questions. Check answers with the class.

Answers:
1 the public transport system in the city (D) 2 angry
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 b Focus attention on the words in bold in the letter and ask if Further practice

Unit 2
they’re generally positive or negative (negative). Ss match the
Photocopiable activities: 2C Vocabulary, p184
more positive words with those in the letter individually, then
App: 2C Vocabulary practice 1 and 2
check in pairs. Check answers with the class.

Answers: 1 e 2 a 3 b 4 d 5 c
Listening
3 Remind Ss of the work they did on connotation in Lesson 1C 5 2.8 Tell Ss that they’re going to listen to a radio interview
and explain that many words with a negative connotation have with a local councillor. Ss listen and identify the two issues the
positive equivalents. Put Ss in pairs to read the sentences and interviewer asks about. Check answers with the class.
discuss the differences in meaning. When they have finished,
discuss the answers with the class and what the words mean Answers: public transport and refuse collection
exactly in each context.
Audioscript 2.8
Answers:
S: It’s 8.20, and you’re listening to me, Sajid Meyer at breakfast. With me
1 a negative (the company treats them badly)
now is city councillor Elaine Miller. Good morning, Elaine.
b positive (the company gives them jobs where other E: Good morning, Sajid, and thanks for inviting me on the show.
companies wouldn’t) S: So, Elaine, I’d like to start with a text message from one of our
2 a positive (there’s a good nightlife) listeners, if I may. Robin from Wingate wants to know what the
b negative (opposite of peaceful) council’s going to do about the public transport problem in our city,
3 a positive (beautiful, historic) especially in Wingate, where buses run only once an hour, and they’re
expensive, especially for young people.
b negative (falling into disrepair)
E: Ah yes, well, we looked at this issue earlier in the year, and what
4 a negative (angry people/protesters)
we did was to look at ways of making sure any extra investment
b positive (a peaceful group of protesters) actually works.
5 a negative (not good quality) S: How do you mean?
b positive (provided for people on low incomes) E: Well, it’s no good just throwing money at these things. They have to
6 a positive (the council is being strong/determined) be planned carefully.
b negative (the council is being unfair) S: I’m sorry, but that sounds like an excuse for doing nothing to me. Are
you actively working to improve public transport in our city?
E: Of course we are, Sajid. Look. All I’m saying is that we have to
Optional extra activity invest sensibly and carefully. For example, one thing we’re doing is
With stronger classes, ask Ss to choose three of the words introducing a young person’s travel card, which will enable people
under 25 to get 25 percent off all fares. So that’s one example.
from Exs 2 and 3 and write a sentence for each. When they have
S: OK, thank you. Now we’ve had a number of emails and texts about
finished, put Ss in pairs and ask them to take turns to read each the thorny issue of refuse collection. You recently stated the council’s
sentence to their partner for them to rephrase the sentence with intention to change collections from once a week to once every two
a different connotation. weeks. How do you justify this?
E: Sorry, if I could just correct you there, Sajid. It was my colleague who
4 Read the example with the class, then put Ss in pairs to discuss made that statement, Neil Morton.
S: Oh, I do apologise. But it’s a penny-pinching measure that the
the points. When they have finished, elicit Ss’ answers and find
council’s introduced here, isn’t it?
out if others agree. E: Well listen Sajid, I love my job as a councillor but it’s not always easy.
And what I can’t stand is having to make cuts when we don’t have the
VOCABULARY BANK 2C p167 money in the budget. And I’m afraid this is one of those times where
Semantic prosody we have to be economical. We have to look for ways to save money so
that we can afford things like improving public transport.
These optional exercises build on the lexical set in the S: But what are people supposed to do with their rubbish? Surely this is
vocabulary section. an essential service?
1a Ss match the words and phrases in the two sets of E: It is an important service, yes. What I’m saying is that people’s rubbish
sentences individually, then check in pairs. Check answers will still be collected, just not quite as frequently.
with the class. S: OK, I’m afraid that’s all we have time for at the moment …

Answers: 1 b 2 a 3 c 4 e 5 d
6 Go through the questions with the class so they know what
b Ss answer the question individually, then check in pairs. to listen for and elicit what the Ss can remember, but don’t give
Check answers with the class. any answers yet. Ss listen to the interview again and answer the
questions, then compare their answers in pairs. Check answers
Answers: 1–5 introduce negative collocations, a–e introduce
with the class.
positive collocations.

2 Ss complete the collocations individually, then check in Answers:

pairs. Check answers with the class. 1 She wants to be sure the investment will work.
2 a travel card giving 25 percent off fares to people under 25
Answers: 1 be rife 2 achieve 3 perform 4 cause 3 It’s going to be collected every two weeks, not every week.
5 be committed to 6 upcoming 7 impending 8 abundant 4 She can’t stand having to make cuts when they don’t have
9 be (hell) bent on 10 commit the money in the budget.
3 Ss complete the sentences individually. Monitor and check 5 They’re saving money to invest in other things, such as
they’re using the collocations correctly. When they have public transport.
finished, put Ss in pairs to share their sentences and find out
if they have anything in common.

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 Language focus 10a Demonstrate the activity first by telling the class your own
Unit 2

endings to the sentences. Ss complete the sentences individually.

Cleft sentences Monitor and help with vocabulary where necessary, writing any
7a 2.9 You may want to go through the extracts with the new words and phrases on the board.
class first and elicit Ss’ ideas as to how to complete the second b When they are ready, put Ss in pairs to share their sentences.
version of each sentence. Otherwise, give Ss a minute to read the Encourage Ss to ask follow-up questions to find out more
sentences individually so they know what to listen for. Ss listen information. When they are ready, ask a few Ss to share any
and complete the extracts individually, then check in pairs. Check interesting information they found out about their partner with
answers with the class. the class.

Answers: 1 What, did was 2 All, is that 3 It, who 4 What, is

LANGUAGE BANK 2C pp.148–149
b Ss discuss the question in pairs, then read the language focus Stronger classes could read the notes at home. Otherwise,
box and check their ideas. Check answers with the class. Answer check the notes with Ss, especially the use of All. In each
any questions they have about the information in the box. exercise, elicit the first answer as an example. Ss work
individually to complete the exercises, then check their
Answers: answers in pairs. In feedback, elicit Ss’ answers and drill the
1 to emphasise what they did questions. Ss can refer to the notes to help them.
2 to emphasise the point about the need for sensible and Answers:
careful investment 1 1 What we enjoy is playing video games. /
3 to emphasise the fact her colleague said it What we enjoy playing is video games.
4 to emphasise the fact that she hates it 2 It was Janice that drank your coffee.
3 It wasn’t me who wrote the letter.
Optional alternative activity 4 All I’m saying is that we need to save more money.
With weaker classes, write the following sentence on the board: 5 It was Jerry who ate your pear, not me.
Anna spoke to me last night. Explain that we can emphasise the 6 What we did was ask them to investigate.
person in this sentence by starting it with: It was Anna … and elicit 7 What I don’t like is doing the dishes. /
the rest of the sentence (… who spoke to me last night.). What I don’t like doing is the dishes.
Then, write on the board: I like meeting people in my job. Explain 8 It was at school that I learnt to sew.
that we can emphasise the action by starting with: What I like in my 2 1 What I hate is people that don’t clean up after themselves.
job is … and elicit the rest of the sentence (… meeting people.). Ss 2 It wasn’t me who called you late last night.
then read the language focus box and check their answers to Ex 7b. 3 It was because he stole a car that he was arrested.
4 All we need is a bit more money.
5 What she did was to stay up all night to finish her essay.
Language checkpoint 6 It’s my cousins who live in Chichester.
English has a lot of different types of cleft sentences and the 7 All we want is a second chance.
list here is by no means exhaustive. If Ss are interested in 8 It was because he studied a lot that he passed the exam.
this area you could ask them to research other types of cleft
sentences in English and report back to the class. Further practice
Photocopiable activities: 2C Language focus 1, p182;
8a 2.10 Ss listen to the sentences, paying attention to the 2C Language focus 2, p183
weak form of that. Explain that when used as a relative pronoun in App: 2C Grammar practice 1 and 2
this way, the weak form is always used.
b Play the recording again for Ss to listen and repeat. If necessary,
model and drill the sentences yourself. Speaking
Prepare
Teaching tip
11 Divide the class into two groups and refer them to page 177.
When focusing on weak forms, try not to isolate the weak form
Focus attention on the meeting agenda and check understanding
itself too much when drilling, as Ss will find it hard to say a
of each point. Ask the groups to prepare their arguments. Monitor
weak form naturally on its own. Instead, drill the whole phrase
and help with ideas and vocabulary where necessary, writing any
but ask Ss to focus just on the weak form.
new words and phrases on the board. Encourage Ss to use cleft
sentences and the vocabulary from the lesson in preparing their
9 With weaker classes, elicit the first answer as an example
arguments.
and write it on the board. Otherwise, Ss rewrite the sentences
individually, then check in pairs. Check answers with the class and Speak
write them on the board (or invite Ss to do so). 12a Arrange Ss in groups of four with two members from each of
the previous groups (you may need to have one group with three,
Answers:
five or six students depending on your class size). Ask them to
1 What I’m saying is that it’s not feasible to increase the number
discuss each item on the agenda and try to reach agreement on
of buses.
each one. Monitor and make notes on Ss’ language use for later
2 It was at the last meeting that we discussed regulations for
feedback.
dog walkers.
b Nominate a student from each group to report back to the class
3 What we did was to discuss the policy at length.
on their discussion and what (if anything) they agreed on. Give the
4 It’s on Clarence Road that we’d like to install speed bumps.
class feedback on their language use.
5 What many residents enjoy is cycling to work.
6 What we don’t know is how people will react.
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 Optional extra activity

Unit 2
Reflection on learning
Write the following questions on the board: When they have finished Ex 2a, ask Ss to think of and write different
How confident do you feel using words with a positive or replies to comments 1–8. When they have finished, put Ss in pairs
negative connotation? and ask them to read out their replies in random order for their
In what other situations might you use cleft sentences? partner to guess which comment each one is a reply to.
Put Ss in pairs to discuss the questions. When they have
finished, ask if anyone wants to share their ideas with the b Ss discuss the questions in pairs. When they have finished, elicit
class, but don’t force them to if they’d rather not. Ss’ answers and find out if others agree.

Suggested answers:
Homework ideas
1 people at work in a meeting
Ex 12a: Ss write a report on their meeting. 2 friends or family members talking about another friend or a
Grammar bank: 2C Ex 1–2, p149 family member
Workbook: Exs 1–4, p14 3 friends or colleagues, could be at work
App: grammar, vocabulary and pronunciation practice 4 colleagues in a meeting at work
5 friends, possible discussing a woman one of them likes
6 a boss talking to staff
Fast route: continue to Lesson 2D
7 colleagues outside work, at a party
Extended route: go to p128 to Master your writing
8 colleagues at work

3a Ss choose the correct alternatives individually, then check in

pairs. Check answers with the class.

Answers: 1 butt in 2 going off on a tangent 3 banter

4 thrash it out 5 broach the subject of 6 confer with
2D English in action 7 clam up 8 go on about

b Ss choose four of the sentences to make true for them

Introduction individually. Monitor and help where necessary and check Ss are
forming the sentences correctly.
The goal of this lesson is for Ss to practise managing a fast-paced
c Put Ss in pairs to share their sentences. Encourage them to ask
conversation. To help them achieve this, they will learn phrases for
follow-up questions to find out more information. When they have
keeping a conversation going and ending a conversation, as well
finished, ask a few Ss to share any interesting information they
as vocabulary related to conversation.
found out about their partner with the class.

Warm up
Listening 1
Divide the board in two halves and at the top of one half write
Advantages of speaking one to one. At the top of the other, write 4 2.11 Before Ss listen, you may want to pre-teach a budget
Advantages of speaking to people in a group. Elicit an example for (for a company), a leaflet drop, cab fares, get off work (a bit early)
each one (e.g. one to one: it’s easier to follow the conversation; and (supermarket) trolley. Ss listen to the conversations and guess
group: you don’t run out of things to say). Distribute some board where each one is, then compare ideas in pairs. Check answers
pens and ask Ss to come and write more ideas on the board, with the class.
then pass the pens around to other Ss to do the same. When they
have finished, go through the ideas on the board and find out if Answers: 1 at work 2 in the park 3 at a party
Ss agree.
Audioscript 2.11
1
Vocabulary E: Right, we don’t have much time, so let’s make this snappy. Basically,
Conversation we’ve come in under budget this year by about five thousand
pounds, and if we don’t spend that money, we won’t get it in next
1 Focus attention on the photos and elicit what Ss can see. Ask year’s budget. So, we need to decide what to spend it on, and fast.
Ss to think about speaking in English and their answers to the So, any ideas? Rob?
questions, then put them in pairs to discuss the questions. When R: Well, we could do with some more promotion of the Horta range. It’s
they have finished, elicit Ss’ ideas and have a brief class discussion. not been doing so well of late.
2a With weaker classes, you may want to go through the E: I don’t think we have time to launch a whole new campaign, not in
just a week.
expressions in bold first and check understanding of each one.
R: Yeah, but I was thinking of something small.
Ss match the comments with the replies individually, then check S: How do you mean?
in pairs. Check answers with the class and if you haven’t already, R: Maybe a leaflet drop? We’ve already got the design done so we could
check understanding of the phrases in bold. just run a few thousand off at the printers.
E: OK, maybe. Getting back to our ideas, what else have we got?
Answers: 1 g 2 f 3 e 4 a 5 d 6 b 7 c 8 h Steven?
S: Well our computers are getting a bit slow. At the very least the
operating system needs updating. I reckon we’d be looking at around
five thousand for all of us.
E: OK, that sounds doable. So far we’ve got the advertising idea and the
computers. Anything else?
S: Well, this is going to sound a bit silly.

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 E: How so? c Ss add the phrases to the box individually, then compare their
Unit 2

S: Well, we don’t have a decent coffee machine here. answers in pairs and add any more phrases they can think of.
E: Really, Steven? You can do better than that.
Check answers with the class and write on the board any other
S: Wait, hear me out. Think of how much time it would save without the
phrases Ss think of.
need for coffee runs down to the café, for a start.
E: OK …
R: But – Answers: 1 b 2 d 3a 4c
S: And – let me finish – think of how good a morale boost it would be
for everyone. 6a Read the example with the class, then give Ss a couple of
E: OK, I see what you’re saying … minutes to choose a phrase from each section in the Useful
2 phrases 1 box and write what was said before it individually.
Y: So she comes in, sits down next to me, and doesn’t even say a word! Monitor and check that what Ss are writing makes sense.
M: How rude!
b Put Ss in pairs and ask them to read out what they wrote for
Y: I know, Malcolm! You’d think she’d want to apologise or something.
M: Also, do you remember that time she refused to admit she’d their partner to add the next line. Encourage them to keep the
borrowed that money off me? conversation going as long as possible. When they have finished,
M: Oh, hang on. That might be … oh, it’s nothing. Where was I? ask one or two pairs to perform their conversations for the class.
Y: That time she borrowed money off you.
M: Yep, so as I was saying, she said she just needed it for cab fares until
the end of the week when she got paid, but then when I asked her Listening 2
for it back the week after, you know, she just denied that it ever
7a 2.12 Tell the class that just as important as knowing how
happened.
Y: The cheek of it! Anyway, it’s the weekend. Let’s not talk shop. to continue a conversation is knowing how to end it. Ss listen to
M: Yeah, fair enough. So, did you read that … the endings and note down what each person says to end the
3 conversation, then compare their answers in pairs. Check answers
E: Hi, you’re Nikki’s sister, aren’t you? with the class.
A: I am indeed. I’m Abi, nice to meet you.
E: You too, I’m Ella. Answers:
A: So how do you know my sister? 1 I’ll let you get back to work.
E: Well, it’s a bit of a funny story. 2 Anyway, it’s getting late. I’d best be off.
A: Go on.
3 … sorry Ella, but I’ve just seen someone I need to talk to.
E: Well, I was in the supermarket, and …
C: Abi! You made it! It was lovely to meet you.; … it’s getting late. I might have to
A: Hey Carla! Yeah, I managed to get off work a bit early so I could come. make a move, too.
C: But I thought your boss was a nightmare, how did you wangle that?
A: It wasn’t that difficult really, I’ve had a good week. Audioscript 2.12
C: Sorry, I was interrupting.
E: No, not at all. I was just telling Abi how I met Nikki. 1
C: Oh, do tell! E: … Great, thanks both of you. I think that wraps things up nicely, I’ve
A: Yes, carry on, Ella. got lots to be working with there – I’ll have a think and let you know
E: So as I was saying, I was in the supermarket. what I decide.
A: Right. R: OK.
E: Pushing my trolley along, when she comes up and touches me on the S: Yeah, no worries.
arm and very politely says, ‘I think you’ve got my trolley.’ So I looked E: I’ll let you get back to work.
down and I didn’t understand, at first, because it really looked like S: Right, see you later.
mine. R: Yep, bye.
A: So what was going on? 2
E: Well, like I said, it looked just like my trolley, but when she pointed out Y: Anyway, it’s getting late. I’d best be off.
mine behind me, I realised I’d taken hers by mistake. But the funny M: Yeah, me too. See you at work tomorrow.
thing was, we’d bought almost exactly the same things! Y See you tomorrow, Malcolm.
C: No way! 3
A: Really? E: And she said the funniest thing. So we were talking about the time
E: So yes, so then we got talking and found out we’ve got loads in when we were at school and …
common, and she invited me here tonight. C: Oh hey sorry Ella, but I’ve just seen someone I need to talk to. It was
C: That’s hilarious! I first met Nikki in … lovely to meet you.
E: But hang on, there’s more … A: Yeah, well it’s getting late. I might have to make a move, too.

5a Go through the techniques and check understanding of each b Ss listen again and complete the phrases in the box, then
one. Ss listen again and tick the techniques the speakers use. compare their answers in pairs. Play the recording again if
Check answers with the class. necessary, then check answers with the class. Drill the phrases
chorally and individually.
Answers: a, b, c, e
Answers: 1 let you get 2 it’s getting 3 best be 4 just
b Explain that the phrases in the box relate to four of the 5 was lovely to 6 make a move
techniques in Ex 5a. Ss match the techniques with the groups of
phrases individually, then compare their answers in pairs. Check c Discuss the question as a class.
answers with the class.
Answer: The speakers use a falling intonation to indicate they
Answers: 1 b 2 a 3e 4c are ’closing’ the conversation.

8 Ss discuss the questions in pairs. When they have finished, elicit

their answers and have a brief class discussion.

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 Speaking 2 Highlight that only four of the sentences contain a mistake.

Unit 2
Ss find and correct them individually, then check in pairs. Check
Prepare answers with the class.
9 Ask Ss to choose a topic and make notes. Monitor and help with
ideas and vocabulary where necessary, writing any new words and Answers:
phrases on the board. 1 They’ll have walked They’ll have been walking
2 I’ve been cutting I’d been cutting
Speak 3 correct
10a Arrange Ss in groups of three and direct them to the 4 we’ll have finished we’ve finished / we finish
relevant pages. 5 correct
b Ss practise their conversations, with Student A starting. 6 I’ve been seeing I’ve seen
Encourage Ss to use phrases from the Useful phrases boxes and
vocabulary from the lesson. Monitor and make notes on Ss’ 3 Ss order the words to make sentences individually, then check
language use for later feedback. When they have finished, ask Ss in pairs. Check answers with the class.
to swap roles and repeat until all Ss have had a chance to start a
conversation using their notes from Ex 9. When they have Answers:
finished, go through any common errors and examples of good 1 The music seems to be getting louder.
language use with the class. 2 The exam turned out to be a lot harder than we’d expected.
3 If you happen to see Jenny, please tell her to call me.
Reflection on learning 4 There seems to have been a misunderstanding earlier.
Write the following questions on the board: 5 Somebody appears to have been eating their lunch at
my desk.
Have you found it useful to learn how to maintain and end a
conversation?
4 Ss match the sentence halves individually, then check in pairs.
Which will be most useful outside class, do you think?
Check answers with the class.
In what other situations are you most likely to use these
phrases?
Answers: 1 d 2 f 3 b 4 a 5 c 6 e
Put Ss in pairs to discuss the questions. When they have
finished, ask if anyone wants to share their ideas with the
Optional extra activity
class, but don’t force them to if they’d rather not.
Ask Ss to think of and write different beginnings for the sentences
to replace 1–6. Monitor and help with vocabulary where
Homework ideas
necessary, writing any new words and phrases on the board. When
Workbook: Exs 1–4, p15 they are ready, put Ss in pairs to compare their sentences.
App: grammar, vocabulary and pronunciation practice
5a Ss decide if the words in bold have a positive or negative
connotation individually, then check in pairs. Check answers with
the class and ask them to explain by thinking of words which could
replace them in each sentence.

2 Check and reflect: Answers:

Units 1 and 2 1 + (= small but good)
2 – (= cheap/tasteless)
3 – (= not as positive as it could be)
4 + (= healthy)
Introduction 5 – (= small and bad)
Ss revise and practise the language of Units 1 and 2. The notes 6 – (= too loving/generous)
below provide some ideas for exploiting the activities in class, but 7 – (= unhealthy)
you may want to set the exercises for homework, or use them as a 8 – (= too positive/enthusiastic to be believable)
diagnostic or progress test.
b Ss discuss three of the questions from Ex 5a in pairs. Fast
1a Remind Ss that these are delexical verbs and if necessary finishers could discuss more. When they have finished, elicit
review the collocations with them from Lesson 1A first. Ss some answers and have a brief class discussion.
complete the sentences individually, then check in pairs. Monitor 6 With weaker classes, you could write the missing words on
and check they are using the verbs in the correct form. Check the board in random order for Ss to select and use. Ss complete
answers with the class. the sentences individually, then check in pairs. Check answers
with the class.
Answers: 1 make 2 go 3 do 4 take 5 give 6 get
Answers: 1 mildly 2 Needless 3 perfectly 4 short
b Ss discuss questions 3, 4 and 6 in pairs. Encourage them to ask 5 injury 6 point
follow-up questions to find out more information. In feedback,
ask a few Ss to share their ideas with the class and find out if 7 Ss choose the correct alternatives individually, then check in
others agree. pairs. Check answers with the class.

Answers: 1 set 2 downward 3 point 4 reverse 5 on

6 reverting

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 8a Ss complete the sentences individually, then check in pairs.
Unit 2

Monitor and check they are using the correct continuous form to 2A Master your reading
complete each sentence. Check answers with the class.

Answers:
1 are becoming
Introduction
2 will be working Ss develop the reading skill of understanding a newspaper article
3 ’ll/will have been learning by learning how to recognise scepticism.
4 haven’t been doing
5 to be getting Warm up
6 ’m/am living
Write the following questions on the board:
b Ss rewrite the sentences in Ex 8a so they are true for them Who is your favourite author?
individually. Why do you like them?
What kind of books do they write?
9 Ss match the sentence halves individually, then check in pairs.
Which books of theirs have you read?
Check answers with the class.
Which books of theirs would you like to read?
Answers: 1 b 2 d 3 a 4 c 5 e Ss discuss the questions in small groups.

1 Ss work in pairs to discuss the workplace trends. With weaker

10 Elicit the first answer as an example and make sure Ss
classes, go through each one first and check understanding.
understand they have to add a word to complete each of the
When they have finished, elicit Ss’ ideas and have a brief class
phrases in bold. Ss form the phrases individually, then check in
discussion.
pairs. Check answers with the class.
2 Focus attention on the photos and ask if anyone has heard
of Danielle Steel. Elicit Ss’ ideas and go through the information
Answers: 1 get on board with 2 go along with
in the Culture notes below. Ss read the article and answer the
3 are open to 4 a lukewarm response 5 at odds with
questions individually, then check in pairs. Check answers with
6 come up against some resistance
the class.
11a Make sure Ss understand that they need to choose the
Answers:
option which doesn’t fit and that the other two options fit.
1 She writes up to seven books a year.
Ss choose the wrong options individually, then check in pairs.
2 It was greeted enthusiastically/positively.
Check answers with the class.
3 It’s important for our performance at work and our mental
Answers: 1 b 2 c 3 a 4 b 5 a health.

b Demonstrate the activity by giving the class a couple of Culture notes

examples which are true for you, then ask Ss to make sentences Danielle Fernandes Dominique Schuelein-Steel is an
which are true for them. When they have finished, ask a few Ss to American romantic novelist. She was born on 14th August 1947
share their answers with the class and find out if others agree. in New York. She is the fourth bestselling author of all time and
12 Ss match the sentence halves individually, then check in pairs. has sold over 800 million copies of her books. She has written
Check answers with the class. over 175 books, including 146 novels. Nowadays, she lives in
California and Paris.
Answers: 1 b 2 d 3 a 4 e 5 f 6 c
3 Ss read the article again and decide individually if the
13 Ss complete the phrases individually, then check in pairs. statements are true, false or not given, then check in pairs.
Check answers with the class. Encourage Ss to correct the false statements. In feedback, check
answers with the class.
Answers: 1 pick 2 brings 3 mind 4 introduction 5 going
6 as 7 best/better 8 move Answers:
1 F – It is built to resemble a stack of her own books.
Reflect 2 F – Glamour magazine made a passing reference to her work
Ask Ss to rate each statement individually, then compare in pairs. schedule.
Encourage them to ask any questions they still have about any of 3 T
the areas covered in Units 1 and 2. 4 T
5 NM
Homework ideas 6 F – The writer of the article says While you could work that
App: grammar, vocabulary and pronunciation practice long, especially as a one-off.
7 F – People are beginning to believe this because of an
Roadmap video increased awareness of the importance of sleep for mental
Go online for the Roadmap video and worksheet. health.
8 NM – The article only says People … wake up feeling fully
alert.

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 4 Ss choose the correct options individually, then check in pairs.

Unit 2
Encourage them to locate the phrases in the article and use the 2B Master your listening
surrounding text to help them decide. Check answers with the
class and be prepared to give further explanations and examples
if necessary.
Introduction
Answers: 1 b 2 a 3 a 4 b Ss develop the listening skill of understanding an informal
explanation by learning how to recognise understatement.
5a You could discuss this question as a class. Elicit Ss’ ideas, but
don’t confirm them yet. Warm up
Answers: Think of someone you know who does a job (preferably an unusual
The writer thinks it is an exaggeration or not accurate. In other one). Draw a simple sketch of them on the board, including a piece
words, the writer is sceptical. of equipment they use or clothing they wear at work. Introduce
We know because of the way the writer shows her scepticism this person to the class and tell them as much about their job as
in the article, for example: doubt has been voiced as to the you can. Put Ss in pairs to do the same, drawing a simple sketch of
accuracy of Steel’s self-assessment. the person and something they use or wear at work. Alternatively,
Ss might also mention any or all of the techniques for if they don’t want to draw, they could write two or three things the
expressing scepticism in the focus box. person uses or wears in their job. Ss then share information about
the person. When they have finished, ask a few Ss to summarise
b Give Ss time to read the Focus box and check their answers the information they found out for the class.
to Ex 5a. Answer any questions Ss have about the information in 1 Focus attention on the photo and elicit what the man’s job is
the box. (a boxer). Put Ss in pairs to think of a question to ask him. When
6 Go through the extracts with the class and elicit Ss’ ideas as they are ready, elicit Ss’ ideas.
to how each one shows the writer is sceptical. Ss then match the 2a 2.5 Go through the questions so Ss know what to listen
extracts with the techniques in the Focus box and check in pairs. for. Tell Ss that they will hear just the answer to the question
Check answers with the class. each speaker has been asked. Ss listen and answer the questions
individually, then check in pairs. Don’t check answers yet.
Answers: 1 3 2 1 3 2 4 1 5 4
Audioscript 2.5
7 Ss read the text and identify the ways the writer shows he or 1
she is sceptical, then compare their ideas in pairs. Check answers A: What does it feel like? Well, it’s part of the job, you know. If you’re not
with the class. willing to get knocked out, you’re in the wrong job, you know what
I mean? But yeah, what does it feel like? Well, when it happened to
Answers: me, back in the day, it didn’t feel like anything much. One minute
We know the writer of the text is sceptical because he or she: I was lying there in the ring and y’know, the next … I was waking
up and I wasn’t too clear what’d happened in between! Kinda like
• emphasises the extreme parts of the claim: will completely
when you have an operation, you know, and you gotta have a
disappear general anaesthetic. Ever had that? So, like, the doctor or surgeon or
• suggests supporters are being too positive: gushes Future whatever asks you to count down from ten and you get to seven and
Psychology magazine then nothing. Bam! Nothing! You’re out. Getting knocked out in the
• expresses doubts in a neutral way: Some people have ring is like that – least it was in my time. And like, actually, getting
suggested that … knocked out, that ain’t the problem. It’s waking up again, that’s the
problem. First you don’t feel a thing when you come round but slowly
you kind of get your senses back and then, then it can sting a bit!
8 Ss discuss the questions in pairs. When they have finished,
The first time it happened to me I came round and I saw the referee
elicit their ideas and round off the lesson with a class discussion. standing over me and I asked him if I’d won! Ha! It wasn’t the smartest
question but then you can’t really blame me for that, can you. I’ve
Homework ideas seen boxers come round and ask when the fight is gonna start, you
Workbook: Exs 1–6, pp.16–17 know! Dear me …
2
B: It’s hard to say, really, there isn’t one type that causes all the trouble
– it just depends on the person. Sometimes you get problems from
the people you’d least expect like this woman I had a couple of
months back with her two little kiddies. She wanted crisps for her
little ones but we’d run out so I explained that to her but she just
seemed to take issue with it. She started shouting and then she
demanded to talk to my supervisor. Well, I was the senior attendant
on the flight! So, of course, you try to keep your cool and say you
understand and then explain again why it’s not possible … and you
expect a bit of pushback sometimes, don’t you, you know, people
have paid a lot of money, but, well, when someone goes berserk
because you haven’t got the right kind of snacks well, then I think
they’re taking it just a bit too far. I mean, really, all that fuss over a
bag of crisps. I think she was just tired and stressed with her two kids
you know, and she just wanted to take it out on someone and I was
in the firing line. In the end I had to warn her that unless she calmed
down I’d have to inform the captain and he would inform the ground
crew and she’d be escorted off the plane by the police when we
arrived. That shut her up! But I guess that doesn’t really answer your
question, does it? Listen to me just chattering on …

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 3 they’re taking it just a bit too far. I mean, really, all that fuss over a
Unit 2

C: Now! That’s a question. Well, I’d have to say: working with my bag of crisps. I think she was just tired and stressed with her two kids
colleagues. They wind me up something rotten, they do! I’ll give you you know, and she just wanted to take it out on someone and I was
an example. I was working the late shift once and the station was in the firing line. In the end I had to warn her that unless she calmed
closed, it was gone midnight, and I was waiting for the lift back up down I’d have to inform the captain and he would inform the ground
when the supervisor radioed me to check the platform ’coz he said crew and she’d be escorted off the plane by the police when we
there was someone still there – he could see them on the CCTV, a arrived. That shut her up! But I guess that doesn’t really answer your
woman, he said. Well I hadn’t seen anyone but I thought maybe question, does it? Listen to me just chattering on …
someone had hidden under the benches ‘coz they wanted to spend 3
the night in the station, you know, happens sometimes, they I: So, let me ask you this question.
wanna keep warm ’an all. So I went down again and I walked to the C: OK.
end of the platform not a soul around, and I radioed back to my I: What’s the worst thing about your job?
supervisor and I said ‘Well I can’t see anyone’ and he said ‘What are C: Now! That’s a question. Well, I’d have to say: working with my
you talking about, Stan? She’s right there standing next to you!’ colleagues. They wind me up something rotten, they do! I’ll give you
Well I hotfooted it out of there, I can tell you. I didn’t hang around! an example. I was working the late shift once and the station was
Didn’t bother waiting for the lift! Ran up those steps double-quick closed, it was gone midnight, and I was waiting for the lift back up
time I did, all one hundred and seventy-five of them, and when I got when the supervisor radioed me to check the platform ’coz he said
to the control room I was shaking like a leaf. Out of breath and there was someone still there – he could see them on the CCTV,
shaking like a leaf! Anyway, there in the control room was my a woman, he said. Well I hadn’t seen anyone but I thought maybe
supervisor and a couple of other colleagues laughing their heads someone had hidden under the benches ‘coz they wanted to spend
off. It was all a big wind up. They thought it was the funniest thing the night in the station, you know, happens sometimes, they wanna
ever, but I wasn’t laughing I can tell you. Got a very lukewarm keep warm ’an all. So I went down again and I walked to the end of
response from me, that did. Yeah, so, like I say, working with those the platform not a soul around, and I radioed back to my supervisor
colleagues, that’s my answer. Enough to send you to an early grave. and I said ‘Well I can’t see anyone’ and he said ‘What are you talking
about, Stan? She’s right there standing next to you!’ Well I hotfooted
b 2.6 Tell Ss that they will now hear the questions as well as
it out of there, I can tell you. I didn’t hang around! Didn’t bother
waiting for the lift! Ran up those steps double-quick time I did, all
the answers they heard in Ex 2a. Ss listen and check their answers
one hundred and seventy-five of them, and when I got to the control
to Ex 2a. Check answers with the class. room I was shaking like a leaf. Out of breath and shaking like a leaf!
Anyway, there in the control room was my supervisor and a couple
Answers: of other colleagues laughing their heads off. It was all a big wind up.
1 and 2 They thought it was the funniest thing ever, but I wasn’t laughing
Speaker 1: (ex-)boxer; What does it feel like to get knocked out? I can tell you. Got a very lukewarm response from me, that did.
Speaker 2: flight attendant; What kind of passengers are the Yeah, so, like I say, working with those colleagues, that’s my answer.
Enough to send you to an early grave.
most annoying?
Speaker 3: tube driver; What’s the worst thing about your job?
c Give Ss a couple of minutes to go through the questions, or
Audioscript 2.6 go through them with the class and check understanding. Ss
listen again and answer the questions, then check in pairs. Check
1
answers with the class.
I: So, let me ask you, what does it feel like to get knocked out?
A: What does it feel like? Well, it’s part of the job, you know. If you’re not
willing to get knocked out, you’re in the wrong job, you know what I Answers:
mean? But yeah, what does it feel like? Well, when it happened to 1 because it’s part of the job
me, back in the day, it didn’t feel like anything much. One minute I was 2 when you come round and get your senses back
lying there in the ring and y’know, the next … I was waking up and I 3 because she wanted some crisps and they had run out
wasn’t too clear what’d happened in between! Kinda like when you 4 because the passenger was tired and stressed
have an operation, you know, and you gotta have a general anaesthetic.
5 his supervisor said he’d seen someone on the station platform
Ever had that? So, like, the doctor or surgeon or whatever asks you to
count down from ten and you get to seven and then nothing. Bam!
6 his supervisor was playing a joke on him
Nothing! You’re out. Getting knocked out in the ring is like that – least
it was in my time. And like, actually, getting knocked out, that ain’t 3a Ss choose the correct meanings individually, then compare
the problem. It’s waking up again, that’s the problem. First you don’t their answers in pairs. Don’t give any answers yet.
feel a thing when you come round but slowly you kind of get your b Ss read the Focus box and check their answers. Check answers
senses back and then, then it can sting a bit! The first time it
with the class and answer any questions Ss have about the
happened to me I came round and I saw the referee standing over me
and I asked him if I’d won! Ha! It wasn’t the smartest question but then information in the box.
you can’t really blame me for that, can you. I’ve seen boxers come
round and ask when the fight is gonna start, you know! Dear me … Answers: 1 c 2 b
2
I: So, I have a question for you. Optional alternative activity
B: OK? Go ahead.
With stronger classes, write the two phrases on the board and
I: What kind of passengers are the most annoying?
B: It’s hard to say, really, there isn’t one type that causes all the trouble ask Ss to close their books. Put Ss in pairs to discuss the meanings.
– it just depends on the person. Sometimes you get problems from When they are ready, elicit Ss’ ideas but don’t give any answers
the people you’d least expect like this woman I had a couple of yet. Ss then read the Focus box as in Ex 3b, then return to Ex 3a
months back with her two little kiddies. She wanted crisps for her and choose the correct option for each phrase.
little ones but we’d run out so I explained that to her but she just
seemed to take issue with it. She started shouting and then she
demanded to talk to my supervisor. Well, I was the senior attendant
4a Ss read the extracts and decide individually which are
on the flight! So, of course, you try to keep your cool and say you understatements, then compare their answers in pairs. Encourage
understand and then explain again why it’s not possible … and you them to refer back to the Focus box for help if necessary. Check
expect a bit of pushback sometimes, don’t you, you know, people answers with the class.
have paid a lot of money, but, well, when someone goes berserk
because you haven’t got the right kind of snacks well, then I think Answers: 2, 5, 6
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 b Put Ss in pairs to discuss what the speaker really meant in each 6 Demonstrate the activity by telling Ss about your job using

Unit 2
case, then go through the answers with the class. understatements. Give Ss time to make notes on what they’re
going to say. Monitor and help with vocabulary, writing any new
Answers: words and phrases on the board. Encourage them to refer back to
2 they’re actually taking it very far, i.e. over-reacting the Focus box to help them. Put Ss in pairs to tell each other about
5 he ran upstairs very quickly their job or studies. When they have finished, ask a few Ss to
6 he thought it was mean summarise what their partner said for the class.

c Focus attention on the first sentence and elicit a possible Homework ideas
answer from the class and write it on the board. Ss then work Workbook: Exs 1–3, p18
individually to rewrite the other sentences. Monitor and help
where necessary. When they have finished, elicit Ss’ ideas and find
out if they’re similar.

Suggested answers:
1 When I gave her the news, she wasn’t exactly happy. 2C Master your writing
2 She bought a new electric bike. It wasn’t cheap.
3 He’s no fool.
4 That’s not great behaviour.
Introduction
5a 2.7 Tell Ss that they’re going to listen to a zookeeper and a Ss develop the skill of writing project communications by learning
judge talking about their jobs. Ss listen and find two examples of how to reject ideas and ask for changes.
understatement from each person. Don’t give any answers yet.

Audioscript 2.7 Warm up

1 Write on the board: A camel is a horse designed by committee
I: Where do zoos get their animals from? and Too many cooks spoil the broth. Ask Ss what they think
Z: Now, that’s a good question and it kind of depends what sort of zoo these sayings mean (that too many people giving input to an
you’re talking about. Modern, reputable zoos tend not to buy animals idea can spoil the original vision). Discuss with the class whether
because it’s almost impossible to know where they come from. They they agree or disagree with the sayings and if they can think of
might have been stolen from the wild for example. Other zoos, less
examples to illustrate their opinions.
reputable ones, well, I guess they might have fewer ethical issues
with it, so to speak. But for us at least, buying animals when we 1 If you have ever complained about something in writing
don’t know the source or how they came into the country, well that’s
then introduce the activity by telling Ss about it. Ss discuss the
a no-no. Having said that, there is a website that zoos sometimes
use – it’s kind of like an e-bay for zoo animals, but it works more like a questions in pairs. When they have finished, elicit Ss’ answers and
trading system, i.e. no money changes hands. We had a bird recently have a brief class discussion.
that wouldn’t stop having babies. We ended up with over thirty of 2 Give Ss a few minutes to quickly read the exchanges and answer
them, so it was good to be able to share them with zoos in other the questions, then check in pairs. Check answers with the class.
places, and we got some animals in return: some otters, an iguana
and a Siberian hunting spider if I recall correctly …
Answers:
2 1 to publish a magazine
I: Do you have to think a lot before deciding on a punishment?
2 1 an illustration
J: Absolutely. If you don’t think a lot you’re not doing your job right. I
often wake up at three in the morning thinking about a case that 2 photos
requires me to decide on a suitable punishment the next day. If I 3 printing the magazine
get it right, that person will learn from their mistake and move on. 3 1 The style of the artwork is too young.
If I get it wrong, that person might commit the same crime again, 2 The invoice for the work is higher than agreed.
or something worse. That’s not a small responsibility. Of course, 3 The date for the printing of the magazine has been delayed.
there are guidelines and recommendations that we refer to when
sentencing people, but still, you get a fair amount of leeway because
3 Ask Ss to find the words and phrases in the communications,
every case is different and there are always different circumstances
behind them. I guess you really should be asking me if I think a lot then check in pairs. Check answers with the class.
after sentencing someone, and the answer to that is yes too. Once I
let someone walk free with just a penalty fine. A week later he held Answers:
up a bank. I wasn’t pleased and yes, I felt responsible. But of course, 1 As per the brief
it’s easy to know what’s right and what’s wrong with the benefit of 2 our target demographic
hindsight. 3 signed off
4 Re:
b Put Ss in pairs to compare their answers. Play the recording 5 We’re working to a tight budget
again if necessary, then check answers with the class. 6 the agreed amount
7 Could you confirm that …
Answers: 8 make alternative arrangements
Zookeeper: Other zoos, less reputable ones, well, I guess they 9 This would be a matter of regret for us
might have fewer ethical issues with it, so to speak
Judge: That’s not a small responsibility; I wasn’t pleased and yes, Optional alternative activity
I felt responsible.
With weaker classes, you could write the answers on the board
in random order first, then ask Ss to find them in the texts and
match them with their meanings.

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 4a Read the example with the class, then put Ss in pairs to find
Unit 2

other examples of how Althea uses tact to ask for changes or to

reject ideas. When they have finished, elicit Ss’ ideas but don’t give
any answers yet.
b Give Ss time to read the Focus box, then check their answers to
Ex 4a. Go through the Focus box and respond to any queries
Ss have.
c Ss identify the examples in the emails and messages not in the
Focus box individually, then compare their answers in pairs. Check
answers with the class.

Answers:
1 Use we rather than you or I :
we will need a revised version of the artwork
we still have time left to create a new draft
we have to stick to the agreement, I’m afraid
that’s why we always agree the fee in advance
I sincerely hope we will be able to find a way to achieve the
originally agreed date
2 Sandwich requests for changes between compliments:
The artwork has a unique style that really stands out. … we
will need a revised version of the artwork … It’s great that
you could meet the deadline
I appreciate your kind offer of a discount … I sincerely hope
we will be able to find a way to achieve the originally agreed
date. Could you confirm that this is possible? … your services
have been highly recommended
3 Include reasons:
our magazine is trying to appeal to a late teenage / early
20-something audience and that means that we will need a
revised version of the artwork …
I’m afraid that the new delivery date is unworkable for us …
having copies of the latest issue is absolutely crucial.
4 Adapt language to suit recipient:
Thanks very much for …
I appreciate your kind offer of …

Prepare
5 Focus attention on the emails and messages and ask Ss what
the project is (the redesign of a house and garden in Borneo
Drive). Give Ss a few minutes to read them and identify what the
problems are and what changes are required, then check the
answer with the class.

Answers:
1 The garden was meant to be simple and affordable but the
design is too luxurious and too expensive.
2 The resdesign of the house is a bit old-fashioned and double
the budget. A cheaper and more modern option is wanted.

Write
6 Remind Ss of the techniques in the Focus box, then ask Ss to
write a response to each communication in Ex 5. Monitor and help
where necessary, offering corrections and suggestions where
necessary.
7a Put Ss in pairs to swap drafts and read each other’s
responses, using the information in the Focus box to help them
offer suggestions.
b Ss write a second draft, following their partner’s suggestions.
If you are short of time, Ss could do this for homework.

Homework ideas
Ex 7b: Ss write a second or final draft of their messages.
Workbook: Exs 1–6, p19

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