Personal Best B1+ TB [PDF]

Zitiervorschau

Personal Best

British American English

B1+

Series Editor Jim Scrivener

Intermediate Teacher’s Book Sheila Dignen

Student’s Book

Teacher’s notes

Answer keys

Audio & video scripts

Personal Best

American English

Do your personal best with English! Personal Best is a 6-level General English course for today’s busy adults, developed with Jim Scrivener, internationally renowned teacher trainer and presenter. Jim’s focus on PRACTICE as the key to improvement is reflected throughout the contemporary course package. The course features a video webshow called Learning Curve, the Personal Best Language App, and a wealth of extra activities and resources on the Richmond Learning Platform.

Practice makes perfect! The interleaved Teacher’s Book provides teacher’s notes and student’s book pages combined in one easy-to-use resource. It includes activities, ideas, and videos by Series Editor Jim Scrivener that ensure teachers put practice at the heart of learning.

All you need to help your students achieve their personal best! ◾

Full-sized, color Student’s Book pages with accompanying lesson notes for ease of reference in class and when planning your lessons.

◾

Comprehensive teacher’s notes with answer keys and Class Audio and Video scripts.

◾

Warm-up acivities, ideas for extra practice and guidance with questions to check understanding.

◾

A unique “3xPractice” feature for each page of the Student’s Book with extra ideas for the teacher.

◾

Teacher training videos featuring Jim Scrivener.

◾

References for further practice in the Workbook and Teacher’s Resource Book.

For students ◾ ◾ ◾ ◾

Student’s Book + Class Audio + Video Richmond Learning Platform access Personal Best Language App Workbook + Audio

For teachers ◾ ◾ ◾ ◾ ◾ ◾

◾ ◾ ◾ ◾ ◾

Teacher’s Book + interleaved Student’s Book Richmond Learning Platform access Class Audio + Video Teacher’s Resource Book with photocopiable activities and tests Digital Book for interactive whiteboard use Complete assessment package

Practice language and skills Assign, test, and track progress Download full range of teaching resources Access ready-made printable and interactive tests Create new tests with Richmond Test Manager

• Access to the Teacher’s area of the Richmond Learning Platform.

Common European Framework

A1 A2 B1 B2 C1 C2 www.richmondelt.com/personalbest

This course offers free extra practice of the language you’ve covered in class, online on the Richmond Learning Platform and on the go with the Personal Best Language App.

hand

Personal Best Language App

because practice makes perfect! The code below gives you free access to the Richmond Learning Platform. Here, you will find all the content your students can access as well as resources specifically for teachers. You can download or play the audio and video, and set assignments and tests for your students.

The Personal Best Language App can be downloaded completely free from the App Store or Google Play. Use it throughout the day whenever you have a spare moment to play quick, fun games which will help you learn the vocabulary, grammar and pronunciation you’ve studied in class.

Go to www.richmondlp.com, click Register and enter this access code. It’s valid for 12 months for one teacher. If you need help, go to help.richmondelt.com.

YOUR ACCESS CODE for the

For more information about this course go to richmondelt.com/personalbest

58 St Aldates Oxford OX1 1ST United Kingdom

Printed in Mexico ISBN: 978-84-668-2763-8 © Richmond / Santillana Global S.L. 2017

All rights reserved. No part of this book may be reproduced, stored in a retrieval system or transmitted in any form by any means, electronic, mechanical, photocopying, recording or otherwise, without the prior permission in writing of the Publisher.

Publishing Director: Deborah Tricker

Photodisc/Thinkstock, Photos.com Plus, Thinkstock; GTRESONLINE; I. PREYSLER; ISTOCKPHOTO/Getty Images Sales Spain; JOHN FOXX IMAGES; REX SHUTTERSTOCK/ FOX/Genre Films, Page Images, Sipa Press, Silverhub, Galvan/ AP, Ray Tang; SHUTTERSTOCK/Rex; SHUTTERSTOCK NETHERLANDS,B.V.; SOUTHWEST NEWS; wikipedia/ Ed g2s; Michael Parsons; Pedroromero2; Neil Douglas; Rockford Register Star and rrstar.com; COAST Collective Architecture Studio; Amos Magliocco/Eric Nguyen; courtsey of Vic Armstrong; Carroll County Sheriff; Project Monsoon, School of the Art Institute of Chicago; SERIDEC PHOTOIMAGENES CD; ARCHIVO SANTILLANA

Publishers: Sue Ashcroft, Luke Baxter Editors: Glenys Davis Proofreaders: Nicola Gooch, Shannon Neill Design Manager: Lorna Heaslip Cover Design: Richmond Design & Layout: Lorna Heaslip Americanization: Angela Castro, Deborah Goldblatt Illustrators: Simon Clare; Dermot Flynn c/o Dutch Uncle; Guillaume Gennet c/o Lemonade; John Goodwin; The Boy FitzHammond c/o NB Illustration; Douglas Strachan at Strachangray Creative Photos: J. Jaime; S. Enríquez; 123RF; ALAMY/WENN Ltd., PhotoAlto sas, AF archive, HO Images, Chronicle, BSIP SA, B Christopher, Lev Dolgachov, Morey Milbradt, Richard Levine, Kevin Su, Rob Watkins, epa european pressphoto agency b.v., cineclassico, Aflo Co. Ltd., Mark Eden, Photo Japan, REUTERS, Mark phillips, Peterforsberg, Jorge Peréz, ilpo musto, Design Pics Inc, ZUMA Press, Inc., Glasshouse Images, MBI, TGSPHOTO, CoverSpot Photography, Entertainment Pictures, Allstar Picture Library, Tewin Kijthamrongworakul, Tribune Content Agency LLC, Pictorial Press Ltd, Caryn Becker; BBC; BNPS (BOURNEMOUTH NEWS & PICTURE SERVICE) Rachel Adams, Steve Way; GETTY IMAGES SALES SPAIN/

We would like to thank the following reviewers for their valuable feedback which has made Personal Best possible. We extend our thanks to the many teachers and students not mentioned here. Brad Bawtinheimer, Manuel Hidalgo, Paulo Dantas, Diana Bermúdez, Laura Gutiérrez, Hardy Griffin, Angi Conti, Christopher Morabito, Hande Kokce, Jorge Lobato, Leonardo Mercato, Mercilinda Ortiz, Wendy López The Publisher has made every effort to trace the owner of

copyright material; however, the Publisher will correct any involuntary omission at the earliest opportunity.

American English

Personal Best B1+

Teacher’s Book

Intermediate

Series Editor Jim Scrivener Author Sheila Dignen

THE COMPLETE PACKAGE

What is available for Personal Best British English

Do your personal best with English!

Sheila Dignen

The language lessons give equal weight to grammar and vocabulary learning and are supported by comprehensive Grammar Practice, Vocabulary Practice and Communication Practice sections.

The FREE Personal Best Language App offers quick, fun practice for the grammar and vocabulary in the Student’s Book. It’s the perfect way to learn and practise on the go.

◾ ◾

Student’s Book + Class Audio + Video Richmond Learning Platform access Personal Best Language App Workbook + Audio

For teachers ◾ ◾ ◾ ◾ ◾ ◾

◾

Teacher’s Book + interleaved Student’s Book Richmond Learning Platform access Class Audio + Video Teacher’s Resource Book with photocopiable activities and tests Digital Book for Interactive Whiteboard use Complete assessment package

Practise language and skills Assign, test and track progress Download full range of teaching resources Access ready-made print and interactive tests Create new tests with Richmond Test Manager

Student’s Book

The skills lessons develop and practise reading, writing, listening and speaking through Text Builder, Conversation Builder, Listening Builder and Skills features. Each unit builds towards a structured speaking or writing task.

Learning Curve

Teacher’s notes

B1+

Intermediate Student’s Book Graham Burton

◾ ◾ ◾ ◾

Burton

• Review and Practice sections every 2 units Build your skills

• Teacher’s Book with interleaved Student’s Book

◾ ◾

Student’s Book

Intermediate Teacher’s Book

English

For students

• 12 units of class material Build your language

B1+

Series Editor Jim Scrivener

Personal Best puts practice at the heart of learning and gives you the tools you need to do your personal best.

British

Intermediate

Personal Best

English

Personal Best Series Editor Jim Scrivener

B1+

Teacher’s Book + online access

Practice makes perfect!

British

British English

Personal Best is a 6-level General English course for today’s busy adults, developed with Jim Scrivener, internationally renowned teacher trainer and presenter. Jim’s focus on PRACTICE as the key to improvement is reflected throughout the contemporary course package. The course features a video webshow called Learning Curve, the Personal Best Language App, and a wealth of extra activities and resources on the Richmond Learning Platform.

Personal Best

Student’s Book + Personal Best online access

Listening and speaking skills are developed through fully integrated video lessons. The Learning Curve webshow hosts bring you a selection of documentaries, interviews and personal video diaries in every unit.

with

A1 A2 B1 B2 C1 C2

www.richmondelt.com/personalbest

Answer keys

• Guidance notes, Answer Keys, Audio and Video scripts

• Grammar Practice, Vocabulary Practice and Communication Practice sections

Audio & video scripts

• Access code for Richmond Learning Platform

• Access code for Richmond Learning Platform

Teacher’s Resource Book

Workbook + audio • Practice of the language and skills in the Student’s Book

• Over 60 supplementary photocopiable resources

• For homework or self-study

• Grammar, vocabulary and skills activities with Teacher’s notes

• Review and Practice sections every unit • Additional Writing Practice section

• Copy-and-go grammar and vocabulary progress tests

Personal Best

Class Audio & Video pack

All your audio and video resources for Personal Best B1+ Student’s Book in one pack.

• Class Audio CDs 1–4

1.1 – 3.13

4.1 – 6.16

7.1 – 9.14

• Class DVDs 1–2

Units 1–6

10.1 – 12.14

B1+ Intermediate

• Student’s Book Audio CDs

Personal Best

Class Audio / Video pack

• Downloadable audio MP3s

Personal Best

Class Audio & Video pack

B1+

Intermediate

Audio

Class Audio & Video pack

Units 7–12

• Student’s Book Video DVD www.richmondelt.com/personalbest

Video

Language App • Fun games and activities for extra grammar and vocabulary practice • Rewards and scores to show progress

Digital Book

Language App

Common European Framework

• Complete digital version of the course • Answer Keys, Class Audio and Video • Use on any interactive whiteboard, or with a computer and projector.

Richmond Testing • Download unit, progress and mid-/ end-term tests • Editable versions • Richmond Test Manager for digital and customized tests

Richmond Learning Platform • Extended practice activities for grammar, vocabulary and skills • Class Audio MP3 and Video MP4 • Assign, track and mark activities and tests

CONTENTS

STUDENT'S BOOK CONTENTS

p4

INTRODUCTION

p6

1

Communication

p 20

2

Tell me a story

p 36

3

People

p 56

4

Places and homes

p72

5

Money and shopping

p 92

6

Work and education

p 108

7

Entertainment

p 128

8

Sports and health

p 144

9

Food

p 164

10

Right and wrong

p 180

11

The natural world

p 200

12

Getting away

p 216

GRAMMAR PRACTICE

p 236

VOCABULARY PRACTICE

p 284

COMMUNICATION PRACTICE

p 328

AUDIO SCRIPTS

p 354

WORKBOOK ANSWER KEY

p 367 3

CONTENTS LANGUAGE GRAMMAR

1 1A 1B 1C 1D

2 2A 2B 2C 2D

Connected Smart living? Liar, liar Small talk

3

6A 6B 6C 6D

▪

narrative tenses used to and usually

p22 p24 p26 p28

future forms: present continuous, be going to, and will ▪ defining and non-defining relative clauses ▪

Places and homes

▪

p30

/d/ sound in the past perfect ▪ sentence stress ▪

quantifiers comparatives and superlatives, as … as

▪ ▪

▪ ▪

going to pausing in relative clauses

-ed and -ing adjectives ▪ phrasal verbs ▪

personality adjectives ▪ relationships ▪

sentence stress /ə/ sound

▪

intonation word stress

▪

p32 p34

compound nouns ▪ common verb phrases ▪ describing homes

p36

Money and shopping p40 p42 p44

Learning Curve

LISTENING

a video looking at the role of luck in our lives ▪ listening for the main idea ▪ linking consonants and vowels ▪

READING ▪ an article about birth order and personality ▪ reading for specific information ▪ linkers of reason and result

zero and first conditional; future time clauses ▪ predictions: will, be going to, may/might ▪

p50 p52 p54

▪

44

REVIEW and PRACTICE

making small talk keeping a conversation going having an informal conversation

WRITING making a narrative interesting ▪ time linkers ▪

PERSONAL BEST

▪

a blog post about a memorable event

Learning Curve

SPEAKING

giving and responding to news ▪ giving bad news ▪

PERSONAL BEST

▪

exchanging news with a friend

LISTENING

▪ ▪

▪

money shopping

READING ▪ an article about the Black Friday shopping phenomenon ▪ identifying opinions ▪ even, just

Learning Curve

present perfect and simple past, already, yet, recently ▪ present perfect continuous and present perfect

present perfect and simple past ▪ weak form of been ▪

work and careers (1) ▪ work and careers (2) ▪ education ▪

Learning Curve

LISTENING

a video looking at how we feel about our jobs ▪ understanding specific information ▪ sentence stress ▪

p56

Language App, unit-by-unit grammar and vocabulary games

SPEAKING

explaining what’s wrong ▪ taking something back to a store ▪

PERSONAL BEST

getting a refund or exchange

WRITING writing a cover letter ▪ prepositions after verbs, nouns, and adjectives ▪

PERSONAL BEST

▪

5 and 6

SPEAKING

PERSONAL BEST

▪

▪

p48

▪

WRITING ▪ a video looking at how ▪ writing an informal e-mail we feel about where ▪ informal discourse we live markers ▪ understanding key points PERSONAL BEST ▪ linking similar ▪ an e-mail catching up consonant sounds with a friend Learning Curve

p46

Work and education

Learning Curve

p38

REVIEW and PRACTICE

Career change Dream job School days I am writing to apply …

READING ▪ a text about surviving without a smartphone ▪ skimming a text ▪ actually, in fact

p20 ▪

5A Spend, spend, spend 5B Black Friday 5C Tomorrow’s world of shopping 5D It’s not working

communication ▪ say, tell, speak, and talk ▪

▪

▪

People

3 and 4

6

p8

sentence stress ▪ question intonation ▪

VOCABULARY

p10

REVIEW and PRACTICE

4A What makes your city great? 4B City or country? 4C A place to stay in NYC 4D Hope to hear from you soon!

5

p6

What a coincidence! p12 Do we make our own luck? p14 Radical changes p16 It happened to me p18

3A It’s a plan 3B Born to rebel 3C Good neighbors, bad neighbors 3D I have some news

4

p4

Tell me a story

1 and 2

simple present and present continuous; action and state verbs ▪ question forms ▪

Communication

PRONUNCIATION

SKILLS

an e-mail to apply for a job

CONTENTS LANGUAGE GRAMMAR

7 7A 7B 7C 7D

8 8A 8B 8C 8D

Lights, camera, action! Action man Got talent Could you tell me where it is?

▪ ▪

past participles /ey/ and /ʊ/ sounds

▪ ▪

movies TV and music

p64 ▪

p66

▪

p68

tag questions modals of obligation and advice

▪ ▪

intonation sentence stress

p70

sports, places, and equipment ▪ health and fitness verb phrases ▪

p72

▪

Food p76

READING ▪ an article about Vic Armstrong, stunt performer ▪ guessing the meaning of words from context ▪ referencing: this and that Learning Curve

LISTENING

a video about what we do to get in shape ▪ understanding facts and figures ▪ intonation ▪

▪

uses of like -ing forms and infinitives

▪ ▪

/dʒ/ sound -ing

food and cooking ▪ eating out ▪

p78

READING ▪ an article about the benefits of chocolate ▪ reading for detail ▪ substitution: one, ones

p80

reported speech ▪ second conditional, would, could, and might ▪

p84 p86 p88

PERSONAL BEST

▪

11

▪ ▪

sentence stress conditionals

▪ ▪

crime making nouns from verbs

p90

WRITING writing a report ▪ adding information PERSONAL BEST

▪

11A 11B 11C 11D

12

▪

Nature goes viral p94 A disaster waiting to happen p96 I will survive p98 The great outdoors p100

12A Dream destinations 12B Fly away 12C Around the world 12D Five-star review

11 and 12

▪

▪

Getting away p102

▪

articles third conditional

So/Neither do I modals of deduction

▪ ▪

the weak form of have

p106 p108

Grammar practice p112

the natural world ▪ extreme adjectives ▪

auxiliary verbs and stress ▪ sentence stress ▪

p104

REVIEW and PRACTICE

a report about sports in your country

Learning Curve

Learning Curve

LISTENING

a video about our experiences with emergency services ▪ listening in detail ▪ final /t/ and /d/ sounds ▪

SPEAKING

making and responding to suggestions ▪ making a group decision ▪

PERSONAL BEST

having a group discussion and making a decision

WRITING writing a for-and-against essay ▪ useful phrases for topic sentences ▪

PERSONAL BEST

a for-and-against essay

p92

REVIEW and PRACTICE

The natural world

asking a stranger for directions

▪

▪

9 and 10

SPEAKING

giving directions ▪ asking for information ▪

▪

p82

Right and wrong

Learning Curve

p74

REVIEW and PRACTICE

10A Smooth criminals? 10B Emergency! 10C Do the right thing 10D For and against

the passive modals of ability and possibility

PRONUNCIATION VOCABULARY

p62

On the field, in the pool So many ways to get in shape Is there an app for that? Sports in my country

9A Chefs at home 9B Chocolate – the world’s favorite superfood 9C Eating out 9D Why don’t you try the curry?

10

p58

▪

p60

Sports and health

7 and 8

9

▪

Entertainment

SKILLS

phrases with go and get ▪ air travel ▪

READING ▪ an article about living near one of the world’s most dangerous volcanoes ▪ understanding the writer’s purpose ▪ understanding noun phrases

Learning Curve

LISTENING

a video looking at how we feel about flying ▪ identifying agreement between speakers ▪ linking: /w/ and /y/ sounds ▪

Learning Curve

SPEAKING

making recommendations ▪ checking and clarifying information ▪

PERSONAL BEST

▪

recommending the best natural places to visit in your country

WRITING writing an online review ▪ adverbs of attitude ▪

PERSONAL BEST

▪

an online review of a hotel, restaurant or service

p110

Vocabulary practice p136

Communication practice p156

Language App, unit-by-unit grammar and vocabulary games

Irregular verbs p175 55

A personal welcome to Personal Best by Jim Scrivener, Series Editor

Jim is an internationally respected writer, teacher trainer, materials designer, course leader, and educational consultant. His work is mainly focused on practical classroom methodology and teaching techniques—on what works in the classroom. Over the years, he has taught and trained in many different teaching and learning environments around the world. Jim is an established and regular conference presenter. His books have won the Duke of Edinburgh English Speaking Union award twice, as well as the International House prize and the ARELS Frank Bell Prize.

Hello! And welcome to Personal Best.

I’d like to show you some of the features I really like about this book and point out some ways that you can get the most out of it. There are two key ideas that power the concept of Personal Best:

It’s Personal The course focuses on students as individuals who learn at different speeds and have different strengths and weaknesses.

It helps learners achieve their Best To help students reach their full potential, we have focused on the vital role of PRACTICE. The course makes sure that students can actually take away the language they can use.

How is Personal Best different? LANGUAGE

SKILLS

Grammar is taught in stand-alone lessons, separate from skills work. In many coursebooks, students have to understand difficult reading or listening passages before they can extract and study grammar points. In Personal Best language work is not tangled up in long reading or listening texts. The pronunciation syllabus focuses on connected speech to help with recognising and producing language. Lexis is prioritized. Personal Best includes two or more vocabulary sets per unit. Vocabulary items are useful and relevant for students and are used in discussions or tasks or for other work on a topic. Above all, PRACTICE is given priority in the course. There is a comprehensive skills syllabus. Students can see what is being focused on in the Listening Builder, Conversation Builder, Text Builder, and Skill boxes. Reading and listening skills pages are designed not as vehicles for grammar presentations, but develop learner skills and strategies. Serious attention is paid to helping students speak and write better. Students are challenged to make use of selected functional language and to improve specific speaking or writing skills. There are clear task goals and cumulative aims for speaking and writing activities.

PRACTICE

at the heart of learning

So, how do students learn a language? Just by turning the pages of a book and doing the exercises? As every experienced teacher knows, doing the work, page after page, doesn’t necessarily mean that the students take away anything useful from a lesson. We need to make sure that there is deeper learning. The most important way that this can happen is through a quantity of focused, meaningful practice.

6

INTRODUCTION

We believe that typically students struggle with new language because they simply don’t get sufficient practice. They need lots of safe opportunities to try out using new language. Personal Best offers them a wealth of practice in a variety of exercises, tasks, and games in the Student’s Book, Workbook, the Personal Best Language App, the Richmond Learning Platform, and the innovative "3xPractice" feature in the Teacher’s Book.

Moving beyond the "correct answer"

Teachers typically ask students to do each coursebook exercise (or possibly in a pair) and then they check the answers together in the whole class (or students do this individually using a list of answers). The class then typically moves on to new work. Just collecting a list of correct answers doesn’t necessarily mean that students have really understood the language point. Students might get a correct answer by luck, by guessing, by listening to other students, by copying, by pretending that they agree with what you said, etc. When students call out their answers, teachers usually hear the students who are stronger, faster or louder—and say "good" to their answers. But it’s important to remember that these students are, of course, the ones who already have the correct answers. It’s the other students we need to be interested in. And just because some students have a correct answer, it doesn’t mean that they can actually use the items. A correct answer is the first step toward helping students to use the items, not the final goal. It can be quite a big leap from doing an exercise (such as filling in answers on the page) to really feeling confident with the language items themselves. One simple and enjoyable way you could try is by revisiting an exercise more than once—to go back to it after the original task and checking it has been completed and re-explore it, like a gold miner, digging deeper to find more treasure. By repeatedly reading, remembering, studying, saying, and just "playing with" the language, it is far more likely to lodge deeper in your students’ minds and become part of their usable database of language.

What is "3xPractice"?

How can I help my students to really learn the items they study? How can that learning be deeper and more long-lasting? The 3xPractice feature encourages students to play around with new language and experiment with forms and meanings so that they are "nudged" toward greater internalization, memorization, and personalization. In the Personal Best Teacher’s Book, we will offer you lots of ideas for 3xPractice so that, if you want to and have time, you could really exploit the exercises and get much more learning value out of them. You may not want to do this every time you do an exercise, but I encourage you to try it sometimes, to see how much more an exercise can reveal beyond just the "correct answer."

Enjoy using Personal Best

I really hope you enjoy using this course with your students and don’t forget to check out all those extra ideas we’ve put together in the Teacher’s Book. You’ll find warm-up activities, extra activities, questions to check understanding, and plenty more. Can a course book help students reach their personal best? Not on its own, certainly but perhaps, together with your skill and interest and personal touches, you may find a course here that not only helps your students to learn more and learn deeper than they thought possible but also helps you as a teacher to teach to your personal best.

7

INTRODUCTION

Approach to Language teaching: A and C Lessons Lessons A and C always focus on Language. They cover grammar, vocabulary, and pronunciation and use accessible, graded texts or audio to contextualize the language point. There is an emphasis on practice via clearly staged activities with additional practice in the Grammar Practice, Vocabulary Practice, and Communication Practice sections, the Personal Best Language App, the Workbook, and the Richmond Learning Platform.

Lesson A – Grammar, vocabulary and pronunciation

LANGUAGE

Each lesson has clear aims for grammar and vocabulary.

Each unit is constructed around a useful and stimulating topic.

simple present and present continuous; action and state verbs

UNIT

1

Communication LANGUAGE

1

simple present and present continuous; action and state verbs

■

B

give someone a call

reply to an e-mail

check your phone

comment on a post

We speak to each other face-to-face more often nowadays. Our phone calls are longer today compared to ten years ago. These days, it seems we prefer text messages to phone calls. People in the U.S. send more letters and packages nowadays. We are sending a million e-mails per second, now. More than half of the Internet pages we visit are social media sites.

B

Read the text and check your answers in 3A. Correct the false sentences.

Go to Grammar practice: simple present and present continuous; action and state verbs, page 112

7 A

1.3 Pronunciation: sentence stress Listen to the sentences. Do we stress the auxiliary verbs be and do? 3 The Internet doesn’t seem slow right now. 4 Why are you using my tablet?

1 Are you trying to access the Internet? 2 Do you need a new laptop?

B

8 A

Ten years ago, 80% of our communication was face-to-face. Now, it’s only 60%. Even our phone calls are shorter – on average, each call now lasts one minute, compared to three minutes ten years ago. It seems that people prefer texting to calling.

We use traditional postal services less. In the U.S., over 200 billion letters and packages were sent in 2008, compared to 150 billion last year. These days, we usually write to people by text, messaging app, or e-mail. In fact, right now, people are sending two million e-mails per second!

9

Sixty percent of the pages we view on the Internet are social media pages, and we share nearly two billion photos on them every day. The average person has five social media accounts and spends about two hours a day looking at them.

Comments

The language presentation texts are short and carefully graded to allow students to focus on the teaching point.

1 2 3 4 5 6

I (not check) my text messages when I’m having coffee with friends. The price of desktop computers (go) down at the moment. I (like) looking at the selfie photos that my friends post on social media. I’m studying English online, right now, so I (need) the Internet on my phone. I (look) for a new phone because my phone is very old. Most people (have) friends on Facebook that they never talk to face-to-face.

B

In pairs, discuss the sentences in 8A. Which sentences do you agree with or are true for you?

Complete the questionnaire and discuss your answers in pairs.

How do you communicate? 1 When I want to get together with friends, I normally … message them on Facebook. call them.

Tina It’s a shame we don’t write letters much, but the post office seems so slow nowadays compared to communicating online! I need the Internet to be in immediate contact with people, especially right now because I’m planning my wedding.

4 On my best friend’s birthday, I usually send … a message on social media.

text them.

2 When I’m feeling happy and I want to share good news

I agree with Tina, but I still try to send letters and cards on important occasions, and postcards when I’m on vacation. I don’t know how people planned things with just snail mail!

using a messaging app. on social media.

Personal Best 22/11/2017 12:41

863195 p004_019 units 1-2.indd 5

Every grammar point is practiced on the Personal Best Language App.

on Skype.

a card.

by e-mail.

6 When I want to keep in touch with old friends, I usually …

3 When I’m feeling sad, I prefer to speak to people … on the phone.

a text.

5 I usually share important photos …

with people that live far away, I … send a text message. send a letter. make plans to get together.

Rob

4 863195 p004_019 units 1-2.indd 4

1.3 Listen, check, and repeat.

Complete the sentences with the correct tense of the verbs in parentheses.

Go to Communication practice: Student A page 156, Student B page 166

We love social media.

The way we communicate has never changed so much in such a short period of time. We look at the results of recent surveys that tell us about the changing face of communication.

simple present and present continuous; action and state verbs

Present continuous with action verbs: I’m calling you from New York! We’re studying French this year.

We talk to each other less.

COMMUNICATION

Read the Grammar box. Then look at the sentences in exercise 3A again. Do they contain action or state verbs? What tense are they?

Simple present with action and state verbs: I call my brother at least once a week. I’m so thirsty right now. I need some water. NOT I’m needing some water.

2 Think of three people in your life. Tell your partner how you keep in touch with these people. 3 A Are sentences 1–6 true (T) or false (F)? Discuss your answers in pairs. 1 2 3 4 5 6

Choose the correct options to complete the rules.

Grammar

Go to Vocabulary practice: communication, page 136

THE CHANGING FACE OF

1A

LANGUAGE

1 We use the simple present / present continuous to talk about things that happen regularly or things that are always true. 2 We use the simple present / present continuous to talk about actions that are happening now or actions that are temporary. 3 We can’t use the present continuous for action / state verbs.

6 share a photo

communication

1 Which four verbs are in the simple present? Which verb is in the present continuous? 2 Which two verbs describe actions? Which three verbs describe states?

communication

How do you keep in touch with people? Order the communication phrases from 1 (I do this less often) to 6 (I do this most often). Compare your answers in pairs.

get a text message

■

4 Which piece of information in the text did you find most surprising? Do you agree with Tina and Rob? 5 A Look at the highlighted verbs in Tina’s comment and answer the questions.

1A Connected

8

Grammar practice sections provide more explanations, examples and opportunities for practice.

Clear grammar boxes give a summary of the structures being taught.

contact them on social media. give them a call.

e-mail them.

face-to-face.

Write four sentences with state verbs in the simple present.

5 22/11/2017 12:41

Stronger students, or those who finish quickly, can engage with the language further in a Personal Best activity. Alternatives for weaker students are provided in the Teacher’s Book.

INTRODUCTION

LANGUAGE

Lesson C – Grammar, vocabulary and pronunciation

Vocabulary practice sections present and practice additional topic vocabulary.

A selection of key lexical items connected to the lesson topic is presented.

1

question forms

LANGUAGE

■

Each language lesson has one Pronunciation focus. The Personal Best Language App also contains a variety of pronunciation exercises.

say, tell, speak and talk

question forms

5

1C Liar, liar 1

a receiving text messages

B

In pairs, answer the questions.

6

say, tell, speak and talk

LANGUAGE

1C

b eating chocolate

c liking someone’s food

1.6 Listen again and complete the questions.

1 Who 2 What

1 What are the people in the pictures lying about? 2 What other things do people often tell lies about? Make a list.

■

1.6 Listen to people telling a lie in three conversations. What is each person lying about? A Write the conversation number (1–3).

all of my chocolate? to you last night?

3 Who

more banana and potato sandwiches?

Look at the questions in exercise 5B. Choose the correct options to complete the sentences. Then read the Grammar box about the different question forms. 1 In these questions, we know / don’t know the subject of the verb. 2 We use the positive / question form of the verb.

Grammar

a

c

b

d

Go to Vocabulary practice: say, tell, speak and talk, page 136

2 A

In pairs, do the quiz ‘The truth about lying’.

How often do people tell lies? a twice a month b twice a week c twice a day

2

What do people lie about most frequently? a work b money c unimportant things

3

How do people usually answer the question, ‘When did you last tell a lie?’ a ‘I never lie.’ b ‘I can’t remember.’ c ‘Some time today.’

4

How can you know when people are lying? a They don’t look directly at you. b They move their hands a lot. c They give unnecessary information.

5

Is communication technology making us less honest? a yes b no

6

Do men lie more often than women? a yes b no

7

Do men and women lie about the same things? a yes b no

Subject questions: Who called me? NOT Who did call me? Who wants coffee? NOT Who does want coffee? Who invented the telephone? NOT Who did invent the telephone?

Questions with prepositions: Where do they come from? Who did you play tennis with?

THE TRUTH ABOUT LYING THETRUTH TRUTHABOUT ABOUT LYING THE LYING 1

question forms

Object questions: Where do you work? What are you doing at the moment? Where did you go to university? Have you finished?

Go to Grammar practice: question forms, page 113

7

1.8 Pronunciation: question intonation Listen to four of the questions from this lesson. Does the intonation go up (⤴) or down (⤵)at the end of the questions? 1 Have you finished? 3 What happened to you last night? 2 How often do people tell lies? 4 Do men lie more often than women?

8 A

Complete the questions with an auxiliary verb from the box if necessary. Which question doesn’t need an auxiliary? do (x2) did (x5) have 1 you usually tell little white lies to protect people’s feelings? 2 When you last tell a little white lie? What you lie about? 3 When you were younger, you tell your parents lies? you tell the truth later? 4 Who tells the best jokes in your family? 5 you usually say hello to people you don’t know in the street? 6 you ever told someone that they can’t cook well? What they say?

B B

3

In pairs, decide if the intonation goes up or down at the end of the questions in 8A. Then ask and answer the questions.

1.5 Listen and check your answers. Which answer surprised you most?

Go to Communication practice: Student A page 156, Student B page 166 Cover the quiz. Complete the questions from memory. Then check your answers in the quiz.

9

lies? most frequently? last a lie? when people are lying? us less honest?

1 2 3 4 5

1 2 3 4 5 6

4 A

Look at questions 1–5 in exercise 3. How do we form most questions? Choose the correct structure, a or b. a

(question word/s)

+

auxiliary verb

b

(question word/s)

+

main verb

B

+

subject

+

Ask and answer the questions in pairs. Who helped you with your homework as a child? Who taught you how to ride a bike? What happened on your first day of school? Who taught you how to drive? Which author wrote your favourite book? What happened on your first day at work?

main verb

Look at question 2 in exercise 3. Is the preposition before the question word or after the main verb?

Personal Best

8

Every vocabulary set is practiced on the Personal Best Language App.

Write four questions to ask your partner about his/her life.

9

Communication practice sections provide additional pairwork activities to practice the language.

9

INTRODUCTION

Approach to Skills teaching: B Lessons Each B and D lesson focuses on development of one of the four skills: reading, listening, writing, or speaking. Each B lesson focuses on one of the receptive skills, i.e., listening or reading. The listening lessons feature a video webshow named Learning Curve. The listening and reading lessons feature Skill, Text builder, and Listening builder boxes.

Lesson B – Reading

SKILLS

Reading Skill boxes focus on and practice a particular reading skill, such as identifying opinions, skimming a text and reading for detail, etc.

Each lesson has clear aims for the Reading Skill and Text builder features.

1

SKILLS

READING

skimming a text

■

Each reading lesson is built around a full-page text.

skimming a text

actually, in fact

■

actually, in fact READING

SKILLS

1B

1B Smart living? 1

What do you use your smartphone for? What do you think of people who constantly check their phones?

Skill

skimming a text

Before you read a text in detail, get a general idea of the topic of the text and of each paragraph. • Read the title of the text and look at any images. Can you predict what the text is about? • Quickly read the first paragraph. This will confirm the topic and can give you an idea of the text content and organization. • Read the first sentence of each paragraph. This can give you information about the main idea of each paragraph.

2 3

4

Read the Skill box. Then look at the title of the text, the picture and the first paragraph on page 7. Do you think the writer had a positive or negative experience without his smartphone?

smartphone by David Sharpe

1

Read the first sentences of paragraphs 2–6. What is the main idea of each paragraph? Match the paragraphs with ideas a–e. a With no smartphone, he felt less tired. d There were more advantages than disadvantages. b He worked better. e He found things to do to entertain himself. c He communicated more face to face. Read the complete text. Are the sentences true (T) or false (F)? Correct the false sentences. 1 2 3 4 5 6

5

A WEEK WITHOUT MY

The writer stopped using his smartphone because of an article he read. Normally his smartphone distracts him when he’s working. He has become a better listener when he’s with friends. He doesn’t enjoy reading books and newspapers any more. The light from smartphone screens helps us to sleep. The writer now uses his smartphone differently from before.

2

Read this sentence from the text. Which word is used to express surprise that something unexpected happened? ‘I actually talked to people more and felt more connected to them, although we weren’t in constant contact online.’

Text builder

actually, in fact

To say that something is surprising or unexpected, we can use actually or in fact: I was worried that I would be bored without my phone as entertainment, but actually I enjoyed it. I thought living without a smartphone would be hard, but in fact it was quite easy.

Look! We can use actually at the start of a phrase, before a main verb, or after be. We usually use in fact at the start of a phrase.

6

7

Read the Text builder. Match 1–4 with a–d. 1 My friends say I’m addicted to my new smartphone. 2 My teacher’s surprised because 3 Tim thought the film was on at 8.30 this evening, 4 I thought I was going away this weekend,

a b c d

but it was actually on yesterday, not today. Actually, I don’t use it as much as my old one. but in fact I’m staying at home. I actually passed the exam!

The first consequence was quite amazing – on the first day in the office without my phone, I was thinking more deeply and concentrating more. I had re-discovered my brain! Not having access to my favourite apps meant that I wasn’t interrupted every five minutes by social media alerts, football scores and WhatsApp group messages. Without these distractions I was more productive and felt satisfied that I’d done a better job. Another consequence was that I actually talked to people more and felt more connected to them, although we weren’t in constant contact online. At lunch with friends one day, I realized I was being more responsive to their news and sympathetic to their problems because I wasn’t constantly checking my phone. Another day I was in a new city and I asked people for directions instead of using an app. Their kindness made me feel welcome, and I discovered my brain has a very good GPS!

4

5

6

I was worried that I would be bored without my phone as entertainment, but actually I enjoyed it – I’d forgotten how much I love books and newspapers. I’d also forgotten how much I enjoyed doing Sudoku puzzles. I had an app for that on my smartphone, but never used it. Doing one every day in the newspaper felt a lot more special and it became part of my morning routine. My brain felt a lot sharper and much more ready for the day ahead as a result. One completely unexpected consequence of not having a smartphone was that I slept so much better and felt more awake in the morning. At night I relaxed with a book before going to sleep, instead of watching Netflix or reading the news on my phone. Apparently, the blue light from smartphone screens makes our brain think it’s morning, so it’s releasing chemicals to wake us up, just when we’re trying to get to sleep. That’s not very smart! Of course, at times it was extremely inconvenient to have no mobile internet connection, but all in all, there were a lot of benefits in not being connected 24/7. Although I was jumping for joy when my new smartphone arrived, I’m a lot more careful about how much I use it now. So, if you think you use your smartphone too much, put it away for a few days and see what happens. You never know, you may become smarter!

Could you live without your smartphone for a week? In pairs, discuss what you think the experience would be like.

Personal Best

6

Text builder boxes focus on aspects of text cohesion, sequencing, referencing or language associated with a particular genre such as narratives or articles.

10

3

When I read that we spend three hours every day checking our smartphones, I was surprised. What was I missing in the real world when walking down the street, lost in a virtual world of social media updates and videos of dogs on bicycles? I promised myself I would use my smartphone less … but it didn’t happen. But then my phone died and I had to wait a week for a new one. Would I survive? I thought it would be hard, but in fact it was quite easy – and surprising in a good way for a number of reasons!

Have you ever lived without something for a period of time? Write two or three sentences about the experience.

Stronger students, or those who finish quickly, can engage with the language further in a Personal Best activity. Alternatives for weaker students are provided in the Teacher’s Book.

7

INTRODUCTION

Lesson B – Listening

SKILLS

Each listening lesson features a vocabulary set. Key lexical items are previewed on the page and exemplified in the video.

Each lesson has clear aims for the Listening Skill and Listening builder features.

2

SKILLS

Learning Curve

LISTENING listening for the main idea

■

linking consonants and vowels

■

Learning Curve

Each listening lesson is built around the Learning Curve webshow, which presents documentaries and vox pops on the unit topic.

Students are exposed to a variety of accents and to features of natural spoken speech.

phrasal verbs

listening for the main idea

4

2B Do we make our own luck? 1

linking consonants and vowels

phrasal verbs LISTENING

SKILLS

2B

considers himself/herself to be very lucky. talks about someone else who believes in bad luck. is having a bit of bad luck but his/her luck changes.

Herman

a penny

■

2.9 Watch or listen to the second part of the show. Complete the sentences about the main ideas with Herman, Winnie or Juan. 1 2 3

Do you think these things bring good or bad luck? Can you think of more examples?

■

Winnie

Juan

the number 13

a broken mirror

a dream catcher

a fortune cat

2 A

a four-leaf clover

I found a lucky penny in the street, but that day, my car 1ran out of petrol and my boyfriend 2broke up with me – we’d been 3going out for ten years. So much for lucky pennies!

2.9 Watch or listen again. Choose the correct option to answer the questions. 1 What happened to Herman earlier? a He slept badly, lost his keys and set off for work late. b His motorcycle broke down, he lost his keys and missed the bus. c He ran out of hot water in the shower and lost his key chain. 2 What happened to Winnie? a She went out with a dentist and ended up marrying him. b She was going out with a mechanic but broke up with him. c She ended up marrying a man she’d met several times by chance. 3 Which sentence about Juan is true? a He’s looking forward to getting married to Winnie. b He’s in the city doing a favour for a neighbour. c He has to go back home because he forgot his backpack.

My plane ticket was for seat 13. I 4set off early to get to the airport on time, but the traffic was terrible and I 5ended up missing my flight. I was really 6looking forward to that holiday!

a be excited about something in the future b finally be in a situation or place you didn’t originally intend c have a romantic relationship

B

5

Were these people lucky or unlucky? Match the verbs in bold with the meanings.

d start a journey e finish or use all of something f end a relationship

Answer the questions in pairs.

1 Has your phone ever run out of battery just before an important call? 2 What did you plan to do last weekend? Did you end up doing something different? 3 What are you looking forward to at the moment?

6

Think of a time when you were lucky or unlucky. Describe what happened in pairs.

Go to Vocabulary practice: phrasal verbs, page 138

Skill

Listening builder

listening for the main idea

linking consonants and vowels

When a word ends in a consonant sound, we often move the consonant sound to the beginning of the next word if it starts with a vowel sound. This can sometimes mean it’s difficult to hear the correct words.

It’s important to understand the main idea when someone is speaking. • Think about who is speaking and what the topic is. • Remember that speakers often repeat the main idea using different words. • Listen for key words, which are often stressed. • Don’t worry if you don’t understand all the words or details.

It all started last night.

7

2.10 Read the Listening builder. Look at the sentences from the show and mark where the consonant-vowel links are. Listen and check. Then practise saying the sentences. 1 2 3 4 5 6

3 A

2.8 Read the Skill box. Watch or listen to the first part of Learning Curve and choose the correct option to answer the questions.

1 What does Penny talk about? a a scientific experiment about luck b a book about luck c an unlucky day she had 2 What is the main idea? a Some people are simply unlucky. b Positive people generally see more opportunities in life. c People who believe they are lucky are usually unlucky.

8

She’s trying on her wedding dress.

Do we make our own luck? I ran out of energy. I think Ethan is back. I’m picking up a package. I think it’s his backpack. I’m the luckiest person I know.

Discuss the questions in pairs. 1 Who’s the luckiest person you know? And the unluckiest? 2 Do you have any lucky charms? What are they? Have they brought you good luck? 3 Is there anything you avoid doing because it might bring bad luck?

B

Do you believe in luck? Do you think people make their own luck? Discuss in pairs.

14

Each listening lesson focuses on and practices a particular listening skill, such as listening for the main idea or understanding key points.

Personal Best

Write a paragraph about things that bring good luck at special occasions, e.g. a wedding, New Year’s Eve.

Each listening lesson focuses on and practices a particular aspect of connected speech, such as intonation, linking, sentence stress, etc.

15

The vox pops also act as models for short speaking tasks where students talk about their own experiences.

11

INTRODUCTION

Approach to Skills teaching: D Lessons Each B and D lesson focuses on development of one of the four skills: reading, listening, writing, or speaking. Each D lesson focuses on one of the productive skills, i.e., speaking or writing. The speaking lessons feature a video webshow named Learning Curve. The writing and speaking lessons feature Skill, Text builder and Conversation builder boxes The D lessons bring together the language and skills practiced in the unit in a supported Personal Best productive task.

Lesson D – Speaking

SKILLS

Like the listening skills lessons, each speaking skills lesson is built around Learning the Learning Curve webshow. In Curve speaking lessons, the hosts talk about their personal lives through video diaries, and we see them in different situations.

Each lesson has clear aims for the Conversation builder and Speaking Skill features.

1

SPEAKING making small talk

SKILLS SKILLS

Learning Curve

■

making small talk

keeping a conversation going

5

1D Small talk 1 A

Read the definition of small talk and look at the topics. Which topics do people typically discuss when they make small talk?

politics

the weather

1 2 3 4

2

relationship problems

In pairs, discuss the questions.

the situation (party, journey, etc.)

When did you last make small talk? Where were you? Who did you talk to? What did you talk about?

your day

1.9 Watch or listen to the first part of a webshow called Learning Curve. Ethan catches a train and a passenger makes small talk with him. Who are sentences 1–6 about? Tick ( ) Ethan or passenger.

Ethan 1 2 3 4 5 6

3

6

work and family

Ethan Oh, you met at work! So, are you having a good time?

c

Cindy Sorry, I don’t know Penny that well. By the way, I’m Cindy. I work with Taylor at the gym.

d

Ethan Well, I’m a presenter, a co-host, like Penny.

e 1

Cindy How do you know Penny and Taylor?

f

Ethan Mmm! Well, I love carrot cake.

g

Cindy It’s a great party. I got here early so I could bring my famous carrot cake.

h 2

Ethan I’m Ethan. I work with Penny on Learning Curve. It’s a webshow. We’re presenters.

i

Cindy Hmm, a presenter, that’s interesting. And what does that involve?

keeping a conversation going

Read the Skill box. Answer the questions about the conversation in exercise 6. 1 What extra information does Ethan give when he explains how he knows Penny? 2 What positive comments do Ethan and Cindy make? 3 What open questions does Cindy ask?

8 5 What do you do for a ? 6 Well, that interesting. 7 Hey, it was talking to you! 8 fun at the game!

In pairs, practise the conversation in exercise 6.

Go to Communication practice: Student A page 156, Student B page 166

9 A

PREPARE In pairs, choose one of the situations below and think of how you could start a conversation with someone you don’t know well.

making small talk Asking about the person/situation Are you having a good time/journey/day? Are you from around here? So, what do you do for a living? And what does that involve? I love your phone. Is it new?

Ending the conversation Nice talking to you. Great to meet you. Have a lovely evening.

B

Read the Conversation builder. Make small talk with your partner. Imagine it’s your first English class and you’ve never met.

Each speaking lesson focuses on and practices a particular function, such as making small talk or giving and responding to news. The Conversation builder highlights the functional language from the video and gives students target expressions to take away.

PRACTISE

Take turns to start a conversation. Make small talk and keep the conversation going.

C

PERSONAL BEST Was it easy to start the conversation and keep it going? What could you do differently next time? Choose another situation and have another conversation.

Personal Best

10

12

Cindy So, what do you do on your webshow?

b

When we talk to someone we don’t know well, we keep the conversation going so we don’t run out of things to say. • Give extra information when you answer a question, e.g. ‘Are you from around here?’ ‘No. I moved here from Brazil six months ago.’ • Respond to a statement with a positive comment, e.g. ‘That’s interesting! I love Brazil. I’ve been there twice.’ • Ask open questions to find out more information, e.g. ‘Really? What were you doing there?’

so nice mind ahead have excuse sounds living

4

1D

Penny and Taylor’s apartment their families their jobs how they know Penny and Taylor the food at the party the weather

Skill

7

Starting the conversation Excuse me … Is anyone sitting here? Would you mind if I sat here? Beautiful day, isn’t it?

SKILLS SKILLS

1.10 Put the sentences (a–i) in order. Watch or listen again and check.

passenger

1.9 Complete the sentences from the conversation with the words in the box. Watch or listen again and check.

Conversation builder

keeping a conversation going SPEAKING

a

He starts the conversation. He asks where the other person is going. He’s going to City Island. He asks where the other person is from. He’s from Pennsylvania. He asks about the other person’s job.

1 me. Does this train go to the baseball stadium? 2 Would you if I sat here? 3 Uh, no. Go right . 4 , where are you going?

■

1.10 Watch or listen to the second part of the show. Ethan goes to a party and meets Cindy for the first time. Tick ( ) the topics that Cindy and Ethan talk about. 1 2 3 4 5 6

TV, sport and films small talk noun polite and informal conversation about light topics, often between people who don’t know each other well.

B

Each speaking lesson focuses on and practices a particular speaking skill, such as keeping a conversation going or asking for information, which is exemplified in the video.

You meet someone new at Penny and Taylor’s party. Write the conversation.

Each speaking lesson ends the unit with a step-by-step personalization activity where students follow three steps to consolidate the Conversation builder and Speaking Skill worked on in the lesson.

11

INTRODUCTION

Lesson D – Writing

SKILLS

2

SKILLS

making a narrative interesting

WRITING

Each writing lesson focuses on and practices a particular writing skill, such as making a narrative interesting or writing an informal e-mail.

A range of text types are modeled and exemplified, including blogs, e-mails and essays.

Each lesson has clear aims for the Writing Skill and Text builder features.

■

making a narrative interesting

time linkers

2 A

2D It happened to me 1

B

Home

About

Blog

SKILLS

2D

Cover the blog. Look at the pictures and retell the story in pairs.

making a narrative interesting

When writing a narrative, make the story more interesting by: • describing people, places and the events • describing emotions and feelings • including one or two comments about the events.

Contact

3 A

time linkers WRITING

Read the blog post again. Put the pictures in the correct order from 1–6.

Skill

Read the blog post quickly. Which word is missing from the title: surprising, frustrating or frightening?

■

evening

Read the Skill box. Match the underlined phrases (1–7) in the blog post with the three features of a narrative (a–c). a descriptions of people, places and events: b descriptions of emotions and feelings: c comments about the events:

Yesterday it was my friend Sarah’s 21st birthday. My friends and I had planned a surprise party for her at The Firehouse, a 1small and cosy restaurant that she loves. Sarah’s sister was going to bring her to the restaurant at 9 p.m., so we all needed to be there to surprise her when she arrived.

4 A

a

Choose the correct words to complete the sentences. comfortable

Just before I left my house, I got a text message, but my phone ran out of battery before I could read it. I didn’t have time to charge my phone, so I got in the car and left. 2It was a horrible, rainy evening but there wasn’t much traffic, and everything was going fine until my car stopped suddenly. I’d run out of petrol! 3I was so angry with myself – 4why hadn’t I got some the night before? I thought my best option would be to find a taxi. After waiting for ten minutes, I finally found one. 5I felt so relieved – I could still get to the restaurant in time. However, on the way, I realized that I’d left my wallet in my car and didn’t have any money to pay! I explained this to the driver, 6a rude and impatient man. He stopped the car and told me to get out.

surprised

nightmare

luckily

tall

disappointed

1 2 3 4 5 6

I thought Sue was on holiday, so I was to see her at work. , I had another pair of glasses in my bag. She was , blonde and wearing a beautiful green dress. When they told me I’d failed the exam, I felt really . The hotel room was small, but it was very . The train had already left and I had lost my ticket. What a !

B

Which of the features a–c in exercise 3 does each sentence in 4A use?

Text builder b

time linkers

We use time linkers like before, after, until and as soon as to make the order of two past actions clear: Just before I left my house, I got a text message. Everything was going fine until my car stopped suddenly. After waiting for ten minutes, I finally got a taxi. As soon as I got home, I put my phone on charge.

Look! After before and after, we can use a verb + -ing or a subject and verb. After until and as soon as, we

7What

a disaster! It was now almost 9 p.m. so I had to run. When I finally got to the restaurant, I was surprised to see that it was completely empty. I waited for an hour, but nobody came. So I walked back to the car, got my wallet and got a bus home. As soon as I got home, I put my phone on charge in the kitchen, but before I could call anyone, I got a message. It said, ‘Sarah ill, party cancelled!’ I didn’t know whether to laugh or cry.

can only use a subject and verb: As soon as I arrived, I went to bed. NOT As soon as arriving, I went to bed.

5 A

Read the Text builder. In each of the four example sentences, which action happened first? Discuss in pairs.

c

B

Complete the sentences with the correct time linker.

1 2 3 4 5 6

It was raining, so I waited in my car until / as soon as my sister’s train arrived. Before / After she got off the train, she checked that she had all of her things. They sent their parents a text until / as soon as their plane landed in Buenos Aires. After / Until he closed the door, he realized that he had left his keys inside the flat. Before / As soon as I got home, I started to cook dinner. As soon as / After driving him home, she went to get some petrol.

6 A

PREPARE Think about something amazing, surprising, frustrating or frightening that happened to you. Make notes about the main events and any descriptions or comments you want to include to make your story more interesting.

B

PRACTISE Write a blog post, using your notes to help you. Include different narrative tenses and time linkers.

C f

e

PERSONAL BEST Swap your blog post with your partner. Read his/her work and correct any mistakes. How could you improve it? What do you like best about his/her story?

d

Personal Best

18

Each writing lesson focuses on and practices a particular function such as time linkers or adding information. The Text builder highlights an aspect of written English to help students build their own texts.

Read the blog post on page 18 again. Close your book and write a one-paragraph summary of it.

19

Each writing lesson ends the unit with a step-by-step personalization activity where students follow the three steps to consolidate the Text builder and Writing Skill worked on in the lesson.

13

INTRODUCTION

Welcome to Learning Curve: the webshow for Personal Best

What is Learning Curve?

Learning Curve is an exciting webshow about interesting things from around the world. Located Learning and filmed in New York and London, the Learning Curve Curve hosts present documentaries, interview people on the street, and also talk about their personal lives through video diaries.

Learning Curve exposes students to natural spoken language and develops a range of speaking and listening skills. There is a variety of interaction: monologues to camera, narratives in flashback, two-way dialogues, phone conversations, video conference calls, and group conversations.

How is the webshow integrated into the course? All the video content is integrated seamlessly into the course with one video lesson per unit in the Listening (B) or the Speaking (D) lesson.

How and when do I watch Learning Curve? There is a clear Learning Curve icon on the Student’s Book page where video appears (or the corresponding audio should be played). This icon also appears in the Teacher’s Book. Students can watch each show in its entirety (for enjoyment or familiarization purposes), or it can be broken down into more manageable chunks, as recommended in each lesson. Each one is self-contained, so if one is missed for any reason, it won’t affect the enjoyment of the next show. Watching the video itself is our recommended option where technology allows, but if you are not able to play video in class, all of the video is supplied as audio only both as MP3 and on the Class Audio CDs. The scripts for the video are included in this

Teacher's Book and can also be downloaded from the Richmond Learning Platform.

How does Learning Curve help to develop skills? Too often students are frustrated because, while they can understand their course book audio, they quickly feel lost when exposed to language outside the classroom. By using videos to develop listening and speaking skills, students will build the skills and confidence to cope better with real life language environments; for example, recognizing that it isn’t always necessary to understand every word when listening for specific information or gist; or that an awareness of "filler expressions" can help students decode spoken language, as well as help them to sound more natural when they produce these themselves. The videos help to bridge the gap between the classroom and the real world by exposing students to natural spoken English with well-staged and supported exercises.

Meet the hosts! Ethan Moore

Penny Abernathy

Ethan works in the New York City studio with Penny. He’s from Connecticut. He enjoys traveling and is a very sociable person.

Penny is British and works in the New York City studio with Ethan. She has a busy social life in New York, but sometimes she misses her family and friends. She shares an apartment with her friend, Taylor.

Kate McRea Kate is from Los Angeles and works in the London studio with Simon. She loves being outdoors and is very athletic.

14

You will also meet …

Simon Collins Simon, who’s from the south of England, works in the London studio with Kate. He loves tennis, theater, and music. He isn’t crazy about shopping or trying new things! He and Penny were friends in school.

Jack Goode

Jack has his own restaurant, The Goode Food Restaurant, where he is the head chef, and he’s also a food blogger and restaurant critic. Jack was in college with Simon and they have been best friends for years.

Taylor Weiss Taylor is from the Midwest in the U.S. She lives in New York City with Penny and works as a personal trainer. She loves yoga and hates being late!

Marc Kim Marc’s family is from South Korea. He lives in New York City, where he works as the IT specialist at Learning Curve. He is also a part-time student.

INTRODUCTION

Approach to practice: In class Student’s Book: Practice section There is an extensive Practice section at the back of the Student’s Book for Grammar, Vocabulary, and Communication Practice. Students are directed here from the relevant stages in the lesson. These sections should be done in class to get the maximum benefit from the course and can be used to review later in the course. The Grammar Practice section provides a clear overview of the grammar for the lesson.

The Vocabulary Practice section includes full lexical sets (two or three per unit).

GRAMMAR PRACTICE

1 Choose the correct options to complete the sentences.

9D Student B

1

1 You and Student A are going to order some takeaway food. Look at

2.1 Match the pairs of adjectives with the pictures 1–10. Listen and check.

depressed/depressing excited/exciting amazed/amazing amused/amusing disappointed/disappointing embarrassed/embarrassing fascinated/fascinating annoyed/annoying terrified/terrifying shocked/shocking

was dropping / dropped her purse. 2 When I closed the door, I was realizing / realized that I 3 4

A narrative describes past events. We often use the past simple, the past continuous and the past perfect in a narrative.

5

Past simple

6

We use the past simple to describe the main events in a narrative. These are completed actions in the past.

Remember that many past simple verbs are irregular. For a full list of irregular verbs, see page 175.

2A -ed and -ing adjectives 1 While Tina cycled / was cycling to work, she

Last week, we bought a new car. It was snowing and people were hurrying home from work. I was cooking dinner when someone knocked at the door. It had stopped raining before we left the party. I was disappointed because my friends had forgotten my birthday.

Mike opened the door and saw a package on the floor. He picked it up and opened it. He couldn’t believe what he saw!

COMMUNICATION PRACTICE

VOCABULARY PRACTICE

2A Narrative tenses 2.2

The Communication Practice section provides two or three speaking tasks per unit.

7

left / had left my keys inside the house. We watched / were watching a film when we were hearing / heard a strange noise outside. When John had got / got home, we told him what had happened / was happening earlier that afternoon. When they were arriving / arrived, the concert already began / had already begun. It was a hot summer’s day. We sat / were sitting in the garden and the sun was shining / shone. When the film was ending / ended, the children went / were going straight to bed.

takeaway menu

the menu and follow the instructions.

Vegetable lasagne

£7.50

1 Listen to Student A’s suggestions. 2 Respond negatively. Suggest two alternative dishes. 3 Listen to Student A. Change your mind if you want, or agree to

Spicy chicken in coconut milk

£9

Lamb, mushroom and spinach stew

£11

Oven-baked courgette, aubergine and potato

£8

disagree. Choose a third dish if necessary.

Spicy beef burger, salad and chips

£10

Thai green curry with aubergine and mixed peppers

£7

10A Student B 1 Look at the story. Take turns with Student A to report what the people said. Listen to Student A and complete the missing dialogue.

2 Complete the sentences with the correct past tense of the verbs in brackets.

1

2

3

a

b

c

d

e

f

4

Past continuous We use the past continuous to describe the background events in a narrative. One autumn afternoon, I was sitting in the kitchen. Last night, it was raining and we were watching TV on the sofa.

We also use the past continuous to describe an action that was in progress when a completed action happened. 1 I

She was having breakfast when someone knocked on the door. I was having a shower when the phone rang. I was walking along the beach when I found a wallet. While they were waiting for the bus, it started to rain.

Past perfect

4 5

I called James at his office, but he had already gone home. They decided to go for a drive in Paul’s new car. He had bought it only two days before.

6 7

6

7

8

9

10

2 Check your story with Student A. Do you have the same dialogue?

3 Complete the text with the correct past tense of the verbs in the box.

1 I’m really scared of spiders. I find them ! 2 My brother always gets home late for dinner, and we all have to wait.

. with his exam result – he was hoping to get 80% but he only got 50%. 4 I’m watching a really football match – the score’s 5–5! 5 Sue thought the book about Japanese paintings was . She’s really into art. It makes me really

3 Jamie was

1 Listen and answer Student A’s questions. Explain your decisions. . feeling 7 The people who saw the terrible accident were all . 8 I fell off my chair in the job interview. My face went bright red, I was ! so 9 I was that my boyfriend remembered my mum’s birthday because he always forgets important days. 10 Everyone in the cinema was laughing, but I didn’t find the film very .

Go back to page 13

Explanations, usage notes and tables

2 Ask Student A questions 1–4.

6 I lost my job, then my girlfriend left me and I have no friends. I’m

▲

▲

10C Student B

2 Complete the sentences 1–10 with adjectives from exercise 1.

arrive ring leave put answer walk drive buy

Last Friday, I went to the supermarket to buy a cake for a friend’s party. It was really busy as people 1 back to my food for the weekend. While I 2 .I4 the cake on car, my phone 3 the phone. After the the roof of my car and 5 to the party, but I didn’t realize that I call, I 6 7 the cake on my car! Luckily, it was still there ! when I 8 114

5

3 While Maria

We use the past perfect to describe an action that happened before another action in the past.

Look! We can use the three narrative tenses with when, with different meanings. When she arrived, we had dinner. = First she arrived, then we had dinner. When she arrived, we were having dinner. = She arrived during dinner. When she arrived, we had had dinner. = First we had dinner, then she arrived.

(take) my umbrella with me because I (see) the weather forecast earlier. (read) the whole book while she (wait) for me. (make) the dinner, David (take out) the rubbish. I (call) the police straightaway when I (saw) the broken window. She (start) laughing when she (see) his new hat. I (not want) to see that film because I (see) it twice before. Anna (live) in San Francisco when she (finish) her first novel.

2 She

We often use when and while to connect past events.

1 If you saw a colleague stealing paper at work, would you … a say nothing? b tell your colleague to put it back? c tell your boss? 2 If a friend gave you a horrible jumper for your birthday, would you … a say you already have one just like it, and exchange it for something

else? b say thanks, smile, but never wear it? c say you don’t like it?

137

Go back to page 12

3 If a stranger asked to borrow your mobile phone, would you … a say, ‘Sorry, I don’t have one’? b say, ‘Sorry, I’m in a hurry’? c lend it to him/her? 4 If your friend left her Facebook page open on your computer,

would you … a close it because it’s private? b update her status with something funny? c read her private messages?

172

One pairwork task for every grammar point (two per unit) and one for every speaking lesson (every two units)

Picture-dictionary style vocabulary presentations Additional exercises for extended practice

Additional exercises practice both form and meaning of new grammar.

Review and Practice There are six Review and Practice sections that revise grammar, vocabulary and functional language across units. They use a variety of exercises and end with a short, fun Personal Best section that allows for language recall in a more productive way. Review and Practice sections appear every two units and give further opportunities to practice grammar and vocabulary.

1 and 2

REVIEW and PRACTICE

REVIEW and PRACTICE

Grammar 1

A variety of exercises revise the grammar from the previous two units. Grammar points are tested separately and in combination.

1

I usually a am checking

2

What a did you

3

While I a waited

my emails in the morning. b check c was checking

4

When I lived in London I a usually b used to

5

Sorry, I can’t talk now. We a ‘re having b had

6

Who that bar of chocolate? a did you give b gave you c did give you

7

I couldn’t go to the concert because they the tickets. a were selling b sold c had sold

last weekend? b do you do

cycle to work. c use to dinner. c have

3 all Yuriko Morota is a professional musician from Tokyo in Japan. She 1plays / is playing the piano for a living. Last week Yuriko 2had shared / shared an amazing story about her uncle on her Twitter account. Apparently, her uncle lived in Tokyo and 3used to have / usually has a beautiful cat called Nikko. Yuriko 4doesn’t like / isn’t liking cats, but she loved Nikko because he 5was saving / had saved her uncle’s life. One day her uncle 6went / was going to the airport to catch a plane when he 7was seeing / saw an abandoned kitten in the street – its owners 8were leaving / had left it outside. Yuriko’s uncle 9was loving / loved cats so he 10took / had taken the kitten home with him. Because of this, he 11missed / was missing his flight. The following morning he 12listened / was listening to the radio when he 13was hearing / heard that his plane 14crashed / had crashed into the mountains 100 km from Tokyo. He couldn’t believe how lucky he was!

Where to go on holiday when you were young? a did you used b did you use c you used

Sam plays tennis in the park with his brother. (present continuous)

2

The ground is very wet because it rained all night. (past simple, past perfect)

3

with your friends at the weekend?

Jack wasn’t very fit when he was at school. (used to) Jack school.

5

very fit when he was at

He’s using his tablet to check Facebook. (present simple) He

6

his tablet to check Facebook.

At nine o’clock last night I had a bath. (past continuous) At nine o’clock last night I

7

a bath.

Who does she live with? (past simple) Who

8

all

What do you do with your friends at the weekend? (past simple) What

4

tennis in the park with his brother.

very wet because it

with?

Vocabulary 1

the children to school?

4

Circle the word or phrase that is different. Explain your answer. 1

check your emails speak face to face

get a text message give someone a call

2

a story a joke

congratulations the truth

3

go out break up

bring up pay back

4

excited depressed

terrified embarrassed

5

a lie a language

slowly loudly

6

fascinating annoying

amazing exciting

Who takes the children to school every day? (used to) Who

Match the words in the box with definitions 1–8. keep in touch with go up amusing try on bring up go back fascinating run out of

c did you do

1

The ground night.

2

for my taxi, my girlfriend phoned. b had waited c was waiting

Rewrite the sentences using the tenses or phrases in brackets.

Sam

Choose the correct options to complete the text.

Saved by a kitten

Choose the correct options to complete the sentences.

8

2

3

1

something that makes you smile or laugh

2

care for a child until he/she is an adult

3

return

4

communicate regularly with

5

have no more of

6

very interesting

7

put on clothes before buying them to see if they fit

8

increase

Choose the correct options to complete the sentences. 1

I a give

a lot of my photos on social media. b share c send

2

It was very name. a exciting

b disappointing

3

We ended a again

having dinner at home last night. b up c back

4

My granddad a told

b said

1 and 2

Personal Best on Less 1A

Describe three things you did yesterday using communication phrases.

son 2A Les

Name five -ed adjectives that describe your feelings today.

on Less 1A

son 2A Les

Describe three things that you are/aren’t doing now.

Write a sentence using the past simple and past continuous.

Personal Best questions and prompts give the opportunity to revise a number of language and skills points from the preceding two units, allowing for language recall and personalization.

because I couldn’t remember her c embarrassing

us a really funny joke last night. c talked

5

I think it’s polite to a answer b check

6

My mother was really twenty minutes late. a amazed b amused

7

I didn’t know you could a talk b speak

8

Hurry a off

to emails on the same day. c reply because the taxi was

on Less 1B

Write one sentence with actually and one with in fact.

on Less 1C

son 2B Les

Name five phrases with say and tell.

Write two sentences about a friend using phrasal verbs.

c annoyed

Japanese! c say

! I don’t want to be late for work. b on c up

on Less 2A

Write a sentence using the past simple and past perfect.

Complete the email with the words in the box. shocking said face told out talk spoke depressed checked got broken call

Hi Anna When I 1 my phone this morning I saw that I’d 2 a text message from Chloe. So I decided to give her a 3 . When I 4 to her she seemed quite 5 . She 6 me that her boyfriend had 7 up with her and she wanted to 8 to someone about it. They’ve been going 9 together for three years so it was very 10 when he 11 he’d met someone else. Anyway, we’re going to meet for a coffee later, as it’s always better to speak to someone 12 to face. Hope to see you soon! Love Sophie

son 1C Les

Write two object questions and two subject questions.

son 1D Les

Write three questions you can use to make small talk.

20

on Less 2C

Name something you used to do and something you didn’t use to do when you were a teenager. on Less 2D

Write four sentences about the past using these time linkers: before, after, until and as soon as.

21

A variety of exercises revise the vocabulary from the previous two units. Vocabulary from different units and lessons is reviewed together.

15

INTRODUCTION

Approach to practice: Self study Richmond Learning Platform The Richmond Learning Platform complements the practice offered in the Workbook and on the Personal Best Language App with extra practice activities, a forum, messaging and storage areas, and a powerful and ground-breaking test management system.

Students Students can practice all the language and skills from the Student’s Book on the platform and receive instant feedback. They can try exercises up to three times to learn from their mistakes.

Teachers

There is a full range of downloadable editable or print-and-go resources, including the worksheets and progress tests from the Teacher’s Resource Book, audio scripts, wordlists, and answer keys. Teachers have their own cloud storage area and can share activities from there with their students.

Testing The Richmond Test Bank offers ready-made interactive, editable, or PDF tests, and the Test Manager enables teachers to create their own interactive or printed tests from a wide range of activities and tailor them to their students’ needs.

Teachers can track students’ progress and level of self-study activity and assign ready-made activities from the platform or their own tailored tasks. A set of sophisticated tools enable teachers to see at a glance how students are progressing and to analyze and compare the progress made by individual students and groups.

Personal Best Language Practice App The Personal Best Language App offers free, self-study practice of the language content from the Student’s Book. Grammar and vocabulary are the main focus, although pronunciation is also incorporated. The App includes accompanying audio and images from the Student’s Book. Each level of the course has a corresponding App. This provides further optional self-study practice of the grammar and vocabulary of that level.

There are three different games for each grammar point and three for each vocabulary set from the Student's Book.

Making the most of the App A clear App icon on the Student’s Book and Teacher's Book page indicates wherever a grammar point or vocabulary set has practice material available on the App. Students access the App on an individual basis and use it in their own time (e.g., as optional homework or as on-the-go mobile learning) to internalize what they have learned in class. The App provides motivation for short bursts of practice through timed activities and game-like challenges with instant feedback.

16

INTRODUCTION

Workbook The Workbook provides a page of practice for each Student’s Book lesson and an additional Review and Practice spread to review the content from the entire unit. The Workbook offers comprehensive self-study practice of the language and skills taught in the Student’s Book. It provides practice not only of grammar, vocabulary, and pronunciation but for all four skills—reading, listening, writing, and speaking—for the corresponding Student’s Book lessons. The audio is available as MP3 download on the Richmond Learning Platform.

UNIT

1

Each grammar point is practiced using a variety of controlled exercises.

1A

3

Choose the correct words to complete the sentences. Then write A for action verbs and S for state verbs.

Match the two parts of the sentences. 1 It’s very rude to check 3 Over 100 people commented 5 The couple shared 7 A lot of people go 8 When I get a on Suki’s latest post.

5 It’s great to see you! Are you having / Do you have a good time?

c me a call later.

b in touch with a lot of friends from home.

f the Internet from his hotel room. g some of their photographs on social media. h your phone during dinner with friends.

8 I’m sure that jacket is belonging / belongs to Marcia.

4

Complete the text with the correct words.

Complete the sentences with the simple present or present continuous form of the verbs in the box. Use two verbs twice. think

exist

You never see Ethan without his smartphone. He 1g about 80 text messages a day, and he likes to 2r

2 I didn’t have time to cook, so we takeout pizza.

lots of photos on it and often 8c 9a

it regularly. He 7s

2

on his friends’

5

a large

apartment? 8 The children a lot of noise because they are very excited.

Read the title and look at the pictures. What do you think the article will be about?

4 It is possible to use social media sites without seeing messages from trolls.

a People who post unpleasant messages online.

5 Only very intelligent people become trolls.

b What to do if your computer is broken.

6 Trolls don’t like it if you post angry replies.

Complete the sentences with your own ideas. 1 I thought Maria was a vegetarian, but actually

.

3 You should try not to have contact with trolls.

2 Philippe told everyone he was a pilot, when he was actually

4 It can sometimes be difficult to decide if someone is actually a troll.

3

Read the sentences. Underline the auxiliary verbs that should be stressed. Listen, check, and repeat. 1.1

. 3 Sara’s house doesn’t have four bedrooms. In fact,

Read the sentences. Write T for true sentences, F for false sentences, and D when the article doesn’t give you enough information to be sure.

1 Flora and James are having a party.

5 Fatima is studying physics in college.

2 Does Karl play the piano?

6 Brett and Owen aren’t staying in the same hotel.

2 Most comments on online newspapers are written by trolls.

7 Ben doesn’t have a ticket for the show.

3 People can sometimes seem rude when they express strong opinions.

4 Sasha and Lucia don’t want to play tennis.

8 Trolls are often unhappy people.

4

2 We should probably feel pity for trolls.

them a call twice a week.

3 Maria isn’t feeling very well today.

7 Trolls always make a great effort to keep their names secret.

Read the first sentence of each paragraph. Which of A–D do you think will make these points? 1 It’s usually best not to reply to trolls.

PRONUNCIATION: Sentence stress

6 My sister that I should call our parents more often.

keyboard to write things they would never dare say face to face can be a happy and secure person. In fact, newspaper reports of people who’ve been taken to court for threatening or racist trolling almost always seem to describe sad and lonely lives. Trolls make us furious, but sympathy would probably be a more appropriate emotion.

c Workers who spend most of their time at a computer.

the Internet, so they don’t see his Facebook posts.

However, he does 10g

you

you

with

posts. Ethan’s parents live in a rural area where it’s difficult to

cooking for other

7

! He uses Facebook to keep in 5t

his friends, and he 6c

to the supermarket once

5 Marco people.

to him face-to-face,

it can be really annoying because he’s always checking his 4p

4 You look happy! What about?

1

to

them immediately. If you try to 3s

hate

1 Hannah believes that ghosts really .

3 We a week.

not reasonable people. They don’t actually want a sensible discussion so there’s no point at all in trying to have one. It may be tempting to insult or threaten the troll, but they will like this – it is ‘playing their game’, and they are more likely to continue with it than to stop. They are only trying to upset you, and if you don’t give them a response, they have failed.

e online to get medical advice.

7 My brother is working / works in the U.S. at the moment.

make

when) you meet one, remember that the ability to make remember that the troll is the one with the problem, C Ifyou(orreact D Always is like food to a troll – so don’t feed them! Trolls are not you. It’s obvious that nobody who hides behind a

d a text message, my phone makes a loud noise.

6 Anna needs some help. She’s not understanding / doesn’t understand what to do.

go

are completely unacceptable. But basically, if someone’s main goal is to spread hate and lies, to upset or embarrass someone, or even to scare them, then that person is a troll. Unfortunately, if you use social media, you are sure to have personal experience of trolling sooner or later. Trolls need victims, and they will find them in any online space where people communicate in public.

6 I asked Monika to give

4 How often are they going / do they go to the gym?

It’s always best to avoid trolls – both the ugly creatures in fairy stories and the equally ugly (on the inside at least) kind who spread their nasty comments by using a computer keyboard. If you look at the comments section of any online newspaper, you will find the second type at work, leaving shocking and unpleasant messages on all sorts of subjects.

As a society, we value free speech and of course there’s a B thin line between strong disagreement and messages that

4 Michael still keeps

3 I think we should get a bigger TV and Tom is agreeing / agrees with me.

have

A

2 Luckily, he was able to access

2 Should we open the window? It’s feeling / It feels hot in here.

2

Each reading or listening skill is practiced using texts or audio on a topic related to the Student’s Book lesson.

Dealing with online trolls VOCABULARY: Communication

1 Look, that’s Hugo! He’s coming / He comes over to see us.

Each pronunciation point has accompanying audio with a practice exercise. This is available as an MP3 download on the Richmond Learning Platform.

READING: Understanding the general idea of a text

LANGUAGE

GRAMMAR: Simple present and continuous; action and state verbs

1

1B

SKILLS

Communication

. 4 I thought polar bears lived in the Antarctic, but in fact they

1 The word ‘troll’ has more than one meaning.

. 5 I didn’t expect Raj to have many Twitter followers, but in fact . 6 The doctors thought she had flu, but actually

.

8 Gavin’s parents are in Italy.

2

3

863217_U01_P02_07.indd 2

1C

23/11/2017 09:39

LANGUAGE

VOCABULARY: say, tell, speak and talk

1

3

Complete the questions with the words in the box. Is Did Does What Have Who How long Do Why

Each vocabulary set is practiced using a variety of exercises.

Were

you have a good time yesterday

1

evening? did the meeting go on for in the end?

2 3

shall we have for dinner tonight?

4

the city of Dundee in Scotland or Ireland? you spoken to Peter at all today?

5

did Liam decide to become a

6

vegetarian? your brother have a job?

7 8

Alice and Ben pleased when you told them the news?

9

4

2

SPEAKING: Making small talk

1

German

2

goodbye

3

jokes

1 Have you been dancing? Main

more slowly sorry

6

someone a story

7

to someone about a problem

8

the truth

9

that you are hungry

10

thank you someone a secret

12

nice things to someone

motorbike? you for your

9 Who exams?

the concert?

the police officer the

8 Are you having a good time?

1 A Are you having a good day?

10 Great to meet you. 11 Nice talking to you.

to him about his

12 Have a lovely evening.

2

congratulations for passing your

10 Leon night.

my bank? It was private.

that the concert is on Saturday

Look at the phrases you ticked in exercise 1. Write S if they are used to start a conversation, A if they are used for asking about a person or situation and E if they are used to end a conversation.

5

Ursula?

B I met her in 2014.

at everyone?

8 A

that essay?

B Not really, to be honest.

.

A B I work in the city centre.

. .

A

3 How many brothers and sisters do you have?

B It took me three days to write it.

4 Why is it so dark in here?

all that noise

10 A

. .

A

2 Is Gavin coming to the meeting?

you to write

9 A

B Yes, it is. 3 A Do you enjoy classical music?

4 A Where do you work?

1.2 Read the questions. Write (U) if the intonation should go up or (D) for down. Listen, check and repeat. 1 Do you like cheese?

B Paul was shouting because they weren’t listening.

At the back of the Workbook, there are six additional pages devoted to further writing skills practice, such as making notes or writing a narrative. These feature more model texts and exercises to practise the writing skill of the unit.

B Yes, thanks. I played tennis this morning, and I won. A Oh, great! I’d love to have a game with you some time. 2 A I like your phone. Is it new?

.

PRONUNCIATION: Question intonation

B I opened it, sorry, I thought it was for me. 7 A

i I’ve been doing it for about three years now. j Yes, for hours!

7 And what does that involve?

this letter from

6 A

h No, I used to live here.

4

Complete these conversations with your own ideas. Add an extra piece of information to the answer, then add a positive comment as in the example.

6 So, what do you do for a living?

9 I love your shirt. Is it new?

8 Louis’ boss performance at work.

B Yes, I really enjoyed it.

g I have clients of all ages, from eighteen to 80!

f I’m a personal trainer.

4 I’m a friend of Cristina’s. 5 Are you from around here?

English at school and

7 I’m sure that Matt truth.

B Yes, I saw it last week. 5 A

e I love this music.

1 Is anyone sitting here? 3 The food’s delicious, isn’t it?

us a lie and now we’re not

her latest movie yet?

1.3 Rudy, Bella and Carina meet at a party. Listen to their conversation. Tick ( ) the phrases you hear. 2 I don’t think we know each other.

so quietly that nobody could

the guitar?

B No, Henry can’t play the guitar. 4 A

Each writing or speaking skill is practiced using texts and exercises on a topic related to the Student’s Book lesson.

c Well, I work with people to help them get fit.

hello and sat down.

6 Pilar usually Spanish at home.

birthday? B He gave me a book. 3 A

Extra

d Yes, I am.

1

to Karl to make him

5 Michel friends.

B She keeps her motorbike in the garage. 2 A

Extra

5 Are you having a good time? Main

b But I moved back to Krakow.

us that she wanted to be

4 The man hear him.

her

4 And what does that involve? Main

a Unfortunately though, I have to be at work at six tomorrow morning so I need to leave in a minute.

1 Barbara alone. 2 I wonder what Pat so angry?

Extra

3 So, what do you do for a living? Main Extra

Complete the sentences with the past simple of say, tell or speak.

1 A

Extra

2 Are you from around here? Main

11

3 Orla

1.3 Rudy, Bella and Carina often give extra

information when they answer questions. For each question, identify the main answer and the extra information from a–j. Listen again if you need to.

4 5

you know where the castle is, please?

Complete the questions. Use verbs from the answers in the correct form.

3

Complete the phrases with say, tell, speak or talk.

were you talking to when I saw you this morning?

10

1D

SKILLS

GRAMMAR: Question forms

5 Is this your jacket?

last night? I couldn’t sleep.

6 Where do you come from?

B It was the neighbour’s cats. I think they were fighting.

7 Which colour do you prefer? 8 Can you ride a horse?

4

5

1

REVIEW and PRACTICE REVIEW

HOME

The Review and Practice section features podcasts and blogs from the Learning Curve team. This section revises the language taught in the unit and provides further listening and reading practice.

BLOG

REVIEW

REVIEW and PRACTICE

PODCASTS

ABOUT

CONTACT

HOME

BLOG

PODCASTS

ABOUT

1

CONTACT

Guest blogger Penny tells us how to be a good communicator. Tom and Sam talk about writing letters.

LISTEN

AND

LEARN!

If you’re a regular reader of this blog, you’ll be familiar with my 30-day challenges. You’ll also know that, although I don’t always succeed in these personal challenges, I like to think I learn something along the way. (And you’ll probably also know that I have a very patient housemate here – hi, Taylor!)

LISTENING

READING

1

1

1.4 Listen to the podcast and choose the best words to complete the sentences. 1 Sophie thinks that we should all communicate more / write more letters / use social media less. 2 Sophie believes that writing letters can help people to feel less stressed / go online less / keep in touch with their family.

2

a to watch what people do when they speak b to improve the way she speaks to people c to pay more attention to what people tell her

2

1.4 Listen again and choose the correct 1 Sam asks Tom when he last wrote a letter. What does Tom reply? a He can’t remember. b It was when he was about six. c It was about six years ago.

2 These challenges often involve the person she shares her apartment with. 3 Penny is not satisfied with her ability to communicate with other people. 4 Penny’s housemate knew about Penny’s challenge for last month.

2 How does Sam mainly communicate with her friends? a with her phone b online c with her phone and online

5 Penny thinks Taylor should try the first point in her plan. 6 She made an effort to look at different parts of the speaker’s face.

3 According to Sophie, how many teenagers write letters these days? a eighteen percent b ten percent c fourteen percent

7 She says that in our conversations we should sometimes consider speaking less. 8 She found it difficult not to look at her phone during the conversations.

4 Tom is surprised that a so many young people currently write letters. b no young people currently write letters. c so few young people currently write letters.

6 At the end of the interview, Sam says she now wants a to write a letter. b to receive a letter. c someone to write to.

6

Write T for true sentences, F for false sentences, and DS when the writer doesn’t say. 1 Penny often blogs about challenges that she has given herself for a month.

options.

5 Sophie says that when people write to their friends they tell them a what has happened in their lives recently. b what they think about things. c what has happened in their lives and what they think about things.

Read Penny’s blog on page 7 and choose the best summary of her personal challenge last month.

9 Penny and Taylor had problems in their relationship before Penny started this challenge. 10 Taylor noticed their relationship had improved.

3

Find seven examples of the verb tell in the text.

So are you a good communicator? I like to think I am. I have a wide vocabulary and I know how to speak to people. What I’m less confident about is my ability to listen. So last month’s challenge – you guessed it – was to become a better listener. For the last 30 days, when speaking to someone face to face, I’ve followed this four-point plan:

1 Pay attention. Pretend you’re going to tell someone else about this conversation in an hour. (This really makes you concentrate!) 2 Maintain eye contact. (But don’t do this all the time – it makes people anxious.) 3 Don’t interrupt. (This is a really tough one!) 4 Do not check your phone. (Sounds obvious when you read it, right?) Oh, and in case anyone is wondering, I didn’t tell my housemate Taylor at the beginning of the month about my plan to become a better listener. However, I did tell her yesterday when I’d finished my challenge. So here’s what I learned: Number 1 really works. Honestly – try it! I could probably still tell you the details of a conversation I had with Taylor at the start of the month. (Don’t worry, Taylor – I’m not telling anyone your secrets here!) This, more than anything, improved my listening skills. Number 2 is interesting. The idea is to show a polite level of interest by looking at the other person when they are talking, but not all the time. (That would be like an interrogation!) I tried the triangle technique – five seconds looking at each eye, then five seconds at the mouth. It feels strange to begin with, but it allows you to show interest with your eyes without making the other person feel too uncomfortable. Number 3 is the hardest. The problem is that we want to share similar experiences – it’s natural. When a friend tells us a story about something that happened to them, we want to tell them about a similar thing that happened to us. But sometimes it’s better if we just listen. Number 4 wasn't so hard. It's just a bad habit really and it's impossible to do two things at once! And did Taylor notice anything different about our conversations? Well, no, she didn’t, actually. But, interestingly, she did say that she thought we’d got on really well recently.

7

17

INTRODUCTION

Teacher’s Components Teacher's Book The Teacher’s Book is a comprehensive, full-color resource that incorporates the complete Student’s Book. It provides all the necessary procedural guidance to teach the Student’s Book lessons as well as extra ideas to extend and support students. There is a unique 3xPractice feature for each lesson to help teachers and students go deeper into the activities and experiment with forms and meanings.

Each full-sized, color Student's Book page is next to its accompanying teaching notes.

The aims of each lesson are clearly outlined.

The Overview gives a short summary of the unit content and aims.

UNIT

UNIT

Communication 1

UNIT

1

Communication LANGUAGE

present simple and continuous; action and state verbs

■

UNIT 1 OVERVIEW: This unit focuses on the topic of communication. Sts read about the changing nature of communication in the digital age, and complete a questionnaire about how they communicate. They read an account by someone who spent a week without their smartphone, and discuss whether they could live without their smartphone for a week. In Learning Curve, Ethan makes small talk on a train and at a party.

communication

1A Connected 1

LANGUAGE

share a photo

give someone a call

reply to an email

check your phone

We speak to each other face to face more nowadays. Our phone calls are longer today compared to ten years ago. These days, it seems we prefer text messages to phone calls. People in the USA send more letters and parcels nowadays. At the moment, we are sending a million emails per second. More than half of the internet pages we visit are social media sites.

B

Read the text and check your answers in 3A. Correct the false sentences.

Grammar Present simple and continuous; action and state verbs

Speaking Making small talk, keeping a conversation going

1A

1

We love social media. 60% of the pages we view on the internet are social media pages, and we share nearly two billion photos on them every day. The average person has five social media accounts and spends about two hours a day looking at them.

Sts look at the pictures and order the communication phrases from the one they do the least often (1) to the one they do the most (6). Put sts into pairs to compare their answers. Ask some pairs to tell the class which of their answers were similar, and which were different.

3 x PRACTICE

Comments

each phrase in turn and ask: Who put number 6 for this? Ask a student who put that number to tell the class when they use that form of communication. 2 Ask sts to cover the phrases. In pairs, sts look at the pictures and try to remember the phrases. They can look at the phrases again to check. 3 In pairs, ask sts to write questions for their classmates using four of the phrases in exercise 1, e.g. How often do you get text messages? Do you always check your phone after class? Put pairs together into groups of four to ask and answer the questions. Get feedback on their answers.

It’s a shame we don’t write letters much, but the postal service seems so slow nowadays compared to communicating online! I need the internet to be in immediate contact with people, especially at the moment because I’m organizing my wedding.

Rob I agree with Tina, but I still try to send letters and cards on important occasions, and postcards when I’m on holiday. I don’t know how people organized things with just snail mail!

4

Communication Talking about your experiences

Remind sts to go to the app for further self-study practice of communication vocabulary.

2

Read out the task and explain keep in touch if necessary. Give one or two examples of people you keep in touch with in different ways, then put sts into pairs to discuss their answers. Ask some sts to tell the class something they learned about their partner.

3 A

SB page 4, exercise 1

1 Do the exercise as normal. To check answers, call out

Tina

Pronunciation Sentence stress

3xPractice boxes encourage students to engage more deeply with the language in three steps.

Go to Vocabulary practice: communication, SB page 136/TB page 285. Sts will find more language presentation and practice for communication vocabulary here. Do these exercises with the class, or set them for homework, before continuing with exercise 2 of lesson 1A.

Write the word communication on the board. Ask: What forms of communication can you think of? Elicit a few ideas, e.g. speaking face to face, writing emails. Put sts into pairs to brainstorm ideas. Bring sts’ ideas together on the board and ask: Which of these do you use at work? Which do you use with friends?

In the USA, over 200 billion letters and parcels were sent in 2008, compared to 150 billion last year. These days, we usually write to people by text, messaging app or email. In fact, at this very moment, people are sending two million emails per second!

20

Vocabulary Communication (access the Internet, check Facebook/your emails, check your phone, comment on a post, get a text message/an email, give someone a call, go online, keep in touch with someone, reply to a text message/an email, share something on social media, speak to someone face to face)

WARMER

We use traditional postal services less.

Methods of communication have never changed so much in such a short space of time. We look at the results of recent surveys that tell us about the changing face of communication.

Reading Skimming a text; actually, in fact

Sts read a text about the changing face of communication in the digital age. They then do a questionnaire to find out how they communicate with their friends, and discuss the findings.

Ten years ago, 80% of our communication was face to face. Now, it’s only 60%. Even our phone calls are shorter – on average, each call now lasts one minute, compared to three minutes ten years ago. It seems that people prefer texting to calling.

COMMUNICATION

Pronunciation Sentence stress; question intonation

1A Connected

We talk to each other less.

THE CHANGING FACE OF

Vocabulary Communication; say, tell, speak and talk

LANGUAGE

comment on a post

Go to Vocabulary practice: communication, page 136

2 Think of three people in your life. Tell your partner how you keep in touch with these people. 3 A Are sentences 1–6 true (T) or false (F)? Discuss your answers in pairs. 1 2 3 4 5 6

SKILLS

Grammar Present simple and continuous; action and state verbs; question forms

How do you keep in touch with people? Order the communication phrases from 1 (I do this less often) to 6 (I do this most often). Compare your answers in pairs.

get a text message

There is an accessible easy-to-use warm-up activity at the start of each lesson to interest and engage students in the topic.

Check that sts understand parcel. Sts work in pairs to read the sentences and decide if they are true (T) or false (F). Elicit one or two examples, encouraging sts to give reasons for their answers.

B Sts read the text to check their answers to exercise 3A and correct the false sentences. Check answers.

Extra Practice activities offer ideas for further extending and exploiting the topic and language or skill of the lesson.

Answers 1 F. We speak to each other face to face less nowadays. 2 F. Our phone calls are shorter today compared to ten years ago. 3 T 4 F. People in the USA send fewer letters and parcels nowadays. 5 F. At the moment, we are sending two million emails per second. 6 T

EXTRA PRACTICE: Workbook page 2; photocopiable activity 1A Vocabulary

21

SKILLS

listening for the main idea

4

■

linking consonants and vowels

■

phrasal verbs LISTENING

SKILLS

2B

4

2.9 Watch or listen to the second part of the show. Complete the sentences about the main ideas with Herman, Winnie or Juan.

considers himself/herself to be very lucky. talks about someone else who believes in bad luck. is having a bit of bad luck but his/her luck changes.

1 2 3

Herman

Winnie

Juan

5

6

Listening builder

Think of a time when you were lucky or unlucky. Describe what happened in pairs.

linking consonants and vowels

7

When a word ends in a consonant sound, we often move the consonant sound to the beginning of the next word if it starts with a vowel sound. This can sometimes mean it’s difficult to hear the correct words. It all started last night.

7

8

She’s trying on her wedding dress.

Do we make our own luck? I ran out of energy. I think Ethan is back. I’m picking up a package. I think it’s his backpack. I’m the luckiest person I know.

8

Discuss the questions in pairs. 1 Who’s the luckiest person you know? And the unluckiest? 2 Do you have any lucky charms? What are they? Have they brought you good luck? 3 Is there anything you avoid doing because it might bring bad luck?

Personal Best

42

18

Write a paragraph about things that bring good luck at special occasions, e.g. a wedding, New Year’s Eve.

EXTRA PRACTICE: Workbook page 9

Sts can practise talking about luck further. They write a paragraph about things that are traditionally thought to bring good luck at special occasions such as weddings and New Year’s Eve. Sts can compare their paragraphs in small groups. Weaker sts can work in small groups. They choose one special occasion and compare their ideas about what is considered lucky at that event. Ask groups in turn to present their ideas to the class.

EXTRA PRACTICE Sts work in groups of three. They take turns to use their phones to film their classmates asking and answering the questions in exercise 8. They can swap roles and practise again. Allow sts time to watch the films of themselves and notice how well they link the consonant sound at the end of a word with the vowel sound at the beginning of the following word. Discuss as a class what they noticed about their own pronunciation, and how they could improve it.

2.10 Sts read the sentences and mark where they think the consonant and vowel sounds are linked. Play audio track 2.10. See the SB page opposite for audio script. Sts listen and check their answers. Then allow sts time to practise saying the sentences in pairs.

Answers 1 Do we makeour own luck? 2 I ranoutofenergy. 3 I thinkEthanis back. 4 I'm pickingupa package. 5 I thinkit’s his backpack. 6 I’m the luckiest personI know.

2.10 Read the Listening builder. Look at the sentences from the show and mark where the consonant-vowel links are. Listen and check. Then practise saying the sentences. 1 2 3 4 5 6

Sts work in pairs to discuss their own experiences of good or back luck. Ask some sts to tell the class about their partner’s experiences.

2B

PERSONAL BEST

Read the Listening builder box with sts about linking consonants and vowels. Read out the sentences in the box to model the pronunciation of the linked sounds. Explain that when consonants and vowels are linked in this way it makes it difficult to hear where one word ends and the next one begins. Ask questions to check concept. Concept check questions: What does it mean when we link sounds? (We pronounce them together, without a gap.) What kinds of sounds do we link between different words? (We link a consonant sound at the end of a word with a vowel sound at the beginning of the following word.) Why is it important to recognize linking? (in order to understand the individual words)

1 What happened to Herman earlier? a He slept badly, lost his keys and set off for work late. b His motorcycle broke down, he lost his keys and missed the bus. c He ran out of hot water in the shower and lost his key chain. 2 What happened to Winnie? a She went out with a dentist and ended up marrying him. b She was going out with a mechanic but broke up with him. c She ended up marrying a man she’d met several times by chance. 3 Which sentence about Juan is true? a He’s looking forward to getting married to Winnie. b He’s in the city doing a favour for a neighbour. c He has to go back home because he forgot his backpack.

Listening builder

2.9 Sts read the questions and the options. Play video/ audio track 2.9 again. Sts watch or listen and choose the correct options. Check answers. Play the track again, pausing for sts to hear why each answer is correct.

Answers 1 a 2 c 3 b

2.9 Watch or listen again. Choose the correct option to answer the questions.

6

sentences. Play video/audio track 2.9. See TB page 355 for video/audio script. Sts watch or listen and complete the sentences with the correct name. Check answers. Answers 1 Winnie 2 Juan 3 Herman

Personal Best boxes provide activities for weaker students. They are easy for teachers to set up and for individual 5 students to work through on their own.

Concept check questions ensure students have understood the grammar teaching point, or the text builder / listening builder / conversation builder language presented in the lesson.

2.9 Sts look at the pictures and read the gapped

As a round-up, sts discuss some more general questions connected with luck. Sts discuss the questions in pairs. Discuss their answers as a class and see who in the class has a lucky charm, and who avoids doing things because they might bring bad luck.

15

43

INTRODUCTION

Teacher's Resource Book The Teacher’s Resource Book provides extensive photocopiable materials and unit tests. The photocopiable activities can be used as a change of focus or used to review at a later stage. The unit tests help with recall and provide a sense of progress. There are photocopiable activities for grammar, vocabulary, and skills.

Students work in pairs or groups to complete engaging tasks that practice the language or skills from the lesson.

2A

2A

GRAMMAR

A strange story STUDENT A

1

2D 2B

VOCABULARY

How did you feel? 1

Choose the correct option to complete the sentences. They are part of a story.

I was d when I got a C in my exam.

C They were very angry and the organizers were calling / had called / called the police.

5

D Last year, while I travelled / had travelled / was travelling in the USA, I heard a strange story. E The man agreed, was taking / took / has taken the empty chair and started playing.

2

9

STUDENT B

10

My neighbours are . really a They play loud music all the time.

Choose the correct option to complete the sentences. They are part of a story.

My mother was absolutely when t she saw the spider.

We were really when e we thought we had won the lottery.

When do people blush? When they . are e

7

8

He is very . a He tells really funny stories.

For the next hour everything was going well until suddenly the train stopped. As soon as I looked out of the window to see what was happening, all the lights went out. I sat down again and after waiting for half an hour, the lights came back on and the train started moving again. The old man looked at me again but still said nothing.

B

The old man slowly opened his box. He looked carefully inside and then, in perfect English spoke to me for the first time in three hours. ‘Enjoy your meal! Don’t eat the meat!’ That is definitely the best icebreaker I have ever heard!

C

I was s when I got the bill. The meal was so expensive!

What do you think when you see your father dance? He’s ! so e

11

The news was . s Lots of people were very badly injured.

13

H They were waiting / waited / had waited for the police when they noticed Falcon had gone, leaving his prize.

J One day in the 1920s, a man called Robert Falcon had played / was playing / played in a chess tournament.

2

14 I told a joke in class. The teacher didn’t think it was funny and wasn’t . a

I By six o’clock Falcon win / was winning / had won first prize but some of the other players thought he was cheating.

15

Bungee jumping ! is t I was so scared when I did it.

16 Some people get in very d the winter because there isn’t enough sunlight.

Narrative tenses Sts complete five sentences, then reorder them in pairs to create a story. The aim is to revise narrative tenses.

PREPARE

I was happy that we were moving once more. I picked up my book and as soon as I started reading, the door opened and a tiny, elderly lady came into the compartment with two small boxes. She gave one to me and one to the old man. They felt warm.

E

It was a freezing cold night in January as I got on the train in St Petersburg in Russia. The train was packed and I struggled through people and their luggage to find my seat. I didn’t speak a word of Russian so I was a bit nervous about the journey to Moscow. Just before I got on the train, it had started to snow and I began to imagine the train getting stuck somewhere in the night.

F

The old man and I sat in silence and I felt quite alone, so I decided to text my wife but unfortunately there was no signal at all. I was tired and a little anxious. The man continued to look at me without saying anything, but as soon as the train started to leave the station, I began to relax and started reading the book I had bought at the airport in London.

PERSONAL BEST

Make one copy of the resource sheet for every pair of sts. Cut or tear the sheet where indicated.

Sts work in pairs. They think of four comprehension questions to ask the rest of the class.

PRACTISE

A few minutes later I found carriage number 13. I opened the door to my compartment and saw an old man sitting there. He had a white beard and very dark eyes. He looked at me and nodded his head slowly. After putting my suitcase under my seat, I sat down and waited for more people to come into the compartment but no one came.

D

12

The match was e . It was 3-3 after 90 minutes.

1

EXTRA PRACTICE

Sts work in A/B pairs. Give each student half of the resource sheet. Tell them not to show their sheet to their partner.

2

Explain that sts are going to use their five sentences to create a story with their partner.

3

Tell sts that first they need to choose the correct option to complete each sentence on their resource sheet. Preteach any vocabulary that your sts may not know, e.g. to beat, cheat, tournament.

4

Sts take turns to read their completed sentences to their partner and listen to and check their partner’s sentences. Monitor while they work.

5

Sts work together to put the sentences in the correct order.

6

Set a time limit for sts to do the activity, then go through the answers. After this, sts can practise retelling the story.

Fast finishers can practise retelling the story in their own words.

Answers A asked B had beaten C called D was travelling E took F hadn’t seen G asked H were waiting I had won J was playing

My cat is by f football on TV. He just sits and watches it.

The correct order is: D, J, I, C, H, G, E, B, A, F

Read your sentences to Student A and listen to his/her sentences. Put the sentences in the correct order to create the whole story.

Personal Best

Write four comprehension questions about the story. Then ask your classmates the questions and answer their questions.

Personal Best

Personal Best

Look back at the sentences in the game. Use the -ed/-ing adjectives to describe similar situations that you have been in and tell your partner how you felt.

Personal Best B1+ © Richmond 2017

Try to remember the story without looking at the text. Retell the story with your partner.

Personal Best B1+ © Richmond 2017

Personal Best B1+ © Richmond 2017

Personal Best B1+ © Richmond 2017

UNIT 2

1

PROGRESS TEST VERSION A

Name:

in 2010 and he went to primary school in

a was born

2015.

2 I couldn’t watch the TV programme about snakes last night .

because I find them so

A follow-up Personal Best task at the end of each activity allows a more personal response.

3 The traffic lights turned red and the cars 4

.

does she remind you of?

5 My sister’s wedding is

15 August.

6 My mobile phone rang when I was in the theatre. It was so

her new boyfriend to the party.

9 What

. a cake for her son’s birthday.

to the meeting about the company website?

14 My parents didn’t want me to

at sixteen, but I

wanted to get a job as soon as possible.

15 They

happy with the new website because it was

difficult to use.

16

are they so annoyed?

17 It’s

that they can’t come to the wedding.

18

sociable are you?

19 They didn’t love each other anymore, so they got 20 I met my husband

B1 Pre-intermediate

4

.

c on

b taken

Class Audio & Video pack

Digital Book

B1+

Intermediate

Personal Best

Personal Best

All your audio and video resources for Personal Best B1+ Student’s Book in one pack.

British English

Personal Best

Personal Best

c confusing

c took

b said your mum

b late

c after

a bored

b tired

c relaxed

a baked

b did bake

c bakes

a Went you

b Did go you

a get married

b leave school c retire

a weren’t

b wasn’t

c didn’t be

c Did you go

c Why

a How

b What

a disappointed

b disappointing c annoyed

a How

b How often

c Where

a engaged

b divorced

c married

a five years ago b past five years c in five years

Personal Best B1 © Richmond 2018

This is a complete projectable digital resource for the teacher: it provides the Student’s Book in digital format with embedded audio, video, scripts, notes and answers, for use with a smart board or projector.

Personal Best

c frightened

b a career

The Audio and Video pack includes the Class Audio CDs and Class Video DVDs. All audio and video is also available to download from the Richmond Learning Platform.

• Class Audio CDs 1–4

British English

B1+

Digital Book

Intermediate

•

B1+ Intermediate

10.1 – 12.14

B1+ Intermediate

7.1 – 9.14

Audio

Smartboard

Digital Book

Class Audio & Video pack Units 1–6

b in

Digital Book

Class Audio & Video pack

4.1 – 6.16

a at

Audio / Video pack

Personal Best

1.1 – 3.13

.

c Whose

a later

11 We went to bed at 2 a.m. and got up at 6 a.m., so we’re very

13

b Who

a did your mum say c your mum did say

, he got his driving licence.

12 Yesterday, Alicia

c stop

a How

a taked

about the accident?

10 My brother started driving lessons in October. Three months

c got born

b frightening b stopped

a secondary school c university

and studied to be a dentist.

8 Magda

b grew up

a interesting a stoped

a embarrassing b exciting

.

7 Pamela went to

The Teacher’s Resource Book also provides photocopiable Unit Language Tests to check students' progress quickly in class or as homework.

..........................................................................................

Choose the correct answer. Write a, b or c in the box.

1 Aydin

• Class DVDs 1–2

2A

A strange story

A

F His father had taught him to play chess but he didn’t see / hadn’t seen / wasn’t seeing him for over twenty years. G The other players were surprised but no one wanted to take the prize. So they have asked / asked / were asking another man, who was new in town, to play.

GRAMMAR

2A Grammar

Work in pairs. Put the paragraphs in the correct order to make a story.

4

Write four comprehension questions about the story. Then ask your classmates the questions and answer their questions.

A strange story 1

6

We stayed at an hotel a in Florida with its own zoo.

Read your sentences to Student B and listen to his/her sentences. Put the sentences in the correct order to create the whole story.

Personal Best

3

How do you feel when a flight is delayed? . A

B No one could believe it. The new player was better than Falcon, and two hours later he beat / had beaten / was beating all the other players to win the tournament.

SKILLS

Travellers’ tales

2

A When they asked / have asked / were asking the new player for his name, they were amazed to hear that he was also called Falcon.

The teacher’s notes provide preparation and procedural notes as well as extra practice ideas.

Units 7–12

Video

www.richmondelt.com/personalbest

www.richmondelt.com/personalbest

19

UNIT

1

Communication LANGUAGE

simple present and present continuous; action and state verbs

■

communication

1A Connected 1

How do you keep in touch with people? Order the communication phrases from 1 (I do this less often) to 6 (I do this most often). Compare your answers in pairs.

get a text message

share a photo

give someone a call

reply to an e-mail

check your phone

comment on a post

Go to Vocabulary practice: communication, page 136

2 3

Think of three people in your life. Tell your partner how you keep in touch with these people.

A

Are sentences 1–6 true (T) or false (F)? Discuss your answers in pairs.

1 2 3 4 5 6

We speak to each other face-to-face more often nowadays. Our phone calls are longer today compared to ten years ago. These days, it seems we prefer text messages to phone calls. People in the U.S. send more letters and packages nowadays. We are sending a million e-mails per second, now. More than half of the Internet pages we visit are social media sites.

B

Read the text and check your answers in 3A. Correct the false sentences.

We talk to each other less. Ten years ago, 80% of our communication was face-to-face. Now, it’s only 60%. Even our phone calls are shorter – on average, each call now lasts one minute, compared to three minutes ten years ago. It seems that people prefer texting to calling.

We use traditional postal services less. In the U.S., over 200 billion letters and packages were sent in 2008, compared to 150 billion last year. These days, we usually write to people by text, messaging app, or e-mail. In fact, right now, people are sending two million e-mails per second!

We love social media. Sixty percent of the pages we view on the Internet are social media pages, and we share nearly two billion photos on them every day. The average person has five social media accounts and spends about two hours a day looking at them.

COMMUNICATION The way we communicate has never changed so much in such a short period of time. We look at the results of recent surveys that tell us about the changing face of communication.

Comments

THE CHANGING FACE OF

Tina It’s a shame we don’t write letters much, but the post office seems so slow nowadays compared to communicating online! I need the Internet to be in immediate contact with people, especially right now because I’m planning my wedding.

Rob I agree with Tina, but I still try to send letters and cards on important occasions, and postcards when I’m on vacation. I don’t know how people planned things with just snail mail!

4 863195 p004_019 units 1-2.indd 4

20

EXTRA PRACTICE: Workbook page 2; photocopiable activity 1A Vocabulary

22/11/2017 12:41

UNIT

UNIT

Communication 1 UNIT 1 OVERVIEW: This unit focuses on the topic of communication. Sts read about the changing nature of communication in the digital age and complete a questionnaire about how they communicate. They read an account by someone who spent a week without his smartphone and discuss whether they could live without their smartphone for a week. In Learning Curve, Ethan makes small talk on a train and at a party. LANGUAGE

SKILLS

Grammar Simple present and continuous; action and state verbs; question forms

Vocabulary Communication; say, tell, speak, and talk

Pronunciation Sentence stress; question intonation

Reading Skimming a text; actually, in fact

Speaking Making small talk, keeping a conversation going

LANGUAGE

1A

1A Connected Sts read a text about the changing face of communication in the digital age. They then do a questionnaire to find out how they communicate with their friends and discuss the findings. Grammar Simple present and present continuous; action and state verbs

Vocabulary Communication (access the Internet, check Facebook/your messages, check your phone, comment on a post, get a text message/an e-mail, give someone a call, go online, keep in touch with someone, reply to a text message/an e-mail, share something on social media, speak to someone face-to-face)

Write the word communication on the board. Ask: What forms of communication can you think of? Elicit a few ideas; e.g., speaking face-to-face, writing e-mails. Put sts into pairs to brainstorm ideas. Bring sts’ ideas together on the board and ask: Which of these do you use at work? Which do you use with friends? Sts look at the pictures and order the communication phrases from the one they do the least often (1) to the one they do the most (6). Put sts into pairs to compare their answers. Ask some pairs to tell the class which of their answers were similar and which were different.

3 x PRACTICE

SB page 4, exercise 1

1 Do the exercise as normal. To check answers, call out

each phrase in turn and ask: Who put number 6 for this? Ask a student who put that number to tell the class when they use that form of communication. 2 Ask sts to cover the phrases. In pairs, sts look at the pictures and try to remember the phrases. They can look at the phrases again to check. 3 In pairs, ask sts to write questions for their classmates, using four of the phrases in exercise 1; e.g., How often do you get text messages? Do you always check your phone after class? Put pairs together into groups of four to ask and answer the questions. Get feedback on their answers.

Communication Talking about your experiences

Go to Vocabulary practice: communication, SB page 136/TB page 285. Sts will find more language presentation and practice for communication vocabulary here. Do these exercises with the class, or assign them for homework, before continuing with exercise 2 of lesson 1A.

WARMER

1

Pronunciation Sentence stress

Remind sts to go to the app for further self-study practice of communication vocabulary.

2

Read out the task and explain keep in touch if necessary. Give one or two examples of people you keep in touch with in different ways, and then put sts into pairs to discuss their answers. Ask some sts to tell the class something they learned about their partner.

3 A

Check that sts understand package. Sts work in pairs to read the sentences and decide if they are true (T) or false (F). Elicit one or two examples, encouraging sts to give reasons for their answers.

B Sts read the text to check their answers to exercise 3A and correct the false sentences. Check answers. Answers 1 F. We speak to each other face-to-face less nowadays. 2 F. Our phone calls are shorter today compared to ten years ago. 3 T 4 F. People in the U.S. send fewer letters and packages nowadays. 5 F. We are sending a million e-mails per second, now. 6 T

21

simple present and present continuous; action and state verbs

4 5

■

communication

1A

LANGUAGE

Which piece of information in the text did you find most surprising? Do you agree with Tina and Rob?

A

Look at the highlighted verbs in Tina’s comment and answer the questions.

1 Which four verbs are in the simple present? Which verb is in the present continuous? 2 Which two verbs describe actions? Which three verbs describe states?

B

Choose the correct options to complete the rules.

1 We use the simple present / present continuous to talk about things that happen regularly or things that are always true. 2 We use the simple present / present continuous to talk about actions that are happening now or actions that are temporary. 3 We can’t use the present continuous for action / state verbs.

6

Read the Grammar box. Then look at the sentences in exercise 3A again. Do they contain action or state verbs? What tense are they?

Grammar

simple present and present continuous; action and state verbs

Simple present with action and state verbs: I call my brother at least once a week. I’m so thirsty right now. I need some water. NOT I’m needing some water. Present continuous with action verbs: I’m calling you from New York! We’re studying French this year.

Go to Grammar practice: simple present and present continuous; action and state verbs, page 112

7

A

1.3 Pronunciation: sentence stress Listen to the sentences. Do we stress the auxiliary verbs be and do? 1 Are you trying to access the Internet? 3 The Internet doesn’t seem slow right now. 2 Do you need a new laptop? 4 Why are you using my tablet?

B

8

1.3 Listen, check, and repeat.

A

Complete the sentences with the correct tense of the verbs in parentheses.

1 2 3 4 5 6

I (not check) my text messages when I’m having coffee with friends. The price of desktop computers (go) down at the moment. I (like) looking at the selfie photos that my friends post on social media. I’m studying English online, right now, so I (need) the Internet on my phone. I (look) for a new phone because my phone is very old. Most people (have) friends on Facebook that they never talk to face-to-face.

B

In pairs, discuss the sentences in 8A. Which sentences do you agree with or are true for you?

Go to Communication practice: Student A page 156, Student B page 166

9

Complete the questionnaire and discuss your answers in pairs.

How do you communicate? 1 When I want to get together with friends, I normally … message them on Facebook. call them.

4 On my best friend’s birthday, I usually send … a message on social media.

text them.

2 When I’m feeling happy and I want to share good news

using a messaging app. on social media.

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22

on Skype.

by e-mail.

6 When I want to keep in touch with old friends, I usually …

3 When I’m feeling sad, I prefer to speak to people … on the phone.

a card.

5 I usually share important photos …

with people that live far away, I … send a text message. send a letter. make plans to get together.

a text.

contact them on social media. give them a call.

e-mail them.

face-to-face.

Write four sentences with state verbs in the simple present.

EXTRA PRACTICE: Workbook page 2; 00;photocopiable photocopiableactivity activity1A1AGrammar Grammar

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LANGUAGE

4

Go to Grammar practice: simple present and present continuous; action and state verbs, SB page 112/TB page 237. Sts will find more language reference, presentation, and practice for the simple present and present continuous with action and state verbs here. Do these exercises with the class, or assign them for homework, before continuing with exercise 7A of lesson 1A.

Sts discuss the questions in pairs. Get feedback on sts’ answers.

5 A

Sts look at the highlighted verbs in Tina’s comments. Ask the questions and check that sts understand the difference between actions and states. Explain if necessary that action verbs describe things that people do, e.g., walk, speak, look; state verbs describe things that people feel, or things that just exist, e.g., be, seem, know. Elicit the answers. Answers 1 simple present: ’s, don’t write, seems, need present continuous: ’m organizing 2 actions: don’t write, ’m organizing states: ’s, seems, need

Remind sts to go to the app for further self-study grammar practice of the simple present and present continuous with action and state verbs.

7 A

1.3 Play audio track 1.3. See the SB page opposite for audio script. Sts listen and notice the sentence stress. Ask whether we stress the auxiliary verbs be and do. Don't confirm the answer yet.

B

1.3 Play audio track 1.3 again. Sts listen and check their answer, and then listen again and repeat.

B

Sts read the rules and choose the correct options to complete them. They could work in pairs for this. Check answers with the class.

Answer We stress only the negative form of auxiliary verbs be and do.

Answers 1 simple 2 continuous 3 state

6

Read the Grammar box with the class. Sts look at the sentences in exercise 3A again and decide if they contain action or state verbs and which tense they are. Check answers.

8 A

Sts read the sentences and complete them with the correct verb forms. Check answers with the class. Answers 1 don’t check 2 is going 3 like 4 need 5 ’m looking 6 have

Answers 1 speak: action, simple present 2 are: state, simple present 3 seems: state, simple present; prefer: state, simple present 4 send: action, simple present 5 are sending: action, present continuous 6 visit: action, simple present; are: state, simple present

B Sts discuss in pairs which sentences in 8A they agree with and which are true for them. Get feedback on their discussions.

Grammar Read the Grammar box with sts about the simple present and present continuous with action and state verbs. Explain that we use the simple present for regular actions and things that are always true, and we use the present continuous for actions happening now. However, some verbs are state verbs, and we DON’T use these verbs in the present continuous. We use the simple present with these verbs even if we are talking about something that is happening now: I want to go home now. NOT I’m wanting to go home now. Examples of state verbs are like, want, and need. Ask questions to check concept. Concept check questions: Which verb form do we use for regular actions in the present? (simple present). Which do we use for things that are always true? (simple present) Which verb form do we use for things that are happening now? (present continuous) Can we use action verbs in the simple present and present continuous? (yes) Speak and write – action verbs or state verbs? (action verbs) Like, want, and need – action verbs or state verbs? (state verbs) Can we use state verbs in the simple present and present continuous? (no – just the simple present)

1A

Go to Communication practice Divide the class into Student A and Student B. All Student A sts should go to SB page 156. All Student B sts should go to SB page 166. Go to TB page 325 for the teacher notes. Do the activity. Then continue with exercise 9 of lesson 1A.

9

Sts read and complete the questionnaire. Put sts into pairs to compare their answers. Get feedback on their answers and discuss as a class who communicates the most online and who uses other forms of communication more.

PERSONAL BEST Sts can further practice using state verbs. They write four sentences using these verbs in the simple present. Sts can compare their answers in pairs. With weaker sts, write four state verbs on the board, e.g., like, want, need, have. Sts work in pairs and write a sentence using each one in the simple present. Ask some sts to read their sentences to the class.

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1

SKILLS

READING

skimming a text

■

actually, in fact

1B Smart living? 1

What do you use your smartphone for? What do you think of people who constantly check their phones?

Skill

skimming a text

Before you read a text in detail, get a general idea of the topic of the text and of each paragraph. • Read the title of the text and look at any images. Can you predict what the text is about? • Quickly read the first paragraph. This will confirm the topic and can give you an idea of the text content and organization. • Read the first sentence of each paragraph. This can give you information about the main idea of each paragraph.

2 3

4

Read the Skill box. Then look at the title of the text, the picture, and the first paragraph on page 7. Do you think the writer had a positive or negative experience without his smartphone? Read the first sentences of paragraphs 2–6. What is the main idea of each paragraph? Match the paragraphs with ideas a–e. a With no smartphone, he felt less tired. d There were more advantages than disadvantages. b He worked better. e He found things to do to entertain himself. c He communicated more often face-to-face. Read the complete text. Are the sentences true (T) or false (F)? Correct the false sentences. 1 2 3 4 5 6

5

The writer stopped using his smartphone because of an article he read. Normally his smartphone distracts him when he’s working. He has become a better listener when he’s with friends. He doesn’t enjoy reading books and newspapers any more. The light from smartphone screens helps us sleep. The writer now uses his smartphone differently than before.

Read this sentence from the text. Which word is used to express surprise that something unexpected happened? “I actually talked to people more and felt more connected to them, although we weren’t in constant contact online.“

Text builder

actually, in fact

To say that something is surprising or unexpected, we can use actually or in fact: I was worried that I would be bored without my phone as entertainment, but, actually, I enjoyed it. I thought living without a smartphone would be hard, but, in fact, it was pretty easy.

Look! We can use actually at the start of a phrase, before a main verb, or after be. We usually use in fact at the start of a phrase.

6

7

Read the Text builder. Match 1–4 with a–d. 1 My friends say I’m addicted to my new smartphone. 2 My teacher’s surprised because 3 Tim thought the movie was on at 8:30 this evening, 4 I thought I was going away this weekend,

a b c d

but it was actually on yesterday, not today. Actually, I don’t use it as much as my old one. but, in fact, I’m staying at home. I actually passed the exam!

Could you live without your smartphone for a week? In pairs, discuss what you think the experience would be like.

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EXTRA PRACTICE: Workbook page 3; photocopiable activity 1B Skills

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SKILLS

1B

1B Smart living? Sts read about someone who spent a week without his smartphone and discuss what it would be like living without their smartphone for a week. Reading Sts read a text about someone who decided to live without his smartphone for a week.

Skill Skimming a text

WARMER

Text builder actually, in fact

5

Ask: What kind of phone do you have? Do you always have your phone with you? When are you away from it? Elicit a few answers, and then ask: How would you feel if you lost your phone? Why? Elicit a range of answers.

1

Answer actually

Text builder

Read out the title of the lesson Smart living? Elicit or explain that smart usually means “intelligent,” but when we use it to describe devices such as cell phones, it means “able to connect to the Internet.” Sts discuss the questions in pairs. Get feedback on their discussions.

Read the Text builder box with sts about actually and in fact. Explain that we often use these words to say that something surprising is true. Read out the example sentences, and point out that we often express an idea or opinion, and then we use actually or in fact to correct it and say something surprising. Point out that we can use actually or in fact at the start of a phrase; e.g., I wasn’t looking forward to the party, but actually it was fun. We can also use actually before a main verb; e.g., I actually enjoyed the party, or after be: The party was actually fun. Ask questions to check concept. Concept check questions: What can we express using “actually” or “in fact”? (something surprising) Where in the sentence can we use them both? (at the start of a phrase) Where else can we use “actually”? Before or after a main verb? (before) Before or after the verb “be”? (after) I use actually my phone a lot – correct? (no – I actually use my phone a lot.) She actually is quite young – correct? (no – She is actually quite young.)

Skill Read the Skill box with sts about skimming a text. Check they understand predict and confirm. Point out that predicting the content of a text before you read can help you to understand it better.

2

Sts look at the title of the text and the picture, and then they read the first paragraph. Ask: Do you think the writer had a positive or negative experience? Why? Elicit a range of answers.

3

Ask sts to read through sentences a-e. Read out the first sentence of paragraph 2 and ask: Which idea, a-e, does it match? (b) Sts read the first sentence of the remaining paragraphs and match each one with the remaining ideas. Check answers with the class. Point out to sts that they now have a clear idea of what the text is about even though they haven’t read the whole text yet.

6

Answers 2 b 3 c 4 e 5 a 6 d

4

Check that sts understand distract. Sts read the complete text and decide if the sentences are true (T) or false (F). Remind them to correct the false sentences. Check answers. Answers 1 F. His phone died, and he had to wait a week for a new one. 2 T 3 T 4 F. He says he’d forgotten how much he loves books and newspapers. 5 F. The opposite is true. The blue light from smartphone screens wakes us up when we’re trying to get to sleep. 6 T

Read out the sentence and elicit which word expresses surprise that something unexpected happened.

Sts match the sentence beginnings with the endings. Check answers. Answers 1 b 2 d 3 a 4 c

7

Read out the question, and then put sts into pairs to discuss what it would be like. Ask them to make notes on the advantages and disadvantages they think there would be. Get feedback from sts on their discussions and build up a list on the board of potential advantages and disadvantages of living without your smartphone for a week. Ask: Do you think the experience would be positive or negative overall? Why? Elicit a range of answers.

25

skimming a text

■

actually, in fact READING

SKILLS

1B

A WEEK WITHOUT MY

smartphone by David Sharpe

1

2

3

When I read that we spend three hours every day checking our smartphones, I was surprised. What was I missing in the real world when walking down the street, lost in a virtual world of social media updates and videos of dogs on bicycles? I promised myself I would use my smartphone less … but it didn’t happen. But then my phone died, and I had to wait a week for a new one. Would I survive? I thought it would be hard, but, in fact, it was pretty easy – and surprising, in a good way, for a number of reasons! The first result was pretty amazing – on the first day in the office without my phone, I was thinking more deeply and concentrating more. I had rediscovered my brain! Not having access to my favorite apps meant that I wasn’t interrupted every five minutes by social media alerts, soccer scores, and WhatsApp group messages. Without these distractions, I was more productive and felt satisfied that I’d done a better job. Another result was that I actually talked to people more and felt more connected to them, although we weren’t in constant contact online. At lunch with friends one day, I realized I was being more responsive to their news and sympathetic to their problems because I wasn’t constantly checking my phone. Another day I was in a new city and I asked people for directions instead of using an app. Their kindness made me feel welcome, and I discovered my brain has a very good GPS!

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4

5

6

I was worried that I would be bored without my phone as entertainment, but, actually, I enjoyed it – I’d forgotten how much I love books and newspapers. I’d also forgotten how much I enjoyed doing Sudoku puzzles. I had an app for that on my smartphone, but never used it. Doing one every day in the newspaper felt a lot more special, and it became part of my morning routine. My brain felt a lot sharper and much more ready for the day ahead as a result. One completely unexpected result of not having a smartphone was that I slept so much better and felt more awake in the morning. At night, I relaxed with a book before going to sleep, instead of watching Netflix or reading the news on my phone. Apparently, the blue light from smartphone screens makes our brain think it’s morning, so it’s releasing chemicals to wake us up, just when we’re trying to get to sleep. That’s not very smart! Of course, at times, it was extremely inconvenient to have no cell-phone Internet connection, but, all in all, there were a lot of benefits to not being connected 24/7. Although I was jumping for joy when my new smartphone arrived, I’m a lot more careful about how much I use it now. So, if you think you use your smartphone too much, put it away for a few days and see what happens. You never know, you may become smarter!

Have you ever lived without something for a period of time? Write two or three sentences about the experience.

EXTRA PRACTICE: Workbook page 3

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SKILLS

1B

PERSONAL BEST Sts can practice talking further about their own experiences. They think about something they have lived without for a period of time and write two or three sentences about the experience. If sts are struggling for ideas, elicit a few things they could write about; e.g., living without their laptop, TV, hot water, heat in their apartment, etc. Sts can compare their sentences in pairs. Get feedback on their answers. Ask: What are the worst things to live without? Why? With weaker sts, brainstorm some ideas about things it would be difficult to live without; e.g., TV, hot water, heat in your apartment, a credit card, etc. and write them on the board. Sts work in pairs and discuss which would be the most difficult to live without and why. Get feedback on their discussions.

EXTRA PRACTICE With books closed, write the following matching task on the board: 1 a virtual

a puzzle

2 social media

b connection

3 a Sudoku

c world

4 my morning

d screen

5 a smartphone

e alerts

6 mobile Internet

f routine

Sts work in pairs and match the halves of the phrases. They can check their answers in the text. Check answers, and check that sts understand all the phrases. Answers 1 c 2 e 3 a 4 f 5 d 6 b

EXTRA PRACTICE Ask sts to imagine some more negative consequences of not having their smartphone for a week. Brainstorm some ideas about what could happen; e.g., missing a party because they didn’t get a message, missing an important appointment, getting lost because they didn’t have GPS, or missing a date with someone they like. Put sts into pairs, and ask them to write an alternative paragraph for the text, which presents a more negative view. Encourage sts to use their imagination, and point out that their paragraph doesn’t have to be completely serious! Monitor and help while sts are working. Ask pairs to read their paragraphs to the class in turn. See whose week without their smartphone was the most disastrous!

27

1

question forms

LANGUAGE

■

say, tell, speak, and talk

1C Liar, liar 1

In pairs, answer the questions. 1 What are the people in the pictures lying about? 2 What other things do people often tell lies about? Make a list.

a

c

b

d

Go to Vocabulary practice: say, tell, speak, and talk, page 136

2

A

In pairs, take the quiz “The truth about lying.“

THE TRUTH ABOUT LYING THE TRUTH ABOUT LYING THE TRUTH ABOUT LYING 1

How often do people tell lies? a twice a month b twice a week c twice a day

2

What do people lie about most frequently? a work b money c unimportant things

3

B

3

How do people usually answer the question, “When did you last tell a lie?“ a “I never lie.“ b “I can’t remember.“ c “Some time today.“

How can you know when people are lying? a They don’t look directly at you. b They move their hands a lot. c They give unnecessary information.

5

Is communication technology making us less honest? a yes b no

6

Do men lie more often than women? a yes b no

7

Do men and women lie about the same things? a yes b no

1.5 Listen and check your answers. Which answer surprised you most?

Cover the quiz. Complete the questions from memory. Then check your answers in the quiz. lies? most frequently? last a lie? when people are lying? us less honest?

1 2 3 4 5

4

4

A Look at questions 1–5 in exercise 3. How do we form most questions? Choose the correct structure, a or b. a b

B

(question word/s)

+

auxiliary verb

(question word/s)

+

main verb

+

subject

+

main verb

Look at question 2 in exercise 3. Is the preposition before the question word or after the main verb?

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EXTRA PRACTICE: Workbook page 4; photocopiable activity 1C Vocabulary

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LANGUAGE

1C

1C Liar, liar Sts learn the difference between say, tell, speak, and talk. They take a quiz about when and how often people tell lies and listen to three short conversations in which people tell white lies. They study question forms and practice intonation in questions. Finally, they practice asking and answering questions about themselves. Grammar Question forms

Vocabulary say congratulations, goodbye, hello, something (to someone), sorry, thanks speak a language speak/talk loudly/quickly/slowly, (to someone) about something tell a joke, a lie, a secret, a story, someone something, the truth

WARMER

Sts look at the pictures and discuss the questions in pairs. Get feedback and discuss as a class the most common reasons for lying. Answers 1 a She's lying about liking his shirt. b She's lying about where she is/what she's doing. c He's lying about being busy. d She's lying about her dinner being ready. 2 Sts' own answers

Go to Vocabulary practice: say, tell, speak, and talk, SB page 136/TB page 285. Sts will find more language presentation and practice for say, tell, speak, and talk here. Do these exercises with the class, or assign them for homework, before continuing with exercise 2A of lesson 1C.

Answers 1 c 2 c 3 b 4 c 5 b 6 a 7 b

3

Sts cover the quiz and complete the questions from memory. They could work in pairs for this. Discuss as a class which questions they made mistakes on and what kinds of mistakes they made.

Remind sts to go to the app for further self-study vocabulary practice of say, tell, speak, and talk.

Answers 1 How often do people tell 2 What do people lie about 3 When did you, tell 4 How can you know 5 Is communication technology making

2 A

Sts take the quiz in pairs. Encourage them to discuss each question in turn and the possible answers before they choose the one they think is the most likely. Elicit some possible answers, but don’t confirm them.

B

1.5 Play audio track 1.5. Sts listen and check their answers. Discuss as a class which answer sts found the most surprising and why. 1.5 Audio script

Question 1: Most studies agree that we tell lies at least twice a day. So the correct answer is “c.” Question 2: The most common lies are little lies about things that aren’t that important, like “I have to go now – I have some work to do” or “Yes, those pants look great on you.” We say things like this to others in order to protect other people’s feelings. So the correct answer is “c.”

Communication Asking and answering personal questions

Question 3: We lie a lot, but we usually forget our lies because, as I mentioned before, we normally lie about small, unimportant things. We don’t remember these little lies. So the correct answer is “b.” Question 4: When they’re telling a lie, liars often add extra, unnecessary information. But it doesn’t help to look at body language. So the correct answer is “c.” Question 5: Technology hasn’t really had an effect on our honesty. We’re usually more honest when we write and less honest when we speak. This is because we know people can check what we have written! So the correct answer is “b.” Question 6: Most studies say men lie more. So the correct answer is “a.” Question 7: Men and women usually lie about different things. Women often tell “white lies” – little lies to protect other people’s feelings. Men usually lie in order to save money. So the correct answer is “b.”

Read out the lesson title Liar, liar and elicit or explain the meaning. Explain that there is a children’s rhyme, which children say to each other if they think someone is lying: Liar, liar, pants on fire! Point to the picture in exercise 2 and elicit or explain that there is also a saying that if you tell lies, your nose will grow longer. Ask sts if there are any sayings or rhymes to do with lying in their language. Elicit a range of answers from individual sts.

1

Pronunciation Question intonation

4 A

Sts look at questions 1–5 in exercise 3 again, and then choose the structure that matches the questions. Check the answer with the class. Answer a

B Refer sts back to question 2 in exercise 3 and ask the question. Point out that many learners of English find it difficult to remember that the preposition comes after the main verb. Give, and then elicit, one or two more examples; e.g., Who were you talking to? What are you looking at? Answer after the main verb

29

question forms

5

say, tell, speak, and talk

LANGUAGE

1C

1.6 Listen to people telling a lie in three conversations. What is each person lying about? A Write the conversation number (1–3). a receiving text messages

B

b eating chocolate

c liking someone’s food

1.6 Listen again and complete the questions.

1 Who 2 What

6

■

all of my chocolate? to you last night?

3 Who

more banana and potato sandwiches?

Look at the questions in exercise 5B. Choose the correct options to complete the sentences. Then read the Grammar box about the different question forms. 1 In these questions, we know / don’t know the subject of the verb. 2 We use the affirmative / question form of the verb.

Grammar

question forms

Object questions: Where do you work? What are you doing right now? Where did you go to college? Have you finished?

Subject questions: Who called me? NOT Who did call me? Who wants coffee? NOT Who does want coffee? Who invented the telephone? NOT Who did invent the telephone?

Questions with prepositions: Where do they come from? Who did you play tennis with?

Go to Grammar practice: question forms, page 113

7

1.8 Pronunciation: question intonation Listen to four of the questions from this lesson. Does the intonation go up (⤴) or down (⤵) at the end of the questions? 1 Have you finished? 3 What happened to you last night? 2 How often do people tell lies? 4 Do men lie more often than women?

8

A Complete the questions with an auxiliary verb from the box if necessary. Which question doesn’t need an auxiliary? do (x2) did (x5) have 1 you usually tell little white lies to protect people’s feelings? 2 When you last tell a little white lie? What you lie about? 3 When you were younger, you tell your parents lies? you tell the truth later? 4 Who tells the best jokes in your family? 5 you usually say hello to people you don’t know on the street? 6 you ever told someone that he or she can’t cook well? What the person say?

In pairs, decide if the intonation goes up (⤴) or down (⤵) at the end of the questions in 8A. Then ask and answer the questions.

B

Go to Communication practice: Student A page 156, Student B page 166

9

Ask and answer the questions in pairs. 1 2 3 4 5 6

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Who helped you with your homework as a child? Who taught you how to ride a bike? What happened on your first day of school? Who taught you how to drive? Which author wrote your favorite book? What happened on your first day at work?

Write four questions to ask your partner about his or her life.

EXTRA PRACTICE: Workbook page 4; photocopiable activity 1C Grammar

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LANGUAGE

5 A

1.6 Allow sts time to read the three situations in which people tell lies. Then play audio track 1.6. See TB page 354 for audio script. Sts listen and write the correct number next to each situation. Check answers.

7

Answers a 2 b 1 c 3

1.8 Allow sts time to read through the questions. Then play audio track 1.8. See the SB page opposite for audio script. Sts listen and decide if the intonation goes up or down. Play the audio again for sts to check their answers and repeat. Elicit that the intonation usually goes up for yes/no questions, and down for Wh- questions.

Answers 1 up 2 down 3 down 4 up

B

1.6 Allow sts time to read the fill-in questions. Then play the audio again. Sts listen and complete the questions. Check answers.

Answers 1 ate 2 happened 3 wants

6

Sts look at the questions in exercise 5B again. Then sts read the sentences and choose the correct options to complete them. They could work in pairs for this. Check answers. Answers 1 don’t know 2 positive

Grammar Read the Grammar box with sts about question forms. Explain that when we ask about the object of a verb, we use an auxiliary verb: Who does John know? (He knows Jack.) Point out that in simple present and simple past questions, the main verb is in the infinitive form (do you know/did you know). When we ask about the subject of a verb, we don’t use an auxiliary verb, and the word order is the same as in statements: Who knows John? (Jack knows him.) Remind sts that prepositions in questions come after the main verb. Ask questions to check concept. Concept check questions: Which kinds of questions have auxiliaries? (object questions) Why are they called object questions? (because we are asking about the object of the verb) What are we asking about in subject questions? (the subject of the verb) Do we use auxiliary verbs in subject questions? (no) What is the word order in subject questions? (the same as in statements) What do you want? – subject or object question? (object question) Who wants a drink? – subject or object question? (subject question) Where do prepositions come in questions? (after the main verb) Go to Grammar practice: question forms, SB page 113/ TB page 239. Sts will find more language reference, presentation, and practice for question forms here. Do these exercises with the class, or assign them for homework, before continuing with exercise 7 of lesson 1C. Remind sts to go to the app for further self-study grammar practice of question forms.

1C

3 x PRACTICE

SB page 9, exercise 7

1 Do the exercise as normal. To check answers, read out

each question with rising and then falling intonation and ask: Which is correct? Elicit answers, and then play track 1.8 for sts to listen, check, and repeat. 2 Hum the intonation of the first question by humming each syllable and focusing on the rising intonation. In pairs, sts practice doing the same with each question. Ask some sts to hum one of the questions for the class. The class can listen and guess which question it is. 3 Read out the first question and elicit ways in which it could be changed; e.g., Have you had dinner? Has your class finished? In pairs, sts change the questions so that they are different but keep the same intonation pattern. They can practice asking and answering their new questions in pairs.

8 A

Sts complete the questions with the correct word(s) and decide which question doesn’t need an auxiliary. Check answers. Answers 1 Do 2 did, did 3 did, Did 4 – 5 Do 6 Have, did

B In pairs, sts read the questions again and decide if the intonation goes up or down. Check answers. Sts then practice asking and answering the questions in pairs. Get feedback on their answers. Answers 1 up 2 down; down 3 up; up 4 down 5 up 6 up; down

Go to Communication practice Divide the class into Student A and Student B. All Student A sts should go to SB page 156. All Student B sts should go to SB page 166. Go to TB page 325 for the teacher notes. Do the activity. Then continue with exercise 9 of lesson 1C.

9

Sts ask and answer the questions in pairs. Get feedback.

PERSONAL BEST Sts can further practice asking and answering questions. They write four more questions to ask a partner, and then ask and answer the questions in pairs. With weaker sts, brainstorm three or four more questions with the class and write them on the board. Sts can then ask and answer the questions in pairs. Ask some sts to tell the class something they learned about their partner. 31

1

SPEAKING making small talk

SKILLS SKILLS

Learning Curve

■

keeping a conversation going

1D Small talk 1

A

Read the definition of small talk and look at the topics. Which topics do people typically discuss when they make small talk?

politics

the weather

TV, sports, and movies small talk noun polite and informal conversation about light topics, often between people who don’t know each other well.

2

B

In pairs, discuss the questions.

1 2 3 4

When did you last make small talk? Where were you? Who did you talk to? What did you talk about?

relationship problems

the situation (party, trip, etc.) your day

1.9 Watch or listen to the first part of a webshow called Learning Curve. Ethan catches a train, and a passenger makes small talk with him. Who are sentences 1–6 about? Check ( ) Ethan or passenger.

Ethan 1 2 3 4 5 6

3

work and family

passenger

He starts the conversation. He asks where the other person is going. He’s going to City Island. He asks where the other person is from. He’s from Pennsylvania. He asks about the other person’s job.

1.9 Complete the sentences from the conversation with the words in the box. Watch or listen again and check.

so nice mind ahead have excuse sounds living 1 me. Does this train go to the baseball stadium? 2 Would you if I sit here? 3 Uh, no. Go right . 4 , where are you going?

Conversation builder Starting the conversation Excuse me … Is anyone sitting here? Would you mind if I sit here? Beautiful day, isn’t it?

4

5 What do you do for a ? 6 Well, that interesting. 7 Hey, it was talking to you! 8 fun at the game!

making small talk Asking about the person/situation Are you having a good time/trip/day? Are you from around here? So, what do you do for a living? And what does that involve? I love your phone. Is it new?

Ending the conversation Nice talking to you. Great to meet you. Have a nice evening.

Read the Conversation builder. Make small talk with your partner. Imagine it’s your first English class and you’ve never met.

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SKILLS

1D

1D Small talk Learning Curve

Sts hear someone making small talk and then keeping a conversation going. They then practice starting a conversation and keeping it going.

Speaking Sts watch a video or listen to a recording of someone making small talk and keeping a conversation going. They then practice making small talk and keeping a conversation going.

WARMER

Conversation builder Making small talk; e.g., starting the conversation and asking questions about someone’s situation

3

Ask: Do you ever talk to people you don’t know? Where do you do this? Elicit answers from individual sts, and elicit the idea of starting a conversation on a bus or train, at a bus stop, etc. Ask: What kinds of things do you talk about in these situations? Read out the definition and make sure sts understand it. Discuss as a class which topics people typically discuss when they make small talk.

Each unit features an episode of Learning Curve, a web show intended for international Learning students to engage in English language and Curve culture. It is presented by a range of hosts who present documentaries and vox pops (in B lessons which focus on listening skills) and also talk about their personal lives through video diaries (in D lessons which focus on speaking skills). You and your students can watch the videos in class or download them from the Learning Platform to watch at home. You can watch the episode in its entirety (for enjoyment or familiarization purposes), or you can break it down into more manageable chunks, as recommended in each lesson. It is also available as an “audio-only” option for teaching environments without access to video. Students hear speakers from the U.S. and the UK (exposing them to both American and British English accents) as well as from other countries. The video allows students to practice particular speaking skills and gives them exposure to features of natural spoken speech. See TB page 14 for more information on Learning Curve.

2

1.9 All the D lessons in this level which focus on speaking skills are accompanied by video. In this lesson, Ethan makes small talk on a train and at a party. Allow sts time to read through the sentences. Model pronunciation of Pennsylvania. Play video/audio track 1.9 for sts to watch/listen. See TB page 354 for video/audio script. Sts watch or listen to identitfy who each sentence is about, Ethan or the passenger. Check answers with the class.

1.9 Sts read the sentences and complete them with the correct words. Play the track again for sts to watch or listen, pausing so that they can check their answers and hear them in context.

Answers 1 Excuse 2 mind 3 ahead 4 So 5 living 6 sounds 7 nice 8 Have

1 A

B Sts discuss the questions in pairs. Ask some pairs to tell the class about their experiences. You could ask some general questions about small talk; e.g., Who is more likely to make small talk – young people or older people? Why? Are people in some towns or cities more likely to make small talk than in others? Why?

Skill Keeping a conversation going; e.g., That’s interesting! Really?

3 x PRACTICE

SB page 10, exercise 3

1 Do the exercise as normal. Before you play track

1.9, ask: What do you think is the first missing word? Who has a different answer? Elicit the answers, and encourage sts to give reasons for their answers. 2 Ask sts to cover the sentences in the exercise. In pairs, sts look at the words in the box and try to remember the sentences. They can look at the sentences again to check. 3 In pairs, sts prepare a new short conversation, using sentences 1-8 and their own imagination. Allow them time to practice their conversations. Then nominate pairs to perform their conversations for the class.

Conversation builder Read the Conversation builder box with sts about making small talk. Make sure they understand the different categories of phrases, e.g., Starting the conversation, Ending the conversation. Point out that with phrases such as these, it is important to use a range of intonation in order to sound friendly. Ask questions to check concept. Concept check questions: I get onto a bus or train. How can I start a conversation with someone? (Excuse me. Is anyone sitting here?) How can I ask where someone lives? (Are you from around here?) How can I ask about someone’s job? (What do you do for a living?) How can I ask about something they own? (I love your ... . Is it new?) How can I end the conversation? (Great to meet you.)

4

Model a small-talk conversation with a student. Sts then work in pairs to make small talk with each other. They could repeat with a different partner for extra practice, or they could move around the classroom and make small talk with a range of different sts.

Answers 1 passenger 2 passenger 3 Ethan 4 Ethan 5 passenger 6 passenger

33

making small talk

5

■

keeping a conversation going SPEAKING

1D

SKILLS SKILLS

1.10 Watch or listen to the second part of the show. Ethan goes to a party and meets Cindy for the first time. Check ( ) the topics that Cindy and Ethan talk about. 1 2 3 4 5 6

6

Penny and Taylor’s apartment their families their jobs how they know Penny and Taylor the food at the party the weather 1.10 Put sentences (a–i) in order. Watch or listen again and check.

a

Cindy So, what do you do on your webshow?

b

Ethan Oh, you met at work! So, are you having a good time?

c

Cindy Sorry, I don’t know Penny that well. By the way, I’m Cindy. I work with Taylor at the gym.

d

Ethan Well, I’m a presenter, a co-host, like Penny.

e 1

Cindy How do you know Penny and Taylor?

f

Ethan Mmm! Well, I love carrot cake.

g

Cindy It’s a great party. I got here early so I could bring my famous carrot cake.

h 2

Ethan I’m Ethan. I work with Penny on Learning Curve. It’s a webshow. We’re presenters.

i

Cindy Hmm, a presenter, that’s interesting. And what does that involve?

Skill

keeping a conversation going

When we talk to someone we don’t know well, we keep the conversation going so we don’t run out of things to say. • Give extra information when you answer a question, e.g., “Are you from around here?” “No. I moved here from Brazil six months ago.“ • Respond to a statement with a positive comment, e.g., “That’s interesting! I love Brazil. I’ve been there twice.“ • Ask open questions to find out more information, e.g., “Really? What were you doing there?“

7

Read the Skill box. Answer the questions about the conversation in exercise 6. 1 What extra information does Ethan give when he explains how he knows Penny? 2 What positive comments do Ethan and Cindy make? 3 What open questions does Cindy ask?

8

In pairs, practice the conversation in exercise 6.

Go to Communication practice: Student A page 156, Student B page 166

9

A PREPARE In pairs, choose one of the situations below and think about how you could start a conversation with someone you don’t know well.

B

PRACTICE

Take turns starting a conversation. Make small talk and keep the conversation going.

C

PERSONAL BEST Was it easy to start the conversation and keep it going? What could you do differently next time? Choose another situation and have another conversation.

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You meet someone new at Penny and Taylor’s party. Write the conversation.

EXTRA PRACTICE: Workbook page 5

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SKILLS

5

1.10 Ask sts to look at the topics and guess which ones Cindy and Ethan talk about. Play video/audio track 1.10. See TB page 354 for video/audio script. Sts watch or listen and check the topics they mention. Check answers.

Answers 1, 3, 4, 5

6

1.10 Sts read the sentences and put them in order. Draw their attention to the examples (numbers 1 and 2 in the boxes). Play the track again for sts to watch/listen and check their answers. Ask them to watch/listen also to find out what Ethan's job involves. Elicit that he does research, presents documentaries, and interviews people.

Answers 1 e 2 h 3 c 4 b 5 g 6 f 7 a 8 d 9 i

Skill Read the Skill box with sts about keeping a conversation going. Explain that good speakers can use phrases and questions to encourage someone else to keep talking so that a conversation does not end. Remind sts that in this kind of situation it is important to use a range of intonation to sound friendly and interested.

7

1D

C

PERSONAL BEST Discuss with sts how easy or difficult they found the task and what they could improve next time. Sts then choose another situation and practice another conversation. Point out to sts that it might feel artificial to practice in this way, but the more times they practice conversations like this, the easier they will find them when they are in a real-life situation.

PERSONAL BEST Sts can further practice small talk. They work in pairs and prepare a new conversation at Penny and Taylor’s party. They could then practice their conversation in their pairs. Ask some sts to perform their conversations for the class. Weaker sts can practice their conversation from exercise 9C with a new partner.

EXTRA PRACTICE Put sts into groups of three. Two sts repeat the conversation from exercise 9B, in which they make small talk and keep the conversation going. The third student uses their phone to video the other two. Sts can swap roles and practice again. Watching themselves on video will help sts to evaluate how well they can make small talk and keep a conversation going.

Sts look at the conversation in exercise 6 and answer the questions. They could discuss their answers in pairs. Check answers with the class. Answers 1 He gives his name and says what his job is. 2 Mmm! Well, I love carrot cake. It’s a great party. Hmm, a presenter, that's interesting. 3 So, what do you do on your webshow? How do you know Penny and Taylor? And what does that involve?

8

Sts practice the conversation in exercise 6 in pairs. Remind them to use intonation to sound friendly and interested. Go to Communication practice Divide the class into Student A and Student B. All Student A sts should go to SB page 156. All Student B sts should go to SB page 166. Go to TB page 325 for the teacher notes. Do the activity. Then continue with exercise 9 of lesson 1D.

9

Sts follow the steps to practice starting a conversation with someone they don’t know and keeping the conversation going.

A

PREPARE Sts look at the pictures, choose one, and think of an idea for their conversation. Encourage them to think of some suitable open questions to ask and some possible answers to questions about themselves.

B

Sts work in pairs to start their conversation and keep it going. Encourage them to use intonation to seem friendly and interested, and to ask open questions to keep the conversation going. PRACTICE

35

UNIT

2

Tell me a story LANGUAGE

narrative tenses

■

-ed and -ing adjectives

2A What a coincidence! 1

A

Choose the correct options to complete the questions. Explain why they are correct.

1 In your opinion, what kind of social media posts are bored / boring? 2 What kind of social media posts are you interested / interesting in?

B

In pairs, answer the questions in 1A.

Go to Vocabulary practice: -ed and -ing adjectives, page 137

2 3

Tell your partner about the last time you felt shocked or terrified, and about something you find fascinating or amusing.

A

Read the text quickly. What do you think the title Twinsters means?

B

Read the text again. Order the events from 1–6.

a b c d e f

The twins made a movie about finding each other. Anaïs saw a woman online who looked identical to her. Anaïs found a way of contacting Samantha. Anaïs discovered that they had the same date of birth. They got to know each other online, and then they met in person. A scientific test proved they were twins.

TWINSTERS I n February 2013, 25-year-old Anaïs Bordier, a fashion design student from Paris, was checking Facebook when she saw a video of a young American actress that a friend had posted. Anaïs couldn’t believe it – the actress looked exactly like her! Unfortunately, there was no name on the video, but she was extremely curious and told all her friends about it. A few months later, while Anaïs was traveling by bus to college, she got a message from the same friend. He had seen the actress in another video, and this time there was a name – Samantha Futerman. When Anaïs googled her, she found out that they were born on the same day, and that, like Anaïs, Samantha had been adopted when she was a baby. Anaïs was so shocked that she got off the bus. Could Samantha be her twin? She decided to contact her to find out.

not only very similar in appearance, but also had the same mannerisms, found the same things amusing, and both loved cheese!

When Samantha received a friend request from Anaïs on Facebook, she was amazed to see that the face in the profile picture was identical to her own. Anaïs messaged Samantha to explain how she had found her, and to ask her where she was born. Samantha replied and confirmed that she was also born in Busan, South Korea. The girls spoke regularly on Skype after that and discovered that they were

Anaïs and Samantha were excited to meet for the first time several months later in London, where Anaïs was studying. While Samantha was visiting Anaïs, they received the results of a DNA test which confirmed what they already knew – that they really were identical twins. The sisters then wrote a book and filmed an award-winning documentary, Twinsters, about their amazing story.

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UNIT

UNIT

Tell me a story 2 UNIT 2 OVERVIEW: This unit focuses on the topic of stories. Sts read stories about twin sisters who were separated at birth, and two friends who chose to visit each other in different towns on the same day. In Learning Curve, Penny and Ethan interview people about their attitude about luck. Sts then read the story of a man who changed his life to give up unhealthy habits and become a successful athlete. Finally, they write a story about something interesting that happened to them. LANGUAGE Grammar Narrative tenses; used to and usually

SKILLS Vocabulary -ed and -ing adjectives; phrasal verbs

Pronunciation /d/ sound in the past perfect

Listening Listening for the main idea; linking consonants and vowels

Writing Making a narrative interesting; time linkers

LANGUAGE

2A

2A What a coincidence! Sts read a text about twin sisters who were adopted and brought up in different countries, and then found each other online. They also read about two friends who chose to visit each other in different towns on the same day, and they then practice telling a story by talking about a time when they met someone important in their life. Grammar Narrative tenses

Vocabulary -ed and -ing adjectives (amazed/ing, amused/ing, annoyed/ing, depressed/ing, disappointed/ing, embarrassed/ing, excited/ing, fascinated/ing, shocked/ing, terrified/ying)

WARMER Read out the title of the unit Tell me a story. Explain that this unit is all about stories of strange, interesting, or funny things that have happened to people. Ask: Has anything interesting or funny happened to you recently? What was it? Elicit answers from individual sts. Encourage them to tell their stories in detail, and encourage other sts to ask questions to find out more. Ask: When something funny or interesting happens to you, do you post it online? Where?

1 A

Sts read the questions and choose the correct words to complete them. They then discuss in pairs why they chose each word. Check answers with the class. Answers 1 boring 2 interested Adjectives that end in -ed describe feelings, and adjectives that end in -ing describe things that give you these feelings.

B

In pairs, sts discuss the questions in exercise 1A. Get feedback.

2

Pronunciation /d/ sound in the past perfect

Communication Telling a story

Go to Vocabulary practice: -ed and -ing adjectives, SB page 137/TB page 287. Sts will find more language presentation and practice for -ed and -ing adjectives here. Do these exercises with the class, or assign them for homework, before continuing with exercise 3A of lesson 2A. Remind sts to go to the app for further self-study vocabulary practice of -ed and -ing adjectives.

3 A

Check that sts understand twin. They read the text quickly and answer the question. Check answers. Answer It is the title of the documentary they made and a combination of twin and sister.

B Sts read the text again and order the events. Check answers. Answers 1 b 2 d 3 c 4 e 5 f 6 a

Read out the task and check that sts understand all the adjectives. Sts talk about their experiences in pairs. Get feedback.

37

narrative tenses

4

■

-ed and -ing adjectives

LANGUAGE

2A

What did you think of Anaïs and Samantha’s story? I thought it was an amazing coincidence.

5

A

Which forms are the verbs in bold? Choose from the simple past, past perfect, and past continuous.

1 He had seen the actress in another video. 2 While Anaïs was traveling by bus to college, she got a message. 3 The sisters wrote a book about their amazing story.

B

Match the forms with their uses. Then read the Grammar box.

a an action that happened before another action in the past b a completed action in the past c an action in progress at a specific moment in the past

Grammar

narrative tenses

Simple past (for main events): I visited my friend Ana last year.

Past perfect (for actions that happened before other actions): When we arrived at the theater, the movie had started.

Past continuous (for longer actions/ background): At 9 p.m. last night I was having dinner.

Look! We usually use when with the simple past and when or while with the past continuous: I was walking in the park when I met Jo.

When/While I was walking in the park, I met Jo.

Go to Grammar practice: narrative tenses, page 114

6

A

2.3 Pronunciation: /d/ in the past perfect Listen to the sentence. Notice the pronunciation of /d/ in the past perfect form. Listen again and repeat.

He’d seen the woman before.

B

2.4 Listen to the sentences and choose the verb forms you hear.

1 I bought / I’d bought 3 She caught the bus / She'd caught the bus 2 He asked / He’d asked 4 We realized / We’d realized

5 You watched / You’d watched 6 They lost / They’d lost

Go to Communication practice: Student A page 157, Student B page 167

7

A

2.5 Complete the text with the correct form of the verbs in parentheses. Listen and check.

“

Last year, while I (stay) with my grandmother for the weekend in a town a few hours away, I (go) to visit my friend Marco, who also lives there. I (call) him the day before to arrange a time to get together, but he hadn’t answered. I went to his house anyway, but when I (ring) the doorbell, nobody (come) to the door, so I (decide) to leave. Right then, I (get) a message on (go) to my hometown my phone. It was Marco! He the evening before to visit his parents, and now he (knock) on my door! It was such a coincidence!

B

8

”

Have there been any coincidences in your life or in your friends’ lives? Talk about them in pairs.

In pairs, talk about a time when you met someone important in your life. Use the questions to help you.

• Where were you?

• What did you both say?

• What had happened before you met?

• How did your life change after you met him/her?

• What were you both doing when you met? • What happened when you met?

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Read the story about Anaïs and Samantha again. Close your books and retell the story in pairs.

EXTRA PRACTICE: Workbook page 8; 00;photocopiable photocopiableactivity activity2A 1AGrammar Grammar

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LANGUAGE

4

Sts discuss the question in pairs. Get feedback on their answers.

Answers 1 I bought a new car. 2 He’d asked me that before. 3 She’d caught the bus that morning. 4 We realized that there was a problem. 5 You watched the wrong video. 6 They’d lost my coat.

5 A

Sts look at the bold verbs and decide which forms they are. They could work in pairs for this. Check answers. Answers 1 past perfect 2 past continuous 3 simple past

Go to Communication practice Divide the class into Student A and Student B. All Student A sts should go to SB page 157. All Student B sts should go to SB page 167. Go to TB page 327 for the teacher notes. Do the activity. Then continue with exercise 7A of lesson 2A.

B

Sts look at the bold verbs in exercise 5A again and match them with their uses. Check answers. Answers a past perfect b simple past c past continuous

Grammar Read the Grammar box with sts about narrative tenses. Explain/elicit that we use the simple past for the main events in a story. We use the past perfect for actions that happened before other actions, and we use the past continuous for longer, background actions that were in progress at a particular time in the past. Point out that we use when with the simple past and while with the past continuous: We were having dinner when he arrived. NOT We were having dinner while he arrived. Ask questions to check concept. Concept check questions: Which tense do we use for the main events in a story? (simple past) Does the simple past describe a completed action or an unfinished one? (completed) Which tense do we use for actions that happened earlier? (past perfect) I went out when I had eaten – which action did I do first? (I ate.) Which tense do we use for actions in progress in the past? (past continuous) Which tense do we usually use with “when”? (simple past) Which tense do we use with “while”? (past continuous) Go to Grammar practice: narrative tenses, SB page 114/ TB page 241. Sts will find more language reference, presentation, and practice for narrative tenses here. Do these exercises with the class, or assign them for homework, before continuing with exercise 6A of lesson 2A. Remind sts to go to the app for further self-study grammar practice of narrative tenses.

6 A

2.3 Play audio track 2.3. See the SB page opposite for audio script. Sts listen and notice the pronunciation of /d/ in the past perfect. Play the audio again for sts to listen and repeat.

B

2.4 Allow sts time to read through the verb forms.

Play audio track 2.4. See Answers for audio script. Sts listen and choose the verb forms they hear, noticing the difference in pronunciation between the two tenses. They will need to listen carefully for the auxiliary /d/ sound, which joins onto the next word when that starts with a vowel. Play the audio again for sts to listen and check their answers.

2A

7 A

2.5 Sts read the text and complete it with the correct forms of the verbs in parentheses. Play audio track 2.5. See the SB page opposite for audio script. Sts listen and check their answers.

Answers 1 was staying 2 went 3 ‘d called 4 rang 5 came 6 decided 7 got 8 ‘d gone 9 was knocking

3 x PRACTICE

SB page 13, exercise 7A

1 Do the exercise as normal. To check answers, read out

each sentence blank in turn and ask: simple past, past continuous, or past perfect? Elicit possible answers, and ask a student who gave the correct answer to explain why it is correct. 2 Sts work in pairs. One student closes his/her book. The other student reads out the story, omitting the missing verbs. They could cough to indicate a blank. Their partner tries to remember the verbs. They can swap roles and practice again. 3 Write the correct verb forms on the board, e.g., was staying, went, etc. With books closed, sts work in pairs and try to recreate the story from the verbs. Elicit the story from the class and see if, as a class, sts can retell the whole story.

B Sts discuss the question in pairs. Get feedback on their answers.

8

Allow sts time to prepare their answers individually. They then tell their stories in pairs. Ask some sts to tell their stories to the class.

PERSONAL BEST Sts can further practice using narrative tenses. They read the story about Anaïs and Samantha again, and then practice telling it in pairs. Weaker sts could work in groups of four. They each read one paragraph of the story again, and then retell the story in their groups, each telling their own paragraph.

39

2

SKILLS

Learning Curve

LISTENING listening for the main idea

■

linking consonants and vowels

■

phrasal verbs

2B Do we make our own luck? 1

Do you think these things bring good or bad luck? Can you think of more examples?

a penny

the number 13

a broken mirror

a dream catcher

2

a fortune cat

A

a four-leaf clover

Were these people lucky or unlucky? Match the verbs in bold with the meanings.

I found a lucky penny on the street, but that day, my car 1ran out of gas and my boyfriend 2broke up with me – we’d been 3going out for ten years. So much for lucky pennies!

My plane ticket was for seat 13. I 4set off early for the airport to get there on time, but the traffic was terrible, and I 5ended up missing my flight. I was really 6looking forward to that vacation!

a be excited about something in the future b finally be in a situation or place you didn’t originally intend c have a romantic relationship

B

d start a trip e finish or use all of something f end a relationship

Answer the questions in pairs.

1 Has the battery on your phone ever run out right before an important call? 2 What did you plan to do last weekend? Did you end up doing something different? 3 What are you looking forward to right now?

Go to Vocabulary practice: phrasal verbs, page 138

Skill

listening for the main idea

It’s important to understand the main idea when someone is speaking. • Think about who is speaking and what the topic is. • Remember that speakers often repeat the main idea using different words. • Listen for key words, which are often stressed. • Don’t worry if you don’t understand all the words or details.

3

A

2.8 Read the Skill box. Watch or listen to the first part of Learning Curve and choose the correct option to answer the questions.

1 What does Penny talk about? a a scientific experiment about luck b a book about luck c an unlucky day she had 2 What is the main idea? a Some people are simply unlucky. b Positive people generally see more opportunities in life. c People who believe they are lucky are usually unlucky.

B

Do you believe in luck? Do you think people make their own luck? Discuss in pairs.

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SKILLS

2B

2B Do we make our own luck? Learning Curve

Sts hear about different kinds of good and bad luck. Then they discuss their own experiences of and attitudes about good and bad luck.

Listening Sts watch a video or listen to a recording about good and bad luck.

Skill Listening for the main idea

Listening builder Linking consonants and vowels

WARMER Write on the board: Good with your exams! Elicit the missing word luck and elicit or explain the meaning of the word (something good or bad that happens by chance). Ask: In what other situations might you say “Good luck” to someone? When do you think you need good luck? Why?

1

Sts work in pairs to look at the things and discuss whether they think that they bring good or bad luck. Discuss the answers with the class. Ask: What things in your culture are thought to bring good or bad luck? Answers Answers may vary depending on culture. From a U.S. viewpoint: good luck: a dream catcher, a fortune cat, a lucky penny, a four-leaf clover bad luck: a broken mirror, the number 13

2 A

Ask sts to read the two experiences quickly. Elicit whether the people were lucky or unlucky (unlucky). Sts then match the bold verbs with their meanings a-f. Check answers. Answers 1 e 2 f 3 c 4 d 5 b 6 a

B Sts discuss the questions in pairs. Ask some sts to tell the class about their partner’s answers. Go to Vocabulary practice: phrasal verbs, SB page 138/ TB page 289. Sts will find more language presentation and practice for phrasal verbs here. Do these exercises with the class, or assign them for homework, before continuing with exercise 3A of lesson 2B. Remind sts to go to the app for further self-study vocabulary practice of phrasal verbs.

Vocabulary Phrasal verbs: break up, bring up (children), catch up (with friends), end up, fall over, go back, go out (dating), go up (increase), hurry up, look forward to, pay back, run out, set off, sign up, try on

Each unit features an episode of Learning Curve, a web show intended for international Learning students to engage in English language and Curve culture. It is presented by a range of hosts who present documentaries and vox pops (in B lessons which focus on listening skills) and also talk about their personal lives through video diaries (in D lessons which focus on speaking skills). You and your students can watch the videos in class or download them from the Learning Platform to watch at home. You can watch the episode in its entirety (for enjoyment or familiarization purposes), or you can break it down into more manageable chunks, as recommended in each lesson. It is also available as an “audio-only” option for teaching environments without access to video. Students hear speakers from the U.S. and the UK (exposing them to both American and British English accents) as well as from other countries. The video allows students to practice particular speaking skills and gives them exposure to features of natural spoken speech. See TB page 14 for more information on Learning Curve.

Skill Read the Skill box with sts about listening for the main idea. Point out that when you listen for the main idea, you do not need to understand every single word, so you shouldn’t worry if there are some parts you don’t understand.

3 A

2.8 All the B lessons in this level which focus on listening skills are accompanied by video. In this lesson, Penny and Ethan interview people about their attitude about luck. Allow sts time to read the questions and options. Play video/audio track 2.8. See TB page 354 for video/audio script. Sts watch or listen and choose the correct options. Check answers.

Answers 1 a 2 b

B Sts discuss the questions in pairs. Discuss their answers as a class.

41

listening for the main idea

4

■

linking consonants and vowels

■

phrasal verbs LISTENING

SKILLS

2B

2.9 Watch or listen to the second part of the show. Complete the sentences about the main ideas with Herman, Winnie, or Juan.

considers himself/herself to be very lucky. talks about someone else who believes in bad luck. is having a bit of bad luck, but his/her luck changes.

1 2 3

Herman

5

Winnie

Juan

2.9 Watch or listen again. Choose the correct option to answer the questions. 1 What happened to Herman earlier? a He slept badly, lost his keys, and left for work late. b His motorcycle broke down, he lost his keys, and missed the bus. c The shower ran out of hot water, and he lost his key chain. 2 What happened to Winnie? a She went out with a dentist and ended up marrying him. b She was going out with a mechanic, but broke up with him. c She ended up marrying a man she’d met several times by chance. 3 Which sentence about Juan is true? a He’s looking forward to getting married to Winnie. b He’s in the city doing a favor for a neighbor. c He has to go back home because he forgot his backpack.

6

Think of a time when you were lucky or unlucky. Describe what happened in pairs.

Listening builder

linking consonants and vowels

When a word ends in a consonant sound, we often move the consonant sound to the beginning of the next word if it starts with a vowel sound. This can sometimes mean it’s difficult to hear the correct words. It all started last night.

7

2.10 Read the Listening builder. Look at the sentences from the show and mark where the consonant-vowel links are. Listen and check. Then practice saying the sentences. 1 2 3 4 5 6

8

She’s trying on her wedding dress.

Do we make our own luck? I ran out of energy. I think Ethan is back. I’m picking up a package. I think it’s his backpack. I’m the luckiest person I know.

Discuss the questions in pairs. 1 Who’s the luckiest person you know? And the unluckiest? 2 Do you have any lucky charms? What are they? Have they brought you good luck? 3 Is there anything you avoid doing because it might bring bad luck?

Personal Best 863195 p004_019 units 1-2.indd 15

42

Write a paragraph about things that bring good luck on special occasions, e.g., a wedding, New Year’s Eve.

EXTRA PRACTICE: Workbook page 9

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SKILLS

4

2.9 Sts look at the pictures and read the sentence blanks. Play video/audio track 2.9. See TB page 355 for video/audio script. Sts watch or listen and complete the sentences with the correct name. Check answers.

Answers 1 Winnie 2 Juan 3 Herman

5

2.9 Sts read the questions and the options. Play video/ audio track 2.9 again. Sts watch or listen and choose the correct options. Check answers. Play the track again, pausing for sts to hear why each answer is correct.

Answers 1 a 2 c 3 b

6

Sts work in pairs to discuss their own experiences of good or back luck. Ask some sts to tell the class about their partner’s experiences.

Listening builder

2B

PERSONAL BEST Sts can further practice talking about luck. They write a paragraph about things that are traditionally thought to bring good luck on special occasions such as weddings and New Year’s. Sts can compare their paragraphs in small groups. Weaker sts can work in small groups. They choose one special occasion and compare their ideas about what is considered lucky on that event. Ask groups in turn to present their ideas to the class.

EXTRA PRACTICE Sts work in groups of three. They take turns to use their phones to video their classmates asking and answering the questions in exercise 8. They can swap roles and practice again. Allow sts time to watch the videos of themselves and notice how well they link the consonant sound at the end of a word with the vowel sound at the beginning of the following word. Discuss as a class what they noticed about their own pronunciation and how they could improve it.

Read the Listening builder box with sts about linking consonants and vowels. Read out the sentences in the box to model the pronunciation of the linked sounds. Explain that when consonants and vowels are linked in this way it makes it difficult to hear where one word ends and the next one begins. Ask questions to check concept. Concept check questions: What does it mean when we link sounds? (We pronounce them together, without a space.) What kinds of sounds do we link between different words? (We link a consonant sound at the end of a word with a vowel sound at the beginning of the following word.) Why is it important to recognize linking? (in order to understand the individual words)

7

2.10 Sts read the sentences and mark where they think the consonant and vowel sounds are linked. Play audio track 2.10. See the SB page opposite for audio script. Sts listen and check their answers. Then allow sts time to practice saying the sentences in pairs.

Answers 1 Do we makeour own luck? 2 I ranoutofenergy. 3 I thinkEthanis back. 4 I'm pickingupa package. 5 I thinkit’s his backpack. 6 I’m the luckiest personI know.

8

To summarize, sts discuss some more general questions connected with luck. Sts discuss the questions in pairs. Discuss their answers as a class and see who in the class has a lucky charm, and who avoids doing things because they might bring bad luck.

43

2

used to and usually

LANGUAGE

2C Radical changes 1

A B

In pairs, look at the pictures and describe what you see. What are the similarities and differences? Read the text and choose the best caption for the pictures.

1 Steve Way and his trainer

2 Steve Way: before and after

3 Like father, like son

Sports interview:

Marathon Man Steve Way, a long-distance runner, has two memorable career highlights: running a marathon in Glasgow in just 2 hours and 15 minutes and finishing the British Ultramarathon (100 km.) in 6 hours and 19 minutes. Both were personal best times for him and broke records. He is a top athlete, but behind the success there is an extraordinary story. Steve usually runs about 120 km. a week, weighs 67 kg., and like all top athletes, is normally very careful about what he eats. But he hasn’t always been so healthy. When Steve was in his thirties, he used to be dangerously overweight because of his addiction to chocolate and junk food. He didn’t use to get any exercise, smoked a pack of cigarettes a day, and had a stressful job with long hours. He felt horrible, “I could hardly sleep at night. I was coughing and waking up because of the smoking,” he remembers. “I realized I had to do something radically different to break the cycle.” The radical change was

2

to give up smoking and start training for the London Marathon, which he completed in just over three hours despite training for only three weeks! It soon became clear that Steve was a very talented athlete. Nowadays, he is so enthusiastic about running that he travels to competitions all over the world. So how does an ultra-healthy person celebrate another successful marathon? Steve admits that for 48 hours after a marathon he usually lets the old Steve out of the box and enjoys fast food, steak, and French fries. “I still struggle to see myself as a serious athlete,” he says. “I am just a man who got obsessed with his hobby.“ Adapted from theguardian.com

Read the text again. What do the numbers refer to? 100 km. 6 hours 19 minutes thirties three weeks 48 hours

3

In pairs, complete the notes about Steve in the chart with the words in the box. overweight healthy food 67 kg. runs a lot junk food get any exercise now

4

before

amount of exercise

1 He usually

.

2 He didn’t use to

weight

3 He weighs

.

4 He used to be

diet

5 He usually eats

.

6 He used to eat

. . .

Have you made any changes in your life? What changes would you like to make?

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EXTRA PRACTICE: Workbook page 10

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LANGUAGE

2A 2C

2C Radical changes Sts read about someone who changed his lifestyle to become healthier and more in shape. They study ways of talking about past and present habits, and they practice talking about their own habits and way of life in the past and present. Grammar used to and usually

Pronunciation Sentence stress

Communication Talking about present and past habits

WARMER Ask: Have you ever run a marathon or other big race? Would you like to? If sts answer yes, ask more questions to encourage them to talk about their experiences or plans. If they answer no, ask: Why do you think some people decide to run a marathon? What difference can it make in their lives? Elicit a range of answers.

1 A

Sts look at the pictures and describe in pairs what they can see. Get feedback on their answers.

B Explain the meaning of caption if necessary. Sts read the text quickly and choose the best caption for the pictures. Check the answer with the class. Answer 2 Steve Way: before and after

2

Sts read the text again and write down what the numbers refer to. To help with this task, you could remind sts of the technique of scanning a text for specific information. Check answers with the class. Answers 100 km. – the distance of the British Ultramarathon 6 hours 19 minutes – the amount of time Steve took to finish the Ultramarathon thirties – Steve was dangerously overweight at this age, and addicted to chocolate and junk food three weeks – the amount of time Steve spent training for the London Marathon 48 hours – the amount of time after running a marathon before Steve allows himself to enjoy fast food

3

Read through the chart with the class, and make sure sts understand weight, weighs, and diet. Sts complete the notes in the chart with the correct words. Check answers with the class. Answers 1 runs a lot 2 do any exercise 3 67 kg. 4 overweight 5 healthy food 6 junk food

4

Sts discuss the questions in pairs. Get feedback on their answers.

45

used to and usually

5

2C

LANGUAGE

Answer the questions and then read the Grammar box. Which sentences in the chart in exercise 3 describe: 1 present habits and states? 2 past habits and states?

Grammar

used to and usually

Past habits and states: I used to be in shape. I didn’t use to work. He never used to call me. Did you use to do your homework?

Present habits: I usually walk to work. I don't usually watch much TV. Do you usually start work so early?

Look! We use the simple past for things that happened only once, or to say how many times something happened. I broke my leg three times when I was a child. NOT I used to break my leg three times.

Go to Grammar practice: used to and usually, page 115

6

2.12 Pronunciation: sentence stress Read sentences 1–3. Which syllables are stressed? Listen, check, and repeat. 1 Did they use to play sports?

7

2 I used to go to the gym.

A

Rewrite the sentences with usually or a form of used to.

1 2 3 4

These days, I have cereal for breakfast. I didn’t play volleyball when I was younger. I enjoyed math when I was in school. I go swimming on Saturdays.

5 6 7 8

3 He didn’t use to run.

I ate healthier food as a teenager. I didn’t like fruit when I was young. I don’t eat much fast food. I didn’t work hard in school.

B

Which of the sentences in 7A are true for you? Change the other sentences so they are true for you. Discuss your answers in pairs.

Go to Communication practice: Student A page 157, Student B page 167

8

A

Use the prompts to make questions with the correct form of used to.

1 which TV shows / watch / when you were eight? 2 which candies and snacks / like / when you were young? 3 which toys / play with / when you were a child? 4 which sports / play / in school? 5 where / go on vacation / when you were a child? 6 have / pet / when you were young? 7 which pop group / like / when you were twelve? 8 what / do / after school when you were young?

B

In pairs, ask and answer the questions in exercise 8A. Say what you do now that is different.

A Which TV shows did you use to watch when you were eight? B We never used to watch TV during the week, but we watched all the cartoons on Saturday morning. A Do you still watch TV on Saturday morning? B No, I usually meet friends. I watch TV in the evening after work.

Personal Best 863195 p004_019 units 1-2.indd 17

46

Write about differences between your life now and your parents’ lives when they were your age with usually and used to.

EXTRA PRACTICE: Workbook page 10; photocopiable activity 2C Grammar

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LANGUAGE

5

Sts look at the sentences in the chart in exercise 3 again and answer the questions. Check answers. Answers 1 sentences 1, 3, 5 2 sentences 2, 4, 6

Grammar Read the Grammar box with sts about used to and usually. Explain that we use usually for present habits: I usually get up early. Point out the negative form: I don’t usually get up early. NOT I usually don’t get up early. Explain that we use used to for past habits and states: I used to get up early. (= I did in the past, but I don’t now.) Point out that in negatives and questions, the form is use to: I didn’t use to get up early. NOT I didn’t used to get up early. Draw sts' attention to the Look! note. Ask questions to check concept. Concept check questions: What do we use to talk about present habits – usually or used to? (usually) I run usually every day – correct? (no – I usually run every day.) Can you make the sentence negative? (I don’t usually run every day.) I used to run every day – Do I run every day now? (No, that’s in the past.) Can you make the sentence negative? (I didn’t use to run every day.) How has the form changed? (use to, not used to) Used you to run every day? – correct? (no – Did you use to run every day?) I used to go to the UK four times as a teenager – correct? (no – I went to the UK) Go to Grammar practice: used to and usually, SB page 115/TB page 243. Sts will find more language reference, presentation, and practice for used to and usually here. Do these exercises with the class, or assign them for homework, before continuing with exercise 6 of lesson 2C. Remind sts to go to the app for further self-study grammar practice of used to and usually.

6

2.12 Sts work in pairs to read the sentences and decide which syllables are stressed. Play audio track 2.12. See the SB page opposite for audio script. Sts listen and check their answers, and then listen again and repeat. Elicit that used and didn't use are always stressed, but the to is unstressed.

Answers 1 use, play, sports 2 used, go, gym 3 didn’t, use, run

7 A

Read out the first sentence and ask: present or past habit? (present) Elicit how the sentence can be rewritten using usually. Sts rewrite the remaining sentences. Check answers. Answers 1 These days, I usually have cereal for breakfast. 2 I didn’t use to play volleyball when I was younger. 3 I used to enjoy math when I was in school. 4 I usually go swimming on Saturdays. 5 I used to eat healthier food as a teenager. 6 I didn’t use to like fruit when I was young. 7 I don’t usually eat much fast food. 8 I didn’t use to work hard in school.

3 x PRACTICE

2C

SB page 17, exercise 7A

1 Do the exercise as normal. To check answers, read out

each sentence and ask: present or past habit? Elicit the answer, and then elicit the correct new sentence. 2 Write on the board the headings: Now and Before. Elicit ideas for each column based on the sentences, e.g. Now: cereal/breakfast, swimming/Saturdays. Ask sts to close their books, and then work in pairs and rewrite the sentences using the notes on the board and used to or usually. They can check their answers in their books. 3 Refer sts back to the sentence stress patterns they practiced in exercise 6. In pairs, sts look at their answers for exercise 7A. They each choose two or three and practice saying them, using the correct sentence stress.

B Sts decide which of the sentences in 7A are true for them and change the others to make them true. They discuss their answers in pairs. Ask some sts to tell the class something they learned about their partner. Go to Communication practice Divide the class into Student A and Student B. All Student A sts should go to SB page 157. All Student B sts should go to SB page 167. Go to TB page 327 for the teacher notes. Do the activity. Then continue with exercise 8A of lesson 2C.

8 A

Sts use the prompts to write questions using the correct form of used to. Check answers. Answers 1 Which TV shows did you use to watch when you were eight? 2 Which candies and snacks did you use to like when you were young? 3 Which toys did you use to play with when you were a child? 4 Which sports did you use to play in school? 5 Where did you use to go on vacation when you were a child? 6 Did you use to have a pet when you were young? 7 Which pop group did you use to like when you were twelve? 8 What did you use to do after school when you were young?

B Read out the example dialogue with a student. Sts then ask and answer the questions in exercise 8A in pairs, saying what they do now that is different. Get feedback. PERSONAL BEST Sts can further practice talking about present and past habits. They write sentences about their lives now and their parents’ lives when they were young; e.g., My dad didn’t use to see his friends very often. I usually see my friends every weekend. Sts can compare their ideas in pairs. Get feedback. With weaker sts, write some sentence beginnings on the board; e.g., My dad used to ..., He didn’t use to ..., My mom used to ..., She didn’t use to ... . Ask sts to complete the sentences with their own ideas, and then think about their life now, and write sentences with usually. Ask some sts to read their sentences to the class. 47

2

SKILLS

WRITING

making a narrative interesting

■

time linkers

2D It happened to me 1

Read the blog post quickly. Which word is missing from the title: surprising, frustrating, or terrifying?

Home

A

About

Blog

Contact

evening

Yesterday it was my friend Sarah’s 21st birthday. My friends and I had planned a surprise party for her at The Firehouse, a 1small and cozy restaurant that she loves. Sarah’s sister was going to bring her to the restaurant at 9 p.m., so we all needed to be there to surprise her when she arrived.

a

Just before I left my house, I got a text message, but the battery on my phone ran out before I could read it. I didn’t have time to charge my phone, so I got in the car and left. 2It was a horrible, rainy evening, but there wasn’t much traffic, and everything was going fine until my car stopped suddenly. I’d run out of gas! 3I was so angry with myself – 4why hadn’t I gotten some the night before? I thought my best option would be to find a cab. After waiting for ten minutes, I finally found one. 5I felt so relieved – I could still get to the restaurant in time. However, on the way, I realized that I’d left my wallet in my car and didn’t have any money to pay! I explained this to the driver, 6a rude and impatient man. He stopped the car and told me to get out.

b

7What

a disaster! It was now almost 9 p.m., so I had to run. When I finally got to the restaurant, I was surprised to see that it was completely empty. I waited for an hour, but nobody came. So I walked back to the car, got my wallet, and took a bus home. As soon as I got home, I started charging my phone in the kitchen, but before I could call anyone, I got a message. It said, “Sarah sick, party canceled!” I didn’t know whether to laugh or cry. c

f

e

d

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EXTRA PRACTICE: Workbook pages 11 and 74

22/11/2017 12:41

SKILLS

2D

2D It happened to me Sts read a narrative about something surprising that happened to someone. They then write their own narrative about something surprising or interesting that happened to them. Writing A narrative

Skill Making a narrative interesting

Text builder Time linkers

WARMER Focus on the pictures on page 18. Ask: What do you think this story is about? What do you think happened to the person? Why? Elicit a range of answers, but don’t confirm sts’ ideas. Then ask: Has anything similar happened to you? What was it? Elicit a range of answers. If sts have similar stories, encourage them to tell the class, and encourage other sts to ask questions to learn more.

1

Read through the adjectives and check that sts understand them all. Sts read the blog post quickly and decide which word is missing from the title. Check the answer, asking sts to give reasons to support their answer. Answer frustrating

49

making a narrative interesting

2

■

time linkers WRITING

A

Read the blog post again. Put the pictures in the correct order from 1–6.

B

Cover the blog. Look at the pictures and retell the story in pairs.

Skill

SKILLS

2D

making a narrative interesting

When writing a narrative, make the story more interesting by: • describing people, places, and the events • describing emotions and feelings • including one or two comments about the events.

3

Read the Skill box. Match the underlined phrases (1–7) in the blog post with the three features of a narrative (a–c). a descriptions of people, places, and events: b descriptions of emotions and feelings: c comments about the events:

4

A

Choose the correct words to complete the sentences. comfortable

surprised

nightmare

luckily

tall

disappointed

1 2 3 4 5 6

I thought Sue was on vacation, so I was to see her at work. , I had another pair of glasses in my bag. She was , blonde, and wearing a beautiful green dress. When they told me I’d failed the exam, I felt really . The hotel room was small, but it was very . The train had already left, and I had lost my ticket. What a !

B

Which of the features a–c in exercise 3 does each sentence in 4A use?

Text builder

time linkers

We use time linkers like before, after, until, and as soon as to make the order of two past actions clear: Just before I left my house, I got a text message. Everything was going fine until my car stopped suddenly. After waiting for ten minutes, I finally got a cab. As soon as I got home, I started charging my phone.

Look! After before and after, we can use a verb + -ing or a subject and verb. After until and as soon as, we can only use a subject and verb: As soon as I arrived, I went to bed. NOT As soon as arriving, I went to bed.

5

6

A Read the Text builder. In each of the four example sentences, which action happened first? Discuss in pairs. B

Complete the sentences with the correct time linker.

1 2 3 4 5 6

It was raining, so I waited in my car until / as soon as my sister’s train arrived. Before / After she got off the train, she checked that she had all of her things. They sent their parents a text until / as soon as their plane landed in Buenos Aires. After / Until he closed the door, he realized that he had left his keys inside the apartment. Before / As soon as I got home, I started to cook dinner. As soon as / After driving him home, she went to get some gas.

A

PREPARE

Think about something amazing, surprising, frustrating, or terrifying that happened to you. Make notes about the main events and any descriptions or comments you want to include to make your story more interesting.

B

PRACTICE Write a blog post, using your notes to help you. Include different narrative tenses and time linkers.

C

PERSONAL BEST Exchange your blog post with your partner. Read his/her work and correct any mistakes. How could you improve it? What do you like best about his/her story?

Personal Best 863195 p004_019 units 1-2.indd 19

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Read the blog post on page 18 again. Close your book and write a one-paragraph summary of it.

EXTRA PRACTICE: Workbook page 11; photocopiable activity 2D Skills

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SKILLS

2 A

Sts read the narrative again and put the pictures in the correct order. Check answers.

5 A

Sts read the example sentences and discuss which action happened first in each one. Check answers.

Answers 1 b 2 d 3 f 4 a 5 c 6 e

Answers I got a text message Waiting for ten minutes Everything was going fine I got home

B Sts work in pairs to retell the story, using just the pictures. Get feedback on how easy or difficult they found the task.

B Sts read the sentences and choose the correct time linkers to complete them. Check answers.

Skill Read the Skill box with sts about making a narrative interesting. To demonstrate the point, you could retell the story in the blog briefly, with no descriptions or comments, and elicit that it is much less interesting.

3

Sts match the underlined phrases in the blog with the features of a narrative. Check answers. Answers a 1, 2, 6 b 3, 5 c 4, 7

4 A

Sts read the sentences and choose the correct words to complete them. Check answers. Answers 1 surprised 2 Luckily 3 tall 4 disappointed 5 comfortable 6 nightmare

B Sts read the sentences in exercise 4A again and decide which feature from exercise 3 each one uses. Check answers. Answers 1 b 2 c 3 a 4 b 5 a 6 c

Text builder Read the Text builder box with sts about time linkers. Explain that we use time linkers to make the order of past events clear. Explain that we use until when something continues for some time and then stops when another action happens; e.g., I was feeling happy until I saw all the mess. (= I stopped feeling happy when I saw it.) Explain that we use as soon as when one action follows immediately after another; e.g., I called him as soon as I got home. (= I got home and then called him immediately.) Point out that with before and after, we can use a subject and verb or an -ing form; e.g., We had lunch before we left/before leaving. Until and as soon as must be followed by a subject and verb; e.g., I fell asleep as soon as I got home. NOT I fell asleep as soon as getting home. Ask questions to check concept. Concept check questions: Why do we use time linkers in narratives? (to make the order of events clear) I stayed in the restaurant until it closed – When did I leave? (when the restaurant closed) I had dinner as soon as I got home – Which did I do first? (got home) I picked up my passport before I left – correct? (yes) I kept running until feeling exhausted – correct? (no – until I felt exhausted)

2D

Answers 1 until 2 Before 3 as soon as 4 After 5 As soon as 6 After

3 x PRACTICE

SB page 19, exercise 5B

1 Do the exercise as normal. To check answers, read out

each sentence twice, once with each linker. Ask: Which one is correct? Why? Elicit the answers. 2 Books closed. Write prompts for the sentences on the board, e.g., it/raining/waited/car/sister’s train/arrived. In pairs, sts try to rewrite the sentences from memory. They can look at the exercise again to check. 3 Read out the first sentence and elicit ways in which the first half of the sentence could be changed; e.g., I stayed at home until my sister’s train arrived. Do the same with the second half; e.g., I waited in my car until it stopped raining. In pairs, sts rewrite the sentences, changing either the first half or the second half. Ask some sts to read their revised sentences to the class.

6

Sts follow the steps to write their own narrative.

A

PREPARE Sts prepare their ideas and make notes about the events, including descriptions and comments they can use to make their story interesting.

B PRACTICE Sts use the blog post in exercise 1 as a model and write their own blog post. Refer them back to the Skill box for tips on making their narrative interesting, and refer them to the Text builder box to remind them how to use time linkers. C

PERSONAL BEST Sts work in pairs. They swap their blog posts with a partner and give feedback on mistakes, things that could be improved, and things they liked about the story. Remind them that they should always be positive and encouraging when they give feedback to a partner.

PERSONAL BEST Sts can further practice writing a narrative. They read the blog post on page 18 again, and then close their books and write a short summary of it. Weaker sts could look back at the story in exercise 7A on page 13. They could read the story again, and then write a brief summary. Ask some sts to read their summary to the class.

51

1 and 2

REVIEW and PRACTICE

Grammar 1

1

I usually a am checking

2

What a did you

my e-mails in the morning. b check c was checking

3

While I a waited

4

When I lived in London, I a usually b used to

5

Sorry, I can’t talk now. We a ‘re having b had

6

Who that bar of chocolate? a did you give b gave you c did give you

7

I couldn’t go to the concert because they the tickets the day before. a were selling b sold c had sold

last weekend? b do you do

c did you do

for my cab, my girlfriend called. b had waited c was waiting ride my bike to work. c use to dinner. c have

all Yuriko Morota is a professional musician from Tokyo in Japan. She 1plays / is playing the piano for a living. Last week, Yuriko 2had shared / shared an amazing story about her uncle on her Twitter account. Apparently, her uncle lived in Tokyo and 3used to have / usually has a beautiful cat called Nikko. Yuriko 4doesn’t like / isn’t liking cats, but she loved Nikko because he 5was saving / had saved her uncle’s life. One day, her uncle 6went / was going to the airport to catch a plane when he 7was seeing / saw an abandoned kitten on the street – its owners 8were leaving / had left it outside. Yuriko’s uncle 9was loving / loved cats, so he 10took / had taken the kitten home with him. Because of this, he 11missed / was missing his flight. The following morning he 12listened / was listening to the radio when he 13was hearing / heard that his plane 14crashed / had crashed into the mountains 100 km. from Tokyo. He couldn’t believe how lucky he was!

Where to go on vacation when you were young? a did you used b did you use c you used

Rewrite the sentences using the tenses or phrases in parentheses. 1

Sam plays tennis in the park with his brother. (present continuous) Sam

2

3

very wet because it

with your friends on the weekend?

Jack was out of shape when he was in school. (used to) Jack school.

5

out of shape when he was in

He’s using his tablet to check Facebook. (simple present) He

6

his tablet to check Facebook.

At nine o’clock last night, I took a bath. (past continuous) At nine o’clock last night, I

7

a bath.

Who does she live with? (simple past) Who

8

all

What do you do with your friends on the weekend? (simple past) What

4

tennis in the park with his brother.

The ground is very wet because it rained all night. (simple past, past perfect) The ground night.

Choose the correct options to complete the text.

Saved by a kitten

Choose the correct options to complete the sentences.

8

2

3

1

Circle the word or phrase that is different. Explain your answer. 1

check your e-mails speak face-to-face

get a text message give someone a call

2

a story a joke

congratulations the truth

3

go out break up

bring up pay back

4

excited depressed

terrified embarrassed

5

a lie a language

slowly loudly

6

fascinating annoying

amazing exciting

with?

Who takes the children to school every day? (used to) Who

Vocabulary

the children to school?

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REVIEW and PRACTICE

Grammar

3 x PRACTICE

1

1 Do the exercise as normal. When you check the

Sts read the sentences and choose the correct options to complete them. Check answers. Answers 1 b 2 c 3 c 4 b 5 a 6 b 7 c 8 b

2

Sts complete the sentences using the verb forms in parentheses. Check answers. Answers 1 is playing 2 was, had rained 3 did you do 4 didn’t use to be 5 uses 6 was having 7 did she live 8 used to take

3

Ask sts to read the text through quickly for general meaning, ignoring the blanks. Ask: How did the kitten save her uncle’s life? (It stopped him from getting on a plane that later crashed.) Sts read the text again and choose the correct options to complete it. Check answers. Answers 1 plays 2 shared 3 used to have 4 doesn’t like 5 had saved 6 was going 7 saw 8 had left 9 loved 10 took 11 missed 12 was listening 13 heard 14 had crashed

1 and1B 2

SB page 20, exercise 3

answers, read the text aloud, with some correct answers and some incorrect answers. Ask sts to call out when you read out an incorrect answer. Discuss as a class why it is incorrect and why the other option is correct. 2 Books closed. Sts work in pairs and try to remember as much as they can about Yuriko and her uncle. You could write some prompts on the board to help them, e.g., from? job? cat’s name? how/found cat? Sts can check by looking in their books. 3 In their pairs, sts prepare an interview with Yuriko’s uncle. As a class, brainstorm some questions they could ask; e.g., Where are you from? What was your cat called? When did you find him? What did you do next? Sts can then role play the interview with Yuriko’s uncle, using information from the text to answer the questions. They can swap roles and practice again. Encourage them to try to speak as naturally as possible to make the interview sound real.

Vocabulary 1

Sts circle the word that is different in each set. Check answers, and ask sts to explain in each case why the word is different. As an extension, sts could write two or three sentences using some of the words. Answers 1 speak face-to-face (the others all require technology) 2 congratulations (the others are all phrases with tell) 3 pay back (the others are all connected with people/ relationships) 4 excited (the other adjectives describe negative feelings) 5 a lie (the others are all phrases with speak) 6 annoying (the other adjectives describe positive things)

53

REVIEW and PRACTICE

2

Match the words in the box with definitions 1–8. keep in touch with go up amusing try on bring up go back fascinating run out of

3

1

something that makes you smile or laugh

2

care for a child until he/she is an adult

3

return

4

communicate regularly with

5

have no more of

6

very interesting

7

put on clothes before buying them to see if they fit

8

increase

Choose the correct options to complete the sentences. 1

I a give

2

It was very name. a exciting

b disappointing

We ended a again

having dinner at home last night. b up c back

4

My grandpa a told

us a really funny joke last night. b said c talked

5

I think it’s polite to a answer b check

6

My mother was really twenty minutes late. a amazed b amused

7

I didn’t know you could a talk b speak

8

Hurry a off

3

4

a lot of my photos on social media. b share c send

1 and 2

Personal Best on Less 1A Describe three things you did yesterday using communication phrases.

son 2A Les Name five -ed adjectives that describe your feelings today.

on Less 1A

son 2A Les

Describe three things that you are/aren’t doing now.

Write a sentence using the simple past and past continuous.

because I couldn’t remember her c embarrassing

to e-mails on the same day. c reply because the cab was

on Less 1B Write one sentence with actually and one with in fact.

! I don’t want to be late for work. b on c up

Write a sentence using the simple past and past perfect.

on Less 1C

son 2B Les

Name five phrases with say and tell.

Write two sentences about a friend using phrasal verbs.

c annoyed

Japanese! c say

on Less 2A

Complete the e-mail with the words in the box. shocking said face told out talk spoke depressed checked gotten broken call

Hi Anna, When I 1

my phone this morning I saw that I’d a text message from Chloe. So I decided to give her a 3 . When I 4 to her she seemed pretty 5 . She 6 me that her boyfriend had 7 up with her, and she wanted to 8 to someone about it. They’ve been going 9 together for three years, so it was very 10 when he 11 he’d met someone else. Anyway, we’re going to get together for coffee later, as it’s always better to speak to someone 12 -to-face. Hope to see you soon! Love, Sophie 2

son 1C Les

Write two object questions and two subject questions.

son 1D Les

Write three questions you can use to make small talk.

on Less 2C Name something you used to do and something you didn’t use to do when you were a teenager.

on Less 2D Write four sentences about the past using these time linkers: before, after, until, and as soon as.

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REVIEW and PRACTICE

2

Sts match the words in the box with the definitions. Check answers. Answers 1 amusing 2 bring up 3 go back 4 keep in touch with 5 run out of 6 fascinating 7 try on 8 go up

3 x PRACTICE

SB page 21, exercise 2

1 Do the exercise as normal. When you check the

answers, read out each definition in turn and ask sts to put up one hand if they think they know the answer, and two hands if they feel certain they know it. Ask those who put up one hand why they are not sure. The sts who are certain can explain their answer. 2 Ask sts to cover the sentences, but not the box. They work in pairs and try to remember the correct sentence for each word/phrase in the box. They can look at their books to check. 3 In their pairs, sts write a short conversation, using as many of the words in the box as they can. Encourage them to be creative and use their imaginations! Ask pairs in turn to perform their conversations for the class. See which pair managed to include the most words correctly.

3

1 and1B 2

Personal Best At the end of each Review and practice double-page spread, there is a Personal Best section. The aim here is to provide a quick challenge to change the pace and allow for language recall and personalization. These questions and prompts give sts the opportunity to review a number of language and skills points from the preceding two units in a more productive way. The points being reviewed are referenced according to which lesson they appear in (e.g., Lesson 2A). They cover grammar, vocabulary, and text builder language from reading and writing lessons, and conversation builder language from speaking lessons. Sts work individually, in pairs or in groups, according to the class dynamic and the time available. Set a time limit if you would like to add a competitive element. Encourage sts to refer back to the relevant lessons if they are having difficulties. The aim is for them to respond to the prompts and engage with the target language in a personal way. Their answers will vary. Monitor and help as necessary and get feedback on sts’ answers.

WORKBOOK REVIEW AND PRACTICE Students will find two pages of Review and Practice at the end of each unit of their Workbooks. Unit 1, pages 6 and 7 Unit 2, pages 12 and 13

Sts read the sentences and choose the correct options to complete them. Check answers. Answers 1 b 2 c 3 b 4 a 5 c 6 c 7 b 8 c

4

Sts read the e-mail and complete it with the correct words from the box. Check answers. Answers 1 checked 2 got 3 call 4 spoke 5 depressed 6 told 7 broken 8 talk 9 out 10 shocking 11 said 12 face

55

UNIT

3

People LANGUAGE

future forms

■

personality adjectives

3A It’s a plan 1

Look at the words in the box. Which adjectives describe your personality? kind sociable patient generous hardworking organized responsible

Go to Vocabulary practice: personality adjectives, page 139

2

In pairs, think of three adjectives to describe: a a good boss

3

A

b a good teacher

c a good friend

Read the text. Underline the personality adjectives.

Planning

personalities

B

You can tell a lot about people by the way they organize their social life. Here are four types of planners we probably all know.

The last-minute planner is very easygoing, calls you ten minutes before an event, and is surprised when you can’t come!

The disorganized planner never uses a calendar and often plans to do two things at the same time, sometimes forgetting both!

The plan-ahead planner is extremely organized and likes to make detailed plans a long time before the event, expecting everyone else to do the same.

The unreliable planner makes plans, but cancels just before you’re going to meet and doesn’t think this is a problem.

Read the text again. Ask and answer the questions in pairs.

1 Do you have any friends who make plans like this?

4

A

3.3 Listen to four voicemail messages. Which type of planner is each person?

Ben

B 1 2 3 4 5 6

2 What kind of planner are you?

Zoe

Eva

Jack

3.3 Who said the sentences: Ben (B), Zoe (Z), Eva (E), or Jack (J)? Listen again and check.

I’m going to cook Japanese food for you. I’m going to stay at home and watch TV. How about coffee at 4 p.m. instead? I won’t forget, I promise. I have my sister’s car – I’ll come and get you if you’d like. My friend’s band is playing at 9:30. I’m having lunch with my brother tomorrow.

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UNIT

UNIT

People 3 UNIT 3 OVERVIEW: This unit focuses on the topic of people. Sts read about how different personality types cope with planning their lives. Then they talk about their own plans. They read about the importance of birth order in shaping personality and discuss the influence of their own family and friends on their personality. Sts read about good and bad neighbors, and then talk about people, places, and objects that are important to them. In Learning Curve, Penny gives Simon some bad news. LANGUAGE

SKILLS

Grammar Future forms: present continuous, be going to, and will; defining and non-defining relative clauses

Vocabulary Personality adjectives; relationships

Pronunciation going to; relative clauses

Reading Reading for specific information

Writing Giving and responding to news; giving bad news

LANGUAGE

3A

3A It’s a plan Sts read a text about how different personality types plan and organize their social lives. They then study future forms and practice talking about their own plans for the future. Grammar Future forms: present continuous, be going to, and will

Vocabulary Personality adjectives: anxious, confident, (dis)honest, (dis)organized, easygoing, hardworking, (im)patient, (im)polite, (in)sensitive, sensible, (un)friendly, (un)helpful, (un)kind, (un)reliable, (un)sociable

Pronunciation going to

Communication Talking about your future plans

WARMER

With books closed, ask: How would you describe yourself? Elicit a few answers, encouraging sts to describe their physical appearance and their personality. Ask sts individually to write three or four sentences describing themselves on a piece of paper. Collect all the descriptions, and mix them up. Then put sts into small groups, and hand out the descriptions to the groups. Sts work in their groups to read the descriptions and guess who wrote each one. Groups can take turns to read out the descriptions and say who they guessed. They then find out if they were correct.

1

Read through the words in the box and pre-teach as necessary. Sts decide which adjectives describe their personality and discuss their answers in pairs. Get feedback on their answers. Go to Vocabulary practice: personality adjectives, SB page 139/TB page 291. Sts will find more language presentation and practice for personality adjectives here. Do these exercises with the class, or assign them for homework, before continuing with exercise 2 of lesson 3A. Remind sts to go to the app for further self-study vocabulary practice of personality adjectives.

2

Sts work in pairs to think of three adjectives to describe each person. Ask pairs to tell the class in turn which adjectives they chose and why.

Answers easygoing, organized, disorganized, unreliable

B Sts read the text again. Then they ask and answer the questions in pairs. Get feedback on their answers. See how many of each type of planner there is in the class!

4 A

3.3 Explain to sts that they are going to hear four voicemail messages from friends, and they must use the information in the messages to decide what kind of planner each person is. Play audio track 3.3. See TB page 355 for audio script. Check answers, encouraging sts to give reasons for their answers.

Answers Ben – disorganized Zoe – unreliable Eva – plan-ahead Jack – last-minute

B

3.3 Sts read the sentences and guess who said each one. Allow them time to compare their answers in pairs. Play audio track 3.3 again for sts to listen and check their answers. Check answers with the class.

Answers 1 E 2 Z 3 B 4 J 5 J 6 B

3 A

Read out the title of the text Planning personalities. Check that sts understand planning. Sts read the text and underline the personality adjectives. Check answers.

57

future forms

5

A

personality adjectives

LANGUAGE

3A

Match the forms with the sentences in exercise 4B.

present continuous

B

■

future with be going to

future with will

Match the sentences in 4B with the correct functions (a–c). Then read the Grammar box. c a promise

a a plan or intention b an offer

Grammar

future forms: present continuous, be going to, and will

Future plans and intentions: We’re meeting at the restaurant at eight thirty. Promises, offers, and instant decisions: I’ll help you with your homework tomorrow.

He’s going to learn another language. I’ll carry your bags for you.

I’ll text her.

Go to Grammar practice: future forms: present continuous, be going to, and will, page 116

6

7

A

3.5 Pronunciation: going to Listen to the conversation. When is going to pronounced “gonna”?

A B A B

Are you going to the beach this weekend? No, I think I’m going to visit my parents. And you? I’m going to take the bus to the beach on Friday night. I can’t wait. You’re so lucky! I’m going to the beach the weekend after.

B

In pairs, practice the conversation. Use the two different pronunciations of going to.

A

Match text messages 1–5 with responses a–e.

1

2

3

4

5

B

I’ (go) away this weekend, but I can’t take my dog with me.

a

b Help! My tablet has a virus!

(come)

Thanks! The wedding (be) in the spring, but we don’t have a date yet.

You ate all my chocolate!

c

I can’t believe how terrible the band was last night.

d

I hear you’ (get) married next year. Congratulations!

I’ over right away.

e

Sorry! I (not do) it again … I’

(look) after him!

I know. I’m never (go) to see them again!

Complete the text messages with the future forms of the verbs in parentheses.

Go to Communication practice: Students A and B page 158

8

In pairs, ask and answer the questions. Use future forms. Give as much information as possible and ask follow-up questions.

New Year’s resolutions: -go to the gym -work harder -eat less chocolate

What are your New Year’s resolutions for next year? What are you doing this weekend? What are you going to do this summer? What decisions have you made about your future studies or career? Which future plans are you most excited about? Which future plans are you not excited about?

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Imagine you are helping to plan a party. Think of six offers you could make to help.

EXTRA PRACTICE: Workbook page 14; 00; photocopiable photocopiable activity activity 3A 00 Grammar

23 22/11/2017 12:50

LANGUAGE

5 A

Read through the tenses and elicit or explain that these are all ways of referring to the future. Sts match the forms with the sentences in exercise 4B. Check answers.

B Sts practice the conversation in pairs, paying attention to the two different ways of pronouncing going to.

7 A

Sts read the text messages and match them with the responses. Check answers.

Answers present continuous – 5, 6 future with going to – 1, 2 future with will – 3, 4

Answers 1 d 2 a 3 c 4 e 5 b

B Sts read the messages again and complete them with the correct future forms. Check answers.

B Sts read the functions. Then they look at the sentences in exercise 4B again and match them with the correct functions. They could work in pairs for this. Check answers.

Answers 1 ‘m going 2a ’ll come 3c won’t do 4e going to go 5 ’re getting

Answers a 5, 6 b 1, 2 c 4 d 3

Grammar Read the Grammar box with sts about future forms. Explain that we use the present continuous for future arrangements that are already made, and we use be going to for future plans and intentions. Explain that we use will for promises and offers, and also for decisions we make as we are speaking; e.g., “Where’s Jan?” “I don’t know. I’ll call her.” (= I decide to do this as I am speaking.) Ask questions to check concept. Concept check questions: I’m going to the movies this evening – a plan or an arrangement? (an arrangement) Which verb form do we use for arrangements? (present continuous) I’m going to work hard next semester – a plan or an arrangement? (a plan) Which verb form do we use for plans? (be going to) I’ll help with the cooking – What am I doing? (offering to help) Don’t worry, I’ll be there on time – an offer or a promise? (a promise) Are you going shopping? I’ll come, too – Did I decide before, or am I deciding now? (deciding now) Which verb form do we use for offers, promises, and instant decisions? (will) Go to Grammar practice: future forms, SB page 116/TB page 245. Sts will find more language reference, presentation, and practice for future forms here. Do these exercises with the class, or assign them for homework, before continuing with exercise 6A of lesson 3A. Remind sts to go to the app for further self-study grammar practice of future forms.

6 A

3.5 Allow sts time to read through the conversation.

Play audio track 3.5. See the SB page opposite for audio script. Sts listen and note when going to is pronounced “gonna.” Check the answer. Then play the audio track again, pausing after each line for sts to repeat. Answer Going to can be pronounced “gonna” when it’s followed by the infinitive, i.e. in be going to + infinitive, but not in the present continuous form of go.

3A

3 x PRACTICE

d ‘ll look

b is going to be

SB page 23, exercise 7B

1 Do the exercise as normal. To check answers, read out

each message or response in turn with the verb in one of the future forms, some correct and some incorrect. Ask: Correct or incorrect? Elicit the answers. 2 Ask sts to cover the responses a-e. In pairs, they read messages 1–5 again and try to remember the responses. They can look at the responses again to check. 3 In pairs, ask sts to write an alternative response for each message (1–5), using a future form. Put pairs together into groups of four to read their responses to each other in a random order. The other pair listens and tries to match each response with the correct message (1–5). Go to Communication practice Divide the class into Student A and Student B. All sts should go to SB page 158. Go to TB page 329 for the teacher notes. Do the activity. Then continue with exercise 8 of lesson 3A.

8

Check that sts understand New Year’s resolutions. Allow sts time to prepare their answers individually. They then ask and answer the questions in pairs. Ask some sts to tell the class about their partner’s plans or resolutions.

PERSONAL BEST Sts can further practice using future forms. They imagine they are helping to plan a party and think of six offers they could make to help. Elicit some possible offers from the class. With weaker sts, write some prompts on the board for offering help; e.g., My bag’s heavy. I don’t have any money. This room is so messy! Sts work in pairs and think of a way to offer help for each one. They can then use the prompts to practice mini dialogues.

59

31

SKILLS

READING

reading for specific information

■

linkers of reason and result

3B Born to rebel 1

Read the title, introduction, and headings of the text on page 25. In pairs, answer the questions. 1 What are the four different birth orders? Which are you? 2 According to the introduction, which child is typically a rebel? Do you agree?

2

Read the text quickly. Which people agree that their personality is typical of their birth order? Discuss your answers in pairs.

Skill

reading for specific information

When we want to find specific information in a text, we need to know where to look. • Read the question carefully and underline key words. • Scan the text, looking for any synonyms or paraphrases of the underlined key words. • Read that part in detail.

3

Read the Skill box. Scan the text and find the information you need to match sentences 1–8 with the people. Which person … 1 thinks the experience with her brothers helps with her job now? 2 works hard and doesn’t like making mistakes? 3 is certain of his ability to do well and is good at making decisions? 4 used to take care of younger family members, but worried about it? 5 is good at making people agree with her, but can think about herself too much? 6 didn’t like people making decisions for her and became a rebel? 7 thinks his parents’ behavior made him calm, but bad at planning? 8 is happy that her brothers and sisters received more attention than her?

4

A Look at the two sentences. Underline the part of each sentence that gives a reason for something. Circle the part that gives a result of something. 1 Psychologists say that middle children become independent since they get less parental attention. 2 Psychologists say that middle children get less parental attention, so they become independent.

B

Which two words in the sentences above express reason and result?

Text builder

5

linkers of reason and result

Reasons (as and since): I’m tired as I slept badly.

I took a cab since it was late.

Results (That’s why and so): I slept badly. That’s why I’m tired.

It was late, so I took a cab.

Read the Text builder. Rewrite the sentences from the text with the words in parentheses. 1 I wanted to be my own person, so when I was a child I was pretty rebellious. (as) 2 Parents usually pay more attention to their first child. That’s why oldest children like me are normally confident. (since) 3 Oldest children are often more responsible and reliable since they look after their younger siblings. (That’s why) 4 We tend to be hardworking and mature since we have our parents’ full attention and support. (so)

6

Is your personality typical of your birth order, according to the text? How about your family and friends? Discuss in pairs.

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SKILLS

3B

3B Born to rebel Sts read a text about the effect that birth order has on someone’s personality. They then discuss their own personality in relation to their birth order and discuss other influences on their personality from family and friends. Reading Sts read a text about the effect of birth order on personality.

Skill Reading for specific information

WARMER

Answers 1 result: middle children become independent

Ask: Do you come from a big family or a small family? How many brothers and sisters do you have? Elicit a few answers, and then ask: How has your family affected your personality? Has it made you more sociable, responsible, organized, generous? Why? Elicit a range of answers.

1

reason: they get less parental attention 2 reason: middle children get less parental attention result: they become independent

B Sts answer the question in pairs. Check answers with the class.

Read out the title of the lesson Born to rebel. Explain the meaning of rebel if necessary. Read out the title of the text The birth order effect. Explain birth order if necessary (= your position in the family, e.g., first child, second child, etc.). Sts read the introduction and headings of the text. Then they answer the questions in pairs. Discuss the answers with the class.

Answer reason = since

Read the Text builder box with sts about linkers of reason and result. Elicit that we can use because to give reasons, and explain that we can also use as and since. Elicit or explain that we can use That’s why or so to express the result of an action. Point out the relationship between reason and result in pairs of similar sentences; e.g., I made myself a sandwich since I was hungry/I was hungry, so I made myself a sandwich. Point out that as, since, and so go between clauses, but That’s why goes at the beginning of a sentence. Ask questions to check concept. Concept check questions: I didn’t go to the movies since I had no money – Why didn’t I go to the movies? (I had no money.) Was this the reason I didn’t go? (yes) What other word can you use instead of “since”? (as) I had no money, so I didn’t go to the movies – What was the result of my not having any money? (I didn’t go to the movies.) What other expression can we use to express a result? (That’s why.) Does “that’s why” come at the beginning of a sentence or in the middle? (at the beginning)

sts’ own answers 2 youngest; sts’ own answers

Sts read the text quickly and answer the question. They discuss their answer in pairs. Check the answer with the class. Answer Jack, Mick, Sara, Tom, Tina, Adam, Anita

Skill Read the Skill box with sts about reading for specific information. Check they understand skim (= read the whole text quickly, without worrying about understanding all the details) and scan (= search for specific words, phrases, or numbers).

3

Ask sts to read the first question and underline the key words (experience, brothers, job). Ask sts to scan the text to find out which people mention brothers. Ask them to read these parts of the text carefully to find out which one gives the answer to the first question. Sts follow the same procedure to answer the remaining questions. They discuss their answer in pairs. Check answers.

5

Sts rewrite the sentences using the words in parentheses. Allow sts time to compare their answers in pairs. Then check answers. Answers 1 When I was a child I was quite rebellious as I wanted to be my own person. 2 Oldest children like me are normally confident since parents usually give more attention to their first child. 3 Oldest children look after their younger siblings. That’s why they are often more responsible and reliable. 4 We have our parents’ full attention and support, so we tend to be hardworking and mature.

Answers 1 Alice 2 Adam 3 Jack 4 Mick 5 Anita 6 Tina 7 Tom 8 Sara

4 A

Ask sts to read the two sentences and underline the part that is a reason and circle the part that is a result. Allow sts time to compare their answers in pairs. Then check answers with the class.

result = so

Text builder

Answers 1 oldest, youngest, middle, and only children;

2

Text builder Linkers of reason and result

6

Sts discuss the questions in pairs. Get feedback on their discussions, and see who in the class feels their personality is typical of their birth order, and who doesn’t. 61

reading for specific information

■

linkers of reason and result READING

The birth order

SKILLS

3B

effect

Many psychologists agree that your birth order influences your personality more than other factors such as your gender or culture. One belief is that oldest children identify with parents and authority, whereas youngest children often rebel against them. There are many other personality types thought to be typical of youngest, middle, oldest, and only children. But are they true? We interviewed eight people to find out.

Oldest children

Youngest children

Apparently, parents usually pay more attention to their first child. That’s why oldest children like me are normally confident and decisive. I suppose that was true of my parents, and it made me a pretty confident person. I’m definitely not indecisive. Am I a rebel? No, not at all, I work for the police department! Jack

According to research, parents have a relaxed attitude when bringing up their last-born child, and that’s why we’re easygoing and free-spirited. That describes me perfectly. I don’t like discipline, and I’m very relaxed and creative. Being the youngest, I had a lot of help and support, but maybe that stopped me from being independent and made me more disorganized. Tom

I had to help my mother with my two younger sisters. Psychologists believe that oldest children are often more responsible and reliable since they look after their younger siblings, but this can also make us pretty anxious. I’d say that’s true for me, and because I’ve always respected my parents’ authority, I accepted the responsibility and the anxiety. Mick

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I grew up with older brothers and sisters who were bigger and smarter than me. They were extremely bossy – always telling me what to do, which I hated. I wanted to be my own person, so when I was a child I was pretty rebellious, which psychologists think is normal for youngest children. Tina

Middle children

Only children

My older sister was serious and used to prefer spending time with our parents, and my younger brother always used to get their love and attention. Because of this, I used to spend most of my time alone or with friends. Psychologists say that middle children become independent since they get less parental attention. That’s definitely true in my case, and in my opinion, it was good for me. Sara

I don’t have any brothers or sisters. According to experts, there are clear advantages and disadvantages to this. On the one hand, we tend to be hardworking and mature as we have our parents’ full attention and support, but we also have their expectations on our shoulders, which can be difficult. For this reason, I think I’m a bit of a perfectionist and sensitive to criticism. Adam

Research has suggested that middle children are often very competitive, but I’m the opposite – I was always trying to keep the peace between my older and younger brothers! I definitely think that’s why I have good communication skills now, which helps with my career in Human Resources. Alice

As we usually got what we wanted when we were growing up, apparently it’s difficult for only children to compromise. That’s why we can be a bit selfish and impatient. I think that’s also why I’m good at persuading people. I remember trying to persuade my parents to give me a sister for my birthday! It didn’t work. Anita

Underline all the personality adjectives in the text. Do you know what they mean?

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3B

PERSONAL BEST Sts can further practice personality adjectives. They underline all the personality adjectives in the text and check their meanings. Encourage sts to try to guess the meanings from the context before they look in a dictionary. Discuss the meanings with the class. Weaker sts can work in pairs. They choose one person from the text and read about them again. They then write a short summary of their personality, using adjectives from pages 22 and 139. Ask some pairs to read their summaries to the class.

EXTRA PRACTICE With books closed, write the following fill-in sentences on the board: 1 Parents usually give more attention their first child. 2 I was always trying to keep the peace my older and younger brothers! 3 It helps my career. 4 I’m sensitive criticism. 5 I’m good persuading people. Explain that the missing words are all prepositions. Sts work in pairs and complete the sentences with the correct prepositions. They can check their answers in the text. Check answers, and check that sts understand all the sentences. Remind sts that when they learn new words or phrases, they should try to learn them in context so they know which prepositions to use with them. Answers 1 to 2 between 3 with 4 to 5 at

EXTRA PRACTICE In pairs, sts choose one of the people in the text and prepare an interview with him/her. As a class, brainstorm some questions for the interview; e.g., How many brothers and sisters do you have? Where are you in the family birth order? What effect has this had on your personality? Tell sts they can use the information in the text for the answers and also their imagination. Sts work in pairs to prepare and practice their interviews. Ask some sts to perform their interviews for the class. Other sts can listen and try to guess which person is being interviewed.

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LANGUAGE

■

relationships

3C Good neighbors, bad neighbors 1

Work in pairs. Explain the difference between: 1 a close friend and a best friend. 2 a neighbor and a next-door neighbor. 3 a colleague and a classmate.

4 a couple and a partner. 5 a parent and a relative.

Go to Vocabulary practice: relationships, page 139

2

3

Think of a friend, colleague, or neighbor you know well. Ask and answer the questions in pairs. 1 How do you know this person? 4 When did you last get together? 2 How long did it take you to get to know each other? 5 What do you have in common? 3 Have you ever argued or had a falling out? Why? Read the notice. Do you think events like this are a good idea? Why/Why not?

WORLD NEIGHBORS’ DAY

Neighbors’ Day encourages people to get together, get to know each other, and develop a real sense of community.

Over 30 million people celebrated Neighbors’ Day last year, helping to create better neighborhoods all over the world.

4

Get involved! Your neighborhood is having the following Neighbors’ Day celebration: What: Street party with barbecue lunch Where: Maple Avenue When: Saturday, June 13th, 2 p.m. – 7 p.m.

A

3.8 Listen to three people answer the question “What makes a good neighbor?” Match the opinions with the speakers: John (J), Mary (M), or Lisa (L).

1 Good neighbors help each other. 2 They’re not noisy. 3 They’re kind and try not to annoy other neighbors.

B

3.8 Listen again and complete the sentences with the words you hear. John

Mary

Lisa

5 6

I had a bad experience in the building 1where I used to live. The biggest problem was 2 the people that lived on the first floor. They played heavy metal music all the time, and their was always loud, too. My neighbor Tony, 3who works as a travel agent, is away at the moment. I’m after his apartment. Once, though, another did something 4that made me furious. I’d given her my keys while I was away, but she with her boyfriend, and when I came home, he was asleep on my sofa! Most people here are very and considerate. And we have some rules, 5which most people follow. I get annoyed with some neighbors, though, like the family 6whose children leave bicycles in front of my door and throw trash on my .

Do you agree with the speakers? What do you think makes a good or bad neighbor? Look at clauses 1–6 in bold in exercise 4B. Which relative pronouns do we use to talk about: 1 things? or 3 places? 2 people? or 4 possessions?

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LANGUAGE

3C

3C Good neighbors, bad neighbors Sts read about World Neighbors’ Day and listen to three people talking about their experiences with neighbors. They study relative clauses, and talk about places, objects, and people that are important to them. Grammar Defining and non-defining relative clauses

Vocabulary Relationships: argue, best/close friend, classmate, colleague, couple, get along well, get together, get to know, have a falling out, have a lot in common, introduce someone to, make up (after an argument), next-door neighbor, parents, partner, relative

Ask: Who are the important people in your life? Elicit a few ideas. Then ask sts to write the names of ten important people in their lives. Put sts into pairs to compare their lists and explain who the people are. Get feedback on their answers, and elicit whether most of the important people are family members, friends, partners, etc. Sts work in pairs and explain the difference in meaning between the words. They can use their dictionaries to help if necessary. Discuss the answers with the class, and make sure sts understand all the words. Answers 1 A close friend is a very good friend; a best friend is your closest friend. 2 A neighbor is someone you live near; a next-door neighbor lives in the house or apartment next to yours. 3 A colleague is someone you work with; a classmate is in the same class as you. 4 A couple is two people in a romantic relationship; a partner is one person in a couple. 5 A parent is your mother or father; a relative is a member of your family.

3 x PRACTICE

Remind sts to go to the app for further self-study practice of relationships vocabulary.

2

Allow sts time to think of someone to talk about. Then put them into pairs to ask and answer the questions. Get feedback on their discussions.

3

Ask sts to read the notice. Then discuss the questions with the class. Encourage sts to talk about their own experiences.

4 A

3.8 Allow sts time to read the opinions. Then play audio track 3.8. See TB page 355 for audio script. Sts listen and write the correct name for each opinion. Check answers, asking sts to give reasons to support their answers.

Answers 1 M 2 J 3 L

B

3.8 Allow sts time to read the fill-in sentences, and elicit some possible words for each blank. Play the audio track again. Sts listen and complete the sentences with the correct words. Check answers.

SB page 26, exercise 1

1 Do the exercise as normal. To check answers, read

out each pair of words and ask: Who is confident they understand the difference in meaning? Ask a confident student to explain the difference to the class. Help out if necessary. 2 Books closed. Write the first letter of each bold word on the board, e.g., C F, B F, N, N D N. Sts work in pairs and try to write all the words from memory. They can check in their books any they can’t remember. 3 Say: I talk to this person a lot, and we do a lot of things together. We like the same things. I tell them my problems, and they give me advice. I don’t live with them, but I see them every day. We were at school together. Sts guess the person (best friend). In pairs, sts write three more clues for words from exercise 1. Encourage them not to make their clues too easy. Put pairs together into groups of four to read their clues to each other and guess the words. With stronger classes, sts could do this with books closed to make it more challenging. Ask which words were the most difficult to write clues for.

Communication Talking about people, places, and objects that are important to you

Go to Vocabulary practice: relationships, SB page 139/ TB page 291. Sts will find more language presentation and practice for relationships vocabulary here. Do these exercises with the class, or assign them for homework, before continuing with exercise 2 of lesson 3C.

WARMER

1

Pronunciation Relative clauses

Answers John: apartment, loud, TV Mary: looking, neighbor, argued Lisa: kind, community, balcony

5

Sts discuss the questions in pairs. Get feedback on their answers and discuss as a class what makes a good or bad neighbor. Ask: Have you ever had a very good or very bad neighbor? What happened?

6

Sts look at the clauses in bold in exercise 4B. Elicit that the clauses are all relative clauses, and elicit the relative pronouns which, who, where, that, whose. Sts write the correct relative pronouns. They could work in pairs for this. Check answers. Answers 1 that, which 2 that, who 3 where 4 whose

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7

A

■

relationships

LANGUAGE

3C

Look at the two sentences from exercise 4B and answer the questions.

a The biggest problem was the people that lived on the first floor. b My neighbor Tony, who works as a travel agent, is away at the moment. 1 Which relative clause is essential and identifies who or what we are talking about? 2 Which relative clause gives extra information, although, without it, the sentence still makes sense?

B

Look at clauses 1–6 in exercise 4B again. Which clauses are essential? Which give extra information? Then read the Grammar box.

Grammar

defining and non-defining relative clauses

Defining relative clauses (identifying who or what we are talking about): The woman who lives above me is a doctor. That’s the village where I grew up. Do you know the man whose car was stolen?

Non-defining relative clauses (giving extra information): I saw the movie, which was great. That town, where my mother grew up, is beautiful. My uncle, whose house is over there, works as a fire fighter.

Look! When a relative clause gives extra information, we separate it with commas (or a comma and a period). Go to Grammar practice: defining and non-defining relative clauses, page 117

8

3.10 Pronunciation: pausing in relative clauses We usually pause before a clause that gives A extra information. Listen to the sentences. Add commas where the pauses are. 1 2 3 4 5 6

The family who lives on my floor is really friendly. My grandmother lives in Quito which is in the north of Ecuador. My brother who is a chef works at the hospital. I get along well with the couple who lives in the apartment next to mine. I don’t see my cousins who live in Argentina. It’s easy to park on the street where I live.

B

In pairs, change the sentences in 8A so they are true for you. Add extra details if necessary.

The couple who lives on my floor is really noisy.

Go to Communication practice: Student A page 158, Student B page 168

9

A

Choose two places, two objects, and two people that are very important to you.

Places 1

Objects 1

People 1

2

2

2

B

In pairs, talk about your choices. Ask your partner why each of his/her choices is important, and ask for more information. Use relative clauses in your answers. A B A B A B

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Tell me about one of your places. It’s Montevideo. Why is it so important to you? Because it’s the place where I met my boyfriend. How did you meet him? We were both in college there.

Write five sentences about your relatives and close friends with non-defining relative clauses.

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LANGUAGE

7 A

Sts look at the two sentences, and then read the questions and answer them. They could work in pairs for this. Check answers with the class. Answers 1 a 2 b

8 A

3.10 Read out the information on pronunciation in relative clauses. Play audio track 3.10. See Answers for audio script. Sts listen and add a comma where they hear a pause. Check answers with the class, playing the audio again for sts to hear the pauses again.

Answers 1 The family who lives on my floor is really friendly. 2 My grandmother lives in Quito, which is in the north of

B Sts look at the clauses in exercise 4B again and decide which are essential and which give extra information. Check answers, and then read the Grammar box.

Ecuador. 3 My brother, who is a chef, works at the hospital. 4 I get along well with the couple who lives in the apartment next to mine. 5 I don’t see my cousins, who live in Argentina. 6 It’s easy to park on the street where I live.

Answers essential – 1, 2, 4, 6 extra information – 3, 5

Grammar Read the Grammar box with sts about defining and non-defining relative clauses. Remind sts that defining relative clauses give essential information and tell us which person, thing, or place we are talking about. Non-defining relative clauses give extra information, so a sentence would still make sense without its nondefining relative clause. Explain that we use commas around non-defining relative clauses but not around defining relative clauses. Point out that we can use that instead of which or who in defining relative clauses, but NOT in non-defining ones: The people who/that I work with are really nice. Maria, who I work with, is really nice. NOT Maria, that I work with, is really nice. Ask questions to check concept. Concept check questions: What information do defining relative clauses give? (essential information – They identify a person, place, or thing.) What information do non-defining relative clauses give? (extra) That’s the apartment where I live – defining or non-defining relative clause? (defining) Miami, where I live, is very busy – defining or non-defining relative clause? (non-defining) Which type of clause uses commas? (non-defining) What’s the difference between “who” and “which”? (We use who for people and which for things.) Which relative pronoun do we use for places? (where) Which do we use for possession? (whose) When can we use the relative pronoun “that”? (for people or things, in defining relative clauses) Go to Grammar practice: defining and non-defining relative clauses, SB page 117/TB page 247. Sts will find more language reference, presentation, and practice for defining and non-defining relative clauses here. Do these exercises with the class, or assign them for homework, before continuing with exercise 8A of lesson 3C.

3C

B Sts work in pairs to change the sentences so they are true for them. Tell them that if they can’t make a sentence that is true for both of them, they can make a sentence that is true for one of them. Ask some sts to read some of their sentences to the class. Encourage them to pause slightly before (and after) the non-defining relative clauses. Go to Communication practice Divide the class into Student A and Student B. All Student A sts should go to SB page 158. All Student B sts should go to SB page 168. Go to TB page 329 for the teacher notes. Do the activity. Then continue with exercise 9A of lesson 3C.

9 A

Sts make notes on places, objects, and people that are very important to them.

B Choose two sts to model the example dialogue. Sts then talk about their choices in pairs and answer their partner’s questions. Encourage them to use both defining and non-defining relative clauses in their answers, and encourage them to ask questions to find out more about their partner’s choices. Get feedback on their discussions. PERSONAL BEST Sts can further practice using relative clauses. They write five sentences about their friends and relatives, using nondefining relative clauses. They can compare their sentences in pairs. Ask some sts to read their sentences to the class. Weaker sts can write three sentences about the people, places, and things they chose in exercise 9, using non-defining relative clauses. Ask some sts to read their sentences to the class.

Remind sts to go to the app for further self-study grammar practice of defining and non-defining relative clauses.

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SKILLS SKILLS

Learning Curve

SPEAKING giving and responding to news

■

giving bad news

3D I have some news 1

A Look at the sentences. Which are good news? Which are bad news? Which news do you think the man in the photo has? 1 2 3 4 5 6

I’m afraid you didn’t get the job. We won the game! We’re in the final! I’ve had a falling out with my best friend. Your rent’s going up by 20%. She said “Yes”! I got a promotion.

B

In pairs, discuss the questions.

1 What good news can you remember receiving in your life? What did you say? 2 Have you ever had to give someone bad news? How did you feel?

2

3.11 Watch or listen to the first part of Learning Curve. Answer the questions.

Penny

Simon

1 What news does Penny give Simon? 2 How do they both feel about the news?

3

3.12 How did Penny give Simon the news? How did Simon respond? Listen and complete the sentences. 1 I’m

I have some bad news.

3 You aren’t going to this, our boss is asking me to fire our student workers.

Conversation builder

? What

?

4

! That’s

!

giving and responding to news

Giving news I’m afraid I have some bad news. I’m really sorry to say this, but … You aren’t going to believe this, but … Great news! I’m … Guess what? I’m …

4

2

Responding to news That’s a relief. Oh no, that’s terrible! What a shame! That’s too bad! I’m so happy for you! That’s fantastic news! I’m absolutely thrilled for you! Congratulations!

Read the Conversation builder. Put the phrases in the correct column in the chart. giving good news

giving bad news

responding to good news

responding to bad news

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SKILLS

3D

3D I have some news Learning Curve

Sts watch or listen to a conversation in which two people give and respond to personal news. They then practice giving and responding to news.

Reading Sts watch a video or listen to a conversation in which people give and respond to personal news.

Skill Giving bad news

Conversation builder Giving and responding to news

WARMER

Conversation builder

Read out the title of the lesson and ask: Does it refer to world news or personal news? (personal news) Ask: What good or bad things have happened to you recently? Who would be the first people you would tell if you had some good news?

Read the Conversation builder box with sts about giving and responding to news. Point out that we say What a shame (NOT What shame) and That’s too bad (NOT That’s bad). Remind sts that it is important to use intonation and tone of voice to convey enthusiasm or sympathy. Ask questions to check concept. Concept check questions: Which phrases can we use to give bad news? (I’m afraid I have some bad news./I’m really sorry to say this, but ...) Which phrases express great surprise? (You aren’t going to believe this, but .../Guess what?) Which phrase can we use for giving good news? (Great news!) Which two phrases can we use for responding to bad news? (Oh no, that’s terrible!/What a shame! That’s too bad!)

1 A

Sts read the sentences and decide which contain good news and which contain bad news. They could work in pairs for this. Check answers and then ask: Which news do you think the man in the photo has? Why? Elicit a range of answers. Answers 1 bad news 2 good news 3 bad news 4 bad news 5 good news 6 good news The man in the photo obviously has good news, probably She said “Yes!” because he’s with his girlfriend, but it could also be We won the game! We’re in the final!, or I got a promotion.

B Sts discuss the questions in pairs. Ask some sts to tell the class about their experiences.

2

3.11 All the D lessons in this level which focus on speaking skills are accompanied by video (i.e., an episode of Learning Curve). In this lesson, Penny gives Simon some bad news. Allow sts time to read through the questions. Play video/audio track 3.11. See TB page 356 for video/ audio script. Sts watch or listen and answer the questions. Check answers.

Answers 1 Bad news. Their boss has decided that they can’t keep their student workers on. 2 They both feel very upset.

3

4

Sts put the phrases from the Conversation builder in the correct columns in the chart. Check answers. Point out to sts that You aren’t going to believe this, but ... can be used for either good news or bad news. Guess what? can also be used for giving bad news. Answers Giving good news: Great news! I’m ..., Guess what? I’m ..., You aren’t going to believe this, but ... Giving bad news: I’m afraid I have some bad news. I’m really sorry to say this, but ... You aren’t going to believe this, but ... Responding to good news: I’m so happy for you! That’s fantastic news! I’m absolutely thrilled for you! Congratulations! That’s a relief. Responding to bad news: Oh no, that’s terrible! What a shame! That’s too bad!

3.12 Allow sts time to read through the fill-in sentences. Elicit some possible words to complete them. Play audio track 3.12. See the SB page opposite for audio script. Sts listen and complete the sentences. Check answers, and check that sts understand all the sentences.

Answers 1 afraid 2 Really, happened 3 believe, but 4 Oh no, terrible

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giving and responding to news

5

A

■

giving bad news SPEAKING

3D

SKILLS SKILLS

In pairs, complete the conversation with the words in the box. awful thrilled afraid shame that’s wonderful congratulations

6

A B A B A B A

Great news! I’ve been offered a job writing for a new magazine! Wow! 1 fantastic news! I’m absolutely 2 for you! When do you start? Next month. I can’t wait. It’s a really exciting place to work. That’s 3 !4 ! How are things with you? Well, I’m 5 I have some bad news. I broke my leg last week. Oh no, that’s 6 ! What a 7 ! I’m so sorry.

B

In pairs, practice the conversation. You can change the details.

Sherry

3.13 Watch or listen to the second part of the show. Answer the questions. 1 What news does Sherry give Penny? 2 How does Penny feel about it? 3 How does Simon feel about it?

7

3.13 How did Sherry give Penny her news? Order phrases a–h. Watch or listen again and check. a

It’s in my neighborhood, much closer to my apartment.

b

but it’s sort of bad news for you.

c

It’s a great opportunity to work with customers.

d

Well, you know that I study fashion at college, right?

e

So, I’m really sorry to say this, but I’m resigning. Well, it’s good news for me,

f g h

1 I have some news.

Well, I got a great job offer to work at a department store that I just love.

Skill

giving bad news

When we give someone bad news, we often try to do it in a sensitive way. • Prepare the person first – tell him/her you have some bad news. • Briefly explain the situation behind the bad news. • Say exactly what the bad news is. • Be sympathetic – say that you’re really sorry.

8

Read the Skill box. What did Sherry do to give Penny the news in a sensitive way?

Go to Communication practice: Student A page 158, Student B page 168

9

A

In pairs, look at the situations below. Think about what you will say.

PREPARE

situation 1

situation 2 You’re Student B’s roommate and close friend. Listen and respond to the news. Ask questions and continue the conversation.

Student A

You’ve been offered an amazing job in another city, but you’re worried your parents will be upset that you’re leaving. Tell your mother/father the news.

Student B

You’re Student A’s mother/father. Listen and respond to Your cousin has just moved into a fantastic apartment the news. Ask questions and continue the conversation. and wants you to rent the spare room. You’re worried your current roommate will be upset that you’re leaving. Tell him/her the news.

B

PRACTICE

In pairs, take turns giving your news and responding to it.

C

PERSONAL BEST How could you improve the way you gave the news and responded to your partner’s news? Find another partner and give your news again.

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Imagine what Ethan’s news is. Write his conversation with Penny.

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SKILLS

5 A

Sts work in pairs and complete the conversation with the correct words. Check answers, and check that sts correct everything in the conversation.

8

Refer sts back to Sherry’s phrases in exercise 7 and elicit which phrases prepare Penny for the news, which explain the situation, which say what the bad news is, and which show sympathy.

Answers 1 That’s 2 thrilled 3 wonderful 4 Congratulations 5 afraid 6 awful 7 shame

Answers Sherry prepared Penny by saying she had some news. She explained the situation, that she was studying fashion at college and had received a job offer in her neighborhood. She said sorry and said exactly what the bad news was (she was resigning).

B Model the conversation with a confident student. Encourage them to use intonation to express enthusiasm and sympathy. Sts then practice the conversation in pairs. They can then swap partners and further practice the conversation, this time changing some of the details.

6

7

Go to Communication practice Divide the class into Student A and Student B. All Student A sts should go to SB page 158. All Student B sts should go to SB page 168. Go to TB page 329 for the teacher notes. Do the activity. Then continue with exercise 9 of lesson 3D.

3.13 Allow sts time to read the questions. Pre-teach to quit (a job). Play video/audio track 3.13 for sts to watch or listen and answer the questions. See TB page 356 for video/audio script. Check answers.

Answers 1 She is going to resign as she has been offered a new job. 2 Penny is very happy about Sherry's news. 3 Simon is relieved. 3.13 Sts read the phrases and order them from 1-8. They could work in pairs for this. Draw sts’ attention to the example number 1 in the box. Play the video/audio track again for sts to watch or listen and check. Check answers.

Answers 1 g 2 f 3 b 4 d 5 h 6 a 7 c 8 e

3 x PRACTICE

SB page 29, exercise 7

1 Do the exercise as normal. To check answers, go around the class and give each st a number from 1 to 8. Call out: one. The number 1 sts say Sherry’s first phrase. Continue with the remaining numbers in turn. Discuss any differences in sts’ answers. Then play video/audio track 3.13 for sts to check their answers. 2 Books closed. Write one key word for each of phrases a-h in the correct order on the board, e.g., news, good, bad, fashion, etc. In pairs, sts try to remember each phrase that Sherry used. They can look at their books again to check. 3 Play video/audio track 3.13 again, pausing after each of the phrases in exercise 7 for sts to repeat. Point out Penny’s response: Oh? Really? after phrase number 3. Encourage sts to copy Sherry’s and Penny’s pronunciation and intonation from the recording. Sts can then practice giving Sherry’s news and responding in pairs.

Skill Read the Skill box with sts about giving bad news. Check they understand everything. Elicit that tone of voice and intonation are very important if the speaker is to sound genuinely sympathetic.

3D

9

Sts follow the steps to practice giving bad news.

A

PREPARE Read through the situations with the class, and make sure sts understand everything. Sts could work in AA and BB pairs to choose one of the situations and think about what they will say. You could brainstorm some ideas as a class.

B PRACTICE Sts work in AB pairs and take turns to give their news. Their partner responds. Remind sts to use phrases from the Conversation builder box to give their news and respond to it, and remind them to follow the guidelines in the Skill box. Encourage them to use intonation and tone of voice to sound sympathetic or enthusiastic. C

PERSONAL BEST Sts discuss in pairs how they could improve. They then work with a different partner and practice giving their news again.

PERSONAL BEST Sts can further practice giving news. They work in pairs and prepare a conversation between Ethan and Penny, in which Ethan shares the news that he mentions at the end of video/ audio track 3.13. Monitor and help while they are working, and then allow them time to practice their conversations in pairs. Weaker sts can prepare and then practice Ethan and Penny’s conversation in pairs. Before they do this, brainstorm and write on the board ideas about what Ethan’s news is.

EXTRA PRACTICE Put sts into groups of three. Two sts practice one of their conversations from exercise 9 or a new conversation using their own bad news ideas. The third student uses his/her phone to video the other two. Sts can swap roles and practice again. Watching themselves on video will help sts to evaluate how well they can give and respond to bad news.

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UNIT

4

Places and homes LANGUAGE

quantifiers

■

compound nouns

4A What makes your city great? 1 2

I

What three things make your town or city great? Discuss your answers in pairs. Look at the text about four cities below. According to each writer, what makes his/her city great?

MY CITY

3

With Melbourne topping the list of the best cities in the world to live, we celebrate cities everywhere, and invite you to share what you love about your city. #whatmakesyourcitygreat

David

Kiyomi

What I love most about this city are the parks and green spaces. When you have a little free time, there’s always an open space, urban park, or secret garden nearby where you can go to relax. One really interesting project, the High Line, is a 2.3 km. long park built on an elevated section of a former railway line. It’s a wonderful pedestrian area and has fabulous views of the Hudson River, Manhattan, and the New York City skyline.

The nightlife here is amazing. There are plenty of places to go and things to do in the evening, with thousands of cafés, restaurants, and nightclubs. But what I like best about Tokyo are the unusual places to eat out. Last week, I had dinner at the seafood restaurant Zauo, where the tables are on a boat and you catch your own fish from the aquarium, which the chefs then cook for you. It was lots of fun!

Klaus

Lola

In most big cities, there aren’t enough roads that are safe for bicycling. But here in Copenhagen, there are over 400 km. of bike paths, so you can ride everywhere with no danger, avoiding traffic jams and staying in shape at the same time. There aren’t many people who regularly use a car here – in fact, most people go to work or school by bike or on foot. Some use the Cycle Snake, an elevated bike path over the harbor. It was built especially for bicyclists, and the views from it are spectacular!

New Orleans sure has rhythm! You hear live music on almost every street: there’s always a jazz band playing, or a few musicians jamming together in a café or on a street corner. My favorite time of year is Mardi Gras – the famous carnival celebration with music and colorful parades. Some people complain that there are too many tourists here at Mardi Gras, but I think everyone should be able to see the greatest free show on Earth!

Match the words in each box to make compound nouns. Check your answers in the text. bike

traffic

pedestrian

night

area

life

jam

path

Go to Vocabulary practice: compound nouns, page 140

4

5

Read the text again. Are the sentences true (T) or false (F)? Correct the false sentences. 1 There aren’t many green spaces in New York. 5 In Tokyo, the restaurants are all pretty similar. 2 There are trains on the High Line. 6 At Zauo, customers catch the fish and cook it. 3 It’s not dangerous to ride a bike in Copenhagen. 7 There’s live music everywhere in New Orleans. 4 Cars aren’t allowed on the Cycle Snake. 8 A lot of tourists visit New Orleans for Mardi Gras. Which city sounds like the best one to live in? Why? Discuss your answers in pairs.

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UNIT

UNIT

Places and homes 4 UNIT 4 OVERVIEW: The theme for this unit is the homes and cities where people live. Sts read accounts by four people of why they love their city, and they read a description of Melbourne in Australia, voted the number one place to live in the world. In Learning Curve, Kate and Simon interview people about the place where they live. Sts then read about some unusual places to stay in New York, and they end by writing an informal e-mail to a friend. LANGUAGE

SKILLS

Grammar Quantifiers; comparatives and superlatives, as ... as

Vocabulary Compound nouns; common verb phrases; describing homes

Pronunciation Sentence stress; /ə/ sound

Listening Understanding key points; linking similar consonant sounds

Writing Writing an informal e-mail; informal discourse markers

LANGUAGE

4A

4A What makes your city great? Sts read four short texts about what people love about their city. They also read a description of Melbourne in Australia, which has been voted one of the best places in the world to live. They then talk about the city where they live. Grammar Quantifiers

Vocabulary Compound nouns: art gallery, bike path, department store, downtown, nightclub, nightlife, parking lot, pedestrian area, public transportation, shopping mall, sports center, traffic jam

WARMER

2

bike path traffic jam pedestrian area nightlife

Go to Vocabulary practice: compound nouns, SB page 140/TB page 293. Sts will find more language presentation and practice for compound nouns here. Do these exercises with the class, or assign them for homework, before continuing with exercise 4 of lesson 4A.

Read out the question. Then put sts into pairs to discuss what makes their home town or city great. Get feedback on their answers. Ask sts to look at the pictures and guess the cities. They then read the text, check their guesses, and answer the question. Allow them time to compare answers in pairs before getting feedback.

Remind sts to go to the app for further self-study vocabulary practice of compound nouns.

4

Answers

Explain that in English we often put nouns together to make compound nouns. Give or elicit a few examples, e.g., pencil case, door handle. Sts work in pairs to match the words to make compound nouns. They then read the text again to check their answers. Check answers with the class, and check that sts understand all the compound nouns. Point out that some compound nouns are written as just one word, e.g., nightlife, but others are written as two words, e.g., bike path.

Sts read the text again and decide if the sentences are true (T) or false (F). Remind them to correct the false sentences. Check answers. Answers 1 F. There are a lot of/plenty of green spaces in New York. 2 F. There used to be trains on the High Line. 3 T 4 T 5 F. In Tokyo, the restaurants are very varied and unusual. 6 F. The chefs, not the customers, cook the fish. 7 T 8 T

David: the parks and green spaces Klaus: the bike paths Kiyomi: the nightlife Lola: the live music

3

Communication Talking about a city

Answers

Ask: Which cities have you visited? Elicit answers from individual sts, and ask more questions to encourage them to say more; e.g., What was it like? Did you enjoy your visit? Do you think it would be a nice place to live? Why?/Why not? If sts have visited the same cities, encourage them to compare their experiences.

1

Pronunciation Sentence stress

5

Sts discuss the questions in pairs. Get feedback on sts’ answers, and discuss as a class what makes a city a great place to live.

73

quantifiers

6

■

compound nouns

LANGUAGE

4A

Look at the highlighted words in the text. Put them in the correct category. Then read the Grammar box. 1 2 3 4

small quantities: not much, , large quantities: a lot of, , zero quantity: not any, more or less than necessary: too much,

Grammar

,

,

quantifiers

Small quantities: There's not/There isn’t much time, hurry up! There aren’t many people on this beach. Can I have a little cake and a few cookies, please?

Large quantities: We have a lot of/lots of work today. There are plenty of bananas if you’re hungry.

Zero quantity: There’s no bread/There isn’t any bread.

More or less than necessary: There’s too much traffic. There are too many cars. There’s not/There isn’t enough ice cream for everyone.

Go to Grammar practice: quantifiers, page 118

7

A 1 2 3 4

B

8 9

4.3 Pronunciation: sentence stress Listen to the sentences. Which syllables are stressed?

I’ve been to a lot of museums. I don’t go to many concerts. I know a few nice restaurants. There are plenty of stores in my area.

5 6 7 8

My friends don’t have enough free time. There’s no live music in my town. It’s too noisy where I live. There’s too much stress in my life.

4.3 Listen again and repeat the sentences.

Change the sentences in exercise 7A so they are true for you. Compare your sentences in pairs. 4.4 Choose the correct quantifiers to complete the text. Listen and check.

not enough

a few

a little

plenty of

too

too many

Melbourne number 1, again! Melbourne has come first again in the list of the best places to live. Only 1 cities like Zurich and Vancouver have come first more than once, but Melbourne has won it for the fifth consecutive year! It’s such an interesting and vibrant city, with 2 things to do. The climate is great – it’s never 3 hot or cold, which makes it perfect for strolling around the harbor or the pedestrian areas downtown and admiring the colorful street art. If you like 4 culture, spend a day exploring the city’s museums, art galleries, and the Arts Centre, which looks like the Eiffel Tower! Getting around is easy, too, but with more than a million people driving into the city every day, there are 5 traffic jams and 6 parking spaces. Taking the streetcar is easy and convenient, though.

Go to Communication practice: Student A page 159, Student B page 168

10

Discuss what you think of the following things in your city in pairs. downtown bike paths

public transportation department stores

pedestrian areas shopping malls

nightlife

nightclubs

art galleries traffic jams

parking lots sports centers

A In my opinion, there aren’t enough pedestrian areas here. B You’re right. There’s too much traffic, so we need more pedestrian areas.

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Write five sentences about what an ideal city would be like. Use a quantifier in each sentence.

EXTRA PRACTICE: Workbook page 20; 00; photocopiable activity 4A 00 Grammar

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LANGUAGE

6

Sts look at the highlighted words in the text and put them in the correct category. Check answers. Answers 1 not many, a little, a few 2 plenty of, lots of 3 no 4 too many, not enough

8

Read out the first sentence from 7A and elicit ways in which it could be changed; e.g., I haven’t been to many museums. I’ve been to too many museums! Sts change the sentences to make them true for them, and then compare their sentences in pairs. Ask some sts to read some of their sentences to the class.

9

4.4 Focus on the pictures and the title and elicit or explain that Melbourne is a city in Australia. Sts read the text and choose the correct quantifiers to complete it. Play audio track 4.4. See the SB page opposite for audio script. Sts listen and check their answers.

Grammar Read the Grammar box with sts about quantifiers. Explain that a little and not much are only used with uncountable nouns: not much time, a little money, NOT not much people. Not many and a few are only used with plural countable nouns: not many restaurants, a few cafés, NOT not many bread. Explain that a lot of/ lots of, plenty of, not any, and no can be used with both uncountable and countable nouns, e.g., a lot of money, a lot of people. Explain that not enough means “not as much as you need”; e.g., There isn’t enough time (= we need more time). Too much and too many mean “more than you need”; e.g., They brought too much food (= we didn’t need it all). Ask questions to check concept. Concept check questions: Not much and not many – large quantity or small quantity? (small quantity) He doesn’t have much friends – correct? (no – He doesn’t have many friends.) A few and a little – large or small quantity? (small) What’s the difference between them? (We use a few with countable nouns and a little with uncountable nouns.) He earns a lot money – correct? (no – a lot of) Large quantity or small quantity? (large) What other expressions are there for a large quantity? (lots of, plenty of) Go to Grammar practice: quantifiers, SB page 118/TB page 249. Sts will find more language reference, presentation, and practice for quantifiers here. Do these exercises with the class, or assign them for homework, before continuing with exercise 7A of lesson 4A. Remind sts to go to the app for further self-study grammar practice of quantifiers.

7 A

4.3 Allow sts time to read through the sentences, and then play audio track 4.3. See the SB page opposite for audio script. Sts listen and note which syllables are stressed. Check answers and point out that quantifiers are usually stressed.

Answers 1 been, lot, museums 2 don’t, go, many, concerts 3 know, few, nice, restaurants 4 plenty, stores, area 5 friends, don’t, have, enough, free, time 6 no, live, music, town 7 too, noisy, live 8 too, much, stress, life

B

4A

Answers 1 a few 2 plenty of 3 too 4 a little 5 too many 6 not enough

3 x PRACTICE

SB page 31, exercise 9

1 Do the exercise as normal. To check answers, play track 4.4 and pause before each blank. Elicit some possible words to complete the blank, encouraging sts to give reasons for their answers. Then continue with the audio for sts to check. 2 Sts cover the text and look at the quantifiers again. They try to remember what the text said, using each quantifier. 3 Sts work in pairs and think of ways of expressing the ideas in the text using different quantifiers; e.g., Not many cities have come first more than once. There are lots of things to do. Ask pairs in turn to read some of their sentences to the class. Discuss as a class whether the meaning is the same as in the original text.

Go to Communication practice Divide the class into Student A and Student B. All Student A sts should go to SB page 159. All Student B sts should go to SB page 168. Go to TB page 331 for the teacher notes. Do the activity. Then continue with exercise 10 of lesson 4A.

10

Allow sts time to prepare their ideas individually. They then discuss their own city in pairs. If they are all from the same city, ask some pairs to tell the class what they agreed and disagreed about. If they are from different cities, ask some sts to tell the class something they learned about their partner’s city.

PERSONAL BEST Sts can further practice talking about cities and using quantifiers. They write five sentences about an ideal city using different quantifiers. They can compare their sentences in pairs. Weaker sts could work in pairs. They choose one of the cities in the text on page 30 and write three sentences about it, using different quantifiers. Tell them they must not use the same quantifiers as are in the texts! Ask some sts to read their sentences to the class.

4.3 Play audio track 4.3 again for sts to listen and

repeat.

75

4

SKILLS

Learning Curve

LISTENING understanding key points

■

linking consonant sounds

■

common verb phrases

4B City or country? 1

2

In pairs, make a list of advantages and disadvantages of living in the city and living in the country.

Complete the sentences with the verbs in the box. Which sentences are about living in the city? Which sentences are about living in the country? have (x2) catch meet (x2) miss (x2) take It’s easy to a friend and coffee or a snack. It’s difficult to new people. I the peace and quiet and being surrounded by nature. Public transportation isn’t great. If you a bus, you have to wait ages to ask someone to you by car. 5 The nightlife’s great. It’s easy to go out and a good time.

1 2 3 4

3

the next one, or

Which sentences in exercise 2 are true for where you live?

Go to Vocabulary practice: common verb phrases, page 141

Skill

understanding key points

When people speak, listen for the key points of the ideas they talk about. • People often emphasize the key points and can use expressions such as most importantly, the main thing is. • They often repeat the key points using different words. • They often give examples, reasons, and more information to support the key points.

4

A

4.6 Read the Skill box. Watch or listen to the first part of Learning Curve. Kate talks about studies on city and country life. Check ( ) the three key points.

1 2 3 4 5

Kate

People who live in the country live longer. People who live in the city are more stressed out. Country life is better when you work in the city. Young adults prefer to live in the city. Retired people prefer to live in the country.

B

4.6 Compare your answers in pairs. Watch or listen again and check.

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un

SKILLS

4B

4B City or country Learning Curve

Sts learn some common verb phrases and listen to people talking about where they live. They discuss the advantages and disadvantages of living in the city and the country.

Listening Sts watch a video or listen to a recording in which people talk about the place where they live.

Skill Understanding key points

Listening builder Linking similar consonant sounds

Vocabulary Common verb phrases: catch a ball, a bus, a cold, a train have a good time, a party, a snack, coffee keep a secret, doing something, in touch, your promise know a fact, someone for a long time lose a game, touch, weight, your keys meet a friend for coffee, someone by chance, someone for the first time miss a bus, a call, a class, a train, someone a lot take a photo, an exam, someone somewhere, your coat off

WARMER

Skill

Ask: Where do you live? Do you like living there? Why?/Why not? What advantages are there? What disadvantages? Elicit a range of answers. Use the discussion to elicit/teach the meaning of commute to work and commuter.

Read the Skill box with sts about understanding key points. Elicit the language of giving examples (like, such as, for example), giving reasons (because) and giving more information (too, also, as well).

1

Sts work in pairs and list the advantages and disadvantages of living in the city and the country. Bring sts’ ideas together on the board and ask: Which do you think are the most important advantages and disadvantages? Why? Elicit a range of answers.

2

Sts read the sentences and complete them with the correct verbs. Check answers, and check that sts understand all the verb phrases. Point out that the verbs used in these common phrases are not always predictable, so sts need to learn them. Answers 1 meet, have 2 meet 3 miss 4 miss, catch, take 5 have

3

Sts discuss in pairs which sentences are true for them. Ask some pairs to tell the class which sentences are true for both of them.

4 A

4.6 All the B lessons in this level which focus on listening skills are accompanied by video (i.e., an episode of Learning Curve). In this lesson, Kate and Simon interview people about the place where they live. Allow sts time to read through the list of points. Check they understand retired. Play video/audio track 4.6. See TB page 356 for video/audio script. Sts watch or listen and check the three key points.

B

4.6 Sts compare their answers in pairs. Elicit some possible answers, but don’t confirm them at this stage. Play the video/audio track again for sts to watch or listen and check their answers. Check answers with the class. If necessary, play the video/audio track again, pausing for sts to hear the answers.

Answers 1, 3, 4

Go to Vocabulary practice: common verb phrases, SB page 141/TB page 295. Sts will find more language presentation and practice for common verb phrases here. Do these exercises with the class, or assign them for homework, before continuing with exercise 4A of lesson 4B. Remind sts to go to the app for further self-study vocabulary practice of common verb phrases.

77

understanding key points

5

linking consonant sounds

■

■

common verb phrases LISTENING

SKILLS

4B

4.7 Watch or listen to the second part of the show. Where do Tracy, Carlos, and Sing live and work? Check ( ) the correct options in the chart.

Tracy

Carlos

Sing

lives in the ... city

country

works in the ... city

country

Tracy Carlos Sing

6

A

4.7 Watch or listen again. Are the sentences true or false? Correct the incorrect sentences.

1 2 3 4 5 6 7 8

Tracy loves where she lives because it’s quiet. She likes knowing all her neighbors. She doesn’t like commuting to work. Carlos thinks city life is very convenient. He misses the country. He enjoys having a lot of options for going out. Sing’s a chef. He grows vegetables on the roof of a large building.

B

Who do you think has the best quality of life, Tracy, Carlos, or Sing?

Listening builder

linking similar consonant sounds

When a word ends in a consonant sound and the next word starts with the same consonant sound, we only pronounce the sound once, not twice. The linked sounds are not always the same letter. It’s similar.

7

8

Ethan knows.

We go to a sports center.

4.8 Read the Listening builder. Look at the sentences and mark where the consonant links are. Listen and check. Then practice saying the sentences. 1 2 3 4 5

It’s an old house, so it took three years to modernize it. It’s easy to keep in touch with them. We get together every weekend. I just took a photo of it. See you next time.

A

Discuss these questions with a partner.

1 Would you prefer to live and work in the city or the country? Why? 2 How far would you be happy to travel to work or school every day? Why? 3 Where would you prefer to spend a weekend away, in a city or in the country? Why?

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Change partners. Discuss the key points of your conversation in 8A with your new partner.

Imagine you’ve moved to the country. Write a paragraph about what you like about country life and what you miss about the city.

EXTRA PRACTICE: Workbook page 21

33

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SKILLS

5

4.7 Read out the question and allow sts time to look at the chart. Play video/audio track 4.7. See TB page 356 for video/audio script. Sts watch or listen and put a check in the correct square of the chart. Check answers.

Answers Tracy: lives in the country, works in the city Carlos: lives and works in the city Sing: lives and works in the city

6 A

4.7 Sts read the sentences. Play video/audio track 4.7 again. Sts watch or listen and decide if the sentences are true (T) or false (F). Remind them to correct the false sentences. Check answers. Play the track again, pausing for sts to hear why each answer is correct.

Answers 1 T 2 T 3 F. She doesn’t mind commuting. She can have a rest on 4 5 6 7 8

the train. T F. He thinks life in the country is boring. T F. He’s a farmer. T

6 B

Sts discuss the question in pairs. Ask some pairs to tell the class who they think has the best quality of life and why.

4B

8 A

To summarize, sts discuss where they would prefer to live and work. They read the questions and prepare their answers, and then discuss the questions in pairs. Point out sts need to listen carefully to their partner’s answers as they are going to tell another classmate about their conversation.

B Sts work in new pairs and tell their new partner about their conversation in 8A. Discuss the questions briefly with the class and find out the most common views. PERSONAL BEST Sts can practice writing about the city and the country. They imagine they have moved to the country and write a paragraph about what they like about life there and what they miss about the city. They can compare their paragraphs in small groups. Weaker sts can work in pairs. They write three sentences about the advantages of city life and three about the advantages of country life. They can compare their sentences in small groups. Ask some sts to read their sentences to the class.

EXTRA PRACTICE Sts work in groups of three. They take turns to use their phones to video their classmates asking and answering the questions in exercise 8A. Allow sts time to watch the videos of themselves. Watching themselves on video will help sts to evaluate how naturally and fluently they can speak.

Listening builder Read the Listening builder box with sts about linking similar consonant sounds. Remind sts that in English the same letter may be pronounced in different ways, so spelling does not always indicate when two consonants have the same sound. Model pronunciation of the example sentences, pronouncing the linked sounds only once, so, for example, it’s similar should sound like it similar. Ask questions to check concept. Concept check questions: What do we do when one word ends with a consonant sound and the next word begins with the same consonant sound? (We only pronounce the sound once, not twice.) Do we only link sounds in this way if they are written with the same letter? (No, we link them if the sounds are the same, even if they are written with different letters.)

7

4.8 Sts read the sentences and mark where similar consonant sounds are linked. They could work in pairs for this. Play audio track 4.8. See the SB page opposite for audio script. Sts listen and check their answers. Check answers with the class. Allow sts time to practice saying the sentences in pairs.

Answers 1 It’s an old houseso ittook three years to modernize it. 2 It’s easy to keep in contact withthem. 3 We gettogether every weekend. 4 I justtook a photo of it. 5 See you nexttime. 79

4

comparatives and superlatives, as … as

LANGUAGE

■

describing homes

4C A place to stay in NYC 1

A What kinds of accommodations is the website advertising? What are the advantages and disadvantages of using a website like this? B

Look at three places to stay in New York. Which one do you prefer? Why?

reservedirect.com – find your perfect vacation home Reserve directly with homeowners and hosts around the world. Stay in someone’s home and really experience local life.

Studio apartment near Central Park

Houseboat for rent

Artist’s house in Harlem

Modern, stylish studio apartment, 30 sq. m, with double bed, bathroom, and kitchen. TV, WiFi, and air conditioning. Good location: a short distance from the Museum of Modern Art and Times Square. $175 per night

Cozy houseboat with sofa bed. Kitchen with fridge and microwave. Shower room. Amazing views of the Empire State Building and Manhattan skyscrapers. Location: New Jersey; short walk to Manhattan ferry. $95 per night

Two comfortable, bright and spacious double rooms in our beautiful Victorian house. Full breakfast provided. Eat with other guests and your friendly hosts. Fashionable neighborhood. Close to subway station. $140 per night

2

Match the definitions with the highlighted words in the text. 1 very light 3 not old 2 fashionable 4 warm and comfortable

5 big

Go to Vocabulary practice: describing homes, page 142

3 4

How would you describe your home on reservedirect.com? Tell your partner what kind of home it is, where it is, and what it’s like.

A

4.12 Listen to Jon and Louise deciding where to stay in New York. Choose the correct advantage and disadvantage they mention for each place.

accommodation

disadvantages

studio apartment

2too expensive / too small

houseboat

3cheap / cozy

4uncomfortable bed / basic

artist’s house

5fashionable area / convenient

6expensive / shared bathroom

B

5

advantages 1modern / convenient

Which place do they choose?

4.13 In pairs, complete the sentences from the conversation with the adjectives in the box. A Listen and check.

expensive big fashionable convenient comfortable cheaper 1 It’s by far the most . 2 Well, it’s as as our old apartment. 3 It’s far than the other two places.

B

4 We don't need to stay in one of the most areas in New York. 5 A sofa bed isn’t as as a normal bed, is it? 6 It’s slightly less than the studio apartment.

Look at the sentences in 5A and answer the questions. Then read the Grammar box.

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LANGUAGE

4C

4C A place to stay in NYC Sts read descriptions of unusual accommodations. They then practice describing their own home. They study comparatives and superlatives and practice comparing things they have seen, done, or experienced. Grammar Comparatives and superlatives, as ... as

Vocabulary Describing homes: apartment building, balcony, basement, basic, bright, comfortable, convenient, cozy, country, dark, first floor, huge, modern, old-fashioned, roof terrace, second floor, spacious, stylish, suburbs, third floor, tiny, top floor, town, village

3

WARMER Ask: Where do you usually stay when you visit a different city? Do you stay in hotels, or have you ever tried staying in a room in someone’s home? Elicit a few answers. If sts have experience of booking through websites such as Airbnb, encourage them to talk about their experiences. If sts don’t have any experience, ask: Would you like to try it? Why?/Why not?

1 A

Sts look at the website and discuss the questions in pairs. Get feedback on their answers.

4 A

4.12 Explain to sts that they will hear two people discussing the three places to stay in exercise 1. Allow them time to read through the chart. Then play audio track 4.12. See TB page 357 for audio script. Sts listen and choose the correct words in the chart. Check answers.

Answers 1 convenient 2 too small 3 cheap 4 uncomfortable bed 5 fashionable area 6 shared bathroom

Other people’s homes

B Sts read the three descriptions and decide which one they prefer and why. They can compare their answers in pairs. Get feedback on their discussions. Sts read the descriptions again and match the definitions with the highlighted words. Check answers.

B Sts answer the question. If they are not sure, play audio track 4.12 again for them to listen and check. Answer

Answers 1 bright 2 stylish 3 modern 4 cozy 5 spacious

3 x PRACTICE

SB page 34, exercise 2

1 Do the exercise as normal. To check answers, read

out each highlighted word in turn and model pronunciation. Ask: Which definition? Elicit the answer. 2 Ask sts to cover exercise 2 and the texts and just look at the pictures. In pairs, they try to remember which words described each place to stay. They can check their answers in their books. 3 Do the exercises in the Vocabulary practice section with the class. In pairs, sts then choose one of the places to stay in exercise 1 and write their own description of it, using words from this page and page 142. Ask pairs in turn to read their descriptions to the class. Other sts can listen and guess which place is being described. Go to Vocabulary practice: describing homes, SB page 142/TB page 297. Sts will find more language presentation and practice for vocabulary for describing homes here. Do these exercises with the class, or assign them for homework, before continuing with exercise 3 of lesson 4C.

Communication Comparing things

Sts describe their own home to each other in pairs. Ask some sts to tell the class something they learned about their partner’s home.

Answer

2

Pronunciation /ə/ sound

The studio apartment

5 A

4.13 Sts work in pairs and complete the sentences from the conversation with the correct words. Play audio track 4.13. See the SB page opposite for audio script. Sts listen and check their answers.

Answers 1 convenient 2 big 3 cheaper 4 comfortable 5 expensive 6 fashionable

B Sts look at the sentences in exercise 5A again, and then answer the questions. Check answers. Answers 1 comparatives: 2, 3, 4, 5 superlatives: 1, 6 2 as ... as 3 a lot: by far, far a little: slightly

Remind sts to go to the app for further self-study practice of vocabulary for describing homes.

81

comparatives and superlatives, as … as Grammar

■

describing homes

LANGUAGE

4C

comparatives and superlatives, as … as

Comparatives (two things): That apartment is slightly bigger than ours. Our new sofa is far more comfortable. Jack’s apartment is less spacious than our house. Your kitchen is as big as Robert’s.

Superlatives (three or more things): This is the nicest present I’ve ever received. It’s one of the most expensive cities in the world. This is by far the least fashionable part of town.

Look! We can use slightly for a small difference

Look! We can use by far to emphasize a

and far for a big difference.

superlative.

Go to Grammar practice: comparatives and superlatives, as … as, page 119

6

4.15 Pronunciation: /ə/ sound Listen to the sentences. Notice the /ə/ sound in the A underlined parts of the words. 1 It’s cheaper than my old house. 2 Apartments aren’t as expensive as houses.

B

7

4.15 Listen again and repeat the sentences.

Complete the sentences with the correct form of the adjectives in parentheses, and any other words needed. 1 2 3 4 5 6

8

3 It’s the biggest apartment I’ve ever seen! 4 Is there a nicer hotel than this one?

Sit on the sofa! It’s much the floor. (comfortable) The team that wins the World Cup is team the world. (good) I’m going to be late! This is by far bus I’ve taken! (slow) It’s 75 sq. m. – It’s slightly my apartment, which is 70 sq. m. (spacious) Villages aren’t towns. (big) The song “Happy” is one of Pharrell Williams’ songs. (famous)

Complete the sentences with comparatives. Use the adjectives in the box or your own ideas. Compare your sentences in pairs. enjoyable exciting boring cheap expensive relaxing stressful difficult easy comfortable convenient tasty spicy Italian food isn’t as tasty as Mexican food. 1 2 3 4 5 6

Italian food English Soccer Being a teacher Being married Living in a small town

Mexican food. Chinese. tennis. being a student. being single. living in a city.

Go to Communication practice: Student A page 159, Student B page 169

9

In pairs, ask and answer questions with the words in the chart.

Who What Which

Personal Best 863195 p022_037 units 3-4.indd 35

82

is/are was/were

the best the most beautiful the funniest the most exciting the tastiest the most stressful the most expensive the scariest the most interesting

meal city movie shoes person country vacation day book team

Choose two famous people and write four sentences to compare them.

EXTRA PRACTICE: Workbook page 22; photocopiable activity 4C Grammar

in the world?

you’ve ever

been on? met? visited? eaten? had? read? bought? seen? known?

35 22/11/2017 12:50

LANGUAGE Grammar Read the Grammar box with sts about comparatives and superlatives and as ... as. Elicit that we use comparatives to compare two things, and we use superlatives for comparing three or more things. Point out that less means the opposite of more: My home is less spacious than yours = Your home is more spacious than mine. Point out that we use as ... as to say that two things are the same: This is as big as my home (= the same size). Point out that not as ... as means the same as less ... than: This apartment isn’t as expensive as the others = This apartment is less expensive than the others. Point out the difference between far + comparative (e.g., far bigger) and by far + superlative (e.g., by far the biggest). Ask questions to check concept. Concept check questions: When do we use comparatives? (to compare two things) When do we use superlatives? (to compare more than two things) Which phrase do we use to say that two things are the same in some way? (as ... as) Which two phrases mean the opposite of “more modern”? (less modern, not as modern as) It’s by far more comfortable here – correct? (no – far more comfortable or by far the most comfortable) The most expensive car in world – correct? (no – in the world) Go to Grammar practice: comparatives and superlatives, as ... as, SB page 119/TB page 251. Sts will find more language reference, presentation, and practice for comparatives and superlatives and as ... as here. Do these exercises with the class, or assign them for homework, before continuing with exercise 6A of lesson 4C. Remind sts to go to the app for further self-study grammar practice of comparatives and superlatives and as ... as.

6 A

4.15 Model pronunciation of the /ə/ sound in isolation. Allow sts time to read the sentences. Then play audio track 4.15. See the SB page opposite for audio script. Sts listen and notice the /ə/ sound underlined in the words. Explain that the /ə/ sound is used in some unstressed syllables, e.g., nicer in sentence 4. It is also used in some unstressed words, which don’t carry much meaning, e.g., than in sentence 4.

B

7

4.15 Play audio track 4.15 again. Sts listen and repeat the sentences, paying attention to the /ə/ sound.

3 x PRACTICE

4C

SB page 35, exercise 7

1 Do the exercise as normal. To check answers, ask sts to

look at their own answers and write down the numbers of three they are very confident about. Read out each number in turn and ask: Who is confident about this answer? Invite a confident student to give the answer and explain it. Confirm the answer. 2 Books closed. Write prompts for the sentences on the board, e.g., sofa/floor, team/world, late/bus. Sts work in pairs and use the prompts to try and remember the sentences. They can check their answers in their books. 3 In pairs, ask sts to read the sentences again and rewrite them in a different way, keeping the meaning similar; e.g., Sit on the sofa! It’s by far the most comfortable place to sit. Pairs can work together in groups of four to read their sentences to each other and discuss whether the meanings are similar or different.

8

Read out the example sentence and elicit one or two more possible answers; e.g., Italian food is less spicy than Mexican food. Sts complete the sentences with their own ideas, using the adjectives in the box as required, and then compare their sentences in pairs. Ask some pairs which of their sentences were the most similar. Go to Communication practice Divide the class into Student A and Student B. All Student A sts should go to SB page 159. All Student B sts should go to SB page 169. Go to TB page 331 for the teacher notes. Do the activity. Then continue with exercise 9 of lesson 4C.

9

Give an example of a question from the chart; e.g., What is the most beautiful city in the word? Elicit one or two more questions. Sts then work in pairs to ask and answer questions. Get feedback on which answers they agreed on.

PERSONAL BEST Sts can further practice comparing things. They choose two famous people and write four sentences to compare them. Sts can compare their ideas in pairs. Get feedback on their answers. With weaker sts, brainstorm some famous people that sts could compare, e.g., Rihanna and Adele, Lionel Messi and Neymar. Write the names on the board. In pairs, sts choose one of the pairs and write three sentences comparing them. Ask some pairs to read their sentences to the class.

Read out the first sentence and elicit the missing words (more comfortable than). Sts read the remaining sentences and complete them with the correct words. Check answers. Answers 1 more comfortable than 2 the best, in 3 the slowest, ever 4 more spacious than 5 as big as 6 most famous

83

2 4

SKILLS

WRITING

writing an informal e-mail

■

informal discourse markers

4D Hope to hear from you soon! 1

Look at the picture. What is happening? Read the e-mail and check.

Subject: News Hey Pete, 1

Great to hear from you! Sorry for not writing sooner, but I’ve been really busy.

2

That’s fantastic news about your master’s. You’re so lucky! Raleigh is such a beautiful city, and the university’s great. I’m sure you’ll do really well – you’ve always been hardworking. Don’t forget to have some fun though! So, when do classes start? Have you found a place to live yet?

3

Anyway, I have some great news, too. Did I tell you I applied for a job in San Francisco a few months ago? Well, I got the job! I’m an assistant website designer. It’s much more interesting than my old marketing job, and San Francisco’s an amazing place. I only got here last week, but I’ve already found a really cool apartment to rent (see photo). It’s not as big as my old place, but it’s very bright and modern. I can get downtown, where I work, in under ten minutes. Convenient!

4

Why don’t you come to San Francisco for vacation this summer? I’d love to see you, and we could explore the city and enjoy the nightlife!

5

By the way, do you remember Ruth Taylor from high school? Well, she works here, too! I couldn’t believe it when I saw her on my first day in the office. She’s just as funny as she was when we were in high school. It’s so nice to have someone at work I already know.

6

Speaking of work, I’d better get back to it because I have a report to finish by tomorrow. It’s only my first week, and I’m already pretty busy here. Hope to hear from you soon! Lots of love, Yasmin

2 3

Read the e-mail again and answer the questions. 1 What is Pete going to do in Raleigh?

2 Why has Yasmin moved to San Francisco?

Match paragraphs 1–6 with e-mail functions a–f. a inviting c a reason to end the e-mail b giving news d opening comments

Skill

e responding to news f giving more news

writing an informal e-mail

We write informal e-mails to people we know well, such as friends, family members, and colleagues. • Use contractions like it’s and can’t. • Use incomplete sentences like Great to hear from you, Sorry for not writing sooner, Can’t wait to see you! • Use informal greetings and endings like Hey/Hi, How are things? Lots of love, See you soon, All the best, and Take care. • Start a new paragraph for each new topic to make your e-mail easy to read.

4

Read the Skill box. Find the informal sentences in the e-mail that have the same meaning as the more formal sentences 1–8. 1 Thank you very much for your e-mail. 5 I also have some very good news. 2 I apologize for not replying immediately. 6 I was offered the position. 3 I was very pleased to hear about your program. 7 I have already found a very nice apartment. 4 When does your school program begin? 8 I should continue working.

36 863195 p022_037 units 3-4.indd 36

84

EXTRA PRACTICE: Workbook pages 23 and 75

22/11/2017 12:50

SKILLS

4D

4D Hope to hear from you soon! Sts read an informal e-mail with personal news. They then write their own informal e-mail with their own personal news. Writing An informal e-mail

Skill Writing an informal e-mail

WARMER Ask: How often do you write e-mails? Who do you write to? What do you write about? Elicit a range of answers. If sts talk about work e-mails, ask: How often do you write personal e-mails? Who do you write to? Who else might you write to? Elicit a range of answers, and introduce the idea of writing to a friend who lives in a different city.

1

Focus on the picture, and ask sts what they think is happening. Elicit a few answers, but don’t confirm them at this stage. Sts read the e-mail quickly to check the answer. Check the answer with the class. Elicit or explain that Raleigh is a city in North Carolina, and San Francisco is in California. Elicit or explain that a master's is a graduate degree.

Text builder Informal discourse markers

3 x PRACTICE

SB page 36, exercise 4

1 Do the exercise as normal. To check answers, read out

each formal sentence and ask: How can you say this in an informal way? Elicit the answers. 2 Ask sts to cover the e-mail in exercise 1. In pairs, they look at the formal sentences and try to remember the informal sentences. They can look at the e-mail again to check. 3 Read out the first informal phrase in the e-mail: Great to hear from you! Elicit ideas for what else could follow it; e.g., I’m glad you’re OK. In pairs, sts look at the remaining informal sentences and think of their own ideas for what could follow each one. Get feedback.

Answer She is moving into a new apartment.

2

Sts read the e-mail again and answer the questions. Check answers. Answers 1 He’s going to study for a master's. 2 She has a new job.

3

Sts read the e-mail again and match the paragraphs with the functions. Check answers. Answers a 4 b 3 c 6 d 1 e 2 f 5

Skill Read the Skill box with sts about writing an informal e-mail. You could ask sts to find more examples of contractions in the e-mail, e.g., I’ve, That’s, I’m. Elicit which words are missing from the incomplete sentences.

4

Allow sts time to read through sentences 1–8. Explain that position in sentence 6 is a formal word for job. Sts read the e-mail again and find the informal sentences which have the same meaning as the more formal ones. Check answers. Answers 1 Great to hear from you! 2 Sorry for not writing sooner … 3 That’s fantastic news about your master's. 4 So, when do classes start? 5 I have some great news, too. 6 I got the job! 7 I’ve already found a really cool apartment. 8 I’d better get back to it … 85

writing an informal e-mail

5

■

informal discourse markers WRITING

SKILLS

4D

Read Pete’s reply to Yasmin’s e-mail. Order sentences a–g.

Subject: News Hi Yas, a

Anyway, I have to go, I have a meeting with my advisor in 20 minutes. Speak soon! Don't forget to let me know about July.

b

Anyway, I have some great news. Do you remember my British cousin, Mo?

c 1

Great to hear from you! Really happy you’re enjoying your new job in San Francisco.

d

So, have you made any new friends there yet?

e

Speaking of invitations, I’d love to visit you in San Francisco. How about the first two weeks of July? Can’t wait to see you!

f

By the way, why don’t we get together with Ruth Taylor for coffee when I come? I haven’t seen her in ages.

g

Well, he’s getting married in Brighton in March, and he’s invited me to the wedding. I’m really looking forward to it. I already have a new suit (see photo). What do you think? Take care, Pete

6

7

Pete wrote his e-mail in four paragraphs. Which lines of the e-mail (a–g) do you think he included in each paragraph? Paragraph 1 Paragraph 3 Paragraph 2 Paragraph 4 Look at the words in bold in exercise 5. Which two have a similar meaning?

Text builder

informal discourse markers

We use informal discourse markers to link ideas and help the reader understand the organization of our ideas. We can also use these in informal spoken English. To change the subject: Anyway, I have some great news, too.

So, when do classes start?

To introduce a less important subject: By the way, do you remember Ruth Taylor from high school? To return to a subject: It’s so nice to have someone at work I already know. Speaking of work, I’d better get back to it …

8

Read the Text builder. Complete the sentences with discourse markers. Compare your answers in pairs. 1 There’s a new department store near my apartment. shopping, have you heard about that new online store? 2 Important news! Jamie just moved to Boston because he got a new job with the Boston Globe! , he’s started playing soccer. 3 I’m not really enjoying my job at the moment … , how did your exam go? 4 I’m hoping to get a job soon, so I can share an apartment with some friends. housing, have you moved yet?

9

A PREPARE Think of a friend or family member who recently gave you some news. Plan how to respond to the news, decide what news you’d like to give, and invite him/her to do something. B

PRACTICE

Write your e-mail. Use the ideas in the Skill box and the Text builder to help you.

C

PERSONAL BEST Exchange your e-mail with a partner. Read his/her e-mail. Do the paragraphs and discourse markers help you understand the organization of ideas?

Personal Best 863195 p022_037 units 3-4.indd 37

86

Write a reply to your partner’s e-mail. Respond to his/her news and give more news of your own.

EXTRA PRACTICE: Workbook page 23; photocopiable activity 4D Skills

37 22/11/2017 12:50

SKILLS

5

Sts read Pete’s reply to Yasmin’s e-mail and number the sentences in the correct order. Draw their attention to the example number 1 in the box. Check answers. Answers 1 c 2 d 3 b 4 g 5 e 6 f 7 a

6

Sts look at Pete’s reply again and decide which lines of the e-mail (a–g) go in each paragraph. They could work in pairs for this. Check answers. Answers Paragraph 1 c, d Paragraph 2 b, g Paragraph 3 e, f Paragraph 4 a

7

Ask sts to read the words in bold in Pete’s reply. Elicit which two have a similar meaning, and elicit what meaning they have (to change the subject). Answer Anyway, So

Text builder Read the Text builder box with sts about informal discourse markers. Explain that discourse markers are phrases that we use to help organize a text by indicating things such as when we want to change the subject, return to a subject, introduce a less important subject or comment, etc. Explain that the discourse markers here can be used in spoken English and also in informal written English such as informal e-mails. Point out that all the phrases are used at the beginning of a sentence, and they are all followed by a comma (after the accompanying noun in the case of Speaking of). Ask questions to check concept. Concept check questions: Why do we use discourse makers? (to help organize a text) Where can we use informal discourse makers? (in spoken English or informal written English) What words can we use to change the subject? (Anyway, So) Which phrase can we use to introduce a comment or less important subject? (By the way) Which phrase can we use to return to a subject? (Speaking of ...)

8

Sts read the sentences and complete them with the correct discourse markers. Allow sts time to compare their answers in pairs. Then check answers with the class. Answers 1 Speaking of 2 By the way 3 Anyway/So 4 Speaking of

9

4D

Sts follow the steps to write their own informal e-mail.

A

PREPARE

e-mail.

Sts prepare their ideas and plan their

B PRACTICE Sts use the e-mail in exercise 1 as a model and write their own informal e-mail. Refer them back to the Skill box for tips on how to write an informal e-mail, and refer them to the Text builder box to remind them about how to use informal discourse markers. C

PERSONAL BEST Sts work in pairs. They swap their e-mails with a partner and look at the paragraphs and discourse markers to see if they help them understand the e-mail. They then give feedback to their partner. Remind them that they should always be positive and encouraging when they give feedback to a partner.

PERSONAL BEST Sts can further practice writing informal e-mails. They read their partner’s e-mail and write a reply, responding to their partner’s news and giving more news of their own. Encourage them to plan their e-mail before they write, and remind them to look at the Skill box and the Text builder box to help them. Sts can swap e-mails again and repeat the feedback process. Weaker sts could work in pairs and look at Pete’s reply again to find examples of contractions, incomplete sentences, and informal words and phrases. Check answers with the class, and elicit which words are missing from the incomplete sentences. Explain the meaning of any informal words and phrases sts don’t understand, e.g., let me know, ages.

EXTRA PRACTICE Write the following sentences on the board: 1 I have to go now. 2 I have some good news. 3 It was an amazing experience! 4 I’m sorry that I forgot your birthday. 5 I’m glad you’re OK. 6 That isn’t possible, I’m afraid. Ask sts to rewrite the sentences as incomplete sentences, suitable for an informal e-mail. Allow sts time to compare their answers in pairs. Then check answers with the class. Answers 1 Have to go now. 2 Some good news! 3 An amazing experience! 4 Sorry I forgot your birthday. 5 Glad you’re OK. 6 Not possible, I’m afraid.

87

3 and 4

REVIEW and PRACTICE

Grammar 1

2

3

Choose the correct options to complete the text.

Cross (X) the sentence that is NOT correct. 1

a I’m taking my driving test at 3:30 this afternoon. b I’m going to take my driving test next year. c I’ll take my driving test at 3:30 this afternoon.

2

a He’s the man whose brother is a pop singer. b He’s the man which went out with Jenny. c He’s the man Jenny used to go out with.

3

a There aren’t no tickets left for the concert. b There aren’t any tickets left for the concert. c There are no tickets left for the concert.

4

a I think it’s the funniest movie I’ve ever seen. b I think it’s the most funny movie I’ve ever seen. c I think it’s funnier than the last movie we saw.

5

a It’s after midnight. Should I call you a cab? b It’s after midnight. Do I call you a cab? c It’s after midnight. I’ll call you a cab.

6

a Uncle Jack, who works as an accountant, lives in Sydney. b Jack is my uncle who works as an accountant in Sydney. c Uncle Jack, that works as an accountant, lives in Sydney.

7

a His new apartment isn’t big enough for four people. b His new apartment isn’t enough big for four people. c His new apartment is too small for four people.

8

a It’s one of the expensivest restaurants in my city. b It’s one of the most expensive restaurants in my city. c It’s much more expensive than the other restaurants in my city.

Use the words in parentheses to complete the sentences so they mean the same as the first sentence. 1

I plan to spend three weeks in Mexico next year. I

2

three weeks in Mexico next year. (going to)

She’s the woman. She lives on the second floor. She’s the woman

3 4

Vocabulary 1

Circle the word or phrase that is different. Explain your answer. 1

modern comfortable

tiny impatient

2

friendly close friend

next-door neighbor classmate

3

bike path shopping mall

art gallery sports center

4

easygoing unreliable

polite helpful

on the second floor. (who)

There were only a few people at the party. There

The place 1that / where Maria Simonetti lives is very unusual. It is a little village in the south of Italy 2which / who has over 300 centenarians – people 3which / who are 100 years old or more. So although Maria 4is celebrating / should celebrate her 100th birthday next month, she’s not 5by far / one of the oldest people in her village, as over 50 of the inhabitants of the village are over 110. Maria’s seven grandchildren, 6who / that are all in their sixties, are organizing a big party to celebrate, and 7they’re going to / they will invite her relatives and friends from all over Italy. Her 8most young / youngest grandson, Filippo, is a chef, and 9he’ll / he’s going to bake her a special cake with ten candles on it, one for each decade of her life. So, what’s her secret? Well, everyone says Maria’s a very sociable and positive person. She still has a 10few / little friends and relatives in the village, and someone visits her every day. Also, Maria has a very healthy diet. She eats 11much / lots of fish, vegetables, and fruit, and she doesn’t eat 12much / many sugar or salt.

at the party. (many)

Sam is more helpful than Tom. Tom

Sam. (as … as)

5

Would you like a cup of coffee?

6

That’s my sister’s new car. She bought it from my cousin.

5

That’s my sister’s new car, (which)

confident sensitive

huge kind

6

town balcony

country suburbs

7

stay in shape get along

keep in touch make up

8

roof terrace basement

pedestrian area first floor

make you a cup of coffee? (I)

7

Nicholas is too young to drive a car. Nicholas

8

from my cousin.

to drive a car. (old)

My brother is more generous than my sister. My sister is

my brother. (less)

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REVIEW and PRACTICE

3 and1B 4

Grammar

3 x PRACTICE

1

1 Do the exercise as normal. To check answers, read out

Sts read the sentences and decide which one in each group is not correct. Check answers and discuss as a class why the sentences are incorrect. Answers 1 c 2 b 3 a 4 b 5 b 6 c 7 b 8 a

2

Sts complete the second sentence in each pair so it means the same as the first, using the words in parentheses. Check answers. Answers 1 ‘m going to spend 2 who lives 3 weren’t many people 4 isn’t as helpful as 5 Shall I 6 which she bought 7 isn’t old enough 8 less generous than

3

Ask sts to read the text through quickly for general meaning. Ask: What is special about Maria’s village? (A lot of people there live to be very old.) Sts read the text again and choose the correct options to complete it. Check answers. Answers 1 where 2 which 3 who 4 is celebrating 5 one of 6 who 7 they’re going to 8 youngest 9 he’s going to 10 few 11 lots of 12 much

SB page 38, exercise 3

the text, pausing before each answer, and ask students all together to call out the answer that they think is correct. Ask a student who called out the correct answer to explain their answer. 2 Write the correct answers on the board in order, e.g., where, which, who, is celebrating. In pairs, sts cover the text and try to remember how the words on the board are used. They can look at the text again to check. 3 In their pairs, sts write four questions about the details in the text; e.g., Which birthday is Maria celebrating next month? What is the name of her youngest grandson? Put pairs together in groups of four. With books closed, pairs take turns asking their questions. Their classmates try to answer from memory. Ask who answered all the questions correctly.

Vocabulary 1

Sts circle the word that is different in each set. Check answers, and ask sts to explain in each case why the word is different. As an extension, sts could write two or three sentences using some of the words. Answers 1 impatient (the others all describe homes) 2 friendly (the others are all people) 3 bike path (the others are all buildings) 4 unreliable (the others are all positive adjectives) 5 huge (the others all describe personality) 6 balcony (the others all describe places where people live) 7 stay in shape (the others are all connected with relationships) 8 pedestrian area (the others are all parts of buildings)

89

REVIEW and PRACTICE

2

Match the words in the box with definitions 1–8. unsociable traffic jam get along well anxious department store basement cozy parents

3

4

1

a part of a building that is below the ground

2

comfortable and warm

3

a large store with different sections

4

does not enjoy being with other people

5

a person’s mother and father

6

worried and afraid

7

have a friendly relationship

8

a line of cars that is not moving

1

Can you a meet

2

I a knew

me to your cousin, Sarah? b get to know c introduce my girlfriend at a party. b met

Personal Best on Less 3A Name five personality adjectives that describe your relatives. Lesson 3A

Choose the correct options to complete the sentences.

Write two sentences for future plans, and one for a promise.

c kept

3

I enjoy working here as my a colleagues b classmates

are friendly. c couples

4

My team played very badly, and a won b lost

the game 4–0. c missed

5

I’ve invited all my a parents

6

I usually my friends on the weekend. a get together with b get to know c get along well with

7

He was late for work as he a caught b lost

his train. c missed

8

My apartment is on the top a balcony b floor

. c terrace

to my wedding. b relationships c relatives

Complete the e-mail with the words in the box.

son 3B Les Write four sentences using these linkers: as, since, that’s why, and so. son 3C Les

Name five relationship verbs.

basement helpful first floor parking lot spacious convenient next-door neighbor apartment building

Hi Adam, I have the keys to my new place! It’s on the 1 of a large 2 . It has two bedrooms, so it’s pretty 3 . There’s a 4 in the 5 of the building where I can leave my car. It’s really 6 . My 7 seems nice and really 8 – he’s offered to carry my heavy boxes on moving day! Can you help, too? Love, Mel

3 and 4

son 4A Les

Name five things in your city using compound nouns.

on Less 4A Write four sentences about your classroom using quantifiers.

on Less 4B Name four verb phrases using have, take, catch, and keep.

on Less 4C Describe an apartment or house you’ve visited using five adjectives for describing homes.

Lesson 3C

on Less 4C

Write four sentences about someone you know using relative clauses: two defining and two non-defining.

Write five sentences to describe your city using comparative and superlative adjectives.

on Less 3D

on Less 4D

Give two expressions you can use to give news and two to respond to news.

Write four sentences to a friend using anyway, so, by the way, and speaking of.

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REVIEW and PRACTICE

2

Sts match the words in the box with the definitions. Check answers. Answers 1 basement 2 cozy 3 department store 4 unsociable 5 parents 6 anxious 7 get along well 8 traffic jam

3 x PRACTICE

SB page 39, exercise 2

1 Do the exercise as normal. To check answers, ask sts to

mark the three answers they are most sure of. For each sentence, ask a student who marked that sentence to give their answer. 2 Books closed. Read out the definitions in random order. Sts try to remember the matching word or phrase. You could do this as a game, awarding a point to the first student who gives the correct answer. 3 In pairs, sts write an e-mail to a friend using as many of the words and phrases from the box as they can. Set a time limit for this to make it competitive. Ask pairs in turn to read their e-mails to the class. See which pair managed to use the most words and phrases correctly and creatively.

3

Sts read the sentences and choose the correct options to complete them. Check answers.

3 and1B 4

Personal Best At the end of each Review and practice double-page spread, there is a Personal Best section. The aim here is to provide a quick challenge to change the pace and allow for language recall and personalization. These questions and prompts give sts the opportunity to review a number of language and skills points from the preceding two units in a more productive way. The points being reviewed are referenced according to which lesson they appear in (e.g., Lesson 4A). They cover grammar, vocabulary, and text builder language from reading and writing lessons, and conversation builder language from speaking lessons. Sts work individually, in pairs or in groups, according to the class dynamic and the time available. Set a time limit if you would like to add a competitive element. Encourage sts to refer back to the relevant lessons if they are having difficulties. The aim is for them to respond to the prompts and engage with the target language in a personal way. Their answers will vary. Monitor and help as necessary and get feedback on sts’ answers.

WORKBOOK REVIEW AND PRACTICE Students will find two pages of Review and Practice at the end of each unit of their Workbooks. Unit 3, pages 18 and 19 Unit 4, pages 24 and 25

Answers 1 c 2 b 3 a 4 b 5 c 6 a 7 c 8 b

4

Sts read the e-mails and complete it with the correct words from the box. Check answers. Answers 1 first floor 2 apartment building 3 spacious 4 parking lot 5 basement 6 convenient 7 next-door neighbor 8 helpful

91

UNIT

5

Money and shopping LANGUAGE

zero and first conditional; future time clauses

■

money

5A Spend, spend, spend 1

1

2

In pairs, do the quiz. Is your partner a spender or a saver?

3

If I see something I really like on sale,

a

I usually buy it (whether I need it or not).

b

I ask for it for my birthday.

c

I don’t buy it. My savings are for important things!

ARE YOU

A SPENDER OR A SAVER?

If I feel a bit down,

a

I go shopping – it’s called “retail therapy”!

b c

I go for ice cream.

4

I check my savings account – the numbers there always make me feel happy.

If I see something in a store this weekend that I really want, but can’t afford,

a

I’ll buy it with my credit card.

b

I‘ll borrow money from a friend or relative.

c

I’ll save up until I can afford it.

When my phone stops working,

a

I’ll replace it with the latest model, probably the most expensive!

b

I’ll replace it with a new model, but nothing too expensive.

c

I’ll get a free one with the cheapest contract.

Go to Vocabulary practice: money, page 143

2

Work in pairs. Answer the questions. 1 2 3 4 5 6

3 4

Have you ever wasted money on something you’ve never used? Would you prefer to be broke and happy, or wealthy and unhappy? When you lend someone money, how long do you give him or her to pay you back? If you need to borrow money from someone, who do you ask? Why? When do you take money out and pay with cash? When do you prefer to pay with a card? What would you like to spend your savings on?

5.3 Listen to two friends, James and Sarah, doing the first two questions of the quiz. Are they spenders or savers?

A

5.4 Complete the sentences from the conversation. Listen and check.

1 If I see something I like , I usually get it. 2 If you spend all your money, you won’t be able to 3 As soon as I , I’ll call you.

B

5

for a motorcycle.

Look at the sentences in 4A. Underline the present tenses. Circle the future forms.

A Match the sentences in exercise 4A with structures a–c and functions d–f. When do we use a present tense to talk about the future? a if + simple present, future with will d a situation or routine that is generally true b if + simple present, simple present e two connected future events c future time word + simple present, future with will f a possible future event and its result

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UNIT

UNIT

Money and shopping 5 UNIT 5 OVERVIEW: This unit focuses on the topic of money and shopping. Sts do a quiz to find out if they are spenders or savers, and they read tips on simple ways to save money. They study conditional sentences and exchange personal information. Sts read about Black Friday and discuss their opinions of shopping events like this. They then read about the future of shopping and make predictions about the future. In Learning Curve, a customer takes something back to a store.

LANGUAGE

SKILLS

Grammar Zero and first conditional; future time clauses; predictions: will, be going to, may/might

Vocabulary Money; shopping

Pronunciation Intonation; word stress

Reading Identifying opinions; even, just

Writing Explaining what’s wrong; taking something back to a store

LANGUAGE

5A Spend, spend, spend

5A

Sts do a quiz on money to find out if they are spenders or savers and read tips on simple ways to save money. They learn vocabulary relating to money and study conditional forms. They also discuss their own attitudes about money. Grammar Zero and first conditional

Vocabulary Money: ATM, bill, borrow from, broke, cash, coin, credit card, lend to, loan, mortgage, pay back/by/for/into, save up, savings account, spend (money) on, take out (money), taxes, waste (money) on, wealthy

WARMER With books closed, tell sts you are going to say a word to them, and they must write down the first word or idea that comes into their head. Tell them not to think about it, but just to write down what comes into their head naturally. Say the word money. Give sts a short time to write their word or idea, and then elicit answers and write them on the board. Discuss as a class what the words show about people’s attitude about money.

1

Remind sts to go to the app for further self-study practice of money vocabulary.

2 3

Allow sts time to read the questions and think about their answers. They then ask and answer the questions in pairs. Ask some sts to tell the class something they learned about their partner. 5.3 Read out the question. Then play audio track 5.3. See TB page 357 for audio script. Sts listen and decide whether James and Sarah are spenders or savers. Discuss the answer with the class.

Communication Talking about attitudes about money

Answer James is a spender, but Sarah is a saver.

4 A

5.4 Sts read the sentences and complete them with the correct words. Allow sts time to compare their answers in pairs. Then play audio track 5.4. See the SB page opposite for audio script. Sts listen and check their answers.

Answers 1 on sale 2 save up 3 get back

Check that sts understand spend and save. Sts do the quiz in pairs. Discuss who is a spender and who is a saver. Go to Vocabulary practice: money, SB page 143/TB page 299. Sts will find more language presentation and practice for money vocabulary here. Do these exercises with the class, or assign them for homework before continuing with exercise 2 of lesson 5A.

Pronunciation Intonation

B Sts underline the present tenses and circle the future forms in the sentences in exercise 4A. Check answers. Answers present tenses – see, like, get, spend, get back future forms – won’t be able, ’ll call

5 A

Sts match the sentences with the structures and functions. Do this as a class or pairwork activity if necessary. Check answers, and then ask when we use a present tense to talk about the future. Answers 1 b, d 2 a, f 3 c, e We use a present tense to talk about the future after if and future time words, e.g., when, unless, as soon as, until.

93

zero and first conditional; future time clauses

money

■

5A

LANGUAGE

B

Look at the quiz questions again. Which of the structures and functions in 5A are they? Then read the Grammar box.

Grammar

zero and first conditional; future time clauses

Zero conditional (routines or situations that are generally true): If it rains, I take an umbrella.

First conditional (possible future events and their results): If it doesn’t rain, I’ll go to the beach tomorrow.

Look! In conditional sentences, we can use unless (if … not): Unless it rains, I'll go to the beach. Future time clauses (two connected future events): As soon as I get paid, I’ll pay you back. We won’t eat until you get home tonight.

Look! In a future time clause, we use the simple present not will: I'll do my homework when the movie ends. NOT when the movie will end.

Go to Grammar practice: zero and first conditional; future time clauses, page 120

6

A 1 2 3 4

B

7

A

5.6 Pronunciation: intonation Listen to the conditional sentences. Notice the falling intonation.

Plants die if they don’t get enough water. If my husband has a cold, I usually catch it. Unless Jo lends me $15, I won’t be able to go. I won’t go shopping if the meeting finishes late. 5.6 Listen again and repeat the sentences with the same intonation.

Choose the correct options to complete the text.

Save money without even trying As soon as you 1start / will start following these weekly tips from our money expert, Marta Benz, you’ll save money without even trying!

Make your own coffee

Pay with cash

2If / Unless I get up early, I never have time

I always 5pay / will pay by credit card when I 6go / ’ll go shopping. It’s much easier than finding an ATM. However, I 7’ll / won’t take my card with me when I 8go / will go shopping next. Why? Because research shows that if people 9pay / will pay by credit card, they 10don’t / won’t realize how much they’re spending. Paying with hardearned cash is more “painful,” so we spend less.

to make coffee before leaving for work, so it’s tempting to buy some on the way to the office. Buying coffee every day might save time, but it doesn’t save money. If you 3make / ’ll make coffee at home next week, you 4save / ’ll save at least $25. That’s an annual saving of $1,250!

B

In pairs, discuss which tip is the most helpful. Can you think of any other money-saving tips?

Go to Communication practice: Student A page 159, Student B page 169

8

Complete the sentences so they are true for you. Then compare your sentences in pairs. 1 2 3 4 5 6 7 8

If the weather’s nice tomorrow, I . I’ll probably next week unless I next summer if I can afford it. I if I go shopping this weekend. If I save enough money in the next six months, I I usually if I feel stressed out. I’ll keep studying English until . I as soon as I get home tonight.

.

.

A What will you do if the weather’s nice tomorrow? B If the weather’s nice tomorrow, I’ll probably go jogging. And you?

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Write six sentences with future time clauses, using words from the Vocabulary practice.

EXTRA PRACTICE: Workbook page 26; 00; photocopiable activity 5A 00 Grammar

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LANGUAGE

B Sts look at the quiz questions again and match them with the structures and functions in exercise 5A. They could work in pairs for this. Check answers. Then read the Grammar box with the class. Answers 1 b, d 2 b, d 3 a, f 4 c, e

Grammar Read the Grammar box with sts about the zero and first conditional and future time clauses. Explain that we use the zero conditional for things that are always or generally true, and we use the simple present in both clauses: If you boil water, it gives off steam. Explain that we use the first conditional to talk about possible future events and their results: If Jack invites me, I’ll come to the party. Point out that we use the simple present in the if clause and will in the result clause. Point out that we use the simple present, NOT will, in future time clauses: We’ll go out as soon as it stops raining. NOT We’ll go out as soon as it will stop raining. Ask questions to check concept. Concept check questions: If it’s cold, we turn the heat on – zero conditional or first conditional? (zero conditional) When do we use the zero conditional? (for things that are generally or always true) What tense do we use in both clauses? (simple present) When do we use the first conditional? (to talk about possible future events and results) If it snows, we’ll go skiing – what’s the possible future event? (It might snow.) What’s the result? (We’ll go skiing.) What tense do we use after “if”? (simple present) What verb form do we use for the result? (will) I’ll call you when I’ll get home – correct? (no – I’ll call you when I get home.) What tense do we use in future time clauses? (simple present) Go to Grammar practice: zero and first conditional; future time clauses, SB page 120/TB page 253. Sts will find more language reference, presentation, and practice for the zero and first conditional and future time clauses here. Do these exercises with the class, or assign them for homework, before continuing with exercise 6A of lesson 5A. Remind sts to go to the app for further self-study grammar practice of the zero and first conditional and future time clauses.

6 A

5.6 Allow sts time to read through the sentences.

Play audio track 5.6. See the SB page opposite for audio script. Sts listen and notice the falling intonation at each period and each comma.

B Play audio track 5.6 again, pausing after each sentence for sts to repeat, paying attention to the falling intonation.

7 A

Read out the title of the text Save money without even trying. Elicit that it is about ways to save money. Remind sts that unless means the same as if not. Sts read the text and choose the correct options to complete it. Check answers with the class.

3 x PRACTICE

5A

SB page 41, exercise 7A

1 Do the exercise as normal. To check answers, read out

both options for each sentence in turn and ask: Which is correct? Why? Elicit the answers. 2 Ask sts to cover the text. Write a prompt for each conditional sentence from the text on the board, e.g., start following tips/save money. In pairs, sts look at the prompts and try to remember the conditional sentences. They can look at the text again to check their answers. 3 In pairs, ask sts to write an alternative ending for each of the conditional sentences in the text. Give or elicit an example for the first sentence; e.g., As soon as you start following these weekly tips, you’ll spend less money. Ask some pairs to read their sentences to the class. Encourage sts to use falling intonation when they say the sentences.

B Sts work in pairs to discuss which tip is the most helpful and to think of more money-saving tips. Get feedback on their answers, and write their ideas on the board. As a class, discuss which of the tips on the board are the most helpful and why. Go to Communication practice Divide the class into Student A and Student B. All Student A sts should go to SB page 159. All Student B sts should go to SB page 169. Go to TB page 331 for the teacher notes. Do the activity. Then continue with exercise 8 of lesson 5A.

8

Sts read the sentences and complete them with their own ideas. Model the example mini dialogue with a student. Then put sts into pairs to compare their ideas in the same way. Ask some sts to tell the class which of their sentences were similar and which were different. Ask some sts to read their completed sentences to the class.

PERSONAL BEST Sts can further practice using zero and first conditionals and future time clauses. They write six sentences using these structures and words from the Vocabulary practice section. Elicit or give a few examples first; e.g., If I borrow money from a friend, I always pay it back. Sts can compare their sentences in pairs. Ask some sts to read some of their sentences to the class. With weaker sts, write some sentence beginnings on the board: 1 You’ll become wealthy if ... 2 If you open a savings account, ... 3 If you lend money to friends, ... 4 When you’re broke, ... Ask sts to complete the sentences with their own ideas. They can compare their sentences in pairs. Then ask some sts to read their sentences to the class.

Answers 1 start 2 Unless 3 make 4 ‘ll save 5 pay 6 go 7 won‘t 8 go 9 pay 10 don’t 95

51

SKILLS

READING

identifying opinions

■

even, just

5B Black Friday 1

Look at the title of the text and the pictures on page 43. Discuss the questions in pairs. 1 Describe the pictures. What do you think is happening? 2 Have you bought any bargains recently? What were they? Where did you buy them?

2

What do you know about “Black Friday”? Choose the sentence that you think is correct. Then read the first paragraph and check. 1 Black Friday takes place just after Christmas. 2 On Black Friday, stores offer a lot of bargains. 3 It’s called “Black Friday” because stores lose a lot of money on that day.

Skill

identifying opinions

When you read a text that contains opinions, look for: • phrases that introduce opinions: it seems to me that, as far as I’m concerned, if you ask me. • adjectives that express opinions: amazing, disappointing, successful, disgusting, awful • opinions expressed indirectly and comparisons with like: People aren’t that polite = People are impolite. It’s like watching paint dry = It’s boring.

3

A Read the Skill box and skim the text. Who has a negative opinion about Black Friday? Who enjoys it? Who dislikes it, but always goes? B

Read the second paragraph again and find:

1 three phrases which introduce opinions. 2 three adjectives which express opinions.

4

Read the text again. Are the sentences true (T) or false (F)? Correct the false sentences. 1 2 3 4 5 6

5

3 an opinion expressed as a comparison with like.

For Andy, the most important thing about Black Friday is the low prices. Andy thinks it’s normal for shoppers to behave badly on Black Friday. Jen thinks that some people lose control on Black Friday. Jen doesn’t mind if shoppers are aggressive on Black Friday. Chris thinks people save money to buy things they need on Black Friday. Chris believes that stores offer fantastic special offers on Black Friday.

Complete the sentences with even or just. Scan the text and check. 1 2 3 4 5 6

Stores offer huge discounts and special offers for one day. This year was more successful than last year. I got what I wanted. People yell at each other, and there are fights! It seems to me they go crazy when they see a bargain. I’m not sure if the bargains are actually real.

Text builder

even, just

We use even to emphasize surprising information, comparisons, and negatives. surprise: I speak French, English, and even Chinese. comparisons: His new car is even faster than his old one. negatives: He’s never even heard of my favorite singer!

6 7

We use just to mean only, exactly, or simply. only: There’s just one store on my street. exactly: This shirt is just my size. simply: I just called to say I love you.

Read the Text builder. What do even and just mean in the sentences in exercise 5? Do you think big shopping events like Black Friday are a good idea? Why/Why not?

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SKILLS

5B

5B Black Friday Sts read a text about the tradition of Black Friday. They practice identifying opinions in the text and study the use of even and just. They then discuss their own opinions of big shopping events like Black Friday. Reading Sts read a text about Black Friday.

Skill Identifying opinions

Text builder even, just

WARMER

Answers 1 F. It’s the experience. 2 T 3 T 4 F. She thinks it’s pretty disgusting. 5 F. They pay by credit card and get into debt. 6 F. He doesn’t think the bargains are real.

Ask: Who loves shopping? Who hates it? Get a show of hands to find out who loves and hates shopping. Ask sts to write a sentence summing up why they love or hate shopping. Put sts into groups to compare their sentences and try to persuade sts with different opinions to change their mind. Ask sts if anyone has changed their mind following their discussions.

1

Read out the title of the text on page 43 Going crazy for a bargain. Explain the meaning of bargain if necessary. Sts read the questions and discuss them in pairs. Get feedback on their discussions.

2

Sts read the sentences and choose the one they think is correct. They then read the first paragraph of the text to check their answers. Check the answer with the class.

5

Answers 1 just 2 even 3 just 4 even 5 just 6 even

Answer

Text builder

2

Read the Text builder box with sts about even and just. Explain that we use even when we are emphasizing a fact that is surprising in some way: She works all the time, even on the weekend. Explain that just has three different meanings, as shown in the examples in the box. Point out that both even and just come directly before the noun, verb, or adjective that they modify: Even Sam came to the party. She even invited Sam. It’s just perfect. I have just one more question. Ask questions to check concept. Concept check questions: He has a dog, a cat, and even a pet snake – why do we use “even”? (to emphasize that it is surprising that he has a snake) Their new house is bigger even than their old one – correct? (no – even bigger) The temperature was just right – why do we use “just”? (to mean “exactly”) We had to wait five minutes just – correct? (no – just five minutes, meaning “only”)

Skill Read the Skill box with sts about identifying opinions. Ask sts to look back at the sentences they wrote in the warmer, expressing their love or dislike of shopping. Nominate several sts to read out their sentences. Demonstrate how to use the phrases that introduce opinions in those sentences.

3 A

Read out the three questions. Then ask sts to skim the text to find the answers. Remind them if necessary that skimming means reading quickly for general meaning, without worrying about understanding every detail. Check answers. Answers negative opinion: Chris enjoys it: Andy dislikes it but always goes: Jen

6

B Sts read the second paragraph again and find the opinions. Allow them time to compare their answers in pairs. Then check answers with the class.

4

Sts read the text again and decide if the sentences are true (T) or false (F). Remind them to correct the false sentences. Check answers.

Sts look at the sentences in exercise 5 again and decide what even and just mean by matching them with the meanings in the Text builder box. Sts could work in pairs for this. Check answers. Answers 1 only 2 comparison 3 exactly 4 surprise 5 simply 6 negative

Answers 1 if you ask me; Personally, I think; as far as I’m concerned 2 amazing, exciting, successful 3 It’s like Christmas!

Sts complete the sentences with the correct words, and then check their answers in the text. They could work in pairs for this. Check answers with the class, and check that sts understand all the sentences.

7

Sts discuss the questions in pairs. Get feedback on their discussions, and see who in the class thinks that these events are a good idea, and who disagrees. You could join in the discussions and talk about your opinions, too.

97

identifying opinions

Going

B

lack Friday takes place in the U.S. right after Thanksgiving, on the last Friday in November, when stores offer huge discounts and special offers for just one day. It marks the start of the holiday shopping season and takes its name from the fact that this is the first day of the year that stores traditionally start making a profit, going from “in the red” to “in the black.” However, the event is now international and more famous for the aggressive behavior of people hunting for low-priced TVs, tablets, and designer clothes. I went to a department store to talk to shoppers about their views on all aspects of the Black Friday phenomenon. Outside I met Andy, a retired salesclerk, who had lined up all night outside the store to get in first. “Obviously, you can find some amazing discounts,” he said, “but if you ask me, the best thing is the experience itself. It’s so exciting – camping outside the night before, getting your hands on the latest widescreen TV, reduced from $600 to $249. Personally, I think this year was even more successful than last year – I got just what I wanted,” he said, trying to fit two TVs, five

■

even, just READING

5B

SKILLS

for a bargain different games consoles, and a vacuum cleaner into his car. I asked Andy about his views on Black Friday’s bad reputation. “It doesn’t worry me too much. People yell at each other, and there are even fights! But as far as I’m concerned, it’s part of the event. If you don’t like it, don’t come.” Inside the store, Jen, a nurse, was waiting to pay at the checkout. “Every year, I say I’m not going to come, but here I am again,” she said with a tired smile. What doesn’t she like about it? “People aren’t that polite on Black Friday. It seems to me they just go crazy when they see a bargain. And what do we buy? More coffee makers, tablets, stuff we already have, so why are we buying more? I couldn’t resist this hairdryer and smartphone today, though, so I suppose I’m part of the problem.” She is not a fan of the behavior of some shoppers, however. “It can be chaos, with people kicking and pushing each other out of the way. Sometimes you even see people fighting in front of their kids, and I saw one woman break her wrist as she fell trying to defend her new microwave. To be honest, I find it pretty disgusting.” Finally, I spoke to Chris, a student who had only come into the store to buy a charger for his phone. “I’d forgotten it was Black Friday. I can’t believe how many people are here.” But aside from that, how does he feel about the day? “From my point of view, it’s a terrible idea as it encourages people to be materialistic and spend money on items they can’t afford. They pay by credit card and get into debt … it’s sad and unnecessary.” Chris went on to make the most interesting point I’d heard all day. “I’m not even sure if the bargains are actually real. Some stores seem to increase prices before Black Friday and then lower them, so people think there are huge discounts!” And yet, all over the world, people go crazy for those Black Friday bargains, year after year.

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Imagine you were at this department store on Black Friday. Write a short paragraph describing your opinion of it.

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SKILLS

5B

PERSONAL BEST Sts can further practice expressing opinions and talking about shopping. They imagine they were at the store in the text and write a short paragraph describing their opinion of the experience. Sts can swap their paragraphs in pairs and find the adjectives and phrases their partner uses to express their opinions directly or indirectly. Weaker sts can work in pairs. They imagine they were at the store and write three sentences expressing their opinion about the store in three different ways, using even and just and referring back to the information in the Skill box to help them. Ask some sts to read their sentences to the class.

EXTRA PRACTICE Divide the class into four groups and allocate a paragraph in the text to each group. Ask sts in each group to read their paragraph carefully and write down all the words and collocations connected with money and shopping. List the words on the board, and check that sts understand them all. Ask sts to write three or four personalized sentences, using some of the words. Ask some sts to read their sentences to the class. Answers paragraph 1: stores, offer huge discounts, special offers, shopping season, making a profit, in the red, in the black, low-priced, department store, shoppers paragraph 2: lined up, store, amazing discounts, get your hands on something (= buy it), reduced paragraph 3: pay at the checkout, bargain, couldn’t resist paragraph 4: materialistic, spend money, can’t afford, pay by credit card, get into debt, increase prices, huge discounts

EXTRA PRACTICE Ask sts to imagine they are TV reporters and are in the store to report what is happening. In pairs, sts prepare a script describing what they can see and hear around them. Explain that they can use the information in the text and also their imaginations. Tell them they could also include an interview with a shopper, either someone mentioned in the text or a different person. Allow sts time to practice their scripts. Encourage them to use intonation to make the atmosphere sound busy and exciting. Ask pairs in turn to give their report to the class. Other sts can listen and write down the opinions that they hear.

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51

predictions: will, be going to, may/might

LANGUAGE

■

shopping

5C Tomorrow’s world of shopping 1

A

Read two people’s comments about shopping. Complete the comments with words from the box. order in-store products delivery item salesclerk

I prefer 1 see an 2 able to ask a 3

B

It’s so quick to 4 things online, and home 5 is really convenient. In the future, I think most companies will only sell their 6 online.

shopping. It’s important to before buying it, and to be for help or advice.

Discuss the questions in pairs.

1 Do you prefer online or in-store shopping? Why? 2 What have you bought in a store recently?

3 What have you bought online recently? 4 How do you think we will shop in the future?

Go to Vocabulary practice: shopping, page 143

2

Read the title of the text. In pairs, discuss what you think is happening in the pictures.

The FUTURE of shopping In-store technology

We look at some of the exciting changes that we might see in the not-so-distant future, both in stores and online, but also beyond!

Try before you buy – virtually!

Like in the movie Minority Report, face-recognition systems will Many clothing stores already have interactive mirrors in the greet customers by name when they arrive, record what they store, which let you try on different clothes virtually at the swipe buy and which parts of the store they spend most time in, and of a hand. The mirrors use augmented reality to show how the collect information about clothes will fit. Similar “magic product preferences by mirror” app technology is measuring facial expressions. being developed to browse They’ll then use all this online stores and virtually information to send try on clothes at home, too. personalized recommendations We predict that this might and special offers to shoppers’ be the most popular new phones while they shop. technology!

The changing face of stores

Neither in-store nor online

Judging by their popularity at present, there are probably going to be more “pop-up” stores – small, temporary stores in places like train stations, parks, or anywhere where there are a lot of people. Meanwhile, many stores may simply stop selling things and become showrooms for companies to display their products. In this way, people will browse in a store and will be able to see and touch the different products, but they will have to order them online.

As our lives get busier, companies will definitely install more large touch screens in public spaces, where people can browse and order what they want without going to a store. Virtual supermarkets are already available in the subway system in Seoul, South Korea. Passengers order groceries while waiting for their train, and they are delivered to their home the same day.

3

A

Read the text. Match 1–5 with a–e to make predictions. a collect information about our shopping habits and preferences. b be the most successful new technology. c see more touch screens in public places. d appear in more places because they are very popular at the moment. e stop selling things and become showrooms.

1 In-store technology, such as facial recognition, will 2 Pop-up stores are probably going to 3 People will browse in a store, but buy online and many stores will 4 The writers predict that interactive mirror apps might 5 As our lives get busier, we will definitely 44 863195 p040_055 units 5-6.indd 44

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LANGUAGE

5C

5C Tomorrow’s world of shopping Sts read about the future use of technology in shopping. They then read some general predictions about the future, and they make their own predictions about what life will be like in the future. Grammar Predictions: will, be going to, may/might

Vocabulary Shopping: browse, cart, checkout, delivery, in stock, in-store, item, order (something) online, product, reasonable, return (something), salesclerk, sold out, special offer, value for money

1 A

Read through the words in the box and pre-teach as necessary. Sts read the comments and complete them with the correct words. Check answers. Answers 1 in-store 2 item 3 salesclerk 4 order 5 delivery 6 products

3 x PRACTICE

SB page 44, exercise 1A

Communication Making predictions

Go to Vocabulary practice: shopping, SB page 143/TB page 299. Sts will find more language presentation and practice for shopping vocabulary here. Do these exercises with the class, or assign them for homework, before continuing with exercise 2 of lesson 5C.

WARMER Ask: What was shopping like 50 years ago? Were there big supermarkets and shopping malls? Could people buy things online? What kinds of stores were there? How did people pay for things? Were there more salesclerks or fewer? Elicit answers from individual sts, and get sts to think about how the experience of shopping has changed over time. Ask: What do you think shopping will be like in the future? Elicit a few answers from individual sts.

Pronunciation Word stress

Remind sts to go to the app for further self-study practice of shopping vocabulary.

2

Read out the title of the text The future of shopping. Sts discuss in pairs what they think is happening in each picture. Get feedback on their discussions, but don’t confirm answers at this stage. Ask sts to read the text quickly to check their ideas. Discuss the answers as a class.

3 A

Ask sts to read the text again and match the sentence halves to make predictions. Check answers, and check that sts understand all the predictions. Answers 1 a 2 d 3 e 4 b 5 c

1 Do the exercise as normal. To check answers, read

out each speech bubble in turn, with two correct answers and one incorrect one. Ask: Which answer was incorrect? What’s the correct answer? 2 Ask sts to cover the speech bubbles and look at the words in the box. In pairs, they try to rewrite the comments, using the words in the box. They can look at the comments again to check. 3 Say: These are the things that a store sells. Sts guess the word (products). In pairs, sts write three more clues for words in the box. Encourage them not to make their clues too easy. Put pairs together into groups of four to read their clues to each other and guess the other pair’s words. With stronger classes, sts could do this with books closed to make it more challenging.

B Sts read and discuss the questions in pairs. Get feedback on sts’ discussions.

101

predictions: will, be going to, may/might B

4

■

shopping

5C

LANGUAGE

Which of the shopping predictions do you think are a good idea? Why?

Look at the predictions in exercise 3A again. Choose the correct options to complete the rules. Then read the Grammar box. 1 2 3 4

We use going to for predictions based on someone’s opinion / present evidence. We use will for predictions based on someone’s opinion / present evidence. We use might and may for predictions we are sure / not sure about. We use will definitely to say that the prediction is more certain / uncertain.

Grammar

predictions: will, be going to, may/might

General predictions: I don’t think Robert will arrive on time. Robots probably won’t replace humans.

Predictions based on present evidence: She looks like she’s going to have her baby very soon! Look at those clouds! It’s definitely going to rain.

Less certain predictions with modal verbs: It may be cold later. The weather forecast said it’s possible. Jill might come to dinner. She hasn’t confirmed.

Look! With will and going to, we can use probably to make a prediction less certain and definitely to make it more certain.

Go to Grammar practice: predictions: will, be going to, may/might, page 121

5

A

5.10 Pronunciation: word stress Listen to the sentences and look at the words in bold. How many syllables do they have in fast speech? Which syllable is stressed? 1 He’ll probably be late. 4 It’s definitely not going to snow. 2 I probably won’t stay awake. 5 She's probably going to leave. 3 It’s definitely going to be sunny. 6 I'll definitely call you.

B

5.10 Listen again and repeat.

Go to Communication practice: Students A and B page 160

6

Choose the correct options to complete the text.

Experts predict the future – what will the world be like in 2050? “I think we’ll 1definitely be / be definitely able to buy emotions online, upload them to our brains, and we 2may be / maybe able to share them online on social media. If a friend posts a photo of her wedding day, we 3will probable / will probably be able to experience exactly what she was feeling.”

7

“Robots 4probably won’t / won’t probably only help us with the housework, but they’ll also take care of children, and – this is crazy, but possible – they 5might / will even become our closest friends. In the future, this technology 6is going to / won’t be much more advanced, and robots and gadgets will sense how we feel and adapt to our emotions.”

“In 2050, all kitchens 7might not / might have 3D printers that will be able to make dinner. 3D printed pizza, anyone? NASA is already experimenting with 3D printed food for trips to Mars and beyond. If it's successful, technology like this 8may / might definitely help solve the problem of world hunger.”

In pairs, make predictions about the future. Use some of the ideas below or your own ideas.

work

pollution space travel

wearable technology

robots computers

social networks

my life transportation

housing food

I don't think we'll work in offices in the future. We won't need to talk face-to-face with our colleagues as we'll be able to communicate online. What do you think?

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Complete the following sentences with a prediction: Next week …, Next year …, In five years … .

EXTRA PRACTICE: Workbook page 28; photocopiable activity 5C Grammar

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LANGUAGE

B Sts discuss in pairs which of the predictions in exercise 3A they think are a good idea and why. Get feedback from sts on their discussions, encouraging sts to give reasons for their opinions.

4

B

5.10 Play audio track 5.10 again, pausing after each sentence for sts to repeat. Encourage them to pay attention to the pronunciation of probably and definitely.

Go to Communication practice Divide the class into Student A and Student B. All sts should go to SB page 160. Go to TB page 333 for the teacher notes. Do the activity. Then continue with exercise 6 of lesson 5C.

Sts look at the predictions in exercise 3A again. Then they read the rules and choose the correct words to complete them. They could work in pairs for this. Check answers. Answers 1 present evidence 2 someone’s opinion 3 not sure 4 certain

6

Grammar Read the Grammar box with sts about predictions with will, be going to, and may/might. Explain that we use will and won’t for general predictions and be going to for predictions based on evidence we have now: Cars will go faster in the future. Slow down – you’re going to crash! Point out that we can use definitely and probably to modify will, and point out their position after will but before won’t: It will probably rain. It probably won’t rain. Point out that we use may and might to make a prediction less certain: It might rain, but I’m not sure. Ask questions to check concept. Concept check questions: We will shop online more in the future – a general prediction? (yes) How can we modify “will” to make it more certain? (add definitely) How can we modify “will” to make it less certain? (add probably) Can you make the sentence with “will probably” negative? (We probably won’t shop online more in the future.) When do we use “be going to” for predictions? (when we have evidence in the present) What other modal verbs can we use in predictions? (may and might) Are they more certain or less certain than “will”? (less certain) Go to Grammar practice: predictions: will, be going to, may/might, SB page 121/TB page 255. Sts will find more language reference, presentation, and practice for predictions using will, be going to, and may/ might here. Do these exercises with the class, or assign them for homework, before continuing with exercise 5A of lesson 5C.

5C

Read out the title of the text Experts predict the future – what will the world be like in 2050? Ask: What sort of things do you think the text will mention? Elicit a few ideas. Sts then read the text and choose the correct options to complete it. Check answers. Answers 1 definitely be 2 may be 3 will probably 4 probably won’t 5 might 6 is going to 7 might 8 may

7

Read through the ideas with the class and make sure they understand everything. Read out the example answer, and then allow sts time to prepare their ideas individually. Encourage them to use their own ideas, as well as the ones in exercise 6. Sts then discuss their ideas in pairs. Get feedback on their discussions.

PERSONAL BEST Sts can further practice making predictions by completing the sentences with their own ideas. Sts can compare their sentences in pairs. Ask some sts to read their sentences to the class. Weaker sts can work in pairs and use some of their ideas from exercise 7 to complete the sentences. Ask some sts to read their sentences to the class.

Remind sts to go to the app for further self-study grammar practice of predictions with will, be going to, and may/might.

5 A

5.10 Read out the questions. Then allow sts time to read through the sentences. Play audio track 5.10. See the SB page opposite for audio script. Sts listen and write down the number of syllables the bold words have and which syllable is stressed. Check answers with the class, playing the audio again for sts to hear the words again. Elicit that in fast speech, probably and definitely each have one syllable fewer than they have in normal speech.

Answers 1 two 2 two 3 three 4 three 5 two 6 three In probably, pro- is stressed. In definitely, def- is stressed.

103

51

SKILLS SKILLS

Learning Curve

SPEAKING

explaining what’s wrong

■

taking something back to a store

5D It’s not working 1

In pairs, ask and answer the questions. 1 Have you bought anything that you’ve had to take or send back to the store? 2 What was the problem? 3 Was there a solution? What happened?

2 3

Look at the picture. What do you think the object in the picture is? What might be the problem with it? 5.11 Watch or listen to the first part of Learning Curve. What is the customer’s problem? Choose the correct option. a He bought the item by mistake. b The 3D visor he bought isn’t working. c There’s something wrong with the video game he bought.

Conversation builder

explaining what’s wrong

Problems with electrical items I can’t get it to work/turn on. It’s not working. / It doesn't work. / It won’t work. It keeps crashing. There’s something missing. There’s something wrong with the …

4

Problems with clothes and other items It’s too big/small/tight/baggy. It doesn’t fit. It’s broken/scratched/torn. It’s the wrong size/model/color. I’ve changed my mind. I don’t want it any more.

5.12 Read the Conversation builder. Complete the customer’s description of the problem with the visor. Listen and check. Customer I bought this visor at a reduced price to use with my video games, and I can’t get it to 1 . I’d like to return it. Marc So what seems to be the problem with it? Customer It won’t, you know, work with the video game. I put it on, and it keeps 2 . You know, right away. I think there might be something 4 in the it just stops 3 . program or it's just 5

5

In pairs, practice explaining what is wrong with something. Talk about three things each.

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SKILLS

5D

5D It’s not working Learning Curve

Sts watch or listen to someone taking a defective item back to a store. They then practice taking something back to a store.

Speaking Sts watch a video or listen to someone taking a defective item back to a store.

Skill Taking something back to a store

WARMER

4

Ask: Where do you usually buy things – in stores or online? Why? Elicit a few answers. Then ask: What do you do if there is a problem with something you’ve bought? Elicit the idea of sending it back or taking it back to a store. Ask: What do you expect the store to offer you?

1

Sts work in pairs and discuss the questions. Ask some sts to talk about good or bad experiences they have had taking things back to a store.

2

Read out the questions and elicit some possible answers. Don’t confirm the answers at this stage.

3

5.11 All the D lessons in this level which focus on speaking skills are accompanied by video (i.e., an episode of Learning Curve). In this lesson, a customer takes something back to a store. Allow sts time to read through the options. Check they understand 3D visor and check they understand exchange, refund, and receipt. Play video/ audio track 5.11. See TB page 357 for video/audio script. Sts watch or listen and choose the correct option. Check the answer.

Conversation builder Explaining what’s wrong

5.12 Sts complete the description with the correct words. Play audio track 5.12. See the SB page opposite for audio script. Sts listen and check their answers. Check answers with the class. Sts could then practice the conversation in pairs.

Answer 1 work 2 crashing 3 working 4 missing 5 broken

5

Focus on the pictures in turn and elicit what each thing is. You may need to teach headphones and printer. Allow sts time to choose three things and decide what the problem is with each one. You could brainstorm some possible problems for each item with the class first. Model an example conversation with a confident student first, and then put sts into pairs to practice their conversations. Ask some pairs to perform their conversations for the class.

Answer b

Conversation builder Read the Conversation builder box with sts about explaining what’s wrong. Make sure they understand crashing (= stop working suddenly). Point out the phrase I can’t get it to (work), which has the same meaning as It isn't (working)./It doesn’t/won't (work). Remind sts that a lot of clothes are plural nouns, e.g., shoes, pants, shorts, so they would use plural forms in the phrases, e.g., They’re too big/small. They don’t fit. Ask questions to check concept. Concept check questions: It doesn’t work – I can’t get it to work: same meaning or different? (same) It keeps crashing – does this mean it won’t turn on? (No, it means it starts working and then stops suddenly.) I’m a size medium, but I buy a size small T-shirt – what can I say when I take it back? (It’s too small./It’s the wrong size./It doesn’t fit.) I buy some shoes, then I realize I don’t like them – what can I say? (I’ve changed my mind. I don’t want them any more.)

105

explaining what’s wrong

6

■

taking something back to a store SPEAKING

SKILLS SKILLS

5D

5.13 Watch or listen to the second part of the show. Choose the correct option to answer the questions. 1 At first, what does the customer want Marc to do? a exchange the item for the same model b exchange the item for a different model c give him a refund 2 What happens in the end? a Marc fixes the item, and the customer is satisfied. b Marc agrees to give the customer a refund, but he can’t find his receipt. c The customer exchanges the item for a new model.

Skill

taking something back to a store

When you take something back to a store, explain clearly, but politely, what you want. • Use I’d like and Could I to sound polite, e.g., I’d like to exchange it. Could I return it, please? • Add phrases like I think, just, and if that’s possible to make your request sound less direct. I’d just like one in a smaller size. I think I’d like a refund, if that’s possible. • If you’re not happy with the proposed solution, explain what you want frankly and firmly, using phrases like to be honest and actually. To be honest, I’d just like a refund. Actually, I think I’d prefer a refund.

7 8

Read the Skill box. Did the customer explain what he wanted clearly and politely? Order the words to make sentences from the conversation. Who said each sentence, Marc (M) or the customer (C)? 1 2 3 4 5 6 7 8

9

to / be / seems / the / what / problem / it / with ? return / I’d / to / it / like look / take / could / a / I / it / at ? honest / I’d / to / be / think / I / like / it / exchange / to refund / get / a / please / could / I ? I’d / think / I / refund / like / a absolutely / need / just / I / see / receipt / to / your speak / can / to / manager / your / I / please ?

Order sentences a–g to make another conversation in a store. Salesclerk: Of course. Can I have a look at it?

a

Customer: Actually, I’d prefer a refund.

b c

1

Salesclerk: Good morning. Can I help you?

d

Customer: Yes, sure. Here you are.

e

Salesclerk: You’re right. There’s something wrong with the switch. Would you like to exchange it?

f

Salesclerk: No problem. Could I have your receipt and credit card?

g

Customer: Hi. I bought this hairdryer yesterday, but it isn’t working. Could I return it, please?

Go to Communication practice: Students A and B page 160

10

A

PREPARE

In pairs, prepare a conversation in a store. Decide on:

• the item • the problem

B

PRACTICE

• what the customer wants • what solutions are possible

In pairs, practice the conversation. Take turns being the customer.

C

PERSONAL BEST Listen to another pair’s conversation. Does the customer explain clearly what’s wrong? Are both people polite? Can you use something from this conversation in your own? Practice your conversation again.

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Think of five new products and make a list of possible problems with them.

EXTRA PRACTICE: Workbook page 29

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SKILLS

6

5.13 Allow sts time to read through the questions and options. Play video/audio track 5.13. See TB page 358 for video/audio script. Sts watch or listen and choose the correct options. Check answers.

Answers 1 a 2 b

Read the Skill box with sts about taking something back to a store. Check they understand everything. Point out that intonation and tone of voice can also help you to sound polite and less direct. Read out the question and discuss the answer with the class. Answer Yes, the customer explains what he wants (to exchange the item or get a refund). He uses this phrase to be clear: To be honest…. He uses these phrases to be polite: I’d like…, Could I please..?

8

Sts order the words to make sentences from the conversation and decide who said each one. They could work in pairs for this. Check answers. Answers 1 What seems to be the problem with it? M 2 I’d like to return it. C 3 Could I take a look at it? M 4 To be honest, I think I’d like to exchange it. C 5 Could I please get a refund? C 6 I think I’d like a refund. C 7 Absolutely. I just need to see your receipt. M 8 Can I please speak to your manager? C

3 x PRACTICE

SB page 47, exercise 8

1 Do the exercise as normal. To check answers, read out

each answer in turn, omitting one word; e.g., What seems be the problem with it? Sts listen and correct your answers. 2 Books closed. Write two or three prompt words for each sentence on the board, e.g., seems/problem/it? In pairs, sts look at the prompts and try to remember the full sentences. They can look at their books again to check. 3 Sts work in pairs and practice saying the sentences. Encourage them to say each sentence two or three times, getting faster each time, until they can say them at a natural speed.

Sts read the sentences and number them in the correct order to make a conversation in a store. Draw their attention to example number 1 in the box. Check answers. Answers 1 c 2 g 3 a 4 d 5 e 6 b 7 f

10

Skill

7

9

5D

Sts follow the steps to have a conversation in which a customer takes something back to a store.

A

PREPARE Put sts in pairs. Allow them time to read through the bullet points and think of ideas. You could brainstorm a few ideas with the class first. They then make notes in preparation for their conversation.

B PRACTICE In their pairs, sts take turns to be the customer and salesclerk and role play their conversation. Remind sts to use phrases from the Conversation builder box to explain what’s wrong, and encourage them to use phrases from the Skill box to sound polite and less direct. C

PERSONAL BEST Put sts into groups of four. They listen to each other’s conversations and give feedback based on the questions. Remind sts that they should always be polite and positive when they give feedback, and make practical suggestions about how their classmates could improve their work. Sts then practice their conversations again. Get feedback from sts on whether their speaking was better the second time. Remind them that being good at speaking is all about practice, and it is often worth practicing the same conversation two or three times until it starts to feel completely natural.

PERSONAL BEST Sts can further practice explaining what’s wrong. They work in pairs and think of five new products and possible problems with them. They can then choose two or three of the products and use them to prepare and practice new conversations. Ask some pairs to perform their conversations for the class. Ask other sts to give feedback on how polite the customer and salesclerk were. Refer weaker sts back to the conversations they had in exercise 5. They could repeat one or two of their conversations, using ideas from the Skill box to sound polite and less direct.

EXTRA PRACTICE Put sts into groups of three. Two of the sts practice their conversation from exercise 10 or one of their conversations from Personal Best, above. They could stand up and act out the scene as they speak. The third student uses his/her phone to video the other two. Sts can swap roles and practice again. Watching themselves on video will help sts to evaluate how well they can deal with taking something back to a store.

Go to Communication practice Divide the class into Student A and Student B. All sts should go to SB page 160. Go to TB page 333 for the teacher notes. Do the activity. Then continue with exercise 9 of lesson 5D.

107

UNIT

6

Work and education LANGUAGE

present perfect and simple past, already, yet, recently

■

work and careers (1)

6A Career change 1

In pairs, put phrases a–f in order from 1–6. a c get a job apply for a job b d get a promotion retire

e f

attend an interview get a degree

Go to Vocabulary practice: work and careers (1), page 144

2 3

In pairs, discuss your career so far or your hopes for your future career. Read the text quickly. Which two careers has Fabrice Muamba had?

RISING STAR’S CAREER CHANGE Fabrice Muamba has had an extraordinary life so far. He has lived on two continents and has had two successful careers. He also nearly died on the soccer field in front of a live TV audience of millions. We take a look at his life and his new career. Fabrice lived in the Democratic Republic of Congo when he was a child, but he has lived in the UK since he was eleven. His career as a soccer player began with a training program at Arsenal Football Club when he was fourteen. Three years later, he finished school and became a full-time professional soccer player. “It was hard, and I had to train every day, but that’s how my career really started,” he says.

an hour before his heart started again, and he was in the hospital for a month. Surprisingly, he made an excellent recovery, but he had to change careers for medical reasons. “I’ve had to go back to the beginning again with my career, and learn completely new skills,” he says, but his new career as a journalist is going well. He has recently completed a degree in sports journalism with a job placement at the BBC, and has already written articles for a national newspaper.

Fabrice has learned a lot from changing careers, and he has become an ambassador for a program called Life Skills, which helps young people prepare for the world of work. So, what As a professional soccer player, Fabrice was a advice does he give young people? “I'm really grateful for having so many opportunities and rising star who scored many goals, signed multimillion dollar contracts, and was frequently that I've been able to try different things. So that's my main advice: you have to be named Player of the Season. However, during open to trying lots of new things in order to an important quarter-final game, Muamba’s succeed.” heart stopped, and he collapsed. It was over

4

Adapted from theguardian.com

A

Read the text again. Are the sentences true (T) or false (F)? Correct the false sentences.

1 2 3 4 5 6 7 8

He has had a normal life. Fabrice lived in the UK when he was a child. He has lived in the U.S. since he was eleven. He became a professional soccer player after he finished school. He had to change careers because of a health problem. He has recently completed a degree in sports journalism. He has already written articles for the BBC. In his life, he has had a lot of opportunities.

B

Which verbs in bold in 4A are present perfect? Which are simple past?

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UNIT

UNIT

Work and education 6 UNIT 6 OVERVIEW: This unit explores the theme of work and education. Sts read about a soccer player who had to change career and listen to a conversation about someone’s job. In Learning Curve, Penny and Simon discuss work and jobs and interview people about their jobs. Sts then listen to a radio show about an experiment to teach British school children using Chinese teaching techniques. Finally, sts read a cover letter for a job application and write their own cover letter. LANGUAGE

SKILLS

Grammar Present perfect and simple past, already, yet, recently; present perfect continuous and present perfect

Vocabulary Work and careers (1); work and careers (2); education

Pronunciation Present perfect and simple past; weak form of been

Listening Understanding detail; sentence stress

Writing Writing a cover letter; prepositions after verbs, nouns, and adjectives

LANGUAGE

6A Career change

6A

Sts read a text about a professional soccer player who made a successful career change after a serious illness. They also read and listen to a conversation about someone’s job, and then ask and they answer personal questions using the present perfect and simple past. Grammar Present perfect and simple past, already, yet, recently

Vocabulary Work and careers (1): be laid off, do an internship, do a job placement, get a degree, get a job, get a promotion, get experience, get fired, learn new skills, look for a job, resign, retire, take a training course

WARMER Read out the lesson title Career change and elicit or teach the meaning of career (= a job that you train for and do for a long time). Ask: What careers and jobs can you name in English? Elicit a few ideas. Then put sts into pairs and give them two minutes to write as many words for careers and jobs as they can. Bring sts’ ideas together on the board and check that sts understand all the words.

1

Read through the phrases and pre-teach as necessary. Sts work in pairs to put the phrases in the usual order in which they happen. Check answers. Answers 1 f 2 c 3 e 4 a 5 b 6 d

Go to Vocabulary practice: work and careers (1), SB page 144/TB page 301. Sts will find more language presentation and practice for work and careers vocabulary here. Do these exercises with the class, or assign them for homework, before continuing with exercise 2 of lesson 6A. Remind sts to go to the app for further self-study practice of work and careers vocabulary.

2

Sts discuss their own careers in pairs. Get feedback.

3

Pronunciation Present perfect and simple past

Communication Talking about your job and other aspects of your life

Read out the question and ask: Have you heard of Fabrice Muamba? Sts read the text quickly to answer the questions. Get feedback. Answer He has been a professional soccer player and a journalist.

4 A

Sts read the text again and decide if the sentences are true (T) or false (F). Remind them to correct the false sentences. Check answers. Answers 1 F. He has had an extraordinary life. 2 F. He lived in the Democratic Republic of Congo when 3 4 5 6 7 8

he was a child. F. He has lived in the UK since he was eleven. T T T F. He has written articles for a national newspaper. T

B Sts look at the verbs in 4A again and decide which are present perfect and which are simple past. They could work in pairs for this. Check answers. Answers 1 present perfect 2 simple past 3 present perfect 4 simple past 5 simple past 6 present perfect 7 present perfect 8 present perfect 109

present perfect and simple past, already, yet, recently

5

■

work and careers (1)

6A

LANGUAGE

Match the verbs in bold in exercise 4A with functions a–e. Then read the Grammar box. a finished past actions d life experiences b recently finished past actions e unfinished past actions that continue in the present c past actions with already

Grammar

present perfect and simple past, already, yet, recently

Present perfect for past experiences in your life: I’ve visited over 20 countries. He’s never been to the U.S.

Present perfect for recent past actions: I’ve been tired lately. We haven’t seen Harry recently.

Present perfect with already and yet: She’s already bought her ticket. Have you read my e-mail yet?

Actions that start in the past and continue in the present: I’ve studied English since I was eight years old. I’ve known him for years.

Simple past for finished actions in the past: I got my first job in 2015. She lived here for 10 years.

Look! We use since with a point in time and for with a period of time.

Go to Grammar practice: present perfect and simple past, already, yet, recently, page 122

6

6.3 Pronunciation: present perfect and simple past Listen to the sentences. A Notice the difference between the present perfect and simple past. 1 a I’ve lived here for five years. 2 a He’s met her before.

B

6.4 Listen and complete the sentences. Which are present perfect? Which are simple past?

1 I 2 We 3 He

7

A

b I lived here for five years. b He met her before.

him a few times. our vacation. a good job.

4 They 5 She

to take the course. the company.

6.5 Choose the correct options to complete the conversation. Listen and check.

A How long 1has Karen been / was Karen in her current job? B She 2’s been / was there for a month. She’s a project manager in a construction company. A Was she looking for a job for a long time or 3has she gotten / did she get a job quickly? B A long time. She 4’s been / was unemployed for two years. A 5Has she done / Did she do an internship with that company before she got the job? B No, she didn’t. When she 6’s applied / applied for the job, she didn’t know the company. A 7Has she ever gotten / Did she ever get a promotion? B She got a promotion in her last job, but she 8hasn’t gotten / didn’t get one on this job yet. A 9Has she taken / Did she take any training courses recently? B She 10’s taken / took a project management course when she was unemployed.

B

Work in pairs. Ask your partner about a friend or relative who has a job. Use the questions in 7A and your own ideas.

Go to Communication practice: Student A page 160, Student B page 169

8

In pairs, use the prompts to ask and answer the first questions in the present perfect. Then ask for more details in the simple past. 1 2 3 4

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how long / live in your house or apartment? why / move there? where / live before? see / any good movies recently? which movie / see? you / enjoy it? go / on vacation this year? where / go? have / a good time? how long / know your newest friend? how / meet? where / meet?

Write four sentences about your life. Use the present perfect and the simple past.

EXTRA PRACTICE: Workbook page 32; 00; photocopiable activity 6A 00 Grammar

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LANGUAGE

5

Sts look at the verbs in bold in exercise 4A again and match them with functions a-e. Check answers.

Answers 1 has Karen been 2 ‘s been 3 did she get 4 was 5 Did she do

Answers a 2, 4, 5 b 6 c 7 d 1, 8 e 3

6 7 8 9 10

6A

applied Has she ever gotten hasn’t gotten Has she taken took

Grammar Read the Grammar box with sts about the present perfect and simple past. Elicit that we use the simple past for finished past actions, often with a time expression to say when the action happened: I worked in a restaurant last summer. We use the present perfect for actions that happened at some time in the past: I’ve worked at a few restaurants. We use the present perfect, NOT the simple past, with already and yet: Have you finished yet? NOT Did you finish yet? We also use the present perfect with just for things that happened recently: I’ve just finished, and with for and since for actions that are still continuing: I’ve worked here for two years. (= I still work here now.) Draw sts’ attention to the Look! note and explain the difference between since + a point in time (since 2012) and for + a period of time (for five years). Ask questions to check concept. Concept check questions: Which tense do we use for finished past actions? (simple past) I already booked my vacation – correct? (no – I’ve already booked my vacation.) I’ve known him for three years or since three years? (for) Go to Grammar practice: present perfect and simple past, already, yet, recently, SB page 122/TB page 257. Sts will find more language reference, presentation, and practice for the present perfect and simple past here. Do these exercises with the class, or assign them for homework, before continuing with exercise 6A of lesson 6A. Remind sts to go to the app for further self-study grammar practice of the present perfect and simple past.

6 A

6.3 Play audio track 6.3. See the SB page opposite

for audio script. Sts listen and notice the difference in pronunciation between the two tenses. They will need to listen carefully for the auxiliary /v/ and /z/ sounds.

B

6.4 Play audio track 6.4. See the SB page opposite for audio script. Sts listen and write the verb forms that they hear and decide which tense they are. Check answers.

Answers 1 ‘ve met – present perfect 2 enjoyed – simple past 3 ‘s found – present perfect 4 ‘ve decided – present perfect 5 called – simple past

7 A

6.5 Sts read the conversation and choose the

correct options to complete it. Allow sts time to compare their answers in pairs, then play audio track 6.5 for sts to listen and check their answers. See the SB page opposite for audio script.

3 x PRACTICE

SB page 49, exercise 7A

1 Do the exercise as normal. To check answers, play track 6.5 and pause before each answer. Elicit the correct answer and ask a student to explain why it is correct. 2 Books closed. Write prompts for the questions and answers in the conversation on the board, e.g., How long/current job? a month. In pairs, sts try to remember the questions and answers. They can look at the conversation again to check. 3 Sts work in pairs. They decide who will be A and B in the conversation and make notes to help them remember their part. Sts then close their books and practice the conversation, using their notes as prompts. Encourage them to pay attention to the pronunciation of the present perfect and simple past verbs.

B Sts think of a friend or relative their partner could ask about. They then work in pairs to ask and answer the questions in 7A. Ask some sts to tell the class something they learned about their partner’s friend or relative. Go to Communication practice Divide the class into Student A and Student B. All Student A sts should go to SB page 160. All Student B sts should go to SB page 169. Go to TB page 333 for the teacher notes. Do the activity. Then continue with exercise 8 of lesson 6A.

8

Read out the first set of prompts and elicit the correct present perfect question forms. Elicit one ot two examples of the simple past questions, which ask for more details. Sts then ask and answer the questions in pairs. Ask some sts to tell the class something they learned about their partner. Answers 1 How long have you lived in your house or apartment? (Why did you move there? Where did you live before?) 2 Have you seen any good movies recently? (Which movie did you see? Did you enjoy it?) 3 Have you been on vacation this year? (Where did you go? Did you have a good time?) 4 How long have you known your newest friend? (How did you meet? Where did you meet?)

PERSONAL BEST Sts can further practice talking about their own life and experiences. They write four sentences about their life, using the present perfect and simple past. They can compare their sentences in pairs. For weaker sts, write the following sentence beginnings on the board: I’ve never ..., I’ve recently ..., Last year I ..., Last weekend I ... Sts complete the sentences with their own ideas. Ask some sts to read their sentences to the class. 111

6

SKILLS

Learning Curve

LISTENING

understanding specific information

■

sentence stress

■

work and careers (2)

6B Dream job 1

Answer the questions in pairs. 1 2 3 4

2

Do you know anyone who is doing their dream job? What kind of work do they do? What does it involve? Why do they enjoy it? What would your dream job be?

What’s the difference between the pairs of words? Discuss in pairs. 1 job / career 3 part-time / full-time 2 employer / employee 4 CV / application form

Go to Vocabulary practice: work and careers (2), page 144

3

In pairs, make a list of the five most important things you need for job satisfaction.

Skill

understanding specific information

It’s often important to understand specific information and specific words. • Read the questions carefully and identify what kind of information you need. • Think about the possible words you may hear. • Important words are usually stressed in a sentence. My friend, who’s a chef, was laid off, so she started her own business making wedding cakes. • Try not to confuse similar-sounding words. He’s employed. He’s unemployed. She’s fourteen. She’s forty.

4

6.7 Read the Skill box. Watch or listen to the first part of Learning Curve. Make a note of some stressed words you hear for topics 1–4.

1 Penny’s current job 2 Penny’s previous job 3 the study about job satisfaction 4 temporary job agencies

5

6.7 Watch or listen again. Write one word in each blank to complete the sentences. 1 2 3 4 5 6 7 8

6

Penny finds her current job . She used to be a assistant. She found her previous job . The working conditions in her previous job were . One study shows that only % of people like their jobs. Even if they have well-paid jobs, other people feel at work. Working conditions have changed, and some people don’t want a The largest employer in the U.S. is a temp agency.

job.

Discuss the questions in pairs. 1 What are the advantages of having a permanent job? And a temporary job? 2 Which would you like at this stage in your life? And in the future?

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u

SKILLS

6B

6B Dream job Learning Curve

Sts learn some vocabulary for jobs and careers and listen to people talking about their jobs. They discuss their dream job.

Listening Sts watch a video or listen to a recording about jobs.

Skill Understanding specific information

Listening builder Sentence stress

Vocabulary Work and careers (2): application form, career, cover letter, CV, employee, employer, full-time, manager, part-time, permanent, responsible for, résumé, rewarding, salary, stressful, temporary, unemployed, varied, well-paid, working conditions

WARMER

Skill

Ask: What jobs have you had in your life? Elicit a few answers from individual sts. Then put sts into pairs and give them two minutes to write down as many jobs as they can. Bring their ideas together on the board and make sure they understand all the jobs. Ask: Which jobs would you definitely NOT want to do? Why?

Read the Skill box with sts about understanding specific information. Elicit some examples of specific information they may have to listen for, e.g., names, dates, addresses, the names of companies, etc. Point out that important words are often stressed, which means they may be pronounced with more emphasis (slightly louder and more clearly) than the words around them.

1

Sts discuss the questions in pairs. Ask pairs in turn to tell the class about some of the things they discussed.

2

Sts discuss the difference in meaning between the pairs of words. They can use their dictionaries to help. Discuss the answers as a class.

4

Answers 1 A job is the regular work you do for money; a career

Allow sts time to read through the chart. Explain that the study refers to a study that was carried out on work and jobs and that sales assistant (British English) = salesclerk (American English). Play video/audio track 6.7. See TB page 358 for video/audio script. Sts watch or listen and write down some of the stressed words they hear. Allow sts time to compare their answers in pairs. Then play the track again for them to check and complete their answers. Discuss the answers as a class.

is a series of jobs that you do throughout your life. Responsibilities and salary usually increase during someone's career. 2 An employer is someone who employs other people; an employee is someone who works for someone else. 3 A part-time job is one for only part of each week; a full-time job is for the full working week, usually 40 hours. 4 A CV (or résumé) is a document that lists your education, qualifications, and experience; an application form contains specific questions the employer wants the applicant to answer when applying for a job.

Suggested answers 1 I love my work … I get so excited about what I do! … being a presenter for Learning Curve is quite rewarding. 2 I’ve had jobs that weren’t rewarding at all. And you used to be a sales assistant, didn’t you? Yes, but that job was so stressful … The working conditions were just awful. 3 One study found that only 30% of people who were born between the 1950s and the 1980s are happy in their work. Even if they are well paid, they still feel unhappy. 4 In the U.S., the third largest job creator is a temporary agency. A temp agency is a company that hires people for short periods of time to fill in at other companies!

Go to Vocabulary practice: work and careers (2), SB page 144/TB page 301. Sts will find more language presentation and practice for work and careers vocabulary here. Do these exercises with the class, or assign them for homework, before continuing with exercise 3 of lesson 6B. Remind sts to go to the app for further self-study vocabulary practice of vocabulary for work and careers.

3

Elicit a few ideas from the class first, e.g., good pay, flexible working hours. Sts then work in pairs to list the five most important things for job satisfaction. Bring sts’ ideas together into a class discussion.

6.7 All the B lessons in this level which focus on listening skills are accompanied by video (i.e., an episode of Learning Curve). In this lesson, Penny and Simon discuss work and jobs and interview people about their jobs.

5

6.7 Allow sts time to read through the sentences. Play video/audio track 6.7 again. Sts watch or listen and complete each sentence with one word. Check answers.

Answers 1 rewarding 2 sales 3 stressful 4 awful 5 30 6 unhappy 7 permanent 8 third

6

Sts discuss the questions in pairs. Discuss their answers briefly as a class. 113

understanding specific information

7

sentence stress

■

work and careers (2) LISTENING

SKILLS

6B

Ira

6.8 Watch or listen to the second part of the show and answer the questions. 1 2 3 4 5 6

8

■

What’s Ira’s job? Does he enjoy it? Which job has Kelly applied for? Does she have any experience in that profession? What’s Janet’s job? Is it a full-time job?

6.8 Watch or listen again. Complete the notes about Ira, Kelly, and Janet with a word or phrase that you hear.

Ira’s responsible for making the store 1 he started working there, it was a 2 took over as the manager when his uncle 3

Kelly

. When job. He .

Kelly has sent her 4 ,a5 , and a salary request to the TV company. She’s also sent them an 6 , and has called them 7 times. Simon recommends asking if she can do an 8 at the company, instead.

Janet

Janet used to work with monkeys, but she got a 9 , and now she works with gorillas. She’s always wanted to be a 10 .

Listening builder

sentence stress

English speakers stress the most important words in a sentence. These are usually words that carry meaning: nouns, adjectives, and verbs. “Grammar” words, such as auxiliaries, prepositions, and pronouns, are often unstressed. There can be one or more unstressed words between the stressed words. The more unstressed words there are between two stressed words, the more quickly they are pronounced. I’d like to ask you about work. Do you have a job?

9

A Read the Listening builder. Look at the stressed words in sentences 1–5. How many unstressed words do you think there are in each blank? hard

1

find

dream job.

2 Working conditions nowadays 3

always known

4

times more important

5

B

10

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company have

wanted

past. do

adult.

job interview? well-paid job

rewarding job?

In pairs, talk about three of the work-related topics below. writing your résumé working conditions

114

call

were job

6.9 Listen and write the unstressed words in the blanks. Then practice saying the sentences.

stressful jobs

Personal Best

different kind

job interviews rewarding jobs

salaries employers

What advice would you give to someone younger than you who doesn’t know what job or career he or she wants to have?

EXTRA PRACTICE: Workbook page 33

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SKILLS

7

6.8 Allow sts time to read the questions. Pre-teach covering letter and internship. NB Covering letter (British English) = cover letter (American English). Play video/ audio track 6.8. See TB page 358 for video/audio script. Sts watch or listen and answer the questions. Check answers.

Answers 1 He’s a store manager. 2 Yes, he does. 3 a television news reporter 4 No, she doesn’t. 5 She’s a zookeeper. 6 No, it’s a part-time job.

8

6.8 Sts read the fill-in notes about the three people. Play video/audio track 6.8 again. Sts watch or listen and complete each blank with a word or noun phrase. Check answers. Play the track again, pausing for sts to hear the answers.

Answers 1 successful 2 temporary 3 retired 4 CV 5 covering/cover letter 6 application form 7 seven 8 internship 9 promotion 10 vet

10

6B

To summarize, sts discuss their opinions of jobs and work. In pairs, they choose three of the topics, prepare their ideas individually, and then discuss them in pairs. Get feedback on their discussions.

PERSONAL BEST Sts can practice describing jobs further. They write some advice for a young person who doesn’t know what job or career they want to do. They can compare their advice in pairs. Weaker sts can work in pairs. They write three pieces of advice to give to a young person about jobs and careers. Ask pairs in turn to read their advice to the class and discuss as a class which advice is the most useful.

EXTRA PRACTICE Sts work in groups of three. They take turns to use their phones to film their classmates discussing the statements and questions in exercise 9A. Allow sts time to watch the videos of themselves. Watching themselves on video will help sts to evaluate how naturally and fluently they can speak.

Listening builder Read the Listening builder box with sts about sentence stress. Point out that unstressed words are often pronounced more quickly and with less emphasis (slightly more quietly) than stressed words. Point out that it is also important to listen for unstressed words, as they often carry information about things such as tense. Ask questions to check concept. Concept check questions: What kinds of words are stressed in a sentence? (important words such as nouns, adjectives, and verbs) How are they pronounced differently from unstressed words? (They are slightly louder and slower.) What happens if there is more than one unstressed word together? (They may be pronounced even more quickly.) Can you ignore unstressed words? (No, because they still carry meaning about things such as tense.)

9 A

In pairs, sts look at the fill-in sentences and discuss how many unstressed words there might be in each blank. Discuss sts’ ideas, but don’t confirm them yet.

B

6.9 Play audio track 6.9. See the SB page opposite for audio script. Sts listen and complete the sentences with the missing unstressed words. Check answers with the class. Then sts practice saying the sentences in pairs.

Answers 1 It’s, to, your 2 are, than they, in the 3 I’ve, what, of, I, to, as an 4 How many, should I, a, about a 5 Is it, for you to, a, or a

115

6

present perfect continuous and present perfect

LANGUAGE

■

education

6C School days 1

In pairs, decide if the words and phrases in the box are positive or negative. get into trouble pass a test cheat behave fail an exam get good grades

Go to Vocabulary practice: education, page 145

2

Discuss the questions in pairs. 1 Which schools have you been to? 2 Who was your favorite teacher/professor? Why?

3

3 Did you get into trouble in school? What for? 4 What are your best and worst school memories?

Look at the title of the TV show in the preview. In pairs, discuss what you think the show is about. Read the preview and check your ideas.

Are our kids tough enough?

Chinese School According to the latest research, Chinese children are better than UK children at subjects like math and science. Is this because of the way Chinese students learn? In a fascinating experiment, five teachers come from China to teach a group of teenagers in a UK school for four weeks, using traditional Chinese teaching techniques. At the end of the month, students take exams and compare their grades with the rest of their school year. Which teaching system will get the best grades? Last episode of this three-part series tonight.

4

6.13 Listen to an extract from a radio show about the TV show, Chinese School. A Complete the notes in the table.

UK school system class size

1

schedule

from 3

method

Students usually ask 7 8 , and do a lot of 9

Chinese school system 2

students a.m. to 4

p.m. , discuss their tasks.

from 5

students a.m. to 6

Students listen to the 10 11 . Very 12 teachers.

p.m. and take

B

Which school system is more similar to your country? Which do you think will get the best grades at the end of the show?

5

A

6.14 Complete the sentences from the radio show with the words in the box. Then listen and check.

using teaching been watching starting liked 1 2 3 4 5 6

Have you been the show over the past few weeks? For the past month, teachers from China have been at a UK school. They’ve been Chinese teaching techniques. They’ve been school at 7 a.m. The students haven’t this different style of teaching very much. The teachers have very strict.

B

Look at the sentences in 5A and answer the questions.

1 2 3 4

Are they finished or unfinished states and actions? (Has the TV show finished?) Which sentences contain action verbs? Which sentences contain state verbs? Look at the action verb sentences. Are they single actions or longer, repeated actions? Do we use have + been + -ing with action verbs or state verbs?

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LANGUAGE

6C

6C School days Sts read about an experiment to use Chinese teaching techniques to teach math and science to British sts. Then they listen to part of a radio show about the experiment. They study the present perfect and present perfect continuous, and then they use these tenses to ask and answer questions about their own lives. Grammar Present perfect and present perfect continuous

Vocabulary Education: behave, boarding school, cheat, college, elementary school, fail an exam, get a degree, get a good grade, get good grades, get into trouble, get your grades, a graduate, hand in, high school, middle school, nursery school, pass an exam, principal, private school, professor, public school, schedule, strict, study for, take notes, term

3

WARMER Ask: What teaching methods do schools in your country use? Do sts listen to the teacher and take notes or do they discuss and question things? Elicit a few answers. Then ask: What’s the best way to learn subjects like math and science? Is it better to do lots of practice in books, or is it better to ask questions and discover answers yourself? Why? Elicit a range of answers.

1

Read through the words and phrases and pre-teach if necessary. Sts work in pairs and decide if the words and phrases are positive or negative. Check answers. Answers Positive: pass a test, behave well, get good grades Negative: get into trouble, cheat, fail an exam

3 x PRACTICE

SB page 52, exercise 1

Go to Vocabulary practice: education, SB page 145/TB page 303. Sts will find more language presentation and practice for education vocabulary here. Do these exercises with the class, or assign them for homework, before continuing with exercise 2 of lesson 6C. Remind sts to go to the app for further self-study practice of education vocabulary.

2

Sts discuss the questions in pairs. Get feedback on their discussions.

Communication Talking about when things happened in your life

Read out the title of the TV program Are our kids tough enough? and the subtitle. Explain the meaning of tough if necessary. Sts discuss in pairs what they think the program is about. Elicit a few ideas, but don’t confirm the answer yet. Sts read the preview and check their ideas. Check the answer with the class. Answer The program is about an experiment to use Chinese teaching methods in a British school.

4 A

6.13 Explain to sts that they will hear part of a radio show about the TV program. Play audio track 6.13. See TB page 359 for audio script. Sts listen and complete the notes in the chart. Allow sts time to compare their answers in pairs. Then play the audio again if necessary. Check answers.

Answers 1 30 2 50 3 9 4 3.30 5 7 6 7 7 questions 8 ideas 9 group 10 teacher 11 notes 12 strict

1 Do the exercise as normal. To check answers, read out

each word or phrase in turn. Ask sts to put up their left hand if they think it is positive, and their right hand if they think it is negative. Ask a student who chose correctly to explain why. 2 Books closed. Write a word from each of the phrases on the board, e.g., trouble, test. In pairs, sts try to remember the full phrases. Before they check in their books, elicit some possible answers. Sts then check their answers in their books. 3 In pairs, sts write a short conversation using as many of the words and phrases as possible. Allow sts time to prepare and practice their conversations. Then ask some pairs to perform their conversation for the class.

Pronunciation Weak form of been

B Discuss the questions as a class, or put sts into pairs to discuss the questions. Then get feedback on their answers. Encourage sts to give reasons for their answers. Explain to sts that the experiment in the TV program showed that the sts exposed to Chinese teaching techniques got better exam results in science and math than the rest of their grade level.

5 A

6.14 Sts read the sentences and complete them with the correct words. Play audio track 6.14. See the SB page opposite for audio script. Sts listen and check their answers.

Answers 1 watching 2 teaching 3 using 4 starting 5 liked 6 been

B Read through the questions with the class and make sure sts understand the terms state verbs and action verbs. Sts look at the sentences in exercise 5A again, and then answer the questions. Check answers. Answers 1 unfinished 2 action = 1, 2, 3, 4; state = 5, 6 3 longer, repeated actions 4 action verbs 117

present perfect continuous and present perfect

6

■

education

LANGUAGE

6C

Read the Grammar box. Which sentences in exercise 5A are in the present perfect continuous and which are in the present perfect?

Grammar

present perfect continuous and present perfect

Present perfect continuous: To emphasize a longer or repeated action over a period of time. I’ve been waiting for you since 3 o’clock! He’s been coming to this English class for three years. To talk about a recent past action that has a result in the present: I’m tired because I've been studying all day. Present perfect: We don’t use the present perfect continuous with state verbs – we use the present perfect. I’ve known Laura since we were in elementary school. NOT I’ve been knowing

Look! We often use the present perfect continuous to ask and answer questions using how long, for, and since. How long have you been studying English?

I've been studying English for ten years/since I was twelve.

Go to Grammar practice: present perfect continuous and present perfect, page 123

7

Match sentences 1–5 with replies a–e. Then complete the replies with the present perfect continuous or present perfect form of the verbs in the box. learn wait play not be not study 1 2 3 4 5

8

Did you know there are no buses today? Have you passed your driving test yet? Why is Jon so tired? Your French isn’t very good, is it? What’s wrong with Rob?

a b c d e

No, it isn’t. I Because he No, I didn’t. I No, I haven’t. I I‘m not sure, but he

it for very long. basketball all day. here at the bus stop for ages! to drive for three years now. happy since he failed that exam.

A

6.16 Pronunciation: weak form of been Listen to replies a–e from exercise 7. Is the word been stressed? Does it have a long or short vowel sound?

B

6.16 Listen, check, and repeat. Then practice questions 1–5 and answers a–e in pairs.

Go to Communication practice: Student A page 160, Student B page 170

9

A

When did these things happen in your life? Write something for each category.

started college/ my current job

moved to my current home

met someone important in my life

started an activity/a hobby I still do

got an important possession

B

Work in pairs. Look at your partner’s notes in exercise 9A and ask questions about each event. Include a “How long” question for each event.

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Write five sentences with the present perfect or present perfect continuous about your day today.

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LANGUAGE Grammar Read the Grammar box with sts about the present perfect and present perfect continuous. Elicit that we use both tenses to talk about actions that started in the past and continue in the present: I’ve lived here/ been living here for three years. Explain that we use the present perfect continuous when we want to emphasize how long something has continued: I’ve been waiting for three hours! We also use the continuous form for a repeated action that is still continuing: He’s been applying for jobs for over a year; and we use it for a recent past action that has a result in the present: She’s very tired because she's been working all night. Elicit or explain that state verbs are verbs such as like, love, know, understand, and own, and we don’t use these verbs in continuous forms. Point out that the rule about continuous forms also applies to the present perfect continuous, so with these verbs we use the present perfect: I’ve always loved drama. NOT I’ve always been loving drama. Draw sts’ attention to the Look! note and elicit that we use since with a point in time and for with a period of time. Ask questions to check concept. Concept check questions: Which two tenses can we use for actions that started in the past and continue in the present? (present perfect and present perfect continuous) When do we use the present perfect continuous? (to emphasize how long something has continued, for repeated actions, or for a recent past action that has a result in the present) I’ve been eating at this restaurant for three years – is this a continuous action or a repeated action? (repeated) What do you know about state verbs such as “like” and “love”? (They can’t be used in continuous tenses.) I’ve always been liking his music – correct? (no – I’ve always liked his music.) I’m learning to drive for six months – correct? (no – I've been learning to drive for six months.)

6

Sts look at the sentences in exercise 5A again and decide which are in the present perfect and which are in the present perfect continuous. They could work in pairs for this. Check answers. Answers 1 present perfect continuous 2 present perfect continuous 3 present perfect continuous 4 present perfect continuous 5 present perfect 6 present perfect

Go to Grammar practice: present perfect continuous and present perfect, SB page 123/TB page 259. Sts will find more language reference, presentation, and practice for the present perfect continuous and present perfect here. Do these exercises with the class, or assign them for homework, before continuing with exercise 7 of lesson 6C. Remind sts to go to the app for further self-study grammar practice of the present perfect continuous and present perfect.

7

6C

Sts match the questions with the replies. Check these answers. Then ask sts to complete the replies with the correct verb forms. Check answers, referring back to the Grammar box to explain the answers if necessary. Answers 1 c 2 d 3 b 4 a 5 e

a b c d e

haven’t been studying ‘s been playing ‘ve been waiting ‘ve been learning hasn’t been

8 A

6.16 Read out the task and the questions, and model pronunciation of a long and short vowel sound, e.g., been, bin. Play audio track 6.16. See the SB page opposite for audio script. Sts listen and decide if been is stressed, and if it is pronounced with a long or short vowel sound. Don’t confirm answers yet. 6.16 Play audio track 6.16 again. Sts listen and B check their answers, and then repeat the sentences, paying attention to the pronunciation of been. Sts then work in pairs to practice saying the questions and answers in exercise 7, paying attention to the pronunciation of been.

Answers No, been isn’t stressed, so the weak form is used, which has the short vowel sound, as in /bɪn/.

Go to Communication practice Divide the class into Student A and Student B. All Student A sts should go to SB page 160. All Student B sts should go to SB page 170. Go to TB page 333 for the teacher notes. Do the activity. Then continue with exercise 9A of lesson 6C.

9 A

Focus on the diagram and explain that sts should complete each circle with notes about their own life. You could give some examples from your life to demonstrate.

B Ask a confident student to show you their diagram. Demonstrate this part of the activity by asking a question about one of the events, using How long ...? with the present perfect continuous. Then ask follow-up questions using the simple past to get more information. Sts then look at their partner’s notes in exercise 9A and ask and answer questions in the same way. Get feedback on their conversations. Monitor while they are working, and correct any errors with tense use in a feedback session at the end. PERSONAL BEST Sts can further practice using the present perfect continuous and present perfect. They write five sentences about their day today using both tenses. Sts can compare their sentences in pairs. With weaker sts, write the following prompts on the board: have/math class, sit/in this classroom, understand/everything, work/hard. In pairs, sts use the prompts to write sentences about their day, using the present perfect and present perfect continuous. Ask some pairs to read their sentences to the class.

119

2 6

SKILLS

WRITING

writing a cover letter

■

prepositions after verbs, nouns, and adjectives

6D I am writing to apply … 1

Look at the job ad. Would you like to do a job like this? Why/Why not? What skills, qualifications, and experience is the employer looking for?

Candidates should:

Internship at The L.A. Media Factory We are looking for an intern to work in our international media center in Los Angeles. The job involves writing articles about the entertainment industry for media organizations around the world. We are particularly interested in recent graduates with some experience in writing.

2

• • • • • •

have some experience in digital journalism have excellent writing skills be highly organized have good attention to detail work well on a team speak English and Spanish fluently.

To apply, please send your CV to Linda Sayer, explaining why you are interested in the position, and providing details of your qualifications, skills, and any relevant experience.

Read the cover letter. Does Pablo respond to all the information in the job ad? Is he a good candidate for the job? Why/Why not?

Subject: Job application – internship position Attachment: CV Pablo Alonso.pdf Dear Ms. Sayer: 1

I am writing to apply for the internship position at The L.A. Media Factory, as advertised on internships.com. Please find attached my CV.

2

As you can see from my CV, I have recently completed a degree in Journalism and Media Studies at the University of San Antonio. I believe the skills, experience, and qualities I have developed make me an ideal candidate for the internship position.

3

I am extremely interested in the position because I am passionate about writing and digital media, and I would like to have a career in digital journalism. As part of my degree, I studied areas such as TV and Film Studies, and Digital Journalism. I also completed a six-week job placement, writing short articles for a local newspaper.

4

In addition to my studies, I am currently working as a writer. I am responsible for producing social media posts for a local film society. My work involves writing short movie reviews and guides to increase the film society’s social media presence. These tasks require skills such as good organization, time management, and attention to detail.

5

I am a responsible, hardworking person who works well alone and as part of a team. I speak fluent English, and I am a native Spanish speaker. I would welcome the opportunity to work for The L.A. Media Factory, and I am confident I would be a valuable addition to the team.

6

Thank you for considering my application. I look forward to hearing from you. Sincerely yours, Pablo Alonso

3

Read the cover letter again. Match sections 1–6 with the information they contain (a–f). a b c d e f

relevant experience and skills (with specific examples) relevant academic or professional qualifications saying which job you’re applying for saying thanks and asking for a response personal qualities and any additional relevant skills more relevant experience and skills

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6D

6D I am writing to apply ... Sts read a cover letter for a job application. They then write their own cover letter for a job application. Writing A cover letter

Skill Writing a cover letter

Text builder Prepositions after verbs, nouns, and adjectives

WARMER Ask: Where do you look to find a new job? Elicit ideas, e.g., online, on company websites. Ask: What do you do when you find a job you would like to have? Elicit that you write a letter to apply for the job and send a CV. Teach the word CV if necessary. Explain that the letter you send with your CV is called a cover letter. Ask: What information might you include in a cover letter? Elicit a range of ideas, but don’t confirm them at this stage. Tell sts they are going to study a cover letter and then write their own.

1

Sts read the job ad and answer the questions. Allow sts time to discuss their answers in pairs. Then check answers with the class. Answers Sts’ own answers Recent graduates (for “qualifications”), experience writing, experience with digital journalism, excellent writing skills, highly organized, good attention to detail, work well on a team, speak English and Spanish fluently

2

Sts read Pablo’s cover letter and answer the questions. Allow sts time to compare their answers in pairs. Then check answers with the class, encouraging sts to give reasons for their answers. Answer Yes, he responds to everything in the job ad. He appears to fulfill every requirement for the position.

3

Read through a-f with the class and make sure sts understand everything. Sts read the cover letter again and match the sections with the information they contain. Check answers. Answers 1 c 2 b 3 a 4 f 5 e 6 d

121

writing a cover letter Skill

■

prepositions after verbs, nouns, and adjectives WRITING

6D

SKILLS

writing a cover letter

We write cover letters to introduce ourselves when we apply for a job. We usually send one with our résumé. • Respond to the information in the job ad. What skills, experience, and qualifications are they looking for? • Organize your letter so it is brief, easy to read, and makes the employer want to find out more about you. • Use formal language (I have been NOT I’ve been, I would like NOT I want; a great deal of NOT lots of). • Use a formal greeting and ending (Dear Sir/Madam: … Yours truly, or Dear Mr. Smith: … Sincerely yours,).

4

Read the Skill box. Read sentences 1–8 and underline their formal equivalents in the cover letter. 1 2 3 4

5

I’m writing because I want the intern job. I think I’m perfect for the job. I really like the job because I like writing. Right now, I work as a writer, too.

5 6 7 8

In this job, I have to write short movie reviews. I need skills like good organization for this job. I really want to work for you. I’d be fantastic! Thanks for your time. Talk soon!

Complete the sentences with a preposition. Then check your answers in the cover letter. 1 2 3 4 5

I am writing to apply the internship position. I have recently completed a degree journalism. I am extremely interested the position. I am responsible producing social media posts. Thank you considering my application.

Text builder

prepositions after verbs, nouns, and adjectives

Some verbs, nouns, and adjectives are followed by a preposition. Verbs: Nouns: apply for, work as, look forward to, a career in, a degree in, thank (you) for a certificate in

Adjectives: ideal for, interested in, passionate about, responsible for

Look! A noun or a verb + -ing usually follow these prepositions: Thank you for your e-mail.

6

7

I am looking forward to hearing from you.

I’m interested in taking a course.

A

Read the Text builder. Complete the sentences with a preposition and information that is true for you.

1 2 3 4

I would like to apply Eventually, I would like to work I would like a career I am passionate

B

Compare your answers in pairs.

. . . .

A PREPARE Choose one of the job ads below. Make notes about the skills, qualifications, and relevant experience to include in your cover letter. Plan how to organize the information.

SUMMER SCHOOL WELCOME STAFF

FASHION BLOGGER

We are looking for welcome staff to receive and support our summer school students (aged 14 – 18) and do administration tasks in our summer school office. You should have excellent communication skills, work well on a team, and be able to use Word, Excel, and Powerpoint. Experience in working with teenagers a plus.

Do you have a passion for fashion? Are you good at photography? City-based blogger wanted to write ten blog posts a week for an international lifestyle website. No professional qualifications required, but we are looking for someone with good organization and time-management skills who has experience in writing a blog.

B

PRACTICE

Write your cover letter. Use formal language and phrases with prepositions.

C

PERSONAL BEST Exchange letters with a partner. Which job did he/she apply for? Does he/she respond to everything in the job ad? What do you like best about his/her letter?

Personal Best 863195 p040_055 units 5-6.indd 55

122

Imagine you are ten years older. Write two paragraphs about your qualifications, skills, and experience.

EXTRA PRACTICE: Workbook page 35; photocopiable activity 6D Skills

55 22/11/2017 17:03

SKILLS

4

Skill

Text builder

Read the Skill box with sts about writing a cover letter. You could ask sts to find more examples of full forms that are used in the cover letter; e.g., I am writing, I have recently completed. Elicit the formal greeting and ending that Pablo uses (Dear Ms. Sayer: Sincerely yours,). Explain that we use Yours faithfully when we use Dear Sir/Madam, and we use a colon after a person's name when we do not know the person.

Read the Text builder box with sts about prepositions after verbs, nouns, and adjectives. Point out that it is not usually possible to predict which preposition will come after a particular verb, noun, or adjective, so sts need to learn the correct preposition when they learn a new verb, noun, or adjective. Point out, however, that nouns with a similar meaning are often followed by the same preposition, e.g., a degree/qualification in, a movie/book about, etc. Read the Look! note with the class, and point out that prepositions can be followed by a noun or the -ing form of a verb, NOT an infinitive: I look forward to meeting you. NOT I look forward to meet you. Ask questions to check concept. Concept check questions: What kinds of words are often followed by a preposition? (nouns, verbs, and adjectives) Is it usually possible to guess which preposition to use? (No, but words with similar meanings often use the same preposition.) What can come after a preposition? (a noun or the -ing form of a verb) I’m interested in study biology – correct? (no – I’m interested in studying biology.)

Sts read the cover letter again and find the formal sentences which have the same meaning as the more informal ones (1–8). Check answers. Answers 1 I am writing to apply for the internship position. 2 I believe the skills, experience, and qualities I have 3 4 5 6 7 8

developed make me an ideal candidate for the internship position. I am extremely interested in the position because I am passionate about writing. In addition to this, I am currently working as a writer. This involves writing short movie reviews. It (the job) requires skills such as good organization. I would welcome the opportunity to work for The LA Media Factory, and I am confident I would be a valuable addition to the team. Thank you for considering my application. I look forward to hearing from you.

3 x PRACTICE

6 A

Sts read the sentences and complete them with the correct preposition and their own ideas. Answers 1 for 2 as 3 in 4 about

B Allow sts time to compare their answers in pairs. Then ask some sts to read their sentences to the class.

SB page 55, exercise 4

1 Do the exercise as normal. To check answers, read out

each informal sentence and ask: How can you say this in a formal way? Elicit the answers. 2 Ask sts to cover the cover letter in exercise 2. In pairs, they look at the informal sentences and try to remember the formal sentences. They can look at the covering letter again to check. 3 Read out the beginning of the first formal sentence and elicit other ways in which it could end; e.g., I am writing to apply for a job as a salesperson. In pairs, sts look at the remaining formal sentences and think of their own ideas for how they could change the ending of each one. Discuss their answers with the class.

5

6D

Sts read the sentences and complete them with the correct preposition. They then check their answers in the cover letter. Check answers. Answers 1 for 2 in 3 in 4 for 5 for

7

Sts follow the steps to write their own cover letter.

A

PREPARE Sts look at the job ads. Then choose one, prepare their ideas, and plan their cover letter.

B PRACTICE Sts use the cover letter in exercise 2 as a model and write their own letter. Refer them back to the Skill box for tips on how to write a cover letter, and refer them to the Text builder box to remind them about using the correct prepositions. C

PERSONAL BEST Sts work in pairs. They swap their cover letters with a partner, and then read their partner’s letter and answer the questions. They can then give feedback to their partner. Remind them that they should always be positive and encouraging when they give feedback.

PERSONAL BEST Sts can further practice writing about their qualifications, skills, and experience. They imagine they are ten years older and write two paragraphs about their qualifications, skills, and experience. Encourage them to use their imagination and think about all the things they have done over the last ten years! Sts can swap paragraphs and give feedback on what kinds of jobs their partner could apply for now. Weaker sts could work in pairs and think about a famous person they know. They write a paragraph about this person’s qualifications, skills, and experience. Pairs can swap paragraphs and try to guess the famous person.

123

5 and 6

REVIEW and PRACTICE

Grammar 1

2

3

Choose the correct options to complete the text.

Choose the correct options to complete the sentences. 1

If the bus a won’t arrive

soon, we’ll take a cab. b doesn’t arrive c didn’t arrive

2

Look at all this traffic! We flight. a ‘re going to b ‘re going

3

I in Auckland for five years, from 2008 to 2013. a ‘ve lived b lived c live

4

I to call her this morning, but there was no answer. a ’ve tried b tried c ’ve been trying

5

We’ll go to the park when the rain a is going to stop b will stop

be late for our c won’t

Companies such as Google and Nissan 1conducted / have been conducting tests on driverless cars for the last ten years. They 2have been using / used powerful computers, which control the speed and direction of the driverless cars automatically. If the tests 3will be / are successful, we 4might / won’t see driverless cars on our roads in the next five years. Our technology expert, Dan Jones, gave his opinion of driverless cars: “I think there 5won’t / will be far fewer traffic accidents in the future. Unlike humans, computers don’t usually make mistakes!”

. c stops

6

Tom go to the party. He often doesn’t go out because he works a lot. a will b ‘s going to c might not

7

I to the supermarket today, so you don’t need to go shopping. a ‘ve already been b ‘ve been already c already gone

8

your best friend since you were in school together? a Have you been knowing b Have you known c Did you know

Dan thinks that driverless cars 6won’t / will make driving safer and 7can / might help to reduce traffic congestion. However, if they 8will start / start selling driverless cars in five years, 9do / will drivers want to buy them? Driver Joe Dawson told us what he thinks: “I don’t need a driverless car. I 10have passed / passed my driving test in 1992, so 11I’ve been driving / I drive for over 25 years, and in all that time, 12I never have / I’ve never had an accident.”

Use the words in parentheses to complete the sentences so they mean the same as the first sentence. 1

You’ll be late for work if you don’t get up now. You

2

She 3

5

Circle the word that is different. Explain your answer. manager employee

working conditions employer

James has

2

delivery career

checkout cart

3

get good grades do an internship

look for a job take a training course

4

graduate salesclerk

principal professor

5

cash coin

product bill

6

permanent wealthy

rewarding part-time

7

CV application form

salary cover letter

8

full-time term

nursery school boarding school

two o’clock. (since)

I won’t go to bed until this movie ends. this movie ends. (as soon as)

I’m sure that my team won’t lose the game. the game. (win/

My brother still hasn’t learned to drive. My brother

8

1

1

My team definitely) 7

ten days. (been)

Vocabulary

James started that game at two o’clock, and he’s still playing it.

I 6

next year. (may)

Julia traveled to Mexico ten days ago, and she’s still there. Julia

4

up now. (won’t)

It’s possible that she’ll go to college next year.

. (yet)

When did you start taking piano lessons? taking piano lessons? (how long)

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REVIEW and PRACTICE

5 and1B 6

Grammar

3 x PRACTICE

1

1 Do the exercise as normal. To check the answers, put

Sts read the sentences and choose the correct options to complete them. Check answers. Answers 1 b 2 a 3 b 4 c 5 c 6 c 7 a 8 b

2

Sts complete the second sentence in each pair so it means the same as the first, using the words in parentheses. Check answers. Answers 1 won’t be late for work if you get 2 may go to college 3 has been in Mexico for 4 has been playing that game since 5 ‘ll go to bed as soon as 6 will definitely win 7 hasn’t learned to drive yet 8 How long have you been

3

Ask sts to read the text through quickly for general meaning. Ask: What’s special about this car? (It doesn't need a driver – it’s driven by computer.) Sts read the text again and choose the correct options to complete it. Check answers. Answers 1 have been conducting 2 have been using 3 are 4 might 5 will 6 will 7 might 8 start 9 will 10 passed 11 I’ve been driving 12 I’ve never had

SB page 56, exercise 3

sts into small groups and ask them to compare their answers and note any differences within the group. Ask groups in turn which answers they disagreed on, and discuss as a class which answers are correct and why. Then check the rest of the answers. 2 Books closed. Sts work in pairs and try to remember as much as they can about driverless cars. You could write some prompts on the board to help them, e.g., Google, ten years, computers, successful, five years. They can check by looking in their books. 3 In their pairs, sts write four sentences with their own predictions about driverless cars. Encourage them to use the range of tenses that is in the text. Sts can compare their predictions in small groups. Have a brief class discussion on their predictions.

Vocabulary 1

Sts circle the word that is different in each set. Check answers, and ask sts to explain in each case why the word is different. As an extension, sts could write two or three sentences using some of the words. Answers 1 working conditions (all the others are people at work) 2 career (all the others are connected with shopping) 3 get good grades (all the others are connected with work and careers) salesclerk (all the others are connected with education) product (all the others are connected with money) wealthy (all the others describe jobs) salary (all the others are connected with applying for a job) 8 full-time (all the others are connected with education)

4 5 6 7

125

REVIEW and PRACTICE

2

Match the words in the box with definitions 1–8. browse professor reasonable waste money on something be broke strict unemployed get fired

3

1

not too expensive

2

spend money on something unnecessary

3

not have any money

4

college or university teacher

5

demanding good behavior

6

without a job

7

look at things you may decide to buy

8

do something bad and lose your job

Choose the correct options to complete the sentences. 1

My bank gave me a $9,000 a bill b loan

2

When I went to the store, the jeans I wanted were so I couldn’t get any. a sold out b paid for c ordered

3

4

Gloria a cheated

for a new car. c borrow

her exams because she didn’t study. b failed c passed

4

When the factory closed, 500 workers . a got jobs b retired c were laid off

5

I put $75 a by

6

I have to borrow some money pay for my vacation. a from b for

7

If you do well at work, you might get a . a qualification b good grade c promotion

8

Sometimes I have to work twelve hours a day, plus weekends! Now I’m looking for a less job. a stressful b rewarding c varied

my savings account every month. b into c for my parents to c of

Put the words in the box under the correct headings. return something do an internship mortgage schedule employee taxes order something online take a training course college in stock special offer get a degree ATM get experience savings account study for money

work and careers

5 and 6

Personal Best on Less 5A

on Less 6A

Describe five things you have done with money this week.

Describe five things one of your relatives has done in his/her career.

Lesson 5A

on Less 6A

Write three sentences: one zero conditional, one first conditional, and one with a future time clause.

Write three sentences about your day using the present perfect and never, lately, and yet.

son 5B Les Write one sentence with even and one with recently.

on Less 5C Describe three things that happened the last time you went shopping.

on Less 5C Write three predictions: one with will, one with going to, and one with might.

on Less 6B Think of three adjectives for a job you would like.

on Less 6C

Name five types of schools.

on Less 6C Write three sentences using the present perfect continuous.

shopping

education

on Less 5D

on Less 6D

Give three expressions you can use to explain what’s wrong.

Name a verb, a noun, and an adjective that are followed by a preposition.

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REVIEW and PRACTICE

2

Sts match the words in the box with the definitions. Check answers. Answers 1 reasonable 2 waste money on something 3 be broke 4 professor 5 strict 6 unemployed 7 browse 8 get fired

3

Sts read the sentences and choose the correct options to complete them. Check answers. Answers 1 b 2 a 3 b 4 c 5 b 6 a 7 c 8 a

5 and1B 6

Personal Best At the end of each Review and practice double-page spread, there is a Personal Best section. The aim here is to provide a quick challenge to change the pace and allow for language recall and personalization. These questions and prompts give sts the opportunity to review a number of language and skills points from the preceding two units in a more productive way. The points being reviewed are referenced according to which lesson they appear in (e.g., Lesson 5A). They cover grammar, vocabulary, and text builder language from reading and writing lessons, and conversation builder language from speaking lessons. Sts work individually, in pairs, or in groups, according to the class dynamic and the time available. Set a time limit if you would like to add a competitive element. Encourage sts to refer back to the relevant lessons if they are having difficulties. The aim is for them to respond to the prompts and engage with the target language in a personal way. Their answers will vary. Monitor and help as necessary and get feedback on sts’ answers.

WORKBOOK REVIEW AND PRACTICE 3 x PRACTICE

SB page 57, exercise 3

1 Do the exercise as normal. When you check the

answers, read out each sentence in turn, inserting either a correct or an incorrect answer. Ask Is this right or wrong? Why? 2 Books closed. Write the correct answers on the board, e.g., loan, sold out. Sts work in pairs and try to remember the sentences. They can look at their books to check. 3 In their pairs, sts choose four of the incorrect answers and write four sentences using those words. Ask pairs in turn to read their sentences to the class, omitting the target word(s) in each sentence. Other sts listen and try to guess the missing words.

4

Students will find two pages of Review and Practice at the end of each unit of their Workbooks. Unit 5, pages 30 and 31 Unit 6, pages 36 and 37

Sts write the words in the table under the correct headings. Check answers and check that sts understand all the words. As an extension, sts could work in pairs and add more words to the table. Answers Money: mortgage, taxes, ATM, savings account Shopping: return something, order something online, in stock, special offer Work and careers: do an internship, employee, take a training course, get experience Education: schedule, college, get a degree, study for

127

UNIT

7

Entertainment LANGUAGE

the passive

■

movies b

7A Lights, camera, action! 1

A Match the types of movies in the box with pictures a–d.

d

a

animation action movie horror movie romantic comedy

B

Have you seen any of these types of movies recently? Which movies did you see?

c

Go to Vocabulary practice: movies, page 146

2

Look at the picture in the text. What type of movie is The Martian? Would you like to see it?

Plot

THE MARTIAN

The year is 2035. A team of astronauts is sent on a mission to Mars, but a storm forces them to abandon their mission and fly back to Earth. As they are preparing to leave, astronaut Mark Watney, played by Matt Damon, disappears. The team thinks he has been killed, so they leave without him. When NASA realizes he has survived, they organize a dangerous mission to save him before his supply of food, water, and oxygen runs out. Will he be rescued before it’s too late?

NASA’s involvement Scientists at NASA worked closely with the director of The Martian, giving advice about the science behind space travel and the technology needed to survive on Mars. Jessica Chastain, who plays the commander of the Mars mission in the movie, spent time with astronaut Tracy Caldwell Dyson to learn more about life in space. Real missions to Mars are being planned for the 2040s, so NASA’s advice was based on the latest research.

Interesting facts • The Martian was directed by Ridley Scott, who has made other science-fiction movies, including Alien and Blade Runner. • It was shot in Jordan because the desert is similar to the color of Mars. • A few days before the movie was released, scientists discovered water on Mars.

3

Read the text. Are the sentences true (T) or false (F)? 1 2 3 4 5

4

In the movie, Watney survives the storm and NASA tries to rescue him. Jessica Chastain plays the astronaut Tracy Caldwell Dyson. NASA is planning to send astronauts to Mars in our lifetime. The director of The Martian was Matt Damon. In the movie, the astronauts find water on Mars.

A

What tenses and forms are the bold verbs in column A? Column A Column B → NASA sends a team of astronauts to Mars. A team of astronauts 1 → NASA is planning real missions to Mars. Real missions to Mars 2 → The team thinks the storm has killed Watney. The team thinks Watney 3 → Ridley Scott directed The Martian. The Martian 4 5 → Will NASA rescue Watney before it’s too late? Watney

to Mars. . . by Ridley Scott. before it’s too late?

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EXTRA PRACTICE: Workbook page 38; photocopiable activity 7A Vocabulary

22/11/2017 13:14

UNIT

UNIT

Entertainment 7 UNIT 7 OVERVIEW: The theme for this unit is entertainment. Sts read texts about the science-fiction movie The Martian and talk about their favorite movies. They then read about the life of a successful stunt performer and discuss special effects and stunts. Sts read about talented young performers before talking about their own talents. In Learning Curve, Taylor and Penny ask for directions in New York. LANGUAGE

SKILLS

Grammar The passive; modals of ability and possibility

Vocabulary Movies; TV and music

Pronunciation Past participles; /ey/ and /ʊ/ sounds

Reading Guessing the meaning of words from context

Writing Giving directions; asking for information

LANGUAGE

7A Lights, camera, action!

7A

Sts read about the science-fiction movie The Martian and read some interesting and surprising facts from the world of movies. They learn vocabulary connected with movies, study the passive, and then discuss their favorite movie. Grammar The passive

Vocabulary Movies: action movie, animation, based on, cast, directed by, director, documentary, dubbed, horror movie, main character, musical, played by, plot, released, romantic comedy, scene, science-fiction movie, script, sequel, set in, shot, soundtrack, special effects, subtitles, thriller

WARMER Read out the title of the unit Entertainment. Ask: What different kinds of entertainment are there? Elicit ideas, e.g., movies, theater, concerts, dance, art, TV, the Internet. Ask: What forms of entertainment have you enjoyed in the last week or the last month?

1 A

Read out the title of the lesson Lights, camera, action! Elicit or explain that it is something a director says to show filming will begin on a movie set. Sts match the types of movie with the pictures. Check answers, and check that sts understand the types of movie. Answers a action movie b romantic comedy c animation d horror movie

B

Sts discuss the questions in pairs. Get feedback.

Go to Vocabulary practice: movies, SB page 146/TB page 305. Sts will find more language presentation and practice for vocabulary for movies here. Do these exercises with the class, or assign them for homework, before continuing with exercise 2 of lesson 7A. Remind sts to go to the app for further self-study practice of vocabulary for movies.

2

Focus on the picture and ask the class the questions. Answers science fiction, sts’ own answers

3

Pronunciation Past participles

Communication Talking about movies

Sts read the text and decide if the sentences are true (T) or false (F). Check answers. Answers 1 T 2 F 3 T 4 F 5 F

3 x PRACTICE

SB page 58, exercise 3

1 Do the exercise as normal. To check answers, read out

each sentence in turn and ask: What does the text say about this? Is it true or false? 2 Sts cover the text. In pairs, they try to remember as much as they can about the movie, using the sentences in exercise 3 to help them. They look at the text again to check. 3 In groups of three, sts each choose one part of the text, read it again, and make notes on it. Explain that they are going to present their information to their group, but they should include one false piece of information. Point out that they should try to sound confident when they speak. With books closed, sts take turns to present within their groups. Their classmates listen and guess the false information. Get feedback on who managed to fool their classmates.

4 A

Sts read the sentences and identify the tenses and forms. Check answers with the class. Answers sends – simple present is planning – present continuous has killed – present perfect directed – simple past Will, rescue – future with will

129

the passive

■

movies

LANGUAGE

7A

B

Complete the sentences in column B so they have the same meaning as the sentences in column A. Check your answers in the text.

5

A

Look at the pairs of sentences in exercise 4A. Answer the questions.

1 Which sentences use the active form of the verbs? Which use the passive? 2 In column A, do we know who/what did the action of the verbs in bold? And in column B?

B

Complete the rules and answer the questions about the passive. Then read the Grammar box.

1 2 3 4

We make the passive with the verb and the form of the main verb. We change the tense of the passive by changing the tense of . What is more important: the action, or the person who did the action? If we want to say who/what did the action, which word do we use?

Grammar

the passive

Simple present: English is spoken here.

Simple past: The bridge was built in 2010.

Present perfect: My bag has been stolen!

Future with will: My laptop will be fixed next week.

Present continuous: That new movie is being shown.

Go to Grammar practice: the passive, page 124

6

7.5 Pronunciation: past participles Look at the past participles. Say how the vowel sounds are pronounced: /ow/, /ʌ/ or /ɔ/. Listen, check, and repeat.

shown chosen won lost spoken known dubbed done

7

A

Complete the text with verbs in the passive using the past participles in exercise 6.

Did you know …? • When a movie 1 , voice actors usually provide the dialogue in different by the original actors, for example, languages, but sometimes the dubbing 2 Jodie Foster (French) and Viggo Mortensen (Spanish). on a screen in space shortly after it was released. Astronauts • The Martian 3 watched it on the International Space Station. Maybe one day, it will be watched on Mars! by accident – an executive director of the Film Academy • The name “Oscars” 4 said the statues looked like her Uncle Oscar, and the name stuck! Since the awards began, about 3,000 Oscar awards 5 . ! Angelina Jolie hid hers and doesn’t know • It’s surprising how many statues 6 best for where it is, and Matt Damon can’t find his. Marlon Brando, who 7 his role in The Godfather, lost both of his statues. still • Na’vi, the language created for the 2009 movie Avatar, 8 Fans learn new words and talk to other Na’vi speakers on learnnavi.org.

today!

7.6 Listen and check. Practice saying the passive sentences with the correct pronunciation B of the past participles.

Go to Communication practice: Student A page 161, Student B page 170

8

In pairs, talk about your favorite movie. Use the questions to help you. • • • •

Personal Best 863195 p058_073 units 7-8.indd 59

130

What type of movie is it? Who was it directed by? Who stars in the movie? What is the plot of the movie?

• • • •

Where and when is it set? Is it based on a true story or a novel? Does it have good special effects and a good soundtrack? Was the movie shown with subtitles or was it dubbed?

Write five sentences with the passive about your favorite movie star.

EXTRA PRACTICE: Workbook page 38; 00; photocopiable activity 7A 00 Grammar

59 22/11/2017 13:14

LANGUAGE

B Read out the first fill-in sentence from 4A column B and elicit the correct passive verb form to complete it. Sts work in pairs to complete the remaining sentences, and then check their answers in the text. Check answers with the class.

6

Answers 1 is sent 2 are being planned 3 has been killed 4 was directed 5 Will, be rescued

5 A

Sts look at the sentences in 4A again and answer the questions. They could work in pairs for this. Check answers with the class.

7A

7.5 Model the three vowel sounds in isolation and elicit some common words which use the sounds, e.g., no, hot, fun. Allow sts time to read the past participles and decide in pairs how to pronounce them. Play audio track 7.5. See the SB page opposite for audio script. Sts listen and check their answers. Play the audio again, pausing for sts to repeat the past participles.

Answers /ow/ shown, chosen, spoken, known /ɔ/ lost /ʌ/ won, done, dubbed

7 A

Focus on the picture and elicit that it shows an Oscar. Sts read the text and complete it with the correct passive verbs, using the past participles in exercise 6.

B

7.6 Play audio track 7.6. See the SB page opposite for audio script. Sts listen and check their answers. Check answers with the class, and make sure that sts understand all the passive sentences. Sts then work in pairs to practice saying the passive sentences, paying attention to the pronunciation of the past participles.

Answers 1 active verbs: column A; the passive: column B 2 column A yes, we do; column B no, we don't, except for sentence 4

B Sts read the rules about the passive and complete them. Then they answer the questions. They could work in pairs for this. Check answers with the class.

Answers 1 is dubbed 2 is done 3 was shown 4 was chosen 5 have been won 6 have been lost 7 is, known 8 is, being spoken

Answers 1 be, past participle 2 be 3 the action 4 by

Grammar Read the Grammar box with sts about the passive. Explain that we use the passive when we don’t know who did the action of a verb, or it isn’t important. Point out that there is an equivalent passive tense for every active tense, and we form the different tenses by changing the form of the verb be. The past participle stays the same for all passive tenses: It is cleaned, it was cleaned, it will be cleaned. Remind sts that a lot of verbs have irregular past participles, which they need to learn. Elicit that we can say who did the action in a passive sentence using by. Ask questions to check concept. Concept check questions: When do we use the passive? (when the action is more important than the person who does it) How do we form different tenses in the passive? (We change the tense of the verb be.) Does the past participle change in different tenses? (no) How do we mention the person who does the action in a passive sentence? (with by) Go to Grammar practice: the passive, SB page 124/TB page 261. Sts will find more language reference, presentation, and practice for the passive here. Do these exercises with the class, or assign them for homework, before continuing with exercise 6 of lesson 7A.

Go to Communication practice Divide the class into Student A and Student B. All Student A sts should go to SB page 161. All Student B sts should go to SB page 170. Go to TB page 335 for the teacher notes. Do the activity. Then continue with exercise 8 of lesson 7A.

8

Allow sts time to read through the questions. Check they understand everything. Sts then discuss the questions in pairs. Encourage them to ask more questions using their own ideas to find out more about their partner’s favorite movie. Get feedback and discuss which movies are the most popular with the class and why.

PERSONAL BEST Sts can further practice using the passive. They write five sentences about their favorite movie star, using the passive. Tell sts not to mention the star’s name. Sts can read their sentences to each other and guess their partner’s favorite star. Weaker sts could write some sentences about another movie, answering the questions in exercise 8. Tell them not to include the name of the movie in any of their answers. In pairs, sts can read their sentences to each other and guess their partner’s movie.

Remind sts to go to the app for further self-study grammar practice of the passive. 131

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SKILLS

READING

guessing the meaning of words from context

■

referencing: this and that

7B Action man 1

A

Who’s your favorite actor or action hero? Why?

B

Look at the picture in the text on page 61. What job does the man on the left do? Read the text quickly and check. What’s his name?

Skill

guessing the meaning of words from context

You can sometimes guess what a word means by looking for clues in the word and in the sentence. • Look at the sentence and identify what type of word it is (verb, noun, adjective, etc.). • Identify any parts of the word that you already understand. • Look at the immediate context of the word in the clause and sentence, and look at the wider context of the word in the surrounding sentences. • After guessing the meaning, read the sentences again to see if your guess makes sense in context.

2

A

Read the Skill box. Look at the bold words 1–6 in the text. What types of word are they?

B

Choose the correct definition for the bold words. Underline the parts of the text that helped you guess the meaning from context. 1 2 3 4 5 6

3

a dangerous car a camera body parts boring amazing exciting

b b b b b b

a movie director where a movie is shot damage to your body crazy climbing falling

c c c c c c

a dangerous action a screen responsibilities fascinating jumping dangerous

Read the text again and answer the questions. 1 2 3 4 5 6 7 8

4

a a a a a a

Did the stunt in the first paragraph go well? Why was Vic worried? Has Vic had a successful career? How do you know? Who wrote a book about Vic? How often does Vic get hurt in his job? What do Vic’s wife and children do? When they were young, what kind of games did Vic play with his children? Which movies does Vic have great memories of? Why? What comparison is made between special effects and stunts?

Underline four other words in the text that you don’t know. Can you guess their meaning from the surrounding context?

Text builder

referencing: this and that

We can use this and that to refer back to ideas that have already appeared in the text. The ideas can be nouns or whole phrases: Vic has broken his legs, an arm, his ribs, and his nose. This is only the start of a long list of injuries. Vic jumped from a running horse onto a moving tank. That even amazed director Steven Spielberg.

5 6

Read the Text builder. Look at the fourth paragraph of the text. Find one example of this and one of that. Do they refer back to nouns or phrases? Discuss the questions in pairs. 1 Which movies have amazing special effects or stunts? Why are they amazing? 2 Would you like to be a stunt performer? Why/Why not? 3 What other jobs are there in the movie industry? Would you like to do any of them?

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7B

7B Action man Sts read a text about a stunt performer. They practice guessing the meaning of words from context and study how ideas are referenced in a text. They then discuss special effects and stunts in movies, and other jobs in the film industry. Reading A text about a stunt performer

Skill Guessing the meaning of words from context

WARMER

Answers 1 Yes. He was worried because the driver was his son. 2 Yes. He’s the best in the world and has been the stunt

Ask: What makes a good action movie? Elicit a few answers, and elicit or introduce the idea of special effects, exciting car chases, etc. Ask: How do special effects like this improve a movie? How are these special effects and exciting scenes created? Elicit a range of answers.

double for nearly every big Hollywood star. 3 He did/Vic Armstrong. 4 He gets hurt every day. 5 They are all stunt performers in the family business Armstrong Action. 6 They played very adventurous games, for example jumping out of an upstairs window onto a special airbag. 7 The Indiana Jones movies. Because he was a stunt double for Harrison Ford and leaped from a running horse onto a moving tank in one of the movies. 8 Special effects can't match the excitement of watching a stunt.

1 A

Sts discuss the questions in pairs. Get feedback and discuss why sts chose those particular actors or characters.

B Sts discuss the questions in pairs, and then read the text quickly to check their ideas. Check answers. Answers He’s a stunt performer. His name is Vic Armstrong.

Skill Read the Skill box with sts about guessing the meaning of words from context. Elicit that if sts can avoid looking up every unknown word in their dictionary, reading a text will become much quicker – and more enjoyable!

4

Sts find four more words in the text that they don’t understand and try to guess the meaning. They could work in pairs for this. Ask some sts to tell the class which words they chose and what they think the meaning is and why. Confirm the meanings for them.

Text builder

2 A

Focus on the first bold word (stunt) and elicit that it is a noun. Sts look at the remaining words and decide what type of word they are. Check answers.

Read the Text builder box with sts about referencing: this and that. Explain that we can use this and that to refer back to individual objects: There was a key on the table. This was what he was looking for. We can also use this and that to refer back to a whole idea: She had lost her job. That was why she was upset. Explain that there is very little difference in meaning between this and that, but this emphasizes that something is closer in time or place, whereas that is a bit farther away or further in the past. Ask questions to check concept. Concept check questions: What can we refer back to, using “this” and “that”? (an object or an idea) Which word suggests that something is farther away or longer ago? (that)

Answers 1 noun 2 noun 3 noun 4 adjective 5 verb 6 adjective

B Focus on the first bold word again. Ask sts to read the text around the word carefully (the sentence before, the sentence with the word in, and the following sentence). Then read out the three possible definitions. Elicit the correct definition and the part of the text that explains the meaning. Sts look at the remaining bold words, choose the correct definitions, and underline the parts of the text that helped them guess. Allow sts time to compare their answers in pairs. Then check answers with the class. Answers 1 c (the vehicle, up a ramp, into the sky, crashed) 2 b (director on) 3 b (bumps, bruises) 4 a (never, excitement) 5 c (out of a moving helicopter) 6 a (jump off a building, set themselves on fire, exciting, realistic)

3

Text builder Referencing: this and that

Sts read the text again and answer the questions. Encourage sts to answer in their own words where possible. Check answers.

5

Sts look at paragraph 4 again to find the examples and decide what they refer back to. Check answers. Answers This was for a game which involved jumping out of the upstairs window; refers back to a noun (special airbag). That’s hardly surprising; refers back to a phrase (the previous sentence).

6

Sts discuss the questions in pairs. Get feedback on their discussions and, as a class, brainstorm other jobs in the movie industry; e.g., costume designer, make-up artist, editor, camera operator, extra. Discuss which jobs sts would like to do and why.

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referencing: this and that READING

SKILLS

7B

World’s

greatest stunt performer The

car raced forward. It was already on fire, but the driver never stopped. The vehicle went up a ramp, into the sky, and then crashed into a bus. Finally, the driver got out and walked away, happy with the 1stunt. Although it had gone smoothly, it had been hard to watch for Vic Armstrong, the stunt director on the 2movie set. The driver was his son, Scott, who was following in his father’s footsteps in the most dangerous way possible. Even though the general public has probably not heard of Vic Armstrong, everyone has certainly seen him in action because Vic is the world’s greatest stunt performer. In his career, he has been the stunt double for almost every major Hollywood star, including Tom Cruise and Arnold Schwarzenegger, and he can play almost anyone as long as there’s danger involved. It’s a life that has taken him all around the world. Armstrong has now written about his life in his autobiography, The True Adventures of the World's Greatest Stuntman, and it’s a bone-crunching tale. In his career, Vic has broken his legs, an arm, his ribs, and his nose. This is only the start of a long list of 3injuries – bumps and bruises are an everyday occurrence in his working day. There’s never a 4dull moment in his life of excitement, even if he himself admits that some of his stunts are a little risky, such as 5leaping out of a moving helicopter onto the side of a mountain.

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Fortunately, Vic doesn’t work alone. His company, Armstrong Action, is a family affair. Vic met his wife, Wendy, when they were both stunt performers on Superman 2. At the time, she was substituting the superhero’s girlfriend, Lois Lane. Vic, of course, was Superman. His son Scott and their other three children eventually went into the business, too. That’s hardly surprising because they were encouraged to face danger from an early age. When Vic’s kids were just five years old, he put a special airbag in their garden for the children. This was for a game which involved jumping out of the upstairs window! Their childhood wasn’t all play, however. Vic’s daughter Georgina first appeared on screen at the age of four, and was working with Steven Spielberg on the Indiana Jones movies before her seventh birthday. The Indiana Jones movies remain a career highlight for Vic, too, and not just because he was the stunt double for megastar Harrison Ford (pictured above with Vic). In one stunt, which is probably one of his most famous ones, Vic jumped from a running horse onto a moving tank. That even amazed director Steven Spielberg. No special effects or computer-generated images can truly recreate how 6thrilling it is to see stunt performers jump off a building or set themselves on fire. Indeed, it is the work of people like Vic, Wendy, and their children that helps make these movies so exciting and realistic. Without people like the Armstrongs, there would be lights, camera … but no action!

Write a paragraph about what being a stunt performer involves.

EXTRA PRACTICE: Workbook page 39

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7B

PERSONAL BEST Sts can do further work on this topic. They write a paragraph about what being a stunt performer involves. Encourage them to use the ideas in the text and also their imagination. Sts can swap their paragraphs in pairs and discuss who makes the job sound more exciting or more dangerous. Weaker sts can work in pairs. They can write two sentences about the advantages of being a stunt performer and two sentences about the disadvantages. Ask some sts to read their sentences to the class.

EXTRA PRACTICE Write the following fill-in sentences on the board: 1 The driver was happy the stunt. 2 They have certainly seen Vic action. 3 He was the stunt double Tom Cruise. 4 They were both stunt performers Superman 2. 5 Their other children went the business, too. 6 Georgina first appeared screen at the age of four. In pairs, sts guess the missing prepositions, and then check their answers in the text. Check answers, and remind sts that prepositions are important words, and when they learn a new item of vocabulary they should make a note of which preposition is used with it. Answers 1 with 2 in 3 for 4 on/for 5 into 6 on

EXTRA PRACTICE Put sts into small groups. Ask them to imagine they are on the set of an action movie and are helping to plan a new stunt. They should discuss what the stunt involves, how the stunt performer will do it, and how to make it as safe as possible. Tell them they should also consider how the stunt should be filmed; e.g., from a helicopter or on the ground, how to make it look as exciting as possible, and whether any special effects can be added after the stunt. Tell sts they might like to draw a picture to help them visualize the stunt. Monitor while sts are working and help out with ideas and vocabulary as necessary. Ask groups in turn to present their stunt to the class. The class could then discuss which stunts will look the most exciting and why, and which would be the most dangerous for the stunt performer.

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modals of ability and possibility

LANGUAGE

■

TV and music

7C Got talent 1

Complete the TV guide below with the types of programs in the box. talent show the news game show documentary

Tuesday 18.30 19.00 20.00 21.00

What’s on … where contestants win $1,000 for each correct answer. Make a Fortune! The 1 Natural Focus This week’s nature 2 looks at the marine life in Antarctica. 3 at 8 The latest stories from our reporters around the world. Sing! Sang! Sung! It’s the final of the popular 4 . Who will win the top prize?

Go to Vocabulary practice: TV and music, page 147

2

Answer the questions in pairs. 1 What types of shows do you like? What’s your favorite TV series? 2 Who is your favorite singer or band? Have you ever seen them live?

3

A

Look at the title of the text and the pictures. What type of show is it?

B

Read the text. What talent do these two people have? What’s unusual about their stories? Got Talent has been shown in over 60 countries and is now the most popular talent show in the world. Here are two unusual stories from two different countries.

4

Shaheen Jafargholi

Jennifer Grout

Shaheen was 12 years old when he sang Who’s Lovin’ You by Michael Jackson on Britain’s Got Talent and amazed the judges. He later received an invitation from the singer to perform during his “This Is It” tour. Tragically, Jackson died soon after, so Shaheen wasn’t able to sing with his hero, but his family asked Shaheen to sing at Jackson’s memorial concert in front of a TV audience of a billion people! He can act, too, having appeared in the soap opera EastEnders, and he’d like to be able to continue with his acting career in the future.

The audience laughed when 23-year-old Jennifer Grout couldn’t understand the question, “What’s your name?” the first time she appeared on Arabs Got Talent. Jennifer couldn’t speak Arabic, but she was able to sing a perfect version of Baeed Annak by the Egyptian singer, Umm Kulthum. One judge commented, “You can’t speak a word of Arabic, but you can sing better than some Arab singers!” Jennifer was one of the three finalists, and she hopes that in the future, she’ll be able to make an album of traditional Moroccan music.

A

Match the two parts to make complete sentences. Check your answers in the text.

1 2 3 4 5 6

Jackson died before the tour, so Shaheen wasn’t able to Shaheen can He’d like to be able to The audience laughed when Jennifer couldn’t Jennifer couldn’t speak Arabic, but she was able to She hopes that in the future, she’ll be able to

a b c d e f

continue with his acting career. act, too. sing with his hero. sing a perfect version of Baeed Annak. understand the question, “What’s your name?” make an album of traditional Moroccan music.

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LANGUAGE

7C

7C Got talent Sts read about two talented young performers who took part in a TV talent show. They then read about a talented young artist and discuss their own abilities and talents. Grammar Modals of ability and possibility

Vocabulary TV and music: ads, album, audience, band, cartoon, channel, drama, episode, game show, hits, host, live (adj.), on tour, playlist, reality show, season, series, sitcom, soap opera, talent show, talk show, the news, tracks

WARMER Ask: What do you do in the evening to relax? Elicit answers from individual sts and elicit the idea of watching TV or watching movies. Ask: Where do you watch? Do you watch on a TV or on your tablet/computer? Do you watch live TV or do you watch on the Internet? Do you watch with your family or in your bedroom? Elicit a range of answers from individual sts.

1

Read through the words in the box and pre-teach as necessary. Sts read the TV guide and complete it with the correct words. Check answers. Answers 1 game show 2 documentary 3 The news 4 talent show

Go to Vocabulary practice: TV and music, SB page 147/ TB page 307. Sts will find more language presentation and practice for TV and music vocabulary here. Do these exercises with the class, or assign them for homework, before continuing with exercise 2 of lesson 7C. Remind sts to go to the app for further self-study practice of TV and music vocabulary.

2

3 x PRACTICE

Pronunciation /ey/ and /ʊ/ sounds

Communication Talking about abilities and talents

SB page 62, exercise 3B

1 Do the exercise as normal. To check answers, elicit that the two people are both singers, then ask a student to say one sentence about Shaheen to explain what is unusual about him. Ask other sts in turn to each add another detail. Do the same with Jennifer. 2 Sts cover the text. In pairs, they try to remember as much about the two people as they can. They can look at the text again to check how much they remembered. 3 In pairs, sts each choose one of the people and prepare a short talk about them. They can read the text again and make a few notes to help them. Encourage them to write down just single words, not whole sentences. Sts then cover the text and take turns to give their presentation. Set a time limit for their presentations (60-90 seconds). Their partner can time them. Sts can practice two or three times to see if they can speed up and become more fluent.

4 A

Sts match the halves to make sentences, and then check their answers in the text. Check answers with the class. Answers 1 c 2 b 3 a 4 e 5 d 6 f

Sts discuss the questions in pairs. Get feedback on their discussions.

3 A

Sts look at the title of the text and the pictures and decide what type of TV program it is. Check the answer with the class and ask: Is this show on TV in your country? Answer a talent show

B Sts read the text and answer the questions. Discuss the answers as a class, encouraging sts to mention details from the text to show how the two people’s stories are unusual. Answers They are both singers. Shaheen’s story is unusual because he was only 12 years old and he received an invitation from Michael Jackson to perform in his tour. Although this didn’t happen because of Jackson’s tragic death, Shaheen performed at his memorial concert. Jennifer’s story is unusual because she couldn’t speak Arabic when she first appeared on Arabs Got Talent but could sing a perfect version of the Egyptian song Baeed Annak.

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■

TV and music

LANGUAGE

7C

Look at the sentences in 4A again and answer the questions. Then read the Grammar box.

1 Which tense or form are the words in bold? Match them with the forms below. simple present simple past , , future with will infinitive form 2 Complete the rules with can, could, be able to, or was able to. We use for present ability and possibility. We use or for past ability and possibility. For other tenses and forms, we use .

Grammar

modals of ability and possibility

Ability: She can play the piano really well. I couldn’t swim when I was young. I’ll be able to speak French one day. Sam would like to be able to sing.

Possibility: He can’t come tonight because he’s sick. I couldn’t wait because I was in a hurry. I’ll be able to go skiing in the U.S. I haven’t been able to visit him yet.

Look! We usually use can for the simple present and could for the simple past and conditional forms. We use be able to for other tenses and forms when it’s not possible to use a form of can: After my exams, I’ll be able to relax. NOT I will can relax.

Go to Grammar practice: modals of ability and possibility, page 125

5

A

7.11 Pronunciation: /ey/ and /ʊ/ sounds Listen to the six sentences. Pay attention to the pronunciation of able and could.

1 2 3 4 5 6

B

6

I haven’t been able to exercise today. I’ve been able to drive since I was 17. I won’t be able to go out tonight. I couldn’t sleep late last weekend. When I was young, I could play an instrument. I couldn’t understand the teacher earlier. 7.11 Listen again and repeat. Are the sentences true for you?

7.12 Complete the text with the verbs in the box and the correct form of can/could where possible, or be able to. Then listen and check.

play not believe live paint (x2) travel walk Aelita Andre was once described as the youngest professional artist in the world. She 1 since she was nine months old. In fact, she 2 before she 3 or talk. When she was two, an art gallery director saw her paintings and decided to exhibit them. When he found out how old she was, he 4 it.

Aelita’s paintings have sold for thousands to of dollars, and she 5 see them in prestigious art galleries all over the world. She usually leads a pretty normal life. She the violin, is learning the drums, and would like to 7 forever! 6

Go to Communication practice: Student A page 161, Student B page 170

7

A

Complete each sentence with two pieces of information about yourself.

1 I’ve never been able to 2 I hope I’ll be able to

B

. in ten years.

3 I’d love to be able to 4 I was able to

in the future. when I was younger.

In pairs, ask and answer questions about the sentences in 7A. Give more information.

A What have you never been able to do? B Well, I’ve never been able to sing very well. I love singing, but I sound awful!

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Make excuses for missing a class yesterday, a party today, and a doctor’s appointment tomorrow.

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LANGUAGE

B Sts look at the sentences in 4A again and answer the questions. They could work in pairs for this. Check answers. Then read the Grammar box with the class. Answers 1 simple present = can simple past = wasn’t able to, couldn’t, was able to future = ’ll be able to infinitive form = to be able to 2 can could, was able to be able to

6

7.12 Ask sts to read the text for general meaning first. Ask: What is unusual about Aelita? (She is a professional artist.) Sts then read the text again and complete it with the correct verb forms. Allow sts time to compare their answers in pairs. Then play audio track 7.12. See the SB page opposite for audio script. Sts listen and check their answers. Check answers with the class, referring back to the Grammar box if necessary to explain the answers.

Answers 1 has been able to paint 2 could paint 3 could walk 4 couldn’t believe 5 has been able to travel 6 can play 7 be able to live

Grammar Read the Grammar box with sts about modals of ability and possibility. Explain that can, could, and be able to have two meanings – one showing ability (I can cook) and the other showing that something is possible (I can’t cook a meal tonight because I’m busy). Explain that we use can/can’t in the present and could/couldn’t for the past (I can sing now/I couldn’t sing when I was younger). Point out that we also use could/couldn’t for conditional forms (Maybe Sam could help). Explain that we use be able to for other tenses. We form the different tenses by changing the form of be, but able to doesn’t change. (I will be able to do my essay this evening. I haven’t been able to finish my essay. You must be able to sing!) Ask questions to check concept. Concept check questions: How do we talk about ability and possibility in the present? (with can/can’t) How do we talk about them in the past? (with could/couldn’t) How do we talk about them in other tenses? (with be able to) We’re going to the movies. You could come with us – is this talking about the past? (No, it’s a conditional form; it’s talking about the future.) You will able to meet him next week – correct? (No, you will be able to.) We might can help – correct? (no – We might be able to help.) Go to Grammar practice: modals of ability and possibility, SB page 125/TB page 263. Sts will find more language reference, presentation, and practice for modals of ability and possibility here. Do these exercises with the class, or assign them for homework, before continuing with exercise 5A of lesson 7C.

7C

Go to Communication practice Divide the class into Student A and Student B. All Student A sts should go to SB page 161. All Student B sts should go to SB page 170. Go to TB page 335 for the teacher notes. Do the activity. Then continue with exercise 7A of lesson 7C.

7 A

Read out the first fill-in sentence and elicit some possible ways to complete it. Sts then complete the sentences with information about themselves.

B Read out the example question and answer. Elicit the other questions that sts will need to ask. Sts then ask and answer the questions in pairs. Encourage them to give extra details. Ask some sts to tell the class something they learned about their partner. PERSONAL BEST Sts can further practice modals of possibility. They write excuses for missing the events mentioned. Sts can compare their excuses in pairs and decide whose are the best or most believable. Weaker sts write sentences about friends or family members. They write about things they can/can’t do now, things they could/couldn’t do in the past, and things they would like to be able to do in the future. Ask some sts to read their sentences to the class.

Remind sts to go to the app for further self-study grammar practice of modals of ability and possibility.

5 A

7.11 Model pronunciation of the two sounds in isolation and elicit some simple words which use these vowels, e.g., say, good. Allow sts time to read through the sentences. Play audio track 7.11. See the SB page opposite for audio script. Sts listen and notice the pronunciation of able and could. 7.11 Play audio track 7.11 again, pausing after each B sentence for sts to repeat. Encourage sts to pay attention to the pronunciation of able and could. Sts then discuss in pairs which sentences are true for them. Get feedback on their discussions.

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SKILLS SKILLS

Learning Curve

SPEAKING

giving directions

■

asking for information

7D Could you tell me where it is? 1

What do you prefer to do when you need directions to get somewhere? Why? • use a folded map or street guide • use a GPS or online map • ask someone for directions

2

7.13 Watch or listen to the first part of Learning Curve and answer the questions. 1 Where is Taylor going? 2 What is she going to do there? 3 How does she try to get directions there?

3

7.13 Watch or listen again. Are the sentences true (T) or false (F)? Correct the false sentences. 1 2 3 4

Taylor is near a park. She’s on 23rd Street. Ethan tells her to take 23rd Avenue and keep going straight past the park. Penny tells her the movie theater is near the department store.

Conversation builder

giving directions

Describing the location The … is on the other side of the … It’s on the left/right. It’s across from/next to/near a … It’s on Queen’s Street. It’s ten minutes away on foot.

4

Saying how to get there Take/Go up 23rd Street. / Follow this road. Go straight ahead. / Keep going straight (until you get to/come to …) Take a right / Turn right (at the traffic circle). Take the first right (after the traffic light). Go down/up/along/around/through/past the …

Look at the map. Which icons represent the following places? parking lot restaurant tourist information cell-phone store your house hospital gas station

5

Give your partner directions to one of the places on the map. Don’t say which place it is. Your partner will follow your directions and tell you which place the directions were for.

You are here

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SKILLS

7D

7D Could you tell me where it is? Learning Curve

Sts watch or listen to a conversation in which people ask for information and give directions. They then practice asking for information and giving directions.

Speaking Sts watch a video or listen to a conversation in which people ask for information and give directions.

Skill Asking for information

Conversation builder Giving directions

WARMER

Conversation builder

Ask about a place that is quite close to the school: Is there (a supermarket) near this school? Where is it? How can I get there? Elicit a few ideas, and try to elicit directions from sts. You can use this to assess how well they can give directions. Explain that they are going to practice giving directions in this lesson.

Read the Conversation builder box with sts about giving directions. Point out the use of on in the phrases on the left/right, on the other side of the road/street, and on Queen’s Street. Point out the different expressions we can use for telling someone how to turn left or right (Take a right./Turn right./Take the first right.). Ask questions to check concept. Concept check questions: If something isn’t on this side of the road, where is it? (on the other side of the road) If there is a theater on one side of the road and a school on the other side, how can we describe the location of the school? (It’s opposite the theater.) The supermarket is in River Road – correct? (no – on River Road) How can I tell someone to go down a road on the left? (Turn left./Take a left./Take the first left.) How can I tell someone not to turn? (Go straight on./Follow this road.) How can I tell someone to go on Main Street? (Take Main Street./Go up Main Street.)

1

2

Check that sts understand GPS. Sts discuss the questions in pairs or small groups. Get feedback on their answers. Point to the map and point out the abbreviations St (street), Av (Avenue) and BLVD (Boulevard). Point out that roads in cities can be called any of these. Use the map to teach the word borough (= a part of a city). Explain that in some areas of New York, there can be confusion between street names because they are numbered; e.g., 22nd Street and 22nd Avenue. 7.13 All the D lessons in this level which focus on

speaking skills are accompanied by video (i.e., an episode of Learning Curve). In this lesson, Taylor is driving in New York and needs directions. She and Penny then ask for directions in the street. Allow sts time to read the questions. Play video/audio track 7.13. See TB page 359 for video/audio script. Sts watch or listen and answer the questions. Check answers.

4

Answers P = parking lot knife and fork = restaurant i = tourist information phone symbol = cell phone store house symbol = your house + = hospital gas pump symbol = gas station

Answers 1 She’s going to a movie theater in Queens, New York. 2 She’s going to see a documentary about a musician. 3 She tries to use her phone. She asks for directions at a shop/store. She asks the shop/store owner if he has a map.

3

7.13 Allow sts time to read the sentences. Then play

video/audio track 7.13 again for sts to watch or listen and decide if the sentences are true (T) or false (F). Remind sts to correct the false sentences. Check answers with the class. Answers 1 T 2 F. She’s on 23rd Avenue. 3 T 4 F. She tells her it’s near a shopping center.

Sts look at the map in pairs and discuss what each icon represents. Check answers. Elicit that the red icon with the white dot represents where you are now.

5

Read out the task and explain that sts should start at the “You are here” icon for their directions. Sts work in pairs to give directions and guess the place. They then swap roles. Get feedback on how easy or difficult sts found it to give directions. If they found it hard, elicit a few key phrases from the class. Then put sts into new pairs to practice again.

141

giving directions

6

■

asking for information SPEAKING

SKILLS SKILLS

7D

7.14 Watch or listen to the second part of the show. Answer the questions. 1 How many movie theaters are there in the neighborhood? 2 What are they called? 3 Which theater does Taylor want? 4 Which road is it on?

7

7.14 How did Taylor ask the couple for directions? Complete the sentence. Watch or listen again and check. Excuse me. know

Skill

to bother you, but do you the movie theater ?

asking for information

When we ask for information, we try to sound polite. We can also politely ask for clarification or confirmation of the information. • Begin with a polite phrase. Excuse me. / Sorry to bother you, but … • Use indirect questions, which sound more polite than direct ones. Do you know where the theater is? NOT Do you know where is the theater? Could you tell me where the movie theater is? NOT Could you tell me where is the movie theater? • Use intonation to sound polite. • Ask the person to clarify or confirm the information. Sorry, did you say take a right? So, it’s straight ahead and the first building on the left?

8

7.15 Read the Skill box. Listen to five people asking for information. Check ( ) the things that each speaker does and complete the chart.

speaker

begins with a polite phrase

uses an indirect question

uses polite intonation

1 2 3 4 5

9

A

7.16 Make indirect questions. Listen, check, and repeat.

1 Where’s the park? Could you tell me where 2 Does this bus stop near the movie theater? Do you know if ? 3 Is the movie theater downtown? Do you know if ?

B

?

4 What’s the name of this area? Could you tell me what ? 5 Are there any vegetarian restaurants in this town? Do you know if ?

In pairs, ask and answer the indirect questions. Add a polite phrase to begin.

Go to Communication practice: Student A page 161, Student B page 165

10

A PREPARE In pairs, choose a place in your town or city. Imagine you are there. Choose two other places and think about how to get there from your starting point. B

PRACTICE Take turns asking for and giving directions to the places. Be polite when you ask for the information, and ask for clarification or confirmation if necessary.

C

PERSONAL BEST When you asked for information, did you sound polite? When you gave directions, were you clear? Can you make any improvements? Find another partner and ask and answer again.

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Write directions from your local bus or train station to your place of work or study.

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SKILLS

6

7.14 Sts read through the questions. Play video/ audio track 7.14 for sts to watch or listen and answer the questions. See TB page 359 for video/audio script. Check answers.

Answers 1 two 2 Park Cinema and Sunshine Theater 3 Sunshine Theater 4 23rd Street

7

7.14 Sts read the fill-in sentence and complete it with the correct words. Play video/audio track 7.14 again for sts to check their answers. Check answers with the class.

Answers Sorry, where, is

3 x PRACTICE

out each indirect question beginning and ask: Next word? Elicit the answer word by word, discussing any differences that sts have in their answers. 2 Books closed. Read out each direct question in turn and elicit the indirect form. You can accept more than one possible answer; e.g., Could you tell me/Do you know where the park is? 3 In pairs, sts look at the direct questions again and change some of the words; e.g., Where’s the hospital? In groups of four, they take turns reading their new direct questions to each other and transforming them into indirect questions.

B Elicit an example question and answer from the class; e.g., Excuse me, could you tell me where the park is? Of course. It’s on South Street, opposite the supermarket. Sts work in pairs to ask and answer the indirect questions.

Read through the Skill box with the class about asking for information. Point out that direct questions and requests with flat intonation can sound unfriendly or impolite. 7.15 Read through the chart with the class. Then play audio track 7.15. Sts listen and complete the chart. Check answers, playing the audio again if necessary for sts to hear the answers. 7.15 Audio script

1 2 3 4 5

Where’s the tourist information office? Do you know if this is the way downtown? Excuse me. What’s the name of this street? Excuse me, could you tell me when the movie finishes? Sorry to bother you, but do you know where the train station is?

Answers speaker 1 2 3 4 5

begins with a polite phrase

uses an indirect uses polite question intonation ✓

✓ ✓ ✓

✓ ✓

✓ ✓ ✓ ✓

9 A

7.16 Read out the first direct question and elicit the indirect question. Sts complete the remaining indirect questions. Play audio track 7.16. See the SB page opposite for audio script. Sts listen and check their answers. Check answers with the class and, if necessary, review the rules for forming indirect questions. Play the audio track again for sts to listen and repeat.

Answers 1 the park is 2 this bus stops near the movie theater 3 the movie theater is downtown 4 the name of this area is 5 there are any vegetarian restaurants in this town

SB page 65, exercise 9A

1 Do the exercise as normal. To check the answers, read

Skill

8

7D

Go to Communication practice Divide the class into Student A and Student B. All Student A sts should go to SB page 161. All Student B sts should go to SB page 165. Go to TB page 335 for the teacher notes. Do the activity. Then continue with exercise 10 of lesson 7D.

10

Sts follow the steps to practice asking for information and giving directions.

A

PREPARE Sts work in pairs to agree on the places they will use for their practice.

B

Sts work in pairs and take turns to ask for and give directions. Remind them to use the phrases from the Conversation builder box, and encourage them to use the strategies from the skill box to sound polite. Remind them also to ask for clarification or confirmation if necessary. PRACTICE

C

PERSONAL BEST Sts discuss with their partner how well they did and how they could improve. They then practice asking for and giving directions in new pairs. Get feedback on how well they think they did this time.

PERSONAL BEST Sts can further practice giving directions. They work individually and write directions from the local bus or train station to their place of work or study. They can practice giving their directions in pairs or small groups. With weaker sts, identify three places close to the sts’ school. Sts work in pairs and write directions to the three places from their school. Ask pairs in turn to read out some of their directions. Discuss any differences that other sts have.

EXTRA PRACTICE Put sts into groups of three. Two sts can practice one of their conversations from exercise 10. They could stand up and act out the scene as they speak. The third student uses his/her phone to video the other two. Sts can swap roles and practice again. Watching themselves on video will help sts to evaluate how well they can ask for information and give directions. 143

UNIT

8

Sports and health tag questions ■ sports, places, and equipment

LANGUAGE

8A On the field, in the pool 1

8.1 Listen to six sports commentators. Match the six sports places they mention with pictures a–f.

pool circuit court field track rink

1 2 3 4 5 6

a

b

c

d

e

f

Go to Vocabulary practice: sports, places, and equipment, page 148

2

8.5 Listen to a radio program about the unusual sports in the pictures. Complete the notes A in the chart below.

three-sided soccer

sport Where is it played? What equipment is used?

How do you win?

B

3

underwater hockey

three-sided soccer

bossaball

underwater hockey

bossaball

On a hexagonal 1 with three goals and a ball.

In a swimming pool, using a 3 to push a “puck.”

On a 5 filled with air, with trampolines on each side of a 6 .

By letting in fewer goals than the other 2 .

The team with the most 4 wins.

points by You 7 hitting or kicking the ball over the net.

Which of these sports would you like to try? Why? 8.6 Complete the host’s questions with the tag questions in the box. Listen and check.

isn’t it have you can you aren’t you didn’t you don’t you 1 2 3 4 5 6

You’re going to tell us about some unusual sports, It’s pretty much like normal soccer, ? You actually played in a game this weekend, You can’t swim very well, ? You have one last sport to talk about, ? You haven’t played bossaball yet, ?

? ?

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UNIT

UNIT

Sports and health 8 UNIT 8 OVERVIEW: The topic for this unit is sports and health. Sts listen to a radio program about unusual sports and discuss their own experiences with and attitudes about sports. In Learning Curve, Penny talks to the others about the kinds of exercise they do and why. Sts then ask and answer questions about obligations in their own life. Finally, sts write a report about popular sports in their country. LANGUAGE

SKILLS

Grammar Tag questions; modals of obligation and advice

Vocabulary Sports, places, and equipment; health and fitness verb phrases

Pronunciation Intonation; sentence stress

Listening Understanding facts and figures; intonation

Writing Writing a report; adding information

LANGUAGE

8A On the field, in the pool

8A

Sts listen to some sports commentaries. Then they listen to a radio program about three unusual sports and study the rules. They then study tag questions and discuss their own experiences with and attitudes about sports, both as participants and fans. Grammar Tag questions

Vocabulary Sports, places, and equipment: auto racing, ball, baseball, basketball, bat, circuit, court, diving, field, football, goal, goggles, helmet, hockey, ice skating, net, pool, racket, rink, skates, soccer, stick, swimming, tennis, track and field, track, volleyball

Read out the title of the unit Sports and health. Ask: Do you like sports? What sports do you play? Elicit a few answers. Then put sts into pairs and give them two minutes to write as many different sports as they can. Bring sts’ ideas together on the board and check that sts understand all the sports. 8.1 Read through the words and pre-teach as necessary. Explain to sts that they are going to listen to six sports commentators describing different sports. Play audio track 8.1. See TB page 360 for audio script. Sts listen and match the sports places with the pictures. Check answers.

Remind sts to go to the app for further self-study practice of sports, places, and equipment vocabulary.

2 A

8.5 Focus on the pictures and ask sts if they know anything about these sports. Allow sts time to read through the notes, then play audio track 8.5. See TB page 360 for audio script. Sts listen and complete the notes. Check answers.

Answers 1 c 2 f 3 d 4 a 5 e 6 b

3 x PRACTICE

Answers 1 field 2 teams 3 stick 4 goals 5 court 6 net 7 score

SB page 66, exercise 1

1 Do the exercise as normal. To check answers, read out

each word in turn and ask: Which picture? Play the relevant commentary from track 8.1 for sts to listen and check. 2 Ask sts to cover the words in exercise 1. In pairs, sts look at the pictures again and try to remember the word for each one. They can look at the words again to check. 3 In pairs, sts choose a picture and prepare their own commentary about a sport which takes place there, using one of the words from exercise 1. Encourage them to make their commentary exciting. Ask pairs in turn to perform their commentary for the class. Other sts can listen and identify the sport, the picture, and the word.

Communication Talking about sports

Go to Vocabulary practice: sports, places, and equipment, SB page 148/TB page 309. Sts will find more language presentation and practice for sports, places, and equipment vocabulary here. Do these exercises with the class, or assign them for homework, before continuing with exercise 2A of lesson 8A.

WARMER

1

Pronunciation Intonation

B Sts discuss the questions in pairs. Get feedback on their discussions.

3

8.6 Sts read the questions and complete them with the correct tag questions in the box. Do the first one with the class as an example. Play audio track 8.6 for sts to check their answers. See the SB page opposite for audio script. Check answers with the class.

Answers 1 aren’t you 2 isn’t it 3 didn’t you 4 can you 5 don’t you 6 have you 145

tag questions ■ sports, places, and equipment

4

A

LANGUAGE

8A

Look at the sentences in exercise 3 again. When do we use tag questions? Choose a or b.

a when we don’t know the answer to the question b when we already know the answer, but we’re just checking

B

Choose the best option to complete the rules. Then read the Grammar box.

1 When the statement is affirmative, the tag question is affirmative / negative. 2 When the statement is negative, the tag question is affirmative / negative. 3 We form tag questions with an auxiliary + pronoun / a pronoun + auxiliary.

Grammar

tag questions

Checking information: She plays volleyball, doesn’t she? We saw that movie last year, didn’t we? Tom doesn’t eat meat, does he?

Starting a conversation: The bus is pretty late, isn’t it? You worked in the bank, didn’t you? The weather isn’t very nice today, is it?

Go to Grammar practice: tag questions, page 126

5

A

8.8 Pronunciation: intonation Listen to the sentences. Does the intonation in the tag question go up (⤴) or down (⤵)? 1 We’ve been to this restaurant before, haven’t we? 4 Your sister doesn’t have a car, does she? 2 You can’t come to the party tonight, can you? 5 You went to the gym this morning, didn’t you? 3 Her last name’s Henderson, isn’t it? 6 They won’t stay at her house all week, will they?

B

6

A

8.8 Listen again and repeat.

Complete the sentences with a tag question.

1 It’s about eight thirty now, ? 2 The weather was awful yesterday, 3 You didn’t come to class last week,

? ?

4 You aren’t Canadian, ? 5 It’ll be a nice day tomorrow, 6 You’ve done your homework,

? ?

B

In pairs, ask and answer the questions in 6A. If necessary, change the information in the sentences so you’re checking information you already know. A It’s about 7:15 now, isn’t it?

B Yes, it is.

Go to Communication practice: Student A page 162, Student B page 171

7

A Ask and answer the questions in pairs. Try to remember your partner’s answers, but don’t write anything.

Who’s your favorite athlete? What sport does he/she play? Why do you like him/her? What sports do you play? When was the last time you played this sport/these sports? What sports could you play well when you were a child? Have you ever won a competition or race? What sports event would you like to watch live in a stadium?

B

Look at the questions again. In pairs, check the answers using tag questions.

A Your favorite athlete is Usain Bolt, isn’t it? B Yes, it is. You’re right. / No, it isn’t. It’s Cristiano Ronaldo.

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Write six statements with tag questions to start a conversation with someone.

EXTRA PRACTICE: Workbook page 44; 00; photocopiable activity 8A 00 Grammar

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LANGUAGE

4 A

Sts look at the sentences in exercise 3 again and answer the question. They could work in pairs for this. Check the answer. Answer b

B Sts read the rules and choose the best options to complete them. They could work in pairs for this. Check answers.

Answer The intonation goes down.

B

8.8 Play audio track 8.8 again, pausing for sts to repeat. They should pay attention to the intonation in the tag questions.

6 A

Sts read the sentences and complete them with the correct tag questions. Check answers, referring back to the information in the Grammar box to explain the answers if necessary.

Answers 1 negative 2 positive 3 an auxiliary + pronoun

Answers 1 isn’t it 2 wasn’t it 3 did you 4 are you 5 won’t it 6 haven’t you

Grammar Read the Grammar box with sts about tag questions. Elicit that a tag question turns a statement into a question and that we use tag questions either to check information or to start a conversation. Elicit that we use a negative tag question with a positive statement and a positive tag question with a negative statement. Point out that when the statement includes an auxiliary verb such as be, have or do, or a modal verb, this is repeated in the tag question, in the appropriate positive or negative form: He’s French, isn’t he? You haven’t finished, have you? You don’t live here, do you? You can play tennis, can’t you? Point out that in simple present and simple past statements with no auxiliary verb, the tag question uses do or did: You like soccer, don’t you? He played tennis, didn’t he? Ask questions to check concept. Concept check questions: How can we check information or start a conversation? (with a tag question) What kind of tag question do we use with a positive statement? (negative) What kind of tag question do we use with a negative statement? (positive) What happens in the tag question if there is an auxiliary verb in the main statement? (It is repeated in the tag question, in the appropriate positive or negative form.) Which auxiliary do we use for tag questions for simple present statements? (do/don’t, does/doesn’t) Which auxiliary do we use for tag questions for simple past statements? (did/didn’t)

8A

B Read out the example question and answer. Point out that because these questions are all checking information that is already known, the information should be correct. Sts work in pairs to ask and answer the questions, paying attention to the intonation in the tag questions. Go to Communication practice Divide the class into Student A and Student B. All Student A sts should go to SB page 162. All Student B sts should go to SB page 171. Go to TB page 337 for the teacher notes. Do the activity. Then continue with exercise 7A of lesson 8A.

7 A

Read out the instructions. Then put sts into pairs to ask and answer the questions. Remind them to listen carefully to their partner’s answers but not to write anything down.

B Read out the example question and answer. Sts then use tag questions to check the answers their partner gave them in exercise 7A. Monitor while they are working, and note any errors in the use of tag questions to correct in a feedback session at the end. PERSONAL BEST Sts can further practice using tag questions. They write six statements with tag questions to start a conversation with someone. You could elicit a few examples first; e.g., You’re a student here, aren’t you?

Go to Grammar practice: tag questions, SB page 126/TB page 265. Sts will find more language reference, presentation, and practice for tag questions here. Do these exercises with the class, or assign them for homework, before continuing with exercise 5A of lesson 8A.

With weaker sts, write the following gapped sentences on the board: You ..., don’t you? You’ve been ..., haven’t you? You didn’t ..., did you? You can ..., can’t you?

Remind sts to go to the app for further self-study grammar practice of tag questions.

Sts complete the sentences with their own ideas. Ask some sts to read their sentences to the class.

5 A

8.8 Read out the task. Then read out the first tag question with the intonation going up and then going down to demonstrate the two possible answers. Allow sts time to read through the sentences. Play audio track 8.8. See the SB page opposite for audio script. Sts listen and decide if the intonation goes up or down. Elicit the answer. Explain that the intonation goes down when we are not asking for information but are just checking something that we already know.

147

8

SKILLS

Learning Curve

LISTENING

understanding facts and figures

■

intonation

■

health and fitness

8B So many ways to get in shape 1

A

Are the health and fitness facts and figures below true or false? Discuss your answers in pairs.

Health and fitness facts and figures 1 In a lot of countries, people spend millions on healthy lifestyle choices (gyms, fitness clubs, healthy food). They spend more than double the amount on fast food.

2 37% of people who pay for gym memberships to get in shape never use them.

3 About two thirds of adults are overweight or need to lose weight.

4 For a healthy, balanced diet, men need 2,000 calories a day, and women need 2,500.

B

What do the words in bold mean? Compare your ideas in pairs.

Go to Vocabulary practice: health and fitness verb phrases, page 149

2

Answer the questions in pairs. 1 2 3 4

3

Do any of the facts in exercise 1A surprise you? Do you have a healthy lifestyle? What do you think the objects in the picture to the right are? How do you think they help people get in shape? 8.10 Watch or listen to the first part of Learning Curve. Check ( ) the facts which are mentioned.

a b c d e f

Ethan’s app counts how many steps he takes every day. The word pedometer means “foot measurer.” Pedometers were invented in Greece. One in three people doesn’t get any exercise at all. People who work out with a partner are more motivated to get exercise. The average cost of a gym is $700 a year.

Skill

understanding facts and figures

When listening for detailed information, we often need to understand facts and figures accurately. • Before you listen, find out what type of information you need to listen for. For example, is it a number, a person, a time, a place, etc? • Use the general context to predict when you'll hear numbers, e.g., when talking about times, dates, distances, prices, and percentages. • Recognize words that often follow numbers: currencies ($, £, €), percent, decimal points, and ways of describing statistics: one in four people, one fifth of the population, the average, three times as many.

4

8.10 Read the Skill box. Watch or listen again and answer the questions. 1 2 3 4 5

How many extra steps do pedometer users take every day? What percentage of people in the U.S. get enough physical activity? How many miles do people walk if they take 10,000 steps a day? What percentage of couples who exercise separately quit? What percentage of couples who exercise together quit?

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SKILLS

8B

8B So many ways to get in shape Learning Curve

Sts learn health and fitness phrases. Then they listen to people talking about different forms of exercise and practice understanding facts and figures. They end by comparing the health of people now to that of people in the past.

Listening Sts watch a video or listen to a recording about health and fitness.

Skill Understanding facts and figures

Listening builder Intonation

WARMER

Vocabulary Health and fitness verb phrases: be/get in shape, be on a diet, be overweight, be/get stressed (out), be underweight, get a good night’s sleep, get exercise, have a balanced diet, have a(n) (un)healthy lifestyle, have bad habits

3

Ask: How healthy and in shape do you think you are? Ask sts to give themselves a score from 1-10 (with 1 being a couch potato and 10 being super-fit). Sts can compare their scores in small groups. Discuss as a class who is super-fit and why.

1 A

Sts read the facts and figures and discuss in pairs which they think are true and which false. Tell them to try to correct the false information. Check answers with the class.

Sts read through the sentences. Play video/audio track 8.10. See TB page 360 for video/audio script. Sts watch or listen and check the facts that are mentioned. Check answers

Answers 1 True 2 False. The figure is 67%. 3 False. The figure is one third. 4 False. Men need 2,500 calories, women need 2,000

Answers a, b, e

Skill Read the Skill box with sts about understanding facts and figures. Check they understand how to say fractions in English, e.g., one fifth, two thirds, etc. With weaker classes, you could adjust bigger numbers to help with percentages, e.g., seventy-five percent.

calories.

B Sts discuss in pairs what the bold words mean. Discuss the meanings with the class. Suggested answers healthy lifestyle – a way of life (exercise, food) that makes someone healthy and in shape get fit – become strong and healthy overweight – weighing more than is healthy balanced diet – a diet that includes all the different foods your body needs to stay healthy

8.10 All the B lessons in this level which focus on listening skills are accompanied by video (i.e., an episode of Learning Curve). In this lesson, Penny talks to the others about the kinds of activities they do to get exercise and why. NB Fit (British English) = in shape (American English).

4

8.10 Allow sts time to read through the questions. Play video/audio track 8.10 again. Sts watch or listen and answer the questions. Check answers.

Answers 1 2,000 2 45% 3 almost five miles 4 43% 5 7%

Go to Vocabulary practice: health and fitness verb phrases, SB page 149/TB page 311. Sts will find more language presentation and practice for health and fitness verb phrases here. Do these exercises with the class, or assign them for homework, before continuing with exercise 2 of lesson 8B. Remind sts to go to the app for further self-study vocabulary practice of health and fitness verb phrases.

2

Sts discuss the questions in pairs. Discuss the questions with the class. Ask sts if they have a pedometer or other fitness tracker that they wear. Answers 1/2 Sts’ own answers. 3 They are pedometers. 4 They can help people to get in shape by encouraging them to walk more.

149

understanding facts and figures

5

■

intonation

■

health and fitness LISTENING

SKILLS

8B

Discuss the questions in pairs. Give reasons for your answers. 1 Do you enjoy walking as a way to keep active? 2 Have you ever used a pedometer, or would you like to try one? 3 Is exercising with a friend or partner a good idea?

Bindi

Taylor

6

Joe

Louis

8.11 Watch or listen to the second part of the show. Are the sentences true or false? Correct the false sentences. 1 Bindi does weightlifting once a week. 2 Taylor’s client is training for the Ironman triathlon. 3 Ironman athletes swim 2.4 miles, cycle 112 miles and run 26 miles. 4 Half a marathon is 30 miles. 5 Joe has always been in good shape and healthy. 6 Joe and his wife took up ballroom dancing. 7 Neither Joe nor Louis go to the gym. 8 Louis doesn’t get a lot of exercise.

7

Would you like to take up triathlon training, weightlifting, or ballroom dancing? Why / Why not? Discuss in pairs.

Listening builder

intonation

When listening to fast English, listen for phrases which help you follow units of meaning. In a phrase, the intonation usually falls towards the end. There are so many ways to get⤵in shape.

Some people play⤵sports, while others eat a balanced diet and stay⤵active.

8

A

She’s trained with me for three months and works very hard. We take classes twice a week and go out dancing every Saturday night. One study looked at married people who joined a gym together. At the end of the day, people feel good when they meet their goals.

1 2 3 4

B

9

8.12 Read the Listening builder. Listen to these sentences. How many phrases does the speaker use?

8.12 Listen again and pay attention to the intonation. Then practice saying the sentences.

In groups, discuss the following statement: Our generation is a lot healthier than our parents and grandparents were at our age. You could talk about the following things: amount of exercise diet amount of stress sleep good or bad habits

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Describe a healthy day you’ve had recently and an unhealthy one.

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SKILLS

5

Sts discuss the questions in pairs. Ask some pairs to tell the class which things they agreed and disagreed on.

6

8.11 Allow sts time to read through the sentences. Preteach weights, weightlifting, Ironman competition, triathlon and removals company if necessary. Play video/audio track 8.11. See TB page 360 for video/audio script. Sts watch or listen and decide if the sentences are true (T) or false (F). Remind them to correct the false answers. Check answers. Play the video/audio track again if necessary, pausing for sts to hear the answers.

Answers 1 F. Bindi does weightlifting every day. 2 T 3 T 4 F. It’s thirteen miles. 5 F. He was a bit overweight a few years ago. 6 T 7 T 8 F. He does a lot of exercise. He rides a bicycle and carries packages and large documents all day.

7

Sts discuss the questions in pairs. Get feedback and see who in the class would like to take up the three activities and why. Ask: What other sports or activities would you like to take up? Why?

Listening builder Read the Listening builder box with sts about intonation. Point out that verbs often have a different meaning when they are used on their own, so it is important to listen to whether a verb is being used as part of a phrase or not. For example, get on its own might mean “obtain,” but in the phrase get in shape it means “become.” Point out that listening to the intonation can help you decide if the verb is part of a phrase or is being used on its own. Ask questions to check concept. Concept check questions: Why is it important to listen for phrases? (They are units of meaning, so they can help you follow a conversation or talk.) What happens to the intonation in phrases? (It falls towards the end.) Do verbs have the same meaning in phrases as they do on their own? (no)

8B

8.12 Play audio track 8.12 again for sts to listen B carefully to the intonation. Sts then work in pairs and practice saying the sentences.

9

To summarize, sts discuss whether their generation is healthier than previous generations. Read through the ideas in the box and make sure sts understand them all. Sts then discuss the statement in groups. Ask groups in turn to summarize their discussions for the class.

PERSONAL BEST Sts can further practice talking about health and fitness. They think about a healthy and an unhealthy day they have had recently. They could write a paragraph describing their experiences, or they could describe their experiences to each other in pairs. Weaker sts can work in pairs. They write the headings healthy day and unhealthy day, and brainstorm activities and ideas to write under each heading. Bring their ideas together into a class discussion.

EXTRA PRACTICE Sts work in groups of three. They take turns using their phones to video their classmates discussing the statement in exercise 9. They can swap roles and practice again. Allow sts time to watch the videos of themselves. Watching themselves on video will help sts evaluate how naturally and fluently they can speak.

8 A

8.12 Allow sts time to read the sentences. You could ask them to try to identify the phrases in each sentence before they listen. Elicit a few ideas, but don’t confirm answers yet. Play audio track 8.12. See the SB page opposite for audio script. Sts listen and use the intonation they hear to help them identify the phrases in each sentence. Check answers.

Answers 1 two: [She’s trained with me for three months] [and works very hard.] 2 two: [We take classes twice a week] [and go out dancing every Saturday night.] 3 one: [One study looked at married people who joined a gym together.] 4 two: [At the end of the day,] [people feel good when they meet their goals.]

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modals of obligation and advice

LANGUAGE

8C Is there an app for that? 1

A

What apps do you have on your phone? What are they for? How often do you use them?

B

Look at the three apps. What do you think each app does? How can they help you improve your health?

Repeat x10 Next exercise

2

c

b

a

Breathe in Breathe out

Today: Deep sleep: 5h 20m Light sleep: 3h 18m

A Read the posts by Sophie, Tom, and Kate below. They ask their friend Rob, a fitness expert, for advice. What problems do they have? Choose the correct options. 1 Sophie can’t sleep at night / isn’t sure how much sleep she needs. 2 Tom feels out of shape / wants to lose weight. 3 Kate is looking for a new job / is stressed out.

B

Which app do you think Rob recommends for each person? Read his replies and check.

Sophie I have to get up at 5 a.m. every day as I start work at 7. I don’t go to bed till after midnight, so I’m only getting 5 hours of sleep a night. When I drive to work, I’m so sleepy! How do I know if I’m getting enough sleep? @RobDanes, you have a lot of health apps – can you recommend one for me? Rob Check out Sleep Friend. It tells you when you should go to bed and get up. It also monitors sleep cycles, so it knows when you’re in a light sleep or a deep sleep, and its alarm goes off when you’re sleeping lightly. You should get more than 6 hours of sleep a night, though, and you can't drive when you’re very tired!

3

A

Tom Rob, I didn’t know you were such an expert! Got any suggestions for me? This morning I had to run for the bus, and I felt awful. I’m so out of shape. I really have to get more exercise, but I just don’t have time to go to the gym or take fitness classes. Rob Hi Tom! You don’t have to go to the gym to get in shape. Try the Workout for 7 app. It’s really worked for me. You exercise really hard for 7 minutes, and it has the same effect as going running or working out at the gym. The app shows you exactly what to do.

Kate While you’re giving everyone advice, Rob, can you give me some? I really need to chill out. I’m so anxious about my new job that I can’t relax, and it’s really worrying me. I've heard that meditation can help. Is there an app for that? Rob Hey Kate! You shouldn’t worry about it – we all get stressed. Just learn some meditation techniques that you can do at home regularly. Get the iRelax app. It shows you what to do, creates a meditation schedule, and reminds you when to do it. Good luck and let’s get together soon.

Are the sentences true (T) or false (F)? Correct the false sentences.

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LANGUAGE

8C

8C Is there an app for that? Sts read about some health and fitness apps. They then study modals of obligation and advice, and they listen to a radio program about rules and laws in different countries. Finally they talk about obligations they have in their own lives. Grammar Modals of obligation and advice

Pronunciation Sentence stress

Communication Talking about obligation and advice

WARMER Ask: What do you do to stay healthy? Elicit a few examples. Then put sts into pairs to tell their partner three things they already do to stay healthy and three more things they could do. Get feedback from sts on their discussions.

1 A

Sts discuss the questions in pairs. Get feedback on their discussions.

B Sts look at the three apps in pairs and discuss the questions. Discuss the answers with the class. Answers a a fitness app, to show what exercises you should do b a meditation app, to help you relax c a sleep app, to measure how much sleep you get

2 A

Focus on the text, and explain that in it three people write about different health problems and their friend, Rob, gives them advice. Sts read the texts about Sophie, Tom, and Kate and choose the correct options to complete each sentence. Check answers. Answers 1 isn’t sure how much sleep she needs 2 feels out of shape 3 is stressed out

B Sts discuss in pairs which app Rob might recommend for each person and why. Elicit a few ideas, but don’t confirm answers at this stage. Sts read Rob’s replies to check their ideas. Check answers with the class. Answers Sophie = Sleep Friend Tom = Workout for 7 Kate = iRelax

3 A

Sts read Rob’s replies again and decide if the sentences are true (T) or false (F). Remind sts to correct the false sentences. Check answers. Answers 1 F. It wakes you up when you’re sleeping lightly. 2 F. It has the same effect as going for a run. 3 T

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modals of obligation and advice

LANGUAGE

8C

B

Complete the sentences with the words in the box. Who said each sentence? Check your answers in the text. can’t have to (x2) should don’t have to shouldn’t 1 I 2 You 3 You

4

get up at 5 a.m. every day. get more than six hours of sleep. drive when you’re very tired!

4 I really 5 You 6 You

do more exercise. go to the gym to get in shape. worry about it.

Match the sentences in exercise 3B with functions a–f. Then read the Grammar box. a b c d e f

It isn’t necessary to do this. There isn’t any obligation. I think it’s a good idea to do this. It’s prohibited or against the law to do this. I don’t think it’s a good idea to do this. It’s necessary to do this. It’s an external obligation. It’s necessary to do this. It’s a personal obligation.

Grammar

modals of obligation and advice

Obligation: No obligation: We have to be at the airport at 2 p.m. I don’t have to get up early. It’s Sunday. She has to remember to get Jo a birthday present. Prohibition: You can’t take photos in the museum.

Advice: You should go to bed earlier. You shouldn’t swim after eating.

Go to Grammar practice: modals of obligation and advice, page 127

5

A

8.14 Pronunciation: sentence stress Listen to the sentences. Underline the stressed words or syllables.

1 She has to leave now. 2 You don’t have to pay to enter. 3 I have to remember my keys this time!

B

6

4 You can’t speak during the test. 5 They should get a cab. 6 You shouldn’t eat so much cheese.

8.14 Listen again and repeat the sentences.

8.15 Listen to a radio program about rules and laws in different countries. Complete A the sentences with the missing information and the correct form of have to, can, or should. 1 In some places in India, people studying to be teachers take classes, and soon police officers will do the same. 2 In some Indian states, you use your while driving, even if it’s a hands-free device. 3 In the U.S., you talk too loudly on your cell phone. It can be considered . 4 In Canada, you wear a when riding a motorcycle and a normal bicycle. 5 On the Internet, it says that in California you ride your bike in a ! 6 In France, children go to school on , but they go on Wednesday afternoons, or wear a uniform.

B

Is it the same or different in your country? Discuss in pairs.

Go to Communication practice: Student A page 162, Student B page 171

7

In pairs, talk about ... • • • • • •

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something you’ve had to get up really early for. something important you have to remember to do this month. something you’ll have to do next year. something a relative or teacher often says you should or shouldn’t do. something you can’t do in high school/in college/at work. something you often had to do when you were younger.

Write a message asking Rob for advice. Then write Rob’s reply.

EXTRA PRACTICE: Workbook page 46; photocopiable activity 8C Grammar

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LANGUAGE

B Sts complete the sentences with the correct words and guess who said each sentence. Then they check their answers in the text. Answers 1 have to – Sophie 2 should – Rob 3 can’t – Rob

4

8C

8.14 Play audio track 8.14 again, pausing for sts to B repeat the sentences.

6 A

8.15 Play audio track 8.15. See TB page 361 for audio script. Sts listen and complete the sentences with the missing information and the correct form of have to, can or should. Check answers.

4 must – Tom 5 don’t have to – Rob 6 shouldn’t – Rob

Answers 1 have to, yoga, have to 2 can’t, cell phone 3 shouldn’t, rude 4 have to, helmet 5 can’t, swimming pool 6 have to, Saturday mornings, don’t have to

Check that sts understand prohibited (= not allowed). Sts look at the sentences in 3B again and match them with the functions. Check answers. Answers a 5 b 2 c 3 d 6 e 1 f 4

Grammar

3 x PRACTICE

Read the Grammar box with sts about modals of obligation and advice. Elicit that have to and must have a similar meaning in positive sentences, but we use have to when the obligation comes from someone else: We have to wear a uniform. We use should when the obligation comes from ourselves: I should get more exercise. Point out that in negative sentences, don’t have to and shouldn’t have very different meanings. We use don’t have to for something that isn’t necessary: It’s OK, you don’t have to pay and we use can’t for things that are prohibited or not allowed: You can’t park here NOT You don’t have to park here. Elicit or explain that we use should/shouldn’t for advice, when something is a good idea, but you are not obliged to do it: You should join a gym if you want to get fit. Ask questions to check concept. Concept check questions: Which two verbs can we use to express obligation? (have to) Which one do we use for an obligation from someone else? (have to and should) Which one do we use for an obligation from ourselves? (should) Do “can’t” and “don’t have to” have a similar meaning? (no) Which one do we use when something isn’t necessary? (don’t have to) Which one do we use when something isn’t allowed? (can’t) Which verbs do we use for advice? (should/ shouldn’t)

1 Do the exercise as normal. To check answers, read out

Go to Grammar practice: modals of obligation and advice, SB page 127/TB page 267. Sts will find more language reference, presentation, and practice for modals of obligation and advice here. Do these exercises with the class, or assign them for homework, before continuing with exercise 5A of lesson 8C. Remind sts to go to the app for further self-study grammar practice of modals of obligation and advice.

5 A

8.14 Play audio track 8.14. See the SB page opposite for audio script. Sts listen and underline the stressed words. Play the audio again, pausing to check the answers. Remind sts that the important words in a sentence are stressed.

Answers 1 have, leave 2 don’t, have, pay, enter 3 have, remember, keys, time

SB page 71, exercise 6A

each fill-in sentence in turn and ask: Which verb do we need to add? What’s the missing information? Ask concept questions to check sts have chosen the correct meaning; e.g., Does this mean there’s an obligation for them to do yoga classes? 2 Books closed. Write prompts for each sentence on the board, e.g., India/teachers/police officers. In pairs, sts try to remember the full sentences. They can check their answers in their books. 3 In pairs, sts look at the sentences and think of other sentences using the verbs in the Grammar box that are also true; e.g., Police officers don’t have to take yoga classes yet. Ask some pairs to read their sentences to the class.

B Sts discuss the question in pairs. Get feedback on their discussions. Go to Communication practice Divide the class into Student A and Student B. All Student A sts should go to SB page 162. All Student B sts should go to SB page 171. Go to TB page 337 for the teacher notes. Do the activity. Then continue with exercise 7 of lesson 8C.

7

Sts discuss their ideas in pairs. Ask some sts to tell the class something they learned about their partner. Correct any errors with the modals of obligation and advice.

PERSONAL BEST Sts can further practice asking for and giving advice. They write a message to Rob asking for advice. They then write Rob’s reply. Alternatively, they could swap messages with a partner and write Rob’s reply to their partner. Weaker sts could work in pairs and write three pieces of advice for their classmates on how to stay fit and healthy. Ask pairs in turn to read their advice to the class.

4 can’t, speak, test 5 get, cab 6 shouldn’t, eat, cheese

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2 8

SKILLS

WRITING

writing a report

■

adding information

8D Sports in my country 1

Read the webpage and look at the pictures. Have you tried any of these sports, seen them live, or watched them on TV? Discuss in pairs.

International SPORTS Organization Which sports are popular in your country? Which sports activities would you recommend to a visitor to your country? Write a report for ISO members about sports in your country, and we will post it on this webpage.

Jude,

baseball

football

basketball

U.S. POSTED: 12 May

David,

SEE MORE ...

soccer

surfing

volleyball

Argentina POSTED: 18 May

Maarit,

SEE MORE ...

ice-swimming

hockey

pesäpallo

Finland POSTED: 25 May SEE MORE ...

2

A

Read the first paragraph of a report from the website. Who wrote the report: Jude, David, or Maarit?

Sports in my country 1

Sports are a very popular leisure activity in my country, and there are fantastic facilities in most towns and cities. Finland has a very cold climate, though, and in winter, parts of the country are covered with snow for six months. This means that people enjoy doing different sports activities in different seasons. 2

Cross-country skiing is an extremely popular sport here. As there are very few mountains in Finland, people ski on flat land through the country’s forests. It is a great way to stay in shape and enjoy the country’s natural beauty. Ice skating and hockey are popular as well as skiing. Moreover, hockey, ski jumping, and snowboarding are popular spectator sports. 3

A lot of Finns enjoy swimming in indoor and outdoor pools, in the sea, or in the country’s lakes. In addition to this, thousands of people regularly go ice-swimming.

B

They go to frozen lakes where they cut holes in the ice and jump in the water. I would recommend going iceswimming after a visit to a hot sauna, which is another national tradition. 4

It is easy to play any of the world’s most popular sports here. There are tennis courts and soccer fields everywhere, and basketball has recently become very popular. In addition, if you are interested in discovering Finnish sports, I suggest trying pesäpallo. This is a fastmoving bat-and-ball sport that is similar to baseball and is usually played in the warmer summer months. 5

Sports are a big part of life in Finland. This is one reason why the country produces many world champions, like Formula One auto-racing driver Mika Häkkinen. It is possible to practice any major sport here, but while you are visiting us, remember to try out our local sports and traditional activities as well.

Read the whole report. Do you think it’s interesting and easy to follow? Discuss in pairs.

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SKILLS

8D

8D Sports in my country Sts read a report about sports in Finland. They then write a report about sports in their country. Writing A report

Skill Writing a report

Text builder Adding information

WARMER Ask: What sports are popular in your country? Does your country have a national sport? What is it? Do people play different sports in summer and in winter? What sports does your country do well at in competitions? Why? Elicit answers from individual sts. Explain to sts that they are going to read a report about sports in a different country. Then they will write a report about sports in their country.

1

Focus on the webpage. Read out the three names and countries, and make sure sts know where Finland is. Sts look at the webpage and discuss the questions in pairs. Get feedback on their discussions.

2 A

Sts read the first paragraph of the report and decide which person from exercise 1 wrote it – Jude, David, or Maarit. Check the answer. Answer Maarit

B Sts read the whole report and discuss the question in pairs. Get feedback on sts' discussions.

157

writing a report Skill

■

adding information WRITING

SKILLS

8D

writing a report

Make your report interesting and easy for the reader to follow. • Organize the content of your report into sections with one main topic in each section. A section can contain one or more paragraphs. • Use headings for each section of your report. • Include relevant factual information, and make some suggestions or recommendations for the reader, e.g. I suggest + -ing, I would recommend + -ing, remember to + base form. • Reports are usually fairly formal, so avoid using informal language.

3

A

Read the Skill box. Match headings a–e with sections 1–5 in the report.

a Our success at sports b National and international sports c Sports and climate in my country

d Winter sports e Water sports

B

What recommendations does the writer make? Match sentence parts 1–3 with a–c to make complete sentences. Then check your answers in the text. 1 I would recommend 2 If you are interested in discovering Finnish sports, I suggest 3 While you are visiting us, remember

Text builder

a trying pesäpallo. b to try out our local sports and traditional activities. c going ice-swimming.

adding information

We can use these phrases to add information to a sentence or paragraph: as well There is a national tournament every year, and there are several regional competitions, as well. as well as Swimming, bicycling, and walking are all popular with adults, as well as children. In addition (to this) In addition to road cycling, track cycling is popular as a spectator sport. We have had great international success in soccer in recent years. In addition, our national basketball team has won the World Championship twice.

Look! We can use moreover instead of in addition in more formal writing: Sports keep you in shape. Moreover, they are a good way to meet people.

4

Read the Text builder. Look at the report again and answer the questions. 1 Find one example of each as well phrase in Maarit’s report. 2 What does this refer to in the In addition to this phrase?

5

Write complete sentences with the prompts and the phrases in bold. 1 many parks / public tennis courts / table tennis tables as well as 2 Formula One / a popular spectator sport / motorcycle racing / becoming more popular in addition 3 our beaches / perfect for inexperienced surfers / advanced surfers as well 4 this traditional game / great fun / it / a great way to stay in shape moreover 5 our soccer team / won the World Cup / our baseball team / very successful in addition to this

6

A PREPARE Think about which sports are popular in your country and what recommendations you would make for a visitor. Plan four or five section headings. B

PRACTICE Use the Skill box to help you write a report on sports in your country. Include relevant information under each section heading.

C

PERSONAL BEST Choose two or three sections from your report. Read them aloud to your partner, but don’t read the section heading. Can your partner guess the headings for each section?

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Think of a sports activity in your local area that people can do for free. Add an extra section to your report.

EXTRA PRACTICE: Workbook page 47; photocopiable activity 8D Skills

73 22/11/2017 13:14

SKILLS Skill Read the Skill box with sts about writing a report. Elicit some examples of informal language that sts should avoid, e.g., contractions such as you’ll, we’re, etc. and incomplete sentences such as Great idea! Amazing!

3 A

Sts read the report in exercise 2 again and match the headings (a–e) with the sections (1–5). Check answers. Answers a 5 b 4 c 1 d 2 e 3

B Sts match the sentence halves to make recommendations. They then check their answers in the text. Answers 1 c 2 a 3 b

Text builder Read the Text builder box with sts about adding information. Point out that we use as well on its own at the end of a sentence: I love tennis, and I like soccer as well. Point out that as well as must be followed by a noun. Explain that it can be used between two ideas; e.g., He does judo as well as karate and before two ideas: As well as judo, he does karate. Explain that we use As well as this at the beginning of a sentence to add a new idea: There’s an athletics stadium in our town. As well as this, there’s a new swimming pool. Draw sts’ attention to the Look! note. Ask questions to check concept. Concept check questions: Why do we use “as well,” “as well as,” and “As well as this”? (to add information) There are small competitions and big tournaments as well as – correct? (no – as well) What comes after “as well as”? (a noun) I like swimming as well as diving – correct? (yes) Can you change the sentence so that “as well as” comes first? (yes – As well as swimming, I like diving.) Where in a sentence do we use “As well as this”? (at the beginning)

4

Sts look at the report again to find the examples and answer the questions. Check answers. Answers 1 … as well as skiing; As well as this, thousands of people …; try out our local sports and traditional activities as well 2 It refers to the previous sentence “A lot of Finns enjoy swimming in indoor or outdoor pools, in the sea or in the country’s lakes.”

5

Read out the first set of prompts and elicit a complete sentence. Sts then write the remaining sentences. Suggested answers 1 Many parks have public tennis courts as well as table tennis tables. 2 Formula One is a popular spectator sport. In addition, motorcycle racing is becoming more popular. 3 Our beaches are perfect for inexperienced surfers and advanced surfers as well. 4 This traditional game is great fun. Moreover, it is a great way to stay in shape. 5 Our soccer team won the World Cup. As well as this, our rugby team is/was very successful.

3 x PRACTICE

8D

SB page 73, exercise 5

1 Do the exercise as normal. To check answers, invite a

confident student to read out the first sentence. Invite other sts to say whether they have the same answer. Discuss any differences and elicit the correct answer. Repeat this with the other sentences. 2 In pairs, sts choose three sentences and rewrite them using a different phrase from the Text builder box. Ask pairs in turn to read one of their sentences to the class. Discuss whether each sentence is correct. 3 In pairs, sts choose three sentences and change some of the details so they are true for their country; e.g., Many parks have soccer fields as well as basketball courts. Ask some pairs to read their sentences to the class. Point out to sts that they may be able to use some of these sentences in their own report.

6

Sts follow the steps to write their own report on sports in their country.

A

PREPARE Sts think about which sports are popular in their country and what recommendations they would make. They then plan their section headings.

B

Sts use the report in exercise 2 as a model and write their own report. Refer them back to the Skill box for tips on how to write a report and the Text builder box for phrases for adding information. PRACTICE

C

PERSONAL BEST Sts work in pairs. They take turns to read two or three sections of their report to their partner. Their partner listens and guesses the heading for each section. They can also give general feedback to their partner on how interesting their reports are.

PERSONAL BEST Sts can further practice writing about sports. They think of a sport that people can do for free in their area and add an extra section to their report. They can compare their sections in pairs and give feedback to each other. Weaker sts could work in pairs. They look at each of their reports in turn to see which phrases from the Text builder box they have used and to see if they could include more phrases for adding information.

EXTRA PRACTICE Write the following definitions on the board: 1 places or equipment that are available for people to use (section 1) 2 sports that people enjoy watching (section 2) 3 something that people do regularly in a particular country (section 3) 4 people who are the best in the world at their sport (section 5) Sts look at the report in exercise 2 again and find the correct words to match the definitions. Answers 1 facilities 2 spectator sports 3 national tradition 4 world champions 159

7 and 8

REVIEW and PRACTICE

Grammar 1

2

3

Could you be a mentor?

Choose the correct options to complete the sentences. 1

The play Romeo and Juliet a wrote b was written

2

I would like to a can

3

Stephen’s been working there for years, ? a is he b isn’t he c hasn’t he

4

You take a taxi to the airport. I can drive you. a don’t have to b have to c couldn’t

5

The new James Bond movie in Mexico. a is going to filmed b is going to be filmed c is going to be film

by Shakespeare. c be written

play the guitar like you. b could c be able to

6

speak to Mike or Alan this week? a Have you able to b Have you been able to c Have you could

7

It won’t rain this afternoon, a won’t it b it won’t

8

You use your cell phone while you’re driving. It’s against the law. a can’t b don’t have to c have to

? c will it

1

I think you passed the test. Am I right? (tag question)

2

I hope I can go up the Empire State Building when I visit New York. (modal of possibility)

You passed the test,

3

?

up the Empire State Building when I

George Lucas directed the first Star Wars movie. (passive) The first Star Wars movie

4

5

George Lucas.

8

But you can’t make decisions for him, 4can / can’t you? No. Rob 5has / doesn’t have to make his own decisions. A good mentor 6can / has to believe in the person’s ability to develop. Rob, you had a difficult time before you met Laura, 7hadn’t / didn’t you? Yes. I had a lot of knowledge about the industry, but no experience. Laura’s given me a lot of practical advice, which has helped build my confidence. I got a promotion yesterday, and it’s great to know I 8could / ’ll be able to talk to her about any issues that come up in my new role.

Vocabulary

You

1

to use expressways in the UK.

The new factory will make over 500,000 cars a year. (passive)

Circle the word that is different. Explain your answer. 1

documentary director

thriller action movie

2

pool racket

field court

3

I don’t think you’ll be able to come to my wedding. Is that true? (tag question)

track and field track

diving auto racing

4

You won’t be able to come to my wedding, ?

game show sitcom

channel soap opera

5

It’s not a good idea to go swimming just after lunch. (modal of advice)

tracks hits

playlist cast

6

have a balanced diet get exercise

get a good night’s sleep have bad habits

7

net stick

bat rink

at the

I couldn’t drive until I was 22 years old. (modal of ability) I wasn’t

7

My role is to encourage Rob and give him advice, like “You 3should / can do some more market research.”

It’s not necessary to pay to use expressway in the UK. (modal of obligation)

Over 500,000 cars a year new factory. 6

Developing your new career or business 1can / can’t be easier with a mentor – someone with experience in the same industry who can help and encourage you. One famous mentor was Steve Jobs, who 2was guided by / guided Mark Zuckerberg in the early days of Facebook. We talk to Laura and Rob about their experience of mentoring. Laura, what does the role of mentor involve?

Use the structures in parentheses to complete the sentences so they mean the same as the first sentence.

I hope I’ll visit New York.

Choose the correct options to complete the text.

You

until I was 22 years old.

just after lunch.

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REVIEW and PRACTICE

Grammar

3 x PRACTICE

1

1 Do the exercise as normal. When you check the

Sts read the sentences and choose the correct options to complete them. Check answers. Answers 1 b 2 c 3 c 4 a 5 b 6 b 7 c 8 a

2

Sts complete the second sentence in each pair so it means the same as the first, using the structures in parentheses. Check answers. Answers 1 didn’t you 2 be able to go 3 was directed by 4 don’t have to pay 5 will be made 6 able to drive 7 will you 8 shouldn’t go swimming

3

Elicit or explain the meaning of mentor (someone who helps and gives advice to a less experienced person in their job). Ask sts to read the text through quickly for general meaning. Ask: Who are the people in the pictures? Which one of them was a mentor? (They are Steve Jobs, founder of Apple, and Mark Zuckerberg, founder of Facebook. Steve Jobs was a mentor.) Sts read the text again and choose the correct options to complete it. Check answers.

7 and1B 8

SB page 74, exercise 3

answers, focus on each verb and ask concept questions, e.g., positive or negative? active or passive? obligation or advice? Elicit the answers to the questions. Then elicit the correct options. 2 Books closed. Write prompts on the board for each of the numbered target structures in the text, e.g., easier/ mentor, guide/Zuckerberg, do/market research. Sts work in pairs and try to write the sentences containing the target structures from memory. They can check by looking in their books. 3 In their pairs, sts imagine a conversation between Mark Zuckerberg and Steve Jobs, when Steve was Mark’s mentor. Tell sts they must use some of the key verbs and structures from the text. Monitor and help while they are working. Ask some pairs to perform their conversations for the class.

Vocabulary 1

Sts circle the word that is different in each set. Check answers, and ask sts to explain in each case why the word is different. As an extension, sts could write two or three sentences using some of the words. Answers 1 director (the others are all kinds of movies) 2 racket (the others are all places where you play sports) 3 track (the others are all sports) 4 channel (the others are all kinds of TV programs) 5 cast (the others are all connected with music) 6 have bad habits (the others are all connected with positive living) 7 rink (the others are all sports equipment)

Answers 1 can 2 guided 3 should 4 can 5 has 6 must 7 didn’t 8 ‘ll be able to

161

REVIEW and PRACTICE

2

Personal Best

Match the words in the box with definitions 1–10. plot court be in shape sequel script soundtrack romantic comedy audience episode cartoon 1

have good physical health because of exercise

2

the music that is played during a movie

3

the story of a movie or book

4

a funny movie about love

5

the place where you play ball games

6

a part of a TV series

7

a TV show with characters that are drawn

8

a movie that continues the story of a previous movie

9

the people who watch a TV show live in the studio

10

3

Complete the sentences with the words in the box.

1

I don’t usually enjoy because I don’t like it when the story is told through songs.

2

Have you ever seen your favorite singer concert?

3

The movie Titanic stars Leonardo DiCaprio and is 1912.

4

It’s not healthy to

5

I think this is the band’s best biggest on it.

6

That’s the most terrifying

7

My favorite through Moscow.

in

so often. . It has lots of their movie I’ve ever seen!

in the movie is the car chase

Put the words in the box in the correct columns. series shot net playlist ice skating subtitles on tour ads ball talk show band the news animation circuit goal special effects

sports

on Less 8A

Name four movies you’ve seen and say what types of movies they are.

Name three sports places and three pieces of sports equipment.

Describe a movie in four sentences that use the passive.

the written form of a movie

movies

on Less 7A

on Less 7A

live set in scene hits get stressed horror musicals album

4

TV

music

7 and 8

on Less 8A Write three questions about your classmates using tag questions.

Lesson 7B

on Less 8B

Write two sentences. In the second sentence, use this or that to refer to something in the first sentence.

Describe a healthy lifestyle using at least four verb phrases.

on Less 7C Name four TV shows you dislike and say what types of shows they are.

on Less 7C Write three sentences about a friend using be able to in different forms.

on Less 8C Write two sentences giving advice to a friend, using should and shouldn’t.

on Less 8C Write three sentences about your English class using have to, don’t have to, and can’t.

on Less 7D

on Less 8D

Say three expressions you can use when you give directions.

Add some information to your sentence with have to (8C), using as well as.

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REVIEW and PRACTICE

2

Sts match the words in the box with the definitions. Check answers. Answers 1 be in shape 2 soundtrack 3 plot 4 romantic comedy 5 court 6 episode 7 cartoon 8 sequel 9 audience 10 script

3

Sts read the sentences and complete them with the correct words. Check answers. Answers 1 musicals 2 live 3 set in 4 get stressed 5 album, hits 6 horror 7 scene

4

7 and1B 8

Personal Best At the end of each Review and practice double-page spread, there is a Personal Best section. The aim here is to provide a quick challenge to change the pace and allow for language recall and personalization. These questions and prompts give sts the opportunity to review a number of language and skills points from the preceding two units in a more productive way. The points being reviewed are referenced according to which lesson they appear in (e.g., Lesson 7A). They cover grammar, vocabulary, and text builder language from reading and writing lessons, and conversation builder language from speaking lessons. Sts work individually, in pairs, or in groups, according to the class dynamic and the time available. Set a time limit if you would like to add a competitive element. Encourage sts to refer back to the relevant lessons if they are having difficulties. The aim is for them to respond to the prompts and engage with the target language in a personal way. Their answers will vary. Monitor and help as necessary and get feedback on sts’ answers.

WORKBOOK REVIEW AND PRACTICE

Sts write the words in the box in the correct columns. Check answers and check that sts understand all the words. Answers

Students will find two pages of Review and Practice at the end of each unit of their Workbooks. Unit 7, pages 42 and 43 Unit 8, pages 48 and 49

Movies: shot, subtitles, animation, special effects TV: series, ads, talk show, the news Sports: net, ice skating, ball, circuit, goal Music: playlist, on tour, band

3 x PRACTICE

SB page 75, exercise 4

1 Do the exercise as normal. When you check the

answers, read out each word from the box in turn and ask: Which category? Elicit the answer. Then elicit an example sentence containing the word. 2 Books closed. Write the four categories on the board. In pairs, sts try to remember the words in each category. They can check by looking in their books. 3 Give sts three minutes to brainstorm in their pairs as many more words as they can for each category. Bring their ideas together on the board and see which pair came up with the most words.

163

UNIT

9

Food LANGUAGE

uses of like

■

food and cooking

9A Chefs at home 1

a

Look at the pictures. Find the words for each item of food in the text.

b

2

c

d

e

f

g

Read the text. Would you like to try any of the dishes? Which one(s)? Mitsuharu Tsumura (Lima) Mitsuharu cooks sukiyaki for his family on Sunday. It’s a meat dish, usually thinly sliced beef, which is slowly cooked at the table with vegetables, soy sauce, and sugar. The meat is then dipped in a small bowl of egg.

Alain Allegretti (New York) Alain loves cooking pasta at the end of a long day when he wants something quick, easy, and delicious. He suggests having it with garlic and olive oil, or with tomatoes and herbs.

TOP CHEFS

Angela Hartnett (London) When Angela is in a hurry, she makes canned tuna on toast with mayonnaise. For a simple yet special treat, her favorite dish is scrambled eggs on toast, which she recommends cooking very slowly.

… AT HOME

They’re famous around the world for

Daniel Boulud (New York)

the delicious food in their restaurants.

Daniel makes salade meridionale at home when he wants to relax. It’s a salad with shellfish, avocado, eggplant, olives, peppers, zucchini, and other vegetables, with pesto and lemon.

But what do the world’s top chefs like to cook for themselves at the end of a long day or week at work?

Go to Vocabulary practice: food and cooking, page 150

3

9.4 Listen to three people talking about a dish they like. Put the dishes in the order they A are mentioned from 1–3.

a

b

c

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UNIT

UNIT

Food 9 UNIT 9 OVERVIEW: The topic for this unit is food. Sts read about what some top chefs around the world enjoy cooking at home, and they discuss their own likes and dislikes in food and cooking. They then read a text about the health benefits of chocolate and discuss the idea of superfoods. To explore the idea of eating out, sts read about an unusual restaurant and study -ing forms and infinitives. In Learning Curve, Jack introduces his restaurant, and then he, Kate, and Simon review some dishes from a takeout restaurant. LANGUAGE

SKILLS

Grammar Uses of like; -ing forms and infinitives

Vocabulary Food and cooking; eating out

Pronunciation /dʒ/ sound; -ing

Reading Reading for detail

Speaking Making and responding to suggestions; making a group decision

LANGUAGE

9A Chefs at home

9A

Sts read about what some top chefs from around the world enjoy cooking at home. They listen to people talking about dishes that they like and learn about different uses of the word like. They then discuss their own likes and dislikes in food and cooking. Grammar Uses of like

Vocabulary Food and cooking: asparagus, avocado, baked, boiled, chickpeas, fried, garlic, grated, grilled, homemade, lamb chop, lentils, lime, lobster, melted, olive oil, roast, shellfish, skim milk, sliced, soy sauce, squid, steak, takeout, toast, whole wheat bread, yogurt, zucchini

WARMER Read out the title of the unit Food. Ask: What foods do you like and what do you hate? Elicit a few answers. Put sts into pairs and give them two minutes to write as many words for foods as they can. Write on the board the headings: Meat and fish, Fruit and vegetables, Dairy products, Snacks, Other foods. Bring sts’ ideas together on the board under the headings and check that sts understand all the words.

1

Read out the title of the lesson Chefs at home. Elicit or explain that a chef is someone who cooks in a restaurant or hotel. Point out the bold words in the text. Sts look at the pictures of the food items and match them with the bold words in the text. They could work in pairs for this and they could use their dictionaries to help. Check answers and check that sts understand all the words. Model the pronunciation of words your sts might find difficult, e.g., avocado, zucchini. Answers a soy sauce b zucchini c toast d avocado e shellfish f garlic g olive oil

2

Pronunciation /dʒ/ sound

Communication Talking about food and cooking

Sts read the text and discuss which of the dishes they would like to try. Get feedback on their discussions. Go to Vocabulary practice: food and cooking, SB page 150/TB page 313. Sts will find more language presentation and practice for vocabulary for food and cooking here. Do these exercises with the class, or assign them for homework, before continuing with exercise 3A of lesson 9A. Remind sts to go to the app for further self-study practice of vocabulary for food and cooking.

3 A

9.4 Focus on the pictures and ask sts if they recognize any of the dishes. Ask sts which foods from exercise 1 they think are in the dishes. Elicit a few possible answers. Use the pictures to teach meatballs and noodles. Read out the task. Then play audio track 9.4. See TB page 361 for audio script. Sts listen and number the dishes in the order they are mentioned. Check answers and ask: Which dish would you like to try?

Answers 1 b 2 c 3 a

165

uses of like B

■

food and cooking

9A

LANGUAGE

9.4 Match questions 1–3 with replies a–g. Listen again and check your answers.

1 What do you like to eat at the end of a long day? 2 What’s it like? 3 Would you like to try it? a b c d

4

It’s like spaghetti, but thicker. It’s delicious. Soup with meatballs. No, thanks. I’ve already eaten!

e This! It’s called poutine. f Really tasty. g Udon noodles.

Underline four phrases with like in exercise 3B. Match them with the meanings of like (a–d) below. Then read the Grammar box. a asking about a preference c asking for a description of something b saying that something is similar d making a polite offer

Grammar

uses of like

Talking about preferences: What do you like doing on Sundays? I like going to the movies.

Asking for a description: What’s the weather like? What was the party like?

Talking about similarity: He’s like his father – very lazy! She looks like her mother.

Making a polite offer or request: Would you like a cup of coffee? I’d like the chicken salad, please.

Look! We also use would like for something you want to do or have: I’d like to go home now.

I’d really like a motorcycle.

Go to Grammar practice: uses of like, page 128

5

A

9.6 Pronunciation: /dʒ/ sound Did you and would you can be pronounced with a /dʒ/ sound (like job). Listen to the questions. When do you hear /dʒ/? 1 Would you like some tea? 3 Did you like the shellfish? 2 What would you like for dinner? 4 What did you eat for breakfast?

B

6

A

9.6 Listen again and repeat. In pairs, ask and answer the questions.

Complete the conversation with the correct form of like.

A 1 food from other countries? B Yes, I do. I really 2 Thai and Japanese food. Actually, I make it for my roommates. The flavors are amazing. A 3 the last dish you made? B Yes, they did! I made sashimi. It 4 sushi, but without rice. I served it with soy sauce and wasabi. A What 5 ? B It was delicious – really fresh and tasty, and the wasabi was really hot. A Mmmm, I 6 to try that! Tell me, 7 to work as a chef? B Yes, I’d love to.

B

In pairs, practice the conversation. Change the replies so they are true for you.

Go to Communication practice: Student A page 162, Student B page 171

7

Discuss the questions in pairs. 1 2 3 4 5

Personal Best

Write a short conversation about food. Use like in at least four different ways.

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What do you like to cook or eat at the end of a long day? And at the end of the week? Are you a good cook? Which dishes would you like to learn to make? What was the first meal you cooked? What did it taste like? What’s your favorite dish for a special occasion? What’s it like? Have you ever eaten an unusual food or dish? What was it like?

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LANGUAGE

B

9.4 Sts work in pairs to match the questions with the replies. Play audio track 9.4 again for sts to listen and check their answers. Check answers with the class.

5 A

9.6 Model the /dʒ/ sound in isolation and elicit or say a few words that use the sound, e.g., job, joke, jealous, edge, bridge. Read out the task and allow sts time to read the questions and think about where there might be /dʒ/ sounds. Play audio track 9.6. See the SB page opposite for audio script. Sts listen and note when they hear /dʒ/ sounds. Play the audio track again, pausing to check answers. Explain that the /dʒ/ sound is more common when speaking informally or quickly.

Answers 1 c, e, g 2 a, b, f 3 d

3 x PRACTICE

SB page 77, exercise 3B

1 Do the exercise as normal. To check answers, ask a

pair of sts to read out one of the questions and one of the answers/the answer. Encourage them to speak naturally, as if they are having a conversation. 2 Sts cover the questions. In pairs, they look at the answers and try to remember the question for each one. They can practice asking and answering the questions from memory, and then look at the questions again to check. 3 In pairs, sts cover the answers and look at the questions. They think of their own answers to the questions and practice a conversation using those answers. Ask some sts to perform their conversation for the class. Ask other sts: Would you like to try this dish?

4

Answers 2 What would you like for dinner? 3 Did you like the shellfish? 4 What did you eat for breakfast?

B

9.6 Play audio track 9.6 again, pausing for sts to repeat. Sts then ask and answer the questions in pairs.

6 A

Sts read the conversation and complete it with the correct forms of like. Check answers, referring back to the Grammar box if necessary to explain the answers. Answers 1 Do you like 2 like 3 Did they like 4 ’s like 5 was it like? 6 ’d like 7 would you like

Read out the four meanings (a-d) and check that sts understand preference. Sts underline four phrases with like in exercise 3B and match them with the meanings. They could work in pairs for this. Check answers with the class. Answers a What do you like …? b It’s like …

c What’s it like? d Would you like ...?

B Sts work in pairs to change the replies in the conversation so they are true for them. Then they practice the conversation in pairs. Ask some sts to perform their conversation for the class.

Grammar Read the Grammar box with sts about uses of like. Elicit the difference between Do you like cookies? to ask about preferences, and Would you like a cookie? to make an offer. Point out the difference between I like cookies (= a preference) and I’d like a cookie (= I want one now). Explain that we use What’s it like? to ask for a description of something; e.g., What’s turkey like? and we use like to compare things or express a similarity; e.g., It’s like chicken. Ask questions to check concept. Concept check questions: Do you like fish? – Am I offering you fish? (No, I’m asking about a preference.) How can I offer you some fish? (Would you like some fish?) I like coffee – does this mean in general, or do I want one now? (in general) How can I say I want a coffee now? (I’d like a coffee.) She’s like her mom – does this mean she gets along well with her mom? (No, it means she’s similar to her mom.) How can I use “like” to say that noodles are similar to pasta? (Noodles are like pasta.) Go to Grammar practice: uses of like, SB page 128/TB page 269. Sts will find more language reference, presentation, and practice for uses of like here. Do these exercises with the class, or assign them for homework, before continuing with exercise 5A of lesson 9A.

9A

Go to Communication practice Divide the class into Student A and Student B. All Student A sts should go to SB page 162. All Student B sts should go to SB page 171. Go to TB page 337 for the teacher notes. Do the activity. Then continue with exercise 7 of lesson 9A.

7

Allow sts time to read through the questions. Sts then discuss the questions in pairs. Encourage them to ask more questions, using their own ideas, to find out more about what their partner enjoys eating and cooking. Get feedback on sts’ discussions and discuss who in the class enjoys cooking and what they enjoy cooking.

PERSONAL BEST Sts can further practice using like. They work in pairs and prepare a short conversation, using like in at least four different ways. Sts can then practice their conversations. Weaker sts could work individually and prepare three questions about food to ask a partner, using different uses of like. In pairs, they can then ask their questions and answer their partner’s questions.

Remind sts to go to the app for further self-study grammar practice of uses of like. 167

91

SKILLS

READING

reading for detail

■

substitution: one, ones

9B Chocolate – the world’s favorite superfood 1 2

What do you think a superfood is? Read the first paragraph of the text on page 79 and check your answer. Read the whole text quickly. Why is chocolate a superfood? Which five benefits are mentioned?

Skill

reading for detail

When answering multiple-choice questions, you often have to look for detailed information in a text. • First, read the text quickly. Then read the questions and underline the key words. • Scan the text and find the part that contains the information you need. Read that part in detail. • If a word from the answer options appears in the text, it doesn’t mean that option is the correct answer. Read the sentence carefully to make sure the meaning of the option is the same as in the text.

3

Read the Skill box. Then read the text again and choose the correct answers. 1 The author says that superfoods a are exciting. b are unexciting.

c are unexciting, except for chocolate.

2 Where does cacao come from? a Panama b Central America

c Germany

3 Why did the Kuna people have low blood pressure? a They drank tea. b They were healthy. c They drank cacao. 4 Which kind of chocolate has the most health benefits? a dark chocolate b milk chocolate c white chocolate 5 Which benefit does the author say is the most unusual? a Chocolate protects us from illness. b Chocolate makes us feel like we’re in love. c Chocolate increases our intelligence. 6 What does the author warn the reader about? Choose two answers. a Chocolate isn’t as healthy nowadays as it used to be. b Food with a high fat content can cause heart disease. c It’s important to know who paid for the studies about chocolate and health.

Text builder

substitution: one, ones

To avoid repeating a noun from earlier in the sentence or in a previous sentence, we can substitute the word one (singular) or ones (plural): Foods that have received this label have been unexciting ones like spinach, garlic, or salmon. This creates the same feeling as the one you get when you fall in love.

4 5

Read the Text builder. Underline the eight examples of one or ones in the text. Which four are used to avoid repeating a noun? Which nouns are they substituting? Read the sentences. Underline the words that one or ones replace. 1 2 3 4 5

6

My train was delayed when I got to the station. The next one was an hour later, so I had to wait. I was offered two free apps when I bought my phone. The ones I chose were both games. There are lots of great restaurants all over the city, but the best ones are down by the harbor. Every student was given the same math problem, but I was the only one who could solve it. We serve lots of dishes in my restaurant, but the most popular ones are red curry and lasagna.

In pairs, discuss the questions. 1 Is there any food that is a “guilty pleasure” for you? 2 Have you heard of any other superfoods? Do you eat them? 3 Do you believe the reports about the health benefits of superfoods?

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SKILLS

9B

9B Chocolate – the world’s favorite superfood Sts read a text about the supposed health benefits of chocolate. They practice reading for detail and study how we can use one and ones to avoid repeating nouns. They then discuss other superfoods and foods they enjoy as “guilty pleasures.” Reading Sts read a text about the health benefits of chocolate.

Skill Reading for detail

Text builder Substitution: one, ones

WARMER

Text builder

With books closed, write on the board: dark, hot, box, milk, cookie, cake, white, bar. Put sts into pairs and ask them to guess which word connects all the words on the board. Elicit the answer (chocolate), and elicit how it is used with all the words on the board, e.g., dark/milk/white chocolate, hot chocolate, chocolate cookie/cake, a bar/piece of chocolate, a box of chocolates. Ask: Who likes chocolate?

Read the Text builder box with sts about substitution with one and ones. Read out the example sentences and point out how the bold word in each case is replaced by one or ones. Point out that we can use articles/ adjectives before one/ones; e.g., Would you like a coffee? Yes, just a small one. This dish is similar to the one that Jack cooks. Ask questions to check concept. Concept check questions: Why do we use “one” and “ones” in a text? (to avoid repeating a noun) What’s the difference between “one” and “ones”? (One replaces a singular noun and ones replaces a plural noun.) There are two cookies, would you like chocolate one or plain one? – correct? (no – the chocolate one or the plain one) I like sweet fruits, but I don’t like bitter one like lemon or grapefruit – correct? (no – I don’t like bitter ones – plural)

1

Sts discuss the question in pairs. Get feedback on their answers, but don’t confirm the answer yet. Sts read the first paragraph of the text to check. Check the answer with the class. Answer A superfood is a type of food which is very good for you and has many health benefits.

2

Read out the questions and ask sts if they know any health benefits of chocolate. Sts then read the whole text quickly to answer the questions. Check answers.

4

Answers It is a superfood because there are many health benefits of eating it regularly. The five benefits mentioned are: 1 It has lots of minerals which help fight disease. 2 It has chemicals which lower your blood pressure. 3 It helps keep your brain healthy. 4 It makes you feel better because it releases a chemical in the brain, which makes your heart beat more quickly. 5 It makes you smarter.

Skill

Answers To avoid repeating a noun: unexciting ones (foods that have received this label) another one (cup of cacao) especially ones (minerals) the one (feeling) Other examples: one study, one example, one further warning, one superfood

5

Read the Skill box with sts about reading for detail. Also point out that when sts find the part of the text they need to answer a question, they may not find the exact key words that they have underlined in the correct answer option. The writer might be expressing the same idea in a different way. So sts must think carefully about the meaning of the words the writer uses in order to choose the correct answer option.

3

Focus on the first question and possible answers. Ask sts to underline the key words (superfoods, exciting, unexciting, unexciting, except, chocolate). Ask sts to follow the instructions in the Skill box to choose the correct answer. Check the answer. Sts then do the same to choose the remaining correct answers. Allow sts time to compare their answers in pairs. Then check answers with the class.

Sts find the examples of one and ones in the text and decide which examples are used to avoid repeating a noun, and which nouns they replace. Sts could work in pairs for this. Check answers.

Sts read the sentences and decide which words one and ones replace. Check answers. Answers 1 train 2 (free) apps 3 great restaurants 4 student 5 dishes (in my restaurant)

6

Read out the first question and check that sts understand “guilty pleasure” (= something you eat that you enjoy but know you shouldn’t really eat). Sts discuss the questions in pairs. Get feedback on their discussions and, as a class, brainstorm other examples of superfoods and their supposed health benefits. Discuss as a class how careful sts are about what foods they eat and how much attention they pay to their health and diet.

Answers 1 c 2 b 3 c 4 a 5 c 6 a, c 169

reading for detail

■

substitution: one, ones READING

9B

SKILLS

– the superfood! I

t’s official! Chocolate is good for you! A team of researchers at the German Institute of Human Nutrition have discovered that there are many health benefits of eating chocolate every day. In fact, it’s so good for you that it’s being labeled the latest “superfood.” Up to now, foods that have received this label have been unexciting ones like spinach, garlic, or salmon. Thankfully, now that chocolate has joined that elite group, we can all relax. That chocolate bar in your desk at lunchtime is no longer a guilty pleasure – it’s a superfood. Like many natural products, people have known for centuries that chocolate was a good thing, especially in Central America where cacao originated. The Aztec emperor Montezuma was particularly partial to it, drinking an estimated 50 cups a day (as an emperor with the power of life and death over his people, clearly nobody was brave enough to tell him that he couldn’t have another one). Among the Kuna people of Panama, cacao was drunk like tea, and consequently, they had very low blood pressure. There are many health benefits to eating chocolate on a regular basis. It’s packed with minerals, especially ones such as selenium and zinc, which help fight disease. Chocolate is also an excellent source of flavanols, chemicals that lower your blood pressure and help keep your brain healthy, although neither milk nor white chocolate contain as high a percentage of these beneficial properties as dark chocolate does.

that chocolate makes you smarter. One study found that countries where people eat the most chocolate also have the most Nobel Prizes. One example is Switzerland, home to Albert Einstein, where people eat an average of 9.5 kilos of chocolate a year! Despite the evidence, some health experts remain critical of our love for chocolate. Unlike the Aztecs, people today rarely consume chocolate in its pure form. Instead, modern chocolate is often combined with milk and sugar, increasing its fat content. This means that professionals advise that chocolate should be consumed in moderation and only as part of a healthy diet. There is one further warning. Some critics have taken a critical look at the “chocolate is good” news stories. They point out that some of the research “proving” the health benefits of chocolate was funded by the chocolate industry, so I recommend that you keep this in mind. Despite these criticisms, there’s no doubt that chocolate makes you feel good. So, forget spinach, blueberries, and all the others – there’s only one superfood you need, and it’s chocolate, chocolate, CHOCOLATE!

In addition to improving your physical health, chocolate makes you feel better, too. Researchers have discovered that eating chocolate releases a chemical in the brain that makes your heart beat more quickly. This creates the same feeling as the one you get when you fall in love. Perhaps most surprising of all, though, is the discovery

Personal Best

Write a paragraph about a healthy item of food.

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SKILLS

9B

PERSONAL BEST Sts can further practice talking about this topic. They write a paragraph about a healthy food item. Encourage them to include information on how they use this food item in cooking and what its health benefits are. Sts can compare their ideas in small groups. Weaker sts can work in pairs. They make a list of three foods that are good for you and three that are bad for you. They then work in groups of four to compare their ideas and explain why the foods they chose are good or bad for you.

EXTRA PRACTICE Write the following definitions on the board: 1 best or most important (paragraph 1) 2 fond of something (paragraph 2) 3 a place where you can find something (paragraph 3) 4 a research project (paragraph 4) 5 in small amounts (paragraph 5) 6 paid for (paragraph 6) In pairs, sts look at the text again to find the words and phrases that match the definitions. Check answers, and check that sts understand all the words. Remind sts that when they read a text, they should always look at it again to see if there is useful vocabulary in it that they can learn and use. Answers 1 elite 2 partial to 3 source 4 study 5 in moderation 6 funded

EXTRA PRACTICE Put sts into small groups. Ask them to design a new “healthy” chocolate bar. Tell them they should think of a name for their chocolate bar and should think about what is in it and why it is good for you. They can then prepare a TV advertisement for it. Tell them the advertisement should include some information from the text on why chocolate is good for you and it can also include sts’ own ideas. Encourage them to use their imagination and create a really good advertisement to persuade their classmates that their chocolate bar is the best! Monitor and help while sts are working. Groups can then take turns to perform their advertisement for the class. Alternatively, they could video their ads on their phones and then share them in groups. Discuss as a class which chocolate bars sts would be tempted to buy and why.

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-ing forms and infinitives

LANGUAGE

■

eating out

9C Eating out 1

Look at the webpage below. What is unusual about Nadia’s Place? Do you think a restaurant like this is a good idea?

Nadia’s Place

café and restaurant

Come and try the place everyone’s talking about! At Nadia’s Place, we have no prices. Instead, we have an honesty payment system. You decide how much you want to pay, depending on the quality of the food, atmosphere, and service. Pop in for coffee and cake, or join us for lunch or dinner.

1

Menu

Mushroom soup with homemade bread Asparagus and boiled egg Smoked salmon with cream cheese 2

Chickpea, lime, and coconut curry Grilled steak with black pepper sauce Lemon roast chicken 3

Mixed salad French fries or baked potatoes Onion rings 4

Chocolate brownie Fried bananas with melted chocolate Strawberry cheesecake

2

Complete blanks 1–4 in the menu with the words in the box. Desserts Main courses Side dishes Appetizers

Go to Vocabulary practice: eating out, page 151

3

Discuss the questions in pairs. 1 Think about the last time you ate out. What was the food, atmosphere, and service like? 2 What food would you order at Nadia’s Place?

4 a b c

5

A

9.9 Listen to an interview with Nadia. Order the topics she talks about from 1–5. d future plans the atmosphere reactions to honesty payment e reasons for opening Nadia’s Place how successful the business is 9.10 Complete the sentences with the correct form of the verb in parentheses. Then listen and check.

1 2 3 4 5 6

Tell us why you decided (open) a café-restaurant with no prices. I opened this place (do) something different. (eat) here is like having lunch at a friend’s house. It’s a real community, and it’s easy (meet) new people. I love (come) to work each and every day! In fact, we’re thinking about (open) a second café in an old theater.

B

Match the sentences in 5A with rules a–f. Then read the Grammar box.

We use the -ing form: a after some verbs, e.g., like, love, enjoy, finish. b after prepositions. c when a verb is the subject of the sentence.

We use the infinitive with to: d after some verbs, e.g., afford, decide, want. e after adjectives. f to give a reason.

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LANGUAGE

9C

9C Eating out Sts read a webpage for a café and restaurant and learn vocabulary for eating out. They then listen to an interview with the restaurant owner about an unusual aspect of the restaurant. Sts study -ing forms and infinitives, and they read about another unusual restaurant. They then discuss their own experiences eating out. Grammar -ing forms and infinitives

Vocabulary Eating out: atmosphere, bowl, eat out, fork, get the check, knife, leave a tip, medium, napkin, order, pepper, plate, rare, reserve a table, salt, service, spoon, tablecloth, vinegar, well-done

1

Read out the questions. Then ask sts to read the webpage quickly to find out what is unusual about Nadia’s place. Check the answer, and discuss as a class whether a restaurant like this is a good idea. Answer

Remind sts to go to the app for further self-study practice of vocabulary for eating out.

3

Sts discuss the questions in pairs. Get feedback on their answers.

4

9.9 Allow sts time to read through the topics. Then play audio track 9.9. See TB page 361 for audio script. Sts listen and order the topics Nadia talks about from 1 to 5. Check answers with the class.

It is unusual because there are no prices. Customers decide how much they want to pay.

2

Read through the words in the box with the class and preteach as necessary. Sts look at the menu and complete the blanks with the correct words. Check answers. Answers 1 Appetizers 2 Main courses 3 Side dishes 4 Desserts

3 x PRACTICE

SB page 80, exercise 2

1 Do the exercise as normal. To check answers, ask sts

to cover the page. Call out items from the menu in random order, e.g., Mixed salad, Lemon roast chicken. Each time, ask: Dessert? Main course? etc. Then ask sts to uncover the page again. Check the answers as normal. 2 Sts cover the menu and look at the words in the box. In pairs, they try to remember as many dishes from the menu as possible to go with each of the words in the box. They can look at the menu again to check their answers. 3 In pairs, sts write their own menu using the headings from exercise 2 and three of their own dishes to go under each heading. Sts compare their menus in groups and decide which restaurant they would most like to eat at.

Communication Talking about eating out

Go to Vocabulary practice: eating out, SB page 151/TB page 315. Sts will find more language presentation and practice for vocabulary for eating out here. Do these exercises with the class, or assign them for homework, before continuing with exercise 3 of lesson 9C.

WARMER Read out the lesson title Eating out and elicit or explain the meaning. Ask: How often do you eat out? Do you prefer to eat out or cook a meal at home? Why? What’s your favorite restaurant? Why? Elicit a range of answers. Then ask: How important is price for you when you eat out? Do you always look at the prices before you go into a restaurant? Do you think that some foods or drinks are too expensive in restaurants? Elicit a range of answers from individual sts.

Pronunciation -ing

Answers 1 e 2 b 3 d 4 c 5 a

5 A

9.10 Read out the first fill-in sentence and elicit the missing verb form. Sts then read the remaining sentences and complete them with the correct verb forms. Allow sts time to compare their answers in pairs. Then play audio track 9.10. See the SB page opposite for audio script. Sts listen and check their answers. Check answers with the class.

Answers 1 to open 2 to do 3 Eating 4 to meet 5 coming 6 opening

B Sts look at the sentences in 5A again and match them with the rules. They could work in pairs for this. Check answers with the class. Answers 1 d 2 f 3 c 4 e 5 a 6 b

173

-ing forms and infinitives Grammar

■

eating out

9C

LANGUAGE

-ing forms and infinitives

-ing forms: • after some verbs: As soon as he finished eating, he asked for the check. • after prepositions: I’m not very good at remembering people’s names. • when a verb is the subject of the sentence: Drinking too much coffee is bad for you.

Infinitives: • after some verbs: We decided to leave a big tip as the service was excellent. • after adjectives: It’s nice to try something different when you eat out. • to give a reason: I searched online to find a place that sells leather bags.

Go to Grammar practice: -ing forms and infinitives, page 129

6

A

9.12 Pronunciation: -ing -ing is pronounced with an /ɪŋ/ sound (like sing), but in informal conversation, it is sometimes pronounced /ɪn/ (like bin). Listen to the sentences. When do you hear /ɪn/? 1 I’m not very good at doing the dishes. 4 I don’t mind driving if you’re too tired. 2 Making birthday cakes is great fun. 5 He’s interested in learning Arabic. 3 I’m not very interested in reading books. 6 Choosing a dessert is always difficult!

B

7

9.12 Listen again and repeat the sentences.

Choose the correct options to complete the text.

I’d heard about an interesting new café in town, so yesterday, a friend and I went there 1to try / trying it. It’s a really unusual place: the food and drink is free, but you pay for each minute you’re there. Lots of people enjoy 2to spend / spending time in a café, but not everyone can afford 3to buy / buying lots of food and drink, so this café is a nice alternative. Everyone has to make his or her own drinks and snacks and do the dishes, so it’s a bit like 4to be / being at home. We made ourselves some toast and coffee. 5To use / Using the coffee machine was a bit challenging, but we managed it in the end! At first, my friend found it hard 6to relax / relaxing completely as she was watching the clock and counting every minute, but the atmosphere was friendly, and 7to have / having the freedom to make our own drinks and snacks was great. We’re definitely going back, and my friend has promised 8to not / not to worry about the clock next time!

Go to Communication practice: Student A page 163, Student B page 171

8

A

Work in pairs. Complete the sentences with the correct form of the verbs in parentheses.

What kinds of restaurants do you like to? Why? (go) Is it easy a table at your favorite restaurant on the weekend? (reserve) Have you ever used an app takeout for delivery? What was it like? (order) Have you ever refused something in a restaurant? Why? What happened? (eat) in a restaurants as a chef or waiter is very hard. Do you agree? (work) Do you get excited about new dishes, or do you prefer ones you’ve had before? (try, eat) 7 Do you think it’s important about where the food we eat comes from? (think) 8 What’s the next special occasion in your life? What will you do it? (celebrate) 1 2 3 4 5 6

B

Personal Best

Write a paragraph about your favorite place to have lunch.

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Ask and answer the questions in 8A in pairs.

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LANGUAGE Grammar Read the Grammar box with sts about -ing forms and infinitives. Explain that different verbs are followed by different verb patterns and sts need to learn these. Some verbs are followed by an -ing form, e.g., like, finish, and others are followed by an infinitive, e.g., want, decide. Explain that we use an -ing form after prepositions; e.g., It’s a great place for meeting friends, but we use an infinitive after adjectives; e.g., It’s nice to meet friends there. Point out that we can use an -ing form as the subject of a sentence; e.g., Eating out is expensive, and we can use an infinitive to give reasons or to answer the question Why?; e.g., I went there to meet my friends. Ask questions to check concept. Concept check questions: Are all verbs followed by an infinitive? (No, some are followed by an -ing form.) Decide to eat out or decide eating out? (decide to eat out) Enjoy eating out or enjoy to eat out? (enjoy eating out) Which form do we use after prepositions? (-ing form) I’m good at cook or I’m good at cooking? Why? (good at cooking – It’s after a preposition.) Which form do we use after adjectives? (infinitive) I’m pleased to meet you or I’m pleased meeting you? Why? (pleased to meet you – It’s after an adjective.) Eat out is expensive or Eating out is expensive? Why? (Eating out – It’s the subject of the sentence.) I called to reserve a table or I called reserving a table? Why? (to reserve – It’s giving a reason.) Go to Grammar practice: -ing forms and infinitives, SB page 129/TB page 271. Sts will find more language reference, presentation, and practice for -ing forms and infinitives here. Do these exercises with the class, or assign them for homework, before continuing with exercise 6A of lesson 9C. Remind sts to go to the app for further self-study grammar practice of -ing forms and infinitives.

6 A

9.12 Read out the information about the different ways of pronouncing -ing forms. Allow sts time to read through the sentences, then play audio track 9.12. See the SB page opposite for audio script. Sts listen and note when -ing is pronounced /ɪn/. Play the audio track again, pausing to check answers. Explain to sts that although this is not a rule, and -ing can be pronounced either way, we are more likely to pronounce it /ɪŋ/ before a vowel sound.

Answers Sentences 1 and 3 9.12 Play audio track 9.12 again, pausing after each B sentence for sts to repeat. Encourage sts to pay attention to the pronunciation of the -ing forms. Sts could then discuss in pairs which of sentences 1, 2, 3 and 6 are true for them.

7

9C

Ask sts to read the text for general meaning first. Ask: What is unusual about this café? (You pay for the time you are there, not for the food or drink.) Ask: Do you think this is a good idea? What are the advantages of paying in this way? What are the disadvantages? Discuss the questions briefly as a class. Sts then read the text again and choose the correct options to complete it. Allow sts time to compare their answers in pairs. Then check answers with the class, referring back to the Grammar box if necessary to explain the answers. Answers 1 to try 2 spending 3 to buy 4 being

5 6 7 8

Using to relax having not to

Go to Communication practice Divide the class into Student A and Student B. All Student A sts should go to SB page 163. All Student B sts should go to SB page 171. Go to TB page 339 for the teacher notes. Do the activity. Then continue with exercise 8A of lesson 9C.

8 A

In pairs, sts read the questions and complete them with the correct verb forms. Check answers. Answers 1 going 2 to reserve 3 to order 4 to eat 5 Working 6 trying, to eat 7 to think 8 to celebrate

B Allow sts time to read the questions in 8A again and think about their answers. Sts then ask and answer the questions in pairs. Get feedback on their discussions. PERSONAL BEST Sts can further practice the language of eating out. They write a paragraph about their favorite place to have lunch. Sts can compare their paragraphs in small groups and see if they can agree which is the best place to have lunch. With weaker sts, write the following words and phrases on the board: enjoy, can’t afford, terrific, not happy with. Sts work in pairs and write four sentences about eating out using each of the words and phrases on the board, and an infinitive or -ing form. Ask some sts to read their sentences to the class.

175

91

SKILLS SKILLS

Learning Curve

SPEAKING

making and responding to suggestions

■

making a group decision

9D Why don’t you try the curry? 1

A

Look at the dictionary definition below. Then do the quiz.

foodie noun (informal) a person with a particular interest in different types of good food and who enjoys new food experiences as a hobby.

?

Are you a

1 When you eat out, you always want to discuss what you’re eating. YES

NO

2 You can identify the different ingredients in a new dish.

YES

NO

3 You always have an opinion about every dish that you order.

YES

NO

4 You always want to try a new restaurant to see what the chef does. YES

NO

5 You want to try all kinds of national and international cooking.

YES

NO

6 You care about the quality of the ingredients in what you eat.

YES

NO

B

2

In pairs, discuss your answers. Are you a foodie? 9.13 Watch or listen to the first part of Learning Curve. Check ( ) the things that are true about Jack.

1 He’s an assistant chef. 2 He’s “Employee of the month.”

3

3 He writes a blog about food. 4 He reviews restaurants for a magazine.

9.13 Complete Simon and Jack’s sentences with the words in the box. Watch or listen again and check.

suggest could would what honest about rather wondering

1

How 2

Simon

that one?

I6

To be 3 , I’d 4 have the aubergine (eggplant).

Conversation builder Making suggestions Should we …? Would you like to ...? I suggest you/we ... I was wondering if we could ... Why don’t you/we …? How/What about …? Have you thought about/of …?

4

So, 5 about the courgette (zucchini)?

you like to try some?

you try this chicken dish.

I was 7 8

if we have dessert now.

Jack

making and responding to suggestions Responding positively to suggestions Yes, let’s.

Responding negatively to suggestions Well, I’m not sure. I think I’d prefer …

Of course. That sounds great. Sure. Great idea!

To be honest, I’d rather .... I won’t, if that’s OK. Can’t we … instead?

A

Read the Conversation builder. In pairs, take turns reading sentences 1–5 and responding. 1 Should we go out for dinner tonight? 4 Can’t we get there a bit earlier, instead? How about eight thirty? 2 I was wondering if we could try the new Thai restaurant. 3 I suggest we get there at nine thirty. 5 Why don’t we ask some friends to join us?

B

In pairs, make your own suggestions about eating out together and respond.

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9D

9D Why don’t you try the curry? Learning Curve

Sts watch or listen to people making and responding to suggestions about food and making a group decision. They then practice making and responding to suggestions and making a group decision.

Speaking Sts watch a video or listen to a conversation in which people make and respond to suggestions and make a group decision.

Skill Making a group decision

WARMER Ask: Do you ever go out for a meal with friends or family members? Where do you go? What are your favorite restaurants? Elicit a few answers from individual sts, and then ask: How do you usually decide which restaurant to go to? Elicit a range of answers from individual sts.

1 A

Read out the dictionary definition of foodie and make sure sts understand it. Sts then do the quiz in pairs and write down their answers.

B Sts discuss in pairs whether they are a foodie or not. (“Yes” answers indicate that someone is a foodie.) See how many foodies there are in the class.

2

9.13 All the D lessons in this level which focus on speaking skills are accompanied by video (i.e., an episode of Learning Curve). In this lesson, Jack introduces his restaurant. Then Jack, Kate, and Simon review some dishes from a takeout restaurant. Allow sts time to read the sentences. Pre-teach the words garlic, peppers, and takeaway/takeout restaurant. Explain that aubergine (British English) = eggplant (American English), and courgette (British English) = zucchini (American English). Play video/audio track 9.13. See TB page 361 for video/ audio script. Sts watch or listen and tick the things that are true about Jack. Check answers.

Answers 3, 4

3

9.13 Sts complete the sentences with the correct words. Allow them time to compare their answers in pairs. Then play video/audio track 9.13 again. Sts watch or listen and check their answers. Check answers with the class, and check that sts understand all the sentences.

Answers 1 Shall 2 about 3 honest, rather 4 what 5 suggest 6 wondering, could

3 x PRACTICE

Conversation builder Making and responding to suggestions

SB page 82, exercise 3

1 Do the exercise as normal. To check answers, ask sts to

look at their answers and choose the one they are most confident about. Ask them to give these answers first and discuss any differences of opinion between them. Then check the remaining answers. 2 Sts cover the speech bubbles and look at the words in the box. In pairs, they try to remember the full sentence for each word in the box. They can look at the speech bubbles again to check. 3 Play video/audio track 9.13 again. Pause after each of the sentences in exercise 3 for sts to repeat. Encourage them to copy the pronunciation and intonation on the audio. Sts then work in pairs and use the speech bubbles to try to recreate that part of the conversation from the video/audio track. Play the video/audio track again for sts to check.

Conversation builder Read the Conversation builder box with sts about making and responding to suggestions. Point out the use of the -ing form after How/What about ...? and Have you thought about/of ...? Point out that we use the infinitive without to after I’d rather ... . Also point out that we only use Yes, let’s after suggestions with we; e.g., I suggest we order some water. Yes, let’s. Remind sts that when responding positively, they can use intonation to sound enthusiastic. Ask questions to check concept. Concept check questions: How about trying the salad? – What am I doing? (making a suggestion) Should we have a dessert?/Why don’t we have a dessert? – same meaning? (yes) What phrases can we use to say “yes” to a suggestion? (Yes, let’s./Of course./That sounds great./Sure./Great idea!) Can’t we have pizza instead? – Do I like the suggestion? (No, I’m responding negatively.) To be honest, I’d rather to have some French fries – correct? (no – I’d rather have some French fries.)

4 A

In pairs, sts take turns to read out the sentences and respond. During the feedback stage, say some of the sentences to individual sts and elicit some possible responses.

B Allow sts time individually to prepare some new suggestions about eating out together. You could brainstorm a few ideas with the class first. Sts then work in pairs to make and respond to the suggestions. Ask some pairs of sts to make and respond to some of their suggestions for the class. 177

making and responding to suggestions

5

■

making a group decision SPEAKING

SKILLS SKILLS

9D

9.14 Watch or listen to the second part of the show. Answer the questions. 1 Which two dishes do they rate? 2 Do they agree or disagree about their ratings?

6

9.14 Who says these sentences, Jack, Kate, or Simon? Watch or listen again and check.

What do you think of the courgette? I love it. Delicious. Only one star? Oh, come on, Simon. It's delicious. Simon? OK, then. Two stars! I agree, but I say two stars because I thought it was very dry. 7 We’ll have to agree to disagree! 1 2 3 4 5 6

Skill

making a group decision

When we want to make a group decision, we can: • invite others to give their opinions and give our own. • try to persuade others to change their minds, or be persuaded to change our own mind! • accept that not everyone might agree in the end.

7

Look at exercise 6 again. Put sentences 1–7 into the correct column in the chart. asking for and giving opinions

8

A

persuading others and changing your mind

agreeing or disagreeing

Order sentences a–f to make a conversation. OK, then! They have some good dishes. But some of the others are boring. Oh, come on! Their fish and seafood dishes are fantastic! What do you think about the food at the Western Hotel? I think we’ll have to agree to disagree! I think it’s a bit boring. I agree with Carl. I had some wonderful seafood there a couple of weeks ago.

a b c d e f

Ben Carl Alice Carl Ben Alice

B

9.15 Listen and check. Practice the conversation in groups of three.

Go to Communication practice: Student A page 163, Student B page 172

9

A PREPARE You are planning a special meal with some friends. In groups, think of suggestions for where to eat and what type of food to have. Use the ideas in the pictures or your own.

B

PRACTICE In your groups, practice the conversation. Make suggestions, respond, and make a group decision if possible.

C

PERSONAL BEST Identify one part of the conversation that you could improve and change it. Practice the conversation again. Do the other students in your group think it’s improved?

Personal Best

Make a list of three restaurants in your town or area. Give each one 1–5 stars and the reason for your opinion.

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SKILLS

5

9.14 Allow sts time to read the questions, and check they understand rate. Play video/audio track 9.14 for sts to watch or listen and answer the questions. See TB page 362 for video/audio script. Check answers with the class.

Answers 1 the zucchini (courgette) dish and the chicken curry 2 They disagree.

6

9.14 Sts read the sentences and work in pairs to decide who says each one. Play video/audio track 9.14 again for sts to watch or listen and check their answers.

Answers 1 Jack 2 Kate 3 Kate 4 Jack 5 Simon 6 Jack 7 Simon

Skill Read the Skill box with sts about making a group decision. Ask: Do you usually find it easy or difficult to make a group decision with your friends or family?

7

Sts look at the sentences in exercise 6 again and write them in the chart in the correct column. Allow sts time to compare their answers in pairs. Then check answers with the class. Answers Asking for and giving opinions: 1, 2, 4 Persuading other and changing your mind: 3, 5 Agreeing or disagreeing: 6, 7

8 A

Sts put the sentences in the correct order to make a conversation. They could work in pairs for this.

B

9.15 Play audio track 9.15. Sts listen and check their

answers. Sts then practice the conversation in groups of three. 9.15 Audio script

A = Alice, B = Ben, C = Carl A: What do you think about the food at the Western Hotel? B: I think it’s a bit boring. C: Oh, come on! Their fish and seafood dishes are fantastic! A: I agree with Carl. I had some wonderful seafood there a couple of weeks ago. B: OK, then! They have some good dishes. But some of the others are boring. C: I think we’ll have to agree to disagree!

9

9D

Sts follow the steps to have a conversation about planning a special meal with friends.

A

PREPARE Put sts into groups. Allow them time to look at the pictures and plan their ideas about where and what to eat. Before they work in their groups, you could focus on each picture in turn and brainstorm some useful vocabulary, e.g., picnic, country, barbecue, grill, outdoors.

B PRACTICE In their groups, sts prepare and have a conversation in which they make suggestions about where and what to eat, and try to reach a decision. Encourage them to discuss several different suggestions before they make a final decision. Encourage them to use a range of phrases from the Conversation builder box and the ideas in the Skill box. C

PERSONAL BEST Sts discuss in their groups which part of their conversation they could improve. They then practice again and discuss whether they managed to improve it. Ask some groups to perform their conversation for the class.

PERSONAL BEST Sts can further practice talking about food. As a class, make a list of three restaurants in sts’ area and ask sts to rate each one from one to five, explaining their opinion. Sts could then share their opinions in small groups. Ask groups in turn to tell the class which restaurant they disagreed about the most and why. Weaker sts could work in pairs and make a list of good and bad features of a restaurant, e.g., good value for the price, helpful waiters, delicious food, too expensive, slow service, greasy food. Bring their ideas together on the board.

EXTRA PRACTICE Sts work in their groups from exercise 9. They repeat their conversation from this exercise while one student videos them on his/her phone. Sts can swap roles and practice again. Watching themselves on video will help sts to evaluate how well they can make and respond to suggestions and make a group decision.

Answers 1 c 2 e 3 b 4 f 5 a 6 d

Go to Communication practice Divide the class into Student A and Student B. All Student A sts should go to SB page 163. All Student B sts should go to SB page 172. Go to TB page 339 for the teacher notes. Do the activity. Then continue with exercise 9 of lesson 9D.

179

UNIT

10

Right and wrong LANGUAGE

reported speech

■

crime

10A Smooth criminals? 1 1

A

Read the four headlines. Which are about a crime? Which are about a punishment?

Thief sent to prison for five years 2

$10,000 stolen in bank robbery

3

Sixth burglary this week on Elm St. B

4

Man gets huge fine for driving too fast

Match the words in bold in 1A with definitions a–d. c a place where criminals are sent d entering a home and stealing

a money you pay as punishment b stealing from a store or a bank

Go to Vocabulary practice: crime, page 152

2

Ask and answer the questions in pairs. 1 Is there a lot of crime where you live?

3

2 What crime stories have been in the news recently?

Look at the picture in the text. What is on the men’s faces? Read the text and check your answers.

Men attempt burglary with

“worst disguise ever”

Two men have been arrested in Carroll, Iowa and charged with attempted burglary. Matthew McNelly, 23, and Joey Miller, 20, were caught after neighbors called 911 and said that two men were trying to break into an apartment. When police officers arrived at the apartment building, they asked witnesses what the men looked like. They said the men were wearing masks and black sweatshirts, and another witness told police they had driven away in a white car. But when police spotted the white car shortly after and stopped it, they were amazed by what they saw. Instead of wearing real masks, the two burglars had drawn masks and beards on their faces with permanent black marker pen to hide their identities. One witness told reporters it was the worst disguise ever. It seems that, ironically, the “masks” were inspired by fictional crime-fighting superhero, Batman. A legal expert said the pair would appear in court in a few weeks with their lawyers, and they would be charged with attempted burglary. Reporters asked the lawyers if they could comment on the case, but they did not respond.

4

A

Who said these things? Write W (witness/es), P (police), R (reporters) or LE (legal expert). 1 “What do the men look like?” 4 “The pair will appear in court.” 2 “The men are wearing masks.” 5 “Can you comment?” 3 “They drove away.”

B

How are the sentences in 4A reported? Complete 1–5 below. Check your answers in the text.

1 2 3 4 5

They witnesses the men looked like. They the men were wearing masks. Another witness police they had driven away. A legal expert the pair would appear in court. Reporters the lawyers they could comment.

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UNIT

UNIT

Right and wrong 10 UNIT 10 OVERVIEW: The topic for this unit is crime and honesty. Sts read a report about two incompetent burglars. In Learning Curve, Kate and Simon discuss who to call in an emergency, and they talk to some emergency service workers. Sts then read about a teenager who was rewarded for his honesty. They also discuss what they would do in some hypothetical situations. In the writing lesson, sts read a for-and-against essay about the morality of using a false name, and they write their own for-and-against essay. LANGUAGE

SKILLS

Grammar Reported speech; second conditional, would, could, and might

Vocabulary Crime; word formation: making nouns from verbs

Pronunciation Sentence stress; conditionals

Listening Listening in detail; final /t/ and /d/ sounds

Writing Writing a for-and-against essay; useful phrases for topic sentences

LANGUAGE

10A Smooth criminals?

10A

Sts read a report about two incompetent burglars. They study reported speech. Then they practice reporting things that their classmates tell them. Grammar Reported speech

Vocabulary Crime: arrest, break into, burglar, burglary, burglarize, court, fine, law, mug, mugger, mugging, murder (n), murder (v), murderer, prison, rob, robber, robbery, steal, suspect (n), theft, thief, victim, witness

WARMER Read out the title of the unit Right and wrong. Explain that this unit is all about crime. Ask: Do you enjoy watching TV crime dramas? Why do you think people are so interested in crime?

1 A

Make sure sts understand punishment. Sts read the headlines and decide which are about a crime and which are about a punishment. Check answers. Answers 1 punishment 2 crime 3 crime 4 punishment

B

Sts match the bold words with the definitions. Answers a fine b robbery c prison d burglary

Go to Vocabulary practice: crime, SB page 152/TB page 317. Sts will find more language presentation and practice for crime vocabulary here. Do these exercises with the class, or assign them for homework, before continuing with exercise 2 of lesson 10A. Remind sts to go to the app for further self-study practice of crime vocabulary.

2

Sts discuss the questions in pairs. Get feedback on their discussions.

3

Sts discuss the question in pairs. Then they read the text to check their ideas. Check the answer.

Pronunciation Sentence stress

Communication Reporting what other people say

Answer black marker pen “Batman masks” and beards

3 x PRACTICE

SB page 84, exercise 3

1 Do the exercise as normal. Ask questions to elicit the

correct answer; e.g., Are they wearing masks? What are they made of? How did they put the masks on? 2 In pairs, sts cover the text and try to remember as many details about the burglary as they can. They can look at the text again to check. 3 Tell sts they are going to practice telling the story. Put sts into pairs and assign a paragraph from the text to each pair. Pairs read their paragraph again and write down a maximum of four words for each line of text. Sts then close their books. Ask a pair to start the story off with the first paragraph. Other pairs can help out if sts get stuck. Repeat the process with the remaining paragraphs.

4 A

Sts read each item and decide who said it. Check answers. Answers 1 P 2 W 3 W 4 LE 5 R

B Read out the first fill-in sentence and refer sts back to the text to complete it. Sts then complete the remaining sentences, checking their answers in the text. Answers 1 asked, what 2 said 3 told 4 said 5 asked, if 181

reported speech

5

■

crime

LANGUAGE

10A

Look at the sentences in exercises 4A and 4B and answer the questions. Then read the Grammar box. 1 How do the tenses and forms change from direct speech (4A) to reported speech (4B)? 1 simple present → 4 future with will → 2 present continuous → 5 can → 3 simple past → 2 Look again at exercise 4A. Which sentence is a yes/no question? Which is a wh- question? How do we report these two types of questions?

Grammar

reported speech

Direct statements: “I’m feeling tired.” “I can’t swim.” “It won’t rain.”

→ → →

Direct questions: “Do you like sushi?” → “Where did you go?” →

Reported statements: She said (that) she was feeling tired. Sam told us (that) he couldn’t swim. He said (that) it wouldn’t rain. Reported questions: She asked me if I liked sushi. He asked me where I had gone.

Look! In reported questions, we don't use a question form: She asked me if I liked sushi. NOT She asked me if did I like

Go to Grammar practice: reported speech, page 130

6

A

10.5 Pronunciation: sentence stress Listen to the sentences. Do we stress if and that? Do we stress wh- words? 1 They asked if I could help. 4 I asked her why she’d left. 2 She asked if it would snow. 5 He asked me when I’d come. 3 She told me that she’d passed! 6 I asked her where you’d gone.

B

7

A

10.5 Listen again and repeat.

Who said these sentences and questions? Match 1–8 with the people in the box. salesclerk weather forecaster boss teacher dentist neighbor criminal police officer

1 2 3 4 5 6 7 8

B

“You’ll have to work on the weekend.” “I didn’t do it!” “This won’t hurt at all.” “Why haven’t you done the homework?” “Where were you at 9 p.m. on Friday?” “Do you want to pay by credit card?” “Can you turn the music down?” “There may be storms this weekend.” Change 1–8 in 7A into reported speech. My boss told me …

Go to Communication practice: Student A page 163, Student B page 172

8

A

In pairs, ask and answer four of the questions. 1 What’s your favorite English word? 2 Which ad on TV do you hate? Why do you hate this ad? 3 Are you going to go out on Friday night?

B

4 5 6 7

Have you ever paid a fine? What did you do last night? Can you touch your toes? Will you move in the next two years?

In different pairs, discuss which questions you were asked and what you replied.

He asked me what my favorite English word was. I told him it was “enough.”

Personal Best

Write four things your teacher has said in class today using reported speech.

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LANGUAGE

5

Sts look at the sentences in exercises 4A and B again and answer the questions. Check answers.

7 A

Sts read the sentences and decide which person said each one. Check answers.

Answers 1 1 simple past 2 past continuous 3 past perfect 4 would 5 could 2 5 = yes/no question 1 = wh- question yes/no question: asked + if + subject + verb wh- question: asked + wh- question + subject + verb

Grammar Read the Grammar box with sts about reported speech. Elicit that in reported speech verbs move one tense back into the past. Elicit or explain that in reported questions, we use the same word order as in statements; e.g., He asked me where I lived NOT He asked me where did I live. Point out that in yes/ no reported questions, we use if; e.g., She asked me if I was OK NOT She asked me was I OK. Point out that in reported speech we also have to change pronouns; e.g., “I saw the burglars.” She said that she had seen the burglars. Point out also that we use say + that, but tell someone + that; e.g., He said that there were two burglars./He told me that there were two burglars. NOT He said me that there were two burglars./He told that there were two burglars. Ask questions to check concept. Concept check questions: What happens to verbs in reported speech? (They move one tense back into the past.) I can speak English – what did I say? (You said you could speak English.) They won’t get away – what did I say? (You said they wouldn’t get away.) He said me that he was tired – correct? (no – He said that he was tired./He told me that he was tired.) Do we use question forms or statement forms in reported questions? (statement forms) She asked me where were the criminals – correct? (no – She asked me where the criminals were.) He asked me what had they stolen – correct? (no – He asked me what they had stolen.) What word do we add in reported yes/no questions? (if) He asked me was I scared – correct? (no – He asked me if I was scared.) Go to Grammar practice: reported speech, SB page 130/ TB page 273. Sts will find more language reference, presentation, and practice for reported speech here. Do these exercises with the class, or assign them for homework, before continuing with exercise 6A of lesson 10A. Remind sts to go to the app for further self-study grammar practice of reported speech.

6 A

10.5 Allow sts time to read through the sentences. Play audio track 10.5. See the SB page opposite for audio script. Sts listen and decide if the words are stressed. Elicit the answers.

10A

Answers 1 boss 2 criminal 3 dentist 4 teacher 5 police officer 6 salesclerk 7 neighbor 8 weather forecaster

B Read out the first sentence and elicit the reported speech. Sts then change the remaining sentences and questions into reported speech. Allow them time to compare their answers in pairs. Then check answers with the class, referring back to the Grammar box if necessary. Answers 1 My boss told me (that) I would have to work on the weekend. 2 The criminal said (that) he/she hadn’t done it. 3 The dentist said (that) it wouldn’t hurt at all. 4 The teacher asked (me) why I hadn’t done the homework. 5 The police officer asked me where I had been at 9 p.m. on Friday. 6 The salesclerk asked (me) if I wanted to pay by credit card. 7 The neighbor asked (me/us) if I/we could turn the music down. 8 The weather forecaster said (that) there might be storms this weekend.

Go to Communication practice Divide the class into Student A and Student B. All Student A sts should go to SB page 163. All Student B sts should go to SB page 172. Go to TB page 339 for the teacher notes. Do the activity. Then continue with exercise 8A of lesson 10A.

8 A

Allow sts time to read through the questions. Sts then work in pairs to ask and answer four of them.

B Read out the example answer. Sts then work with a new partner to say which questions their partner asked them, and how they answered. With weaker classes, you could brainstorm how to report the questions as a class first. Then sts could work in pairs to report the questions and answers. PERSONAL BEST Sts can further practice using reported speech. They write four things you have said today, using reported speech. Remind them to use both say and tell. Ask some sts to read their sentences to the class. With weaker sts, say two simple statements and two simple questions, or write them on the board; e.g., You can work in pairs. Why are you laughing? Sts work in pairs to report the things you have said. Ask some sts to read their sentences to the class.

Answers We do not stress if and that, but we do stress wh- words.

B

10.5 Play audio track 10.5 again, pausing for sts to

repeat.

183

10

Learning Curve

SKILLS

LISTENING

listening in detail

■

final /t/ and /d/ sounds

■

making nouns from verbs

10B Emergency! 1

Discuss the questions below in pairs. 1 2 3 4

2

What different kinds of emergency services are there? How do you contact the different emergency services in your country? Do you know any emergency service numbers in other countries? The police are there to protect, inform, and educate. Do you agree with this statement?

Complete the rewritten statement from exercise 1. The police are there to provide

,

, and

.

Go to Vocabulary practice: making nouns from verbs, page 149

3

10.7 Watch or listen to the first part of Learning Curve and answer the questions. 1 Which two countries are mentioned? 2 What are the emergency phone numbers in these countries?

Skill

3 What nationality is Liz Francis? 4 Where did she go on vacation?

listening in detail

It’s often important to understand detailed information at a phrase and sentence level, and understand how the details relate to each other. • Read the questions and answer options carefully. • Identify the key words in the questions and answer options. • When listening, focus on the whole message, and not on individual words and phrases. • Don’t choose an option based on hearing one word or phrase that appears in that option.

4

10.7 Read the Skill box and underline the key words in the questions and answer options below. A Watch or listen again and choose the correct options to answer the questions. 1 What was the emergency situation? 2 Who did Liz call? a Liz needed an ambulance as she’d injured her foot. a emergency services in the U.S. b Liz needed help to escape a dangerous situation. b emergency services in the UK c Liz saw someone fall off a cliff into the ocean. c the police in the UK

B

5

Discuss your answers in pairs. Can you explain why the incorrect options are wrong?

What advice do you think Liz gives to tourists after her experience?

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SKILLS

10B

10B Emergency! Learning Curve

Sts learn about making nouns from verbs, and they then listen to people talking about emergencies and emergency service workers. They then discuss their experience with emergencies and the qualities needed to be an emergency service worker.

Listening Sts watch a video or listen to a recording about emergencies and emergency service workers.

Skill Listening in detail

Listening builder Final /t/ and /d/ sounds

Vocabulary Making nouns from verbs: confusion, decision; achievement, argument, disappointment, government; education, imagination, information, organization; connection, protection

WARMER

Skill

Say: I’m walking in the country with some friends. One friend falls and breaks their leg. What do I do? Elicit the idea of calling an ambulance. Teach the word emergency. Elicit some other examples of emergencies when you need to call for help, e.g., a car accident, an accident in the home, a crime.

Read the Skill box with sts about listening in detail. Elicit or explain that details may be things like numbers, dates, names, or specific facts.

1

Sts discuss the questions in pairs. Make sure they know the words police, firefighter, coastguard, and ambulance. Draw sts' attention to the pictures, which will help them with question 1. Discuss sts’ answers as a class.

2

Point out that the rewritten statement matches sentence 4 in exercise 1. Focus on the fill-in statement and ask: Are the missing words nouns, verbs, or adjectives? Elicit that they are nouns, and point out that they will need to be nouns related to the verbs in sentence 4 so that the meaning stays the same. Sts complete the sentence with the correct words. Check answers, writing the nouns on the board for sts to check the spelling.

4 A

10.7 Sts read the questions and answer options and underline the key words. Discuss these with the class. Play video/audio track 10.7 again. Sts watch or listen and choose the correct options. Don’t confirm answers yet.

Answers Key words: 1 emergency, situation a ambulance, injured, foot b help, escape, dangerous c fall, cliff, ocean 2 Liz, call a emergency services, U.S. b emergency services, UK c police, UK 1 b 2 a

Answers protection, information, education

B Sts discuss their answers in pairs and try to explain why the other options are not correct. Discuss the answers with the class. Elicit that certain words or ideas from the other options are mentioned in the audio, but the exact meaning of those other options is not expressed; e.g., the audio says that Liz had injured her foot, but it doesn’t say she needed an ambulance. Play video/audio track 10.7 again, pausing for sts to hear how words from the other options are mentioned, but the options themselves are not correct.

Go to Vocabulary practice: making nouns from verbs, SB page 149/TB page 311. Sts will find more language presentation and practice for making nouns from verbs here. Do these exercises with the class, or assign them for homework, before continuing with exercise 3 of lesson 10B. Remind sts to go to the app for further self-study vocabulary practice in making nouns from verbs.

3

Suggested answers 1 a Liz had injured her foot, but she didn’t need an

10.7 All the B lessons in this level which focus on

listening skills are accompanied by video (i.e., an episode of Learning Curve). In this lesson, Kate and Simon discuss who to call in an emergency, and they talk to some emergency service workers. Allow sts time to read the questions. Play video/audio track 10.7. See TB page 362 for video/audio script. Sts watch or listen and answer the questions. Check answers. Answers 1 the U.S. and the UK 2 In the U.S., the emergency number is 911. In the UK, it is 999 or 112. 3 American 4 She went to the UK.

ambulance. c She needed to climb up the cliff. The audio doesn’t mention anyone falling off a cliff. 2 b She didn’t know who to call for help in the UK. c The emergency services in the U.S. called the police in the UK.

5

Sts discuss the question in pairs. Discuss the answer as a class. Answer Sts’ own answers, but Liz probably advises tourists to learn the emergency number of the country they are visiting.

185

listening in detail

6 Renaldo

■

final /t/ and /d/ sounds

■

making nouns from verbs LISTENING

10B

10.8 Watch or listen to the second part of the show. Which emergency service does each person talk about?

Ming

7

SKILLS

Lana

Fred

10.8 Watch or listen again and choose the correct options to complete the sentences. 1 Renaldo, a police officer from New York, worked a with a patrol officer who retired last year. b with a police dog who helped him arrest criminals. c as a police dog trainer with the K-9 unit. 2 Ming, a restaurant owner in London, a heard a smoke alarm and called 999. b called 999 when she saw a fire in her restaurant. c watched firefighters put out a fire in her restaurant. 3 The bicyclist that Lana talks about a hit another man who was crossing the street. b was riding his bike in a dangerous way. c was hit by a car. 4 Fred’s bike was stolen and a he called the police to report the theft right away. b the police caught the thief thanks to witnesses. c Kate might know who the thief is.

8

Have you heard any unusual stories about emergency services? Tell your partner.

Listening builder

final /t/ and /d/ sounds

English speakers don’t pronounce the /t/ and /d/ sound fully at the end of a word when the next word begins with a consonant. If the next word begins with a vowel sound, the sounds are linked. And is often pronounced without the /d/ sound, even when the next word begins with a vowel sound. We’re talking abou(t) the emergency services.

He call(ed) the police an(d) ask(ed) them to help.

What abou(t) you? Have you heard any unusual stories about emergency services?

9

10.9 Read the Listening builder. Listen and complete the sentences. 1 In the U.S., when we see a fire, want we call 911. 2 An emergency services dispatcher quickly 3 I as a patrol officer. 4 He and 5 I say something

10

crime, or

medical help,

police in the UK. I was on the many burglars, thieves, emergency workers in London.

foot. criminals.

In pairs, discuss the questions. 1 Have you ever called or received help from an emergency service? What happened? 2 What characteristics do people need to work in the different emergency services?

Personal Best

Would you like to work for an emergency service? Write five sentences explaining why/why not.

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6

10.8 Read out the question. Then play video/audio track 10.8. See TB page 362 for video/audio script. Sts watch or listen and write down the emergency service that each person talks about. Check answers.

9

10B

10.9 Sts read the fill-in sentences. Play audio track 10.9. See the SB page opposite for audio script. Sts listen and complete the sentences with the correct words. Check answers, playing the audio track again and pausing it so that sts can hear the answers.

Answers Answers 1 to report a, need urgent 2 called the 3 spent some time, that means, street on 4 helped me find, arrest, and other 5 just want to, about the

Renaldo – police Ming – firefighters Lana – ambulance Fred – police

7

10.8 Remind sts of the tips in the Skill box for listening in detail. Allow sts time to read the questions and answer options and underline the key words. Play video/audio track 10.8 again. Sts watch or listen and choose the correct options to complete the sentences. Check answers. Play the video/audio track again, pausing it as soon as the correct answer has been given so that sts can hear the correct answers.

Answers 1 b 2 c 3 b 4 c

8

Sts discuss the question in pairs. Ask sts who have interesting stories to tell the class.

Listening builder Read the Listening builder box with sts about final /t/ and /d/ sounds. Point out that it is important to be aware of this because a lot of simple past forms end in a /t/ or /d/ sound, and this may not be pronounced if the following sound is a consonant; e.g., We called the emergency services would sound very similar to We call the emergency services. Point out that /t/ and /d/ sounds are pronounced if the following sound is a vowel, but the sound may be linked to the following vowel; e.g., heard a noise could sound like her-da-noise. Tell sts they need to use the context to help them understand exactly what someone is saying. Ask questions to check concept. Concept check questions: When do English speakers sometimes not pronounce /t/ and /d/ sounds? (at the end of a word, if the next word begins with a consonant) What happens if the following sound is a vowel? (The /t/ or /d/ sound is linked to the vowel.) Why is this important for understanding tenses? (because a lot of simple past verbs end in a /t/ or /d/ sound, and this may not always be pronounced)

10

Sts discuss the questions in pairs. Get feedback on their discussions. Ask: Do you know anyone who works in emergency services? What is their job? Do they enjoy it?

PERSONAL BEST Sts can practice writing about emergency services. They write five sentences explaining why they would or wouldn’t like to work in emergency services. Get feedback. Weaker sts can work in pairs. They choose one of the emergency services and think about the advantages and disadvantages of working for them. Bring their ideas together into a class discussion. Then ask: Would you like to work in emergency services? Why?/Why not? Elicit a range of answers.

EXTRA PRACTICE Sts work in groups of three. They take turns to use their phones to video their classmates discussing the questions in exercise 10. They can swap roles and practice again. Allow sts time to watch the videos of themselves. Watching themselves on video will help sts to evaluate how naturally and fluently they can speak.

187

10

second conditional, would, could, and might

LANGUAGE

10C Do the right thing 1

In pairs, discuss the questions. 1 Have you ever lost something on the street? Did you get it back? How? 2 Have you ever found something that someone else had lost? What did you do?

2

Read the text and choose the best option to complete the title. a keeps it

b gives it back

c sells it online

Teenager finds movie star’s wallet and What would you do if you found a wallet that belonged to a famous Hollywood actor? Would you keep it, try to sell it on eBay, or return it to the owner? This was the choice 17-year-old Tristin Budzyn-Barker had when he found a wallet in a Los Angeles restaurant. To his surprise, when he looked inside, he realized it belonged to Australian actor Chris Hemsworth, who played Thor in the Avengers movies. The address of Hemsworth’s agent was in the wallet, so Tristin was able to return it, along with all the contents of the wallet. When the actor got the wallet back, he had expected to find it empty, so he was amazed that the money was still in it. He invited Tristin to appear with him on a popular U.S. talk show, where Hemsworth thanked him publicly by giving him a reward – all the money in the wallet. The talk show host, Ellen DeGeneres, made Tristin’s day even better by giving him another $10,000 reward.

3 4

10.10 Listen to two friends talking about the story. Do they agree that Tristin did the right thing? 10.10 Choose the correct options to complete the sentences. Listen again and check your answers. 1 2 3 4 5 6 7

5

What would / do you do if you would find / found someone’s wallet? I’ll / I’d do the right thing. I’ll / I’d definitely give it back. What about you? If I found / I’d find a famous person’s wallet, I kept / I’d keep it and maybe sell it online. If you keep / kept the wallet, it would be / was theft! If you will give / gave it back, the owner will / might give you a reward. What about if you don’t / didn’t know who it belonged to? Would / Will you keep it then? I’d take / I took it to the police station. It might / would belong to someone who really needed the money.

Look at the sentences in exercise 4 and answer the questions. Then read the Grammar box. 1 Are the sentences about real or hypothetical situations and their consequences? 2 Do they refer to present and future situations, or past situations? 3 Which form do we use in the if-clause? Which form do we use in the main clause?

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LANGUAGE

10C

10C Do the right thing Sts read about a teenager who had to make a moral choice and received a reward for choosing to do the right thing. They then listen to a conversation about the story. Sts study the second conditional and discuss what they would do in a range of hypothetical situations. Grammar Second conditional, would, could, and might

Pronunciation Conditionals

WARMER

Communication Talking about hypothetical situations

4

Ask: Are you honest all the time? Elicit a few answers and discuss as a class situations in which people might not be completely honest; e.g., if they receive too much change in a store, if something has the wrong price tag on it, if they want to watch a movie online or download some music. Ask: On a scale of 1-10, with 10 being completely honest, how honest do you think you are? Ask sts to give themselves a score. Sts can compare their scores in groups and explain their answers. Get feedback on their discussions.

1

Sts discuss the questions in pairs. Get feedback on their discussions.

2

Sts read the text and choose the correct option to complete the title. Check the answer and ask: Are you surprised by this story? What do you find surprising? Answer b

3

10.10 Read out the question, and then play audio

track 10.10. Sts listen and answer the question. Check the answer with the class. Ask: Which person do you agree with? Why? 10.10 Audio script

P = Pete, A = Ana P: So what would you do if you found someone’s wallet? A: I’d do the right thing. I’d definitely give it back. What about you? P: Hmm … If I found a famous person’s wallet, I’d keep it and maybe sell it online. A: Really! Why? P: Well, because famous people have loads of money! I don’t! A: But if you kept the wallet, it would be theft! P: No, I’m sorry. I don’t agree. Taking something that someone has lost or forgotten isn’t theft. P: But if you gave it back, the owner might give you a reward. OK, well, what about if you didn’t know who it belonged to. Would you keep it then? P: Hmm, no, in that case, I’d take it to the police station. It might belong to someone who really needed the money. A: Well, it’s good to hear you aren’t totally dishonest, then … Answer

10.10 Sts read the sentences and choose the correct options to complete them. Allow sts time to compare their answers in pairs. Then play audio track 10.10 again for them to check their answers. Check answers with the class.

Answers 1 would, found 2 I’d, I’d 3 I found, I’d keep 4 kept, would be 5 gave, might 6 didn’t, Would 7 I’d take, might

3 x PRACTICE

SB page 88, exercise 4

1 Do the exercise as normal. To check answers, read

out each sentence in turn, sometimes with the correct answer, sometimes with the incorrect one. Ask: Correct or incorrect? Elicit some answers. Then play the sentence on audio track 10.10 for the class to check. 2 Books closed. Write prompts for each sentence on the board, e.g., you/do/find/someone’s wallet? In pairs, sts try to remember the full sentences. They can check their answers in their books. 3 In pairs, sts look at the sentences and decide who says each one, Pete or Ana. Play audio track 10.10 again for sts to check. In their pairs, sts each take the role of either Pete or Ana, and make notes to help them remember their sentences. Sts then practice the conversation in pairs, using their notes as prompts. Play the audio track again at the end for sts to listen and see how well they remembered their sentences.

5

Read through the questions with the class and make sure sts understand hypothetical and consequences. Sts look at the sentences in exercise 4 again and answer the questions. They could work in pairs for this. Check answers. Answers 1 hypothetical situations and their consequences 2 present and future situations 3 if-clause: simple past, main clause: would (or might) + infinitive

No, they don’t agree. Ana thinks that Tristin did the right thing, but Pete would have sold the wallet online.

189

second conditional, would, could, and might Grammar

LANGUAGE

10C

second conditional, would, could, and might

Unlikely or impossible situations and their consequences: If I won the lottery, I wouldn’t work. I’d drive to work if I had a car. What would you do if someone stole your phone? If a stranger invited you to a party, would you go?

Look! We can use could or might instead of would: If they lived in the country, they might be less stressed.

Go to Grammar practice: second conditional, would, could, and might, page 131

6

10.12 Complete the sentences with the correct A forms of the verbs in parentheses. Listen to Ana and Pete continue their conversation and check your answers. 1 If a salesclerk in a small store you too much change, what ? (give, do) 2 If he me too much change, I him. (give, tell) 3 the salesclerk in a supermarket if he or she you too much change? (tell, give) 4 If a salesclerk me too much change in a supermarket, I it. (give, might keep) 5 What if your bank $1,500 into your account by mistake? (do, put) 6 I them. They the mistake sooner or later. (tell, discover)

B

7

What would you do in the situations in 6A? Discuss in pairs.

10.13 Pronunciation: conditionals Listen to the two sentences. Notice the difference between the first conditional and the second conditional sentences. 1 If I need some help, I’ll ask you.

8

2 If I needed some help, I’d ask you.

10.14 Listen to the sentences. Are they first or second conditional? Choose the sentence A that you hear. 1 2 3 4

a a a a

I’ll come if I have time. If he has some money, he’ll come. If you fall, I’ll catch you. She’ll help if she has time.

b b b b

I’d come if I had time. If he had some money, he’d come. If you fell, I’d catch you. She’d help if she had time.

B

In pairs, take turns saying one of the sentences in 8A. Your partner will identify which sentence it is.

Go to Communication practice: Student A page 164, Student B page 172

9

A Use first or second conditional forms to complete the sentences. More than one answer may be possible. 1 What’s the first thing you 3 What

if you

4 If you

your favorite movie star, what

5 If you

live in any city in the world, where

6 If you

a lot of money left at the end of this month, what

7 If you

give your 16-year-old self some advice, what

B

if you

? (can, choose)

free time this weekend? (do, have) him/her? (meet, ask) ? (can, live) ? (have, could do) ? (can, say)

some help to write a job application? (ask, need)

In pairs, ask and answer the questions in 9A.

Write three sentences about how your life could be better.

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the lottery? (might buy, win)

do any job, which job

8 Who

Personal Best

if you

2 If you

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LANGUAGE Grammar Read the Grammar box with sts about the second conditional with would, could, and might. Elicit that we use the second conditional to talk about unlikely or impossible situations and their consequences. Elicit or point out that we use would in the main clause; e.g., I would go to the police. Point out that we use the simple past, NOT would, in the if clause; e.g., If I saw a burglary, ... NOT If I would see a burglary... . Point out that either clause can come first in the sentence; e.g., If I found some money, I’d go to the police./I’d go to the police if I found some money. Point out that if the if clause comes first, we use a comma between the two clauses. Point out that we can also use might or could instead of would, to suggest a possible course of action, not a definite one; e.g., If I found some money, I might go to the police (= I wouldn’t definitely do this). Ask questions to check concept. Concept check questions: Do we use the second conditional to talk about very unlikely or possible situations? (very unlikely) How many clauses are there in second conditional sentences? (two) Which verb form do we use in the if clause? (the simple past) Which verb form do we use in the main clause? (would) If I would win one million dollars, I would travel all over the world – correct? (no – if I won one million dollars) Which other verbs can we use instead of “would”? (might and could) Go to Grammar practice: second conditional, would, could, and might, SB page 131/TB page 275. Sts will find more language reference, presentation, and practice for the second conditional here. Do these exercises with the class, or assign them for homework, before continuing with exercise 6A of lesson 10C. Remind sts to go to the app for further self-study grammar practice of the second conditional.

6 A

10.12 Sts read the sentences and complete them with the correct verb forms. Allow sts time to compare their answers in pairs. Then play audio track 10.12. See TB page 363 for audio script. Sts listen and check their answers. Check answers with the class, referring back to the Grammar box if necessary to explain the answers.

Answers 1 gave, would you do 2 gave, ’d tell 3 Would you tell, gave

4 gave, might keep 5 would you do, put 6 ’d tell, would discover

B Allow sts time to read the situations in 6A again and think about what they would do. Sts then discuss their ideas in pairs. Get feedback on their discussions.

7

10.13 Allow sts time to read through the sentences.

If necessary, remind sts that we use the first conditional to talk about likely situations in the future. You could discuss the difference in meaning between the two sentences to check comprehension. Then play audio track 10.13. See the SB page opposite for audio script. Sts listen and notice the difference in pronunciation between the two conditionals. Point out that the difference in

10C

pronunciation is quite slight, so sts need to listen carefully to identitfy the correct meaning.

8 A

10.14 Read out the task, and allow sts time to read through the sentences. Play audio track 10.14. Sts listen and choose the sentences they hear. Play the audio track again, pausing to check the answers. 10.14 Audio script

1 2 3 4

I’d come if I had time. If he has some money, he’ll come. If you fall, I’ll catch you. She’d help if she had time.

Answers 1 b 2 a 3 a 4 b

B Sts work in pairs and take turns saying one of the sentences in 8A. Their partner listens and decides which sentence it is. Get feedback from sts on how easy or difficult they found this task. Go to Communication practice Divide the class into Student A and Student B. All Student A sts should go to SB page 164. All Student B sts should go to SB page 172. Go to TB page 341 for the teacher notes. Do the activity. Then continue with exercise 9A of lesson 10C.

9 A

Read out the first fill-in question and elicit the appropriate verb forms to complete it. Allow sts time to complete the remaining questions according to whether they represent likely/possible events (first conditional) or very unlikely events (second conditional). Check answers with the class. Possible answers 1 might buy, won 2 could, would you choose 3 will you do, have 4 met, would you ask 5 could, would you live 6 had, could you do 7 could, would you say 8 will you ask, need

B Sts ask and answer the questions in pairs. Monitor while they are working, and note any errors with the conditional forms to correct in a feedback session at the end. Ask some sts to tell the class about one of their partner’s answers. PERSONAL BEST Sts can further practice using the second conditional. They write three sentences about how their life could be better. Sts can compare their sentences in pairs. Ask some sts to read their sentences to the class. Weaker sts could write three things they would and wouldn’t do if they won the lottery. They can compare their ideas in pairs. Ask some pairs which of their ideas were similar.

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2 10

SKILLS

WRITING

writing a for-and-against essay

■

useful phrases for topic sentences

10D For and against 1

A

Look at pictures a–d. Which are the worst things to do? Number them 1–4 (1 = the worst).

a cheating on an exam

b traveling without a ticket

c using a false name online

d taking a sick day when you’re not sick

B

Look at the pictures again. Do you know anyone who has done any of these things? Did he/she get caught?

2

Read the first paragraph of the essay quickly. What do you think the full title of the essay is? In pairs, discuss your answers.

Everyone should

. Discuss.

Alban Duval A lot of people use different names on the Internet, and as a result, it is difficult to know if information online is reliable. Many social media or review websites, such as Facebook, make people use their real names so everyone can trust the information they read. However, there are some situations when people need to be anonymous. On the one hand, if everyone used his or her real name online, the Internet might be a more reliable and pleasant place. Using a false name online allows people to be dishonest or mean. A lot of people who insult and attack other people on the Internet would never do it under their real names or in real life. Other people use a different name to write reviews of their own restaurants or stores, and criticize other businesses. On the other hand, some people have valid reasons for not using their real names online. There are many reasons why someone would prefer to remain anonymous. Teachers, for example, often prefer not to use their real names on social media as they want to keep their personal and professional lives separate. Another example is victims of crime, who prefer to use false names so criminals are unable to contact them. To sum up, there are valid reasons why people would choose to use false names online, and there are also dishonest reasons. I do not believe that everyone should always use his or her real name. I think people should be able to choose. In my view, the problem is not the name people use, but what they write.

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SKILLS

10D

10D For and against Sts read a for-and-against essay about whether people should have the right to use a false name. They then write a for-and-against essay about a different topic. Writing A for-and-against essay

Skill Writing a for-and-against essay

Text builder Useful phrases for topic sentences

WARMER Ask: If you had an important exam next week, and you found the exam paper in a classroom, would you look at it? Why/ Why not? Elicit a range of answers. Then write the headings For and Against on the board and make notes of sts’ answers under the two headings. Elicit or point out that there are often arguments for and against an idea, and sometimes it is useful to look at both sets of arguments before reaching a conclusion. Explain to sts that in a for-and-against essay, you discuss arguments for and against an idea, and then reach a conclusion based on all the arguments.

1 A

Sts look at the pictures and number them from the worst (1) to the least bad (4). Sts can compare their answers in pairs. Discuss the answers as a class. Ask sts to give reasons for their answers, and encourage other sts to agree or disagree and offer other arguments.

B

2

Ask the class the questions and discuss the answers.

Ask sts to read the first paragraph of the essay quickly and identify the picture from exercise 1 that is connected to the essay topic (c). Sts then answer the question in exercise 2 and discuss their answers in pairs. Get feedback. Answer Everyone should use their real name online. Discuss.

193

writing a for-and-against essay

3

■

useful phrases for topic sentences WRITING

SKILLS

10D

In pairs, think of one argument for and one argument against the essay topic. Then read the whole essay. Were your ideas the same?

Skill

writing a for-and-against essay

We write for-and-against essays to discuss both sides of an argument. • Organize your essay into paragraphs. Aim for a minimum of four paragraphs: introduction, arguments for, arguments against, and the conclusion. • Start each paragraph with a topic sentence (a sentence that clearly introduces the topic of the paragraph). • Include at least one main point in each paragraph and support your topic sentence with examples. • Use formal language and an impersonal style. However, you can put your personal opinion in the conclusion. Use phrases like I believe that, in my opinion, in my view. • Don’t use contractions, such as isn’t, don’t. Use full forms instead.

4

Read the Skill box. Then answer the questions about Alban’s essay. 1 In which paragraph does Alban give his arguments for the topic? 2 In which paragraph does he give his arguments against the topic? 3 What are the main points in each for and against paragraph? What examples does he give to support them? 4 When does Alban give his personal opinion? What phrases does he use to do this?

5

Read the essay titles below. In pairs, think of arguments for and against each title, and examples to support these arguments. Use the ideas in exercise 1A and your own ideas. 1 Are exams good for learning? 2 Public transportation should be free for everyone. Discuss. 3 People should only have to work four days a week. Discuss.

Text builder

useful phrases for topic sentences

On the one hand, smartphones can be very useful in certain situations. On the other hand, people tend to talk to each other less. The main advantage of smartphones is that they can be very useful in certain situations. However, one disadvantage is that people tend to talk to each other less. To sum up, most people take their smartphones everywhere, which has both advantages and disadvantages.

6 7

Read the Text builder. Which phrases does Alban use in his topic sentences? Look at the topic sentences. Which essay in exercise 5 does each sentence come from? Do the sentences introduce an argument for, an argument against, or a conclusion? 1 The main advantage is that there would be fewer cars on the road, and the air would be less polluted. 2 To sum up, not charging passengers would help people who do not have much money, but the government would have to invest a lot of money to do this. 3 On the one hand, review usually helps people understand a subject better. 4 On the other hand, limiting the number of work days per week would make it very difficult to start a new business. 5 However, one disadvantage is that they are very stressful.

8

A

PREPARE

Choose an essay title from exercise 5. Make notes of the arguments for and against.

B

PRACTICE Use the Skill box to help you write your essay. Use topic sentences and linking phrases at the start of each paragraph.

C

PERSONAL BEST Work in pairs. Read the topic sentences from each paragraph to your partner. Can your partner guess what the rest of the paragraph will say?

Personal Best

Write an alternative conclusion to the essay “Everyone should use his or her real name online.”

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SKILLS

3

Sts work in pairs and think of one argument in support of the essay title and one argument against. Then sts read the whole essay to check if the author has used the same arguments. Get feedback.

7

Read out the first topic sentence. Elicit which essay in exercise 5 the topic sentence comes from. Then elicit which paragraph of the essay the sentence introduces. In pairs, sts then do the same with the remaining topic sentences.

Skill Read the Skill box with sts about writing a for-andagainst essay. When reading about the appropriate language to use, see if sts can remember the more formal phrases for adding information from lesson 8D (In addition and Moreover).

4

a false name. Examples: they can insult and attack other people freely; they can review their own stores/ restaurants favorably and criticize other businesses. Against: there may be valid reasons for using a different name. Examples: teachers want to keep their personal and professional lives separate; victims of crime don’t want criminals to contact them. 4 paragraph 4; I do not believe, I think, In my view

Read through the essay titles with the class. Sts then work in pairs to think of arguments for and against each one, and examples to support each argument. Elicit that sts can also use items (a) and (b) in exercise 1A in two of the essay titles. Take feedback.

Text builder Read the Text builder box with sts about useful phrases for topic sentences. Point out that some of the phrases work as pairs, e.g., On the one hand/On the other hand and The main advantage .../However, one disadvantage ... . Explain that we use the first in each pair for introducing arguments in support of the essay title, and we use the second in each pair for introducing arguments against. Point out that we use To sum up as the topic sentence for a conclusion. Ask questions to check concept. Concept check questions: What does a topic sentence do? (introduces the topic of each paragraph) In a for-and-against essay, what does the phrase “On the one hand” introduce? (arguments for the title) Which phrase would we use after this, to introduce arguments against? (On the other hand) If we use the phrase “The main advantage of ...,” which other phrase would we use? (However, one disadvantage ...) Which phrase can we use to introduce a conclusion? (To sum up ...)

6

Answers 1 Essay 2, for 2 Essay 2, conclusion 3 Essay 1, for 4 Essay 3, against 5 Essay 1, against

3 x PRACTICE

SB page 91, exercise 7

1 Do the exercise as normal. To check answers, read

Sts read the essay in exercise 2 again and answer the questions. Check answers. Answers 1 paragraph 2 2 paragraph 3 3 For: people can be dishonest and mean if they use

5

10D

Sts look at the essay again to see which phrases Alban uses in his topic sentences. Check answers. Answers On the one hand, On the other hand, To sum up

out each topic sentence in turn and ask: Which essay? Argument for, argument against, or conclusion? 2 In pairs, sts choose one of sentences 1, 4, or 5 and rewrite it using an alternative phrase from the Text builder box. Tell them they may have to make other changes to the sentence so that it is correct; e.g., sentence 1: On the one hand, there would be fewer cars on the road and the air would be less polluted. Ask pairs in turn to read their sentence to the class. Discuss as a class whether each sentence is correct. 3 In pairs, sts write another topic sentence for one of the essay titles in exercise 5. Their topic sentence can introduce an argument for, an argument against, or a conclusion. Ask pairs in turn to read their topic sentence to the class. Other sts listen, match it with the correct essay title from exercise 5, and decide which paragraph it introduces.

8

Sts follow the steps to write their own for-and-against essay.

A

PREPARE Sts choose an essay title from exercise 5 and make notes of arguments for and against.

B PRACTICE Sts use the essay in exercise 2 as a model and write their own for-and-against essay. Refer them back to the Skill box for tips on how to write the essay and the Text builder box to help them wtite topic sentences. C

PERSONAL BEST Sts work in pairs. They take turns to read their topic sentences to their partner. Their partner guesses what the rest of the paragraph will say. They can also give general feedback to their partner on how clear each topic sentence is.

PERSONAL BEST Sts can further practice writing conclusions. They write an alternative conclusion to the essay in exercise 2. They can compare their conclusions in pairs and give feedback. Weaker sts could work in pairs. They look at each of their for-and-against essays in turn and check them against the list of tips in the Skill box.

EXTRA PRACTICE Refer sts back to the Skill box and read out the third bullet point. Ask sts to look at the essay in exercise 2 again and find three phrases for introducing examples. Get feedback and point out the different ways the phrases are used in sentences. Answers such as ...; ..., for example; Another example is ...

195

9 and 10

REVIEW and PRACTICE

Grammar 1

2

3

Cross (X) out the sentence that is NOT correct.

Going underground

1

a What was your vacation in the U.S. like? b What was like your vacation in the U.S.? c Did you like your vacation in the U.S.?

2

a I love going to the movies. b I’d love to go to the movies tonight. c I love to go to the movies tomorrow.

3

a Eva told that she wanted to go to a museum. b Eva said that she wanted to go to a museum. c Eva told me that she wanted to go to a museum.

4

a If someone stole my bag, I’d tell the police. b I’d tell the police if someone stole my bag. c If someone would steal my bag, I told the police.

5

a Jonathan doesn’t look like his older brother. b Jonathan doesn’t like his older brother. c Jonathan isn’t looking like his older brother.

6

a He’s worried about to miss the train. b He’s worried about missing the train. c He wouldn’t like to miss the train.

7

a They asked me if the flight was on time. b They asked me when arrived the flight. c They asked me when the flight arrived.

8

a If I had a car, I’ll drive you home. b I could drive you home if I had a car. c If I had a car, I’d drive you home.

There are two main reasons behind the current interest in underground homes. Some local governments have started 1 (build) homes underground to create more space in crowded cities. 2 (live) underground can also offer an escape from extreme temperatures and can provide relief from noise pollution. I decided to visit South Australia to find out what it’s like to live underground. A hundred years ago in the small mining town of Coober Pedy, miners dug cave homes in the hills 3 (avoid) the intense (visit) the town’s underground summer heat. Today, 4 homes is a fascinating experience, and I was pleasantly surprised 5 (find) there was plenty of natural light from openings (be) in an in the ground above. In addition, it was like 6 air-conditioned house even though the temperature outside was 40 degrees Celsius. If I lived in Coober Pedy, or somewhere else very hot, I 7 (want) to live in an underground home because it is so cool. I met some other tourists who were staying in an underground hotel, and I asked them if they 8 (enjoy) the experience. (have) a wonderful night’s sleep Most said that they 9 the previous night because it was so quiet. One woman told me she 10 (may) even build her own underground home since her apartment 11 (be) in a noisy area, and she 12 (want) to live somewhere quiet. It seems that life underground has its advantages, which more of us may experience in years to come.

Use the words in parentheses to complete the sentences so they mean the same as the first sentence. 1

When you sing, your voice is similar to mine. When you sing, you

2

me. (sound)

I can’t wait to see the next episode! I’m looking (forward)

3

the next episode.

Tom asked, “Does your girlfriend live in Boston, Adam?” Tom asked Adam

4

5

, we

a

Can you tell me something about Adele’s new album? What’s

6

in Boston. (if)

We can’t rent a car because I can’t drive. If I car. (could)

? (like)

Joe couldn’t go out because he didn’t have enough money.

8

Vocabulary 1

Circle the word that is different. Explain your answer. 1

boiled

fried

baked

sliced

2

steal

theft

rob

mug

Jane said to me, “I’ll meet you outside the theater.”

3

dessert

plate

main course

appetizer

Jane

4

thief

robber

arrest

murderer

You should go to bed earlier.

5

achievement confusion

disappointment government

If

6

rare

homemade

well-done

medium

7

lime

zucchini

garlic

asparagus

8

fork

knife

napkin

spoon

Joe couldn’t 7

Complete the text with the correct form of the verbs in parentheses.

out. (afford) outside the theater. (said) , I’d go to bed earlier. (were)

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9 and1B 10

Grammar

3 x PRACTICE

1

1 Do the exercise as normal. To check answers, read out

Sts read the sentences and decide which one in each group is not correct. Check answers and discuss as a class why the sentences are incorrect. Answers 1 b 2 c 3 a 4 c 5 c 6 a 7 b 8 a

2

Sts complete the second sentence in each pair so it means the same as the first, using the words in parentheses. Check answers. Answers 1 sound like 2 forward to seeing 3 if his girlfriend lived 4 could drive, could rent 5 Adele’s new album like 6 afford to go 7 said (that) she’d meet me 8 I were you

3

Focus on the picture and read out the title of the text. Ask: What do you think are the advantages of living underground? Elicit a few ideas, then ask sts to read the text quickly to check their ideas. Sts read the text again and complete it with the correct form of the verbs in parentheses. Check answers. Answers 1 to build/building 2 Living 3 to avoid 4 visiting 5 to find 6 being 7 would want 8 were enjoying 9 had had 10 might 11 was 12 wanted

SB page 92, exercise 3

the text with six correct and six incorrect answers. Ask sts to note the incorrect answers. Put sts into small groups to compare their lists. Discuss as a class which answers were incorrect, and what the correct answers should be. 2 Put sts into pairs and ask them to close their books. Ask questions to elicit the target sentences from the text; e.g., What do we learn about some local governments? What offers an escape from extreme temperatures? Why did miners dig cave homes? Make sure sts’ answers include the correct verb forms. 3 In their pairs, sts imagine they are staying in an underground house on vacation and write a short e-mail to a friend describing the experience and the advantages of underground homes. Encourage sts to use vocabulary and structures from the text. Ask some sts to read their e-mails to the class.

Vocabulary 1

Sts circle the word that is different in each set. Check answers, and ask sts to explain in each case why the word is different. As an extension, sts could write two or three sentences using some of the words. Answers 1 sliced (the others are all ways of cooking) 2 theft (the others are all verbs) 3 plate (the others are all courses of a meal) 4 arrest (the others are all criminals) 5 confusion (the others end in -ment) 6 homemade (the others all relate to the degree to which meat is cooked) 7 lime (the others are all vegetables) 8 napkin (the others are all things you use for eating)

197

REVIEW and PRACTICE

2

Match the words in the box with definitions 1–10. argument leave a tip takeout order something burglary studying lentils fine protection get the check 1

food bought from a restaurant to eat at home

2

these are often used in soups

3

entering a building illegally and stealing from it

4

money paid as a punishment

5

keeping something safe

6

give some money to the waiter after a meal

7

ask the waiter to bring you food or drink

8

ask for the piece of paper showing how much your food cost

9 10

3

learning in preparation for an exam

Choose the correct options to complete the sentences. 1

I usually have a olive oil

2

I’m not going to leave a big tip because the was awful. It took hours! a service b check c atmosphere

with my cereal for breakfast. b yogurt c soy sauce

3

I’d like to a order

4

Should I put carrots? a grated

5

The two men the house and took two laptops and $150 in cash. a mugged b stole c broke into

6

He has a lot of stories. a imaginary

7

She made an important when she chose to get a job instead of going to college. a information b decision c education

8

4

an angry disagreement

a table for four for 8 p.m., please. b reserve c get carrots in the salad or sliced b melted

c rare

, so he often has ideas for

b imagine

I’m vegan, so can I have the a steak b shellfish

c imagination

please? c chickpeas

Complete the text with the words in the box. stolen prison mugging victim witness arrested suspect mugged broken burglary

Police 1 a 22-year-old man outside a shopping center yesterday afternoon. A 2 said that the man had 3 a businessperson and had taken his wallet. Fortunately, the 4 of the 5 wasn’t badly hurt. When the police took the 6 to the police station, they realized that he had previously spent six months in 7 for 8 . He had 9 into a house and had 10 a TV and $400 in cash.

9 and 10

Personal Best on Less 9A Name four adjectives that describe ways of cooking food.

Lesson 9A

Write four sentences about your favorite dish, using like in different ways.

son 9B Les Write a sentence using one and a sentence using ones. Lesson 9C

Describe three things you did (or didn’t do) the last time you went to a restaurant.

son 10A Les Name four types of criminals.

son 10A Les Report three sentences or questions that people have said today.

son 10B Les Name four nouns that end with -sion, -ment, -ation and -ion.

son 10C Les

Write three second conditional sentences.

son 10D Les son 9C Les

Write two sentences with -ing forms and two with infinitives.

Write two sentences with On the one hand and On the other hand.

on Less 9D

son 10D Les

Give four expressions for making and responding to suggestions.

Write a sentence starting with To sum up.

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2

Sts match the words in the box with the definitions. Check answers. Answers 1 takeout 2 lentils 3 burglary 4 fine 5 protection 6 leave a tip 7 order something 8 get the check 9 argument 10 studying

3 x PRACTICE

SB page 93, exercise 2

1 Do the exercise as normal. When you check the

answers, read out each word or phrase in turn and ask: Which definition matches this? Can you put this word or phrase in an example sentence? 2 Put sts into pairs and ask them to cover the words and phrases in the box and just look at the definitions. They read the definitions again and try to remember the matching words and phrases. They can check by looking in their books. 3 In their pairs, sts write a short story using as many of the target words and phrases as they can. Monitor and help while sts are working, and encourage them to use their imagination! Ask some sts to read their stories to the class. See which pair managed to use the most target words and phrases and created the best story.

3

9 and1B 10

Personal Best At the end of each Review and practice double-page spread, there is a Personal Best section. The aim here is to provide a quick challenge to change the pace and allow for language recall and personalization. These questions and prompts give sts the opportunity to review a number of language and skills points from the preceding two units in a more productive way. The points being reviewed are referenced according to which lesson they appear in (e.g., Lesson 10A). They cover grammar, vocabulary, and text builder language from reading and writing lessons, and conversation builder language from speaking lessons. Sts work individually, in pairs, or in groups, according to the class dynamic and the time available. Set a time limit if you would like to add a competitive element. Encourage sts to refer back to the relevant lessons if they are having difficulties. The aim is for them to respond to the prompts and engage with the target language in a personal way. Their answers will vary. Monitor and help as necessary and get feedback on sts’ answers.

WORKBOOK REVIEW AND PRACTICE Students will find two pages of Review and Practice at the end of each unit of their Workbooks. Unit 9, pages 54 and 55 Unit 10, pages 60 and 61

Sts read the sentences and choose the correct options to complete them. Check answers. Answers 1 b 2 a 3 b 4 a 5 c 6 c 7 b 8 c

4

Sts read the text and complete it with the correct words in the box. Check answers. Answers 1 arrested 2 witness 3 mugged 4 victim 5 mugging 6 suspect 7 prison 8 burglary 9 broken 10 stolen

199

UNIT

11

The natural world LANGUAGE

articles

■

the natural world

11A Nature goes viral 1

Which of the natural features below does your country have? Have you visited these places? rainforest mountain range volcano waterfall ocean coast desert jungle

Go to Vocabulary practice: the natural world, page 153

2

A

Look at the pictures in the text. What can you see? Where do you think each picture was taken?

B

Read the text and check your ideas. Which is your favorite picture? Why?

Here are four of our favorite nature photos that have gone viral.

3

The first photo shows the beauty of nature. Eric Nguyen took this incredible picture of a tornado in Kansas. The sun is shining through a gap in the clouds and has formed a rainbow. Tornadoes are the most violent type of storm on Earth, and there are over 1,000 tornadoes a year around the world. Many of them take place in Tornado Alley in the U.S.

This isn’t a science-fiction movie – the people in the photo aren’t really tiny. This is the Salar de Uyuni, the largest “salt flat” in the world, located in the southwest of Bolivia. It’s completely flat – there are no hills or trees to give you a sense of perspective, so people love taking photos like this one there.

João Pereira de Souza is a bricklayer from Ilha Grande, a small island off the coast of Rio de Janeiro. One day, João found a penguin covered in oil in his backyard. He cleaned the penguin, fed him, and released him back into the Atlantic Ocean. The penguin comes back to visit João every year, and he has been named “Dindim.”

This picture is a sensation on the Internet, especially among Batman fans. It’s a photo of an iceberg in Newfoundland, Canada, which looks exactly like the crime-fighting superhero Batman. The photo was taken by Mike Parsons, a software engineer from Newfoundland.

Complete the sentences. Check your answers in the text. 1 The photo shows the beauty of nature. 6 João Pereira de Souza is a . 2 The is shining. 7 João released him back into the . 3 are the most violent type of storm. 8 It’s the salt flat in the world. 4 There are over 1,000 tornadoes a . 9 It’s a of an iceberg in Newfoundland. 5 Many take place in Tornado Alley in the . 10 The was taken by Mike Parsons.

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UNIT

UNIT

The natural world 11 UNIT 11 OVERVIEW: This unit explores the topic of the natural world. Sts read about some nature pictures that have gone viral and a scheme in Seoul, South Korea, to make the monsoon season more enjoyable. They also practice giving their opinions on a range of topics. The main reading text is about the experience of living in the shadow of an active volcano in Italy. Sts then read an account of a 72-year-old grandmother who survived after getting lost in the mountains of Arizona, in the U.S. They use the third conditional to speculate about what would have happened to the woman in different circumstances. In Learning Curve, Kate talks about some of her experiences in the great outdoors. Then she, Jack, and Simon recommend places to visit. LANGUAGE

SKILLS

Grammar Articles; third conditional

Vocabulary The natural world; extreme adjectives

Pronunciation the; weak form of have

Reading Understanding the writer’s purpose

Writing Making recommendations; checking and clarifying

LANGUAGE

11A

11A Nature goes viral Sts read about some nature pictures that have gone viral. They study the use of articles. Then they read about a scheme in Seoul, South Korea, to make the city look more attractive during the monsoon season. They end by discussing their opinions on a range of topics. Grammar Articles

Vocabulary The natural world: canyon, coast, desert, earthquake, field, flood, forest, glacier, hail, hill, hurricane, iceberg, jungle, monsoon, mountain range, ocean, rainbow, rainforest, sea, storm, tornado, volcano, waterfall

WARMER

Read through the words in the box and pre-teach if necessary. Sts discuss in pairs which of the features their country has and which they have visited. Get feedback on their discussions. Go to Vocabulary practice: the natural world, SB page 153/TB page 319. Sts will find more language presentation and practice for vocabulary for the natural world here. Do these exercises with the class, or assign them for homework, before continuing with exercise 2A of lesson 11A. Remind sts to go to the app for further self-study practice of vocabulary for the natural world.

Communication Discussing opinions

2 A

Sts look at the pictures and discuss the questions in pairs. Get feedback on their discussions, but don’t confirm the answers yet.

Ask sts to close their eyes and imagine they are outside somewhere, in a very peaceful, relaxing place. Say it could be anywhere in the natural world, in a forest, on a mountain, by a river, or by the ocean. Ask them to look around them in their imagination and think about what they can see and why it is relaxing. Then put sts into small groups to describe their imaginary scenes to each other and discuss which place they would most like to be in now. Get feedback on their discussions.

1

Pronunciation the

B Sts read the text quickly to check their ideas. Check answers. Then ask sts which picture is their favorite and why. Answers The pictures were taken in Kansas, U.S., the Salar de Uyuni in southwestern Bolivia, Ilha Grande near Rio de Janeiro, and Newfoundland, Canada.

3

Read out the first fill-in sentence and elicit some words that could complete it. Ask sts to look at the text again to check the answer. Sts then complete the remaining sentences and check their answers in the text. Check answers. Answers 1 first 2 sun 3 Tornadoes 4 year 5 U.S. 6 bricklayer 7 Atlantic Ocean 8 largest 9 photo 10 photo

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articles

4

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the natural world

LANGUAGE

11A

When do we use a/an, the, or no article? Match the sentences in exercise 3 with rules a–j. Then read the Grammar box. a b c d e f g h i j

Use a/an when you mention something for the first time. Use the when there’s only one of something. Use the with superlative adjectives. Use a/an to talk about frequency or speed. Use the with countries that include united, republic, and kingdom. Use the with the names of rivers, seas, and oceans. Use no article to talk about things in general. Use the with ordinal numbers (first, second, third, etc.). Use the to talk about something you’ve already mentioned. Use a/an to talk about somebody’s job.

Grammar

articles

Definite article (the): There’s a car outside. The car’s red. You’re the best person for the job. Take the first street on the left. He lives in the United States.

Indefinite article (a/an): There was a very old man in the café. I usually try to swim once a week. The speed limit is 60 km. an hour. He's studying to become a vet.

No article: I love documentaries about nature. Do you like coffee? Spiders are horrible. I'm going to work now.

Go to Grammar practice: articles, page 132

5

A

11.4 Pronunciation: the Listen to the sentences. Is the pronounced /ðə/ or /ðiː/ before a vowel sound? 1 The earthquake woke us up. 3 The Atlantic Ocean is huge. 2 Is the volcano still active? 4 Can you see the sea?

B

6

11.4

Listen again and repeat the sentences.

Complete the text with the, a/an, or – (no article). 1

team of designers in Seoul, 2 South project to make Korea, has been working on 3 4 rainy days more fun. 5 project is called team of designers plans to use Project Monsoon, and 6 7 special type of paint that can only be seen when 8 ground is wet. So on 9 rainy days, people whales, turtles, and would see colorful pictures of 10 project was fish instead of the usual gray streets. 11 residents of Seoul look forward to created to help 12 13 monsoon season, when most people normally stay home to avoid the rain. at 14

Go to Communication practice: Student A page 164, Student B page 173

7

Work in small groups. Discuss the statements. 1 2 3 4 5 6 7

Personal Best

Write a paragraph describing a photo you have seen that has “gone viral.”

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Saturday is the best night of the week to go out. Women are better than men at learning languages. Classical music is more relaxing than pop music. You should get exercise three times a week. The best things in life are free. Space travel is a waste of money. The Internet is the most important invention ever.

EXTRA PRACTICE: PRACTICE Workbook Workbookpage page00; 62;photocopiable photocopiableactivity activity00 11A Grammar

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LANGUAGE

4

Sts read the rules about the use of articles and match them with the sentences in exercise 3. Check answers.

6

Answers a 9 b 2 c 8 d 4 e 5 f 7 g 3 h 1 i 10 j 6

11A

Sts read the text and complete it with the correct articles or no article. Check answers, referring back to the Grammar box if necessary. 1 A 2 – 3 a 4 – 5 The 6 the 7 a 8 the 9 – 10 – 11 The 12 the 13 the 14 –

Grammar Read the Grammar box with sts about articles. Point out the basic difference between a/an, which is used to mention something for the first time, and the, which is used to mention something for the second time; e.g., We had a picnic. After the picnic, we went home. Remind sts that we use no article to talk about things in general; e.g., Cars are expensive NOT the cars are expensive. Elicit that most countries do not have an article, e.g., France, Australia, NOT the France, the Australia. But countries that include the words United, Republic, and Kingdom have the article the, e.g., the UK, the Republic of Ireland. Point out the use of a/an in phrases that talk about frequency or speed, e.g., fifty kilometers an hour, twice a day. Remind sts that we use the with superlative adjectives and ordinal numbers, e.g., the highest mountain, the first to climb Mount Everest. Ask questions to check concept. Concept check questions: Which article do we use when we mention something for the first time? (a/an) Which do we use when we mention something again? (the) I love climbing the mountains – correct? (No, we don’t use an article to talk about things in general.) I live in the Scotland – correct? (No, we only use the in country names with United, Republic, and Kingdom.) Which article do we use with superlative adjectives? (the) I go on vacation twice year – correct? (no – twice a year – We use a/an to talk about frequency or speed.) Go to Grammar practice: articles, SB page 132/TB page 277. Sts will find more language reference, presentation, and practice for articles here. Do these exercises with the class, or assign them for homework, before continuing with exercise 5A of lesson 11A. Remind sts to go to the app for further self-study grammar practice of articles.

5 A

11.4 Model the two pronunciations of the in isolation. Read out the question, and then allow sts time to read the sentences and think about how the is pronounced in each one. Play audio track 11.4. See the SB page opposite for audio script. Sts listen and answer the question. Play the audio track again, pausing to check the answer with the class.

3 x PRACTICE

SB page 95, exercise 6

1 Do the exercise as normal. To check answers, read out

each fill-in sentence or phrase in turn. Ask sts to put up their left hand if they think the answer is a/an, their right hand if they think the answer is the, and no hands if they think there is no article. Ask a student who chose the correct answer to explain why it is correct. 2 Sts cover the text. Write on the board the nouns that follow each blank, e.g., team of designers, South Korea. In pairs, sts try to remember which articles were used with each noun and why. Discuss answers with the class. 3 Put sts into groups of four. Ask them to choose a different sentence each to memorize. Tell sts they can each write down four or five key words to help them remember their sentence. Sts then close their books and try to say the whole text from memory in their groups. Go to Communication practice Divide the class into Student A and Student B. All Student A sts should go to SB page 164. All Student B sts should go to SB page 173. Go to TB page 341 for the teacher notes. Do the activity. Then continue with exercise 7 of lesson 11A.

7

Sts discuss the statements in small groups. Get feedback on their discussions and find out which statements provoked the most discussion and why.

PERSONAL BEST Sts can further practice using articles. They write a paragraph describing a photo they have seen that has gone viral. Sts can compare their paragraphs in small groups. Weaker sts could look at exercise 7 again and discuss why each of the articles (or no articles) are used in the statements. Discuss their ideas as a class.

Answer /ði:/ before a vowel sound 11.4 Play audio track 11.4 again, pausing for sts to B repeat the sentences.

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11 1

SKILLS

READING

understanding the writer’s purpose

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understanding noun phrases

11B A disaster waiting to happen 1

What happens during these natural disasters? Have any of these been in the news recently? earthquake volcanic eruption forest fire flood tsunami hurricane

Skill

understanding the writer’s purpose

When reading a text, look for clues that tell you the purpose of the whole text and parts of the text. The writer’s purpose may be to: • give advice or a warning • make a comparison or contrast • give information, examples, facts, or opinions • explain a reason, cause, or result. • describe a person, event, idea, or issue

2

Read the Skill box. Then read the text quickly. What is the general purpose of the text? Choose the best option. a to give travel advice to tourists in southern Italy b to describe everyday life and the reasons people live near a volcano c to warn people that volcanoes in Italy are dangerous

3

Choose the correct option to answer the questions. Why does the writer … 1 … describe an earthquake in paragraph 1? a to explain why a volcano erupts b to compare an earthquake with a volcanic eruption c to describe how a volcanic eruption starts 2 … describe the AD 79 eruption of Vesuvius in paragraph 1? a to explain why he was worried about the earthquake b to explain how Pompeii and Herculaneum were destroyed c to give examples of places that were destroyed by volcanic eruptions 3 … include the quotation “Volcanoes will do whatever they feel like” in paragraph 2? a to explain that it is difficult to predict when Vesuvius will erupt b to give an example of how the local people aren’t very worried c to warn visitors to be prepared for a volcanic eruption at any time 4 … mention tomatoes and mud baths in paragraph 4? a to give information about the geography of the area b to give examples of good things about volcanoes c to compare different tourist activities 5 … talk about canceled flights in paragraph 5? a to explain the only negative result of the most recent eruption on Etna b to explain how lives were put in danger by the eruption in 2007 c to give people advice about traveling to this volcanic area

Text builder

understanding noun phrases

The subject of a sentence is not always a single noun. Sometimes the subject is a noun phrase which has several words. Living near Vesuvius all their lives has given them a feeling for the volcano’s behavior. In Sicily, 25% of the island’s population lives on or around Mount Etna.

4 5

A B

Read the Text builder. Underline the subjects of all the sentences in paragraph 6. Which of the subjects that you underlined in paragraph 6 are noun phrases?

In pairs, think of five questions you would ask people who live near a volcano.

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SKILLS

11B

11B A disaster waiting to happen Sts read a text about what it is like living in the shadow of an active volcano. They focus on understanding the writer’s purpose, and they learn how to understand noun phrases. They then think of questions they would like to ask people who live near an active volcano. Reading A text about life in the shadow of an active volcano

Skill Understanding the writer’s purpose

WARMER

the text. Read out the example sentences in the Text builder box and point out how the subjects are quite complex noun phrases. Explain that a noun phrase is a noun plus extra information about the noun. A noun phrase can be quite short, e.g., some people, or it can be more complex and can include an adjective or a prepositional phrase, e.g., some older people, some people from this area. A noun phrase can also include a relative clause, e.g., some people who live in this area. Point out that these complex noun phrases function as a “unit,” as the subject of the main verb, e.g., some people who live in this area enjoy the feeling of danger. Ask questions to check concept. Concept check questions: What is a noun phrase? (a phrase that includes a noun and gives more information about it) Does a noun phrase include a noun? (yes) What else can a noun phrase include? (an adjective, a prepositional phrase, or a relative clause) Active volcanoes that are likely to erupt are particularly dangerous – what is the noun phrase? (Active volcanoes that are likely to erupt)

Ask: What dangers are there in the natural world? Elicit a few ideas, e.g., wild animals, bad weather, etc. Then write natural disaster on the board and elicit or explain the meaning (a situation in which something bad happens in the natural world and causes injuries to people and damage to homes). Ask: What examples of natural disasters can you think of? Elicit a range of answers.

1

Read through the words in the box and pre-teach as necessary. Sts discuss the questions in pairs. Get feedback on their discussions.

Skill Read the Skill box with sts about understanding the writer’s purpose. By way of review, brainstorm the sort of language that sts associate with each bullet point, e.g., should/shouldn’t for giving advice; such as for introducing examples; I believe that for offering opinions; slightly and far with comparative forms to make comparisons; That’s why to introduce a result.

2

Ask sts to read the text quickly, and then choose the best option to describe the writer’s purpose. Point out that for this task they don’t need to understand every word in the text, so they shouldn’t worry if there are words they don’t understand. Discuss the answer with the class, encouraging sts to give reasons to support their ideas.

4 A

Read out the first sentence in paragraph 6 of the text and ask sts to find the main verb. (have) Ask: What is the subject of this verb? Elicit the answer. (People who live in the shadow of a volcano) Sts then read the rest of paragraph 6 and identify the subjects of all the sentences. Check answers. Answers

Answer

People who live in the shadow of a volcano; this; one elderly resident of the region; the volcano; it; it; the people who live near these Italian volcanoes

b

3

Allow sts time to read through the questions and options. Make sure they understand everything. Read out the first question and ask sts to find the relevant part of the text and read it carefully. Read out the three options and elicit which is correct (c) and why (These are signs that a volcanic eruption is coming ...). Sts then read the text again and choose the correct options to answer the remaining questions. Check answers. Answers 1 c 2 a 3 b 4 b 5 a

Text builder Read the Text builder box with sts about understanding noun phrases. Point out to sts that as they read more difficult texts, they will find that the subjects are often more complex noun phrases, and it is important to recognize these in order to understand the flow of

Text builder Understanding noun phrases

B Sts look at the subjects they underlined in paragraph 6 and decide which are noun phrases. Discuss the answers as a class. Answers People who live in the shadow of a volcano; one elderly resident of the region; the people who live near these Italian volcanoes

5

Read out the task and elicit one or two questions that sts might like to ask people who live near a volcano. Sts then work in pairs to write more questions. Discuss their ideas as a class. Sts could work in pairs to role play an interview with someone who lives near a volcano, using ideas from the text and their own ideas for the answers to their questions.

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understanding noun phrases READING

SKILLS

11B

In the shadow of a volcano by Nick Daley

1 When it starts, the floor begins to move. Cups and plates shake in kitchen cabinets. These are the signs that a volcanic eruption is coming, and it begins with an earthquake. When I felt one on my trip to Naples, in southern Italy, I felt panic, thinking that the “big one” was coming. I was terrified that the nearby volcano of Vesuvius would erupt just like it did in AD 79, destroying the towns of Pompeii and Herculaneum. Tragically, on that occasion thousands of people died. 2 This time, no eruption came. My hosts, a Neapolitan family, just smiled. Living near Vesuvius all their lives has given them a feeling for the volcano’s behavior. From long experience, they know if something bad is happening. This is why nobody seems concerned. They are not alone in their relaxed attitude to the danger above their heads. “Volcanoes will do whatever they feel like,” says another local resident, Ciro Russo, as he shrugs his shoulders and carries on with normal life. 3 It was my fascination with these people that drew me to Italy. Why do people choose to live under an active volcano despite knowing about the risks? Vesuvius is not even the only volcano in the country – in Sicily, 25% of the island’s population lives on or around Mount Etna, another active volcano.

Personal Best

5 Most important of all, the actual risk should be assessed. There hasn’t been a big eruption on Mount Vesuvius since 1944. At that time, a few villages were evacuated, but older people in the area just remember roasting chestnuts on the hot magma in the streets. Etna has erupted more recently, but not enough to put lives in danger. The 2007 eruption simply caused a number of canceled flights because planes can crash if volcanic dust enters their engines (the dust is sharp, like glass). 6 People who live in the shadow of a volcano have a view of life that is different from the rest of us, and this provides an important lesson. As one elderly resident of the region says, “The volcano is part of our culture, it’s part of life, and it’s as beautiful as the sea.” With danger so close to home, the people who live near these Italian volcanoes know how important it is to enjoy their day-to-day existence as much as possible, rather than worrying about the potential disaster that’s waiting at the end of the road.

Write a paragraph about a natural feature that you have visited. Use some noun phrases.

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4 The most obvious answer to this question is that people have always lived in the area – these regions have been inhabited for thousands of years. In addition, living next to a volcano has some advantages. Chemicals in the volcanic ash create ideal conditions for agriculture, especially for tomatoes. Volcanoes also attract visitors, and that brings money. One popular tourist activity is bathing in hot mud baths on nearby volcanic islands.

EXTRA PRACTICE: Workbook page 63

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SKILLS

11B

PERSONAL BEST Sts can further practice using noun phrases. They write a paragraph about a natural feature they have visited and use some noun phrases. Sts can compare their paragraphs in pairs and compare the noun phrases they have used. With weaker sts, write the following nouns on the board: forest fire, river, mountain. In pairs, sts write a sentence about each natural feature, using the noun in a noun phrase as the subject. Elicit a few examples first; e.g., Forest fires that are allowed to spread can cause a lot of damage. This beautiful river in North America is full of fish. Ask some pairs to read their sentences to the class.

EXTRA PRACTICE In pairs, ask sts to look through the text again and write down all the vocabulary connected with volcanoes that they can find. You could set a time limit for this to make it competitive. Compile a list of the vocabulary on the board, and make sure that sts understand it all: erupt, volcanic eruption, active volcano, volcanic ash, volcanic islands, volcanic dust. Brainstorm extra vocabulary connected with volcanoes and add this to the board, e.g., dormant volcano, extinct volcano, crater, magma, lava. Point out to sts that when they learn a new vocabulary item, it is important to learn other words that are often used with it. Point out that dictionaries are a good source of these extra words, as the dictionary entry for the new vocabulary item often includes typical examples of use. These examples include words commonly used with the word that is being looked up. For homework, you could ask sts to look up in the dictionary the other natural disasters in exercise 1 and find examples which show how these words are typically used, and which words are often used with them. You could bring their ideas together in the next lesson.

EXTRA PRACTICE Ask sts to imagine that the volcano in the text has erupted. In pairs or small groups, ask them to write a short newspaper article about the event, including information about what happened and what damage the eruption caused, and including comments from people who live near the volcano. Encourage them to use vocabulary from the text in their report, e.g., erupt, eruption, volcanic ash, etc. Monitor and help while sts are working. Ask pairs or groups in turn to read their newspaper reports to the class. If sts enjoy this activity, they could follow up with a “live” TV report from the scene, with interviews with local residents.

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third conditional

LANGUAGE

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extreme adjectives

11C I will survive 1 2

Have you ever gotten lost in the city or country? If so, what happened? Tell your partner. Read the text and answer the questions. 1 How did Ann get lost? 2 How did she survive?

3 How was she found?

Grandmother survives nine days lost in the wild A 72-year-old woman and her dog have been rescued after surviving for nine days alone in the White Mountains area of Arizona. Ann Rodgers was driving to Phoenix to visit her grandchildren when her car ran out of gas on a deserted road. She couldn’t use her phone because there was no signal, so she decided to leave her car and walk to higher ground. Instead, she got lost and spent the next nine days in danger of attack by bears and mountain lions. She survived by drinking river water, eating plants, and building fires to keep warm in freezing temperatures. The search started four days after Ann disappeared, when her car was found by the road. Rescue teams searched the area on foot and with helicopters, but found nothing. Two days into the search, rescuers saw Ann’s dog in a canyon. A helicopter searched the area and found a large “help” sign that Ann had made out of rocks and sticks. Ann had also left a note saying that she was starving because she hadn’t eaten, and she was going to follow the river to find a farm. The helicopter immediately flew into the canyon and found Ann. She was filthy and exhausted, but alive. Her rescuers hadn’t expected to find her alive, and believe that if she hadn’t made the “help” sign, they wouldn’t have found her. However, they also think that leaving her car was a mistake – if she had stayed with her car, they would have found her more quickly.

3

Look at the adjectives in bold in the text. Match them with definitions 1–4. 1 very dirty 2 very hungry 3 very cold 4 very tired

Go to Vocabulary practice: extreme adjectives, page 154

4

A

Choose the correct option to complete the sentences about Ann’s story.

1 Ann stayed / didn’t stay with her car. 2 Rescuers found / didn’t find her quickly.

5

3 If Ann had / hadn’t stayed with her car, rescuers would / wouldn’t have found her more quickly.

B

Look at sentence 3 in 4A. Answer the questions.

1 2 3 4

Which clause is about a hypothetical situation in the past? Which clause is about a possible consequence of the hypothetical situation? Which clause contains a verb in the past perfect? Which clause contains would + have + past participle?

A

Complete the sentence. Check your answer in the last paragraph of the text.

If Ann

B

the “help” sign, rescuers

her.

What really happened? Choose the correct options. Then read the Grammar box.

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LANGUAGE

11C

11C I will survive Sts read about a grandmother who survived for nine days in the wild after getting lost in the White Mountains in Arizona, in the U.S. They then study the third conditional and listen to a survival expert talking about the grandmother’s story and what would have happened to her if she had acted differently. Sts then think about things that happened to them in their own lives and use the third conditional to talk about how those things could have happened differently. Grammar Third conditional

Vocabulary Extreme adjectives: boiling, enormous, exhausted, fantastic, filthy, freezing, furious, gorgeous, hilarious, miserable, starving, tiny

WARMER Write the words survive and survival on the board and elicit the meaning. Elicit that people often have to survive if they get lost in the wild somewhere. Ask: Do you enjoy watching survival shows on TV? What happens in the shows? What can you learn about survival by watching them? Do you know any real-life survival stories? What happened? Elicit a range of answers from individual sts.

1

2

Before sts discuss the questions in pairs, elicit some additional questions they could ask their partner in order to keep the discussion going; e.g., How long were you lost for? How did you feel? How did people find you? If sts have not experienced being lost, their partner could ask: How do you think you would feel if you were lost? What things would help you to survive or get help? Get feedback on sts’ discussions. Read out the title of the text Grandmother survives nine days in the wild. Then read out the questions. Sts read the text quickly and answer the questions. Check answers.

3

Sts look at the bold adjectives in the text and match them with the meanings. Check answers and point out that all the bold adjectives have a very strong or “extreme” meaning. Answers 1 filthy 2 starving 3 freezing 4 exhausted

Communication Talking about how things might have been different

Go to Vocabulary practice: extreme adjectives, SB page 154/TB page 321. Sts will find more language presentation and practice for extreme adjectives here. Do these exercises with the class, or assign them for homework, before continuing with exercise 4A of lesson 11C. Remind sts to go to the app for further self-study vocabulary practice of extreme adjectives.

4 A

Sts read the sentences and choose the correct options to complete them. Check answers. Answers 1 didn’t stay 2 didn’t find 3 had, would

B Sts look at sentence 3 in exercise 4A again and answer the questions about it. They could work in pairs for this. Check answers. Answers 1 If Ann had stayed with her car 2 rescuers would have found her more quickly 3 the if-clause about the hypothetical situation 4 the second clause, about the possible consequence

Answers 1 Her car ran out of gas on a deserted road, so she decided to leave her car and walk to higher ground to get a signal for her phone, but she got lost. 2 She survived by drinking river water, eating plants, and building fires to keep warm. 3 After rescuers found Ann’s dog, a helicopter searched the area and found a large “help” sign that Ann had made out of rocks and sticks. Ann had also left a note saying she was going to follow the river to find a farm. The helicopter immediately flew into the canyon and found her.

Pronunciation Weak form of have

5 A

Sts complete the sentence with the correct verbs. Then they check their answers in the last paragraph of the text. Check answers, and check that sts understand the meaning of the sentence. Make sure they understand that the sentence refers to a hypothetical or unreal situation in the past. Answers hadn’t made, wouldn’t have found

B Sts read the sentences and choose the correct options to say what really happened to Ann. Check answers with the class. Answers made, found

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extreme adjectives

LANGUAGE

11C

third conditional

Unreal past situations and their consequences: If you had asked me, I would have helped. (You didn’t ask me. I didn’t help) If I hadn’t called you, I wouldn’t have heard the news. (I did call you. I heard the news.)

Look! We can put the if clause after the main clause. We don’t use a comma: I wouldn’t have heard the news if I hadn’t called you.

Go to Grammar practice: third conditional, page 133

6

7

Match the clauses to make complete sentences. 1 If I’d studied harder, a I’d have been a professional soccer player. 2 If I hadn’t gone to that party, b my cold would have got better. 3 If I’d saved more money, c I wouldn’t have forgotten to lock the door. 4 If I’d been good at sports, d I would have passed the exam. 5 If I hadn’t been in such a hurry, e I’d have bought a car. 6 If I’d rested last weekend, f I wouldn’t have met my best friend.

A

11.7 Pronunciation: weak form of have Listen to the sentences and notice the pronunciation of have in would have and wouldn’t have. Listen again and repeat the sentences.

1 If I’d studied harder, I would have passed the exam. 2 If I hadn’t gone to that party, I wouldn’t have met my best friend. 3 If I’d saved more money, I would have bought a car.

B

Look at the sentences in 7A. Change them to make third conditional sentences that are true for you.

If I hadn’t studied last weekend, I would have failed the test.

8

11.8 Listen to a survival expert talking about Ann’s story. The expert A also mentions another survival story. Why was it worse?

B

11.8 Complete the sentences about Ann and Victoria. Then listen again and check your answers. 1 Ann if she how to start a fire. (not survive, not know) 2 Victoria if she at night because it was so cold. (might die, sleep) 3 The rescue team Victoria sooner if she someone about her plans. (find, tell) 4 If Ann enough gas in her car, she a problem in the first place. (have, not have) 5 If they a signal on their phones, both Ann and Victoria for help. (have, can call) 6 If Victoria some warmer clothes and food with her, she so cold and hungry. (take, not be) 7 If she a walking stick to her leg, she her leg more. (not tie, might injure) 8 Ann if she near her car. (not get lost, stay)

Go to Communication practice: Student A page 164, Student B page 173

9

Think about five important things that have happened in your life. Tell your partner what would have been different in your life if these things hadn’t happened. Use these ideas or your own ideas. an exam you passed or failed a new hobby you started

a job you applied for

a place you went to

a friend you met

an important decision you made

If I hadn’t met my friend Lisa, I wouldn’t have passed my English test. She’s really good at English and helps me a lot.

Personal Best

Write four sentences about things that happened last week and what would have happened if they had been different.

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LANGUAGE Grammar Read the Grammar box with sts about the third conditional. Elicit that we use the third conditional to talk about unreal situations in the past and their consequences. Elicit that we use would have + past participle in the conditional clause; e.g., She would have died. Point out that we use the past perfect, NOT would have, in the if clause; e.g., If she hadn’t had enough food with her, ... NOT If she wouldn’t have had enough food with her. Point out that either clause can come first in the sentence; e.g., If she’d had a phone, she would have called for help./She would have called for help if she’d had a phone. Point out that we can also use might have instead of would have, to suggest a possible outcome, not a definite one; e.g., She might have died if they hadn’t found her. Ask questions to check concept. Concept check questions: Do we use the third conditional to talk about things that really happened in the past? (no – unreal situations) If she hadn’t had any food with her, she would have died – did she have food with her? (yes) Did she die? (no) How many clauses are there in third conditional sentences? (two) Which verb form do we use in the if clause? (the past perfect) Which verb form do we use in the conditional clause? (would have + past participle) If she would have had a phone signal, she would have called for help – correct? (no – if she had had a phone signal) Which other verbs can we use instead of “would have”? (might have) Go to Grammar practice: third conditional, SB page 133/ TB page 279. Sts will find more language reference, presentation, and practice for the third conditional here. Do these exercises with the class, or assign them for homework, before continuing with exercise 6 of lesson 11C. Remind sts to go to the app for further self-study grammar practice of the third conditional.

6

Answer It was worse because Victoria broke her leg. 11.8 Sts complete the sentences with the correct B third conditional forms. Play audio track 11.8 again. Sts listen and check their answers. Check answers with the class, referring back to the grammar box if necessary.

Answers 1 wouldn’t have survived, hadn’t known 2 might have died, ‘d/had slept 3 would have found, ‘d/had told 4 had had, wouldn’t have had 5 ‘d/had had, could have called 6 had taken, wouldn’t have been 7 hadn’t tied, might have injured 8 wouldn’t have gotten lost, ‘d stayed

3 x PRACTICE

7 A

11.7 Allow sts time to read through the sentences. Play audio track 11.7. See the SB page opposite for audio script. Sts listen and notice the pronunciation of have. Elicit that have is unstressed and therefore the weak form is used, with the “schwa” sound (/əv/) rather than the full vowel. Play the audio track again, pausing for sts to repeat.

B Sts change the sentences in 7A so they are true for them. Ask some sts to read their sentences to the class while paying attention to the pronunciation of have.

8 A

11.8 Read out the question. Then play audio track 11.8. See TB page 363 for audio script. Sts listen and answer the question. Discuss the answer.

SB page 99, exercise 8B

1 Do the exercise as normal. To check answers, focus on

the first fill-in sentence. Ask: Who is confident about the answer? Ask a confident student to give the answer and ask other sts if they agree. Then play audio track 11.8 far enough for sts to check. Check each sentence in the same way. 2 Books closed. Write prompts for each sentence on the board, e.g., Ann/survive/know/fire, Victoria/die/sleep/ night. In pairs, sts try to remember the sentences. They can look at their books again to check. 3 In pairs, sts write two more third conditional sentences about Ann and Victoria, based on the information in the sentences and on the audio track. Elicit one or two examples first; e.g., If it hadn’t been so cold at night, Victoria could have slept. Ask pairs in turn to read out their sentences. Go to Communication practice Divide the class into Student A and Student B. All Student A sts should go to SB page 164. All Student B sts should go to SB page 173. Go to TB page 341 for the teacher notes. Do the activity. Then continue with exercise 9 of lesson 11C.

Sts match the clauses to make complete sentences. Check answers with the class. If necessary, ask more concept questions about these sentences to check understanding; e.g., 1 Did I study hard? (no) Did I pass the exam? (no). Answers 1 d 2 f 3 e 4 a 5 c 6 b

11C

9

Read out the example answer. Elicit one or two more examples; e.g., If I’d dressed more professionally, I would have gotten the job. Sts write their sentences individually. Then they work in pairs to tell their partner about their experiences. Ask some sts to tell the class something they learned about their partner.

PERSONAL BEST Sts can further practice using the third conditional. They write four sentences about things that happened last week and what would have happened if the situation had been different. Ask some sts to read their sentences to the class. With weaker sts, brainstorm some things that happened to them last week. Make notes on the board; e.g., Ana got up late and missed the bus. In pairs, sts write sentences based on the ideas on the board. Ask some sts to read their sentences to the class.

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11 1

SKILLS SKILLS

Learning Curve

SPEAKING

making recommendations

■

checking and clarifying information

11D The great outdoors 1

Think of two of your most memorable photos of activities, trips, or vacations in the great outdoors. Describe them to your partner. Talk about: • • • • •

2

where the photos were taken what the weather was like who you were with what you were doing any natural features in the photos

11.9 Watch or listen to the first part of Learning Curve. Choose the correct option to complete the sentence.

Kate wants recommendations about … a … where she should go on a trip to England. b … where she should go for a week’s vacation in the UK. c … which mountain range in Scotland she should visit. d … where she should go to escape the bad weather.

3

11.9 Match the two parts to make complete sentences from Kate, Jack, and Simon’s conversation. Watch or listen again and check. 1 2 3 4 5 6

I made pasta with tomatoes and herbs. Tonight’s special. I’d recommend I love Scotland. My grandmother lives in Glasgow. If I were you, You should Perhaps you

Conversation builder

You should go there. You really should try it. visit Scotland. could see the south coast of England. I wouldn’t. It’s too rainy! staying here in London and seeing places you’ve never seen.

making recommendations

Asking for ideas What would you recommend? What do you think I should do? Do you have any ideas about … ? Where would be the best place to …?

4 5

a b c d e f

Making recommendations I’d recommend Paris / I’d recommend going to Paris. If I were you, I’d/I wouldn’t … Perhaps you could … You (really) should …

Read the Conversation builder. Which recommendation phrase is the strongest? In groups, ask for and make recommendations about three of the subjects. outdoor sports places to relax travel apps saving money on transportation clothes to wear for traveling staying warm/cool outdoors

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SKILLS

11D

11D The great outdoors Learning Curve

Sts watch or listen to people making recommendations about places to visit and checking and clarifying the information. They then practice making recommendations and checking and clarifying the information they receive.

Speaking Sts watch a video or listen to a conversation in which people make recommendations about places to visit and check and clarify the information.

WARMER Ask: What places have you visited recently? Elicit examples of countries or cities that sts have visited recently. What are your favorite places to visit? Why? Elicit a range of answers from individual sts and encourage them to give reasons for their answers. Read out the title of the lesson and explain the phrase the great outdoors if necessary (= the country, away from towns and cities). Ask: What things can you see in the country? Elicit useful vocabulary for talking about the outdoors, e.g., mountain, lake, river, waterfall.

1

Focus on the photos and elicit a brief description of each one. Read out the task and explain memorable if necessary. Sts discuss their experiences in pairs. If they have memorable photos on their phones, they could show them to their partner to help with their descriptions.

2

11.9 All the D lessons in this level which focus on speaking skills are accompanied by video (i.e., an episode of Learning Curve). In this lesson, Kate talks about some of her experiences in the great outdoors. Then she, Jack, and Simon recommend places to visit. Allow sts time to read the sentence beginning and the options to complete it. Pre-teach hike and hiking. Play video/audio track 11.9. See TB page 364 for video/audio script. Sts watch or listen and choose the correct option. Check the answer.

Skill Checking and clarifying information

3 x PRACTICE

SB page 100, exercise 3

1 Do the exercise as normal. To check the answers, divide

the class in half. Ask the sts in one half to say each sentence beginning together. The sts in the second half complete each sentence together. Discuss any differences in their answers, and check they understand all the sentences. 2 Sts work in pairs. They cover the sentence endings, then read each beginning and try to remember the ending. They can look at the endings again to check. They can then cover the sentence beginnings, and then look at the endings and try to remember the beginnings. 3 In their pairs, sts think of a suitable response to each complete sentence. You could brainstorm some ideas as a class. Then play video/audio track 11.9 again for sts to compare their ideas. They then take turns saying one of the complete sentences in exercise 3 and giving a suitable response.

Conversation builder Read the Conversation builder box with sts about making recommendations. Make sure sts understand all the phrases, and elicit some possible endings for the incomplete sentences. Point out that we can use different modal verbs in the phrases for making recommendations, and they express different strengths of recommendation. Ask questions to check concept. Concept check questions: I have the chance to go to New York, but I’m not sure about it – how can I ask for ideas? (What do you think I should do?) I want to know where I can go skiing – what can I ask? (Where would be the best place to go skiing?) I want to recommend that someone visit Rome – what can I say? (I’d recommend Rome. /I’d recommend going to Rome./If I were you, I’d go to Rome./Perhaps you could go to Rome./You really should go to Rome.)

Answer b

3

Conversation builder Making recommendations

11.9 Sts match the sentence halves from the conversation. Play video/audio track 11.9 again. Sts watch or listen and check their answers. Check answers with the class.

Answers 1 b 2 f 3 a 4 e 5 c 6 d

4

Elicit which recommendation phrase is the strongest. Answer You really should …

5

Allow sts time to read through the subjects in the box. Then elicit a few example questions asking for ideas. Elicit a few replies making recommendations. Sts then work in groups and take turns asking for ideas about one of the subjects. Their classmates make recommendations. 213

making recommendations

6

■

checking and clarifying information SPEAKING

SKILLS SKILLS

11D

11.10 Watch or listen to the second part of the show. Are the sentences true (T) or false (F)? Correct the false sentences. 1 2 3 4 5

Simon recommends visiting the southeast of England. Simon is from that part of England. Kate makes her decision by tossing a coin. Simon and Jack decide that “heads” means Dover and “tails” means Scotland. Kate is going to drive to Glasgow.

Skill

checking and clarifying information

We often need to check or clarify information, for example, facts, someone’s feelings, or what someone means. • Use tag questions, e.g., This is the train to Boston, isn’t it? • Say that you haven’t understood, e.g., I’m sorry, I’m not sure I understand what you mean. • Summarize what the other person has said, e.g., So what you’re saying is …

7 8

11.10 Read the Skill box. Watch or listen again. How does Kate check what Simon means when he talks about Dover?

A

In pairs, order sentences a–i to make a conversation.

a b c d e f g h

Yes, I think so. And the days are still pretty long. I’m not sure I understand what you mean. That’s right, and sometimes you get some really hot days. 1 I’m trying to plan a trip to England. When’s a good time to go? I mean that the evenings are still pretty light. So what you’re saying is that September’s the best time. Great! I think September sounds perfect. Summer’s a popular time, but it’s very busy then. April and May can be pretty cold. September can be very nice, and kids are back in school by then. Winter’s not a great time to go. Oh, I see. And it’s usually pretty mild in September, isn’t it?

i

B

11.11 Listen and check. Practice the conversation.

Go to Communication practice: Student A page 164, Student B page 173

9

A PREPARE In pairs, choose a beautiful region or national park in your country. One student is planning a trip there and will ask for recommendations. The other student will answer with his/her opinions. Think of what you could say.

B

PRACTICE In pairs, practice your conversation. Take turns making recommendations. Check and clarify the information that you hear.

C

PERSONAL BEST Could you improve the way you make recommendations or check information? Practice again with a new partner. Talk about a different place.

Personal Best

Write a list of recommendations for someone traveling in your country.

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6

Answers 1 T 2 T 3 T 4 F. “Heads” means Scotland and “tails” means Dover. 5 F. She is going by train.

Skill Read the Skill box with sts about checking and clarifying information and make sure they understand all the phrases. Review the formation of tag questions from lesson 8A if necessary. Elicit, for example, that with positive statements we use a negative tag question, and with negative statements we use a positive tag question.

7

Go to Communication practice Divide the class into Student A and Student B. All Student A sts should go to SB page 164. All Student B sts should go to SB page 173. Go to TB page 341 for the teacher notes. Do the activity. Then continue with exercise 9 of lesson 11D.

11.10 Sts read the sentences. Explain the meaning of

coast if necessary, and make sure sts understand to toss a coin, heads, and tails. Play video/audio track 11.10. See TB page 364 for video/audio script. Sts watch or listen and decide if the sentences are true (T) or false (F). Remind them to correct the false sentences. Check answers. Play the video/audio track again if necessary, pausing to allow sts to hear the answers.

11.10 Play video/audio track 11.10 again. Sts listen and write down how Kate checks and clarifies the information that Simon gives her. Check answers.

Answer She summarizes what Simon has said with the phrase “So what you're really saying is …”

8 A

Sts work in pairs and put the sentences in the correct order to make a conversation.

B

Play audio track 11.11. Sts listen and check their answers. Sts then act out the conversations in pairs. 11.11

11.11

Audio script

A: I’m trying to plan a trip to England. When’s a good time to go? B: Summer’s a popular time, but it’s very busy then. April and May can be pretty cold. September can be very nice, and kids are back in school by then. Winter’s not a great time to go. A: So what you’re saying is that September’s the best time. B: Yes, I think so. And the days are still pretty long. A: I’m not sure I understand what you mean. B: I mean that the evenings are still pretty light. A: Oh, I see. And it’s usually pretty mild in September, isn’t it? B: That’s right, and sometimes you get some really hot days. A: Great! I think September sounds perfect.

11D

9

Sts follow the steps to have a conversation.

A

PREPARE Sts work in pairs. Allow them time to think of a place to visit and plan their conversations asking for and giving recommendations. Encourage them to make brief notes, rather than writing full sentences.

B PRACTICE In their pairs, sts practice their conversations. Remind them to use phrases from the Conversation builder box for asking for ideas and making recommendations, and encourage them to use the ideas in the Skill box for checking and clarifying information. They can then swap roles and practice their conversations again. C

PERSONAL BEST Sts discuss in their pairs what they could improve. They then work with a new partner to choose a new place and have another conversation. Get feedback on how they think their conversation improved the second time.

PERSONAL BEST Sts can further practice making recommendations. They make a list of places to visit and things to do for someone traveling in their country. They can compare their lists in groups, using a range of phrases for making recommendations. Weaker sts could work in pairs. They make a list of places to visit in their country. They then take turns to make recommendations about the places, using the phrases in the Conversation builder box. Ask some sts to read some of their recommendations to the class.

EXTRA PRACTICE Put sts into groups of three. Two sts role play another conversation about a place that one student recommends the other visits in their country. The third student uses their phone to video the other two. Sts can swap roles and practice again. Watching themselves on video will help sts to evaluate how confident and fluent they sound, and how well they can make recommendations and check and clarify information.

Answers 1 d 2 h 3 f 4 a 5 b 6 e 7 i 8 c 9 g

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UNIT

12

Getting away LANGUAGE

So/Neither do I

■

phrases with go and get

12A Dream destinations 1

Read the dictionary definitions of go away and get away and answer the questions below.

go away (v) leave your home to spend time in a different place, usually for a vacation or a business trip 1 Are you going away anywhere soon?

get away (v) go somewhere on vacation because you need to escape and have a rest 2 When you need to get away, where do you go?

Go to Vocabulary practice: phrases with go and get, page 154

2

A

Complete the blog post with the correct form of phrases with go and get.

1 Costa Rica: the rainforest

My

destinations

I’m dreaming of away from it all, relaxing, and having some amazing experiences. Here’s a list of my top five dream destinations and what I’d like to do there. 1

I really want to 2 hiking in the rainforest in Costa Rica. I’d visit the Braulio Carrillo National Park and then hike alongside the crystal-clear waters of the Corinto River.

2 Canada: the Northern Lights I’d love to travel to Canada to see the Aurora Borealis – the Northern Lights. Imagine seeing the nighttime sky full of color like that – amazing.

3 The U.S.: a classic road trip I’d really like to 3 a road trip across the U.S. I’d rent a car in Chicago and drive along famous Route 66. It takes five days to 4 to California. You can’t beat the freedom of the open road.

4 The Galápagos Islands: swimming with sharks I’ve always wanted to 5 scuba diving around the Galápagos Islands. It would be amazing to see all the sea life there and swim with sharks!

5 Florida: Shuttle Launch Experience I’d love to try the Shuttle Launch Experience at the Kennedy Space Center, and feel like I’m floating like an astronaut with the sensation of weightlessness.

B

3

Would you like to go to any of these places or do these activities?

12.2 Listen to Paul and Lia talking about their friend Carl’s blog post in exercise 2. Which two A activities do Paul and Lia both want to do?

B 1 2 3 4 5 6 7

12.2 Listen again and match the statements with the replies. I’m reading his blog right now. a So have I. I love hiking. b So do I. I’ve always wanted to see the Northern Lights. c So am I. I don’t like the cold very much. d Neither do I. I don’t really like long car rides. e I wouldn’t. I’d love to swim with sharks. f Neither would I. I wouldn’t want to float like an astronaut. g I do.

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UNIT

UNIT

Getting away 12 UNIT 12 OVERVIEW: This unit focuses on the topic of travel. Sts read a blog about some dream destinations and listen to a conversation in which people discuss the blog and which trips they would like to go on. They then practice talking about their travel experiences and agreeing and disagreeing with each other. In Learning Curve, Penny and Ethan discuss air travel, and they interview people about their attitudes about flying. They practice using modals of deduction to speculate about pictures. Finally, sts read some online reviews of hotels and restaurants and write their own review of a hotel or restaurant. LANGUAGE Grammar So/Neither do I; modals of deduction

SKILLS Vocabulary Phrases with go and get; air travel

Pronunciation Auxiliary verbs and stress; sentence stress

Listening Identifying agreement between speakers; linking /w/ and /y/ sounds

Writing Writing an online review; adverbs of attitude

LANGUAGE

12A Dream destinations

12A

Sts read a blog about some dream destinations, and they listen to a conversation in which people discuss the blog and which of the trips they would like to go on. They then practice talking about their own experiences and agreeing and disagreeing. Grammar So/Neither do I

Vocabulary Phrases with go and get: get = arrive, become, bring, buy, receive; get away; go away, go for coffee, go for a walk, go hiking, go home, go on a guided tour, go on a trip, go on vacation, go scuba diving, go to bed, go to college, go to school, go traveling

Pronunciation Auxiliary verbs and stress

Communication Agreeing and disagreeing

WARMER Ask: How often do you go on vacation? Where do you usually go? What do you like doing on vacation? Elicit a few answers. Then ask: Where would you most like to go on vacation? Why? Elicit a few answers. Then ask sts to write down the three places they would most like to visit. Put sts into small groups to compare their ideas and say why they would like to visit the places on their lists. Ask groups in turn to tell the class which were the most popular destinations in their group and why.

1

Read the two definitions with the class and make sure sts understand the difference in meaning between the two phrasal verbs. Sts then discuss the questions in pairs. Get feedback on their answers. Go to Vocabulary practice: phrases with go and get, SB page 154/TB page 321. Sts will find more language presentation and practice for phrases with go and get here. Do these exercises with the class, or assign them for homework, before continuing with exercise 2A of lesson 12A. Remind sts to go to the app for further self-study vocabulary practice of phrases with go and get.

2 A

Sts read the blog post and complete it with the correct phrases. Remind them to think about the correct form of the phrases, as well as choosing the correct meanings. Check answers.

Answers 1 getting 2 go 3 go on 4 get 5 go

B Sts discuss the question in pairs. Encourage them to discuss all the places and activities and say why they would or wouldn’t like to visit or do each one. Get feedback on their discussions.

3 A

12.2 Read out the question. Then play audio track 12.2. See TB page 364 for audio script. Sts listen and say which two activities Paul and Lia both want to do. Check the answer with the class.

Answer hiking in the Costa Rican rainforest, seeing the Northern Lights 12.2 Allow sts time to read through the statements B and replies. Play audio track 12.2 again for sts to listen and match the statements with the replies. Check answers with the class.

Answers 1 c 2 b 3 a 4 d 5 g 6 e 7 f

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4

A

■

phrases with go and get

LANGUAGE

12A

Look at the replies in exercise 3B. Which ones ... 3 disagree with an affirmative statement? 4 disagree with a negative statement?

1 agree with an affirmative statement? 2 agree with a negative statement?

B

Choose the correct options to complete the rules. Then read the Grammar box.

1 We use so / neither to agree with an affirmative statement. 2 We use so / neither to agree with a negative statement. 3 We use an auxiliary / main verb in the reply.

Grammar

So/Neither do I

Agreeing: “I love studying English.” “I haven’t finished yet.” “I was at home yesterday.” “I’m not going away this year.”

“So do I.” “Neither have I.” “So was I.” “Neither am I.”

Disagreeing: “I didn’t like the movie.” “I’m really hungry.” “I won’t go there again.” “I don’t understand.”

“I did.” “I’m not.” “I will.” “I do.”

Go to Grammar practice: So/Neither do I, page 134

5

A

12.4 Pronunciation: auxiliary verbs and stress Listen and underline the stressed words. Do we stress the auxiliary verb? 1 Neither do I. 3 So do I. 5 So did I. 2 I will. 4 Neither have I. 6 I haven’t.

B

12.4 Listen again and repeat.

Go to Communication practice: Student A page 165, Student B page 173

6

A 1 2 3 4 5 6

Match statements 1–6 with replies a–f. Complete the replies with an auxiliary verb. I’ve never been to the U.S. a So I. I’ve been so stressed out! I spent two weeks at the beach last year. b I ! I went to Miami last year. I won’t go away with my family next year. c Neither I. I prefer to drive. I wouldn’t want to go on a road trip. d I . I didn’t get away at all. I don’t like traveling by bus. e I . We go on vacation together every year. I really need to get away from it all. f Neither I. I hate long car rides.

B

In pairs, say the statements in 6A, changing them so they are true for you. Reply with a true answer.

A I’ve never been to Europe. B I have. I went to Spain last year.

7

A

Write one thing for each topic. an amazing place you’ve been to

something you don’t like doing on vacation

B

a place you haven’t been to, but would like to visit

a future plan

In pairs, discuss what you wrote in 7A. Agree or disagree and ask more questions.

A I don’t like playing sports when I’m on vacation. B Neither do I – vacations are for relaxing! What do you like doing?

Personal Best

Write replies to the statements in exercise 3B. The replies should be true for you.

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LANGUAGE

4 A

Sts look at the replies in exercise 3B again and answer the questions. Check answers. Answers 1 a, b, c 2 d, f 3 e 4 g

B Sts read the rules and choose the correct options to complete them. Check answers. Answers 1 so 2 neither 3 auxiliary

12.4 Play audio track 12.4 again, pausing for sts to B repeat while paying attention to the sentence stress.

Go to Communication practice Divide the class into Student A and Student B. All Student A sts should go to SB page 165. All Student B sts should go to SB page 173. Go to TB page 343 for the teacher notes. Do the activity. Then continue with exercise 6A of lesson 12A.

6 A

Sts match the statements with the replies and complete the replies with the correct auxiliary verbs. Check answers.

Grammar Read the Grammar box with sts about So/Neither do I. Elicit that we use so to agree with a positive statement, and neither to agree with a negative one; e.g., I speak English. So do I; I don’t speak English. Neither do I. Elicit that if there is an auxiliary verb in the statement, we repeat it in the reply; e.g., I’ve been to New York. So have I; I wouldn’t enjoy that. Neither would I. If there is no auxiliary verb in the statement, we use a form of do in the reply; e.g., I usually travel by train. So do I; I went to Spain last summer. So did I. Point out that we use a positive verb with neither; e.g., I don’t like flying. Neither do I. NOT Neither don’t I. Point out that to disagree we repeat the auxiliary verb from the statement; e.g., I haven’t seen that movie. I have. NOT I’ve seen. If there is no auxiliary verb in the statement, we use a form of do; e.g., I love traveling. I don’t; I enjoyed that movie. I didn’t. Ask questions to check concept. Concept check questions: Do we use “so” and “neither” to agree or disagree? (agree) How are they different? (We use so with positive statements and neither with negative statements.) If there is an auxiliary verb in the statement, do we repeat the same auxiliary verb in the reply? (yes) What do we do if there is no auxiliary verb in the statement? (We use a form of do.) To disagree, do we repeat the auxiliary verb and the main verb or just the auxiliary verb? (just the auxiliary verb) I don’t like fish. I like – correct? (no – I do.) Go to Grammar practice: So/Neither do I, SB page 134/ TB page 281. Sts will find more language reference, presentation, and practice for So/Neither do I here. Do these exercises with the class, or assign them for homework, before continuing with exercise 5A of lesson 12A. Remind sts to go to the app for further self-study grammar practice of So/Neither do I.

5 A

12.4 Allow sts time to read the sentences. Play audio

track 12.4. See the SB page opposite for audio script. Sts listen and underline the stressed words, and decide if we stress the auxiliary verb. Answers 1 Neither do I. 2 I will. 3 So do I. 4 Neither have I. 5 So did I. 6 I haven’t

12A

Answers 1 b, have 2 d, didn’t 3 e, will 4 f, would 5 c, do 6 a, do

3 x PRACTICE

SB page 103, exercise 6A

1 Do the exercise as normal. To check answers, read out

each statement in turn and ask: Which reply? Elicit the answer, and then ask: Which auxiliary verb? Elicit the answers. 2 In pairs, one student covers the replies and looks at the statements. The other covers the statements and looks at the replies. Sts take turns to read out a statement or a reply in a random order. Their partner tries to remember the statement or reply that matches. 3 In pairs, sts write an alternative reply for each statement. They can then practice saying the statements and replies, using the correct sentence stress when they reply.

B Sts work individually and change the statements in 6A so they are true for them. They then work in pairs and take turns saying one of their sentences. Their partner replies in a way that is true for them.

7 A

Read out the task and elicit examples of things sts might write; e.g., I’d love to go to Japan. I hate shopping on vacation.

B Choose two sts to model the example. Sts then discuss in pairs what they wrote in 7A. They use a suitable reply to agree or disagree with their partner. Remind sts to ask more questions after they reply. Monitor while sts are working, and correct any errors in a feedback session at the end. PERSONAL BEST Sts can further practice using So/Neither do I by writing replies to the statements in exercise 3B that are true for them. Weaker sts can look at the statements in exercise 3B again in pairs, and choose four statements to test their classmates. They write these on a piece of paper. They take turns to read out one of the statements they chose and say either agree or disagree. The other pair must provide the correct response.

No, we don't stress the auxiliary verb.

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12

Learning Curve

SKILLS

LISTENING

identifying agreement between speakers

■

air travel

■

linking: /w/ and /y/

12B Fly away 1

A

Look at the e-ticket below and answer the questions.

1 What time does the flight take off from Los Angeles and land in New York? 2 What time do passengers have to board the plane? At which gate? 3 What’s the passenger’s seat number? Is it an aisle seat or a window seat?

B

What do the words in bold in exercise 1A mean?

Go to Vocabulary practice: air travel, page 155

2

Discuss the questions in pairs. 1 Do you like flying? Why/Why not?

3

A

2 What are the best and worst things about traveling by plane?

12.6 Watch or listen to the first part of Learning Curve and complete the summary.

Today’s show is about how people feel about flying. Penny and Ethan before a flight. both get a little 1 Ethan mentions that 2 % of people are afraid of flying. and panicking. To Symptoms of this fear are feeling 3 where people can help these people, there are courses at 4 “practice” flying. Some people, however, simply don’t want to travel by plane. They prefer to travel shorter distances by other means of transportation and stay travel.” longer in a place to explore the area. This is called “5

B

4

12.6 Compare your answers in pairs. Watch or listen again and check your answers.

12.7 How do we know that Ethan has the same opinion as Penny about flying? Listen and complete the conversation. Then read the Skill box. Penny I love flying. It’s exciting. But I also get a little nervous when I’m about to fly.

Skill

Ethan , Penny. And that’s very common. Most people feel a bit nervous before they fly.

identifying agreement between speakers

There are a number of ways English speakers show agreement with each other. Recognizing these will help you follow a conversation. • Listen for what the first person’s opinion is, and then listen carefully to how the second person responds. • Listen for ways of agreeing: So do I. Neither do I. Me too. I do, too. Me neither. It sure is. It certainly is. True. Exactly. Absolutely. • Sometimes the first person invites agreement: You like flying, don’t you? (No, I don’t.) 104 104 863195 p094_109 units 11-12.indd 104

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12B

12B Fly away Learning Curve

Sts learn vocabulary for air travel, they listen to people talking about how they feel about flying, and they practice identifying agreement between people. Finally, they discuss their own attitudes about flying.

Listening Sts watch a video or listen to a recording of people talking about how they feel about flying.

Skill Identifying agreement between speakers

Listening builder Linking /w/ and /y/ sounds

WARMER

3 A

12.6 All the B lessons in this level which focus on listening skills are accompanied by video (i.e., an episode of Learning Curve). In this lesson, Penny and Ethan discuss air travel, and they interview people about their attitudes about flying.

Ask: When was the last time you traveled by plane? Where was it from and to? Was it a good experience or were there problems? Elicit a range of answers and elicit some vocabulary connected with flying, e.g., go through security, check passports, delayed, canceled, turbulence. Elicit or teach the words pilot and flight attendant.

Sts read through the summary. Play video/audio track 12.6. See TB page 365 for video/audio script. Sts watch or listen and complete the summary.

1 A

Sts look at the e-ticket and answer the questions. Check answers.

12.6 Sts compare their answers in pairs. Play video/ B audio track 12.6 again for sts to watch or listen and check their answers. Check answers with the class.

Answers 1 It takes off at 12:00 p.m. and lands at 4:15 p.m. 2 Boarding is at 11:45 a.m. at gate 8A. 3 17A, a window seat

B

In pairs, sts look at the bold words in exercise 1A and discuss the meanings. Discuss the meanings as a class, and make sure sts understand all the words. Answers take off = leave the ground land = come back down to the ground board = get onto the plane gate = the place where you leave the building and get onto the plane aisle seat = seat next to the aisle center seat = seat between two other seats window seat = seat next to the window

Go to Vocabulary practice: air travel, SB page 155/TB page 323. Sts will find more language presentation and practice for vocabulary for air travel here. Do these exercises with the class, or assign them for homework, before continuing with exercise 2 of lesson 12B.

Vocabulary Air travel: aisle/window seat, departure board, boarding pass, book a flight, carry-on bags, check in, checked baggage, departure lounge, flight attendant, gate, go through security, land, pack, show your passport/identity card, take off

Answers 1 nervous 2 6.5 3 sick 4 airports 5 slow

4

12.7 Sts read the fill-in conversation. You could encourage them to guess the missing words. Play audio track 12.7. See the SB page opposite for audio script. Sts listen and complete the conversation. Check the answer.

Answer So do I

Skill Read the Skill box with sts about identifying agreement between speakers. Explain that we use Neither do I and Me neither to agree with a negative verb; e.g., I don’t like flying – Neither do I. All the other phrases are used with positive verbs; e.g., I love flying – So do I./Me too. Point out that the auxiliary verb in So do I can change according to the verb in the opinion; e.g., I would love to go there – So would I. I had a bad experience once – So did I.

Remind sts to go to the app for further self-study practice of vocabulary for air travel.

2

Sts discuss the questions in pairs. Discuss the answers with the class and encourage sts to share their opinions and experiences.

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identifying agreement between speakers

■

air travel

Hanna

5

■

linking: /w/ and /y/ LISTENING

Monroe

12B

Anoush

12.8 Watch or listen to the second part of the show. Penny talks to Hanna, Monroe, and Anoush. Which person … 1 2 3 4 5 6

6

has arrived at his/her destination airport? is going somewhere warmer? wants to change his/her seat assignment? had to change his/her travel plans due to bad weather? works for an airline? is going to work during the flight? 12.8 Watch or listen again. How do the speakers agree with Penny? Complete the responses.

Monroe: 1Yeah,

That’s a long flight!

Anoush: 2

That sounds a bit stressful!

Anoush: 3Yes,

They are very patient, aren’t they?

7

SKILLS

In pairs, say these phrases slowly, separating each word. Then say them quickly, linking each word. What happens between the words marked with a link? 1 So do I.

2 I do as well.

Listening builder

3 I agree.

4 No, he isn’t.

linking: /w/ and /y/

When a word ends in a vowel sound and the next word starts with a vowel sound, we usually link the words together by adding an extra sound. When a word ends in /u:/, /ow/, or /aw/, we link it using /w/: /w/ /w/ /w/ Who are you? Go away. How are you? When a word ends in /ey/, /iy/,or /ay/, we link it using /y/: /y/ /y/ /y/ Say it. She agrees. I understand.

8

12.9 Read the Listening builder. Listen to the phrases in exercise 7. Which sounds are used A between the words marked with a link, /w/ or /y/?

B

9

In pairs, discuss which of these things you prefer. 1 2 3 4 5 6

Personal Best

aisle seats or window seats taking off or landing setting off or arriving back home traveling by plane or “slow travel” traveling during the day or at night being the passenger or being the driver/pilot

What advice would you give to someone who is afraid of flying?

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12.9 Listen again and repeat the phrases.

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5

12.8 Sts read through the questions. Play video/audio track 12.8. See TB page 365 for video/audio script. Sts watch or listen and write the correct person for each question. Check answers.

Answers 1 Anoush 2 Hanna 3 Monroe 4 Hanna 5 Anoush 6 Monroe

6

12.8 Sts read through the fill-in speech bubbles. Play video/audio track 12.8 again. Sts watch or listen and complete the responses. Check answers.

Answers 1 it sure is! 2 True. 3 they sure are.

7

12B

PERSONAL BEST Sts can further practice talking about flying. They work in pairs and discuss what advice they would give to someone who is afraid of flying. Discuss their ideas as a class. Weaker sts can work in pairs. They write some sentences with their opinions from exercise 9 and some responses using phrases from the Skill box on page 104. Ask some pairs to read their opinions and responses to the class.

EXTRA PRACTICE Sts work in groups of three. They take turns using their phones to video their classmates discussing their opinions of the things in exercise 9. They can swap roles and practice again. Allow sts time to watch the videos of themselves. Watching themselves on video will help sts to evaluate how naturally and fluently they can speak, and agree and disagree with each other.

Sts work in pairs and practice saying the sentences slowly and then quickly. Discuss as a class that when the words are linked, an extra sound is introduced. Don’t say at this stage which sounds are added.

Listening builder Read the Listening builder box with sts about linking with /w/ and /y/. Model pronunciation of the examples to demonstrate how the /w/ and /y/ sounds are added to link the different vowel sounds together. Point out that the same vowel sound can be written in different ways, e.g., the /u:/ sound can be written as do, you, new, or through. Ask questions to check concept. Concept check questions: When do we add an extra sound to link words together? (when one word ends with a vowel sound and the next word begins with a vowel sound) When do we add a /w/ sound? (after the vowel sounds /u:/, /ow/ and /aw/). When do we add a /y/ sound? (after the vowel sounds /ey/, /iy/ and /ay/).

8 A

12.9 Play audio track 12.9. See the SB page opposite (exercise 7) for audio script. Sts listen to the sentences in exercise 7 and decide which sounds are used to link the words. Check answers, playing the audio again if necessary for sts to hear the answers.

Answers 1 /w/ 2 /w/ 3 /y/ 4 /y/ 12.9 Play audio track 12.9 again, pausing after each B phrase for sts to repeat.

9

To summarize, sts discuss their own preferences when flying. Point out that they could use some of the phrases from the Skill box for agreeing with each other. Ask some pairs to tell the class which things they and their partner agreed and disagreed about.

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12

modals of deduction

LANGUAGE

12C Around the world 1

In pairs, answer the questions. 1 Do you ever watch TV game shows? Which ones? 2 Do you try to answer the questions? If so, do you often get them right?

2

Read the instructions for the game show. Would you be a good contestant on the show? Why/Why not?

9.00 p.m. Channel 7

What on Earth? In this popular game show, the teams see a photo of a famous place, building, or object from around the world. They get three clues, and guess where or what the photo is. They can ask for more clues if they can’t guess, but the fewer clues they ask for, the more points they get!

3

A

Look at the three pictures. Can you guess what each one shows and where they are?

a

b

B

4

A

12.10 Listen to three pairs of contestants on the game show. Were any of your answers correct?

Look at the sentences the contestants said. Which pictures were they talking about?

1 It must be the Golden Gate Bridge. 2 It must be some kind of statue. 3 It can’t be the White House.

B

4 It can’t be London. 5 It might be somewhere in Eastern Europe. 6 It might be the White House.

Match the deductions in 4A with the information the contestants used to make the deductions.

a It’s pretty. b The clue was “it’s not a capital city.” c It’s not white!

5

c

d It’s a bridge with a color in its name. e It looks a bit like a head. f It has a color in its name.

Look at the deductions in exercise 4A again. What do must, might, and can’t mean? Match deductions 1–6 with meanings a–c. Then read the Grammar box. a I think this is possibly true. b I’m sure this is true.

c I’m sure this isn’t true.

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LANGUAGE

12C

12C Around the world Sts look at some quiz questions about famous tourist attractions around the world and listen to contestants discussing the questions. They study modals of deduction and use these to speculate about what is happening in some pictures. Grammar Modals of deduction

Pronunciation Sentence stress

Communication Speculating about pictures

WARMER

H: E: H: E: F: H:

Ask: What are the most famous places and monuments in the world? Elicit a range of ideas, e.g., the Statue of Liberty in New York, the Eiffel Tower in Paris, the Pyramids in Egypt. Ask: Which of the places and monuments we have mentioned would you recognize easily? Elicit a few ideas. Then ask sts to draw a famous monument. Sts can show each other their pictures in pairs and guess what they are. Ask who managed to guess correctly.

1

Sts discuss the questions in pairs. Get feedback on their discussions.

2

Sts read the instructions. Discuss as a class who would be a good contestant for the show and why.

3 A

Sts work in pairs. They look at the pictures and guess what they show and where they are. Elicit some possible answers, but don’t confirm them at this stage.

Answers a Easter Island statue (Chile) b Golden Gate Bridge (San Francisco, U.S.) c Antoni Gaudí‘s Casa Milà building (Barcelona, Spain)

4 A

Sts look at the sentences and decide which picture each one refers to. They could work in pairs for this. Check answers with the class.

12.10 Read out the question. Then play audio track B 12.10. Sts listen to find out if any of their answers were correct. Check the answers, and ask who guessed the answers correctly.

Answers 1 b 2 a 3 b 4 c 5 c 6 b

B Check that sts understand deduction (= something that you guess is true, based on information you have). Read out the first piece of information (It’s pretty) and elicit which deduction in 4A it relates to (It might be somewhere in Eastern Europe). Sts look at the remaining pieces of information and match them with the deductions. Check answers.

12.10 Audio script

H = Host, A-F = contestants H: OK, Team 1 – here’s your first photo. And your clues. It’s an object, and it’s made of stone. It’s on an island. It’s at least 500 years old. A: It looks a bit like a head … B: Yes, a man’s head, that might be his nose and eyes. A: It must be some kind of statue, then. B: Can we have another clue, please? H: OK. The island is in the Pacific Ocean. A: Oh, it must be one of the statues on Easter Island! H: Correct! One point for Team 1. OK, now, Team 2. Here’s your photograph, and your clues. It’s a structure, it’s in the U.S. It was built in the 1930s. It has a color in its name. C: It might be the White House – that has a color in its name. D: It can’t be the White House; it’s not white! And the other clue was “it was built in the 1930s.” The White House is much older. C: OK. Can we have another clue? H: OK, it’s a bridge. D: It’s a bridge with a color in its name … it must be the Golden Gate Bridge. H: That’s right! It’s the Golden Gate Bridge. So, Team 2, you get one point. OK, now Team 3. Here’s your photo. And your clues. It’s a city in Europe (so you’re guessing the name of the city this time). It has one of the most famous soccer teams in the world. It’s not a capital city. E: It’s pretty. It might be somewhere in Eastern Europe. Poland? Warsaw? F: Really? E: I’m not sure. Can we have another clue?

OK, next clue. The Olympic Games have been held there. I know! It’s London. Is that your final answer? Yes! No! The clue was “it’s not a capital city,” so it can’t be London! It’s actually Barcelona, and that’s a detail from the architect Antoni Gaudí’s Casa Milà building. So, no points for you, Team 3! OK next question …

Answers 1 d 2 e 3 c 4 b 5 a 6 f

5

Sts look at the deductions in 4A again and match them with the meanings. They could work in pairs for this. Check answers. Answers a 5, 6 (might) b 1, 2 (must) c 3, 4 (can’t)

225

modals of deduction Grammar

LANGUAGE

12C

modals of deduction

Something you think is true: You’ve been traveling since five o’clock this morning. You must be tired. Something you don't think is true: He can’t be a doctor. He’s much too young. Something you think is possibly true: Carla isn’t here. She might be studying in the library since she has an exam tomorrow.

Look! We also use may or could for something that is possibly true: James isn't here. He may be at home, or he could be at the gym.

Go to Grammar practice: modals of deduction, page 135

6

Match sentences 1–6 with replies a–f. 1 2 3 4 5 6

7

a b c d e f

I don’t know. She might be a vegetarian. I know. He must get a lot of exercise. He’s in college, so he must be at least eighteen. It can’t be her. She said she wasn’t coming. She might be swimming. They can’t be. All the lights are off.

A

12.12 Pronunciation: sentence stress Listen to sentences a–f in exercise 6. Look at the words in bold. Which do we stress most, the modal verb or the main verb?

B

8

I think Marta just arrived. How old is Jack? Do you think the neighbors are at home? Ricardo is in such good shape! Why didn’t Helen eat any steak? Tina’s not answering her phone.

In pairs, practice saying the sentences and answers in exercise 6.

Complete the conversation in a restaurant with might, must, and can’t. A Oh look, there’s the waiter, carrying a tray. There’s nobody else in here, so that 1 be our food. B Didn’t you order a pizza, though? That looks like pasta. It 2 be for us. A Why is it taking so long? We’re the only people here – the kitchen 3 be that busy! B It hasn’t been that long. There 4 be a problem, or the chef 5 be taking a coffee break. You didn’t have any breakfast, did you? You 6 be starving!

Go to Communication practice: Student A page 165, Student B page 174

9 a

Personal Best

b

Work with a partner. Show each other photos on your cell phones and make deductions about the photos.

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Look at the two pictures. In pairs, use modals of deduction to talk about the pictures. Who are the people? Where are they? What is happening?

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LANGUAGE Grammar Read the Grammar box with sts about modals of deduction. Elicit or explain that we can use modals to make deductions based on information we have, and we use different modals to express different degrees of certainty. Elicit that we use might when we think something is possibly true, we use must when we are certain that something is true, and we use can’t when we are certain that something isn’t true. Draw sts’ attention to the Look! note and elicit that may and could have the same meaning as might. Ask questions to check concept. Concept check questions: What do we use modals of deduction for? (to say what we think is true, based on information we have) That might be Sarah – am I certain it’s Sarah? (no) Do I think it’s possible it’s Sarah? (yes) That must be Jo’s key – do I know for a fact that it’s Jo’s key? (no) Do I feel sure that it is? (yes) We’ve just had lunch – you mustn’t be hungry again! – correct? (no – You can’t be hungry again.) Does this mean I think you are possibly hungry? (No, it means I’m sure you aren’t hungry.) Sarah might be in the garden. Sarah may be in the garden. Sarah could be in the garden - same meaning or different? (same)

3 x PRACTICE

6

Sts match the sentences with the replies. Check answers, referring back to the Grammar box if necessary to explain the answers. Answers 1 d 2 c 3 f 4 b 5 a 6 e

7 A

12.12 Allow sts time to read through sentences a-f in exercise 6 again and think about which of the words in bold are stressed the most. They could discuss this in pairs. Then play audio track 12.12. See the SB page opposite (exercise 6) for audio script. Sts listen and answer the question. Play the audio again, pausing to check answers.

Answers We stress the modal verb more than the main verb.

B Sts work in pairs and practice saying the sentences and replies in exercise 6, paying attention to the sentence stress in the replies.

SB page 107, exercise 7B

1 Allow sts time to practice in pairs as normal. When they have finished, read out sentences 1–6 from exercise 6 in turn. Invite individual sts to say the appropriate reply, using the correct sentence stress. If the sentence stress is not correct, encourage other sts to correct it. 2 Sts work in pairs. They cover the replies (a–f) in exercise 6, then look at sentences 1–6 and try to remember the replies and say them with the correct sentence stress. They can look at their books again to check. 3 In pairs, sts write alternative replies to sentences 1–6 in exercise 6 using a different modal of deduction in each one. They then take turns reading out one of sentences 1–6. The partner replies with his/her new reply, paying attention to the sentence stress.

8

Sts read the conversation and complete it with the correct modals of deduction. Check answers. Sts could practice the conversation in pairs for extra practice. Answers 1 must 2 can’t 3 can’t 4 might 5 might 6 must

Go to Grammar practice: modals of deduction, SB page 135/TB page 283. Sts will find more language reference, presentation, and practice for modals of deduction here. Do these exercises with the class, or assign them for homework, before continuing with exercise 6 of lesson 12C. Remind sts to go to the app for further self-study grammar practice of modals of deduction.

12C

Go to Communication practice Divide the class into Student A and Student B. All Student A sts should go to SB page 165. All Student B sts should go to SB page 174. Go to TB page 343 for the teacher notes. Do the activity. Then continue with exercise 9 of lesson 12C.

9

Focus on the first picture and ask: What do you think is happening? Elicit a few possible sentences using modals of deduction; e.g., It might be a hotel. Ask a few questions to encourage sts to think and speculate; e.g., Do you think it’s warm? Do you think the people are tourists? Do you think it’s in a cold country? etc. Sts then work in pairs and make deductions about the pictures. Get feedback on their discussions and try to elicit sentences using all three of the modals of deduction.

PERSONAL BEST Sts can further practice using modals of deduction. They work in pairs and show each other photos on their phones. They make deductions about their partner’s photos. Refer weaker sts back to the photo on page 102. They work in pairs and make deductions about the photo using might, must, and can’t. Ask a few questions if necessary to give them ideas; e.g., Where is it? Who is the person on the bridge? Where does the path go? Why is the person alone? What’s in their backpack? Ask some sts to tell the class their ideas.

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2 12

SKILLS

WRITING

writing an online review

■

adverbs of attitude

12D Five-star review 1

Discuss the questions in pairs. 1 Have you ever had a very good or bad experience of a hotel, restaurant, or organized activity? What happened? 2 Have you ever read or written online reviews? What for?

2

Read three online reviews quickly. How many stars (out of five) do you think each reviewer gave?

The Sands Hotel, San Francisco We stayed at The Sands Hotel to celebrate spring break in our final year of college. We were looking for a budget hotel downtown, and we couldn’t be happier with our experience. It’s a two-star hotel, so we had expected the building to be pretty old with very small rooms, but, actually, all the rooms were bright and modern. It was pretty hot, though, and, unfortunately, they don’t have air conditioning. As this is a budget hotel, these are obviously not luxury accommodations, but it would be perfect for people who are looking for an affordable place to stay in a central location.

La Gamba Tapas, Minnesota My classmates and I went to La Gamba Tapas for our end-of-year meal last month. We were really looking forward to it, but I’m sorry to say that it wasn’t a good experience. They had told us that we wouldn’t need a reservation, but, in fact, we had to wait forty minutes to get a table. The food wasn’t bad, but we were told by our very rude waiter that they had run out of a lot of dishes. We had wanted to try their famous garlic shrimp – hopefully, next time they will have some. If we ever go back, that is! All in all, the food at La Gamba Tapas is good, but I wouldn’t recommend it to people who value good service.

Horse & Holiday, Alberta, Canada This summer, my boyfriend and I decided to go on a three-day horseback riding trip in the Rocky Mountains. The trip was great – it was well organized with helpful guides, and the views of the mountains were breathtaking. According to the website, the trip is for riders of all abilities, but I had never ridden before, and I found it really difficult. Luckily, they were very sympathetic when I decided halfway through that I wanted to stop, and they arranged for a van to take me to the hostel. People who ride well and really enjoy the great outdoors would have the trip of a lifetime, but it’s definitely not for beginners.

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12D

12D Five-star review Sts read some reviews of hotels and restaurants. They then write their own review of a hotel or restaurant. Writing A review

Skill Writing an online review

Text builder Adverbs of attitude

WARMER Ask: What am I talking about? – It was awful! The soup was cold and the salad wasn’t fresh, the waiter was rude and we had to wait ages for our meal, and it was really expensive! I definitely won’t go there again! Elicit that you are talking about a restaurant. Ask: Where might you read the kinds of things I was saying? Elicit that you might read them in a review. Ask: What other things do people write reviews about? Elicit that people also write reviews about hotels. Ask: What kinds of information can you find in reviews? Elicit that you can find information about food or hotel rooms, the staff, the price, and how enjoyable your experience was there. Read out the title of the lesson Five-star review. Elicit that a five-star review is a very good review.

1

Sts discuss the questions in pairs. Get feedback on their discussions.

2

Before they start the task, explain the difference between a two-star hotel (a hotel that has been given a score of two out of five for quality by, e.g., the local tourist organization) and a two-star review (a score of two out of five for quality given by a customer on a review website). Sts read the reviews quickly and decide how many stars they think each reviewer gave (out of a maximum of five). Discuss sts’ answers as a class, encouraging them to give reasons to support their answers.

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adverbs of attitude WRITING

SKILLS

12D

writing an online review

We write a review to give our personal opinions about a product or service. • Describe your expectations before. Use phrases like we had expected …, according to the website … . • Describe what really happened. Use phrases like in fact …, (but) actually … . • Make a recommendation about who the product or service would be good for. Use phrases like perfect for …, not really suitable for … .

3

Read the Skill box. Answer questions 1–3 for each of the three reviews. 1 What were the reviewer’s expectations? 2 What actually happened? 3 According to each reviewer, who would or wouldn’t enjoy the experience?

4

Find examples of positive and negative opinions in the three reviews. positive

Text builder

negative

adverbs of attitude

We use adverbs of attitude to say what we think about something. We had dinner at a famous steak restaurant. Surprisingly, they had vegetarian dishes. I had heard great things about the hotel, but, unfortunately, it had closed the previous month. The waiter was very rude. Clearly, he had more important things to do than serve us!

Look! Adverbs of attitude usually go at the beginning of a clause or sentence.

5

Read the Text builder. Complete the sentences with adverbs. Then check your answers in the reviews. 1 It was pretty hot, though, and, , they don’t have air conditioning. 2 As this is a budget hotel, these are not luxury accommodations. 3 We had wanted to try their famous garlic shrimp – , next time they will have some. 4 , they were very sympathetic when I decided halfway through that I wanted to stop.

6

Match sentences 1–6 with a–f. 1 According to the guidebook, White Shores was the best beach in the area. 2 The restaurant looked old and dirty outside. 3 The restaurant was the most famous one in town. 4 I left my passport in the hotel. 5 We had wanted to visit the castle in the Old Town. 6 The bicycle tour lasts six hours. a b c d e f

7

Unfortunately, it closed at 4 p.m., and we got there at 5. Obviously, it was also the most expensive. Sadly, it was crowded, and the sea was polluted. Clearly, you have to be in very good shape to go on it. Luckily, the receptionist found it and gave it back. Surprisingly, we had the best meal of our lives there.

A PREPARE Think about a hotel, restaurant, or service that you had a good or bad experience with. Make notes about why it was good or bad. B

PRACTICE

Use the Skill box to help you write an online review.

C

PERSONAL BEST Exchange reviews with your partner. Would you visit the place in your partner’s review? Why/Why not?

Personal Best

Imagine you are the manager of the company you reviewed. Write a post in response to the review.

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SKILLS Skill

5

Read the Skill box with sts about writing an online review. Point out the use of the past perfect to talk about expectations before the writer’s experience of the product or service.

3

Sts read the reviews in exercise 2 again and answer the questions about them. Check answers.

4

Read out the task and elicit some examples. Sts look at the reviews again and find more examples of positive and negative language. Check answers. Answers The Sands Hotel: Positive: we couldn’t be happier with our experience; all the rooms were bright and modern; it would be perfect for people who are looking for an affordable place to stay in a central location. Negative: unfortunately, they don’t have air conditioning La Gamba Tapas: Positive: All in all, the food is nice. Negative: I’m sorry to say that it wasn’t a good experience; we were told by our very rude waiter they had run out of a lot of dishes; If we ever go back, that is!; I wouldn’t recommend it to people who value good service Horse and Holiday: Positive: The trip was great – it was well organized with helpful guides; the views of the mountains are breathtaking; Luckily, they were very sympathetic; the trip of a lifetime. Negative: it’s definitely not for beginners

Text builder Read the Text builder box with sts about adverbs of attitude. Explain that they are a good way of expressing your opinion without using phrases such as I think, In my opinion, etc. Explain that we usually use them at the beginning of a sentence followed by a comma. Ask questions to check concept. Concept check questions: Why do we use adverbs of attitude? (to express our opinion) Do they express our personal opinion or a general opinion that a lot of people have? (our personal opinion). Which adverb means “I think this is a shame”? (unfortunately) Which means “this is very clear or obvious to me”? (clearly) Where in a sentence do adverbs of attitude usually go? (at the beginning) What punctuation mark do we put after an adverb of attitude? (a comma)

Sts read the sentences and complete them with the correct adverbs. They then check their answers in the reviews. Check answers. Answers 1 unfortunately 2 obviously 3 hopefully 4 Luckily

6

Answers 1 Review 1 quite an old building with very small rooms Review 2 that they wouldn’t need to make a reservation; they would be able to try the garlic shrimp Review 3 that the trip was for riders of all abilities. 2 Review 1 All the rooms were bright and modern. Review 2 They had to wait forty minutes to get a table; they had run out of garlic shrimp Review 3 She found it really difficult and had to stop halfway. 3 Review 1 People who are looking for an affordable place to stay in a central location would enjoy the experience. Review 2 People who value good service wouldn’t enjoy the restaurant. Review 3 People who ride well and really enjoy the great outdoors would have a wonderful trip.

12D

Read out the first sentence and ask: Do you think the second sentence will be positive or negative? Elicit a few ideas, then ask sts to look at sentences a–f and choose the one that matches (c). Sts read the remaining sentences (2–6) and find the matching sentences from a–f. Check answers. Answers 1 c 2 f 3 b 4 e 5 a 6 d

3 x PRACTICE

SB page 109, exercise 6

1 Do the exercise as normal. To check answers, read

out each sentence 1–6 in turn. Ask sts to put up their left hand if they think the second sentence is positive, and their right hand if they think it is negative. Ask a student who chose correctly to give the correct answer. 2 In pairs, sts cover a–f. They read 1–6 again and try to remember each matching sentence and the correct adverb of attitude. They can look at their books again to check. 3 In pairs, sts read 1–6 again and write their own second sentences, using a different adverb of attitude for each one. Ask pairs to read some of their second sentences to the class, in a random order. Other sts try to decide which of sentences 1–6 they match.

7

Sts follow the steps to write their own online review.

A

PREPARE Sts think of a hotel, restaurant, or service they have used and make notes about what was good and bad about their experience.

B PRACTICE Sts use the reviews in exercise 2 as a model and write their own review. Refer them back to the Skill box for tips on how to write a review, and refer them to the Text builder box to remind them to use adverbs of attitude. C

PERSONAL BEST Sts work in pairs. They swap reviews with a partner and discuss whether they would like to visit the place in their partner’s review. Get feedback on their discussions.

PERSONAL BEST Sts can further practice writing. They imagine they are the manager of the hotel, restaurant, or service that they reviewed, and write a short post to respond to the review. Weaker sts could work in pairs. They read each of their reviews together to see how well they have used adverbs of attitude, and see if they can find any more sentences where an adverb of attitude could be added.

231

11 and 12

REVIEW and PRACTICE

Grammar 1

1

A What does he do for a living? B He’s pilot. a the b – c an

2

If I up late, I would have arrived in time for the meeting. a wouldn’t have woken b hadn’t woken c didn’t wake

3

A I can’t play tennis very well. B Neither a can I. b do I. c can’t I.

4

Only 10% of people pass their driving test the first time, so it be difficult. a can b must c can’t a The

airline

We’ve all heard stories about 1the / – people who trick others into giving them money or personal information. I wanted to learn how to protect myself online, so I asked for advice from Bill Young, 2a / the journalist for a consumer magazine.

.

Bill, how can we protect ourselves from 3the / – scammers? Well, 4the / – first thing to do is to be aware that they exist. Don’t reply to e-mails from people you don’t know – they may not be genuine. I did once, and I began receiving twenty scam e-mails every day. If I hadn’t replied, I wouldn’t 5had / have ended up on the scammer’s list of confirmed e-mail addresses. I didn’t give the scammers my bank information, though, which is what they were asking for.

earthquakes are pretty common in Japan. b An c –

6

If she’d taken her umbrella to work, she so wet. a wouldn’t have gotten b wouldn’t get c hadn’t gotten

7

A I wouldn’t want to live in a large city. B Oh, I a like b would c wouldn’t

8

Lucy be a vegetarian. She had steak for dinner last night. a can’t b must c can

Yes, my elderly neighbor recently got 6an / the e-mail that looked like it was from her bank, asking for information about her account. She thought, “It 7must / can’t be from the bank,” so she sent the information, and a lot of money was stolen from her account. If she’d known more about scammers, she 8must / might not have believed that the e-mail was genuine. Now she wants to know all about them, and 9so / neither do I!

.

Use the structures in parentheses to complete the sentences so they mean the same as the first sentence. 1

I saw on that talk show.

I didn’t know it was a secret so I told her. (third conditional) If I

3 4

5

it was a secret, I

7

8

her.

A I really enjoyed the movie.

B I enjoyed it, too. (so)

A I really enjoyed the movie.

B

Vocabulary 1

Circle the word that is different. Explain your answer.

I’m sure this isn’t Steve’s car because his car’s red. (modal of deduction)

1

exhausted starving

miserable gorgeous

This

2

rainbow forest

jungle desert

3

departure board take off

gate departure lounge

She worked 50 hours last week, so she was exhausted on the weekend. (third conditional)

4

show your passport pack

check in go through security

She

5

iceberg tornado

hail hurricane

6

fantastic gorgeous

filthy hilarious

7

earthquake monsoon

storm flood

8

go to bed go home

go to school go traveling

Steve’s car because his car’s red.

We go on vacation in April and September. (indefinite article) We go on vacation

6

Good! If you get an unexpected e-mail, remember that it 10can’t / could be fake. And, just as important, remember to change your passwords regularly, and always use different passwords for different accounts.

He’s an actor. I saw him on that talk show. (definite article) He’s

2

Choose the correct options to complete the text.

Is that e-mail genuine?

Choose the correct options to complete the sentences.

5

2

3

year.

exhausted on the weekend if she 50 hours last week.

A He hasn’t seen the game yet. B I haven’t seen it, either. (neither) A He hasn’t seen the game yet. B .

It’s possible that David is at work. (modal of deduction) David

be at work.

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REVIEW and PRACTICE

11 and1B 12

Grammar

3 x PRACTICE

1

1 Do the exercise as normal. When you check the

Sts read the sentences and choose the correct options to complete them. Check answers. Answers 1 c 2 b 3 a 4 b 5 c 6 a 7 b 8 a

2

Sts complete the second sentence in each pair so it means the same as the first, using the structures or words in parentheses. Check answers. Answers 1 the actor (that/who) 2 had known, wouldn’t have told 3 So did I. 4 can’t be 5 twice a 6 wouldn’t have been, hadn’t worked 7 Neither have I 8 might/could/may

3

Ask sts to read the text through quickly for general meaning. Ask: What danger from scam e-mails does the text mention? (losing money) Sts read the text again and choose the correct options to complete it. Check answers. Answers 1 2 a 3 4 the 5 have 6 an 7 must 8 might 9 so 10 could

SB page 110, exercise 3

answers, read out each sentence twice, once with each option. Ask: Which is correct? Why? 2 Books closed. Start to read out the text, pausing before the first answer: We’ve all heard stories of ... . Sts try to remember what comes next. Continue reading out the text, pausing before the next answer. 3 Divide the class in half. Sts in one half work in pairs and write five top tips for avoiding scams, based on the information in the text and their own ideas. Encourage them to use a range of modal verbs in their tips. The other half work in pairs and write an account of someone who was a victim of a scam, saying what happened to them and including a third conditional sentence to say how things could have been different. Ask pairs in turn to read their tips or stories to the class.

Vocabulary 1

Sts circle the word that is different in each set. Check answers, and ask sts to explain in each case why the word is different. As an extension, sts could write two or three sentences using some of the words. Answers 1 gorgeous (the others all have a negative meaning) 2 rainbow (the others are all places) 3 take off (the others are all places/things at an airport) 4 pack (the others are all things you do at the airport) 5 iceberg (the others are all forms of weather) 6 filthy (the others all have a positive meaning) 7 earthquake (the others all involve rain) 8 go traveling (the others all relate to daily routine or specific places)

233

REVIEW and PRACTICE

2

Personal Best

Match the words in the box with definitions 1–8. carry-on bag hail get somewhere flight attendant enormous boarding pass tiny coast

3

1

arrive at a place

2

a person that looks after the passengers on a plane

3

very small

4

a bag you can bring with you on a plane

5

you show this when you get on a plane

6

the area of land next to the sea

7

small balls of ice that fall from the sky

8

extremely large

Complete the sentences with the words in the box. hurricane canyon away furious starving hilarious glacier hill

4

11 and 12

1

We had a great view from the top of the

.

2

That romantic comedy is absolutely

3

I haven’t been

4

She was when she saw that her neighbor had damaged her new car.

5

The is 15 km. long, about 300 m. deep, and there’s a river at the bottom.

6

I didn’t have any lunch today, so I’m absolutely . Let’s have dinner now.

7

We were able to go inside the beautiful shapes of the ice.

8

The storms and strong winds during the two people.

.

son 11A Les

son 12A Les

Name three types of extreme weather.

Name two phrases with go for and two with go on.

on Less 11A

on 12A Less

Write three sentences about the natural world: one with a/an, one with the, and one with a noun with no article.

Write three sentences that could come before “So would I,” “Neither did I,” and “I haven’t.”

son 11B Les

this year. I need a vacation!

and see the

Write two sentences beginning with a noun phrase.

son 11C Les

killed

Choose the correct options to complete the text.

Name five extreme adjectives.

Marrakech, the Sahara, and the Atlas Mountains I went 1for / on vacation to Morocco last year with some friends. We spent the first day in Marrakech, where we went 2on / to a guided tour around the old town. On the second day, we decided to go 3for / on a trip to the 4jungle / desert, where we rode camels across the sand. It was fall, so although it was pretty hot during the day, it wasn’t 5boiling / freezing like in the summer. The day after our visit to the Sahara, we 6went on hiking / went hiking in the Atlas Mountains. The view from the top of Mount Toubkal was 7fantastic / hilarious, but we 8went / got really cold, so we didn’t stay there long. We didn’t get back to Marrakech until after midnight, and I felt absolutely 9gorgeous / exhausted, so I went 10to / in bed and slept for twelve hours.

son 12B Les Name three things you can find in an airport.

on 12C Less Write three sentences about experiences you haven’t had. Use modals of deduction, e.g., Skiing must be fun.

on Less 12C

son 11C Les Write three third conditional sentences.

son 11D Les Give two expressions for making recommendations.

Write three sentences about what people are doing now. Use modals of deduction, e.g., My sister might be having dinner.

son 12D Les Write three sentences using fortunately, unluckily, and hopefully.

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REVIEW and PRACTICE

2

Sts match the words in the box with the definitions. Check answers. Answers 1 get somewhere 2 flight attendant 3 tiny 4 carry-on bag 5 boarding pass 6 coast 7 hail 8 enormous

3

Sts read the sentences and complete them with the correct words in the box. Check answers. Answers 1 hill 2 hilarious 3 away 4 furious 5 canyon 6 starving 7 glacier 8 hurricane

4

Sts read the text and choose the correct options to complete it. Check answers. Answers 1 on 2 on 3 on 4 desert 5 boiling 6 went hiking 7 fantastic 8 got 9 exhausted 10 to

3 x PRACTICE

11 and1B 12

Personal Best At the end of each Review and practice double-page spread, there is a Personal Best section. The aim here is to provide a quick challenge to change the pace and allow for language recall and personalization. These questions and prompts give sts the opportunity to review a number of language and skills points from the preceding two units in a more productive way. The points being reviewed are referenced according to which lesson they appear in (e.g., Lesson 12A). They cover grammar, vocabulary, and text builder language from reading and writing lessons, and conversation builder language from speaking lessons. Sts work individually, in pairs or in groups, according to the class dynamic and the time available. Set a time limit if you would like to add a competitive element. Encourage sts to refer back to the relevant lessons if they are having difficulties. The aim is for them to respond to the prompts and engage with the target language in a personal way. Their answers will vary. Monitor and help as necessary and get feedback on sts’ answers.

WORKBOOK REVIEW AND PRACTICE Students will find two pages of Review and Practice at the end of each unit of their Workbooks. Unit 11, pages 66 and 67 Unit 12, pages 72 and 73

SB page 111, exercise 4

1 Do the exercise as normal. To check answers, read

out each sentence in turn, sometimes with the correct answer and sometimes with the incorrect answer. Each time, ask: correct or incorrect? 2 Books closed. Put sts into pairs. Write prompts for the text on the board, e.g., vacation, Morocco, last year, Marrakech, guided tour, trip, desert. Sts try to remember as much of the text as they can, including how the words were used in context. They can look at the text again to check. 3 In small groups, sts choose a different place and write a similar account of a trip to that place, using some of the vocabulary from the text. Ask groups in turn to read their texts to the class. Discuss as a class whose trip sounds the most fun and why.

235

GRAMMAR PRACTICE

1A Simple present and present continuous; action and state verbs

1 Choose the correct options to complete the sentences. 1 They don’t want / aren’t wanting to go swimming

1.2

today because it’s too cold.

I’m replying to your message right now. Are you enjoying your vacation? My parents are having breakfast.

I check my e-mails every morning. I need to access the Internet. My sister has a new job.

2 I prefer / ’m preferring this coffee – it tastes / ’s tasting

much better than that coffee. 3 I can’t talk to you right now. We have / ’re having

lunch. 4 Why do you wait / are you waiting for the bus? There

Simple present

aren’t any buses after midnight!

We use the simple present to talk about things that are always true. They speak Portuguese in Brazil.

5 I don’t understand / ’m not understanding this movie

The sun sets in the west.

because they’re speaking too fast. 6 We think / ’re thinking all museums should be free. 7 He works / ’s working in the library this morning. 8 That suitcase belongs / is belonging to me.

We also use the simple present to talk about regular routines. I start work at 8:45.

My brother gets up at 6:30 every day.

We often use the simple present with frequency adverbs and expressions. We never go shopping on Saturdays.

They often go to the beach on the weekend.

2 Complete the sentences with the simple present or present continuous form of the verbs in parentheses.

Present continuous

1 I

We use the present continuous to talk about actions that are happening now. He’s speaking to his sister on Skype right now.

2 3 4

I’m waiting for you at the bus stop.

We also use the present continuous to talk about actions that are temporary. She’s living with her parents at the moment.

I’m studying economics this year.

5 6 7

Action and state verbs We can use the simple present and present continuous with verbs that describe an action. I play soccer on Wednesday evenings. I’m playing a soccer game on my computer right now.

8

(talk) to my boss at the moment. Can I call you back in five minutes? They (send) me a birthday card every year. I (leave) the office now. I’ll call you later. You look really tired. I (think) you (need) to go to bed now. I’m so hungry! I (think) about dinner. I can’t talk now. I (study) in the library. I (stay) at my best friend’s house at the moment. My Internet connection (not work) today.

3 Complete the text with the correct form of the verbs in

We usually use the simple present, not the present continuous, with verbs which describe a state.

parentheses.

She doesn’t like her new haircut. NOT She isn’t liking her new haircut. I don’t understand. What do you mean? NOT I’m not understanding. What are you meaning? I own a car. NOT I’m owning a car. state verbs feelings thoughts and opinions states senses

like, love, hate, want, prefer, need Enjoy is used in the continuous tense: I’m enjoying the party. know, believe, remember, forget, understand, think, feel, consider, realize, expect, agree, suppose, doubt, mean be, have (possess), exist, seem, appear, belong, own, matter taste, sound, look, feel, hear, smell

I1

(not understand) why some people (believe) that we 3 (talk) to each other much less than in the past. I 4 (own) a smartphone, and I 5 (use) it all the time. I 6 (send) messages to my friends several times a day, and I often 7 (call) them to talk. It’s true that we 8 (have) very busy lives nowadays and that we 9 always (not speak) face-to-face. It 10 (seem) to me that electronic devices 11 (make) our lives much easier. For example, I 12 (write) this blog now while I 13 (sit) on the train. 2

Look! Some verbs can be both action and state verbs, with different meanings.

112 863195 p112_135 grammar.indd 112

236

▲

I’m thinking about my vacation. (the action of thinking = action verb) I think this website is the best. (an opinion = state verb) He’s having steak and French fries. (the action of eating = action verb) He has a white sports car. (a possession = state verb) I’m feeling happy. (the action of having an emotion = action verb) It feels soft. (the sense = state verb)

Go back to page 5 22/11/2017 13:38

GRAMMAR PRACTICE

1A Simple present and present continuous; action and state verbs 1

Read through the information about the simple present and present continuous, and action and state verbs with the class, or allow sts time to read it on their own. Play audio track 1.2 for sts to listen and repeat. See the SB page opposite for audio script. Sts read the sentences and complete them with the correct options. Check answers. 1.2

Answers 1 don’t want 2 prefer, tastes 3 ‘re having 4 are you waiting 5 don’t understand 6 think 7 ‘s working 8 belongs

2

Sts complete the sentences with the correct verb forms. Check answers. Answers 1 ‘m talking 2 send 3 ‘m leaving 4 think, need 5 ‘m thinking 6 ‘m studying 7 ‘m staying 8 isn‘t working

3

3 x PRACTICE

SB page 112, exercise 3

1 Do the exercise as normal. To check answers, read out

each completed sentence in turn, some with correct answers and some with incorrect answers. Ask students to raise their hands when they hear an incorrect answer. When students raise their hands, ask them to explain why they think the answer is incorrect. 2 Allow sts time to read through the text again. Then ask them to close their books. Write the verbs from the text on the board in the infinitive form, e.g., not understand, believe, talk. Sts work in pairs and try to write the text from memory. They can check in their books when they have written the whole text. 3 Put sts into pairs. Ask them to write three questions to ask the author of the text, the answers to which can be found in the text; e.g., Do you own a smartphone? How often do you send messages to your friends? Ask them to write questions using the simple present and present continuous. Books closed. Put pairs together into groups of four to ask and answer the questions. See how many they manage to answer correctly from memory. Refer sts back to page 5 if they want to review simple present and present continuous, and action and state verbs further, or see more examples of them in context.

Sts read the text and complete it with the correct verb forms. Check answers. Answers 1 don’t understand 2 believe 3 talk 4 own 5 use 6 send 7 call 8 have 9 don’t, speak 10 seems 11 make 12 ‘m writing 13 ‘m sitting

237

GRAMMAR PRACTICE

GRAMMAR PRACTICE

1C 1A Question Simple present forms and present continuous; action and state verbs 1.7

Do you1.2 speak German? Could wemy sit here, please? I check e-mails every morning. When does class start? I need to access the Internet. My sister has a new job.

1 1 Put Choose the words the correct in the correct optionsorder to complete to make the questions. sentences. 1 1your They friend don’t/ work want / aren’t does /wanting near here to /go ? swimming

Who told you that story? HowI’m many peopletowork your company? replying your at message right now. WhatAre areyou youenjoying talking about? your vacation?

today because it’s too cold. 2 2like I prefer / you / ’m do preferring / going / tothis concerts coffee /–?it tastes / ’s tasting

much better than that coffee.

My parents are having breakfast.

3 3was I can’t / running talk to/you she right / whynow. / ? We have / ’re having

Yes/No questions present ToSimple make a question with a Yes or No answer, we put the verb be or an auxiliary or

lunch. 4 4can Why / tell do/you youwait / a secret / are you / I /waiting ? for the bus? There

aren’t any buses after midnight!

modal verb subject. For the simple present andalways simpletrue. past, we use do/ We use thebefore simplethe present to talk about things that are does and did, with the base form of the main verb. They speak Portuguese in Brazil. The sun sets in the west.

5 5come I don’t / from understand / which//’m country not understanding / you / do / ? this movie

because they’re speaking too fast. 6 6speak We think / more / ’reslowly thinking / you all/museums could / ? should be free. 7 He works / ’s working in the library this morning. 7 8you That / see suitcase / did /belongs at the party / is belonging / who / ? to me.

We also use the simple present to talk about regular routines. statement question I startfrom workthe atU.S. 8:45. My brother gets up at 6:30 every Is he from theday. U.S.? He’s Have they beenand to expressions. China? We oftenbeen use the simple present with frequency adverbs They’ve to China. Were you watching TV? on the weekend. We were watching TV. never go shopping on Saturdays. They often go to the beach Will she win the game? She’ll win the game. continuous Can you speak Italian? IPresent can speak Italian. We use present continuous to talk about that are happening now. Doactions they like tea? They likethe tea. Does heI’m play tennisfor well? He tennistowell. He’splays speaking his sister on Skype right now. waiting you at the bus stop. Did you go to Paris? We went to Paris. We also use the present continuous to talk about actions that are temporary. She’s living with her parents at the moment.

I’m studying economics this year.

Object questions and state verbs word or phrase (who, what, why, how many, InAction most wh- questions, the question

We can presentofand with verbs thatandescribe what typeuse of, the etc.)simple is the object thepresent verb. Incontinuous object questions, we use auxiliaryan action. verb before the subject, like in Yes/No questions. I play soccer on Wednesday evenings. question word auxiliary verb subject main verb I’m playing a soccer game on my computer right now. do live? Where We usually use the simple present, not the you present continuous, with verbs which did she meet? Who describe a state. have they come? Why She doesn’t like her new haircut. NOT She isn’t liking her new haircut. are you doing? What I don’t understand. What do you mean? NOT I’m not understanding. What are you will you arrive? When meaning? you stay? How I ownlong a car. NOT I’m can owning a car. state verbs Subject questions feelings like, love,word hate, asks want,about prefer,the need In subject questions, the question subject. We use the affirmative Enjoy and is used in the continuous tense: enjoying the party. form of the verb, so in present simple past tenses, we don’tI’m use do/does/did. thoughts and know, believe, remember, forget, understand, think, feel, opinionsword main consider, question verbrealize, expect, agree, suppose, doubt, mean states be, have (possess), exist, seem, own, matter Who bought those flowers? NOT Whoappear, did buybelong, those flowers? senses taste, sound, look, feel, hear, smell What happened in 1999? NOT What did happen in 1999?

2 Complete the sentences with the simple present or 8 which / to / movie theater / go / you / did / ?

present continuous form of the verbs in parentheses.

I / where / does (talk) /tohemy/ come boss at/ ?the moment. Can I 9 1from call you back in five minutes?

They / who / she(send) card every year. 10 2looking / for / me wasa/birthday ? 3 I (leave) the office now. I’ll call you later. 4 You look really tired. I (think) you

2 Write subject questions statements. (need) tofor gothe to bed now.

1 5Which I’m soteam hungry! I (think) ? about dinner. 6Argentina I can’t talk won now. theI game. (study) in the library. 2 7Who I (stay) at my? best friend’s house at

Alexander Graham Bell invented the telephone. the moment. (not? work) today. More than 40 students study here. 3 Complete the text with the correct form of the verbs in 4 What to the phone? parentheses. Something strange happened to the phone. Now it’s not working. 5 Which movie ? The movie we saw last week won the Oscar for Best Picture. 6 Who ? A guy named Jacques lives here. 3 8How My many Internet students connection

3 Write questions for the underlined answers. 1 I spoke to Jessica in the park.

I1

3

Which animal makes a noise like that? NOT Which animal does make a Look! Some verbs can be both action and state verbs, with different meanings. noise like that? I’m thinking about my vacation. (the action of thinking = action verb) I think this website is the best. (an opinion = state verb) Questions with He’s having steak andprepositions French fries. (the action of eating = action verb) He the hasmain a white (a possession = state verb) When verbsports needscar. a preposition (look for, talk to, wait for, come from, think I’m etc.), feeling (theput action of having anatemotion verb) about, wehappy. normally the preposition the end =ofaction the question. It feels soft. (the sense = state verb) What are you looking for? NOT For what are you looking?

4 5 6 7

Who was she talking to? NOT To who was she talking? Who did you go to the movies with? NOT With who did you go to the movies?

863195 863195 p112_135 p112_135 grammar.indd grammar.indd113 112

238 238

8

Goback backtotopage page9 5 Go

▲ ▲

112

(not understand) why some people (talk) to each other much less than in the past. I 4 Carlo anda Mira went to the (own) smartphone, andparty. I5 (use) it all 6 the time. I (send) messages to my Wefriends arrivedseveral at 4 p.m. times a day, and I often 7 (call) them to talk. It’s true that we 8 The(have) twinsvery drank all lives the orange juice. busy nowadays and that we 9 always (not speak) Sheface-to-face. was watching a horror movie.(seem) to me that It 10 electronic devices 11 (make) our lives I’mmuch waiting for Toni. easier. For example, I 12 (write) this blog now while I 13 (sit) on the train. Jen works in that building.

2 He 2gave Mike a book. (believe) that we 3

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GRAMMAR PRACTICE

1C Question forms

3 x PRACTICE

1

1 Do the exercise as normal. To check answers, read

1.7 Read through all the information about question forms with the class, or allow sts time to read it on their own. Play audio track 1.7 for sts to listen and repeat. See the SB page opposite for audio script. Sts put the words in the correct order to make questions. Check answers.

Answers 1 Does your friend work near here? 2 Do you like going to concerts? 3 Why was she running? 4 Can I tell you a secret? 5 Which country do you come from? 6 Could you speak more slowly? 7 Who did you see at the party? 8 Which movie theater did you go to? 9 Where does he come from? 10 Who was she looking for?

2

SB page 113, exercise 3

out each statement in turn and ask questions to elicit the correct question form; e.g., Is it a yes/no question? What question word do we need? Is it a subject question or an object question? Then elicit the full answer. 2 Students read the questions to each other in pairs and try to remember the answers without looking in their books. They can then look in their books to check. 3 In their pairs, sts underline a different part of each answer and then write the corresponding question; e.g., I spoke to Jessica in the park. Where did you speak to Jessica? They take turns reading their questions to each other. The other student listens and answers the questions without looking in their book. Refer sts back to page 9 if they want to review question forms further, or see more examples of them in context.

Refer students back to the information on subject questions for reference. Sts complete the subject questions for the statements. Check answers. Answers 1 won the game 2 invented the telephone 3 study here 4 happened 5 won the Oscar for Best Picture 6 lives here

3

Read out the first sentence and elicit the correct question for the underlined answer. Point out that some of the questions are subject questions and some are object questions. Students then write the remaining questions. Check answers. Answers 1 Who did you speak to in the park? 2 What did he give Mike? 3 Who went to the party? 4 When did you arrive? 5 Who drank all the orange juice? 6 What (kind of movie) was she watching? 7 Who are you waiting for? 8 Who works in that building?

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2A 1A Narrative Simple present tenses and present continuous; action and state verbs 2.2

1 1 Choose Choosethe thecorrect correctoptions optionstotocomplete completethe thesentences. sentences. 1 1While TheyTina don’t rode want a bike / aren’t / was wanting riding to a bike go swimming to work, she

1.2 we bought a new car. Last week, It Iwas snowing, and people were hurrying home from work. I’m replying to your message right now. check my e-mails every morning. I was cooking dinner someone knocked onyou theenjoying door. your vacation? Are I need to access thewhen Internet. It My hadsister stopped before we left the party. My parents are having breakfast. has araining new job. I was disappointed because my friends had forgotten my birthday.

was today dropping because / dropped it’s too cold. her purse. 2 2When I prefer I closed / ’m preferring the door, Ithis wascoffee realizing – it /tastes realized / ’s that tasting I

left much / hadbetter left my than keys that inside coffee. the house. 3 3We I can’t watched talk to / were you right watching now.aWe movie havewhen / ’re having we were

hearing lunch. / heard a strange noise outside. 4 4When WhyJohn do you had wait gotten / are/you gotwaiting home, we for told the bus? him what There

present A Simple narrative describes past events. We often use the simple past, the past continuous,

had aren’t happened any buses / was after happening midnight!earlier that afternoon.

and in a narrative. Wethe usepast the perfect simple present to talk about things that are always true. They speak Portuguese in Brazil.

5 5When I don’t they understand were arriving / ’m /not arrived, understanding the concert this movie

The sun sets in the west.

already because began they’re / had speaking alreadytoo begun. fast.

Simple past We also use the simple present to talk about regular routines.

We use the simple past to describe the main events in a narrative. These are I start work at 8:45. My brother gets up at 6:30 every day. completed actions in the past. We often use the simple present with frequency adverbs and expressions. Mike opened the door and saw a package on the floor. He picked it up and We never gocouldn’t shoppingbelieve on Saturdays. They often go to the beach on the weekend. opened it. He what he saw!

6 6It We wasthink a hot/summer’s ’re thinking day. all museums We sat / were should sitting be free. in the 7garden, He works ’s working the library this morning. and/the sun wasinshining / shone. 7 8When Thatthe suitcase moviebelongs was ending / is belonging / ended, the to me. children

went / were going straight to bed.

2 Complete the sentences with the simple present or 2 Complete the sentences with correct tense of present continuous form of the verbs inpast parentheses.

Remember thatcontinuous many simple past verbs are irregular. For a full list of irregular verbs, Present see page 175. We use the present continuous to talk about actions that are happening now. He’s speaking to his sister on Skype right now.

Past continuous

the in parentheses. 1 verbs I (talk) to my boss at the moment. Can I call you back in five minutes? 2 They (send) me a birthday card every year. 3 I (leave) the office now. I’ll call you later. 4 You look really tired. I (think) you

I’m waiting for you at the bus stop.

We also use the present continuous to talk about actions that are temporary. We use the past continuous to describe the background events in a narrative. She’s living with her parents at the moment. I’m studying economics this year. One fall afternoon, I was sitting in the kitchen. Last night, it was raining, and we were watching TV on the sofa. Action and state verbs

(need) to go to bed now. 5 I’m so hungry! I (think) about dinner. 6 I can’t talk now. I (study) in the library. 7 I (stay) at my best friend’s house at

We continuous to describe action that wasverbs in progress when an Wealso canuse usethe thepast simple present and presentan continuous with that describe a completed action happened. action.

feelings They decided to go for alike, drivelove, in Paul’s new car. He need had bought it only two days hate, want, prefer, before. Enjoy is used in the continuous tense: I’m enjoying the party. thoughts and know, believe, remember, forget, understand, think, feel, opinions realize,tenses expect,with agree, suppose, doubt, mean Look! We can use theconsider, three narrative when, with different meanings. states be, dinner. have (possess), exist, seem,and appear, matter When she arrived, we had = First she arrived, thenbelong, we hadown, dinner. When she arrived, we were = She arrived senses taste,having sound,dinner. look, feel, hear, smellduring dinner. When she arrived, we had already had dinner. = First we had dinner, and then she arrived. Look! Some verbs can be both action and state verbs, with different meanings. I’m thinking about my vacation. (the action of thinking = action verb) I think this website is the best. (an opinion = state verb) He’s having steak and French fries. (the action of eating = action verb) He has a white sports car. (a possession = state verb) I’m feeling happy. (the action of having an emotion = action verb) It feels soft. (the sense = state verb)

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the moment.

1 I (take) my umbrella with me because I 8 My Internet connection (not work) today.

(see) the weather forecast earlier.

3 2 Complete the text withthe thewhole correct form of the She (read) book while sheverbs in parentheses.(wait) for me. (make) dinner, David (take out) the garbage. 4 I (call) the police right away when I (saw) the broken window. 5 She (start) laughing when she (see) his new hat. 6 I (not want) to see that movie because I (see) it twice before. 7 Anna (live) in San Francisco when she (finish) her first novel. I1 (not understand) why some people 2 3 Complete the text(believe) with thethat correct theto we 3past tense of(talk) verbseach in the box.much less than in the past. I 4 other (own) a smartphone, and I 5 (use) it all arrive ring I leave put answer walk drive 6 the time. (send) messages to mybuy 7 friends several times a day, and I often Last Friday, I went theIt’ssupermarket (call) them toto talk. true that weto8 buy a cake for a 1 friend’s party. It was as people (have) very busyreally lives busy nowadays and that we 2 back to my food for While I 9 the weekend. always (not speak) 3 4 . I car, my phone 10 face-to-face. It (seem) tothe mecake that on 511 the phone. After the roof of my car and electronic devices (make) our livesthe 6 to the party, but I didn’t realize that I call, I much 12 easier. For example, I (write) 7 the cake on my car! Luckily, it was still there 13 this blog now while I (sit) on the train. ! when I 8 3 While Maria

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She was having breakfast when someone knocked on the door. I play soccer on Wednesday evenings. I was taking a shower when the phone rang. I’m playing a soccer game on my computer right now. We useuse when while to connect past events.continuous, with verbs which Weoften usually theand simple present, not the present I was walking along the beach when I found a wallet. describe a state. While they were waiting for the bus, it started to rain. She doesn’t like her new haircut. NOT She isn’t liking her new haircut. I don’t understand. What do you mean? NOT I’m not understanding. What are you Past perfect meaning? We use past perfect to describe I own the a car. NOT I’m owning a car.an action that happened before another action in the past. state verbs I called James at his office, but he had already gone home.

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GRAMMAR PRACTICE

2A Narrative tenses 1

2.2 Read through the information about narrative tenses with the class, or allow sts time to read it on their own. Play audio track 2.2 for sts to listen and repeat. See the SB page opposite for audio script. Sts read the sentences and choose the correct verb forms to complete them. Check answers.

Answers 1 was riding a bike, dropped 2 realized, had left 3 were watching, heard 4 got, had happened 5 arrived, had already begun 6 were sitting, was shining 7 ended, went

2

3

Sts read the text and complete it with the correct past tense of the verbs in the box. Check answers. Answers 1 were buying 2 was walking 3 rang 4 put 5 answered 6 drove 7 had left 8 arrived

Refer sts back to page 13 if they want to review narrative tenses further, or see more examples of them in context.

Sts read the sentences and complete them with the correct past tense of the verbs in parentheses. Check answers. Answers 1 took, had seen 2 read, was waiting 3 was making, took out 4 called, saw 5 started, saw 6 didn’t want, had seen 7 was living, finished

3 x PRACTICE

SB page 114, exercise 2

1 Do the exercise as normal. To check answers, ask

students to look at the sentences and order them from 1 (the answer they are most confident about) to 7 (the answer they are least confident about). For each sentence, ask who is confident about their answer and ask that student to read out their answer and explain why it is correct. 2 Books closed. Write prompts for the sentences on the board, e.g., umbrella/weather forecast, whole book/ wait. Sts work in pairs and try to write the sentences from memory using the prompts. They can look in their books to check. 3 In their pairs, sts change some of the details of each sentence but keep the same narrative tenses in each one; e.g., I put my boots on because it had snowed during the night. I wrote a few e-mails while I was having my coffee. Students can compare their sentences in groups of four.

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GRAMMAR PRACTICE

2C 1A used Simple to and present usually and present continuous; action and state verbs 2.11

GRAMMAR PRACTICE

1 1 Complete Choose the the correct sentences options with the to complete correct form the sentences. of used to or1the simple and/ aren’t the verbs in parentheses. Use used They don’tpast want wanting to go swimming to if today possible. because it’s too cold.

1.2used to have long hair, but now it’s much shorter. My mom I didn’t like seafood, but now I often eat I’mit.replying to your message right now. I checkuse mytoe-mails every morning. Did you use to play violin? Are you enjoying your vacation? I need to access thethe Internet. I never used toawatch TV in the evenings. My parents are having breakfast. My sister has new job. We usually go for a walk after dinner.

1 2I I prefer / ’m preferring mythis brother coffee and – itsister tastes regularly, / ’s tasting

but much nowbetter we allthan live inthat different coffee.cities. (see) 2 3How I can’t talk to you right now. to work We have before/ ’re youhaving had a

car? lunch. (you/get) 3 4They Why do you wait / are you each waiting otherfor when the bus? they were There

Simple present used to We use the simple present to talk about things that are always true.

We use used to + base form to talk about habits or situations that were true in the They speak Portuguese in Brazil. The sun sets in the west. past, but are not true now. They can be states or actions. We also use the simple present to talk about regular routines. I used to hate classical music, but now I love it. (hate = state) I start atswimming 8:45. Myevery brother at 6:30 every day. She usedwork to go day.gets (goup swimming = action) Weform often the simple with adverbs expressions. We theuse negative and present questions likefrequency other regular verbsand in the simple past. We never shopping on music. Saturdays. They often to the beach music. on the weekend. I didn’t use go to like classical NOT I didn’t used go to like classical Did you use to live on this street? NOT Did you used to live on this street?

Present continuous

We often use a mixture of used to and the simple past when we describe past We use the present continuous to talk about actions that are happening now. situations. It sounds unnatural to use used to with every verb. He’s speaking to his sister on Skype right now. I’m waiting for you at the bus stop. I used to get a lot of exercise when I was in school. I played tennis every weekend, WeI also the present continuous to talk about actions that are temporary. and wentuse swimming three or four times a week. She’s with past, her parents at to, thewhen moment. studying this only year. We use living the simple not used we talkI’m about thingseconomics that happened once, or when we say how many times something happened.

Action and state verbs

I got a job five years ago. NOT I used to get a job five years ago. Wewent can to useRio thethree simple present present continuous with to verbs thatRio describe We times whenand I was young. NOT We used go to three an action. times when I was young. I play on Wednesday evenings. We oftensoccer use never used to instead of didn’t use to. I’m playing a soccer game on my computer right now. He never used to call me but now he calls every day. Weneighbors usually usenever the simple notmuch the present The used topresent, make so noise! continuous, with verbs which describe a state.

inaren’t school, anybut buses nowafter they’re midnight! getting married! (not like) 4 5HeI don’t understand / ’mmuch not understanding money, but now thishe’s movie

rich. because (not have) they’re speaking too fast. 5 6We We think / ’re thinking with all museums our friends should morebeoften free. 7when He works / ’s in working thetogether) library this morning. we lived Miami.in(get 6 8Where That suitcase belongs / is before belonging youto moved me. here?

(you/live)

2 Complete the sentences with the simple present or 7 I

to reggae music, but now I love present continuous form of the verbs in parentheses. it. (never listen) I (talk) to my at the moment. Can I 8 1Jon hisboss British friend twice last call you back in five minutes? year. (visit) Theyto sing when(send) a birthday 9 2I used I was ame child, and I card every year. 3 I (leave)the theguitar, officetoo. now. I’ll call you later. (play) 4 You look really tired. I (think) you 10 We in Los Angeles in 2012. (need) to go to bed now. (get married) 5 I’m so hungry! I (think) about dinner. 2 Complete the text the correct form of 6 I can’t talk now.with I usually or(study) in the library. used from box. friend’s house at 7 I to and a verb (stay) at the my best the moment. not have go (x2) arrive work (x2) 8 My Internet connection (not work) today.

3 Complete the text with the correct form of the verbs in parentheses.

usually She doesn’t like her new haircut. NOT She isn’t liking her new haircut. I don’t understand. do you mean? NOTorI’m not understanding. Whattoare Used to only refers to What the past. We use usually normally + simple present talkyou meaning? about situations and habits which are true now. I own a car. NOT I’m owning a car. On Sundays, I usually have eggs for breakfast. (present habit) On state Sundays, I used to have eggs for breakfast. (past habit) verbs like, love, hate, want, prefer, need Enjoy is used in the continuous tense: I’m enjoying the party. We usually had dinner together every evening. thoughts and know, believe, remember, forget, understand, think, feel, We used to have dinner together every evening. opinions consider, realize, expect, agree, suppose, doubt, mean states be, have (possess), exist, seem, appear, belong, own, matter senses taste, sound, look, feel, hear, smell

Look! Some verbs can be both action and state verbs, with different meanings. I’m thinking about my vacation. (the action of thinking = action verb) I think this website is the best. (an opinion = state verb) He’s having steak and French fries. (the action of eating = action verb) He has a white sports car. (a possession = state verb) I’m feeling happy. (the action of having an emotion = action verb) It feels soft. (the sense = state verb)

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Six months ago, Sarah Thornton left her job in the city and moved to a small town in the I 1 because she (not understand) whylife. some country wanted a quieter “Ipeople 2 1 (believe) we 3a day, six (talk) to sixteenthat hours othershe much less“Itthan the past. I4 I days aeach week,” says. wasinvery difficult. 5 2 (own) a smartphone, andexhausted I (use) it all home at around theI 3time. I 6 (send) to my timemessages for hobbies in 11 p.m. 7 friends several times asee day,my and I oftenmuch,” the evening, and I didn’t friends she (call) them It’s trueI 4that we 8 an says. “But now to I’mtalk. happier. (have) very busy lives nowadays and that free we time. eight-hour day now, so I have much more always It was9strange living in the country at(not first.speak) In the city, to me that or go shopping I 5 face-to-face. It 10to concerts (seem) 11 electronic devices lives on Sundays. There’s nothing like that(make) here. our Now, I 6 much easier. For running example,or I 12 (write) do other outdoor this blog while I 13 (sit) on the train. activities everynow evening.”

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feelings

Look! We can also use usually in the past. It has a similar meaning to used to.

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GRAMMAR PRACTICE

2C used to and usually 1

2.11 Read through the information about used to with the class, or allow sts time to read it on their own. Point out the negative and question forms: I didn’t use to and Did you use to? Remind sts that we can’t use used to for something that only happened once or when we say how often something happened. Play audio track 2.11 for sts to listen and repeat. See the SB page opposite for audio script. Sts complete the sentences with the correct verb forms. Check answers.

Answers 1 used to see 2 did you use to get 3 didn’t use to like 4 didn’t use to have 5 used to get together 6 did you use to live 7 never used to listen 8 visited 9 used to play 10 got married

2

Read through the information about usually with the class, or allow sts time to read it on their own. Draw their attention to the Look! note. Sts read the text and complete it with the correct words and verb forms. Check answers. Answers 1 used to work 2 used to arrive 3 didn’t use to have 4 usually work 5 used to go 6 usually go

3 x PRACTICE

SB page 115, exercise 2

1 Do the exercise as normal. To check answers, read out

each fill-in sentence in turn. Ask questions to gradually elicit the answer; e.g., Is it about the present or the past? Which verb fits the meaning? What is the correct form? 2 Books closed. Write on the board the headings: In the city and Now. As a class, brainstorm what students can remember about Sarah’s life in the city and now. Elicit sentences using used to and usually and write them under the correct headings. Students can look in their books to check they have remembered everything. 3 Sts work in pairs. They prepare an interview with Sarah about her old life in the city and her life now in the country. Encourage them to use ideas from the text as well as their own ideas, and to use used to for questions about the past and usually for questions about the present. Allow sts time to practice their interviews in pairs. Then ask some pairs to perform their interviews for the class. Refer sts back to page 17 if they want to review used to and usually further, or see more examples of them in context.

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GRAMMAR GRAMMARPRACTICE PRACTICE

3A 1A Future Simpleforms: present present and present continuous, continuous; action and verbs be going to,state and will 1.2 3.4

I’m replying to your message right now. I check my e-mails We’re taking the bus every to themorning. airport at 6 a.m. tomorrow. I need Internet. I’m goingtotoaccess start the learning Japanese this year.Are you enjoying your vacation? My parents are having breakfast. sisteryou hasa acup new I’llMy make ofjob. tea, if you want. I’ll call you tonight. Should we go for a walk? Simple present Should I put some music on? We use the simple present to talk about things that are always true. They speak Portuguese in Brazil.

Present continuous

The sun sets in the west.

We also use the simple present to talk about regular routines. We use the present continuous to talk about future plans. We usually specify when or I start work at 8:45. My brother gets up at 6:30 every day. where the event will take place. We often use the simple present with frequency adverbs and expressions. I’m meeting Sarah at the movies at 8:30 p.m. We never on Saturdays. We’re flyinggo to shopping Miami tomorrow. They’re getting married next year.

They often go to the beach on the weekend.

Present continuous We usually use the present continuous to ask people about their plans.

1 1 Choose Choosethe thecorrect correctoptions optionstotocomplete completethe thesentences. sentences. 1 1Next They weekend, don’t want / aren’t wanting to go swimming a today we’rebecause going toit’s have party. tooa cold. 2b I we’ll preferhave / ’mapreferring party. this coffee – it tastes / ’s tasting 2 They’re at a that hotelcoffee. near the beach next week, much staying better than 3a I and can’tthey’ve talk toreserved you rightanow. roomWe forhave six nights. / ’re having b lunch. but they haven’t found a hotel yet. 3 4Oh Why no,do there’s you wait coffee / are allyou overwaiting the floor! for Don't the bus? worry, There a aren’t I’ll clean up in after a minute. anyitbuses midnight! 5b I I’m don’t cleaning understand it up in / ’m a minute. not understanding this movie 4 He’s definitley leaving early too tomorrow because they’re speaking fast. morning, 6a We so he’s thinkcalled / ’re thinking a cab forall6 museums a.m. to goshould to the station. be free. 7b He butworks maybe / ’she’ll working stay until in the lunchtime. library this morning. 5 8I’ve That made suitcase plansbelongs to see Sophie / is belonging next week. to me. a We’re meeting at 2:30 on Wednesday. 2 Complete the sentences with the simple present or b We’ll meet at 2:30 on Wednesday.

present continuous form of the verbs in parentheses.

2 Complete the sentences withboss theatpresent continuous, 1 I (talk) to my the moment. Can I

be going to,back or will. Useminutes? the words in parentheses. call you in five There may be more than one 2 They (send) meanswer. a birthday card every year.

We use the present continuous to talk about actions that are happening now. Are you doing anything tomorrow afternoon? He’s are speaking to histosister on Skype right When you going the supermarket thisnow. week?I’m waiting for you at the bus stop. We also use doing the present continuous to talk about actions that are temporary. What are you this weekend? She’s living with her parents at the moment.

3 I (leave) the office now. I’ll call you later. 4 You look really tired. I (think) you

I’m studying economics this year.

(need) to go to bed now.

be going to Action and verbs We use be going to state to talk about future plans and intentions.

5 I’m so hungry! I (think) about dinner. 6 I can’t talk now. I (study) in the library. 7 I (stay) at my best friend’s house at

Wegoing can use the my simple present and present continuous with verbs that describe an I’m to call mother tonight. action. When are you going to buy a new car? I play soccer on Wednesday The present continuous and beevenings. going to have similar meanings, but the present I’m playingoften a soccer my computer now. continuous refersgame to theonmore immediateright future.

the moment. 8 My Internet connection

3 Complete the text with the correct form of the verbs in

We usually useNew the York simple present, not=the continuous, with verbs which We’re going to this summer! It's present a definite plan and will happen soon. describe a state. We’re going to go to New York when we have the money! = It's a plan, but it may be further in the future. She doesn’t like her new haircut. NOT She isn’t liking her new haircut.

1 parentheses. I 2

I don’t understand. What do you mean? NOT I’m not understanding. What are you will meaning? We use will when an offer, I own a car. NOTwe I’mmake owning a car.promise, or instant decision.

3 4

We’ll take you to the airport, if you’d like. state verbs I will do the dishes before I go out, I promise! want, prefer, need It’s feelings really hot in here. I’ll like, openlove, the hate, window. Enjoy is used in the continuous tense: I’m enjoying the party. thoughts know, believe, understand, think, feel, Look! We and don’t use will to talk aboutremember, plans andforget, intentions that are already opinions consider, realize, expect, agree, suppose, doubt, mean decided. states be, have (possess), exist, seem,NOT appear, belong, own, matter I’m going to fly / I’m flying to New York on Tuesday. I’ll fly to New York on senses taste, sound, look, feel, hear, smell Tuesday.

5 6 7 8

Look! Some verbs can be both action and state verbs, with different meanings.

should I’m thinking about my vacation. (the action of thinking = action verb)

We Ican usethis should as a isquestion with or we to=make think website the best. (anI opinion stateoffers verb) and suggestions. He’sIhaving steak andairport? French fries. (the action of eating = action verb) Should take you to the He has white sports (a possession state verb) Should we ago to that newcar. restaurant by the=beach? I’m feeling happy. (the action of having an emotion = action verb) It feels soft. (the sense = state verb)

9

10 11 12

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(do) the ironing this week if you want. We (meet) Linda at 7:30 p.m. at the station. Don’t be late! I’m sorry, but I can’t talk now. I (give) you a call when I get home – I promise! What (you/do) on Saturday? (we/go shopping)? A Sarah’s not here right now. Can I take a message? B No, thanks – I (send) her a text. I’ve decided I (work) hard next I 1 I want to get(not understand) some people year. good grades onwhy my exams. 2 3 (believe) that we (talk) to They (arrive) at 11 a.m. – Jack’s 4 each other much less than in the past. I waiting at the station for them now. andsome I 5 exercise this (use) it all I (own) a smartphone, (get) 6 the time. I (send) messages to my weekend. I might play tennis, or I might go running. 7 friends and fries I often A Do youseveral want a times salad aorday, French with your (call) them to talk. It’s true that we 8 hamburger? (have) very busy lives nowadays and that B I (have) French fries,we please. 9 always (not Don’t worry – I (not speak) tell) anyone face-to-face. It 10 (seem) to me that your secret. 11 electronic devices Jon wants to live closer to his family,(make) so heour lives 12 much easier. For example, I (write) (move) in the next few years. 13 this blog now while I (sit) on theCan train. (you/drive) into town later? I come with you?

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(not work) today.

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GRAMMAR PRACTICE

3A Future forms: present continuous, be going to, and will 1

3.4 Read through the information about future forms, present continuous, be going to, and will with the class, or allow sts time to read it on their own. Play audio track 3.4 for sts to listen and repeat. See the SB page opposite for audio script. Sts read the sentences and choose the correct options to complete them. Check answers.

Answers 1 a 2 a 3 a 4 a 5 a

2

Refer students back to the information on will and should. Sts read the sentences and complete them with the correct verb forms. Check answers. Answers 1 ‘ll do 2 ‘re meeting 3 ‘ll give 4 are you doing, Should we go shopping 5 ‘ll send 6 ‘m going to work 7 ‘re arriving 8 ‘m going to do 9 ‘ll have 10 won’t tell 11 ‘s going to move 12 Are you driving

3 x PRACTICE

SB page 116, exercise 2

1 Do the exercise as normal. To check answers, read

out each sentence in turn with two or three possible answers. Ask students to shout Correct when you read out the correct answer. Elicit why it is correct. 2 Books closed. Write prompts for the sentences on the board, e.g., ironing/this week, Linda/7:30/station. Sts work in pairs and use the prompts to try to write the sentences from memory. They can look in their books again to check. 3 Read out the first sentence and ask: When might someone say this? Elicit a situation; e.g., one person is ill and another person is offering to help them. Sts work in pairs. They choose three of the sentences and for each one write a mini-conversation to give it a natural context. Ask pairs in turn to read their conversations to the class. The class could vote for the most inventive one. Refer sts back to page 23 if they want to review present continuous, be going to, and will further, or see more examples of them in context.

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3C 1A Defining Simple present and non-defining and present relative continuous; clauses action and state verbs

GRAMMAR PRACTICE

1 1A Complete Choose the thecorrect sentences options withtothe complete correctthe relative sentences. pronouns. 1 They don’t want / aren’t wanting to go swimming 1 That’s man it’s too cold. I spoke to yesterday. todaythe because 2 2The I prefer mayor, / ’m preferringisthis in New coffee York – itfor tastes a meeting, / ’s tasting didn’t muchanswer betterthe thanjournalist’s that coffee. question. 3 3It’sI can’t a story talk about to you a man right now. We have dog/ saves ’re having his life. 4 It’slunch. the store we were talking 4about Whyyesterday. do you wait / are you waiting for the bus? There 5 Hearen’t lives any on South buses Street, after midnight! is near my office. 6 5Michelle’s I don’t understand the person/ ’m not understanding normally deals this movie with computer because problems. they’re speaking too fast. 7 6InWe July, think I’m /going ’re thinking to stayall with museums my cousin should Sara,be free. 7 He works /lives ’s working in Mexico. in the library this morning. 8 8That’s That the suitcase hospital belongs / is belonging I was born. to me.

3.9 1.2

Defining clauses Present relative continuous We a defining relative clause toto saytalk which person, thing, place we are talking Weuse use the present continuous about actions thatorare happening now. about. He’s man who saw yesterday. He’sthe speaking to Ihis sister on Skype right now. I’m waiting for you at the bus stop. That’s the phone that I want for my birthday. We also use the present continuous to talk about actions that are temporary. She’s the girl whose mother is a famous journalist. She’s living with her parents at the moment. I’m studying economics this year. That’s the restaurant where we had dinner last week.

We can omit and who, that, and which when the verbs in the main clause and the relative Action state verbs clause have a different subject. We can use the simple present and present continuous with verbs that describe an He’s the man (who/that) I met on vacation. action. She lost the book (that/which) I lent her. I play soccer on Wednesday evenings. We omitathe relative pronoun it is the subject I’mcan’t playing soccer game on mywhen computer right now. of the relative clause. She’s the woman who speaks French.not NOT thecontinuous, woman speaks We usually use the simple present, theShe’s present withFrench. verbs which describe a state.

Non-defining relative clauses

She doesn’t like her new haircut. NOT She isn’t liking her new haircut. A Inon-defining relativeWhat clause us extra information about something in the don’t understand. do gives you mean? NOT I’m not understanding. What are you main clause. It doesn’t identify what we are talking about. If we omit this clause, the meaning? sentence still makes sense. I own a car. NOT I’m owning a car.

We add a comma before a non-defining relative clause. Thisstate is myverbs younger brother Ricardo, who lives in Washington D.C. feelings That’s Tony’s new sports like, car, love, whichhate, he bought in London want, prefer, need last week. Right now, Jen’s on vacation in São Paulo, where her lives. the party. Enjoy is used in the continuousfriend tense:Maria I’m enjoying thoughts and know, believe, remember, understand, think, feel, Sometimes we add a non-defining relative clause inforget, the middle of a sentence. This is opinions more common in writtenconsider, English. realize, expect, agree, suppose, doubt, mean states be, have (possess), exist, seem, appear, belong, own, matter The hotel, which has over 200 rooms, is just 150 m. from the main square. senses taste, sound, look, feel, hear, smell We can’t use that in non-defining clauses. We use who for people or which for things. We can’t omit the relative pronoun. Look! Some verbs can be both action and state verbs, with different meanings. I’m thinking about my vacation. (the action of thinking = action verb) Notice the difference in meaning between the sentences below. Look! I think this website is the best. (an opinion = state verb) The students the exam a certificate. He’s having who steakpassed and French fries.received (the action of eating = action verb) This means that not all the students passed. Only students who passed He has a white sports car. (a possession = statethe verb) received a certificate. I’m feeling happy. (the action of having an emotion = action verb) It feels soft. (the = state verb) received a certificate. The students, whosense passed the exam, This means that all the students passed, and they all received a certificate.

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2B Check Complete ( ) the the sentences sentences in with A where the simple it’s possible presenttoor omit present the pronoun. continuous form of the verbs in parentheses. 1 I

(talk) to my boss at the moment. Can I call you back in five minutes? same as the first sentences. Use relative clauses. 2 They (send) me a birthday card every year. 1 3We Pizza.the Weoffice had lunch I went to Bella (leave) now. there. I’ll call you later. We went to Bella Pizza, where we (think) had lunch. 4 You look really tired. I you 2 Luke gave me (need) a reallytointeresting go to bedbook now. yesterday. I’m now. I 5reading I’m so ithungry! (think) about dinner. Luke gave menow. a really book in yesterday, 6 I can’t talk I interesting(study) the library. . 7 I (stay) at my best friend’s house at 3 Look that car. My uncle wants one. the at moment. That’s the car 8Look. My Internet connection (not work) today.. 4 Can you see the park over there? We’re meeting 3 Complete the text with the correct form of the verbs in there tomorrow. parentheses. That’s the park tomorrow. 5 This is Mark. You met his brother last night. This is Mark, last night. 6 A man left a message for me this morning. What was his name? What was the name of the man ?

2 Complete the second sentences so they mean the

3 Complete the text with phrases a–f and the correct relative pronoun. are both younger than me we used to do together I 1 up (not understand) why some people I grew 2 (believe) that we 3 (talk) to backyard was much bigger 4 each other much less than in the past. I lived on our street (own)with a smartphone, and I 5 (use) it all I shared my brothers 6 the time. I (send) messages to my 1 My parents live intimes the house . friendsstill several a day, and I often 7 2 I miss(call) that house. My two brothers, them to talk. It’s true that we 8 used to annoy me, butlives I miss some of and the things (have) very busy nowadays that we 3 . I also miss seeing thespeak) other kids 9 always (not 4 . Although it was an old 10 face-to-face. It (seem) to house, me thatit was 5 really electronic comfortable. My bedroom, 11 devices (make) our lives , was cool even in the summer. We only had a small 12 much easier. For example, I (write) backyard, but we spent a lot of time playing 13 this blog now while I (sit)with on the the boys train. next door, 6 than ours. a b c d e f

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That’s I check themy man e-mails who lives everynext morning. door to us. I’m replying to your message right now. Are you enjoying your vacation? That’s I need thetocouple accessthat’s the Internet. always arguing. My government. parents are having breakfast. She’s My sister the woman has a new whose job.husband works for the That’s the guy I sit next to in class. My uncle lives in Los Angeles, which is a really expensive city. Simple present My neighbors, who have five children, are really noisy. We use the simple present to talk about things that are always true. A They relative clause gives us more information about subject speak Portuguese in Brazil. The sun setsthe in the west.of the main clause. We usually start a relative clause with a relative pronoun. We use: We also use the simple present to talk about regular routines. – who or that for people I start work at 8:45. My brother gets up at 6:30 every day. –that or which for objects We often use the present with frequency adverbs and expressions. –whose + noun forsimple possession –where for places We never go shopping on Saturdays. They often go to the beach on the weekend.

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GRAMMAR PRACTICE

3C Defining and non-defining relative clauses 1 A

Read through the information about defining and non-defining relative clauses with the class, or allow sts time to read it on their own. Remind sts that we don’t use the relative pronoun that in non-defining relative clauses. Play audio track 3.9 for sts to listen and repeat. See the SB page opposite for audio script. Sts read the sentences and complete them with the correct relative pronouns. Check answers. 3.9

Answers 1 who/that 2 who 3 whose 4 which/that 5 which 6 who/that 7 who 8 where

3 x PRACTICE

SB page 117, exercise 3

1 Do the exercise as normal. To check answers, read out

each fill-in sentence in turn. Elicit the correct phrase first, and then the correct relative pronoun. Ask: Can the relative pronoun be omitted? 2 Ask sts to cover the text and just look at phrases a–f. In pairs, they try to recall the text from memory, using the phrases as prompts. If necessary, they could make a note of the correct order of the prompts to help them. They can look at the text again to check. 3 In their pairs, sts read the text again and write alternative relative clauses to complete it; e.g., My parents still live in the house that they bought when they got married. Ask some pairs to read their completed text to the class. Refer sts back to page 27 if they want to review defining and non-defining relative clauses further, or see more examples of them in context.

B Sts look at the sentences in exercise 1A again and decide where it is possible to omit the relative pronoun. Check answers. Answer Sentences 1 and 4

2

Read out the first sentences and the example answer. Point out that the second sentence has the same meaning as the first. Sts complete the second sentence in each pair using a relative clause so that it means the same as the first sentence. Check answers. Answers 2 which I’m reading now 3 (that/which) my uncle wants 4 where we’re meeting 5 whose brother you met 6 who/that left a message for me this morning

3

Sts read the text and complete it with the correct phrases and relative pronouns. Check answers. Answers 1 where, c 2 who, a 3 (which/that), b 4 who/that, e 5 which, f 6 whose, d

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4A 1A Quantifiers Simple present and present continuous; action and state verbs 4.2

1 1 Choose Choosethe thecorrect correctoptions optionstotocomplete completethe thesentences. sentences. 1 1Riding They adon’t bike want in New / aren’t York iswanting dangerous to gobecause swimming there

There ’s1.2 not much traffic in my village. Do you have a few minutes to talk? There are my a lot of stores in the mall. I haveI’m noreplying time to see him message today. right now. to your I check e-mails every morning. There aretotoo many downtown. Are you enjoying your vacation? I need access thebuses Internet. We places for young people go. are having breakfast. Myto parents Mydon’t sisterhave has enough a new job.

aretoday too many because / much it’s too cars cold. on the streets. 2 2Julia I prefer has plenty / ’m preferring of / lots money, this coffee so she – it buys tastesnew / ’s tasting

clothes much every betterweek. than that coffee. 3 3There’s I can’tusually talk to you a lotright of / few now.snow We have in Sweden / ’re having at this

time lunch. of year. 4 4DoWhy youdo have youlittle wait//aare little you free waiting time today for thesobus? we can There

Small quantities Simple present

have aren’t a meeting? any buses after midnight!

We beforepresent uncountable a few countable Weuse usea little the simple to talknouns about and things thatbefore are always true. nouns. Can I have a little sugar ininmy coffee,The please? They speak Portuguese Brazil. sun sets in the west. I’m now. Can Ipresent call youtoback in a few minutes? Webusy alsoright use the simple talk about regular routines. We use not much and not in negative We day. use not much before I start work at 8:45. Mymany brother gets upsentences. at 6:30 every uncountable nouns and not many before countable nouns. We often use the simple present with frequency adverbs and expressions. There isn’t much milk. Can you get some more, please? We never go shopping on Saturdays. They often go to the beach on the weekend. I don’t have many friends on Facebook.

5 5There I don’t aren’t understand enough /parks ’m not / parks understanding enough inthis my movie town. 6 Michael’s only child – hetoo hasfast. no / not brothers becausean they’re speaking 6orWe think / ’re thinking all museums should be free. sisters. 7 7Lots He/works Much/of’s my working friends in are themarried library this now, morning. but a few / 8a little That are suitcase belongs / is belonging to me. still single. 8 There isn’t any / no bread left, so could you get some

2 Complete the sentences with the simple present or

from the supermarket? present continuous form of the verbs in parentheses.

9 I can’t do this crossword – it’s too / too much difficult 1forI me. (talk) to my boss at the moment. Can I

We also use (very) little and few (without a). They mean not much and not many. Present continuous They speak littlecontinuous English. = They don’t speak much We use thevery present to talk about actions thatEnglish. are happening now. She has very few friends in New York. = She doesn’t have many friends in New York. He’s speaking to his sister on Skype right now. I’m waiting for you at the bus stop.

We also quantities use the present continuous to talk about actions that are temporary. Large She’s with parents at the moment. I’m studying economicsand this year. We use living a lot (of) andher lots (of) in affirmative statements before uncountable countable nouns. We use a lot of before nouns, and a lot without a noun.

you backice in five minutes? 10 A call How much cream is there in the fridge? 2B They (send) me a birthday card every year. Any. / None. 3 I (leave) the office now. I’ll call you later. 2 Read thelook text.really Correct 4 You tired.the I eight mistakes. (think) you (need) to go to bed now. 5 I’m so hungry! I (think) about dinner. 6 I can’t talk now. I (study) in the library. 7 I (stay) at my best friend’s house at

Action and state verbs

I have no money. state verbs = I don’t have any money. There are no tickets left. = There aren’t any tickets left. feelings like, love, hate, want, prefer, need How many students got 100% on the exam? None. Enjoy is used in the continuous tense: I’m enjoying the party. thoughts and know, believe, remember, forget, understand, think, feel, More than you need or want opinions consider, realize, expect, agree, suppose, doubt, mean We states use too, too many, and too much to mean “more is necessary good.” be, have (possess), exist, seem,than appear, belong, or own, matter You’ve put too much sugar in my coffee. senses taste, sound, look, feel, hear, smell There are too many people on this bus. It’s too crowded.

Some verbs “the can be both action and state verbs, with different meanings. We Look! use enough to mean right amount” or “sufficient.” We can also use not I’m thinking my vacation. (the action of than thinking = action verb) enough to meanabout “less than is necessary” or “less is good.” I think this website is the best. (an opinion = stateenough verb) parking lots here. I have enough money for a vacation. There aren’t He’s having steak and French fries. (the action of eating = action verb) He has a white sports car. (a possession = state verb) Look! We generally put enough before a noun, but after an adjective. I’m feeling happy. (the action of having an emotion = action verb) There are enough cookies for everyone. NOT There are cookies enough for everyone. It feels soft. (the sense = state verb) The box isn't big enough for all those books NOT The box isn’t enough big for all those books.

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the moment. 8 My Internet connection

(not work) today.

3 Complete the text with the correct form of the verbs in parentheses.

A lot my friends take city vacations, but I can’t understand why they want to spend their time off I1 (not understand) why some people 2 (believe) thatand we 3too noisy. In (talk) in a city. Most cities are too busy a to each other much less than in the past. I 4 crowded city,athere isn’t space because there (own) smartphone, andenough I5 (use) it all 6 the time. I (send) you. messages to my are always too much people around Of course, friends several times a day, and I often 7 there are plenty buy – but (call) themthings to talk.toIt’s true thatthat we 8means that I (have) verymoney busy lives and that we days don’t have many leftnowadays after spending a little 9 always (not speak) in a city.face-to-face. I prefer to go to the country(seem) or to atobeach town, It 10 me that electronic devices 11 (make) our lives somewhere where there is none traffic and where I can much easier. For example, I 12 (write) this blog while to I 13think and relax. (sit) on the train. have a few time now to myself

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I have lots of friends in the U.S. She reads a lot of books. She reads a lot. We can use the simple present and present continuous with verbs that describe an We use plenty of to say there is enough or more than we need. action. Don’t worry – we have plenty of time before the train leaves. I play soccer on Wednesday evenings. I’m playing a soccer game on my computer right now. Look! In questions, we use a lot of before uncountable nouns and many or We usecountable the simplenouns. present, not the present continuous, with verbs which a lotusually of before describe Was therea astate. lot of snow last year? Have you invited many people? She doesn’t like her new haircut. NOT She isn’t liking her new haircut. I don’tquantity understand. What do you mean? NOT I’m not understanding. What are you Zero meaning? We use not any, no, or none before uncountable and countable nouns. We use none I own a car. NOT I’m owning a car. in short answers.

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GRAMMAR PRACTICE

4A Quantifiers 1

4.2 Read through the information about quantifiers with the class, or allow sts time to read it on their own. Play audio track 4.2 for sts to listen and repeat. See the SB page opposite for audio script. Sts read the sentences and choose the correct options to complete them. Check answers.

Answers 1 many 2 plenty of 3 a lot of 4 a little 5 enough parks 6 no 7 Lots, a few 8 any 9 too 10 None

2

Sts read the text and find and correct the eight mistakes. Allow sts time to compare their answers in pairs. Then check answers with the class. Answers A lot my friends – a lot of my friends space enough – enough space too much people – too many people plenty things – plenty of things many money – much/any money a little days – a few days none traffic – no traffic a few time – a little time

3 x PRACTICE

SB page 118, exercise 2

1 Do the exercise as normal. To check answers, read the

text aloud slowly, and ask students to give an alarm call (a loud beep or a warning siren) when you get to a mistake. Elicit why the quantifier is wrong, and elicit the correct word. 2 Allow sts time to read through the text again. Then ask them to close their books. Write the noun associated with each quantifier on the board, e.g., friends, space, people, things to buy. Students work in pairs and try to remember what the text said about each of the nouns, and which (corrected) quantifiers were used. They can look in their books again to check. 3 Sts work individually and write a short text about what they like and dislike about city vacations. They can use ideas from exercise 2 and their own ideas. Encourage them to use at least six different quantifiers. Sts can then work in pairs and compare their ideas. Discuss as a class the advantages and disadvantages of city vacations. Refer sts back to page 31 if they want to review quantifiers further, or see more examples of them in context.

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GRAMMAR PRACTICE

4C and superlatives, as … as 1A Comparatives Simple present and present continuous; action and state verbs 4.14

1 1 Complete Choose the the correct sentences options with the to complete words in the parentheses. sentences. Use form /ofaren’t the adjectives. any other 1 the Theycorrect don’t want wanting toAdd go swimming words youbecause need. it’s too cold. today

1.2 is brighter than the living room. My bedroom The first floor apartment is less expensive than secondtofloor I’mthe replying yourapartment. message right now. I check my e-mails every morning. This is bytofaraccess the safest suburb of the city. Are you enjoying your vacation? I need the Internet. The around in theare whole country. My parents having breakfast. Mycountryside sister has a new job.here is the most beautiful My house isn’t as big as my brother’s house.

1 2The I prefer bed in/ ’m mypreferring hotel room this is coffee – it tastes / ’s tasting as

mymuch bed at better home. than (just, thatcomfortable) coffee. 2 3 I can’t talk to you right apartments now. Weare have downtown. / ’re having

(expensive) lunch. 3 4Jamie’s Why donew youcar wait isn’t / are you waiting for theasbus? his old There

Simple present Comparatives We use the simple present to talk about things that are always true. We usespeak comparative adjectives + thanThe to compare things, They Portuguese in Brazil. sun sets two in the west.people, places, etc. With one-syllable adjectives, we add -er. With two-syllable adjectives ending in -y, We also use the simple present to talk about regular routines. we change the y to i and add -er. For adjectives with more than two syllables, we use I start more orwork less. at 8:45. My brother gets up at 6:30 every day. Wehouse often isuse the simple frequency adverbs and expressions. Her smaller than present yours. with English is easier than Russian. Hotels in Tokyo are moreon expensive than They in Madrid./Hotels in Madrid arethe less We never go shopping Saturdays. often go to the beach on weekend. expensive than in Tokyo.

Present continuous We can use a bit, a little, or slightly before a comparative to say there is a small We use the present continuous aboutisactions that are happening now. difference, and a lot, much, or far to to talk say there a big difference.

to is hisa sister on Skype right MyHe’s newspeaking apartment bit bigger than my oldnow. one. I’m waiting for you at the bus stop. I’m in much better shape than I used to be. We also use the present continuous to talk about actions that are temporary. She’s living with her parents at the moment.

I’m studying economics this year.

Superlatives We use superlative to say that something is more or less than all the others Action and adjectives state verbs

in a group. With one-syllable adjectives, we put the in front and add -est. With twoWe can use the simple present and present continuous with verbs that describe an syllable adjectives ending in -y, we change the y to i and add -est. With adjectives of action. more than two syllables, we use the most or the least. I play soccer on Wednesday evenings. He’s the oldest player on our team. This is the funniest comedy on TV. I’m playing a soccer game on my computer right now. That’s the most expensive hotel in Paris./That’s the least economical place to stay. We usually use the simple present, not the present continuous, with verbs which The can be replaced with a possessive adjective. describe a state. It’s her best album. She doesn’t like her new haircut. NOT She isn’t liking her new haircut. We can put by far before a superlative to make stronger. I don’t understand. What do you mean? NOTitI’m not understanding. What are you meaning? Lima is by far the biggest city in Peru. I own a car. NOT I’m owning a car. Look! We usually use in before places and groups of people, not of. state She’s theverbs best player in the world. He’s the youngest person in my family. feelings like, love, hate, want, prefer, need We often use the superlative with the present perfect + ever and of the.the party. Enjoy is used in the continuous tense: I’mone enjoying That’s the strangest I’ve ever seen. thoughts and movie know, believe, remember, forget, understand, think, feel, consider, realize, Thisopinions is one of the best restaurants in town.expect, agree, suppose, doubt, mean states be, have (possess), exist, seem, appear, belong, matter With one-syllable adjectives ending in consonant-vowel-consonant, weown, double the senses taste, sound, look, feel, hear, smell final consonant and add -er / -est. big – bigger – biggest hot – hotter – hottest Look! Some verbs can be both action and state verbs, with different meanings. Some adjectives have irregular comparative and superlative forms. I’m thinking about my vacation. (the action of thinking = action verb) good – better best bad – worse – worst – farther/further – farthest/furthest I think this–website is the best. (an opinionfar = state verb) He’s having steak and French fries. (the action of eating = action verb) (not) asa … assports car. (a possession = state verb) He has white We I’m use feeling as … as happy. to say that things are thean same and not as … asverb) to say that two (thetwo action of having emotion = action things are different. can=use justverb) with as … as to emphasize a similarity. It feels soft. (theWe sense state

one. aren’t (big)any buses after midnight! 4 5Susan I don’t lives understand in one of / ’m not understanding parts thisofmovie

town. because (nice)they’re speaking too fast. 5 6Learning We thinkSpanish / ’re thinking isn’t asall museums should be learning free. 7Japanese. He works(difficult) / ’s working in the library this morning. 6 8It’sThat onesuitcase of belongs / is belonging books I’ve to me. ever read.

(funny)

2 Complete the sentences with the simple present or 7 Miami is

from New York than from present continuous form of the verbs in parentheses. Washington D.C. (a lot, far) to myisboss at the moment. Can I 8 1InIJanuary, Rio (talk) de Janeiro usually call you back in fiveBuenos minutes? Aires. (slightly, hot) They (send) me agame birthday card seen. every year. 9 2That was I’ve ever 3(by I far, bad) (leave) the office now. I’ll call you later. You look really (think) 10 4Mexican food is tired. I Britishyou food. (need) to go to bed now. (a lot, spicy) 5 I’m so hungry! I (think) about dinner. 2 Complete the second so theyinmean the 6 I can’t talk now. I sentences(study) the library. same 7 I as the first sentences. (stay) at my best friend’s house at 1 John and James are both 1.70 m. tall. the moment. 8John My Internet is connection James. (not work) today. 2 This restaurant is much better than the others in town. 3 Complete the text with the correct form of the verbs in This is by in town. parentheses. 3 My new phone was much more expensive than my laptop! My laptop was expensive my new phone! 4 The class tomorrow starts at 9:10 instead of the usual time of 9:15. The class tomorrow starts a usual. 5 This is the cheapest watch I could find. This watch is the expensive I could find. 6 I’ve never seen a nicer beach before. ThisI 1is thatunderstand) I’ve . (not why some people 7 His2last movie is (believe) funnier than that this we 3one. (talk) to Thiseach movie hispast. last one. other much lessfunny than inasthe I4 8 Jill (own) and Maura are sisters.and Maura is 18. a smartphone, I 5 is 19 and Jill (use) it all Jillthe is time. I 6 her sister. (send) messages to my friends several times a day, and I often 7 (call) them to talk. It’s true that we 8 (have) very busy lives nowadays and that we 9 always (not speak) face-to-face. It 10 (seem) to me that electronic devices 11 (make) our lives much easier. For example, I 12 (write) this blog now while I 13 (sit) on the train.

Today, Boston is just as warm as Mexico City. In the winter, Amsterdam isn’t as cold as Moscow.

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GRAMMAR PRACTICE

4C Comparatives and superlatives, as ... as 1

4.14 Read through the information about comparatives, superlatives, and as ... as with the class, or allow sts time to read it on their own. Remind sts that we use than with comparatives, not that, and we use the with superlatives. Point out the spelling changes with some of the short adjectives. Play audio track 4.14 for sts to listen and repeat. See the SB page opposite for audio script. Sts complete the sentences with the correct words. Check answers.

Answers 1 just as comfortable 2 The most expensive 3 as big 4 the nicest 5 difficult as 6 the funniest 7 a lot farther 8 slightly hotter than 9 by far the worst 10 a lot spicier than

2

Read out the first sentence and elicit how to complete the second sentence so it has the same meaning. Sts then complete the remaining sentences in the same way. Check answers. Answers 1 as tall as 2 far the best restaurant 3 much less, than 4 little earlier than 5 least 6 the nicest beach, ever seen 7 isn’t as 8 a bit/a little/slightly younger than

3 x PRACTICE

SB page 119, exercise 2

1 Do the exercise as normal. To check answers, ask

individual students in turn to read out one of their completed sentences. Ask other sts: Do you agree? Did you have a different answer? 2 Books closed. Put sts into teams. Read out each answer in turn; e.g., John is as tall as James. Teams race to remember the original sentence (e.g., John and James are both 1.70m. tall). 3 Sts work in pairs. Set them the challenge of writing a conversation including as many of the sentences in exercise 2 as they can. Ask pairs in turn to perform their conversations for the class. See which pair managed to include the most sentences in a natural way. Refer sts back to page 35 if they want to review comparatives, superlatives, and as ... as further, or see more examples of them in context.

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5A andpresent first conditional; future time 1A Zero Simple and present continuous; clauses action and state verbs

1 1 Choose Choosethe thecorrect correctoptions optionstotocomplete completethe thesentences. sentences. 1 1You They can’t don’t come want to /the aren’t party wanting if / unless to go you’re swimming invited. 2 I’lltoday call you until /it’s as too sooncold. as I get my test scores. because 3 2They’ll I prefer cancel / ’m preferring the flight ifthis / unless coffeethe – itweather tastes /is’sbad. tasting 4 I'llmuch get a better job when untilcoffee. I finish school. than/ that 5 3She’ll I can’t stay talk with to you us until right/ unless now. We summer have / vacation ’re having

5.5 1.2

If Iyou borrow money,every you need to pay it back.I’m replying to your message right now. check my e-mails morning. Are you enjoying your vacation? If II need ask my manager for a loan, he’ll say no. to bank access the Internet. My parents are having breakfast. Tell if you Myme sister hasneed a newsome job. cash. You can’t open an account unless you’re over eighteen. I won’t be able to go shopping until I get paid this Friday. Simple present I’ll lend you some money after I go to the ATM. We use the simple present to talk about things that are always true. They speak Portuguese in Brazil.

Zero conditional

The sun sets in the west.

We also use the simple present to talk about regular routines. We use the zero conditional to talk about routines or situations that are generally I start work at 8:45. My brother gets up at 6:30 every day. true, including facts. We use the simple present, in both the if clause and the main We often use the simple present with frequency adverbs and expressions. clause. never goIshopping oftenbreak. go to the beach on the weekend. If We I have time, normally on go Saturdays. for a walk onThey my lunch I usually ride my bike to work if it’s a nice day. If Present you heat ice,continuous it melts. We use the present continuous to talk about actions that are happening now.

First conditional He’s speaking to his sister on Skype right now.

I’m waiting for you at the bus stop. We use the first conditional to talk about the result of a possible We form the if We also use the present continuous to talk about actions that action. are temporary. clause with if + simple present and we usually form the main clause with will + base She’s living with her parents at the moment. I’m studying economics this year. form. If Action we take theand bus, we’ll get verbs there more quickly. state If John doesn’t leave now, he won’t get to school on time. We can use the simple present and present continuous with verbs that describe an You’ll be tired tomorrow if you don’t go to bed now. action. We can put either clause first with no change in meaning. However, if we put the main I play soccer on Wednesday evenings. clause first, we don’t use a comma between the two clauses. I’m playing a soccer game on my computer right now. If it’s nice this weekend, we’ll go camping. We usually use the simple present, not the present continuous, with verbs which We’ll go camping if it’s nice this weekend. describe a state. We can use the imperative in the main clause. She doesn’t like her new haircut. NOT She isn’t liking her new haircut. If Iyou seeunderstand. Matthew tomorrow, tell him about don’t What do you mean? NOTthe I’mparty. not understanding. What are you meaning? We can use unless to talk about possible future events. It means the same as if I+own not. a car. NOT I’m owning a car.

finishes. lunch. 6 4He’ll Whyworry do you if / wait when/ are youyou don’t waiting call him. for the bus? There

aren’t any buses after midnight!

2 Complete the sentences with the correct form of the

5 I don’t understand / ’m not understanding this movie

verbs in parentheses. because they’re speaking too fast. 1 6Plants (die) ifall museums should be free. We think / ’re thinking (not get) they 7 He works / ’s working in the library this morning. enough water. 8 That suitcase belongs / is belonging to me. 2 If you (not 2 Complete thenow, sentences save) money you with the simple present or present continuous form of the verbs in parentheses. (not have) 1enough I (talk) to my boss at the moment. Can I to go on vacation. 3 I think I back in five(get) call you minutes? 2some Theycoffee before(send) me a birthday card (start). every year. the meeting 4 3If I (leave) (get) lost thewhen officeI’mnow. in aI’ll foreign call you city,later. I 4usually You look really tired. (ask) I someone for (think) directions. you 5 I (send) (need)you to go a text to bed as soon now.as Helen 5 I’m so hungry! (arrive). I (think) about dinner. 6 6We I can’t talk now. (not I play) tennis(study) unlessinthe theweather library. 7 I (improve). (stay) at my best friend’s house at 7 Mythe brother (be) excited if his team moment. 8 My Internet(win) connection the game tonight. (not work) today. 8 I (make) dinner after this movie 3 Complete the text with the correct form of the verbs in (finish). parentheses. 3 Complete the ad with the correct form of the verbs in the box. go have (x2) want not pay open be (x2) prefer not have

Unless you work harder, you won’t pass your exams. = If you don’t work harder, state verbs you won’t pass your exams. feelings like, love, hate, want, prefer, need Enjoy is used in the continuous tense: I’m enjoying the party. Future time clauses andpresent, know, believe, remember, forget, understand, think, We thoughts use the simple not will + base form, after words and phrases likefeel, when, opinions consider, realize, expect, agree, suppose, doubt, mean until, before, after, and as soon as when we are referring to the future. states be, have (possess), exist, seem, appear, belong, own, matter I’ll buy a new phone when this one stops working. senses taste, sound, look, feel, hear, smell She won’t call you back until she finishes her homework. Before we go out, I’ll take a quick shower. Look! Some verbs can be both action and state verbs, with different meanings. We’ll wash the dishes after we have lunch. I’m thinking about my vacation. (the action of thinking = action verb) I’ll call you as soon as we arrive at the airport. I think this website is the best. (an opinion = state verb) He’s having steak and French fries. (the action of eating = action verb) He has a white sports car. (a possession = state verb) I’m feeling happy. (the action of having an emotion = action verb) It feels soft. (the sense = state verb)

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1

speaking to a member of

staff if they 2

questions about

their account. But we also understand that

I1

(not understand) why some people busy lives, they (believe) that we 3 (talk) to 4 time to visit or call their each other much less than in the past. I 4 bank. That’s why MegaBank has a new (own) a smartphone, and I 55 (use) it all chat app. As soon as you the time. I 6 (send) messages to my the app, someone 6 available friends several times7a day, and I often 7 to talk to you. If you to know (call) them to talk. It’s true that we 8 more, 8 to our website. You (have) very busy lives nowadays and that we 9 a penny to download the 9 always (not speak) 10 10 app if you a MegaBank face-to-face. It (seem) to me that customer! electronic devices 11 (make) our lives much easier. For example, I 12 (write) this blog now while I 13 (sit) on the train. if people 3 2

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At MegaBank, we know that people

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GRAMMAR PRACTICE

5A Zero and first conditional; future time clauses 1

Read through the information about zero and first conditionals and future time clauses with the class, or allow sts time to read it on their own. Play audio track 5.5 for sts to listen and repeat. See the SB page opposite for audio script. Sts read the sentences and choose the correct options to complete them. Check answers. 5.5

Answers 1 unless 2 as soon as 3 if 4 when 5 until 6 if

2

3

Sts read the ad for “MegaBank” and complete it with the correct form of the verbs in the box. Check answers. Answers 1 prefer 2 have 3 have 4 don’t have 5 open 6 will be 7 want 8 go 9 won’t pay 10 are

Refer sts back to page 41 if they want to review zero and first conditionals and future time clauses further, or see more examples of them in context.

Sts read the sentences and complete them with the correct verb forms. Check answers. Answers 1 die, don’t get 2 don’t save, won’t have 3 ‘ll get, starts 4 get, ask 5 ‘ll send, arrives 6 won’t play, improves 7 will be, wins 8 ‘ll make, finishes

3 x PRACTICE

SB page 120, exercise 2

1 Do the exercise as normal. To check answers, read out

each sentence in turn, some with correct answers and some with incorrect. Ask sts to put up their left hand if they think the answer is correct, and their right hand if they think it is incorrect. Ask a student who chose correctly to explain why, and to give the correct answer if necessary. 2 Books closed. Put sts into pairs. Read out the first part of each sentence; e.g., Plants always die ... . Sts work in their pairs and try to remember the correct sentence endings. They can look in their books again to check. 3 Sts work in their pairs and replace one part of each sentence; e.g., Plants always die if I take care of them./ Animals can’t live for long if they don’t get enough water. Sts can then compare their sentences in groups of four. Ask some pairs to read some of their sentences to the class.

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GRAMMAR PRACTICE

5C will,and be going to,continuous; 1A Predictions: Simple present present may/might action and state verbs

GRAMMAR PRACTICE

1 1 Choose Choosethe thecorrect correctoptions optionstotocomplete completethe thesentences. sentences. 1 1Look Theyatdon’t thosewant dark/clouds. aren’t wanting It will / ’stogoing go swimming to rain! 2 I ’m going to / might be cold. home before seven, but it today because it’s too 2depends I prefer on / ’mthe preferring traffic. this coffee – it tastes / ’s tasting 3 The score is 10–0! is going to / will win much better thanOur thatteam coffee. 3the I can’t talk to you right now. We have / ’re having game. 4 Jane will definitely / definitely will be at the concert. lunch. 4She Why do you / are you waiting bought herwait ticket months ago. for the bus? There 5 He’s studying reallyafter hardmidnight! at the moment. He might / aren’t any buses 5’s Igoing don’t to understand / ’m not understanding this movie pass the exam easily. 6 I’m sure you mightspeaking / ’ll enjoytoo thefast. movie. because they’re 7 6It We willthink / may/ snow ’re thinking tonight. allThere’s museums a 50% should chance be free. of 7snow He works / ’s working in the library this morning. according to the weather forecast. 8 8We’re Thatarriving suitcaseatbelongs midnight, / isso belonging I think wetowon’t me. / don’t

5.9 1.2

I’m replying to your message right now. I’m sure Emily will love her morning. present. I check my e-mails every Are you enjoying your vacation? I don’t we’ll the have time to go to the museum today. I needthink to access Internet. parents are having breakfast. There are lots people a great party! My sister hasofa new job.here. It’s going to be My It might rain later this afternoon. We may not stay at home for Thanksgiving this year.

Simple present

We use the simple present to talk about things that are always true.

will They speak Portuguese in Brazil.

The sun sets in the west. We use will and won’t to make predictions about the future, based on our personal We also use the simple present to talk about regular routines. opinions. We often use phrases like In my view/opinion … , I think/feel (that) … , I start work brother up atwill 6:30 day. I expect (that) at …,8:45. and I’mMy sure (that) …gets before andevery won’t. the simple present with World frequency InWe myoften view,use Germany will win the next Cup.adverbs and expressions. never go shopping Saturdays. They often the beach on the weekend. It We won’t be easy for her toonfind a cheap apartment in go thetocity.

We often use Do you think … ? to ask someone to make a prediction.

Present continuous

Do you think she’ll like her present? We use the present continuous to talk about actions that are happening now.

think we’ll have time to go for dinner.

2 Complete the sentences with the simple present or 9 She doesn’t think they ’ll / won’t move next year.

present continuous form of the verbs in parentheses.

2 Complete the second sentences theymoment. mean Can I 1 I (talk) to my boss so at the

the same as back the first sentences. call you in five minutes?Use the words in parentheses. 2 They (send) me a birthday card every year.

He’s speaking to his sister onprediction Skype right now. I’mnormally waiting use for you at the bus stop. Look! To make a negative with will, we the negative

1 3Perhaps I she will(leave) win the theOlympic office now. goldI’llmedal. call you later. 4She You look really tired. I the Olympic(think) gold medal. you

formalso of think, followed will. We use the presentbycontinuous to talk about actions that are temporary. IShe’s don’tliving thinkwith he’llher getparents the job.atNOT think he won’t get the job. the Imoment. I’m studying economics this year.

(win)

Action be goingand to state verbs Weuse can the to simple present and present continuous with verbs an We beuse going to make predictions that we are sure about, basedthat on describe something weaction. can see or something that we know. I play onthe Wednesday evenings. Look at soccer how full parking lot is. The mall’s going to be really busy. I’m playing soccer game on my computer right going now. to have a great vacation. Everyone saysaToronto is an amazing city – you’re

(think)

3 Complete the text with the correct form of the verbs in 4 I’m sure there will be a party this weekend.

We usually use the simple present, not the present continuous, with verbs which

parentheses. There a party this weekend. (definitely) 5 The weather’s awful. Maybe the train will be late. The train on time because of the awful weather. (arrive) 6 You’ll definitely learn a lot in this course. I learn a lot in this course. (sure) 7 It’s possible that it will rain later today. It later today. (might) 8 We’re not going to get to the airport on time with thisI 1traffic. (not understand) why some people 3 I 2 get that to the on time(talk) withto (believe) weairport 4 thiseach traffic. (think) other much less than in the past. I

probably and definitely describe a state.

We usedoesn’t the adverbs probably and definitely make a prediction will or going to She like her new haircut. NOT Shetoisn’t liking her new with haircut. less certain or more certain. I don’t understand. What do you mean? NOT I’m not understanding. What are you meaning? He’ll probably buy a new car next year. I own a car. NOT I’mtoowning a car. He’s probably going buy a new car next year. Sarah will definitely go to college. state verbsgoing to go to college. She’s definitely feelings like, love, hate, want, prefer, need Look! We use probably andisdefinitely after will but before Enjoy used in the continuous tense: won’t. I’m enjoying the party. It’ll probablyand rain whenknow, we’rebelieve, on vacation. thoughts remember, forget, understand, think, feel, opinionswon’t miss the consider, I definitely party. realize, expect, agree, suppose, doubt, mean states be, have (possess), exist, seem, appear, belong, own, matter senses taste, sound, look, feel, hear, smell may/might

(own) a smartphone, and I 5 (use) it all the time. I 6 (send) messages to my friends several times a day, and I often 7 (call) them to talk. It’s true that we 8 (have) very busy lives nowadays and that we 9 always (not speak) face-to-face. It 10 (seem) to me that electronic devices 11 (make) our lives much easier. For example, I 12 (write) this blog now while I 13 (sit) on the train.

We use may (not) or might (not) + base form to say that a prediction is possible. They Look! Some verbs can be both action and state verbs, with different meanings. mean “maybe” or “perhaps.” I’m thinking about my vacation. (the action of thinking = action verb) We Imay not gowebsite on vacation year. Perhaps think this is thethis best. (an =opinion = we statewon’t verb)go on vacation this year. It might rain later, so take an umbrella. = Maybe it will rain later, so take an umbrella. He’s having steak and French fries. (the action of eating = action verb) He has a white sports car. (a possession = state verb) I’m feeling happy. (the action of having an emotion = action verb) It feels soft. (the sense = state verb)

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(need) to go to bed now.

2 5I’m I’mabsolutely so hungry! sure I that Mark won’t (think)pass about his dinner. 6driving I can’ttest. talk now. I (study) in the library. 7Mark I (stay) at myhis best driving friend’s test.house (fail) at 3 We won’t have time to visit you this month. theprobably moment. 8I My Internet connection have time to visit(not youwork) this month. today.

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GRAMMAR PRACTICE

5C Predictions: will, be going to, may/might 1

5.9 Read through the information about predictions with the class, or allow sts time to read it on their own. Play audio track 5.9 for sts to listen and repeat. See the SB page opposite for audio script. Sts read the sentences and choose the correct options to complete them. Check answers.

Answers 1 ‘s going to 2 might 3 is going to 4 will definitely 5 ‘s going to 6 ‘ll 7 may 8 don’t think we’ll 9 ‘ll

2

Read out the first pair of sentences and elicit the words to complete the second sentence so it has the same meaning as the first. Sts complete the remaining sentences in the same way. Check answers. Answers 1 may/might win 2 will definitely fail 3 don’t think we’ll 4 will definitely be 5 may/might not arrive 6 ‘m sure (that) you’ll 7 might rain 8 don’t think we’re going to

3 x PRACTICE

SB page 121, exercise 2

1 Do the exercise as normal. To check answers, ask

individual sts to read out each completed sentence. Ask other sts: Do you agree? Who has a different sentence? 2 Books closed. Put sts into pairs. Read out each second sentence in turn. Then give sts a key word from the original sentence; e.g., She might win the Olympic gold medal (perhaps). Sts work in their pairs and try to remember the original sentences. They can look in their books again to check. 3 As a class, brainstorm some ideas for things you might make predictions about, e.g., the weather, what time you will arrive somewhere, the result of a sports game, etc. Make notes on the board. Sts work in their pairs and write three sentences making predictions about the topics on the board. Sts then swap sentences with another pair and try to rewrite the sentences they have been given using different words, but keeping the meaning the same. Ask some pairs to read out their pairs of sentences. Discuss as a class whether the sentences have the same meaning or not. Refer sts back to page 45 if they want to review predictions further, or see more examples of them in context. 255

GRAMMAR GRAMMARPRACTICE PRACTICE

6A 1A Present Simple perfect present and and simple presentpast, continuous; already, yet,state recently action and verbs

1 1 Choose Choosethe thecorrect correctoptions optionstotocomplete completethe thesentences. sentences. 1 1I’ve They been don’t to the want movies / aren’t three wanting timestothis go/swimming last week. 2 Sarah spokenit’s / spoke to me yesterday. todayhas because too cold. 3 2Have I prefer you /seen ’m preferring / Do you see this Maria coffeerecently? – it tastes / ’s tasting 4 Domuch you plan you planned better/ Have than that coffee. your vacation yet? 5 3I never I can’twent talk to / I’ve younever right been now. to WeMoscow. have / ’re having 6 I’ve visited / I visited lots of beautiful places when I was lunch. 4inWhy do youlast wait / are you waiting for the bus? There Argentina year. 7 This is the difficult job I’ve ever had / I ever had. aren’t anymost buses after midnight! 8 5Sorry, I don’t I haven’t understand cooked / ’m/ don’t not understanding cook dinner yet. thisI movie hope

6.2 1.2

I’m replying to your message right now. I’ve nevermy been fired every from amorning. job. I check e-mails Ivan has to already work, and it’s only 3Are p.m.you enjoying your vacation? I need accessfinished the Internet. I’ve is leaving the company.My parents are having breakfast. Myheard sister that has aSimona new job. My dad has been retired for twelve years. I’ve been to Australia twice. I last went there two years ago.

Simple present

We use theperfect simple present to talk about things that are always true. Present They Portuguese in Brazil. The sun setsparticiple. in the west. We formspeak the present perfect with have/has + past We use it: We also use the simple present to talk about regular routines. • to talk about experiences in our lives. I I’ve startbeen worktoatthe 8:45. My brother at 6:30 every day. food. U.S. three times. gets I’veupnever eaten Mexican Have youuse ever abroad for She’s seen this before. We often thetraveled simple present withwork? frequency adverbs andmovie expressions.

• We to talk about somethingonthat happenedThey earlieroften thango wetoexpected, oron didn’t never go shopping Saturdays. the beach the happen weekend. when we expected, with already, yet, and still. I’ve already continuous spoken to Tony. Present Have you written that report yet?to talk I haven’t yet.are / I still haven’t now. finished it. We use the present continuous aboutfinished actions itthat happening • He’s to talk about the duration situation that started the pastfor and is still true now, speaking to his sister of onaSkype right now. I’minwaiting you at the bus stop. with for and since. We also use the present continuous to talk about actions that are temporary. I’ve worked here for ten years. She’s lived here since 1985. She’s living with her parents at the moment. I’m studying economics this year.

Present perfect or simple past? Action and perfect statetoverbs We use the present talk about the past from the perspective of the present.

Weiscan thebook simple and(in present This theuse best I’vepresent ever read. my lifecontinuous until now) with verbs that describe an action. I’ve lived in London for five years. (I still live there.) play soccer onadverbs Wednesday evenings. InIaddition to the above, we often use the present perfect with words and I’mexpressions playing a soccer game onthis my morning, computertoday, right now. time such as so far, this week, and this year. We usually use the simple present, not the present continuous, with verbs which I’ve seen my friend twice this year. describe a state. He's only read one chapter of the book so far.

you because aren’t hungry. they’re speaking too fast. 9 6Her Weplane thinkhas / ’rearrived thinking / arrived all museums at 10:45. should be free. 10 7What He works have you / ’s working thought /indid theyou library thinkthis of morning. the movie? 8 That suitcase belongs / is belonging to me.

2 Check ( ) the sentences if they are correct. Then 2 correct Complete the sentences with the simple present or the incorrect sentences. form of the verbs in parentheses. 1 present Tom justcontinuous moved to Bogotá. 2 1I’ve I broken my (talk) leg sixtomonths my bossago. at the moment. Can I 3 Hecall works you here backsince in five2016. minutes? 4 2Michael They has worked(send) really me harda this birthday year. card every year. 5 3Have I you lived (leave) here since the office five years? now. I’ll call you later. 6 4When You look havereally they gotten tired. I married? (think) you 7 Have you spoken (need) to Maria to go about to bedthe now. party yet? 8 5This I’missothe hungry! best pizza I I ever had.(think) about dinner. 9 6I’ve I can’t seentalk John now. in the I park yesterday. (study) in the library. 10 7Have I you enjoyed (stay) theatgame my best lastfriend’s night? house at the moment.

3 Complete the text with the verbs and adverbs in 8 My Internet connection

(not work) today. parentheses. Use the simple past or present perfect. 3 Complete the text with the correct form of the verbs in parentheses.

She like her haircut. She isn’tactions liking in her new haircut. We usedoesn’t the simple pastnew to talk aboutNOT completed the past, and when they I don’t understand. What do you mean? NOT I’m not understanding. What such are you happened. We often use the simple past with words and past time expressions as meaning? yesterday, last Saturday, last week, in 2014, five years ago, What time … ?, When … ? I own a car. NOT I’m owning a car. I lived in London for five years. (I don’t live there now.) We state had a great verbsvacation. (We’re not on vacation now.) I read that book last summer. I got home two hours ago. When did you arrive? feelings like, love, hate, want, prefer, need We use the present perfect or simple to continuous talk about something that happened a Enjoy is usedpast in the tense: I’m enjoying the party. short time agoand with recently. thoughts know, believe, remember, forget, understand, think, feel, opinions consider, realize, expect, agree, suppose, doubt, mean We('ve) recently moved to a new office. states be, have (possess), We usually use the simple past with just. exist, seem, appear, belong, own, matter senses taste, sound, look, feel, hear, smell I just saw your text message.

I love my job. I 1 (be) a wedding photographer for two years. At first it was hard. Photography is a competitive industry, and you 1 someget) people need Iexperience. I 2(not understand) why(not 2 3 (believe) that we many assignments in my first year, but recently (talk) to 4 than inreally the past. (become) busy.I I I 3 each other much less 5 4 (own) a smartphone, and Ihave) ten weddings (use) itthis all (already, 5 time. I 6 (send) in messages to my (work) a lot of beautiful year! Ithe 7 and I do) often a wedding at a placesfriends – I 6 several times a day, (just, 8 (call) them to talk. It’s true that we palace. But things don’t always go well. One colleague 7 (have) very busy lives nowadays and that we (delete) all the wedding photos 9 always speak) the day after his first wedding! Another(not colleague 8 face-to-face. It 10(still, not receive) (seem) me that thetomoney from 9 11 electronic devices (make) (do) our lastlives year. a wedding that she 12 much nothing easier. For example, (write) Thankfully, like that 10 I 13 this to blog (sit) on the train. (happen) menow yet.while I

Present Look! perfect Some verbs and can besimple both actionpast and state verbs, with different meanings. We I’m often ask a question orvacation. say something in theof present perfect andverb) then give more thinking about my (the action thinking = action information in website the simple past.best. (an opinion = state verb) I think this is the He’s steak andsister? French fries. (the action of eating = action verb) Have youhaving ever met Ana’s has a white (a possession = stateparty verb)last month. Yes,He I’ve met her. I sports talked car. to her at Ana’s birthday I’m feeling happy. (the action of having an emotion = action verb) Do you know anything about Lima? It feels soft. (the sense = state verb) Yes, I’ve been to Lima, so I know it pretty well. I went there last year.

Look! Ian’s been to Lima means he went to Lima and came back home.

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GRAMMAR PRACTICE

6A Present perfect and simple past, already, yet, recently 1

6.2 Read through the information about the present perfect and simple with the class, or allow sts time to read it on their own. Point out the different time expressions used with each tense, and remind sts that they can often use time expressions to help them decide which tense is correct in a sentence. Play audio track 6.2 for sts to listen and repeat. See the SB page opposite for audio script. Sts read the sentences and choose the correct options to complete them. Check answers.

Answers 1 this 2 spoke 3 Have you seen 4 Have you planned 5 I’ve never been 6 I visited 7 I’ve ever had 8 haven’t cooked 9 arrived 10 did you think

2

3

Sts read the text and complete it with the verbs and adverbs in parentheses. They use the simple past or present perfect. Check answers. Answers 1 ’ve been 2 didn’t get 3 ’ve become 4 ’ve already had 5 ’ve worked 6 just did 7 deleted 8 still hasn’t received 9 did 10 has happened

Refer sts back to page 49 if they want to review the present perfect and simple past further, or see more examples of them in context.

Sts check the correct sentences and correct the incorrect ones. Check answers. Answers 1 ✓ 2 I broke my leg ... 3 He’s worked here ... 4 ✓ 5 ... for five years 6 When did they get ... 7 ✓ 8 ... the best pizza I’ve ever had 9 I saw John ... 10 Did you enjoy ...

3 x PRACTICE

SB page 122, exercise 2

1 Do the exercise as normal. To check answers, read out

each sentence in turn. Ask sts to put up their left hand if they think it is correct, and their right hand if they think it is incorrect. Ask them to raise their hand only a small amount if they are not sure, and raise their hand fully if they are confident. Ask a confident student to explain the answer or correct the sentence if it is incorrect. 2 Books closed. Write prompts for the sentences on the board, e.g., Tom/Valencia. Sts work in pairs and try to remember the sentences. They can look in their books again to check. 3 In their pairs, sts change some of the details in each sentence so that the simple past is required if the original sentence was in the present perfect, and vice versa; e.g., Tom moved to Valencia two years ago. Remind sts that they will often have to change the time expressions. Elicit some examples of how each sentence can be rewritten.

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GRAMMAR PRACTICE

6C present 1A Present Simple perfect present continuous and presentand continuous; perfect action and state verbs 6.15 1.2

I’m replying to your message right now. I’ve been my studying for 25 years. I check e-mailsSpanish every morning. Are you enjoying your vacation? She’s been playingthe tennis since 12:30. I need to access Internet. parents are having breakfast. MyMyshirt’s I’ve been painting myMy bedroom. sisterdirty has because a new job. I’ve known Ed my whole life, but we’ve only been going out for three months.

Simple present Present continuous We use theperfect simple present to talk about things that are always true. We usespeak the present perfectincontinuous to talk or repeated actions that They Portuguese Brazil. The sun about sets inlonger the west. started in the past and are still true now. We form the present perfect continuous with We also use the simple present to talk about regular routines. the auxiliary verb have + been + -ing form of the main verb. I start work at 8:45. My brother gets up at 6:30 every day. We’ve been waiting for the bus for 45 minutes. We often use the simple present with frequency adverbs and expressions. He’s been coming to this restaurant since 2015. We never go shopping on Saturdays. They often go to the beach on the weekend. We often use How long … ?, for, since, and time phrases like this morning, today, this month, all year with the present perfect continuous.

Present continuous

How long has she been waiting? We use the present continuous to talk about actions that are happening now. He’s been playing that computer game for four hours/since ten o’clock. He’s speaking sister on Skype rightbecause now. my I’mbike waiting for you at the bus stop. I’ve been taking to thehis bus to work all week is broken. We also use the present continuous talk about actions that are temporary. Sam’s been going to the gym a lot thistoyear. She’s with her parents the moment. studying year. We alsoliving use the present perfectatcontinuous to talkI’m about longereconomics or repeatedthis actions that have recently finished. These actions can have a result in the present.

Action You look hot!and Whatstate have youverbs been doing? Wehot canbecause use theI’ve simple present present continuous I’m been sittingand in the sun. (result = I’m with hot) verbs that describe an action. The grass is wet because it’s been raining. (result = the grass is wet) I play soccer on Wednesday evenings.

Present I’m playingperfect a soccer game on my computer right now. We useuse the the present perfect continuous with state verbs. To talk Wedon’t usually simple present, not the present continuous, withabout verbsstates whichthat started in the past and continue in the present, we use the present perfect. describe a state. How has like Matther hadnew his haircut. car? NOT How long Matther been having his car? Shelong doesn’t NOT She isn’thas liking new haircut. Matt’s had his car since lastdo September. Matt’s been having his carWhat sinceare lastyou I don’t understand. What you mean?NOT NOT I’m not understanding. September. meaning? I’ve known myNOT neighbors for a along I own a car. I’m owning car. time. NOT I’ve been knowing my neighbors for a long time. state verbs

GRAMMAR PRACTICE

1 1 Complete Choose the the correct sentences options with the to complete present perfect the sentences. continuous formwant of the verbswanting in parentheses. 1 They don’t / aren’t to go swimming 1 James to the gym every day for today because it’s too cold. 2the I prefer / ’mweeks. preferring last four (go) this coffee – it tastes / ’s tasting 2 How long much better than that coffee.for that company? 3(you/work) I can’t talk to you right now. We have / ’re having 3 Helunch. much time at home because 4he’s Why do you waitat/ are you(not waiting for the bus? There been so busy work. spend) 4 I aren’t any buses after tomidnight! this park since I was a child. 5(come) I don’t understand / ’m not understanding this movie 5 How long they’re speaking toofor a cab? (you/wait) because fast. 6 6What We think horrible / ’reweather! thinkingItall museums should be allfree. 7morning. He works / ’s working in the library this morning. (rain) 7 8Why Thatdosuitcase you never belongs answer / isyour belonging phone?to me. you all evening. (call) I 2 Complete the sentences with the simple present or 8 You computer games all evening. present continuous form of the verbs in parentheses. Go and do your homework now! (play) 1 I (talk) to my boss at the moment. Can I call you back in five minutes? 2 They (send) me a birthday card every year. 3 I (leave) the office now. I’ll call you later. 4 You look really tired. I (think) you (need) to go to bed now. 5 I’m so hungry! I (think) about dinner. 6 I can’t talk now. I (study) in the library. 7 I (stay) at my best friend’s house at the moment. 8 My Internet connection (not work) today.

3 Complete the text with the correct form of the verbs in parentheses.

2 Choose the correct options to complete the sentences. 1 How long have you known / been knowing Anne? 2 I'm training / I've been training for the marathon for

feelings Look! We can use both present and the present perfect continuous like,the love, hate, perfect want, prefer, need

with action verbs and How long ... ?, For ... , continuous and Since ...tense: . The meaning is the Enjoy is used in the I’m enjoying thesame. party. How long have you lived here? thoughts and know, believe, remember, forget, understand, think, feel, opinions consider, realize, expect, agree, suppose, doubt, mean I’ve lived here since 1980. states How long have you been here? exist, seem, appear, belong, own, matter be,working have (possess), I’ve been working heretaste, for seven years. senses sound, look, feel, hear, smell

the last six months. 3 I’ve loved / been loving you since the first time I 1 4 5

Look! Some verbs can be both action and state verbs, with different meanings. I’m thinking about my vacation. (the action of thinking = action verb) I think this website is the best. (an opinion = state verb) He’s having steak and French fries. (the action of eating = action verb) He has a white sports car. (a possession = state verb) I’m feeling happy. (the action of having an emotion = action verb) It feels soft. (the sense = state verb)

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I (not understand) why some people met2 you. (believe) that we 3 (talk) to She’s talking / been talking on the phone to her each other much less than in the past. I 4 boyfriend for over an hour now. (own) a smartphone, and I 5 (use) it all Silvia is doing6/ has been doing her homework the time. I (send) messages to my all morning. friends several times a day, and I often 7 I’ve owned / been owning this apartment since 2010. (call) them to talk. It’s true that we 8 How long are you coming / have you been coming to (have) very busy lives nowadays and that we this9gym? always (not speak) We're going / We've been going to yoga classes for face-to-face. It 10 (seem) to me that six months. electronic devices 11 (make) our lives much easier. For example, I 12 (write) this blog now while I 13 (sit) on the train.

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GRAMMAR PRACTICE

6C Present perfect continuous and present perfect 1

6.15 Read through the information about the present

perfect continuous and present perfect with the class, or allow sts time to read it on their own. Play audio track 6.15 for sts to listen and repeat. See the SB page opposite for audio script. Sts complete the sentences with the present perfect continuous forms of the verbs in parentheses. Check answers. Answers 1 has been going 2 have you been working 3 hasn’t been spending 4 ‘ve been coming 5 have you been waiting 6 ‘s been raining 7 ‘ve been calling 8 ‘ve been playing

2

Remind sts that we don’t use continuous forms with state verbs, even if the meaning suggests that something has been continuing for a long time. Sts read the sentences and choose the correct verb forms to complete them. Check answers. Answers 1 known 2 I’ve been training 3 loved 4 been talking 5 has been doing 6 owned 7 have you been coming 8 We’ve been going

3 x PRACTICE

SB page 123, exercise 2

1 Do the exercise as normal. To check answers, read out

each sentence twice, once with each different verb form and ask: Which one is correct? Why? Elicit the answers, referring back to the information on the SB page to explain the answers. 2 Books closed. Write prompts for the sentences on the board, e.g., know/Anne, train/marathon. Sts work in pairs and try to write the sentences from memory, using the prompts. Sts can check their answers by looking in their books. 3 Ask students, in their pairs, to write a short conversation in which the final line is one of the sentences in exercise 2. For example: A: Hi, Sam, You’re looking really in shape these days. B: Thanks. Yes, I’ve lost quite a bit of weight. A: Really? Have you been going to the gym? B: No, but I’ve been training for the marathon for the last six months. Monitor while sts are working. Then ask pairs of sts to perform their conversations for the class, omitting the final line. Other sts can listen and guess the final line. Refer sts back to page 53 if they want to review the present perfect continuous and present perfect further, or see more examples of them in context.

259

GRAMMAR GRAMMARPRACTICE PRACTICE

7.4

1.2 of movies are made every year. Thousands The main my character played by Emily Blunt.I’m replying to your message right now. I check e-mailswas every morning. The booktohas beenthe made into a movie. Are you enjoying your vacation? I need access Internet. HeMy was being called him. are having breakfast. parents sister hasinterviewed a new job. for the role when I My Her new movie will be released later this year.

InSimple active sentences, the focus is on the person or thing that does the action. present MyWe friend Robert is repairing bike. use the simple present tomy talk about things that are always true. Maria that book. TheyJones speakwrote Portuguese in Brazil. The sun sets in the west.

InWe passive the focus is on the about actionregular itself orroutines. on the thing that the action also sentences, use the simple present to talk affects. I start work at 8:45. My brother gets up at 6:30 every day. My bike is being repaired by my friend Robert. We often use the simple present with frequency adverbs and expressions. That book was written by Maria Jones. We never go shopping on Saturdays. They often go to the beach on the weekend. We often use the passive if we don’t know who did the action, or if it isn’t important who did the action.

Present continuous

The window was broken last night. We use the present continuous to talk about actions that are happening now. Over a million cars are made here every year. He’s speaking to his sister on Skype right now. I’m waiting for you at the bus stop. We can use by in a passive sentence to say who does an action. We often use by We also use thewho present tonew talk information. about actions that are temporary. when the person doescontinuous the action is She’s living with her parents at the moment. I’m studying economics this year. The Harry Potter books are popular all over the world. They were written by J. K. Rowling.

Action and state verbs

We form the passive with a form of the verb be + past participle. We can use the We can useallthe simple present present passive with tenses, forms, andand modal verbs.continuous with verbs that describe an action. I play soccer on active Wednesday evenings. passive I’m playing a soccer game on itmy computer right now. I usually clean every day. It is usually cleaned every day. simple present We usually use the simple present, not the present continuous, with verbs which describe a state. They arrested him this morning. He was arrested this morning. simple past She doesn’t like her new haircut. NOT She isn’t liking her new haircut. I don’t understand. Whatcompleted do you mean? NOT I’m not are you They’ve the project. Theunderstanding. project has beenWhat completed. present perfect meaning? I own a car. NOTHe I’mis owning a car. feeding the cat. The cat is being fed. present continuous state verbs We will finish the report. The report will be finished. will feelings like, love, hate, want, prefer, need Enjoy is used the in the continuous I’m being enjoying the party. They were repairing road. Thetense: road was repaired. past thoughts and know, believe, remember, forget, understand, think, feel, continuous opinions consider, realize, expect, agree, suppose, doubt, mean You should answer all the All the questions should be modal statesverbs be, have (possess), exist, seem, appear, belong, own, matter questions. answered. senses taste, sound, look, feel, hear, smell

We make negatives and questions in the usual way with the negative form or the Look! question formSome of theverbs verb can be. be both action and state verbs, with different meanings. I’m thinking about my vacation. (the action of thinking = action verb) He wasn’t arrested. I think this website is the best. (an opinion = state verb) Was he arrested? He’s having steak and French fries. (the action of eating = action verb) It hasn’t been completed. He has a white sports car. (a possession = state verb) Has it been completed? I’m feeling happy. (the action of having an emotion = action verb) It feels soft. (the sense = state verb)

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1 1Choose thethe correct options to complete thethe sentences. Choose correct options to complete sentences. 1 She will don’t be metwant / meet at the airportto bygo theswimming 1 They / aren’t wanting

Prime Minister. today because it’s too cold. Picasso was painted / painted “Guernica” in 1937. 2 I prefer / ’m preferring this coffee – it tastes / ’s tasting A new library is than beingthat builtcoffee. / building at the university. much better The movietalk directed was now. directed Christopher 3 I can’t to you /right We by have / ’re having Nolan. lunch. 5 The band soldwaiting over 2 for million copies of 4 Why dohas yousold wait/ /been are you the bus? There their newany album. aren’t buses after midnight! 6 Tickets forunderstand their next concert buy / be bought 5 I don’t / ’m notcan understanding this movie online. because they’re speaking too fast. 7 They built / building a newshould airport be when 6 Wewere thinkbeing / ’re thinking all museums free.I lived Warsaw. 7 Heinworks / ’s working in the library this morning. 8 All the doors should lock // isbebelonging locked when you leave 8 That suitcase belongs to me. the building. 29 These Complete sentences with the simple present days,the most of the world’s computers are madeor/ present continuous form of the verbs in parentheses. make in China. 1 I not sure where (talk) my Olympic boss at the moment. Can /I 10 I’m thetonext Games will hold call you back in five minutes? be held. 2 They (send) me a birthday card every year. 2 Rewrite the sentences in the passive. 3 I (leave) the office now. I’ll call you later. 1 He wrote thereally booktired. in 2007. 4 You look I (think) you (need)into2007. go to bed now. 2 They sold allI the tickets for(think) the concert. 5 I’mhave so hungry! about dinner. All the tickets for the concert . 6 I can’t talk now. I (study) in the library. 3 Can movie Netflix? 7 I you watch that (stay) at myonbest friend’s house at that movie on Netflix? the moment. 4 They’re makingconnection a lot of science-fiction movies 8 My Internet (not work) today. these days. 3 AComplete the text withmovies the correct form of the verbs in lot of science-fiction parentheses. these days. 5 They aren’t going to release their new game until next year. Their new game until next year. 6 They make cars at that factory. Cars at that factory. 7 When we arrived at the hotel, they were cleaning our room. When we arrived at the hotel, our room . 8 They1will send the information to you soon. I (not understand) why some people The2information to you soon. (believe) that we 3 (talk) to 9 They repaired my TV last week. each other much less than in the past. I 4 My TV last week. (own) a smartphone, and I 5 (use) it all 10 The fire completely destroyed the hotel. the time. I 6 (send) messages to my The hotel by . friends several times a day, and I often 7 (call) them to talk. It’s true that we 8 (have) very busy lives nowadays and that we 9 always (not speak) face-to-face. It 10 (seem) to me that electronic devices 11 (make) our lives much easier. For example, I 12 (write) this blog now while I 13 (sit) on the train. 2 3 4

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7A passive 1A The Simple present and present continuous; action and state verbs

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GRAMMAR PRACTICE

7A The passive

3 x PRACTICE

1

1 Do the exercise as normal. To check answers, read

7.4 Read through the information about the passive with the class, or allow sts time to read it on their own. Point out that the past participle remains the same in all tenses of the passive, and only the form of be changes according to the tense. Play audio track 7.4 for sts to listen and repeat. See the SB page opposite for audio script. Sts read the sentences and choose the correct options to complete them. Check answers.

Answers 1 be met 2 painted 3 being built 4 was directed 5 sold 6 be bought 7 building 8 be locked 9 are made 10 be held

2

SB page 124, exercise 2

out each active sentence in turn and ask questions to gradually elicit the correct passive form; e.g., Which tense is the verb? What is the past participle of the verb? What is the correct passive form? 2 Books closed. Write prompts for each pair of sentences on the board, e.g, book/2007, tickets/concert. Sts work in pairs and try to remember the passive sentence in each case. They can look in their books to check. 3 In their pairs, sts look at the passive sentences again. They choose four statements and write questions in the passive to elicit those statements as answers; e.g., When was the book written? (The book was written in 2007.) Put pairs together into groups of four to read their questions to each other and elicit the correct answers. Refer sts back to page 59 if they want to review the passive further, or see more examples of it in context.

Remind sts that a lot of common verbs have irregular past participles, and these are not always the same as the simple past form. Sts rewrite the sentences in the passive. Check answers. Answers 1 The book was written 2 have been sold 3 Can, be watched 4 are being made 5 isn’t going to be released 6 are made 7 was being cleaned 8 will be sent 9 was repaired 10 was completely destroyed, the fire

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GRAMMAR PRACTICE

GRAMMAR PRACTICE

7C abilityand andpresent possibility 1A Modals Simple of present continuous; action and state verbs 7.10

1 1 Choose Choosethe thecorrect correctoptions optionstotocomplete completethe thesentences. sentences. 1 1I can’t They/don’t couldn’t wantspeak / aren’t to my wanting fathertoyesterday. go swimming 2 I’ve beenbecause able to it’s / could paint since I was a child. today too cold. 3 2I’m I prefer sorry, /but ’m Ipreferring won’t canthis / becoffee able to– meet it tastes you/ ’sfortasting

I could1.2 ride a bike when I was four years old. We couldn’t favorite show becauseI’m thereplying TV broke. to your message right now. I check mywatch e-mailsour every morning. I’llI need be able to go on with my band when IAre finish youcollege. enjoying your vacation? to access thetour Internet. I wasn’t able tojob. the concert because I was My sick. parents are having breakfast. My sister hastoa go new My dad hasn’t been able to play squash since he hurt his knee.

lunch muchtomorrow. better than that coffee. 4 3Have I can’t youtalk could to you / been rightable now. toWe speak have to/John ’re having yet? 5 I love can / being able to stay in bed all morning. lunch. 6 4Maria Whysays do you she’ll wait can/ are / beyou ablewaiting to come forfor thedinner. bus? There 7 I’daren’t like toany be buses able toafter / can speak Chinese. midnight! 8 5You I don’t should understand can / be able / ’m not to find understanding a cab outside. this movie

Simple present can and could We use the simple present to talk about things that are always true.

We use can/can’t and could/couldn’t: They speak Portuguese in Brazil. The sun sets in the west. • We to say or had do something. alsothat usesomebody the simplehas present to the talkability about to regular routines. He can play the piano really well. I start work at 8:45. My brother gets up at 6:30 every day. I couldn’t drive five years ago. We often use the simple present with frequency adverbs and expressions. • to say that it is or was possible to do something. We never Saturdays. They go to the beach on the weekend. I have mygo carshopping here, so on I can drive you to the often station.

because they’re speaking too fast.

2 Complete the sentences with affirmative (+) and

6 We think / ’re thinking all museums should be free. negative (–) forms of be able to. 7 He works / ’s working in the library this morning. 1 8I’dThat lovesuitcase belongs / is belonging walk to work, but it’s too to me.

far away. (+)

2 2 Complete the sentences with simple I make anythe calls on mypresent phone or

present continuous since yesterday. (–) form of the verbs in parentheses.

I can’t talk to you right now – I’ll call you tonight.

Present continuous I couldn’t use my cell phone when I was in the country – there was no signal.

3 1I’m I afraid that I (talk) to my boss at the come moment. to theCan I

meeting call youtomorrow. back in five (–)minutes?

We use the present continuous to talk about actions that are happening now. • with verbs of the senses, such as hear and see. He’s speaking to very his sister Skype rightmore now.loudly. I’m waiting for you at the bus stop. I can’t hear you well. on Please speak It was and Icontinuous couldn’t seetothe in front of that me. are temporary. We alsovery use foggy, the present talkcars about actions I’m studying economics this year.

be able to We also use be ablestate to + base form to talk about ability and possibility. It sounds a little Action and verbs more formal can or present could. We use becontinuous able to with all verbs tenses,that forms, and with We can usethan the simple andcan present with describe an modal verbs. action. Are yousoccer able toon speak any foreign languages? I play Wednesday evenings. I wasn’t able to finish the report yesterday. I’m playing a soccer game on my computer right now. She’s never been able to swim very well. We usually use the simple present, not the present continuous, with verbs which Sorry, but I won’t be able to come to the party tonight. describe a state. We love being able to sleep late on weekends. like to herspeak new haircut. I’dShe likedoesn’t to be able Italian. NOT She isn’t liking her new haircut. I don’t understand. What do you mean? NOT I’m not understanding. What are you meaning? Look! We can’t use can with most tenses, structures, or modal verbs. We use be Iable ownto,a instead. car. NOT I’m owning a car. I will be able to go to college if I pass my exams. NOT I will can go to college … state verbs I’d like to be able to play the guitar. NOT I’d like to can play the guitar. feelings like, love, hate, want, prefer, need Enjoy is used in the continuous tense: I’m enjoying the party. We thoughts can use both would you be able to or could youforget, to make polite requests. and know, believe, remember, understand, think, feel, opinions consider, realize, expect, agree, suppose, doubt, mean Could you open the window, please? states be,uphave (possess), exist, seem, appear, belong, own, matter Would you be able to pick some milk later? senses taste, sound, look, feel, hear, smell

Look! Some verbs can be both action and state verbs, with different meanings. I’m thinking about my vacation. (the action of thinking = action verb) I think this website is the best. (an opinion = state verb) He’s having steak and French fries. (the action of eating = action verb) He has a white sports car. (a possession = state verb) I’m feeling happy. (the action of having an emotion = action verb) It feels soft. (the sense = state verb)

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out tonight. (+)(need) to go to bed now. 6 5I’ve I’malways so hungry! I make (think) newabout friendsdinner. easily. (+) 6 I can’t talk now. I (study) in the library. 3 Complete the text with the correct form of can, could, 7 I (stay) at my best friend’s house at

or be able to and the verbs in parentheses. There may the moment. be more than one answer. 8 My Internet connection (not work) today.

3 Complete the text with the correct form of the verbs in parentheses.

My dad’s Irish, my mom’s Mexican, and I grew up in (speak) Belgium, so I’ve always 1 different languages, plus I studied Russian and I 1in college. At (notfirst, understand) some people Swedish learningwhy Russian was 2 3 (believe) that we (talk) to 2 (not understand) difficult as I 4 each other much less than in the past. I the alphabet, but I speak it well now. I travel a lot for 5 smartphone, (use) it all (talk) my job,(own) and Iareally love 3 and I 6 the time. I (send) messages to my to local people in restaurants and markets − in my 7 friends I often (not get) to know opinion, you 4several times a day, and 8 (call) them to talk. It’s true that we a country if you don’t make an effort to understand (have) very busytolives nowadays and that wegoing its language. I’d like learn Mandarin as I’m 9 always (not speak) to Beijing for work next year. There’s a Mandarin It 10 (seem) to me that course face-to-face. at my local language school in May, so I’ll 11 electronic devices (make) our 5 (take) classes, and this timelives much easier. For example, I 12 6 (have) a(write) next year, I might 13 this blog now while I (sit) on the train. conversation when I go to the market in Beijing!

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She’s living with her parents at the moment.

4 2The They doctor (send) me a birthday see you yesterday, card every but year. 3he’s I free today.(leave) (–) the office now. I’ll call you later. 5 4If You I finish look allreally my work tired.today, I I (think) you go

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GRAMMAR PRACTICE

7C Modals of ability and possibility 1

7.10 Read through the information about modals of ability and possibility with the class, or allow sts time to read it on their own. Play audio track 7.10 for sts to listen and repeat. See the SB page opposite for audio script. Sts read the sentences and choose the correct words to complete them. Check answers.

Answers 1 couldn’t 2 ’ve been able to 3 be able to 4 been able to 5 being able to 6 be able to 7 be able to 8 be able to

3 x PRACTICE

3

Sts read the text and complete it with the correct form of can, could, or be able to and the verbs in parentheses. Check answers. Answers 1 been able to speak 2 couldn’t understand 3 being able to talk 4 can’t get 5 be able to take 6 be able to have

Refer sts back to page 63 if they want to review modals of ability and possibility further, or see more examples of them in context.

SB page 125, exercise 1

1 Do the exercise as normal. To check answers, ask

pairs of sts in turn to read out the two forms of each sentence, with the different verbs. Ask: Who read the correct sentence? Ask sts to say all together the name of the student they think read the correct sentence. Ask a student who chose correctly to explain why. 2 Books closed. Put sts into teams. Read out a prompt for each sentence in turn and indicate by nodding or shaking your head whether the sentence is positive or negative, e.g., speak to my father yesterday (shaking head). Teams race to say the correct full sentence. The first team to do so scores a point. 3 Read out the first sentence and ask: What do I need to change to make a correct sentence with the other option? Elicit a possible answer; e.g., I can’t speak to my father today. Sts look at the remaining sentences and rewrite them so that the other option is correct. Ask pairs in turn to read their sentences to the class.

2

Remind sts how to form and use be able to structures. Tell students they need to read the fill-in sentences carefully to look for clues such as time expressions, which tell them which tense they need to use. Sts complete the sentences with the correct forms of be able to. Check answers. Answers 1 to be able to 2 haven’t been able to 3 won’t be able to 4 wasn’t able to 5 ‘ll be able to 6 been able to

263

GRAMMAR PRACTICE

8A Tag questions 1 Match statements 1–10 with tag questions a–j.

8.7

1 2 3 4 5 6 7 8 9 10

You don’t live in Chicago, do you? Emma went to Harvard, didn’t she? Your parents weren’t at the party last weekend, were they? I’ll see you tomorrow at the concert, won’t I? You’ve never been to Canada, have you? They should be here by now, shouldn’t they?

We often use a statement with a tag question when we think we know something but we want to check. You’re from Mexico, aren’t you? = I think you’re from Mexico. Is that right? He doesn’t speak Arabic, does he? = I don’t think he speaks Arabic. Is that right?

a b c d e f g h i j

We also use tag questions to start a conversation or to encourage somebody to speak. It’s a hot day, isn’t it? You’ve just bought a new car, haven’t you?

With affirmative statements, we use a negative tag question. With negative statements, we use an affirmative tag question. +

–

His name was Juan, It will be sunny later, –

wasn’t it? won't it?

We aren’t late, They didn't come,

are we? did they?

+

Mark’s coming tonight, Michael’s been to Paris before, We shouldn’t come early, You’ll help me tonight, Tom and Dan can’t speak Chinese, You like soccer, Sarah called you this morning, Karl isn’t here, She didn’t pass her exams, The exam won’t be easy, didn’t she? don’t you? is he? isn’t he? should we? will it? did she? hasn’t he? won’t you? can they?

2 Complete the sentences with tag questions.

To form a tag question, we use an auxiliary or modal verb followed by a pronoun. If the statement already contains an auxiliary or modal verb, we use it in the tag question. We’re meeting at 8:30, aren’t we? It won’t rain this afternoon, will it? The children should go to bed early tonight, shouldn’t they? Sara can’t play volleyball with us on the weekend, can she? Tim hasn’t lived here very long, has he?

1 2 3 4 5 6 7 8 9 10 11 12

In the present or simple past, we make the tag question using do, does, or did. They like Italian food, don’t they? The waiter speaks Spanish, doesn't he? Sami spent three months in Beijing, didn’t he? You didn't like that concert, did you?

Look! We only use pronouns in tag questions. All names and nouns change to he, she, it, or they. John plays tennis, doesn’t he? NOT John plays tennis, doesn’t John? Paris is very expensive, isn’t it? NOT Paris is very expensive, isn’t Paris?

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EXTRA PRACTICE Workbook page 00; photocopiable activity 0.0

Surfing’s an exciting sport, ? They’re going to lose, ? Tina hasn’t left yet, ? You don’t know the rules, ? You went running on the weekend, ? Steven is working tonight, ? It wasn’t a great game, ? We can go out for dinner tonight, ? The Jamaicans won’t win this race, ? We have to show our passports, ? You’ve been waiting for ages, ? You used to go to that school, ?

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GRAMMAR PRACTICE

8A Tag questions 1

8.7 Read through the information about tag questions with the class, or allow sts time to read it on their own. Play audio track 8.7 for sts to listen and repeat. See the SB page opposite for audio script. Sts match the statements with the tag questions. Check answers.

Answers 1 d 2 h 3 e 4 i 5 j 6 b 7 a 8 c 9 g 10 f

3 x PRACTICE

2

Sts complete the sentences with the correct tag questions. Check answers. Answers 1 isn’t it 2 aren’t they 3 has she 4 do you 5 didn’t you 6 isn’t he 7 was it 8 can’t we 9 will they 10 don’t we 11 haven't you 12 didn't you

Refer sts back to page 67 if they want to review tag questions further, or see more examples of them in context. SB page 126, exercise 1

1 Do the exercise as normal. To check answers, read out

each statement in turn and ask an individual student to complete it with the correct tag question. Ask other students: Do you agree? Is that correct? Why?/Why not? 2 Ask sts to choose three of the statements 1–10 and write them on a piece of paper. They should also write three of the tag questions a–j (which must not match their statements). Sts then walk around the classroom. They speak to different classmates, and each time they take turns reading out one of their statements. If their classmate has the matching tag question, they can cross the statement off their list. (The tag question can remain active and be used again.) Stop the activity after two minutes and see who has crossed off the most statements. 3 Sts work in pairs. They choose three of the tag questions and write new statements for them. Sts can then work in groups of four. Pairs take turns reading out their new statements to each other and responding with the correct tag questions.

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GRAMMAR PRACTICE

8C Modals of obligation and advice 8.13

1 Choose the correct options to complete the sentences. 1 It’s after midnight. I think you can / should go home by

You have to take off your shoes before you go into the temple. Visitors must park only in the visitor parking lot. We don’t have to work today. It’s Saturday. You can’t give chocolate to the dog. It’s very bad for him. I had to go to the doctor because I was having stomach pains. You should have a more balanced diet.

taxi. 2 I’m sorry I’m late. I should / had to take my sister to

the airport. 3 I haven’t seen Helen for ages. I can / have to call her

soon to catch up. 4 You can’t / don’t have to come to the supermarket with

me. I can go by myself.

have to and must

5 I don’t have to / can’t go to work early today because

We generally use have to to talk about obligation and rules. In written rules, and in very strong statements, we can also use must.

6 You shouldn’t / have to eat so fast – it’s bad for your

my first meeting starts at 11 a.m. digestion.

I have to drive to the station because my wife’s waiting for me. You have to buy a ticket before you leave the parking lot. You have to/must take your passport with you when you travel abroad.

7 You don’t have to / can’t park your car in front of that

garage. 8 We don’t have to / can’t drive downtown. There’s a

We normally don’t use must in conversation unless the obligation is very strong.

very convenient bus. 9 My children have to / can wear a school uniform. 10 All arriving passengers must / can have their passports

You must see a doctor immediately!

There is no past or future form of must, and we don’t usually use must in questions. In these cases, we use a form of have to instead. Yesterday I had to work until 8 p.m. He’ll have to find a job when he finishes college next year. Do we have to do all the exercises or just the first one?

ready.

2 Complete the second sentences with the correct form of have to, can, or should so they have the same meaning as the first sentences. There may be more than one answer.

don’t have to or can’t?

1 It’s not necessary to hurry – there’s plenty of time.

Don’t have to and can’t have very different meanings. We use don’t have to to say that something isn’t necessary.

We You

You don’t have to pay to go by bus. Public transportation is free on Sundays.

You

You can’t speak during the exam.

drink coffee before you go to bed.

4 It will be necessary to stay at the airport hotel because

Look! In spoken English, we can use can’t or not allowed to to say that something isn’t permitted because of a rule or a law. In written English, we use not allowed to. You can’t take photos inside the art gallery (spoken). Visitors aren’t allowed to take photos inside the art gallery (spoken or written).

5

should/shouldn’t We use should to give advice and recommendations or to say if we think that something is a good idea or a bad idea.

6

You should go to the gym two or three times a week. You shouldn’t eat so much fast food.

7

8

9

▲

10

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use your phone in the library.

3 It’s not a good idea to drink coffee before you go to bed.

We use can’t to say something is prohibited.

266

to hurry – there’s plenty of time.

2 You aren’t allowed to use your phone in the library.

we have an early flight. We stay at the airport hotel because we have an early flight. I think it’s really important for me to visit Grandma tomorrow because it’s her birthday. I really visit Grandma tomorrow because it’s her birthday. I think it’s a good idea for us to buy a bigger car. We buy a bigger car. You aren’t allowed to ride a motorcycle without a helmet. You ride a motorcycle without a helmet. Last week, it was necessary for me to go to the hospital for a check-up. Last week, I go to the hospital for a check-up. I think it’s really important for us to invite Bill and Donna for dinner soon. We really invite Bill and Donna for dinner soon. It’s not necessary to pay to enter that museum – it’s free. You pay to enter that museum – it’s free.

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GRAMMAR PRACTICE

8C Modals of obligation and advice

3 x PRACTICE

1

1 Do the exercise as normal. To check answers, put

8.13 Read through the information about modals of obligation and advice with the class, or allow sts time to read it on their own. Remind sts of the difference in meaning between don’t have to and can’t. Play audio track 8.13 for sts to listen and repeat. See the SB page opposite for audio script. Sts read the sentences and choose the correct options to complete them. Check answers.

Answers 1 should 2 had to 3 have to 4 don’t have to 5 have to 6 shouldn’t 7 can’t 8 don’t have to 9 have to 10 must

2

Sts complete the second sentence in each pair so that it has the same meaning as the first. Check answers. Answers 1 don’t have 2 can’t 3 shouldn’t 4 ‘ll have to 5 have to 6 should 7 can’t 8 had to 9 should 10 don’t have to

SB page 127, exercise 2

sts into small groups and ask them to compare their answers and decide on the correct answer for each sentence. Ask groups in turn to read one of their completed sentences to the class. Ask other groups if they agree. 2 Sts work in pairs. They take turns to read the first sentence in a pair to their partner. Their partner tries to remember the second sentence correctly without looking at their book. Remind sts that the second sentence always contains a form of either have to, can or should. If sts find this difficult, their partner can give them the first word of the second sentence to help. 3 Ask sts, in their pairs, to prepare a short conversation containing at least three of the sentences from exercise 2 with have to, can or should. Encourage them to use their imaginations. Give sts time to practice their conversations in pairs. Ask some pairs to perform their conversations for the class. See who managed to use the most sentences from exercise 2. Refer sts back to page 71 if they want to review modals of obligation and advice further, or see more examples of them in context.

267

GRAMMAR PRACTICE

9A Uses of like 1 Put the words in the correct order to make sentences

9.5

I don’t like eating takeout. Would you like a cup of tea? Saul is just like his dad.

and questions.

That sounds like a good idea. What’s Japanese food like? What does your new girlfriend look like?

1 party / what / Sarah’s / like / was / ? 2 in / like / park / my / having / I / the / lunch

like + verb or noun

3 feel / going / you / like / do / tonight / out / ?

We use the verb like + -ing or + noun to talk about preferences. We can also use like + infinitive.

4 this / like / to / movies / weekend / to / I’d /

I like listening/to listen to music. Did he like the concert? I think he’ll like the food in that restaurant. I didn’t like that dessert.

5 brother / like / Martina’s / does / what / look / ?

the / go

6 coffee / you / a / like / of / would / cup / ?

would like

7 teacher / is / new / like / what / your / English / ?

We use would like + infinitive or + noun to make polite offers and requests. We also use would like to talk about something we want to have or do. It is more polite than using the verb want. We usually contract it to I’d/we’d like.

8 bigger / move / a / Maria / like / to / would / to /

apartment

Would you like a glass of water? Would you like to sit down? I’d like a chicken salad, please. I’d like to go to Paris one day. We’d like to try that Italian restaurant.

like (preposition)

9 Beyoncé / like / just / she / sounds 10 please / reserve / like / double / a / room / I’d / to

2 Complete the conversation with the words in the box.

We also use like as a preposition. It means “similar to.” Just like means “exactly the same as.”

sounds feel (x2) I’d do would like (x2)

Sarah is like her mother. = Sarah and her mother have a similar personality. His car is just like mine. = His car is exactly the same as mine.

We often use the preposition like with verbs of the senses (look, sound, taste, feel, smell, etc.) and the verb seem. For verbs of the senses, we can use just like if something is exactly the same. Your perfume smells like lemon. That seems like a good idea. This tastes just like chicken!

We use the phrase feel like + -ing to mean “want to do,” especially when we’re making plans. What do you feel like doing tonight? = What do you want to do tonight? I don’t feel like going to the movies. = I don’t want to go to the movies.

A Hi, Julia. Are you hungry? 1

What … like?

B A B

We use what + be like to ask for a description of something or someone. What was the movie like? What’s that new restaurant like?

A

Look! We use What’s he/she like? to ask about someone’s character or personality, not his or her appearance. We use What does he/she look like? to ask about someone’s appearance. What’s Tanya like? She’s very nice, but she’s rather shy.

B A

What does she look like? She’s very pretty, and she has short brown hair.

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▲

128

B

you like to go somewhere for lunch? Sure. Where do you 2 like going? 3 you like Greek food? No, I don’t, not really. I think I’d 4 to go to like having pizza today. an Italian place. I 5 That 6 like a good idea. What about Luigi’s, then? I’ve never been to Luigi’s. What are their pizzas 7 ? They’re delicious! But I had one last week, so today I like to have a pasta dish. think 8 Great. Let’s go!

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GRAMMAR PRACTICE

9A Uses of like

3 x PRACTICE

1

1 Do the exercise as normal. To check answers, start at

9.5 Read through the information about the uses of like with the class, or allow sts time to read it on their own. Play audio track 9.5 for sts to listen and repeat. See the SB page opposite for audio script. Sts put the words in the correct order to make statements and questions. Check answers.

Answers 1 What was Sarah’s party like? 2 I like having my lunch in the park. 3 Do you feel like going out tonight? 4 I’d like to go to the movies this weekend. 5 What does Martina’s brother look like? 6 Would you like a cup of coffee? 7 What is your new English teacher like? 8 Maria would like to move to a bigger apartment. 9 She sounds just like Beyoncé. 10 I’d like to reserve a double room, please.

2

Sts complete the conversation with the correct words. Check answers. Answers 1 Would 2 feel 3 Do 4 like 5 feel 6 sounds 7 like 8 I’d

SB page 128, exercise 2

the front of the class and ask sts in turn to read out one sentence from the conversation. After each fill-in sentence, ask other sts: Do you agree? Is that correct? 2 Books closed. Write prompts for the conversation on the board; e.g., A: hungry? lunch? B: ✓ Where? A: Greek food? B: ✗ Italian. Pizza Sts work in pairs and try to remember the complete conversation. They can look in their books again to check. 3 In their pairs, sts cover the conversation in their books and just look at the picture. Elicit some things the people in the picture might be saying using like; e.g., What’s your pizza like? Would you like to try some? I like this salad! Sts work in their pairs and prepare a conversation based on the picture, including as many different uses of like as they can. Monitor and help while they are working. Ask pairs in turn to perform their conversation for the class. Refer sts back to page 77 if they want to review uses of like further, or see more examples of them in context.

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GRAMMAR PRACTICE

9C -ing forms and infinitives 9.11

1 Choose the correct options to complete the sentences. 1 It was hard to find / find your house because it doesn’t

Eating out every week can be expensive. I always go running after coming home from work. That woman keeps looking at me. Do you know her? It’s really important to leave a tip in the U.S. I decided to become a vegetarian three years ago. I called the restaurant to reserve a table for lunch.

have a number. 2 Jackie suggested to go / going to see a movie tonight. 3 I offered to help / helping my brother with his

homework. 4 We went outside for getting / to get some fresh air. 5 Live / Living downtown is very expensive. 6 I don’t mind getting up / to get up early in

We use the -ing form:

the morning.

• as the subject of a sentence. Cooking is one of my favorite hobbies.

7 I decided to give up to eat / eating sugar for a week. 8 Growing / To grow up in the country was great. 9 I’m tired of going / to go to the same restaurant all the

• after prepositions and phrasal verbs. We’re thinking of going out for a meal. She’s looking forward to trying that restaurant. • after some verbs, including enjoy, feel like, finish, hate, keep, like, love, (don’t) mind, miss, prefer, recommend, spend time, suggest. I love trying new food. I prefer cooking at home to eating out.

time. 10 I would love speaking / to speak English as well as you.

2 Complete the conversation with the correct form of the verb in parentheses.

We put not before an -ing form to make a negative. I love not having to get up early on the weekend. We use the infinitive with to: • after adjectives. It’s easy to cook this kind of food. It’s expensive to eat out in this city. • after some verbs, including afford, agree, decide, expect, forget, help, hope, learn, need, offer, plan, promise, refuse, want. We decided to go out for coffee. Julie offered to cook me dinner. • to give a reason. I went to the supermarket to get some food for the party. We put not before an infinitive to make a negative. He promised not to make the same mistake again.

A Hey, Mike. Do you want 1

Look! We can use the verbs begin, continue, and start with an -ing form or an

B

infinitive, without any change in meaning. He started running. / He started to run. We can also use the verbs prefer, hate, like, and love with an -ing form or an infinitive, without any change in meaning. I hate doing homework on weekends. / I hate to do homework on weekends.

A

B

With some verbs, we use an object before the infinitive.

A B

Carl asked her to marry him. He told Sara to call him. They want me to go with them. I would like you to help me with the dinner. We expect him to pass the exam.

▲

A

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270

(do) something tonight? Sure. How about 2 (go) to see that new sci-fi movie at the old theater in town? But it’s so hot today. 3 (sit) in a hot movie theater doesn’t sound like much fun! I think I’d prefer 4 (be) outdoors. OK, do you feel like 5 (go) to that concert in the park? Great idea. Do you mind 6 (give) me a lift? No, of course not. I’ll come get you when I finish 7 (clean) the kitchen. OK, thanks. Don’t forget 8 (bring) my jacket. Remember, I left it in your car last week.

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GRAMMAR PRACTICE

9C -ing forms and infinitives

3 x PRACTICE

1

1 Do the exercise as normal. To check answers, read out

9.11 Read through the information about -ing forms and infinitives with the class, or allow sts time to read it on their own. Play audio track 9.11 for sts to listen and repeat. See the SB page opposite for audio script. Sts read the sentences and choose the correct options to complete them. Check answers.

Answers 1 to find 2 going 3 to help 4 to get 5 Living 6 getting up 7 eating 8 Growing 9 going 10 to speak

2

Focus on the picture and elicit that it shows a concert in a park. Sts read the text and complete it with the correct verb forms. Check answers. Answers 1 to do 2 going 3 Sitting 4 to be 5 going 6 giving 7 cleaning 8 to bring

SB page 129, exercise 2

each fill-in sentence twice, once with an -ing form and once with an infinitive. Ask sts to put up their hands when they hear the correct form. 2 Put sts into pairs and ask them to assign themsleves the role of either A or B. Individually, they read the conversation again and make notes to help them remember their part. Tell them they can only write basic verb forms, not -ing forms or infinitives. Sts then close their books and try to recreate the conversation from their notes. They can look in their books again to check. 3 Sts work in their pairs and prepare a new conversation beginning: Do you want to do something tonight? Tell them they can use the conversation in exercise 2 as a model, and each A or B line of their conversation must include either an -ing form or an infinitive. Monitor and help while they are working, and allow sts time to practice their conversations. Ask some pairs to perform their conversation for the class. Refer sts back to page 81 if they want to review -ing forms and infinitives further, or see more examples of them in context.

271

GRAMMAR PRACTICE

10A Reported speech 10.4

1 Complete the sentences with reported speech. 1 “I’ll see you at eight o’clock.”

He said that he knew where the burglar lived. The police told us that they had arrested someone for the crime. I asked Emma if she could help me with my homework. The police officer asked me where I had been the night before.

Mike told me She said Martin said

phone.

4 “I can’t speak Portuguese.”

Direct speech: “I live downtown.” Reported speech: She said (that) she lived downtown.

Susan told them

Portuguese.

5 “I bought a new car last week.”

She told me

In reported speech, we usually change the tense of the verbs:

before.

6 “Do you like going to the movies?”

• simple present → simple past “I work in a bank.” → He said (that) he worked in a bank.

He asked her

going to the movies.

7 “Why didn’t you wait for me last night?”

• present continuous → past continuous “The train is arriving.” → Sara said (that) the train was arriving.

• simple past → past perfect “I lost my keys.” → She said (that) she’d lost her keys.

Maria this weekend.

3 “I’ve lost my phone.”

We use reported speech to say what someone said.

• present perfect → past perfect “I’ve finished work.” → Mike told me (that) he’d finished work.

at eight o’clock.

2 “I’m seeing Maria this weekend.”

She asked me

last night.

8 “Can you buy me this red dress?”

She asked me

the red dress.

2 Complete the story. Look at the direct speech below and use reported speech in the story. “He used his own car to drive to and from the bank.” “He forgot to change his black T-shirt with his name on it.” “Do you recognize the man in this photograph?” “He’s the man who robbed the bank this morning.” “We can’t afford to pay the rent for our home any more.” “I didn’t tell my wife about the robbery.” “I borrowed the money.”

Some modal verbs also change in reported speech. “I can speak French.” → Luke said (that) he could speak French. “I’ll see you tonight.” → Lisa said (that) she would see us tonight. “We may get married.” → Sarah told me (that) they might get married. “We have to buy her a present.” → They said (that) they had to buy her a present.

The following modal verbs don’t change in reported speech: would, could, might, and should.

It only took Denver police five hours to find the man who had robbed the Wells Fargo bank. But they had a little help from the robber! Police said that the suspect 1 his own car to drive to and from the bank. They also said that he 2 to change his black T-shirt with his name on it before robbing the bank.

Reported statements The most common verbs that we use to report statements are say and tell. When we use say, we don’t usually specify the person who was spoken to. He said that he was Spanish. NOT He said me that he was Spanish.

When we use tell, we always specify the person who was spoken to.

Police soon identified the man from the license plate on the car and printed a photograph of him. When they went to the bank and asked a bank worker 3 the man in the photograph, she said that he 4 the man who 5 the bank that morning. Later they found his car at a hotel nearby and arrested him in his room. The suspect said that he and his wife were staying at the hotel because they 6 afford to pay the rent for their own home any more. He said that he 7 his wife about the robbery. Instead he told her that 8 the money.

He told me that he was Spanish. NOT He told that he was Spanish.

We often use that after said and told but it isn’t essential.

Reported questions We report a Yes/No question with the following structure: subject + asked + (object) + if + subject + affirmative verb form + rest of sentence. “Do you want ice cream?” → She asked (me) if I wanted ice cream. “Is this your car?” → He asked (me) if it was my car.

When we report wh- questions, we include the question word(s) instead of if. “Why did you call me?” → She asked (me) why I had called her. “When will you buy a car?” → They asked (us) when we would buy a car.

Look! In reported speech, we change pronouns and words referring to time and

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▲

place if the sentence is reported on a different day or in a different place. “I’m coming tomorrow.” → She said she was coming the next day. “We visited him yesterday.” → They said they had visited him the day before. “I’ll wait for you here.” → He said he’d wait for us there. Go back to page 85 22/11/2017 13:38

GRAMMAR PRACTICE

10A Reported speech

3 x PRACTICE

1

1 Do the exercise as normal. To check answers, read out

10.4 Read through the information about reported speech with the class, or allow sts time to read it on their own. Focus on the Look! box and point out that as well as thinking about changes to tenses and word order, sts also need to think about changes to pronouns and words referring to time and place. Play audio track 10.4 for sts to listen and repeat. See the SB page opposite for audio script. Sts read the sentences and complete them with the correct reported speech. Check answers.

Answers 1 (that) he would see me 2 (that) she was seeing 3 (that) he had lost his 4 (that) she couldn’t speak 5 (that) she had bought a new car the week 6 if she liked 7 why I hadn’t waited for her 8 if I could buy her

2

Sts read the direct speech. Then they complete the story with reported speech. Check answers.

SB page 130, exercise 2

the report, pausing before each blank. Invite individual sts to complete the blanks and ask other sts: Do you agree? 2 Ask sts to cover the story and look at the direct speech again. In pairs, they try to write the reported speech parts of the story, using the direct speech as a prompt. They can look at the story again to check. 3 Elicit some other ways in which bank robbers could be foolish and get caught; e.g., taking a selfie while they are committing the crime and posting it online, putting on a mask and then finding they can’t breathe. Sts work in their pairs. They imagine another incompetent bank robber and write, in direct speech, two things the robber said, two things that witnesses said, and two things that the police said. They then take their direct speech sentences and write a story using reported speech. Ask some pairs to read their stories to the class. Refer sts back to page 85 if they want to review reported speech further, or see more examples of it in context.

Answers 1 had used 2 had forgotten 3 if she recognized 4 was 5 had robbed 6 couldn’t 7 hadn’t told 8 he had borrowed

273

GRAMMAR PRACTICE

10C Second conditional, would, could, and might

1 Complete the second conditional sentences with the correct form of the verbs in parentheses.

10.11

1 If I

If I argued with my best friend, I’d be sad. I’d visit you every year if you lived near the coast. If I could speak Spanish, I’d go traveling in South America. If I won the lottery, I might give all the money to charity. If I were you, I’d update my résumé.

(walk) to work. 2 This city 3 If you 4 If we

We use the second conditional to talk about impossible or very unlikely hypothetical situations in the present or future and their consequences.

5 What 6 I 7 If I

(be) you, I (ask) my boss for a promotion. 8 If you (not spend) so much money on (be able to) afford a clothes, you new phone.

2 Complete the second sentences. Use the second conditional to link the situations in the first sentences. 1 I’m lazy. I always get bad grades in school.

We can also use could or might in the main clause to say that something would be possible. If we lived by the sea, we could go swimming every day. If you asked John more politely, he might help you.

2

With the verb be, we often use were instead of was in the if clause with I, he, she, and it. We often use were in the phrase If I were you … to give advice. 3

If Adam were here, he would fix your computer. If I were you, I’d take a cab to the airport.

4

Look! Don’t use would in the if clause. If I had more time, I’d learn the saxophone. NOT If I would have more time, I’d learn the saxophone.

5

Second conditional or first conditional? We use the first conditional when we think a future event is likely. We use the second conditional when we think a future event is less likely. If it rains tomorrow, we’ll go shopping. (It often rains here, so it might rain.) If it rained tomorrow, we’d go shopping. (It probably won’t rain.)

(you/do) if someone (steal) your car? (play) basketball if I

(be) a bit taller.

Unlikely situation If my new phone stopped working tomorrow, I’d take it back to the store. (It’s a new phone, so this probably won’t happen.)

If you went to bed earlier, you wouldn’t feel so tired. You wouldn’t feel so tired if you went to bed earlier.

(be) much nicer if there (be) less traffic on the streets. (get up) a bit earlier, you (not be) late for work so often. (have) a bigger car, we (can) take more things on vacation

with us.

Impossible situation If I were rich, I’d buy a big house by the sea. (I’m not rich, so it’s impossible for me to buy a big house by the sea.)

We form the if clause with if + simple past, and we form the main clause with would + base form. The if clause can come either at the beginning or at the end of the sentence with no change in meaning.

(live) downtown, I

6

If I wasn’t lazy, I wouldn’t always get bad grades in school. I have a small bedroom. I don’t have enough space for all my books. If I , enough space for all my books. It’s so hot today. I can’t concentrate on my work. If , on my work. I don’t get any exercise. I’m so out of shape. If I , so out of shape. I feel tired. I can’t play tennis this afternoon. If I , this afternoon. I drink coffee in the evening. I don’t sleep well. If I , better.

3 Complete the sentences with the correct form of the verbs in parentheses. Use the first or second conditional. 1 If we (leave) now, we’ll get there on time. 2 What would you do if you (win) $1,000? 3 If you (have) a car, you could drive to work. 4 (you/go) to college if you get good grades

this year? (ask) her to marry him, what would she say? 6 We’ll play tennis later if it (stop) raining. 7 I (not accept) that job if they offered it to me. 8 If they win, they (be) the champions. ▲

5 If he

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Go back to page 89

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GRAMMAR PRACTICE

10C Second conditional, would, could, and might 1

10.11 Read through the information about the second conditional with the class, or allow sts time to read it on their own. Remind them that we use the simple past in the if clause, NOT would. Play audio track 10.11 for sts to listen and repeat. See the SB page opposite for audio script. Sts read the second conditional sentences and complete them with the correct verb forms. Check answers.

Answers 1 lived, ’d walk 2 would be, was/were 3 got, wouldn’t be 4 had, could 5 would you do, stole 6 ’d play, was/were 7 were, ’d ask 8 didn’t spend, ’d be able to

2

3

Read through the information under the heading Second conditional or first conditional? with the class, or allow sts time to read it on their own. Sts read the sentences and complete them with the correct first or second conditional forms. Check answers. Answers 1 leave 2 won 3 had 4 Will you go 5 asked 6 stops 7 wouldn’t accept 8 ’ll be

Refer sts back to page 89 if they want to review the second conditional further, or see more examples of it in context.

Read out the first situation and the example sentence. Sts then complete the remaining sentences with the correct second conditional forms. Check answers. Answers 2 had a bigger bedroom/didn’t have a small bedroom, I’d have 3 it was cooler/it weren’t/wasn’t so hot, I could/’d be able to concentrate 4 got some/more exercise, I wouldn’t be 5 didn’t feel tired/weren’t so tired, I could/’d be able to play tennis 6 didn’t drink coffee in the evening, I’d sleep

3 x PRACTICE

SB page 131, exercise 2

1 Do the exercise as normal. To check answers, read out

the beginning of each second sentence in turn quite slowly. Ask sts to continue the sentence, all speaking together. If there are any differences in their sentences, discuss them as a class and elicit the correct forms. 2 Sts work in pairs. They take turns reading one of the first sentences to their partner. Their partner tries saying the correct second conditional sentence from memory. They can look at their answers again to check. 3 In their pairs, sts choose three of the first sentences and change the details; e.g., I work hard. I always do well at school. They then use these as prompts to write new second conditional sentences. Ask some pairs to read some of their second conditional sentences to the class.

275

GRAMMAR PRACTICE

11A Articles 1 Choose the correct options to complete the sentences.

11.3

My best friend is an architect. You’re the funniest person I know. They sent him to prison for six years.

1 2 3 4 5 6 7 8 9 10

We go on vacation three times a year. I’m going to the Czech Republic soon. Floods are common in this country.

Indefinite article (a/an) We use a/an with singular, countable nouns: • to talk about something or somebody for the first time. Suddenly, a man ran out of the bank. • to describe something or somebody. It’s a beautiful building. She’s a really funny person. • to talk about a person’s job. He’s a computer programmer.

2 Complete the sentences. Add the or leave a blank (no article). 1 2

She works as an accountant.

• in frequency and measurement expressions. I go to the gym twice a week. He was driving at over 150 km. an hour.

3

Definite article (the)

4

We use the: • to talk about something we’ve already mentioned, or when it’s clear which particular thing or person we’re talking about. I saw a man and a woman looking at a map. The man asked me for help. That restaurant looks nice, but the prices are very high. (This clearly means the prices in the restaurant.)

5 6 7 8

• when we use a defining relative clause to define a noun. That’s the boy who stole my bike. • when there’s only one of a thing. The sun went behind the clouds.

That was the / – best movie I’ve ever seen! I go running three times a / the week. I have to go to – / the work now. I’ll call you later. Look at a / the moon – it’s really bright tonight. A What do you do? B I’m a / – student. I don’t like the / – rock music. The president arrives in the / – France on Monday. Most people now use – / the smartphones. There was a / – man selling ice cream outside. I hope to see you the / – next week.

food in this restaurant is amazing! basketball is one of most world. popular sports in In U.S., tornadoes are pretty common in the Midwest. girl who gave me those flowers was about ten years old. I’d like to talk to manager of hotel, please. boys are usually taller than girls. I often listen to music while I’m studying. hotel where I stayed had a beautiful view sea. of

3 Complete the text. Add a, an, or the or leave a blank I reserved our hotel on the Internet.

(no article).

• with superlative adjectives and ordinal numbers (first, second, third, etc.). She was the first person I met at the party. • with the names of rivers, seas, oceans, and groups of islands. London is on the River Thames. We’re flying over the Pacific Ocean. Last year I went to the Galápagos Islands. • before countries that include the words United, Republic, and Kingdom, or are plurals. I’d love to visit the U.S. I think that 1 most beautiful place to visit in Colombia is Tayrona National Park. It’s 2 protected area on 3 Caribbean coast, 34 kilometers from 4 amazing city of Santa Marta. There’s 5 park where you might see rainforest in 6 7 monkeys, parrots, frogs, and iguanas. I went to a magnificent beach at Cabo San Juan, perfect place to swim and which was 8 spectacular sunset over to watch 9 10 sea. 11 tourists love going to Tayrona National Park, so if you want to quietest time to avoid the crowds, 12 park is during 14 off visit 13 season, from February to November.

No article (zero article) We don’t use an article: • to talk about things in general (with plural or uncountable nouns). Houses are more expensive than apartments. (houses and apartments in general) Sugar is bad for you. (sugar in general, and not the sugar in this packet) • with some places where we work, live, study, or do other specific activities, such as work, school, college, prison, church. We usually use them with no article after a preposition. I stayed (at) home all day. Chris is in college in Boston. • before next/last + day, week, month, year, etc. I saw him last week. We’d like to stay in the same hotel next July.

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• with most names of streets, towns, cities, countries, and continents. He lives on Pine Street. We’re going to New York next week! I hope to visit Australia one day.

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GRAMMAR PRACTICE

11A Articles

3 x PRACTICE

1

1 Do the exercise as normal. To check answers, read out

11.3 Read through the information about articles with the class, or allow sts time to read it on their own. Play audio track 11.3 for sts to listen and repeat. See the SB page opposite for audio script. Sts read the sentences and choose the correct options to complete them. Check answers.

Answers 1 the 2 a 3 – 4 the 5 a 6 – 7 – 8 – 9 a 10 –

2

Sts read the sentences and complete them with the or no article. Check answers.

SB page 132, exercise 3

the text slowly. At each blank, ask sts to call out a, an, the, or beep (for no article), all at the same time. If not all sts agree on the answer, ask a student who chose correctly to explain why. 2 Allow sts time to read the text again. Then ask them to cover it. In pairs, they try to remember as much as they can about the park and make notes. Put pairs together into groups of four to compare their ideas and add more information to their notes. They can then look at the text again to see how much they remembered. 3 Sts work individually and write four questions about the park, based on the information in the text; e.g., Where is it? What can you see there? What is the best time to visit? Put sts into pairs. They take turns reading their questions to each other. Their partner answers from memory. Refer sts back to page 95 if they want to review articles further, or see more examples of them in context.

Answers 1 The 2 –, the, the 3 the, – 4 The 5 the, the 6 –, – 7 – 8 The, the

3

Sts read the text and complete it with the correct articles or no article. Check answers. Answers 1 the 2 a 3 the 4 the 5 an 6 the 7 – 8 the 9 a 10 the 11 – 12 the 13 the 14 the

277

GRAMMAR PRACTICE

11C Third conditional 11.6

1 Complete the sentences with the correct form of the verbs in parentheses to make third conditional sentences.

If Emil hadn’t stayed out all night, his parents wouldn’t have been so furious. I would have come to the party if I’d known about it. If I’d studied more before my exam, I might have passed. If you’d called me earlier, we could have gone out for dinner.

1 If you

I 2 We

We use the third conditional to talk about hypothetical (unreal) situations in the past and their consequences.

3 I

If I’d seen your e-mail, I would have replied to it. (I didn’t see your e-mail. I didn’t reply to it.) If he’d taken a cab, he wouldn’t have missed his train. (He didn’t take a cab. He missed his train.)

4 If they

We form the if clause with if + past perfect. We form the main clause with would have + past participle.

6 I

they 5 If you

if I 7 If you

If you had come with us, you would have had a great time. If the bus hadn't been late, we would have arrived at the theater before the movie started.

8 We

yesterday if we forecast.

The if clause can come either at the beginning or at the end of the sentence with no change in meaning. If it had been sunny yesterday, we would have gone for a walk. We would have gone for a walk if it had been sunny yesterday.

(ask) me for some money, (give) it to you. (not stay) at that hotel if you (not recommend) it. (go) to the party if they (invite) me. (arrive) five minutes earlier, (not miss) the flight. (not drive) so slowly, we (arrive) home an hour ago. (go) to the concert last Saturday (know) it was free. (take) a better map, you (not get) lost. (not go) to the beach (see) the weather

2 Write sentences about how these situations and consequences in the past would have been different. Use the third conditional.

We can use might or may instead of would when the consequences weren’t certain.

1 You didn’t work hard last year. You didn’t pass your

If I hadn’t arrived late to the interview, I might have gotten the job. If they’d stayed longer at the beach, we may have seen them.

exams. If you had worked hard last year, you would have passed your exams. 2 There was a lot of traffic. We arrived late for the meeting.

We can use could instead of would to talk about hypothetical possibilities. If my car hadn’t broken down, I could have taken you to the airport yesterday. If they’d told us about the problem, we could have helped them.

Look! The contraction ’d can mean had or would although we often don't

3 She cut her finger badly. I took her to the hospital.

contract would in the third conditional.. If I'd (I had) known you were in the hospital, I'd (I would) have come to visit you.

4 It was really hot yesterday. We didn’t play tennis. 5 I left my phone at home. I couldn’t call you. 6 I didn’t know it was your birthday today. I didn’t buy

you a present. 7 He trained hard every day. He won the race. 8 You didn’t stop at the red light. The police officer gave

▲

you a fine.

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GRAMMAR PRACTICE

11C Third conditional

3 x PRACTICE

1

1 Do the exercise as normal. To check answers, read out

11.6 Read through the information about the third conditional with the class, or allow sts time to read it on their own. Draw their attention to the Look! note. Play audio track 11.6 for sts to listen and repeat. See the SB page opposite for audio script. Sts read the sentences and complete them with the correct verb forms to make third conditional sentences. Check answers.

Answers 1 ‘d asked, ‘d have given 2 wouldn’t have stayed, hadn’t recommended 3 ‘d have gone, ‘d invited 4 ‘d arrived, wouldn’t have missed 5 hadn’t driven, ‘d have arrived 6 ‘d have gone, ‘d known 7 ‘d taken, wouldn’t have gotten 8 wouldn’t have gone, ‘d seen

2

Read out the first situation and consequence. Then read out the example third conditional sentence. Sts read the remaining situations and consequences and write third conditional sentences describing what could have been different. Check answers.

SB page 133, exercise 2

the third conditional sentence with one mistake; e.g., If there wasn’t a lot of traffic, we wouldn’t have arrived late for the meeting. Ask sts to listen and identify the mistake. If there are any differences of opinion, discuss as a class, referring back to the rules as necessary. 2 Sts work in pairs. They take turns to read one of the situations and consequences to their partner. Their partner tries to say the correct third conditional sentence from memory. They can look at their answers again to check. 3 In their pairs, sts choose three of the situations and consequences and change some of the details; e.g., The bus broke down. We were late for the meeting. They then use these as prompts to write new third conditional sentences; e.g., If the bus hadn’t broken down, we wouldn’t have been late for the meeting. Ask some pairs to read some of their third conditional sentences to the class. Refer sts back to page 99 if they want to review the third conditional further, or see more examples of it in context.

Answers 2 If there hadn’t been a lot of traffic, we wouldn’t have 3 4 5 6 7 8

arrived late for the meeting./We wouldn’t have arrived late for the meeting if there hadn’t been a lot of traffic. If she hadn’t cut her finger badly, I wouldn’t have taken her to the hospital./I wouldn’t have taken her to the hospital if she hadn’t cut her finger badly. If it hadn’t been really hot yesterday, we would have played tennis./We would have played tennis if it hadn’t been really hot yesterday. If I hadn’t left my phone at home, I could have called you./I could have called you if I hadn’t left my phone at home. If I had known it was your birthday today, I would have bought you a present./I would have bought you a present if I had known it was your birthday today. If he hadn’t trained hard every day, he wouldn’t have won the race./He wouldn’t have won the race if he hadn’t trained hard every day. If you had stopped at the red light, the police officer wouldn’t have given you a fine./The police officer wouldn’t have given you a fine if you had stopped at the red light.

279

GRAMMAR PRACTICE

12A So/Neither do I 1 Complete the replies with the words in the box.

12.3

could did (x2) so would can neither have do ’m not

“I love playing golf.” “So do I.” “I’d love to visit New Zealand one day.” “So would I.” “I’m not very good at chess.” “Neither am I.” “I couldn’t go to class last week.” “Neither could I.” “I haven’t done my homework.” “Really? I have.” “I’m going on vacation next month.” “I’m not.”

1 A B 2 A B 3 A B 4 A B 5 A B 6 A B 7 A B 8 A B 9 A B 10 A B

Agreeing When we want to show that we agree with someone, or what he or she says is the same for us, we can use so or neither instead of repeating the whole sentence. I can ski pretty well. So can I. (= I can ski pretty well.) I don’t like rap music. Neither do I. (= I don’t like rap music.)

We use so to agree with an affirmative statement, and we use neither to agree with a negative statement. These are both followed by the auxiliary or modal verb from the first statement + I. I’m at the airport. I can speak Spanish. I’ve never been abroad. I won’t be late.

So am I. So can I. Neither have I. Neither will I.

If the statement is in the simple present or simple past, we use the auxiliary do/does or did to agree with the other person. I live near the sea. I didn’t like the hotel.

2 Write replies to agree ( ) or disagree (X) with the statements. Use so or neither or I + auxiliary or modal.

So do I. Neither did I.

1 I’ve finished all my homework. ( )

So have I. 2 I won’t go to bed late tonight.

Disagreeing

.( ) 3 I like going to the movies by myself.

When something that someone says isn’t true for us, or what is said is different for us, we can use I + auxiliary or modal verb from the first statement. We often respond with Really first. I don’t like traveling by train. I’ve never tried mint ice cream.

I love sightseeing. So I. It’s better than lying on the beach. I’ve never been to Japan. Neither I. But I’d like to go one day. I can’t swim very well. Oh, I . I’m a very good swimmer. I’m staying at home tonight. Really? I . I’m going out. I didn’t like that movie. did I. I thought it was really boring. I’d love to go to New York one day. Yes, would I. I just bought a new camera. So I. What a coincidence! I didn’t buy her a present for her birthday. Neither I. I’d like to watch that new reality show. Yes, so I. Unfortunately, I couldn’t go to her party. No, neither I.

. (X) 4 I can’t speak French very well.

.( )

Really? I do. Really? I have. It’s delicious!

5 I usually drive to work.

.( )

After an affirmative statement that isn’t the same for us, we use I + negative auxiliary or modal verb, such as I’m not. / I don’t. / I didn’t. / I can’t. / I wouldn’t.

6 I’m going to the U.S. in the summer.

I really enjoyed that movie. I love going running after work.

7 I’m not going to Luke’s party.

.( )

I didn’t. I don’t. I hate running.

. (X) 8 I haven’t bought my ticket yet.

After a negative statement that isn’t the same for us, we use an affirmative auxiliary or modal verb. I didn’t enjoy that movie. I can’t help Leo with his homework.

.( ) 9 I didn’t enjoy reading that book.

Really? I did. I can. Don’t worry.

. (X) 10 I’d love to see her again.

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.( )

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GRAMMAR PRACTICE

12A So/Neither do I

3 x PRACTICE

1

1 Do the exercise as normal. To check answers, read out

12.3 Read through the information about so/neither do I with the class, or allow sts time to read it on their own. Play audio track 12.3 for sts to listen and repeat. See the SB page opposite for audio script. Sts read the dialogues and complete the replies with the correct words. Check answers.

Answers 1 do 2 have 3 can 4 ‘m not 5 Neither 6 so 7 did 8 did 9 would 10 could

2

Read out the first statement and the example reply. Make sure sts understand that a check indicates agreement is needed, but it does not indicate that the reply must use an affirmative verb. Sts read the remaining statements and write the correct replies. Check answers.

SB page 134, exercise 2

each statement and elicit a reply from a student. Ask: Who else has this reply? Who has a different one? Elicit all the replies sts have written. Then discuss as a class which is correct and why. 2 Sts cover their answers and work in pairs. They take turns reading one of the statements to their partner, indicating by nodding or shaking their head whether their partner should agree or disagree. Their partner tries to remember the correct reply. Sts can look at their answers again to check. 3 Sts work individually. They read the sentences again and choose four to change so that they are true for themselves; e.g., I never drive to work. Sts then work in pairs and take turns to read out their statements and reply to their partner’s statements in a way that is true for them. Ask some pairs to read their statements and replies to the class. Refer sts back to page 103 if they want to review so/neither do I further, or see more examples of it in context.

Answers 2 Neither will I. 3 I don’t. 4 Neither can I. 5 So do I. 6 So am I. 7 I am. 8 Neither have I. 9 I did. 10 So would I.

281

GRAMMAR PRACTICE

12C Modals of deduction 12.11

1 Choose the correct options to complete the sentences. 1 John didn’t sleep at all last night. He must / can’t be

I can’t hear the children. They must be in bed. I haven’t seen Lukas for a few days. He might be on vacation. You might not like this new café. They only serve coffee, not tea. Sandra’s not at work today. She may be sick. It’s very noisy in the apartment upstairs. They must be having a party.

really tired today. 2 Where’s Lidia? She can’t / might be at work because

her office is closed today. 3 Let’s try that store over there. It might / can be

cheaper, but I’m not sure. 4 We can / can’t be at the right address. There’s no

We use modals of deduction to talk about something when we don’t know if it’s definitely true.

restaurant here. 5 A Is Vicki’s husband from Australia? B I think he might / can’t be, but I’ve never asked him. 6 I never see Max studying, so he can’t / must be a very

We use must + base form when we think that something is true. It must be cold outside. Everyone’s wearing gloves. (= I’m sure it’s cold outside.)

good student.

We use can’t or couldn’t + base form when we are sure that something isn’t true.

7 Look, Brian must / can be home – the lights are on in

Sally can’t live here. This is a house, and she said she lived in an apartment. (= I’m sure that Sally doesn’t live here.)

his apartment. 8 This must / may be the museum Lucy was talking

about. I’m absolutely sure.

We use might or might not + base form when we think it’s possible that something is true, but we’re not sure.

9 That movie won three Oscars, so it can’t / must be good. 10 The people on the street have opened their umbrellas

Mark isn’t answering his phone. He might be in a meeting. Or he might not have it with him. (= It’s possible that Mark is in a meeting. It’s possible that he doesn’t have his phone with him.)

so it can’t / must be raining.

We also use may or could + base form when we think something is possible. They’re speaking English, so they may be British. I don’t know where he is. He could be at a friend’s house.

We often use the continuous form of the verb after modals of deduction when we talk about what we think is happening now. Tom's not in the kitchen. He must be doing his homework in his bedroom. They can’t be playing soccer now – it’s nearly midnight! She might be talking to David on the phone. He left a message for her this morning.

2 Complete the second sentences so they mean the same as the first sentences. Use must, might, or can’t.

Look! We never use can or contract must not to talk about what we think is

1 Luke’s not here. It’s possible that he’s sick.

true. The word mustn't has a different meaning and expresses prohibition in British English. Lisa has ordered tofu. She might/could be a vegetarian. NOT She can be a vegetarian. That must not be Steve’s coat. It looks too small. NOT That mustn’t be Steve’s coat. It looks too small.

Luke’s not here. He That

5

6

7

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8

863195 p112_135 grammar.indd 135

Martin’s car. His is much bigger.

3 Steve goes to the pool every day at this time. He’s

4

282

sick.

2 I’m sure that’s not Martin’s car. His is much bigger.

definitely swimming right now. Steve swimming right now – he goes to the pool every day at this time. It’s possible that there are still tickets available for the concert. There tickets available for the concert. It seems impossible that this dish is very healthy – it’s full of sugar. This dish very healthy – it’s full of sugar. I’m totally sure she knows Toni – I saw them talking at the party. She Toni – I saw them talking at the party. It’s possible that they’re waiting for us outside. They for us outside. I don’t believe that it’s snowing. It’s the middle of May! It . It’s the middle of May!

Go back to page 107

135 22/11/2017 13:38

GRAMMAR PRACTICE

12C Modals of deduction

3 x PRACTICE

1

1 Do the exercise as normal. To check answers, read out

12.11 Read through the information about modals of deduction with the class, or allow sts time to read it on their own. Play audio track 12.11 for sts to listen and repeat. See the SB page opposite for audio script. Sts read the sentences and choose the correct options to complete them. Check answers.

Answers 1 must 2 can’t 3 might 4 can’t 5 might 6 can’t 7 must 8 must 9 must 10 must

2

SB page 135, exercise 2

each of sentences 1–8 in turn and ask questions to prompt the answer; e.g., Is this certain? Or possible? Or impossible? Which modal verb is correct? Then elicit the full answer. 2 Books closed. Write prompts for sentences 1–8 on the board, e.g., Luke/sick, that/Martin’s car. Sts work in pairs and try to remember the sentences with the modals of deduction. They can look in their books again to check. 3 In their pairs, sts look at the completed sentences again and rewrite them using a different modal verb, e.g., Luke’s here. He must be feeling better. Ask pairs in turn to read their sentences to the class. Refer sts back to page 107 if they want to review modals of deduction further, or see more examples of them in context.

Read out Luke’s not here. It’s possible that he’s sick. and elicit the correct words to complete the fill-in sentence so that the second line has the same meaning as the first. Sts read the remaining, and complete them with the correct words. Check answers. Answers 1 might be 2 can’t be 3 must be 4 might still be 5 can’t be 6 must know 7 might be waiting 8 can’t be snowing

283

VOCABULARY PRACTICE

1A Communication 1

1.1 Match phrases 1–10 with definitions a–j. Listen and check.

get a text message/an e-mail check your phone reply to a text message/an e-mail give someone a call share something on social media comment on a post check Facebook/your messages go online/access the Internet keep in touch with someone speak to someone face-to-face

1 2 3 4 5 6 7 8 9 10

a b c d e f g h i j

send a text message/an e-mail to a person who has sent one to you call someone receive a text message/an e-mail look at your phone to see messages, alerts, etc. give your opinion on something on social media look at a social media/e-mail account to see messages, alerts, etc. put something on social media, e.g., a photo or video stay in contact with someone have a conversation with someone in person connect to the Internet

2 Complete the sentences 1–9 with the words in the box. get speak share check reply give keep comment access 6 It’s easy to 7 I usually 8 It’s much better to

Sorry, I can’t talk now. Can I you a call when I get home? Can I borrow your laptop so I can my messages? I can’t the Internet because there’s no WiFi here. I had no signal on my phone, so I didn’t your text message. My friends often on my blog posts. Sometimes we have long discussions online.

in touch with your family when you’re abroad. my vacation photos on Facebook. to someone face-to-face when you

have a problem. 9 I didn’t

to your message because I was in a meeting. Sorry. ▲

1 2 3 4 5

Go back to page 4

1C say, tell, speak, and talk 1

1.4 Complete the chart with say, tell, speak, or talk. Listen and check. 1

a language

speak / 2

(to someone) about something quickly/slowly/loudly

3

someone (something) (someone) a lie/the truth/a story/a joke someone a secret

4

hello/goodbye something (to someone) sorry/thanks/congratulations

2 Choose the correct verbs to complete the sentences. 1 2 3 4 5 6 7 8

Can I say / talk to Pedro, please? You need to say / tell sorry to Carl for arriving late. I told / said her the good news. Mary can speak / talk two languages. Can I say / tell you a secret? Sara said / told something really interesting. Why are you saying / speaking so loudly? Can you tell / say me your address, please?

3 Complete the sentences with a form of say, tell, speak, or talk and a word or phrase from the box. German thanks a secret sorry a great joke to my boss 1 I’m calling to 2 I Jan

for helping me with my work yesterday. yesterday. That was a mistake – now

everyone knows it! 3 I’m having some problems at work, so I need to . 4 Simon me this morning – it was so funny! 5 I want to learn to , so I’m going to take a course at a

language school. 6 You were so rude to your brother. I think you should

him you’re

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VOCABULARY PRACTICE

1A Communication

1C say, tell, speak, and talk

1

1

1.1 Sts match the phrases with the definitions. Play audio track 1.1 for sts to listen and check their answers. See Answers for audio script. Check answers with the class.

Answers. 1 get a text message, get an e-mail c 2 check your phone d 3 reply to a text message, reply to an e-mail a 4 give someone a call b 5 share something on social media g 6 comment on a post e 7 check Facebook, check your messages f 8 go online, access the Internet j 9 keep in touch with someone h 10 speak to someone face-to-face i

3 x PRACTICE

individual sts to give each answer. Ask: Does anyone have a different answer? Can you give an example of the phrase in context? 2 Ask sts to cover phrases 1–10. Read out the definitions (a–j) in random order. Sts race to say the correct phrase and give an example of it in context. 3 Sts work in pairs. They prepare a conversation using as many of phrases 1–10 as possible. Allow sts time to practice their conversations in pairs. Ask some pairs to perform their conversations for the class.

2

Answers 1 speak a language 2 speak about something, talk about something speak quickly, talk quickly speak slowly, talk slowly speak loudly, talk loudly 3 tell someone tell a lie, tell the truth, tell a story, tell a joke tell someone a secret 4 say hello, say goodbye say something say sorry, say thanks, say congratulations

SB page 136, exercise 1

1 Do the exercise as normal. To check the answers, ask

Sts complete the sentences with the correct words from the box. Check answers. To make this more challenging, ask sts to cover the phrases in exercise 1 while they work. Answers 1 give 2 check 3 access 4 get 5 comment 6 keep 7 share 8 speak 9 reply

Refer sts back to page 4 if they want to review communication phrases further, or see more examples in context.

1.4 Sts complete the chart with the correct verbs. Play audio track 1.4 for sts to listen and check their answers. See Answers for audio script. Check answers with the class and elicit some example sentences using each verb and the ideas in the chart; e.g., Can you speak German?

2

Sts read the sentences and choose the correct verbs to complete them. Check answers, referring back to the chart in exercise 1 as necessary to explain the answers. Answers 1 talk 2 say 3 told 4 speak 5 tell 6 said 7 speaking 8 tell

3

Read out the first fill-in sentence and elicit the correct verb and the correct word from the box to complete it. Sts then read the remaining sentences and complete them in the same way. Check answers. You could ask sts to write one or two more example sentences using the verbs. They could read their sentences to each other in pairs, omitting the verb. Their partner could guess the missing verb. Answers 1 say thanks 2 told, a secret 3 talk/speak to my boss 4 told, a great joke 5 speak German 6 tell sorry

Refer sts back to page 8 if they want to review say, tell, speak, and talk further, or see more examples in context.

285

VOCABULARY PRACTICE

VOCABULARY PRACTICE

2A 1A -ed Communication and -ing adjectives 11

2.1 1.1Match Matchthe phrases pairs of 1–10 adjectives with definitions with pictures a–j. Listen 1–10. Listen and check. and check. a send a text message/an e-mail to a person who has sent one to you 1 get a text message/an e-mail depressed/depressing excited/exciting amazed/amazing amused/amusing disappointed/disappointing b call someone 2 check your phone embarrassed/embarrassing fascinated/fascinating annoyed/annoying terrified/terrifying shocked/shocking c receive a text message/an e-mail 3 reply to a text message/an e-mail d look at your phone to see messages, alerts, etc. 4 give someone a call e give your opinion on something on social media 5 share something on social media f look at a social media/e-mail account to see messages, alerts, etc. 6 comment on a post g put something on social media, e.g., a photo or video 7 check Facebook/your messages h stay in contact with someone 8 go online/access the Internet i have a conversation with someone in person 9 keep in touch with someone j connect to the Internet 10 speak to someone face-to-face

2 Complete the sentences 1–9 with the words in the box. get speak share check reply give keep comment access 1 2 3 4 5

Sorry, I can’t talk now. Can I you a call when I get home? Can I borrow your laptop so I can2 my messages? I can’t the Internet because there’s no WiFi here. I had no signal on my phone, so I didn’t your text message. My friends often on my blog posts. Sometimes we have long discussions online.

3

6 It’s easy to 7 I usually 8 It’s much better to

in touch with your family when you’re abroad. my vacation4photos on Facebook. to someone face-to-face when you

have a problem. 9 I didn’t

to your message because I was in a meeting. Sorry. ▲

1

Go back to page 4

1C say, tell, speak, and talk 1

6

1

a language

speak / 2

(to someone) about something quickly/slowly/loudly

3

someone (something) (someone) a lie/the truth/a story/a joke someone a secret

4

hello/goodbye something (to someone) sorry/thanks/congratulations

2 Choose the correct verbs to complete the sentences. 8

9 1 Can I say / talk to Pedro, please? 2 You need to say / tell sorry to Carl for arriving late. 2 Complete sentences 1–10 with adjectives from exercise 1. 3 I told / said her the good news. 1 4I’m really spiders. find them ! Mary canscared speakof/ talk two Ilanguages. 2 5MyCan brother home late for dinner, and we all have to wait. I say /always tell yougets a secret? . interesting. makes me/ told reallysomething really 6It Sara said 3 7Jamie was with his – he was hoping to get As, Why are you saying / speakinggrades so loudly? heyou onlytell got/ say Cs. me your address, please? 8but Can 4 I’m watching a really soccer game – the score’s 5–5! 5 Sue thought the book about Japanese paintings was .

She’s really into art.

136 863195 863195 p136_155 p136_155 vocabulary.indd vocabulary.indd137 136

286 286

7

3 Complete the sentences with a form of say, tell, speak, or talk and a word or phrase from the 10box. German thanks a secret sorry a great joke to my boss 6 I lost my job, then my girlfriend left me, and now I have no friends. 1I’m I’mfeeling calling to . for helping me with my work yesterday. I people whoJan 7 2The saw the terribleyesterday. accident That werewas all a mistake –. now everyone it! the job interview. My face turned bright red, I 8 I fell off my knows chair during 3was I’msohaving some problems at work, so I need to . ! 4 Simon me this morning – it was so funny! 9 I was that my boyfriend remembered my mom’s birthday 5because I want to to forgets important going to take a course at a , so I’mdays. helearn always language school. 10 Everyone in the theater was laughing, but I didn’t find the movie very 6 You were so. rude to your brother. I think you should him you’re . Go Goback backtotopage page128

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5

1.4 Complete the chart with say, tell, speak, or talk. Listen and check.

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VOCABULARY PRACTICE

2A -ed and -ing adjectives 1

2.1 Allow sts time to read through the adjectives in the box. They then match the pairs of adjectives with the pictures. Play audio track 2.1 for sts to listen and check their answers. See Answers for audio script. Check answers with the class.

Answers 1 amused/amusing 2 disappointed/disappointing 3 excited/exciting 4 fascinated/fascinating 5 annoyed/annoying 6 depressed/depressing 7 amazed/amazing 8 shocked/shocking 9 terrified/terrifying 10 embarrassed/embarrassing

3 x PRACTICE

SB page 137, exercise 1

1 Do the exercise as normal. To check answers, read out

each pair of adjectives in turn and ask: Which picture? Why? Discuss any differences of opinion that sts have. 2 Ask sts to cover the adjectives in the box. In pairs, they look at the pictures and try to remember as many of the pairs of adjectives as they can. They can look at the box to check. 3 Say: I love videos like this. Animals are so ___! Cough or say beep to indicate the blank. Elicit the matching picture (1) and the missing adjective (amusing). Sts then work in pairs. They write a sentence for each picture using one of the matching adjectives. They can then work in groups of four and take turns reading their sentences to the other pair, omitting the adjectives. The other pair must match each sentence with the correct picture and guess the missing adjective.

2

Sts complete the sentences with the correct adjectives from exercise 1. Check answers. Answers 1 terrifying 2 annoyed 3 disappointed 4 exciting 5 fascinating 6 depressed 7 shocked 8 embarrassed 9 amazed 10 amusing

Refer sts back to page 12 if they want to review -ed and -ing adjectives further, or see more examples in context.

287

VOCABULARY VOCABULARYPRACTICE PRACTICE

2B 1A Phrasal Communication verbs 11

2.6 1.1Match Matchsentences phrases 1–10 1–9 with pictures definitions a–i.a–j. Listen Listen andand check. check.

a send a text message/an e-mail to abus person who has sent one to you get aice text message/an e-mail 1 1I hate skating! I always fall over. 5 Hurry up! The is coming! b call someone check yourtophone 2 2Jack needs try on the jeans before he buys them. 6 Ana wants to sign up for extra English classes in college. receive a textwants message/an e-mail 3 3Myreply besttofriend to go out with my brother. She thinkscshe’s in a text message/an 7 Prices e-mail will go up again next year. d look at your phone messages, 4love givewith someone 8 to Mysee neighbors setalerts, off foretc. Boston early on a long business trip. him. a call e He give your opinion9onWhen something media Eva realized she’d run out sharemy something on social media 4 5I think brother would break up with her after a few days. she gotontosocial the checkout, f look at a social media/e-mail 6prefers comment a post beingonsingle. of money.account to see messages, alerts, etc. g put something on social media, e.g., a photo or video 7 check Facebook/your messages h stay in contact with someone a 8 go online/access the Internet b c i have a conversation with someone in person 9 keep in touch with someone j connect to the Internet 10 speak to someone face-to-face

2 Complete the sentences 1–9 with the words in the box. get speak share check reply give keep comment access

Sorry, I can’t talk now. Can I you a call when I get home? Can I borrow your laptop so I can my messages? I can’t the Internet because there’s no e WiFi here. I had no signal on my phone, so I didn’t your text message. My friends often on my blog posts. Sometimes we have long discussions online.

6 It’s easy to in touch with your family when you’re abroad. 7 I usually my vacation photos on Facebook. 8 It’s much better to f to someone face-to-face when you

have a problem.

9 I didn’t

to your message because I was in a meeting. Sorry.

1C say, tell, speak, and talk 1g

2

Go back to page 4

SALE

▲

1 2 d 3 4 5

1.4 Complete the chart with say, tell, speak,hor talk. Listen and check. 1

a language

speak / 2

(to someone) about something quickly/slowly/loudly

3

someone (something) (someone) a lie/the truth/a story/a joke someone a secret

i

2.7 Match the phrasalhello/goodbye verbs in bold with definitions a–f. Listen and check. something (to someone) 1 I’ll pay back the money my father lent me. a feel excited about something that is going to happen sorry/thanks/congratulations 4

2 Jo left her bag at the store, so she has to go back to get it. b take care of a child until he/she is an adult 3 It takes a lot of patience and hard work to bring up children. c finally be in a place or situation 2 Choose the correct verbs to complete the sentences. 3 Complete the sentences with a form of say, tell, speak, or talk and a 4 I haven’t seen Alex for ages, but we’re going to catch up over coffee d meet someone you haven’t seen for a while and talk about your news word or phrase from the box. 1soon. Can I say / talk to Pedro, please? e return to a place 2 You need to say / tell sorry to Carl for arriving late. 5 A lot of garbage and plastic bags end up in the sea. f return money to the person you borrowed it from German thanks a secret sorry a great joke to my boss I told /look said her the good news. 6 3I always forward to my birthday because I enjoy celebrating it. 4 Mary can speak / talk two languages. 1 I’m calling to for helping me with my work yesterday. 5 Can I say / tell you a secret? 3 Complete the sentences below with the correct form of the phrasal verbs from exercises 1 and 2. 2 I Jan yesterday. That was a mistake – now 6 Sara said / told something really interesting. everyone knows it! 1 7The price of a bus ticket by 10% last month. 4 My boss is away, but when she gets back, we’ll Why are you saying / speaking so loudly? , and I’ll 3tell I’mher having problems . 2 8I’dCan planned to /gosay tome theyour movies with Mark, but he was sick, so I aboutsome the new clients.at work, so I need to you tell address, please? 4 Simon me this morning – it was so funny! going on my own. 5 I stood up very quickly and . to learnhave to take aincourse at a , so 3 My grandparents my cousin after his parents died, 6 5MyI want colleagues forI’m an going onlineto course computer

and he lived with them until he was 18.

language school. programming.

6 You were so rude to your brother. I think you should

him you’re

.

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VOCABULARY PRACTICE

2B Phrasal verbs 1

2.6 Allow sts time to read through the sentences. They then match the sentences with the pictures. Play audio track 2.6 for sts to listen and check their answers. See Answers for audio script. Check answers with the class and that sts understand all the sentences.

Answers 1 fall over i 2 try on e 3 go out b 4 break up f 5 hurry up h 6 sign up g 7 go up d 8 set off a 9 run out c

3 x PRACTICE

3

Sts read the sentences and complete them with the correct form of the phrasal verbs from exercises 1 and 2. Check answers. Answers 1 went up 2 ended up 3 brought up 4 catch up 5 fell over 6 signed up

Refer sts back to page 14 if they want to review phrasal verbs further, or see more examples in context.

SB page 138, exercise 1

1 Do the exercise as normal. To check answers, ask sts in

turn to choose one of the pictures they are confident about and say the matching sentence. Continue until you have checked all the answers. 2 Ask sts to cover the sentences. In pairs, they look at the pictures and try to remember the matching sentence for each one. They can look at the sentences again to check. 3 In their pairs, sts choose one of the situations in the pictures and prepare a short conversation which includes the phrasal verb in bold. Allow sts time to practice their conversations in pairs. Then ask some pairs to perform their conversations for the class.

2

2.7 Sts match the phrasal verbs with the definitions. Play audio track 2.7 for sts to listen and check their answers. See Answers for audio script. Check answers with the class and that sts understand all the phrasal verbs.

Answers 1 pay back f 2 go back e 3 bring up b 4 catch up d 5 end up c 6 look forward to a

289

VOCABULARY PRACTICE

VOCABULARY PRACTICE

3A 1A Personality Communication adjectives 11

3.1 1.1Complete Match phrases sentences 1–101–9 withwith definitions the adjectives a–j. Listen in the and box. check. Listen and check. a send a text message/an e-mail to a person who has sent one to you 1 get a text message/an e-mail easygoing sensitive reliable helpful organized sensible confident friendly anxious b call someone 2 check your phone c receive a text message/an e-mail 3 reply to a text message/an e-mail 1 The staff in that store is really . Someone always carries 5 to Allsee of Marta’s plans for next d look at your phone messages, alerts, etc. year are written in her diary. She’s very 4 give someone a call my bags to my car. e give your opinion on something.on social media 5 share something on social media 2 Joe is so . I could never sing in front of so many people, 6 When Jonaccount says he’ll always f look at a social media/e-mail todo seesomething, messages, he alerts, etc.does it. He’s very 6 comment on a post like he does. . g put something on social media, e.g., a photo or video 7 check Facebook/your messages 3 Mike is very practical and has a lot of common sense. He’s so 7 Ana understands other people’s feelings. She’s very . h stay in contact with someone 8 go online/access the Internet . 8 The students in my new class took me out for coffee on my first day. i have a conversation with someone in person 9 keep in touch with someone 4 Tina’s always worrying about something. I don’t know why she’s so . They’re so j connect to the Internet 10 speak to someone face-to-face . 9 Sarah’s always relaxed and calm, and she doesn’t worry about things.

2 Complete the sentences 1–9 with the words in the box.

get share check reply givewith keep comment inaccess 3.2 speak Which negative prefix do we use the adjectives the box? Put the adjectives in the correct column. Listen and check. 1 Sorry, I can’t talk now. Can I you a call when I get home? 2 Can I borrow your laptop so I can my messages? kind patient sensitive reliable helpful 3 I can’t the Internet because there’s no WiFi here. polite friendly honest organized sociable 4 I had no signal on my phone, so I didn’t your text message. 5 My friends often on my blog posts. Sometimes we have long discussions online.

.

6 It’s easy to 7 I usually un8 It’s much better to

in touch with your family when you’re abroad. my vacation dis-photos on Facebook. im-/into someone face-to-face when you

▲

unkind have a problem. 9 I didn’t

to your message because I was in a meeting. Sorry.

Go back to page 22 Go back to page 4

▲

2

She’s very

3C Relationships 1C 3.6 say, tell, speak, and talk 1 Complete sentences 1–9 with the words and phrases in the box. plural form ifthe necessary. Listen 1 Use the1.4 Complete chart with say,and tell,check. speak, or talk. Listen and check. best colleague partner couple parents relative classmate next-door neighbor 1 friend close frienda language (to someone) about something He knows . speak / 2 a lot of people here, but he doesn’t have many quickly/slowly/loudly I went out with some of my from the office after work. someone (something) That one-bedroom apartment would be perfect for a . 3 (someone) lie/the joke I have a lot of who live inathe U.S. truth/a – mainlystory/a cousins. someone a secret It's not easy these days to find a romantic . I still live with my . It’s just me, my mom and my dad. hello/goodbye 4 something (to someone) 2 3.7 Read sentences 1–8. Match the words and phrases in bold sorry/thanks/congratulations with definitions a–h. Listen and check. 1 2 3 4 5 6

We had athe falling outverbs and haven't spokenthe since.. 2 1 Choose correct to complete sentences.

2 We argue a lot because we never agree about what to watch 1 Can I say / talk to Pedro, please? on TV. 2 You need to say / tell sorry to Carl for arriving late. 3 I get along well with my neighbors – we’re all good friends. 3 I told / said her the good news. 4 It’s sometimes difficult to get to know new people, but I’m 4 Mary can speak / talk two languages. lucky – my classmates in college are all really friendly. 5 Can I say / tell you a secret? 5 Do you know that girl? Could you introduce me to her? 6 Sara said / told something really interesting. 6 Sam and Ben had a fight this morning. I told them to make up, 7 Why are you saying / speaking so loudly? and now everything’s fine! 8 Can you tell / say me your address, please? 7 It’s hard for me to have a conversation with my neighbors

since we don’t have a lot in common. 8 I get together with my close friends at least once a week.

7 The walls in my building are very thin. I can hear my

talking. 8 I’ve known Liz for ten years. She’s the first person I call if I’m sad or if I

. have good news – she's my and I have a WhatsApp group where we talk about our homework.

9 My

have a good 3 a Complete therelationship sentences with a form of say, tell, speak, or talk and a b word tell someone another person’s or phrase from the box. name when they meet for the first time c talk to someone in an angry way because you disagree d meet and go out German thanks a secret sorry a great joke to my boss e stop being friends with someone because you disagree about 1something I’m calling to for helping me with my work yesterday. f 2have experiences, opinions, etc.aasmistake someone I the same interests, Jan yesterday. That was – now g become friends again everyone knows it! h 3spend time with people so you I’m having some problems at become work, so friends I need to . 4 Simon me 5 I want to learn to

this morning – it was so funny!

, so I’m going to take a course at a

language school. 6 You were so rude to your brother. I think you should

him you’re

.

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VOCABULARY PRACTICE

3A Personality adjectives

3C Relationships

1

1

3.1 Sts read the sentences and complete them with the correct adjectives from the box. Play audio track 3.1 for sts to listen and check their answers. See Answers for audio script. Check answers with the class and that sts understand all the adjectives. Ask: Which adjectives would you use to describe yourself? Why?

Answers 1 helpful 2 confident 3 sensible 4 anxious 5 organized 6 reliable 7 sensitive 8 friendly 9 easygoing

2

3.2 Draw sts’ attention to the example answer and elicit another example from the class. Sts complete the chart with the adjectives, adding the correct negative prefix. Play audio track 3.2 for sts to listen and check their answers. See Answers for audio script. Check answers with the class. Ask: When might you describe someone as impatient/unreliable/disorganized, etc? Elicit a range of answers to check that sts understand all the adjectives.

Answers un- unkind, unreliable, unhelpful, unsociable, unfriendly dis- disorganized, dishonest im-/in- impatient, insensitive, impolite

Refer sts back to page 22 if they want to review personality adjectives further, or see more examples in context.

3.6 Sts read the sentences and complete them with the correct words and phrases from the box. Remind sts to use the plural form if necessary. Play audio track 3.6 for sts to listen and check their answers. See the SB page opposite for audio script. Check answers with the class and that sts understand all the words and phrases.

Answers 1 close friends 2 colleagues 3 couple 4 relatives 5 partner 6 parents 7 next-door neighbors 8 best friend 9 classmates

2

3.7 Sts match the words and phrases with the definitions. Play audio track 3.7 for sts to listen and check their answers. See Answers for audio script. Check answers with the class and that sts understand all the phrases.

Answers 1 falling out e 2 argue c 3 get along well a 4 get to know h 5 introduce b 6 make up g 7 have a lot in common f 8 get together d

3 x PRACTICE

SB page 139, Relationships exercise 2

1 Do the exercise as normal. To check the answers, read

out each definition in turn. Ask sts to raise their left hand if they are confident about the answer and their right hand if they are not confident. Ask confident students to give each answer. 2 Ask sts to cover sentences 1-8. In pairs, they read the definitions and try to remember the matching word or phrase for each one. They can look at the sentences again to check. 3 Say the first sentence of a conversation about relationships using one of the bold words/phrases from exercise 2; e.g., Do you get along well with your brothers and sisters? Ask a student to repeat it. Elicit a possible answer from another student, using another of the target words/phrases. Ask the two sts to repeat their sentences. Then elicit another sentence to continue the conversation. Continue in this way around the class, gradually building up a conversation. See if, as a class, you can include all the target words/phrases in the same conversation! You could repeat the activity, starting with a different sentence. Refer sts back to page 26 if they want to review vocabulary for relationships further, or see more examples in context. 291

VOCABULARY VOCABULARYPRACTICE PRACTICE

4A 1A Compound Communication nouns 11

4.1 1.1Complete Match phrases compound 1–10 with nouns definitions 1–12 witha–j. theListen wordsand in the check. box. Listen and check. a send a text message/an e-mail to a person who has sent one to you 1 get a text message/an e-mail transportation pedestrian life gallery parking path department jam shopping night sports town b call someone 2 check your phone c receive a text message/an e-mail 3 reply to a text message/an e-mail d look at your phone to see messages, alerts, etc. 4 give someone a call e give your opinion on something on social media 5 share something on social media f look at a social media/e-mail account to see messages, alerts, etc. 6 comment on a post g put something on social media, e.g., a photo or video 7 check Facebook/your messages h stay in contact with someone 8 go online/access the Internet i have a conversation with someone in person 9 keep in touch with someone j connect to the Internet 10 speak to someone face-to-face

2 Complete the sentences 1–9 with the words in the box. get speak share check reply give keep comment access 2 bike 3

1 art

5

1C say, areatell, speak,6 and traffic talk 1

9

4

6 It’s easy to 7 I usually 8 It’s much better to

Sorry, I can’t talk now. Can I you a call when I get home? Can I borrow your laptop so I can my messages? I can’t the Internet because there’s no WiFi here. I had no signal on my phone, so I didn’t your text message. My friends often on my blog posts. Sometimes we have long discussions online.

club

in touch with your family when you’re abroad. my vacation photos on Facebook. to someone face-to-face when you

have a problem. 9 I didn’t

to your message because I was in a meeting. Sorry. ▲

1 2 3 4 5

mall

lot

7

Go back to page 4

8

store

1.4 Complete the chart with say, tell, speak, or talk. Listen and check. 1

a language

speak / 2

(to someone) about something quickly/slowly/loudly

3

someone (something) (someone) a lie/the truth/a story/a joke someone a secret

4

hello/goodbye something (to someone) 10 public sorry/thanks/congratulations

center

11 down

12 night

2 Complete sentences 1–12 with compound nouns from exercise 1. Use the plural form if necessary. 2 Choose the correct verbs to complete the sentences. 3 Complete the sentences with a form of say, tell, speak, or talk and a

artists. 6 I was late for my meeting today. I drove to work, and there was a big

.

140 136 863195 863195 p136_155 p136_155 vocabulary.indd vocabulary.indd140 136

292 292

7 The

is great in my city. There are lots of clubs and places word or phrase from the box. to hear music.. 8 They’ve just opened a fantastic new gym at the where I German thanks a secret sorry a great joke to my boss usually play tennis. 9 There aren’t many downtown, so it’s better to take the 1 I’m calling to for helping me with my work yesterday. bus than to drive. 2 I Jan yesterday. That was a mistake – now 10 There’s a great along the river. It’s so relaxing to ride your everyone knows it! bike there in the evening. 3 I’m having some problems at work, so I need to . 11 The here is terrible. The buses are dirty, and they’re never 4 Simon me this morning – it was so funny! on time. 5 I want to learn to , so I’m going to take a course at a 12 It's hard to find a good restaurant in my area. The best ones are language school. . 6 You were so rude to your brother. I think you should him you’re . Go Goback backtotopage page308

▲ ▲

1 I love shopping in a because you can find so many 1different Can I say / talkintoone Pedro, please? things store. Yougo need to say 2 2Let’s to the new/ tell sorry to Carl nearfor thearriving airport late. – there are over 300 3stores I toldthere! / said her the good news. Marythe can speak / talkintwo 3 4I love my languages. city. It’s great to be able to walk around 5without Can I say tell you a secret? any/ cars. Sara are saidlots / told 4 6There of something really in theinteresting. old part of the city, where you can 7goWhy are you saying dancing until 6 a.m./ speaking so loudly? Can you tell / say youramazing address,sculptures please? and paintings by local 5 8That hasme some

23/11/2017 23/11/201710:53 10:52

VOCABULARY PRACTICE

4A Compound nouns 1

4.1 Sts look at the pictures and complete the compound nouns (1–12) with the correct words from the box. Play audio track 4.1 for sts to listen and check their answers. See Answers for audio script. Check answers with the class and that sts understand all the compound nouns.

Answers 1 art gallery 2 bike path 3 shopping mall 4 nightclub 5 pedestrian area 6 traffic jam 7 parking lot 8 department store 9 sports center 10 public transportation 11 downtown 12 nightlife

3 x PRACTICE

SB page 140, exercise 1

1 Do the exercise as normal. To check answers, point to

each picture in turn and read out answers, some correct and some incorrect. Ask each time: Is this correct? What’s the correct answer? 2 Ask sts to cover the pictures and just look at the words in the box. In pairs, they try to remember the compound nouns. They can look at the pictures again to check. 3 Say: This is where you can ride a bike safely. Elicit the correct compound noun (bike path). Sts work in pairs. They write clues for four more of the compound nouns. Monitor and help while they are working, and make sure their clues are clear. Put pairs together into groups of four and ask them to close their books. They take turns to read out their clues and guess the other pair’s compound nouns. Ask who guessed them all correctly.

2

Sts read the sentences and complete them with the correct compound nouns from exercise 1, using the plural form if necessary. Check answers. Answers 1 department store 2 shopping mall 3 pedestrian area 4 night clubs 5 art gallery 6 traffic jam 7 nightlife 8 sports center 9 parking lots 10 bike path 11 public transportation 12 downtown

Refer sts back to page 30 if they want to review compound nouns further, or see more examples in context.

293

VOCABULARY PRACTICE

VOCABULARY PRACTICE

4B 1A Common Communication verb phrases 11

4.5 1.1Complete Match phrases diagrams 1–101–8 with with definitions the verbsa–j. in the Listen box.and Listen check. and check. a send a text message/an e-mail to a person who has sent one to you 1 get a text message/an e-mail know meet lose miss take catch keep have b call someone 2 check your phone c receive a text message/an e-mail coffee 3 reply to a text message/an e-mail someone a lot busphone to see messages, alerts, etc. d look at a your 4 give someone a call e give your opinion on something on social media 5 share something on social media f look at a social media/e-mail account to see messages,2alerts, etc. 6 comment on a post 1 g put something on social media, e.g., a photo or video 7 check Facebook/your messages a call a snack a train h stay in contact with someone 8 go online/access the Internet 9 keep in touch with someone 10 speak to someone a trainface-to-face

a class

i have a conversation with someone in person j connect to the Internet

a party

a good time

someone for a long time

2 Complete the sentences 1–9 with the words in the box. a bus

get speak share check reply give keep comment access 3

1 Sorry, I can’t talk now. Can I you a call when I get home? a cold 2 Can I borrow your laptop so I can my messages? 3a Iball can’t the Internet because there’s no WiFi here. 4 I had no signal on my phone, so I didn’t your text message. a photo 5 My friends often an exam on my blog posts. Sometimes we have

4 6 It’s easy to 7 I usually fact 8aIt’s much better to

in touch with your family when you’re abroad. my vacation photos on Facebook. to someone face-to-face when you

have a problem.

your message because I was inweight a meeting. Sorry. yourtokeys

9 I didn’t

▲

long discussions online.

Go back to page 4

5 somewhere 1C someone say, tell, speak, and talk

1

6 a game

touch

your coat off

1.4 Complete the chart with say, tell, speak, or talk. Listen and check. someone for the first time in touch

a languagedoing something

1

speak / 2

7

3

a secret

(to someone) about something quickly/slowly/loudly someone (something) (someone) a lie/the truth/a story/a joke your promise someone a secret

hello/goodbye 4 something (to someone) 2 Choose the correct options to complete the text. sorry/thanks/congratulations I’ve 1metthe / known my friend Carl 2 Choose the correct verbs to complete sentences. 2met / knew at for ages. We 1 Can I say / talk to Pedro, please?

school welate. were kids, but 2 You need to say / tell sorry to Carl forwhen arriving we 3lost / kept in touch for a few 3 I told / said her the good news. 4 Mary can speak / talk two languages. years when we went to different 5 Can I say / tell you a secret? colleges. It was my fault. I 4took 6 Sara said / told something really interesting. / kept losing my phone, so I 5missed / lost all his calls, but he 7 Why are you saying / speaking so loudly? 6kept / took calling, and eventually we got together and 7had 8 Can you tell / say me your address, please? / took coffee together. Since then we’ve 8lost / kept in touch, and we always 9have / keep a good time together. He’s a great friend.

a friend for coffee

8

someone by chance

3 Complete sentences 1–7 with the correct form of the verb phrases in exercise 1. Mark hasn’tthe been eating well youspeak, think he’s 3 1 Complete sentences withinacollege. form ofDon’t say, tell, or talk and a ? from the box. word or phrase 2 My car broke down, and my flight leaves in two hours! Can you

airport inayour car? sorry a great joke to my boss German thanks secret 3 I had breakfast ages ago, and I’m a bit hungry. Should we ? some cheese and crackers. 1I have I’m calling to for helping me with my work yesterday. 4 2Jon help meThat fix my but he –never I promised he Janwould come and yesterday. wascar, a mistake now

came. He didn’t everyone knows it!

.

5 3We when at thework, whole I’malways having some problems sofamily I needgets to together and . put in the family album.me 4it Simon this morning – it was so funny! 6 5I feel terrible. I have and cough.toI think I want to learn to a sore throat I’ma going take aI’ve course at a . , so 7 I think I'm going to for my birthday and invite 30 people. language school. 6 You were so rude to your brother. I think you should him you’re

.

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VOCABULARY PRACTICE

4B Common verb phrases 1

4.5 Point to the first diagram and ask: Which verb from the box can you use with all these nouns? Ask more questions to help sts; e.g., Can you know someone? (yes) Can you know a bus? (no) Elicit the correct verb. Sts then complete the remaining diagrams with the correct verbs. They could work in pairs for this. Play audio track 4.5 for sts to listen and check their answers. See Answers for audio script. Check answers with the class.

Answers 1 miss someone, miss a bus, miss a train, miss a class, 2 3 4 5 6 7 8

miss a call have coffee, have a party, have a good time, have a snack catch a bus, catch a train, catch a cold, catch a ball know a fact, know someone for a long time take an exam, take a photo, take your coat off, take someone somewhere lose your keys, lose weight, lose touch, lose a game keep in touch, keep doing something, keep your promise, keep a secret meet someone for the first time, meet a friend for coffee, meet someone by chance

3 x PRACTICE

3

Sts read the sentences and complete them with the correct form of the verb phrases from exercise 1. Check answers. Answers 1 lost weight 2 take me to the 3 have a snack 4 keep his promise 5 take a photo 6 caught a cold 7 have a party

Refer sts back to page 32 if they want to review common verb phrases further, or see more examples in context.

SB page 141, exercise 1

1 Do the exercise as normal. To check answers, read

out each verb in turn and ask: Which diagram? When sts have answered, elicit an example of each verb combination in context. 2 Ask sts to cover the diagrams and just look at the verbs in the box. In pairs, they try to remember the nouns that combine with each verb. They can look at the diagrams again to check. 3 In their pairs, sts take turns to mime one of the verb phrases. Their partner tries to guess the correct verb phrase without looking at the diagrams. With weaker classes, sts can refer to the diagrams to help them.

2

Sts read the text and choose the correct options to complete it. Check answers. Answers 1 known 2 met 3 lost 4 kept 5 missed 6 kept 7 had 8 kept 9 have

295

VOCABULARY VOCABULARYPRACTICE PRACTICE

4C 1A Communication Describing homes 11

4.9 1.1Match Matchsentence phrases 1–10 parts with 1–10definitions with a–j. Listen a–j. Listen and check. and check.

1 1Myget new a text apartment message/an has big e-mail windows, 2 2I live check in the your newest phonepart of the city, 3 3Myreply besttofriend’s a text message/an house has a e-mail huge backyard, 4 4The give windows someone in my a call old apartment were tiny, 5 5His share old house something was spacious, on social media but very basic; 6 6Mycomment aunt’s furniture on a post is all from the 1970s, 7 7Mike’s checknew Facebook/your apartment is messages really convenient – 8 8The goliving online/access room hasthe an Internet open fire, 9 9Tina’s keepvery in touch fashionable, with someone and she’s a designer, 1010The speak bedto in someone my hotel room face-to-face is comfortable,

a b c d e f g h i j

send a text message/an to a person who has sent one to you a so ite-mail was always very dark. call someone b you can walk downtown in ten minutes. receive a text message/an e-mailand cozy in winter. c so it’s warm look at your phone alerts, etc. d to sosee we messages, often play soccer in it. give your opinioneonsosomething on social media it’s really bright during the day. look at a social media/e-mail account to see messages, alerts, etc. f so I slept well last night. put something ongsocial e.g., aisphoto or video so mymedia, apartment very modern. stay in contact with someone h so her apartment is full of stylish furniture. have a conversation person but no central heating. i itwith hadsomeone five large in bedrooms, connect to the Internet j so most of it is very old-fashioned.

Completethe thetexts sentences 1–9 with the words in the box. 22 Complete below with the words in bold from exercise 1. get speak share check reply give keep comment access

Sorry, I can’t talk now. Can I you a call when I get home? Can I borrow your laptop so I can my messages? I can’t the Internet because there’s no WiFi here. I had no signal on my phone, so I didn’t your text message. My friends often on my blog posts. Sometimes we have long discussions online.

6 It’s easy to 7 I usually 8 It’s much better to

in touch with your family when you’re abroad. my vacation photos on Facebook. to someone face-to-face when you

have a problem. 9 I didn’t

to your message because I was in a meeting. Sorry. ▲

1 2 3 4 5

Go back to page 4

1

My parents live in a 7 . house in the country with six spacious bedrooms. The windows are pretty small, which means it’s very , except 3 not much space to and check.8 . Also, since they don’t have central heating, and there’s which isthe 1for the kitchen, 1.4 Complete chart with, so say,there’s tell, speak, or talk. Listen . They haven’t bought any cook. It’s on the top floor, and it has plenty of large windows, so it’s only one bathroom, it’s pretty 9 5 10 . She’s an architect, so the apartment looks really . I love their living new furniture for years, so it’s pretty very 14 a language . It’s only two minutes from the nearest subway station, so . room; in the winter, they have a real fire, so it’s very 11 (to someone) about something 6 /2 speak – she can get to work in less than 20 minutes. . it’s very They also have two old leather sofas that are really 12 quickly/slowly/loudly Sarah’s apartment is only two years old, so it’s very 1C say, tell, speak, and talk It’s a huge apartment – most of the rooms are 2

3

someone (something) (someone) a lie/the truth/a 4.10 Complete sentences 1–4 with the words in story/a the box.joke someone a secret Listen and check. 3

hello/goodbye village suburbs townsomething country (to someone) 4 sorry/thanks/congratulations 1 I live in Melbourne, but my house isn't in the city. I live right outside, in the . 2 2 Choose correct to complete the15,000. sentences. I live in athe place with averbs population of about I live in a small 1 Can I say /.talk to Pedro, please? You need to say / tell sorry to Carl for arriving late.in a 3 2There are only a hundred houses where I live. I live . I told I/live saidthere her the 4 3Where aregood farms,news. fields, and lots of trees. I live in the 4 Mary can speak / talk two languages. . 5 Can I say / tell you a secret? 4 6 Sara 4.11said Match and phrases 1–8 with a–h in the picture on / toldwords something really interesting. the right. Listen and check. 7 Why are you saying / speaking so loudly? 1 8apartment building third floor Can you tell / say me your address,5please? 2 basement 6 top floor 3 first floor 7 balcony 4 second floor 8 roof terrace

c

b

d

a 3 Complete the sentences with a form of say, tell, speak, or talk and a

word or phrase from the box.

German thanks a secret sorry a great joke to my boss e

1 I’m calling to 2 I Jan

everyone knows it!

for helping me with my work yesterday. yesterday. That was af mistake – now

3 I’m having some problems at work, so I need to . g 4 Simon me this morning – it was so funny! 5 I want to learn to , so I’m going to take a course at a

language school. 6 You were so rude to your brother. I think you should h

him you’re

.

863195 863195 p136_155 p136_155 vocabulary.indd vocabulary.indd142 136

296 296

Go Goback backtotopage page348

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142 136

23/11/2017 23/11/201710:53 10:52

VOCABULARY PRACTICE

4C Describing homes

3 x PRACTICE

1

1 Do the exercise as normal. To check the answers, tell

4.9 Sts match the sentence halves. Play audio track 4.9 for sts to listen and check their answers. See Answers for audio script. Check answers with the class and that sts understand all the bold words.

Answers 1 e My new apartment has big windows, so it’s really bright during the day. 2 g I live in the newest part of the city, so my apartment is very modern. 3 d My best friend’s house has a huge backyard, so we often play soccer in it. 4 a The windows in my old apartment were tiny, so it was always very dark. 5 i His old house was spacious but very basic; it had five large bedrooms, but no central heating. 6 j My aunt’s furniture is all from the 1970s, so most of it is very old-fashioned. 7 b Mike’s new apartment is really convenient – you can walk downtown in ten minutes. 8 c The living room has an open fire, so it’s warm and cozy in winter. 9 h Tina’s very fashionable and she’s a designer, so her apartment is full of stylish furniture. 10 f The bed in my hotel room is comfortable, so I slept well last night.

2

sts you are going to read out each completed text with some correct answers and some incorrect ones. Ask sts to note the incorrect answers. Discuss with the class which answers were incorrect and why. 2 Ask sts to cover the texts. In pairs, they look at the pictures and describe each home, using words from exercise 1. They can look at the texts again to check. 3 Sts work in their pairs. Say that one of them is a real estate agent and the other is a customer who wants to buy a new home. Pairs decide which of the two homes they are going to visit. Then they spend time individually thinking about what they are going to say to their partner. Point out that the customer should think of some questions to ask about the apartment/ house, and the real estate agent should think about how to persuade the customer to buy. They then role play a visit to the apartment/house. They can swap roles and repeat, visiting the other apartment/house. Ask who was persuaded to buy.

3

Sts read the texts and complete them with the correct words in bold from exercise 1. Check answers. Ask: Which home would you prefer to live in? Why? Answers 1 modern 2 spacious 3 tiny 4 bright 5 stylish 6 convenient 7 huge 8 dark 9 basic 10 old-fashioned 11 cozy 12 comfortable

SB page 142, exercise 2

4.10 Sts complete the sentences with the correct words from the box. Play audio track 4.10 for sts to listen and check their answers. See Answers for audio script. Check answers with the class and that sts understand all the words.

Answers 1 suburbs 2 town 3 village 4 country

4

4.11 Sts match the words and phrases with the items (a-h) in the picture. Play audio track 4.11 for sts to listen and check their answers. See Answers for audio script. Check answers with the class and that sts understand all the words and phrases. Ask: Which of these words or phrases can you use to describe your home? Elicit a few answers.

Answers 1 apartment building a 2 basement h 3 first floor g 4 second floor f 5 third floor e 6 top floor d 7 balcony b 8 roof terrace c

Refer sts back to page 34 if they want to review vocabulary for describing homes further, or see more examples in context.

297

VOCABULARY PRACTICE

VOCABULARY PRACTICE

5A 1A Communication Money 2 5.2 Complete sentences 1–9 with the prepositions in the box. Listen check. Listen and check. a send a text message/an e-mail to and a person who has sent one to you 1 get a text message/an e-mail b call someone 2 check your phone on (x2) for by into from out back to credit card wealthy broke coins savings account ccash receive a text message/an e-mail 3 reply to a text message/an e-mail bills loan mortgage taxes ATM save up d look at your phone to see messages, alerts, etc. 4 give someone a call 1 I don’t like to lend money friends. e give your opinion on something on social media 5 share something on social media 2 Can I pay credit card? 1 The machine at the station didn’t accept my , so we had f look at a social media/e-mail account to see messages, alerts, etc. 6 comment on a post 3 My sister and he