© 2013 Copyright by Richmond Publishing All rights reserved.

No part of this book may be reproduced,

stored in a retrieval system or transmitted in any form,
Published in Indonesia by PT. ASTA Ilmu Sukses electronic, mechanical, photocopying or otherwise, without the
For First Print 2013 prior permission in writing of the publishers.

ISBN: 978-84-668-1954-1

Series Editor: Matthew Duffy

Development Editor: Laura Miranda
Copyeditor: Janet Weller
Proofreader: Rosemary Morlin
Design and Layout: Richmond Publishing
Cover Design: Ajepe Prasetyo (Indonesia)
Publisher acknowledgements:
The publishers would like to thank the following reviewers for
their valuable feedback which has made Elevator International
possible
Malgorzata Adams-Tukiendorf (Poland), Vicki Anderson
(Spain), Samara Camilo (Brazil), Lyn Edwards (UK), Ian Ellis
(Poland), Virginia Garcia (Brazil), Marcela Jalo (Argentina),
Bartlomiej Jaślikowski (Poland), Mark Lloyd (UK), Silvia
Ronchetti (Argentina), Sarah Stats (Italy), Jonathan Stoddart
(UK), Patricia Veciño (Argentina)
 English Elevator
Intermediate

Teacher’s Notes Page

Introduction 2
Student’s Book Contents 8
Unit 01: My Life 12
Unit 02: American Dreams 18
Revision 01 24
Unit 03: Eyewitness 26
Unit 04: Time Out 32
Revision 02 38
Unit 05: Climate Chaos 40
Unit 06: City Creatures 46
Revision 03 52
Unit 07: Fashion Victims 54
Unit 08: Buy it! 60
Revision 04 66
Unit 09: Read on! 68
Unit 10: The Box 74
Revision 05 80
Unit 11: A Place to Live 82
Unit 12: Holiday Time! 88
Revision 06 94

Reference Section
Transcripts 96
Answer Key Suplementary for Text Type 107
Irregular Verbs 109
Pronunciation Chart 110
Grammar Glossary 111
 English Elevator
International
Introduction
Course Introduction and List of Course Components
What is English Elevator International? Course Aims
English Elevator International is a general English course For students:
that takes students from elementary to upper-intermediate
level. It combines topic-based content with an easy-to-teach
• Fast-paced lessons with a real sense of progress.
approach to provide students with enjoyable and fast-
• Lots of opportunity for communication.
paced lessons with a real sense of progress. English Elevator • Easy-to-use grammar sections.
International Level 2 provides material for 90–120 hours of • High-frequency vocabulary that is easy to remember.
teaching. English Elevator International responds to what we • Systematic help with pronunciation.
believe both teachers and students want from a course. • Interesting and motivating final tasks.
• Frequent revision opportunities throughout the book.
For teachers:

Components • Straightforward, easy-to-teach methodology.

• A clearly defined and comprehensive grammar syllabus.
• Useful and easy-to-find supplementary materials.
Student’s Book • An integrated syllabus that is achievable and effective.
English Elevator International Level 2 Student’s Book is • Carefully graded reading and listening material.
divided into 12 units, each consisting of approximately • Flexibility to tailor the course to students’ needs.
4–6 hours of core classroom materials. Each unit contains:
• Grammar – two Grammar Elevator sections and
regular Look! boxes. Workbook with Workbook Audio CD
• Vocabulary. English Elevator International Level 2 Workbook contains:
• Listening and reading activities. • 12 units linked to the theme of the corresponding
• Controlled and freer speaking activities. Student’s Book unit.
• Useful expressions – contained in the Express Elevator. • Additional grammar and vocabulary practice.
• Extended speaking activities (tasks). • Skills work – Read or Listen texts with helpful
glossary sections, and guided writing activities with
• Guided writing activities.
writing tips sections.
In addition, there are 6 Revision units - after Unit
• Pronunication activities.
2,4,6,8,10, and 12.
• Workbook answer key.
At the back of the book you will find: The Student’s Audio CD features the Workbook listening
• Grammar Lift. activities.
• A list of irregular verbs. Student’s Audio CD
• A pronunciation chart.

Teacher’s Book & Class Audio CD

English Elevator International Level 2 Teacher’s Book
consists of the following sections:
• Introduction and Teacher’s tips.
• Step-by-step teacher’s notes for each unit – including
lesson aims, detailed grammar guidance sections,
extra warmer and extension activities, follow-up and
alternative tasks for every Student’s Book unit, and
integrated answer keys.
• Cross-references to Workbook activities.
• Transcripts – for the material on the Class Audio CD.
The Class Audio CD features the recordings for the
Student’s Book listening activities.

2
English Elevator International’s Approach to Language Learning
English Elevator International is based on a multi- texts from the Workbook,
layered syllabus, which includes a comprehensive Writing
grammar and vocabulary syllabus, incorporates
Many units of the Student’s Book include a guided
systematic work on the four skills and provides ample
writing task that covers real-life situations, such as
opportunities for recycling and revising the language
writing a job advert and making notes for a speech.
studied. The course’s underlying principle is that
The writing tasks are designed for classroom use
students will finish each class having studied and
and are supported by clear models to give students
acquired all the key language in an enjoyable way,
guidance when they come to write their own piece
and will feel confident using that language the next
of work. There is also further work on writing skills,
time they speak English. To do this, we recognise that
including helpful writing tips, in the Workbook.
students need guidance and preparation, and the
course aims to provide this by offering step-by-step
support through all the activities and tasks. Tasks
A lot of low-level students do not feel confident using
Grammar English, even if they have a good passive knowledge.
English Elevator International aims to improve
English Elevator International provides a sound and
students’ confidence in communicating by providing
comprehensive grammar syllabus to enable students
extended speaking tasks in every unit. Each task has
to use the language confidently and accurately. Each
a clear outcome, and in order to accomplish the tasks,
unit has two Grammar Elevator sections which guide
students will have to use the language they have
students through the important aspects of meaning
learned in the unit. The tasks involve more extended
and form of the language before they practise using
communication than the other speaking activities in
it. Helpful grammar tips are also provided in regular
the unit, and require students to practise language
Look! boxes, and the Grammar guidance sections
from many real life situations, for example, giving an
in the Teacher’s Book help teachers diagnose typical
eyewitness account or complaining about inadequate
learner problems. Grammar is practised in meaningful
service. We believe that students cannot just ‘do’ the
contexts through a variety of pairwork and other
tasks without support, so the Student’s Book includes
communicative activities.
careful preparation stages and useful phrases in the
Express Elevator, and the Teacher’s Book provides
Vocabulary step-by-step guidance and suggestions for extending
We believe that the first step to successful them, as well as alternative task ideas.
communication is a good vocabulary, so there
is a strong emphasis on lexis in English Elevator Revision
International. As well as focusing on high frequency
English Elevator International places a strong
vocabulary, English Elevator International includes
emphasis on revision in the following ways:
useful expressions in the Express Elevator sections,
which cover areas such as interviewing people,
• Revision units after every two units combine
grammar and vocabulary exercises with listening
writing letters, describing places, etc.
and speaking activities, all of which recycle the
language from the previous two units.
Reading and Listening • Regular opportunities for students to re-use what
There is a strong emphasis on reading and listening they have learned in the task sections of each unit.
throughout the course, and English Elevator
International uses a wide range of text types to
introduce the new language, including short extracts,
articles and dialogues. There are also short listening
activities to model the pronunciation of important
words and sentences. All the reading and listening
material is supported by comprehension activities,
and the transcripts are included in the back of the
Teacher’s Book and the Teacher’s Book for revision and
further exploitation. In addition, the Read or Listen

3
How Each Unit Works
Each unit of the Student’s Book contains the following features:
• Lead-in discussions
• Vocabulary activities
• Reading and listening activities
• Follow-up discussions
• Grammar Elevators
• Express Elevators
• Pronunciation activities
• Controlled practice activities
• Freer practice activities
• Speaking and writing tasks

1 floor
st

The first module Reading text Grammar focus

of the unit

Lead-in discussion

Gist and specific

reading activities

Vocabulary activity

Speaking activity

Pronunciation activity Controlled practice of grammar Writing activity

4
 Introduction

2 floor
nd

The second module Grammar focus

of the unit

Lead-in discussion
Gist and specific
listening activities
Vocabulary activity

Speaking activity

Controlled practice Freer speaking practice

3 floor
rd

The third module of Main task Pronunciation activity Focus on useful expressions for the task
the unit

Lead-in discussion

Task preparation:
reading and listening
activities with skills
and language input

Main speaking task Task follow-up

5
Teacher’s Tips: How to Make the Most of English Elevator International
Working with Mixed Levels Using the Express Elevator
Low-Level Classes The Express Elevator contains useful phrases
that students need to accomplish the tasks. It is
• Introduce the language yourself and do the important to get students to learn these phrases
Grammar Elevator sections as practice.
and make the most of them. Here are some
• Spend more time doing repetition of new
suggestions:
language together as a class.
• Pre-teach more key items of vocabulary before • Write the Express Elevator phrases on the
whiteboard. Give an explanation or definition to
students do the listening or reading activities.
elicit each phrase and then uncover it.
• exercises from the Workbook and the grammar
Use
extension activities in the Teacher’s Book in class • Do some group and individual repetition of the
phrases and then cover them up to encourage
to give students greater confidence with new
students to remember them.
language.
• Write the phrases on cards and cut the cards in
two. Students in groups can try to match the two
Strong Classes halves. They can then check the Express Elevator
• Treat the material in the first few units primarily panel and do more group and individual repetition.
as revision.
• Go through the easier sections quickly. Listening Tips
• Use a guided discovery approach, as suggested
in the Teacher’s Book notes, and when you are • Ensure you set the scene for the listening
working on grammar analysis, involve students passages.
by asking them questions and getting them to • Students may be worried by the speed of delivery,
complete rules or sentences rather than by telling thinking that it’s too fast, so reassure them it is
them the information. quite normal in real life, and that the classroom is
the best place to be exposed to natural language.
• Start the unit with the 3rd floor and then focus on
the language in the 1st and 2nd floors. • Encourage students to focus on the main ideas
of the listening passage and not get distracted by
• Be stricter about accuracy. Correct more.
words they don’t understand.

Making the Speaking Tasks Work • Help students to interpret clues from the context
(situation, speakers, tone of voice) as this will help
Personalisation them understand far more.
All the tasks in English Elevator International Level 2 • Play the recording a couple of times (more than
have models to introduce them, usually recordings this will compromise students’ motivation) even if
or reading texts. All the tasks can be adapted to suit the instructions only say once.
your class or extended, according to the suggestions
in the teacher’s notes. You can always try providing Reading Tips
a personalised model for the tasks, too. If you do • Some of the reading material may include words
this, remember to: that students have not encountered before, just
• plan what you are going to say, but don’t script it, like in real-life texts. Reassure students that they
as this may sound unnatural. don’t have to understand every word in order to
• bring in photos or illustrations to help provide variety. complete the accompanying reading activities.
• give students something to do while they are • Ensure that you set time limits for the reading
listening. activities. The first reading activity usually comprises
a short gist task and requires students to read
Give Students Time to Think and Plan quickly. The second activity requires a longer, more
Planning time is very important if low-level students intensive read.
are to produce the best language they are capable • Discourage students from stopping to check
of. It is particularly useful for building up the the meaning of every single word in their
confidence of quieter students who might normally dictionaries. This will disrupt the flow of general
be reluctant to speak in class. comprehension.
6
 Introduction
receptive understanding of language when they
• Try not to answer questions about unknown words hear natural speech patterns in the listening
during the reading activities, but instead highlight
passages.
any useful words after the reading activities.
Reading passages can be a rich source of new
• If students have difficulty with individual words,
provide a context by teaching the word within a
vocabulary.
phrase.
• Encourage students to underline or highlight the
key words or phrases in the reading passages
that help them arrive at their answers. This will
help you to check and monitor their work, and
also allow students to check their answers with a
partner more efficiently.

Writing Tips
Encourage students at this level to practise a form
of process writing:
• Ask students to write down as much as they can
in the initial draft of their writing – creativity here
is the key. Tell them not to worry too much about
being accurate in the initial draft. Remember that
writing can be an exercise in fluency as well as
accuracy.
• Allow students time to reread, improve and edit
what they have written, or even show it to a
partner.
• Encourage them to be critical and to revise their
work if necessary.
• Introduce an error-correction code to help students
identify common errors. During this stage you
should also write down any important errors
that you can clarify after the writing lesson has
finished.
• Then ask students to write a final version
incorporating extra ideas and all their corrections.
This stage can also be set as homework.

Pronunciation
Pronunciation work in English Elevator International
focuses more on word and sentence stress than on
individual phonemes. There are several techniques
you can use:
• Drilling can be individual or choral repetition of a
word or a sentence. Choral drilling with the whole
class is a good way of building up the confidence
of students when they are confronted with new
words or sentences.
• Back-chaining involves the repetition of different
parts of a sentence, often starting at the end
and gradually adding parts until you have
reconstructed the whole sentence or phrase.
This will expose students to different aspects
of connected speech in English and help their

7
 Student’s Book
Contents
Unit Grammar Vocabulary Useful Expressions
01 My Life • P resent Simple • F ree-time activities •C
 onversational
Page 1 • Adverbs of Frequency •V  erb + Noun Collocations Related to Language
• Present Simple Vs. Present the Music Industry
Continuous
• Stative Verbs
02 A merican • P ast Simple • S ynonyms and Antonyms •W
 riting an Informal
Dreams •U  sed to •A  djective–Noun Word Building Related Letter
Page 7 to Personality Characteristics

Revision 01 • P resent Simple for Facts and Habits • F ree-time Activities •A

 sking about a Holiday
Page 13 • P resent Simple Vs. Present Continuous • T he Music Industry
• P resent Simple Vs. Past Simple •W  ord Building: Adjectives
•U  sed to and Nouns
• P ast Simple Questions
03 Eyewitness •C  an and Could • T he Law • T alking about
Page 15 • P ast Continuous •C  ollocations Describing Physical Appearance
•W  hile, As and When Features
•A
 ppearance

04 Time Out • P resent Perfect Simple Vs. Past Simple • T ransitive and Intransitive Phrasal •W
 riting a Story
Page 21 • Present Perfect Simple Vs. Continuous Verbs
• Verb + Noun Collocations Related to
Travel

Revision 02 •C  ountable and Uncountable Nouns • T he Law

Page 27 •C  an, Can’t, Could and Couldn’t • T ravel-related Activities
• P ast Simple Vs. Past Continuous • P hrasal Verbs
• P resent Perfect Simple and Present
Perfect Continuous

05 Climate Chaos • F uture with Will, Going to, May and • E nvironmental Problems • E xpressing Opinions
Page 29 Might • P hrasal Verbs
•A  dverbs of Probability
• F irst Conditional

06 City Creatures •C
 an, Have to and Should •C
 ompound Nouns Related to •D
 escribing Places
Page 35 •C
 omparative Structures the City
•A
 djectives to Describe Locations and
Lifestyles

Revision 03 • F irst Conditional •C

 ompound Nouns Related to Global
Page 41 •C  omparatives Phrases Warming and the Environment
•C  an, Have to and Should • P hrasal Verbs

07 Fashion • S econd Conditional •W

 ords Related to Music, Clothes •A
 greeing and
Victims • E xpressing Wishes and Jewellery Disagreeing
Page 43 • P hysical Appearance

08 Buy it! • P resent Simple Passive •V

 erbs and Nouns Related to Gadgets • S hopping
Page 49 •B  y in Passive Sentences •A
 djectives for Describing Size, Colour,
• P ast Simple Passive and Uses of Shape and Material
Simple Passive • P arts of an MP3 player
Revision 04 • S econd Conditional • Clothing and Accessories • E xpressing Wishes
Page 55 •G  erunds and Infinitives • Physical Appearance
•G  iving Advice • Phrasal Verbs Related to Relationships
• Meanings of the Verb to Get
Speaking and Writing Listening and Reading Task
•D  iscuss personality • L isten to a radio interview •C
 onduct an interview
•W  rite and complete a questionnaire • L isten for question forms and
•C  onduct a survey conversational interjections
• R ole-play a celebrity interview • R ead a quiz
•W  rite a profile of a student
•D  iscuss immigration • Identify pronunciation of –ed endings •W
 rite a letter to a
• R ole-play a dialogue • L isten to a conversation in a DVD hire shop long-lost friend
•D  escribe personality characteristics • R ead an extract about American immigration
• T alk about things you used to do • R ead an informal letter
•D
 escribe lifestyle • L isten to a conversation about lifestyle changes

•D  iscuss capital punishment • Identify stressed and unstressed words •G

 ive an eyewitness
•C  onduct a survey of life skills • L isten to a tall story account
• S ummarise an article • L isten to a police interview
•D  escribe an important person in your life • R ead an article about eyewitness testimonies
•D  escribe a scene from the past in US courts
•W  rite a newspaper report
•C  onduct a survey about travel experiences • R ead a magazine article about a year off •W
 rite a travel anecdote
• T alk about life experiences • L isten to a conversation between two travellers
• T ell a travel anecdote • R ead a travel journal
• L isten to a travel journal
•D
 escribe someone’s appearance • L isten to identify a person from a
•D
 iscuss aspects of law physical description
•D
 iscuss travel experiences

•D
 iscuss global warming • R ead an article about global warming • P repare and give a speech
•W
 rite about the planet’s future • Identify the words ’ll and will
•D
 iscuss solutions to environmental problems • L isten to a conversation between a father
•W
 rite a slogan and notes for a speech and daughter
• L isten to a discussion about social problems
• R ead a speech for a campaign meeting
•D  iscuss laws and customs in different countries • R ead a guidebook extract •W
 rite a tourist
•W rite a description of customs in different countries • L isten to a discussion about city and country life information leaflet
• E xpress preferences about city and country life • L isten and identify strong and weak forms
•W  rite comparisons about different places • R ead a tourist information leaflet
•M
 ake and discuss predictions about • L isten to a conversation about
the environment environmental problems
•W
 rite about cultural rules

•D
 iscuss clothes and fashion • R ead an article about fashion • Discuss ethical dilemmas
•D
 iscuss cosmetic surgery • L isten and identify contracted forms
•D
 iscuss hypothetical situations • R ead an advert about cosmetic surgery
•W
 rite a wish list • L isten to a discussion about cosmetic surgery
• R ead a fashion questionnaire
• L isten to a discussion about fashion
•D
 escribe gadgets • R ead a consumer review about a gadget • Shop for an MP3 player
•W
 rite a description of a gadget • L isten to a radio programme about inventions
•D
 escribe an object • L isten to a conversation in a shop
•W
 rite a quiz about great inventions
•D
 iscuss fashion sense • L isten to short dialogues
Unit Grammar Vocabulary Useful Expressions
09 Read on! • Defining Relative Clauses • Book Genres • Discussing Books
Page 57 • Non-defining Relative Clauses • Adjectives ending in –ed or –ing
• Books

10 The Box • Reported Statements •N

 ouns and Verbs Related to the • R eporting Survey Results
Page 63 • Reported Questions Film Industry
• R eporting Verbs

Revision 05 • Relative Pronouns • Book Genres • E xpressing Wishes

Page 69 •D efining and Non-defining Relative • Books
Clauses • The Film Industry
• Reported Speech • Reporting Verbs
11 A Place to Live • Use of Articles  erbs and Nouns Related to Gadgets • S hopping
•V
Page 71 •C ausative and Reflexive Pronouns •A
 djectives for Describing Size, Colour,
Shape and Material
• P arts of an MP3 player

12 Holiday Time! • Making Predictions • P refixes •M

 aking and Responding
Page 77 • S o, So that, Because and In order to •H  oliday Accommodation to Requests
•A  djectives Related to Holidays

Revision 06 •A  rticles •A  ccommodation • R esponding to

Page 83 •C  ausative and Reflexive Pronouns •H  ousehold Chores Unusual Situations
• S o, So that, Because and In order to •A  djectives to Describe Holidays
•M  aking Predictions • P refixes

Pairwork Activities Page 85 Grammar Lift Page 92

Speaking and Writing Listening and Reading Task
•D
 iscuss reading habits and experiences • R ead a book synopsis •C
 hoose a book for a friend
•D
 iscuss the book and film of The Beach • L isten to a discussion about an essay title
•W
 rite a book quiz • L isten for pauses in non-defining relative clauses
•W
 rite book recommendations • R ead a notice about a book club
• L isten to a discussion at a book club

•D  iscuss soap operas • R ead a newspaper article about an incident •W

 rite a survey report
• R eport statements • R ead an extract from a TV guide
•W  rite reported sentences that people might say • L isten to an extract from a TV programme
• L isten to identify stressed syllables
• R ead a survey and report about TV watching habits
•D
 iscuss a plot summary • L isten to a conversation about a soap opera

•D
 iscuss types of houses • R ead estate agents’ adverts •C
 hoose a lodger
•W
 rite an advert for a house • L isten and identify the indefinite article
•D
 escribe a house • L isten to two monologues about living
•D
 iscuss living arrangements arrangements
•W
 rite about services provided in businesses • R ead personal profiles
•D
 iscuss bad habits • L isten to discussions about a new lodger
•M  ake and write predictions • R ead a magazine article about space tourism •D
 ealing with holiday
•D  iscuss holiday accommodation • L isten to a conversation about holiday problems
• T alk about plans for the summer possibilities
•D  iscuss holiday problems • R ead short dialogues about holiday problems
•W  rite a dialogue about a holiday problem • L isten to dialogues about holiday problems
•D
 iscuss local news • L isten to a conversation about holiday plans

Irregular Verbs Page 106 Pronunciation Chart Page 107

 Unit
01 My Life
Grammar Vocabulary Skills
• Present Simple: All Forms and Persons • Free-time Activities: backpacking, bird • Reading: close-read a questionnaire
• Position of Adverbs of Frequency with to watching, collecting things, keeping a for detail
be and Other Verbs weblog (blog), knitting, mountain biking, • Writing: complete a questionnaire; write
• Wh- questions running, sailing, skateboarding survey questions to elicit information
• Speaking: discuss personality; conduct a

1 floor
st
Introductions
survey

Warmer • Elicit the correct forms for talking about each activity:
On Mondays I run/go running, I collect things, I sail/go sailing, I
• Tell students about your day: What day is it today? skateboard/go skateboarding, I read, I go mountain biking,
(Monday.) On Mondays I teach from 9 until 11 and then I knit, I go backpacking, I go bird watching, I keep a weblog
from 3 until 6. I go to the gym at 11.30 and then I have a (blog).
staff meeting at 2.30 after lunch. On Monday evenings • In pairs, students discuss which activities they do.
I go to salsa classes with a friend. • Find out the most popular activities in the class.
• Ask different students: What do you do on Mondays? Answers
Make clear that the focus is Mondays in general and not Relaxing activities (R): b, e, g, i, j
this particular Monday. Energetic activities (E): a, c, d, f, h

1 Aim: discuss personality and lifestyle

• Read aloud the three options. Say one or two things Vocabulary Extension Activity
about your life: I like my job. I’ve got a good social life. Free-time Activities
I don’t worry about things. I’m easy-going. • In pairs, students discuss which activity they think is the
• Students choose the best phrase to describe themselves. most relaxing/energetic/interesting/boring.
Ask them why they chose that phrase. • Alternatively students take turns giving their partner
• Students name someone they know who fits each a piece of information about an activity. Their partner
description. guesses the activity: You use two needles and some wool.
(Knitting)
2 Aim: complete a questionnaire and discuss results
5 Aim: personalise vocabulary related to free-time activities
• Students read and complete the questionnaire
individually, counting their scores and reading the • Elicit where we put frequency adverbs in a sentence.
analysis. Read the Look! box with students to check.
• In pairs, students compare answers and scores, and • Elicit other frequency adverbs.
discuss whether they agree with the analysis. • Read out the question and give example questions
• Find out who is the most chilled out and the most burnt and answers: How often do you run? I run every day.
out in the class. Sometimes I go sailing at the weekend. I never go bird
watching.
3 Aim: revise and study vocabulary related to free-time • In pairs, students ask and answer about the activities.
activities
• Students find the synonyms. Workbook: page 4, activities 1–2
• Deal with any problems related to the target vocabulary.
Answers
a busy b a bit c slow down d weekdays e awake

4 Aim: study and use target vocabulary

• Write these headings on the board: (A) Adventurous and
energetic, (B) Quiet and relaxing. Elicit examples of free-
time activities: running, going to the cinema, reading,
mountain climbing. Students classify them under A or B.
• Read through the activities listed in the book and check
their meaning. Get students to mime or give examples of
each one.
• In pairs, students fill in the table and add other items.

12
 Unit
01
1 floor
st
Introductions

Grammar Elevator Grammar Extension Activity

Present Simple Daily Routines
• Every other lesson, invite a student to talk about the daily
6 Aim: study uses of the present simple routine of someone he or she knows until everyone has
• Introduce the two present simple uses – (1) Facts and had a turn: My father works at the local supermarket. He
states and (2) Habits and routines – and write them on the gets to work at 7 a.m. and he stops for a break at 11. Get
board. Choose example sentences from the unit so far: each student to include at least ten verbs.
(1) I worry a lot about my job. (2) I usually go to salsa • Students write sentences about famous people, family
classes on Mondays. Students decide which use each members or classmates, without giving any names:
sentence exemplifies and why. This actress has got a lot of adopted children. This person
• Repeat with other sentences: (1) I live in Mexico City. always answers the teacher’s questions. This person never
(2) My mother often visits me at the weekend. does any cooking or cleaning in our house. This person
• Students identify the uses. never comes to class late. In pairs, students read their
• In pairs, students think of two more sentences for each sentences to each other, guessing who the person is each
use. Ask some pairs to read theirs to the class. Other time.
8
students classify them 1 or 2.
Aim: controlled practice of present simple
Answers • Give one true and one false example sentence about
a1 b1 c2 yourself: I always have lunch with the Prime Minister at
the weekend. I always go to the supermarket at the
7 Aim: study present simple forms
weekend.
• Students complete the table with examples of the • Students complete sentences with information about
present simple and then complete the rules about themselves.
forming the present simple. • In turns, students read one of their sentences to the
class: I always study hard at the weekend. The class
Answers responds: False! You never study at the weekend.
I/you/we/they He/she/it
9
Affirmative live lives Aim: write a questionnaire
Negative don’t live doesn’t live • Elicit examples of question types we can use in a
Question Do … live Does … live questionnaire: Wh- questions, How much/How often
questions and Do you questions. Discuss what kind of
a do, does b don’t, doesn’t c -s
information each question will produce: Wh- and How
questions will give specific information; Do you will give
less specific Yes/No answers.
Grammar Guidance • Elicit example questions: How long do you spend
• Students often confuse when to use simple and watching TV every week? What hours do you work? How
continuous verb forms. Ensure that students understand much exercise do you do? Do you eat fresh fruit and
what we mean by Facts and states and Habits and vegetables every day?
routines. Study more examples with them: • In pairs or individually, students produce a questionnaire
- Facts and states (permanent): The bank is next door with ten questions. They can write two questions for
to the supermarket. Cats sleep twenty hours a day. My each subject in the box.
10
sister works in a hospital.
- Habits and routines (happen often): I take my dog for Aim: conduct a survey and write about the results
a walk every day. There is a staff meeting every Monday. • Set a time limit for this activity. Students interview as
We usually have spaghetti for dinner on Friday. many students as they can in the time and record the
• Even at advanced level, students often forget to add answers they get.
an -s in the third person present simple. Build regular • Students analyse the answers to find out whose lifestyle
practice into lessons so that students learn to produce it is most different from theirs and in what ways.
automatically. • Students report this information to the rest of the group.
Workbook: pages 4–5, activities 3–7

13
 Unit
01 Grammar
• Present Simple Vs. Present
Vocabulary
• Verb + Noun Collocations Related to the Music
Skills
• Listening: listen to a radio interview for
Continuous Industry: give a concert/an interview, make/ gist; listen for specific information
• Stative Verbs record music/an album, play music/the guitar, • Speaking: role-play a celebrity interview
sign an autograph/a contract, tour a country,
write lyrics/music

2 floor
nd
Where are you from?

Warmer 4 Aim: listen again for specific information

Is it Ronaldinho? • Read aloud the five statements.
• Choose a famous person and give pieces of information • Play CD 1 track 1 again. Students mark the sentences
about him or her. Students try to guess who it is after true or false as they listen and then check their answers
each piece of information. They score 5 points if they in pairs. Play the track again if necessary.
guess after one sentence, 4 after two sentences and so • Students correct the wrong statements.
on: (Ronaldinho) He plays soccer. He comes from Porto
Answers
Alegre in Brazil. He lives in Spain now. He’s very good at a False. She just turned 20.
dribbling and scoring goals. He’s the world’s best player. b False. She loves meeting her fans (although she doesn’t like
(Beyoncé) She’s American and comes from Texas. She sings signing autographs).
R&B, writes songs and acts. She has her own clothes label. c False. She’s recording a new album with her band.
d True.
She advertises Pepsi Cola and L’Oreal. Now she’s a solo
e False. He’s the tour manager.
singer, but she was in Destiny’s Child.
• Students continue in groups, keeping score. 5 Aim: study collocations related to the music industry
1 Aim: talk about the lifestyles of famous people • Revise the meaning of collocation (a conventional
• Students identify the people in the pictures and what word combination) with examples in students’ own
they do. language. Explain that the focus here is on verb + noun
• Students say whose life they think is most relaxing, most collocations. Say guitar, mime playing the guitar and
stressful or most interesting and give reasons for their elicit play the guitar. Repeat with piano and trumpet.
answers. • Students look at the matching task. Explain that some
words can be used more than once.
Answers (Clockwise from top left) • In pairs, students match the collocations.
Ed Sheeran (singer, song writer and record producer), Hillary Clinton
(politician), Dan Brown (author), Gal Gadot (actress and model), Steve
• Elicit other collocations students might know with
Harvey (comedian, television host, actor, author), Katy Perry (singer prompts: mime signing a contract and then ripping it up
and song writer), Lionel Messi (footballer) (break a contract); mime signing an autograph and then
collecting autographs (collect autographs); write No. 1 on
2 Aim: guess someone’s job from his or her appearance the board (have a hit).
• In pairs, students discuss what the person does and give Answers
reasons, using language for speculating: I think she’s a …/I make music/an album, give an interview/a concert, record an
think she works in …/Maybe she’s a … album/music, play music/the guitar/a concert, tour a country,
• Note students’ suggestions on the board. write lyrics/music/an album, sign a contract/autographs

3 Aim: listen to a radio interview to confirm guesses

Vocabulary Extension Activity
• Explain the format of the recording – an interview from
a radio programme. Play CD 1 track 1. Explain that Music Vocabulary Gap Fill
students are listening only to find out Kerry’s job and • Dictate these gapped sentences to students:
should not try to follow every word. The Red Hot Chili Peppers are … the USA this autumn and
will give … in twenty major cities.
1.1 (CD 1 track 1) See transcript on page 96 (Teacher’s Book). Rhianna is … a new CD right now.
• Ask students if the correct answer is among the K. T. Tunstall … the guitar and … her own lyrics and music.
suggestions on the board. • Tell students to complete the sentences with the
correct form of words from activity 5 (touring, concerts;
Answer recording/making; plays, writes).
She’s a singer with a band.
• Students write their own gapped sentences. They swap
sentences with a partner and complete each other’s.

Workbook: page 6, activities 1–4

14
 Unit
01
2 floor
nd
Where are you from?

Grammar Elevator • Using stative verbs in the continuous form is a common

Present Simple Vs. Present Continuous error. We do not say: I’m liking your shirt. Give simple
and continuous forms of to understand: I understand you.
6 Aim: revise and contrast present simple and present I am understanding you. Ask which sentence is correct.
continuous • Students can keep a list of stative verbs in their vocabulary
• Read aloud these two sentences: Kerry is having a good notebooks under these headings: Verbs for describing
time in San Francisco. She sometimes misses her privacy. senses (see, smell); Verbs for describing emotions and
Students name the tenses. mental states (like, know, believe); Verbs for giving
• Revise the uses of the present simple from page 2: facts opinions (agree, mean); Other verbs (include). Remind
and states, and habits and routines. them to add stative verbs that you come across in class.
• Elicit when we use the present continuous. • In pairs, students use the prompts to write the second
• Students match the sentences and uses individually. part of Kerry’s interview. Encourage them to expand
on the information – at least one extra sentence for
Answers each answer.
a4 b5 c1 d2 e3
• Some pairs read parts of their interview to the class. Elicit
alternative ways of asking the same questions.
7 Aim: complete rules about the form of the present
continuous Answers
• Students complete the rules. Interviewer: Do you know any famous people?
Kerry: Yes.
• When you check the answers with the class, elicit Interviewer: What are you doing here today?
example sentences for each rule: (a) I’m writing on the Kerry: I’m giving interviews to the press.
board. (b) Isn’t Inge coming to class today? (c) I’m not Interviewer: Do your fans like your new single?
going to finish this homework tonight. Kerry: Yes, it’s selling very well.
Interviewer: Where are you staying at the moment?
Answers Kerry: I’m staying in a San Francisco hotel.
a subject, -ing form b to be c not Interviewer: How do you relax in your free time?
Kerry: I like reading.

Grammar Guidance Grammar Extension Activity

• Make sure students understand the idea of temporary Company Advert
activities. Give them this example: My brother is working • In pairs, students invent a company and prepare a short
at Glastonbury Festival at the moment. He’s selling presentation to advertise it. It can be a shop, a beauty
burgers. Ask concept questions: Does he always work salon, a gardening company, a software design company,
there? (No. The festival only lasts five days.) Did he work a hotel, a magazine, etc. The task is to include at least
there last month? (No.) Will he next month? (No.) Contrast three present simple and three present continuous verbs
with: My sister works in a bank in London. Ask: Is it a in their presentation. Demonstrate with this example,
permanent job? (Yes.) Was she there last month? (Yes.) Will inviting a student to present with you. Read alternate
she be there next month? (Yes.) sentences: Are you a student? Do you live in a big city?
• Focus on the meaning of now. Explain that something Do you like music, fashion and films? Then this magazine
happening now may be happening around this time but is for you. Welcome to Wow!, our new magazine. We’re
not precisely at this moment. Give examples of activities giving away Issue 1 FREE. And we’re offering you Issue 2 at
happening around now and contrast with regular half price. Hurry! It’s selling fast.
actions: The government is considering new laws to 9 Aim: role-play a celebrity interview
stop young people drinking alcohol.
• In pairs, students read their role.
• Students prepare individually for the role-play, noting
down their questions and invented information.
8 Aim: study the use of stative verbs • Pairs perform their interviews.
• Write Stative verbs on the board and three headings: Workbook: page 7, activities 5–8
Feelings, Opinions, Beliefs. Elicit one verb to go in each
category.
• Read through the Look! box with students.

15
 Unit
01 Useful Expressions
• Conversational Language: Absolutely.
Pronunciation
• Intonation Patterns
Skills
• Reading: skim-read for gist; close-read to identify questions
Let’s see. Nope. Oh! Really? Right. Sure. in Conversational • Writing: formulate questions based on text; produce a
That’s interesting. Uh-huh. Uh-uh. Um Language profile of another student
… you know … • Listening: listen for question forms; pick out conversational
interjections
• Speaking: discuss media reading habits; take part in an
interview; use conversational interjections

3 floor
rd
Task: Conduct an Interivew

Warmer Answers (See also transcript 1.2 on page 96).

What time do you get up during the week? (at seven)
Print Media
And do you have breakfast? (protein shake and toast)
• Bring in a selection of newspapers and magazines And who do you have lunch with? (friends)
appealing to different interests: music, sports, business, How often do you train? (Mondays and Wednesdays)
general, women’s, teenage, lifestyle, etc. Or elicit names What are you doing at the moment? (preparing for championships)
of newspapers and magazines and write them on the Do you get up early at the weekend? (no, get up late)
What do you do at the weekend? (meet up with friends)
board. Discuss the target audience for each publication.
What do you like doing? (music, shopping, cinema)
1 Aim: discuss newspapers and magazines and the What do you do on Saturday nights? (club, party)
different sections
Workbook: page 8, activities 1–2
• Students say what publications they read and why they
like them.
• With the class, read the different newspaper section
headings. Discuss what the sections usually contain
and where in the newspaper or magazine we usually
find them.
• Ask: When you look at a newspaper, which section do
you turn to first? Which sections do you prefer reading
and why?
2 Aim: skim-read to identify the topic of a newspaper article
• Explain that this article is from a university newspaper.
Discuss what sections a university magazine might have:
news, university sports, student profiles, what’s on,
reviews, prizes and awards, letters, campaigns, and so on.
• In pairs, students decide where they would find this
article in the newspaper.

Answer
University sports section or student profiles section.

3 Aim: close-read for information and formulate present

tense questions
• Elicit that the reporter will ask questions in the second
person singular. Formulate one question as an example:
at seven – What time do you get up on weekdays?
• In pairs, students write the questions.
4 Aim: listen to the reporter’s interview with Luke to
check answers
• Play CD 1 track 2.
• Students listen and correct their questions as necessary.
1.2 (CD 1 track 2) See transcript page 96 (Teacher’s Book).

16
 Unit
01
3 floor
rd
Task: Conduct an Interivew

Express Elevator • Note down any common errors while students are working.
• Some pairs repeat part of their role-play for the class.
Conversational Language
9 Aim: produce a newspaper article from notes
5 Aim: study conversational interjections
• Briefly analyse the structure of the article about Luke
• Explain that in natural conversation we often use short on page 6. Elicit and write on the board: headline,
expressions that are not full sentences. Ask students for
introductory sentence, paragraph headings, paragraph
examples in their own language.
content, concluding sentence.
• Write the categories on the board: Interest, Hesitation • Set a limit of fifty words for each paragraph and a time
and Agreement/Disagreement. Elicit one phrase for each
limit of thirty minutes for the task.
category, or give examples and ask students which
• Students use their notes from activity 8 to write an
category they go in: Um … Really? Nope.
article, following the structure on the board.
• Students read through the expressions. • Monitor while students are working and note down
• Play CD 1 track 2 again and students complete the table. common errors and useful language students ask for.
1.2 (CD 1 track 2) See transcript on page 96 (Teacher’s Book). • Write the errors from activities 8 and 9 on the board and
get students to correct them.
Answers
Interest: Really? Oh! Right. That’s interesting.
10 Aim: read and assess other students’ articles
Hesitation: Um … Let’s see … you know …
Agreement/Disagreement: Uh-huh. Uh-uh. Nope. Sure. Absolutely.
• Students exchange and read each other’s articles.
Organise this in groups if the class is large.
• Students vote on the most interesting lifestyle.
Express Elevator Guidance • Students choose an interesting article and work out what
• We use interjections for different reasons: to be polite questions were asked in the interview. They check their
and to show that we are listening to the other speaker; questions with the original interviewer.
to show our response to the other speaker without
interrupting; to indicate that we want to say something. Alternative Task
• The intonation is important. If we use the wrong New Friends
intonation, we may seem bored or rude.
• Give this example to show how the message changes. • Brainstorm ways and places to meet potential partners
or friends and write ideas on the board: at work, at the
Write on the board: I got an A in English today. Then
language school, at the gym, by joining a club or a website.
say Really? with two different intonations: first in an
interested or impressed way; and then in an uninterested
• Tell students they are going to interview each other for a
dating/socialising website.
or unimpressed way. Students identify the difference.
• Divide the class into pairs and get them to write
questions about personality, likes and dislikes, job, typical
P Aim: practise pronunciation of interjections day, free time, e.g. How would you describe yourself?
• Play CD 1 track 3. Students practise the interjections. • Monitor, pointing out any errors and inputting any
language needed.
1.3 (CD 1 track 3) See transcript on page 96 (Teacher’s Book).
• Divide students into new pairs. Tell them they are going
to take turns to interview each other, using the Express
6 Aim: controlled practice of conversational interjections
Elevator language. Interviewers should make notes.
• In pairs, one student asks the questions in activity 3; the • Finally, students write a website profile of their partner.
other responds using the interjections. • Display profiles around the classroom. Students go round
7 Aim: prepare role-play questions reading and deciding who would make a good partner/
• Explain that students are going to role-play an interview friend for their partner and report back.
between a local newspaper reporter and a university
student. All students play both parts. The topic of the Follow-up Task
interview is the interviewee’s lifestyle, and the reporter Magazine Interviews
takes notes during the interview. • Research and bring in interviews with or profiles of famous
• Elicit one or two example questions for each topic. people from magazines, newspapers or the Internet.
• Students prepare their questions individually. • In pairs, students either choose an interview and use
the information to produce an article or choose a profile,
8 Aim: role-play an interview
extract key information, prepare questions and role-play an
• In pairs, one student interviews the other using their interview.
questions from activity 7. They then swap roles. Remind
students to use interjections during their interviews. Workbook: page 9, activities 1–3
17
 Unit
02 American Dreams
Grammar Vocabulary Pronunciation Skills
• Past Simple: • Synonyms and Antonyms: airless, comfortable, • -ed endings • Reading: scan a brochure extract to
All Forms and comfy, cramped, crowded, dirty, fresh, horrendous, check predictions; close-read for detail
Persons large-scale, mass, small-scale, hygienic, spacious, • Listening: identify pronunciation of -ed
stuffy, terrible, uncomfortable, insanitary, endings
wonderful • Speaking: role-play a dialogue

1 floor
st
Tales from the New Country

Warmer 4 Aim: study synonyms and antonyms related to living

US Immigration conditions
• Elicit the meanings of immigrant (a person who comes • Write rich on the board. Elicit a synonym and an
into a country), emigrate (to leave your country of origin antonym: wealthy and poor. Write clever on the board.
permanently) and migrate (to move from one country or Elicit intelligent and stupid. Ask students to define
place to another). Apart from the Native Americans, the synonym (a word that means the same or nearly the
USA is made up of groups of different nationalities who same) and antonym (a word that means the opposite).
have migrated there since the seventeenth century. Ask • Students read aloud the adjectives in a chain around the
for examples of nationalities who went there in huge class to check pronunciation.
numbers 100 years ago (from many European nations), • In pairs, students find a synonym and an antonym for
and those who have migrated to the USA in more recent each of the adjectives in the left-hand column.
years (from many Hispanic nations). • After checking answers, students think of collocations
1 Aim: discuss photographs they know using some of the adjectives: comfortable
chair, uncomfortable bed, insanitary conditions, spacious
• Students look at the pictures in pairs and discuss the two room, airless room.
questions. They note down their ideas.
• Ask: How old are the photographs? Answers
a comfortable, comfy, uncomfortable
2 Aim: scan an extract to check predictions b mass, large-scale, small-scale
• Read aloud the title. Ask students what the phrase c
d
terrible, horrendous, wonderful
dirty, insanitary, hygienic
American dream means to them, and try to arrive at e crowded, cramped, spacious
a class definition: The American dream means that f stuffy, airless, fresh
everyone can be successful if they work hard enough.
Ask: Why do so many people want to live and work in the
Vocabulary Extension Activity
USA? Would you like to emigrate to the USA?
• Students read and check their answers in activity 1. Tell A Stuffy Rush-hour Bus
them not to worry about unfamiliar words. • Give examples of situations for the adjectives in activity
4: a bus in the rush hour. Students imagine that they
Answers are there and choose an adjective: airless, stuffy. Other
a The immigration station on Ellis Island.
examples could be: a shopping centre at lunchtime on
b The people are immigrants waiting to enter the USA.
Saturday, the middle of a desert, the red carpet on Oscars
3 Aim: close-read for specific information night, a hospital ward, the top of a mountain, a dark cave,
inside a wardrobe, an empty beach.
• Pre-teach or check the meaning of key vocabulary:
descendant (a person related to someone who lived a 5 Aim: use adjectives in free discussion about immigration
long time ago), follow in someone’s footsteps (do the • Ask students if there is a lot of immigration to their
same as someone else), mass (in large numbers), passage country, and from which countries the immigrants come.
(journey), wealthier (richer). • Present actual immigration statistics if possible; the
• Students read the extract again and decide if the reality of immigration is often very different from
statements are true or false. They find information in the people’s perception.
text to support their answers. • Introduce the first question and talk about areas of the
Answers world where there is a lot of legal and illegal immigration.
a False. Annie and her two brothers were the first immigrants to • In pairs, students discuss the second question, noting the
enter the USA through the immigration station on Ellis Island. points they make. Finish with class feedback.
b False. From 1892 to 1954, 12 million immigrants entered
through Ellis Island. Workbook: page 10, activities 1–3
c True. Most immigrants only spent a few hours there.
d True. They spent hours learning the new language.
e True. Wealthier passengers didn’t have to go to Ellis Island.

18
 Unit
02
1 floor
st
Tales from the New Country

Grammar Elevator • Ask students to add another past simple form to

Past Simple each column.
• Write the phonetic symbols above each column.
6 Aim: identify past simple forms in the extract about Ellis • Students categorise the verbs in the box.
Island • Play CD 1 track 4 for students to check their answers.
• Ask students which past forms they can remember from 2.1 (CD 1 track 4) See transcript on page 96-97 (Teacher’s Book).
the extract without looking.
• Students read to check and underline all the past forms. Answers
• Write the headings Regular and Irregular on the board. /t/ practised, passed, talked
• Invite two students to the board. One writes the regular /d/ followed, closed, enjoyed
verbs; the other writes the irregular verbs. The class calls /Id/ rejected, lasted, carried
out the verbs and says which column they go in.
P Aim: practise -ed forms
Answers • Play CD 1 track 4 again. Pause after each verb for students
Regular: followed, closed, lasted, passed, enjoyed, carried, played, to repeat.
danced, talked, practised • Students write a sentence containing one of the verb
Irregular: became, spent, was, were, took, sang
forms. Students swap sentences and read each other’s
aloud, pronouncing the past tense verb form correctly.
7 Aim: complete rules about forming the past simple
• In pairs, students discuss the options. 9 Aim: practise writing past simple verbs in a personal context
• Write on the board: I … (go) to bed at … last night. Students
Answers complete the sentence: I went to bed at 11 last night.
a -ed c didn’t + infinitive
b doesn’t change d did + infinitive Students formulate the question: When did you go to bed
last night?
• Students complete the sentences with information about
Grammar Guidance themselves.
• Focus on the spelling of past forms. Go through • In pairs, students ask and answer about the information.
patterns for: Sample answers
– verbs ending in -y : carry – carried, study – studied a I saw my cousin yesterday. Who did you see yesterday?
(exception obey – obeyed). b I didn’t do my homework last week. Did you do your homework
last week?
– doubling the final consonant when the second syllable
c I played tennis last weekend. What sport did you play last weekend?
is stressed: prefer – preferred (contrast with offer – d I went to Iceland on holiday last year. Where did you go on
offered). holiday last year?
• Reinforce the correct question and negative forms e I bought my boyfriend/girlfriend a really nice present last
with some simple drilling. Give the affirmative form: Christmas. What did you buy your boyfriend/girlfriend last
Christmas?
I went shopping on Saturday. One student supplies the
question form: Did you go shopping on Saturday? 10 Aim: role-play a guided dialogue about a trip to the USA
Another supplies the negative: I didn’t go shopping on
Saturday. Instil some speed and rhythm into the drill so
• Read through the instructions and emphasise that
students are now back home from the USA.
that it becomes automatic.
• Students write their questions individually, inventing
some more of their own.
• Students interview each other, noting down interesting
Grammar Extension Activity differences in their experiences.
The Truth or a Lie? • Students report back their differences to the class.
• Tell students something you did at the weekend: I spent Answers
four hours watching television on Friday evening. They
a How did you get there?
guess if it’s the truth or a lie. You tell them if they’re right. b How long did the journey take?
• Students write down five sentences about things they c Was the journey difficult?
did or didn’t do at the weekend. In pairs, they take turns d Where did you enter the USA?
reading their sentences. They guess if it’s the truth or a lie. e Where did you stay?
f What job did you have?
8 Aim: study pronunciation of past simple verb endings
Workbook: page 11, activities 4–6
• Write danced, played and wanted on the board and elicit
the pronunciation.

19
 Unit
02 Grammar
• Used to: All Forms and Persons
Vocabulary
• Adjective-Noun Word Building Related to
Skills
• Listening: listen to a conversation for
Personality: attentive, attention, critical, context; listen for specific information
criticism, cynical, cynicism, determined, • Speaking: describe personality
determination, greedy, greed, indecisive, characteristics; talk about things you used
indecision, romantic, romance, violent, to do
violence

2 floornd
Making Your Mark

Warmer • In pairs, students complete the table.

Famous Admirers • Discuss in what contexts the words were used in the
• Write the name of a famous person you admire on the conversation in the DVD rental shop.
board. Say why you admire him or her. • Give examples if students are not sure about meaning:
• Students write down the name of a famous person they He’s very cynical – he thinks politicians are interested in
admire. In pairs, they explain their choice. voters only before election time. Some students are very
• Students tell the class who they have chosen. attentive in class – they listen to every word I say! When
• Discuss whose name comes up most often and why. I was younger, I was determined to be a teacher – I didn’t
want to do anything else.
1 Aim: discuss famous people • Highlight the pronunciation changes: cynical, cynicism,
• Students read the three questions. In pairs, they discuss indecisive, indecision, etc.
why the people are famous and if they admire them.
Answers
• Discuss with the class what they have in common. Adjective: violent, romantic, cynical, determined, indecisive,
• Students think of famous people who have emigrated to attentive, greedy, critical
the USA from their country. Noun: violence, romance, cynicism, determination, indecision,
attention, greed, criticism
Answer They all emigrated to the USA.
5 Aim: identify characteristics as positive or negative
2 Aim: listen for the general context of a conversation
• Write these adjectives on the board: violent, attentive,
• Students listen to a conversation in a DVD hire shop and competitive. Students classify them as negative, positive
identify the relationship between the two speakers. or either (competitive can be positive or negative
• Play CD 1 track 5. depending on the context).
2.2 (CD 1 track 5) See transcript on page 97 (Teacher’s Book). • In pairs, students categorise the words in activity 4.
• Students say what clues in the conversation gave them Answers
the answer: for example, the woman says, ‘You’ve never positive: romantic, determined, attentive
negative: violent, cynical, indecisive, greedy
watched one with Mum and me before.’
both: critical (criticism can be positive or negative)
• Ask students if they like the same films as their parents.
6 Aim: use adjectives to characterise people you know
Answer c father and daughter
• Give some examples of yourself: My mother is very
3 Aim: listen again for specific information romantic. I’m not like her!
• Students read through the questions and make a note • Students ask their partners about people they know: What’s
of what kind of information each answer will be: (a) a he or she like? They can ask about family members, best
film genre, (b) type of job or occupation, (c) a date, (d) a friend, landlady, guitar teacher, neighbours, and so on.
country, (e) a general observation, (f) a job. • Students report interesting or surprising examples to
• Play CD 1 track 5 again. the class.

Answers
a He likes action films, like Terminator, and romantic films, like Vocabulary Extension Activity
Casablanca. What’s he like?
b He was a bodybuilder.
c In the late sixties.
• Give an example: My friend eats everything in sight. Elicit
d He’s from Austria. a response: He’s greedy!
e They have dual nationality. • Students write five sentences describing people: My
f He used to play in a band. brother can never make up his mind.

4 Aim: study adjective-noun pairs related to characteristics

• In pairs, students listen to their partner’s sentences and
respond: He’s indecisive!
• Write violent and violence on the board. Students say Workbook: page 12, activities 1–4
what parts of speech they are (adjective and noun) and
produce a sentence using each.

20
 Unit
02
2 floor
bd
Making Your Mark

Grammar Elevator Grammar Extension Activity

Used to I used to hate cabbage!
• Write the name of a food you didn’t like when you were
7 Aim: study concept and uses of used to young but do now on the board. Elicit: You used to hate
• Tell students about a past habit that you have given up: cabbage!
When I was at university, I smoked. Now I don’t. I stopped • Students write down three items they didn’t like once
smoking when I was 26. Write on the board: I used to smoke. but do now: food dishes, drinks, items of clothing, music,
• Tell them about a past state that is no longer true: sports, writers, etc. They also write three items they used
When I was a child, I lived in London. Now I don’t. I live in to like but don’t now.
Birmingham. I moved here when I was 12. Write on the • In pairs, students tell each other the six items. They have
board: I used to live in London. to guess which three their partner did like and which
• In pairs, students match the sentences to the they didn’t. They ask questions to confirm their guesses.
descriptions. • After some class feedback, reinforce with concept
• Elicit a past habit of the class or school that is no longer questions: Maria used to wear long skirts. Does she wear
true: We used to have lessons in the old building. Now we long skirts now?
don’t. We have them in the new block. Repeat with a past
9 Aim: personalise sentences with used to; question each
state: This school used to have a big playing field.
Now it’s got a small one. They sold most of it for houses. other about past habits and states
• Do the first sentence yourself as an example: I used to
Answers play the violin when I was young.
a1 b3 c4 d2 • Students complete the sentences individually.
8 Aim: study forms of used to
• Invite students to read sentences to the class. Other
students ask questions to extract further information:
• Revise how we form the past simple. I used to play the guitar when I was young. Why did you
• Students read the example sentences and complete stop? Who was your teacher? Did you use to practise?
the rules. Did you use to have lessons every week? Didn’t you use
• Give students an affirmative sentence as a starter: I used to enjoy it? Did you use to play in a band? Why don’t you
to play football. Students give the negative and question start again?
forms: I didn’t use to play football. Did you use to play
football? They continue in pairs, inventing their own 10 Aim: complete a questionnaire with used to questions
starter sentences. • Show how the questionnaire works. Read out the first
question: When you were 11, what did you use to do with
Answers your friends? Answer: I used to go fishing in the river.
a infinitive b didn’t c use to + infinitive
• Students think of two more questions. Suggest ideas if
necessary: help at home, have a job, fight brothers and
sisters, have a girlfriend/boyfriend.
Grammar Guidance
• Students sometimes confuse the spelling of used/use 11 Aim: use a questionnaire to interview each other
to in the negative and interrogative because of the • Practise formulating one or two questions as examples:
pronunciation. Native speakers often get this wrong, too. When you were 11, what subjects did you use to like?
Point out that we write Did you use to …? and not Did you Where did you use to go at weekends? Practise a couple
used to …? of answers: I used to like Maths and Art. We used to go to
• Another area for potential confusion is when to use used the park at weekends.
to and when to use the past simple for habitual action • Students change pairs twice and interview each other
or a past state. Explain that we use used to to emphasise with the questions in the table.
that something has changed. Compare: I lived in New • They report surprising and predictable answers to the
York when I was a child (I’m giving you information); with class after the activity.
I used to live in New York (but I don’t now).
Workbook: page 13, activities 5–8

21
 Unit
02 Useful Expressions
• Writing an Informal Letter: Dear …, Hi …, Guess what? Surprise! How are
Skills
• Reading: scan an informal letter to check
things with you? What are you up to? Anyway …, On another note …, I’d predictions; close-read an informal letter for detail
love to …, I’d like to …, I’m looking forward to hearing from you. I can’t wait • Writing: work out the structure of an informal
to hear from you. Take care. All the best. Best wishes …, letter; write a letter following a model

3 floor
rd
Task: Write a Letter to a Long-lost Friend

Warmer Answers
My Oldest Friend a They used to play football in the park.
• Tell students about your oldest friend, when and where b
c
No, this is the first letter for fifteen years.
No, he was really sad.
you met and what you used to do together. Bring in a d He finished studying Political Science at university.
photograph of you and your friend if you have one. e He is going to visit Britain.
• In pairs, students find out about their partner’s oldest
friend. Workbook: page 14, activities 1–3
• Who has the ‘oldest’ friend in the class?
1 Aim: guess the relationship between the people in the
photographs
• Students say who they think the people in the
photographs are.
• Students say when they think the photographs were
taken and what the relationship might be between the
boys.

Sample answers
First photo: The two young boys may be friends or brothers.
Second and third photos: Possibly the same two boys, now young
men.

2 Aim: scan an informal letter to check predictions

• Ask students if they have pen pals. Ask: How often do
you write? What do you write about? Have you ever
met them?
• Students imagine they haven’t seen their pen pal or an
old friend for a long time and so decide to write to them.
Ask what questions they would ask and what information
they would give about themselves. Discuss with the class.
• Students read the letter to find out what the relationship
is between the boys. Check the answer.
• Students say if any of their questions came up in the letter.
• Ask why Vincent has written a letter and not sent an
e-mail. (He doesn’t have Gary’s e-mail address.)

Answer
The two young men were friends when they were young boys.

3 Aim: close-read for specific information

• Students read through the questions to find what
kind of information they are looking for: (a) an activity,
(b) something about letters, (c) Vincent’s feelings,
(d) a job or course, (e) a plan.
• Students read through the letter and note their answers.

22
 Unit
02
3 floor
rd
Task: Write a letter to a long-lost friend

Express Elevator 5 I’m looking forward to seeing you. Write again soon.
6 All the best, Gary
Writing an Informal Letter
7 Aim: write an informal letter to a long-lost friend or relative
4 Aim: find phrases with different functions in an
informal letter • Tell students about someone you used to know, have lost
• Compare the layout of an informal letter and an e-mail. touch with and would like to contact again.
Ask: What features has each one got? (Letter – address, • Read through the task notes with the class. Discuss
greeting, paragraphs, ending, name; E-mail – greeting, examples of what students can write for each bullet point.
message, ending, name.) • Students prepare their first drafts individually in class
• In pairs, students find the phrases. time or as homework.
• If students are writing in class, help with structure and
Answers ideas as necessary.
a Dear Gary, e I’m looking forward to ... • Encourage students to include some or all of the
b Anyway, f Well, guess what? expressions from the Express Elevator.
c I’d love to ... g How are things with you?
d Take care. All the best, 8 Aim: read each other’s letters and ask for more information

5 Aim: study more phrases for writing an informal letter

• Students exchange letters in groups of three or four.
• They choose a letter they like and ask the writer for three
• Students match these alternative phrases with the ones more facts about the long-lost relative or friend: Where
they found in the letter. did she move to? Did she have a big family? What did you
have in common?
Answers
a Hi ... • Students report their findings to the class.
b On another note, • Deal with any language points you noted during the
c I’d like to ... writing phase.
d Best wishes.
e I can’t wait to hear from you.
f Surprise! Alternative Task
g What are you up to? Old Friends Reunited
• Ask students if they ever use websites such as Friends
Express Elevator Guidance Reunited or Facebook.
• Ask: Do we write formal or informal letters to these • Tell students they are going to write a profile of
people: a headteacher, an old friend, a cousin, the bank themselves for one of these websites, and include a
manager, a politician, a newspaper? Do we use these request to find old friends.
features in formal or informal letters: idioms, contractions, • Ask students to write brief biographies of themselves,
jokes, full forms, Yours faithfully, cartoon sketches? including name, hometown, school, work, family,
• Highlight levels of informality for older relatives (Dear hobbies, etc. They should include names of people they
Grandma) and friends (Hi, Fred!). would like to get in touch with again and any memories
they have, as well as questions they would like to ask and
6 Aim: complete and structure Gary’s reply to Vincent’s letter plans for the future: I would like to get in touch with ...,
We used to …, I’m looking forward to …, etc.
• Students put the verbs in the correct form and then order • Monitor, pointing out any errors and inputting any
the various elements of the letter. Explain that they need language needed.
to think carefully about when the different events take • Students then swap profiles and ask each other for more
place so that they choose the correct tenses. information.
• Ask some general questions: Does Gary remember
Vincent? What happened to the park? What’s his job? Follow-up Task
Would he like Gary to stay?
Future Conversations
Answers • Students imagine that they are in their capital city.
1 (the address) They suddenly see their partner in a café. They haven’t
2 Dear Vincent,
3 What a surprise! Of course I remember you! We used to play
met since they were at primary school together. They
football together after school. I didn’t go to the park after you improvise a conversation.
left. The park closed years ago and the area is very different now.
4 I started work as soon as I finished school. I got a job as a customer
Workbook: page 15, activities 1–2
service executive at a call centre and now I’m an assistant manager.
I moved into my own place a month ago. I have a spare room so
you can stay as long as you like when you visit!
23
 Revision
01 Grammar Revision
• Present Simple for Facts and Habits
Vocabulary Revision
• Free-time Activities
Skills Revision
• Listening: listen for specific information
• Present Simple Vs. Present • The Music Industry • Speaking: describe lifestyle
Continuous • Adjectives • Reading: read for gist
• Present Simple Vs. Past Simple • Word Building: Adjectives and Nouns
• Used to
• Past Simple Questions

How to Use the Revision Units Answers

a has f is working
The revision units can be used in a variety of ways:
b works g is doing
• Use them as tests and ask students to work individually. c gets up h think
When they finish, students can either check their own d doesn’t want i makes/is making
work (give out a photocopy of the answers), or they can e gets j is getting
check in pairs or groups and you can later check the
3 Aim: revise vocabulary for free-time activities
answers with the whole class. Ask students to record
their scores and give them to you. • Students match the words for free-time activities to the
• Ask students to do the units in pairs or groups. Check correct pictures.
with the whole class. • Students discuss the two questions in pairs or small
• Set the units for homework. Then give out a photocopy of groups.
the answers, or you can check with the whole class. • Ask groups to tell the rest of the class some interesting
• However you choose to work, it is important to identify facts about group members: Anna knows every kind of
points that students are still having problems with. bird in this area. Kazuki goes running every morning before
• A quick way to assess this is to ask students to raise their going to work.
hand if they made two mistakes or fewer in an exercise.
Answers
If more than a quarter of the class do not raise their 1b 2a 3e 4d 5c 6f
hand, you probably need to do more work on the point.
4 Aim: revise vocabulary related to the music industry; revise
• A useful way of providing further clarification of any
problem areas is to give students extra practice from present simple vs past simple contrast
the Workbook. • Give students the name of a currently popular album and
1 Aim: revise use of present simple for facts or habits ask who recorded it.
• Students complete the questions with verbs from the
• Remind students of the difference between a fact or box in the present simple or past simple. Note that more
state and a habit or routine. Give some examples and than one verb can be used to complete some of the
elicit more from students: I live in Beijing. (Fact.) sentences.
I get the bus to work every morning. (Habit.) • In pairs, students answer the questions.
• Students mark the sentences F [fact] or H [habit]. • Check answers with the class.
• Students check their answers. • Pairs write five music quiz questions. They exchange
• Students make questions from the sentences and ask their quiz with another pair.
and answer in pairs. • Each pair asks the class one of their questions.
Answers Answers
aF bH cH dH eF fF gF hH 1. wrote/recorded (Adele)
a What kind of films does your brother enjoy watching? 2. wrote (depends on students’ countries)
b How often do you shop online? 3. plays (James Valentine)
c Is your teacher always on time for lessons? 4. wrote/recorded (Beyoncé and Jay-Z)
d How often do you get letters in the post? 5. gave
e How hard do you study in class? 6. toured (Katy Perry)
f What is your favourite food? 7. wrote (Ed Sheeran)
g Where does your cousin live? 8. makes (Adam Levine)
h What time do you go to bed at weekends?

2 Aim: revise present simple/present continuous contrast;

describe someone’s lifestyle
• Students put the verbs in brackets in the correct present
tense form to complete the paragraph.
• They choose a member of their family and tell a partner
about his or her lifestyle, using present tense forms.

24
 Revision
01

5 Aim: listen to identify the speakers 10 Aim: controlled and free practice of the nouns and
• Play CD 1 track 6. Students listen and choose the adjectives in 9
correct option. • Students complete the sentences with words from
activity 9.
R1.1 (CD 1 track 6) See transcript on page 97 (Teacher’s Book).
• Check answers.
Answer c
• Students write four more sentences with gaps. They give
them to a partner to complete.
6 Aim: listen for specific information; revise used to • Pairs tell the class their most interesting sentence.
• Students listen again to CD 1 track 6 and note the Answers
changes in Gemma’s life in the four columns. a cynical d criticism
• Students compare answers with a partner. b determined e attention
• In pairs, they discuss how their lives have changed since c romance f greedy
they started a new course or job. They make sentences
with used to: I used to enjoy sport, but now I don’t.

Answers
Lifestyle: Longer hours, travel much further
Job satisfaction: good, really interesting and varied, feels more
motivated
Social life: better

7 Aim: revise adjectives and opposites

• Students read the dialogue and decide whether Lara or
Abby had the better holiday.
• They then complete the dialogue with the adjectives in
the box.

Answers
Lara had a better holiday.
a stuffy d hygienic
b spacious e wonderful
c comfy

8 Aim: revise past simple questions

• Students use the prompts to make questions in the
past simple.
• Students ask and answer the questions in pairs.
Answers
a Where did you go on your last holiday?
b What was/were the hotel/the beds like?
c Who did you spend time with?
d What did you do during the day?
e Where did you go out in the evenings?

9 Aim: revise word building – adjectives and nouns

• Remind students that adjectives and nouns can have the
same root. Elicit a noun from a common adjective:
happy – happiness.
• Students complete the table individually.
Answers
a romance e criticism
b greedy f determination
c cynical g attention
d indecisive h violent

25
 Unit
03 Eyewitness
Grammar Vocabulary Pronunciation Skills
• Modal Verbs: • The Law: be behind bars, clear, • Weak and • Reading: skim-read a magazine article for gist;
Can and Could commit a crime, defendant, find Stressed Forms: close-read again for information
guilty, identity parade, judge, Can and Could • Writing: summarise the article
jury, testify, trial, weapon • Listening: identify stressed and unstressed words
• Speaking: conduct a survey of life skills

1 floor
st
Can you believe it?

Warmer Answers
What’s behind you? a bad light, criminal’s clothes, distance, shock, ethnic background
• Without letting them turn round, ask students to describe b advantage: people usually choose right person
disadvantage: choose someone even when criminal is not there
from memory everything behind them. They may list other c cleared more than 125 people in the USA wrongly convicted of a
people in the class, furniture, objects on the wall, and so crime based on eyewitness evidence
on. Encourage them to give details about the items.
• Students can also describe from memory the street 5 Aim: find synonyms in the article
outside: the number and location of trees and • Do the first one as an example: defendant.
streetlights, the colour of the buildings, and so on. • In pairs, students find the synonyms. Supply line
numbers as necessary.
1 Aim: recall details as a memory test
• Ask students if they think they have good memories Answers (line numbers in brackets)
for names, phone numbers, pin numbers, faces, dates, a a defendant (32) g to find someone guilty (36)
b to commit a crime (33) h to clear someone (38)
passwords, birthdays, and so on. c a weapon (19) i to be behind bars (42)
• Demonstrate the activity. Ask one student to close his d a line-up (25) j a trial (35)
or her eyes. Ask three questions about other students: e a jury (29) k to testify (34)
What colour are Paolo’s/Martina’s eyes? What is he/she f a judge (28)
wearing? Is he/she wearing any jewellery?
• Students continue in pairs, keeping note of how many Vocabulary Extension Activity
questions they get right and swapping roles after each Dictation of Law
set of three questions. • Dictate the following sentences. In pairs, students choose
• Find out who got the most questions right. the correct alternative in each case:
2 Aim: discuss performance in the previous activity a Everyone in the court stood up when the defendant/
judge came in. (judge)
• In small groups, students discuss the two questions.
b The police thought my uncle had robbed the bank but
• Compare conclusions with the class.
he was eventually cleared/found guilty. (cleared)
3 Aim: predict content of an article from a headline; skim- c I had to identify the criminal behind bars/in an identity
read to check parade. (in an identity parade)
• Check the meaning of the phrase can’t believe your eyes. • Students write three similar sentences. They swap
Give an example: When I got home, I couldn’t believe sentences with a partner and choose the correct
my eyes. My daughter was cleaning my car! Elicit more alternatives.
examples. 6 Aim: debate capital punishment
• Students read the headline and subheading. Pre-teach
or check the meaning of: controversy (a subject that
• Ask if students know of any cases similar to the one in
Virginia described in the article.
people have strong and differing views about), eyewitness
(someone who sees an accident or a crime), testimony
• Check the meaning of the debate topic. Ask for sample
arguments for and against. (For: You might kill the
(what a witness says in court).
wrong person, which has happened many times. If you
• Students predict what the article will be about before
take someone’s life, you are no better than a murderer.
skim-reading the article to check. Set a time limit of
Against: Capital punishment is the only punishment for
twenty seconds.
some crimes. In most cases, the right person is killed.)
Answer • Take a class vote. If there are even numbers for and
The article says that eyewitnesses often make mistakes. against, put students in pairs with someone they
disagree with. If everyone thinks the same, students can
4 Aim: close-read for specific information
think of arguments to support the opposite view, even if
• Students copy the headings into their notebooks and they don’t agree.
make notes under each one. Make sure they write notes
rather than full sentences. Workbook: page 16, activities 1–3

26
 Unit
03
1 floor
st
Can you believe it?

Grammar Elevator 10 Aim: listen to identify stressed and unstressed words

Can and Could • Say: I can speak English, but I can’t speak German. Students
repeat. Say: I could play tennis, but I couldn’t play football.
7 Aim: identify modal verbs Students repeat.
• Students underline the modals. • Play CD 1 track 7. Students listen and mark the stressed
• Write cannot and could not on the board and elicit and unstressed modals.
contractions can’t and couldn’t. Point out that full forms
3.1 (CD 1 track 7) See transcript on page 97 (Teacher’s Book).
are common in more formal texts such as the article.

Answers Answers
a cannot b could not c Can Modals are usually only stressed in negative sentences.
a U b U, S c U d S, U
8 Aim: identify uses of modals
P Aim: practise stressed and unstressed modals
• Students discuss the questions in pairs.
• In pairs, students practise saying the stressed and
Answers unstressed modals in the examples.
a can b could c Possible answers: may, shall, should, ought to,
11 Aim: complete and answer a questionnaire; interview other
would, might, must, will
students; report results
9 Aim: formulate rules about using modals • Read through the skills in the table. Elicit examples of other
• In pairs, students refer to the examples and choose the skills that students possess: riding a bicycle, doing magic
correct options. tricks, doing a handstand, playing the piano, swimming
butterfly stroke, etc.
Answers
a without ‘to’ b not c invert the modal and the subject
• Individually, students add three more skills to the table and
check the skills they can do now and could do fifteen years
ago.
Grammar Guidance • Students interview four other students and record
their answers.
• It is useful to identify modal verbs as a special group of • They write a report based on their results, either in class or
verbs that act in the same way. Explain that: modals are as homework.
not used on their own but with other verbs; they do not • Review ways of referring to groups of people: one of us, all
take the auxiliary do/did; they do not have an -ing form; of us, none of us.
they have special past forms.
• Give examples of incorrect forms: I musted go. I didn’t Sample answers
Three of us can drive a car today. Fifteen years ago one of us could
could see it. She cans play tennis. Students correct them:
drive a car.
I had to go. I couldn’t see it. She can play tennis. Two of us can cook a three-course meal and three can’t.
All of us can create text documents.
One of us can have a simple conversation in three languages.
Two of us can use a digital camera.

Grammar Extension Activity Workbook: page 17, activities 4–6

Incomplete Testimony
• Dictate these incomplete sentences from an eyewitness
testimony after a robbery:
It was such a shock! I had a pain in my chest and I (1) …
My legs were very weak and I (2) …
I (3) … until the lights came back on again.
I (4) … exactly where he was, but I think he was by the door.
I (5) … his name. His friend called him Paul.
• Write these modals and verbs on the board: can, can’t, could,
couldn’t + remember, breathe, stand up, remember, see.
• Students complete the blanks with modal + main verb
(1. couldn’t breathe, 2. couldn’t stand up, 3. couldn’t see,
4. can’t remember, 5. can remember).

27
Unit
03 Grammar
• Past Continuous: All Forms and
Vocabulary
• Collocations Describing Physical Features: curly
Skills
• Listening: predict and understand a tall
Persons hair, dimpled chin, dyed hair, full lips, high story
• Linking words: While, As and cheekbones, high forehead, long eyelashes, long • Speaking: describe an important person
When + Past Simple and neck, long nose, round face, square face, thick in your life
Continuous eyebrows, thin lips, thin nose, wavy hair

2 floor
nd
Who was it?

Warmer Answers
a curly hair i full lips
What was I wearing?
b thick eyebrows j wavy/dyed hair
• Test students’ memories and powers of observation by c a long nose k long eyelashes
asking what you were wearing in the previous lesson and d a dimpled chin l high cheekbones
what new words they learned. e a square face m a thin nose
f a high forehead n a long neck
1 Aim: predict a story from pictures and phrases g thin lips
• Explain that the phrases indicate different parts of h a round face
the story. 5 Aim: practise using vocabulary
• In pairs, students discuss what will happen in the story. • Give an example of a famous person with a particular
They note down their ideas.
feature: Nicole Kidman has got a long neck. Scarlett
2 Aim: listen to a tall story and check predictions Johansson has got full lips. Students correct your
• Play CD 1 track 8. examples if they disagree.
• In pairs, students go through the list and put a name
3.2 (CD 1 track 8) See transcript on page 97 (Teacher’s Book). to each feature. They describe the people they chose
• Students listen and check their ideas. to each other.
• Don’t discuss the detail of the story until students have
completed activity 3. Vocabulary Extension Activity
3 Aim: listen for specific information A Wavy Forehead

• Read through the statements with the class. • Write these scrambled collocations on the board:
full chin, dimpled forehead, curly face, high hair, wavy
• Play CD 1 track 8 again. neck, long lips, round hair
• When students give the corrected statements, encourage • Students unscramble the collocations in pairs (curly hair,
them to use appropriate stress: They didn’t live on the
dimpled chin, full lips, high forehead, wavy hair, long neck,
tenth floor; they lived on the ninth floor.
round face).
• Ask: Did you like the story? Were you surprised at the end?
Do you know any identical twins? Workbook: page 18, activities 1–6
Answers
a Heather’s new neighbours lived on the ninth floor.
b She saw a girl from the family first.
c She first saw her coming out of the flat.
d The same thing happened a few days later.
e One girl wore trainers; the other wore cowboy boots.
f They weren’t cousins; they were twins.

4 Aim: study collocations to describe appearance

• Ask what adjective + noun collocations students know
for describing appearance (curly hair, etc.) Write their
ideas on the board.
• Students check if their suggestions are in the box.
• Students match the words and pictures.
• After checking answers, give students a minute to study
the words. They close their books. Test them. Call out
adjectives: thin, high, full, dyed. Students supply suitable
nouns: lips, nose, forehead, cheekbones, hair. Alternatively,
mime, for example, a long neck and get students to
produce the collocation.

28
 Unit
03
2 floor
nd
Who was it?

Grammar Elevator • Give students two more sentences to join in the same way:
Past Continuous The sun was setting. A crocodile came out of the river.
• Alternatively, get students to write their own pairs of
6 Aim: study uses of past continuous sentences, one with a past continuous verb and the other
• Read through the sentences and uses. with a past simple verb. Students swap sentences and
• Give another example of each use: (a) I was flying to Los link each other’s.
Angeles. (b) I was using my laptop because my brother 8 Aim: controlled practice of the past continuous and past
was using the PC. (c) I dropped the milk as I was unpacking
simple tenses
the shopping.
• Students match the rules and examples. • Students complete the gap fill individually.
• Do the first one as an example: I was sitting beside the
Answers lake in Regent’s Park one day.
a background action or event (3) b temporary past action (2)
c interrupted action (1) Answers
I (a) was sitting beside the lake in Regent’s Park one day (b) when
I (c) saw a woman coming towards me. She (d) sat down and (e)
7 Aim: complete rules for forming the past continuous
asked me to look after her bag so she could go and buy a coffee.
• Students complete the rules. I (f) agreed but I (g) told her I couldn’t wait long. (h) While/As I (i)
was waiting, I (j) noticed something moving inside the bag! I
Answers (k) was terrified because I (l) thought it (m) was a baby! A police
a to be, were b wasn’t c to be (past forms: was/were) officer (n) was standing nearby, so I (o) called him over. (p) When
he (q) opened the bag, a little puppy (r) jumped out!
• For homework, students write what happened next: The
Grammar Guidance puppy has escaped. The police officer is there. The woman
• Students sometimes oversimplify the difference between is coming back with her coffee.
the past continuous and the past simple as long actions 9 Aim: students describe someone important to them
vs short actions. The difference between the two tenses
is not related to length but to whether the actions/states • Introduce this activity by telling students about someone
are finished or unfinished. important in your life, giving information in response
• Sudents think of a present continuous action in progress to each of the questions: This person is a good friend
now: We’re studying English now. They transfer that idea of mine. We met while we were studying at university
to the past – an action in progress then: This time last together. He had long curly hair and very scruffy clothes.
week we were studying English. I was going into a café carrying a huge pile of books when
• Ask students what they were doing at different times he bumped into me. I dropped all my books. He picked
yesterday evening when their partner phoned them: them up. We had a coffee together. We found we had lots
What were you doing at 6.15 yesterday? I phoned you but of things in common and we’re still friends now.
you didn’t answer. Sorry, I was playing football. • Students make notes for each of the questions.
• In pairs, students tell their partner about their important
person.
• Students can write up their notes for homework.
Grammar Extension Activity Workbook: page 19, activities 7–10
Finish My Sentences
• Start a sentence and encourage students to finish it as
imaginatively as possible: I was eating a cheese sandwich
yesterday when …
• Students write three sentence beginnings and give
them to their partner to finish. They should use while,
as or when.
• Write these sentences on the board: I was waiting for the
train. I saw Katy. Ask students to join the two sentences,
with while, as and when: While I was waiting for the train,
I saw Katy. As I was waiting for the train, I saw Katy. I was
waiting for the train when I saw Katy.
• Read through the Look! box.

29
 Unit
03 Vocabulary
• Appearance: Asian,
Useful Expressions
• Talking about Appearance: What did the robbers look like? What
Skills
• Listening: listen to assess the
black, chubby, elderly, were they wearing? How old were they? Were they tall? Did they truth of a testimony; listen for
middle-aged, petite, have facial hair? What colour hair did they have? What colour were specific information
skinny, slim, well-built, their eyes? What ethnic background were they from? They were in • Speaking: describe a scene
white, young their thirties. They were both white. One of them had a big beard. from the past, using the past
I think one of them had blue eyes. I couldn’t see. They were wearing simple and continuous; role-
masks. One was blonde and the other had long straight black hair. play an eyewitness interview
They were dressed like builders. One of them was. He was over six • Writing: write a newspaper
feet, I guess. report

3 floor
rd
Task: Give an Eyewitness Account

Warmer 3 Aim: listen again for specific information

What was happening? • Read through the list with students.
• Describe the scene at school when you arrived today: • While students listen, they tick the items that Mr Wright
When I went into the staff room, Mr Brown was reading the remembers correctly and cross the items he forgets. They
newspaper. Miss Jakes and Miss Rowe were marking essays. make a mental note of his mistakes.
Two teachers were arguing (but I won’t tell you who). • Play CD 1 track 9 again.
• Students now describe the scene when they arrived this • Students write the correct information where the
morning: I went to the café when I arrived. There were eyewitness has made mistakes.
about eight people there. One person was serving. It was
Answers
raining outside and a Rihanna song was playing on a  The children weren’t playing; they were fighting.
the radio. b  The baby was crying.
c  The baby’s mother was trying to give the baby some milk;
1 Aim: describe the scene of a robbery
she wasn’t shouting.
• Elicit that the picture shows a bank robbery. d  The old lady was wearing a hat.
• Give students thirty seconds to study the picture and e  The bank manager wasn’t working at his computer; he was
drinking coffee and staring at his desk.
memorise what was happening at the time of the crime.
f  The two foreigners were with another bank clerk.
• Students close their books. Give an example of what was g  The young couple were getting money from the cashpoint/ATM.
happening to demonstrate the sentence pattern: A baby h  The dog wasn’t sleeping in the corner; it was sniffing a plant.
was crying and its mother was trying to give it some milk.
Students tell you what they remember about the scene. 4 Aim: categorise words for describing people
• Students study the picture again, checking to see if they • Elicit an example for each column heading.
forgot anything. • In pairs, students categorise the adjectives, adding other
• Pre-teach or check the meaning of this vocabulary: to words they can think of.
change money (to change money from one currency to • Students think of a famous person and choose three
another), masked (with something over your face), to sniff adjectives to describe him or her. They tell the class their
(to smell). adjectives. The class guess who it is.
Answers Answers
A baby was crying and its mother was trying to give it some milk. A Build: chubby, petite, skinny, slim, well-built
boy and a girl were fighting. The bank manager was drinking coffee Ethnic background: Asian, black, white
and staring at his desk. A young man and woman were taking Age: elderly, middle-aged, young
money from the cashpoint/ATM and laughing. A dog was sniffing
a plant. An old lady was collecting some money. She was wearing a
hat and sunglasses. Two backpackers were with another bank clerk. Vocabulary Extension Activity
Is he famous?
2 Aim: listen to a police interview to assess an eyewitness
• In groups of three or four, students take turns thinking
account of someone famous. Student A gives the others a clue:
• Explain that students are going to hear an interview This person plays the guitar. After that, student A can only
between a police officer and an eyewitness, Mr Wright, answer Yes or No. The others in the group ask questions
who was in the bank at the time of the crime. As they using the adjectives: Is it a he? Yes. Is he skinny? No. Is he
listen, they compare the information Mr Wright gives with young? Yes. Is he black? Yes. And so on. If they can’t guess
the information they have gathered from the picture. with these adjectives, they use others: Has he got curly
• Play CD 1 track 9. hair? They can have a guess at any time.
3.3 (CD 1 track 9) See transcript on page 97-98 (Teacher’s Book). Workbook: page 20, activities 1–2

Answer
Mr Wright is not a good eyewitness. He makes a lot of mistakes.

30
 Unit
03
3 floor
rd
Task: Give an Eyewitness Account

5 Aim: controlled practice of adjectives • Revise the language they will use: past simple and
• Choose one of the people in the picture. Decide how to continuous for describing what happened and what was
describe him or her with the class. happening; adjective-noun collocations for describing
• In pairs, students use the words in activity 4 to describe appearance; questions about appearance
the other people in the pictures. • The As look at the information on page 85. The Bs look at
the information on page 90. Set a time limit.
Answers • Monitor while they act out their role-plays and note any
elderly, Asian; slim, white, young; well-built, black, elderly; skinny,
common errors.
Asian, young
9 Aim: write a newspaper report of a crime incident
Express Elevator • Read through the instructions. Elicit a few examples.
Encourage students to make their reports both dramatic
Talking about Appearance
and factually correct. If they get a good eyewitness quote,
6 Aim: match questions and answers about appearance; they can pull that out and use it as a headline: ‘I thought
listen to check I was going to die,’ says young mother.
• Explain that the police officer wants to know what the • Remind students to structure their report into headline,
robbers looked like. Students suggest questions that the introduction, factual paragraphs with quotes and
officer might ask. evidence, conclusion.
• In pairs, students match the questions and answers.
• Play CD 1 track 10. Alternative Task
3.4 (CD 1 track 10) See transcript on page 98 (Teacher’s Book). Criminal Witnesses
• Find a DVD or TV programme recording of a police or
Answers crime drama to bring to class. Prepare questions about a
a5 b7 c1 d8 e3 f6 g4 h2 scene where criminals commit a crime, using language
from the Express Elevator.
Express Elevator Guidance • Show students the clip and tell them to pay as much
• Point out that intonation is important when asking attention as possible to the criminals’ appearances.
questions like these. Intonation rises in open questions: • After they have watched, give pairs of students the
Was his hair black? and falls in closed questions: What questions and see how much they remember. They can
colour was his hair? consult with other students in the class as well.
• Focus on this sentence: They were in their thirties. Write • Hold a feedback session, then watch the clip again to
other ages on the board in numbers: 13–19, 20s, 40s, 50s, check which students made the best eyewitnesses.
60s and give prompts: you, your parents, your neighbours. • This could be combined with a ‘Photo Fit’ activity. One
Students make sentences: I’m in my thirties. My parents student only in each pair watches the recording, then their
are in their fifties. My neighbours are in their sixties. partner asks questions and tries to draw a photo fit picture
of the criminal. Pairs then watch together to compare the
drawing with the original person. They then swap roles
P Aim: practise the pronunciation of the expressions
and repeat with another character from the film.
• Play CD 1 track 10 again, pausing after each sentence for
students to repeat and focusing on question intonation.
Follow-up Task
7 Aim: revise making an eyewitness statement Spread the Word
• Students cover the picture. In pairs, student A is a • Students use the same information about the incidents
customer and student B is a police officer. They improvise in activity 8, but this time they write a personal e-mail to
an interview using the information they can remember. a friend. They use less formal language to describe the
• Make sure they swap roles halfway through the time event that they witnessed, including personal opinion if
allocated. they want.
8 Aim: role-play police interviews with eyewitnesses of a Workbook: page 21, activities 1–2
mugging and a road incident
• Students work in A/B pairs.
• Explain the role-play: one student studies a scene for a
couple of minutes while the other prepares questions
a police officer would ask. They then role-play a police
interview. Student A is an eyewitness to a mugging, and
student B is an eyewitness to a traffic accident. 31
 Unit
04 Time Out
Grammar Vocabulary Skills
• Present Perfect Simple Vs. Past Simple • Transitive and Intransitive Phrasal • Reading: scan a magazine article for
• Time Expressions with Present Perfect Simple and Past Verbs: come across, come over, get on, specific information; close-read to
Simple: all my life, ever, in 1996, last year, never, since go back, grow up, join in, look forward locate evidence
January, two weeks ago, when I was young, yesterday to, set off, take up • Speaking: conduct a survey about
travel experiences

1 floor
st
Travelling

Warmer 4 Aim: locate phrasal verbs and work out meaning

My Year Off from context
• Introduce the idea of a year off from work or studies. • Revise what a phrasal verb is: a verb + particle whose
Tell them about your year off (even if you didn’t have meaning is not always clear from the individual words.
one): I took a year off between school and university. First I Give to look after as an example.
worked in a local shop and earned some money. I also went • Read through the Look! box with students. Use the
to evening classes and learned Spanish. Then I worked for a example sentences to clarify the meanings of the
local charity for three months. And then I spent ten weeks grammar terms transitive (takes an object) and
travelling round the world. intransitive (doesn’t take an object).
• Students ask you questions about your year off: Did you • Students suggest more phrasal verbs. Think of sentences
run out of money? Was it a waste of time? Was it easy to with students using their phrasal verbs in context.
start studying again afterwards? Students decide if they are transitive or intransitive.
1 Aim: discuss taking time out • Explain that English speakers use phrasal verbs a lot, so
it is important for learners to recognise them and be able
• In pairs, students discuss taking time out and what they to use them fluently.
would like to do. Write types of activity they mention on
the board.
• In pairs, students locate the verbs in the article and use
the context to work out the best meaning. Supply line
2 Aim: scan a magazine article about a year off numbers as necessary.
• Set a time limit of ten seconds for students to find out Answers (line numbers in brackets)
where Melanie is and what she is doing. a to go back (52–53) b to get on (44) c to look forward to (52)
• Students scan the first paragraph, letting their eyes d to come across (15) e to set off (21) f to join in (36)
flow across the text for key words that will tell them g to come over (30) h to take up (39) i to grow up (51)
the answer.
Vocabulary Extension Activity
Sample answer
Melanie is in Kuala Hati in the south of Sumatra. She is helping Prompt Phrasal Verbs
with a survey of the marine environment. • Students classify the phrasal verbs in activity 4 as
transitive and intransitive.
3 Aim: close-read for specific information • Individually they add an appropriate noun or adverbial
• Pre-teach or check the meaning of key vocabulary: phrase to each one to make word sets.
volunteer (someone who chooses to work for no money, • In pairs, they take turns making sentences with each
usually for a charity), charitable organisation (elicit other’s word sets. One student reads a phrase, and
examples: the Red Cross, Greenpeace, UNICEF, etc.), the other makes a full sentence with it. Do one as an
mature (someone with a grown-up attitude; the opposite example: to come across (transitive) a Kanye West CD: I
of immature). came across my new Kanye West CD when I was tidying
• Read the first sentence. Students locate the evidence in my desk.
the text. 5 Aim: personalise phrasal verbs
• Read through the sentences and check understanding.
• In pairs, students find evidence for each of the • Give examples for yourself: I’ve recently taken up scuba
statements in the text. diving. In my family I get on best with my brother. I’m
looking forward to relaxing on my next holiday.
Answers
a She says it has been the most amazing experience of her life.
• In pairs, students discuss the questions.
b She came across the advert in her local newspaper over Workbook: page 22, activities 1–3
breakfast.
c They used to come over to her tent and stare.
d They have really accepted her into their community.
e They didn’t know each other before they arrived.
f She thinks taking a year off makes you more mature and
independent.

32
 Unit
04
1 floor
st
Travelling

Grammar Elevator • Focus on the use of the present perfect for an action
Present Perfect Simple Vs. Past Simple that started in the past and continues in the present
with how long …? questions.
6 Aim: study uses of the present perfect simple and contrast • Elicit examples of actions at unspecified times with in
with the past simple my life. Use opportunities that arise to personalise a
• Read through the sentences and ask concept questions: topic with Have you ever …? questions: Have you ever seen
I’ve been here for six months. Am I still here? (Yes.) a mugging? Have you ever had a surprise telephone call?
I went there a couple of years ago. Am I still there? (No.)
They have accepted us into their community. Do we know
9 Aim: controlled practice of present perfect simple and
when they accepted us? (No.) Are we accepted in the
community today? (Yes.) past simple
• In pairs, students complete the descriptions with the • Model a simple conversation about a holiday with a
correct tenses. student: Have you ever been to Barcelona? When did you
go there? What was it like?
Answers • In pairs, students complete the conversation.
a PP b PP c PS
Answers
7 Aim: complete a rule for forming the present perfect a Have, ever been b haven’t c went d Did, go e went
f has lived g Did, like h loved i have wanted j saw
• Individually, students complete the rule.
• Elicit examples of regular and irregular past participles.
• In pairs, students find examples in the text. Grammar Extension Activity
Let Them Eat Frog
Answers • Choose an unusual food: frog. Write these prompts on
has/have + past participle
the board: ever/eat/frog? When/eat/frog? What/like?
Examples from text: has been, have always been, have really
accepted, have been, have even taken up, have made, has really • Have this conversation with the class, eliciting questions
helped, has given from them: Have you ever eaten frog? Yes, I have. When
Students may also find examples of the present perfect did you eat frog? I ate frog when I was in France. What
continuous: has been living, has been working was it like? It was really delicious.

8 Aim: identify time expressions used with present perfect

• Students suggest unusual or nasty foods. List them on
the board. They practise the conversation in pairs.
simple and past simple
• Ask the class: What’s the nastiest thing you’ve ever eaten?
• Elicit an example sentence containing all my life: All What’s the most delicious thing you’ve ever eaten?
my life I’ve wanted to go to New York; and a sentence
using two weeks ago: I went to the dentist two weeks 10 Aim: complete and conduct a questionnaire
ago. Students say which tense we use with each time • Explain that students are looking for someone with travel
expression. experience to take a year off with.
• In pairs, students classify the time expressions. • Students add their own survey questions with this in
• After a class check, students produce a sentence for each mind. If they can’t think of anything, suggest: drive
time expression that is true for them. abroad, miss a train, work abroad.
• Demonstrate the activity with a student, pointing out
Answers that if they get a positive answer, then they ask for
Present Perfect Simple: all my life, since January, ever, never
more information: Have you ever flown in a helicopter?
Past Simple: two weeks ago, last year, yesterday, when I was young,
in 1996 No. Have you ever travelled alone? Yes. When? Last year.
Where did you go? To visit my uncle in Berlin. How did you
Grammar Guidance get there? I went by bus.
• Students interview several other students.
• The use of the present perfect simple is different in English
from other languages. Spend time reinforcing when we 11 Aim: assess questionnaire answers
use the present perfect simple and when we use the past • Students assess the answers and choose who to invite on
simple. their year off.
• Focus on the use of the past simple for a completed
action at a specific time. The specific time may be given or Workbook: page 23, activities 4–7
implied. Elicit lots of examples about what students did
yesterday, last week, last year.

33
 Unit
04 Grammar
• Present Perfect Simple
Vocabulary
• Verb + Noun Collocations Related
Pronunciation
• Weak Forms: been
Skills
• Listening: listen to a
Vs. Continuous to Travel: buy souvenirs, change and contracted ’ve conversation for specific
money, do some sightseeing, go information
backpacking, go by train, hire a car, • Speaking: talk about
hitch a lift, make a booking, pass experiences
through customs, try food

2 floor
nd
On the Road

Warmer Answers
a Harry is on a trip round Europe.
From A to B b Ryan has been eating a lot.
• In pairs, students have three minutes to write down as c Harry has been to France, Germany, Italy and Greece.
many means of transport as they can (donkey, camel, d Harry has only hitchhiked a couple of times; he’s been
horse, skis, ski lift/cable car, skateboard, in-line skates, ice going by train.
skates, feet, bicycle, tandem, car, lorry, train, aeroplane, e Harry ’s been travelling for three months now.
f Ryan started his trip a week ago.
ship, yacht, dinghy, canoe, raft).
• Find out which pair has the most answers. Invite them to 4 Aim: study travel-related expressions
come and write them on the board as pairs call out their
words. Finish with hitch a lift.
• Revise the meaning of collocation (a verb + noun
combination that is commonly used). Give an example:
1 Aim: discuss hitching a lift we say do some sightseeing, but not make some
• Students describe what is happening in the photograph: sightseeing.
what the people are doing and where they are (hitching a • Test students on some of the collocations related to the
lift at the side of a road). music industry from Unit 1. Give prompts: CD, interview,
• Tell students about your experience as a hitchhiker: I’ve guitar, autograph, lyrics. Students say: make a CD, give an
never hitched a lift. / I hitched all the way round Australia interview, play the guitar, sign an autograph, write lyrics.
when I was 20. • Elicit the first answer as an example: hitch a lift.
• Students discuss their hitchhiking experiences in small • In pairs, students match the collocations.
groups, asking each other the questions in the book. Answers
• Groups report their experiences and opinions to the class. a 2 b 9 c 7 d 8 e 3 f 4 g 1 h 10 i 5 j 6
Ask in what circumstances it is OK to hitch a lift.
2 Aim: listen for specific information Vocabulary Extension Activity
• Explain that students are going to hear a conversation Travel Phrases
between Harry and Ryan, two hitchhikers. • Ask a question: Where are you heading? Students say
• Read out the questions and elicit that students are which expression in activity 4 this is related to: hitch a lift.
listening for two specific pieces of information – where • Continue with these questions: Where is the cathedral?
the hitchhikers are going (two different places) and what (do some sightseeing) What’s the exchange rate? (change
they decide to do. money) How much is this hat? (buy souvenirs)
• Play CD 1 track 11. • Individually students write down five questions related
to the expressions in activity 4.
4.1 (CD 1 track 11) See transcript on page 98 (Teacher’s Book).
• In pairs, they swap questions and write down the correct
expression for each of their partner’s questions.
Answers
Ryan is going to Toledo. 5 Aim: discuss travel experiences
Harry is going to Madrid.
They decide to eat together in a café. • Ask a student: Have you ever gone backpacking? If so,
find out more details: When? Where did you go? What
3 Aim: listen again for specific information was it like?
• Read through the items quickly so that students know • Students ask and answer about each other’s travel
what information they are listening for. experiences using the phrases in 4. Monitor and note
• Play CD 1 track 11 again. down common language problems.
• Discuss what and who the items refer to. Workbook: page 24, activities 1–3

34
 Unit
04
2 floor
nd
On the Road

Grammar Elevator • The simple form shows that the activity is finished. I’ve
Present Perfect Simple Vs. Continuous painted the kitchen. (My flatmate will be happy!)
• Both tenses have a result in the present.
6 Aim: contrast the use of the present perfect simple and
continuous tenses
• Ask: How long have you been studying English? When
did you start English lessons? Write on the board: You’ve
been studying English for two years. Are you still studying Grammar Extension Activity
English? (Yes.) Why are you happy?
• Tell students: My hand is hurting because I’ve been • Elicit adjectives to describe how someone is feeling: tired,
marking a lot of essays. Ask: Am I still marking essays? (No.) happy, sad, angry, hungry, broke, fed up, bored.
Have I finished marking the essays? (We don’t know.) Now • Students choose one to describe you and ask: Why are
say: I’m tired because I’ve marked twenty-five essays! Ask: you happy? Answer using either the present perfect
Have I finished the twenty-five essays? (Yes.) simple or continuous: I’m happy because I’ve won some
• Students identify the verb forms in the three sentences money on the lottery! I’m happy because I’ve been talking
and then complete the sentences about use. to a friend in Australia.
• In pairs, students continue: Why are you angry? I’m angry
Answers because my boss has been ringing me all day – its my day off!
a present perfect simple b present perfect continuous
9 Aim: controlled practice of present prefect forms with for,
7 Aim: complete the rule about formation of the present since and how long?
perfect continuous
• Students complete the task individually and then
• Students look at the examples in 6 and complete the rule. compare answers in pairs.
Answer
• Play CD 1 track 12.
have/has + been + -ing form 4.2 (CD 1 track 12) See transcript on page 98 (Teacher’s Book).

• Write some infinitives on the board: eat, try, make, take, Answers
sing, read. Elicit first the present perfect continuous have you been travelling, I’ve been travelling for about three
form of each verb and then an example sentence: I’ve months, I’ve visited, Have you met, I’ve been spending, I’ve been,
been reading One Hundred Years of Solitude for the last since Tuesday, I’ve loved, I’ve been doing, I’ve bought
three months.
P Aim: study weak forms of been and have
8 Aim: complete rules for using for and since • Read through the questions and check that students
• Write on the board: I’ve been teaching. Write the year understand the task. Play CD 1 track 12 again.
you started (2001) and the number of years (seven years).
Answers
Students complete the sentence with both options: I’ve a /bin/ (weak form of been) b seven times c twice
been teaching since 2001. I’ve been teaching for seven years.
• Students read through the rules in pairs and circle the • Play CD 1 track 13. Pause after each fragment and
sentence for students to repeat.
correct options.
4.3 (CD 1 track 13) See transcript on page 98 (Teacher’s Book).
Answers
a period of time b point in time c period of time 10 Aim: personalise present perfect forms + time expressions

Grammar Guidance • Students complete the prompts with information for

themselves and add three more actions.
• The rules of usage for the simple and continuous forms
of the present perfect can appear complex to students. 11 Aim: ask and answer about the information in activity 10
• The continuous form is used for the duration of an • Model the activity with a student: How long have you
activity and is nearly always used with for, since and how been studying English? Who was your first teacher?
long?: I’ve been jogging for an hour.
Workbook: pages 24–25, activities 4–6
• The simple form is used to express the same concept
with stative verbs: I’ve had a headache for an hour.
• The continuous form is used to show that the activity may
be unfinished: I’ve been painting the kitchen. (I’m filthy.)

35
 Unit
04 Useful Expressions
• Writing a Story: a few days later, a few days passed, after a while,
Skills
• Reading: reorder a scrambled sequence of events from
at first, at last, at that point, by that time, in the end, initially, later a travel diary; close-read for detail
that night, one day, the following week, the next day • Listening: listen for sequence in a travel diary
• Writing: write a travel anecdote
• Speaking: tell an anecdote

3 floor
rd
Task: Write a Travel Anecdote

Warmer • Discuss the story. Ask how students would feel if they
Nightmare Holiday were Katie. Ask: Would you laugh or be angry? Would you
• Tell students a travel anecdote that happened to you: go to the fancy dress party?
This was my holiday from hell. I arrived at the airport 4 Aim: close-read for detail
and my flight to Morocco was overbooked. I had to wait
24 hours for the next flight. I arrived in Casablanca but my
• Students read through the questions before finding
answers in the story in activity 3.
suitcase went to Torremolinos. The hotel was old and dirty.
There were cockroaches in my room. So I moved to a nice Answers
hotel nearby, which cost twice as much money. Luckily a She was staying in a cabin in the Rockies.
b She didn’t pay any attention.
I don’t have any photos to remind me – I left my camera on
c The bear was shuffling around outside the door.
a café table in Fez. d When the bear came into the cabin.
• Students imagine what can go wrong on a holiday. Suggest e When she heard someone laughing.
topics: transport, weather, accommodation, accidents,
illnesses, sunburn, insects, other holidaymakers, etc. Workbook: page 26, activities 1–3
• Students tell the class about their bad holiday experiences.
1 Aim: read a travel diary for specific information
• Read through the questions with students. Ask what kinds
of information they are looking for: a place, a length of
time, a word meaning unusual.
• Students find the answers individually.
Answers
a She’s in the Rockies.
b She’s been travelling for almost six weeks.
c Yes, she’s had one or two weird experiences.

2 Aim: predict a story from a picture

• In pairs, students discuss what they think happened.
• Compare ideas with the class.
3 Aim: reorder a jumbled sequence of events from Katie’s
story
• Read the first extract (f) with the class. Discuss what
features of the text will help students decide the correct
order: linking words like One day; the context; the use of
pronouns like he.
• Students read through the extracts and work in pairs to
reorder the story. Students check their predictions from
activity 2.
• Play CD 1 track 14.
• Students check the order of the extracts.
4.4 (CD 1 track 14) See transcript on page 98-99 (Teacher’s Book).

Answers
a2 b4 c8 d7 e3 f1 g6 h5

36
 Unit
04
3 floor
rd
Task: Write a Travel Anecdote

Express Elevator 8 Aim: write a travel anecdote

Writing a Story • Explain that students have now returned from their trip.
They use their notes from activity 7 to write their story,
5 Aim: study linkers used for sequencing a story
and include an ending.
• Ask students if they can remember any of the expressions • Demonstrate the task using your story from activity 7:
used to link ideas in Katie’s story without looking. Two years ago I was travelling in Central Asia. After six
• Students look at the linkers in the box and see if any of months on the road, I took a job ...
their suggestions are there. • Students write their anecdote. Encourage them to use
• Explain that a story usually has a beginning, a middle and several of the linking phrases in activity 5.
an end. Students categorise the linking words according
9 Aim: read each other’s anecdotes and retell anecdotes
to where they are most likely to appear in a story.
• Students complete the table in pairs. • Students swap anecdotes with their partners. They read
• When you check the answers, explain that these are each other’s anecdote and make notes. They can ask for
the most likely answers, but there are no hard and fast more detail.
rules – any of these expressions could appear anywhere • In new pairs, students retell their previous partner’s
in a story. anecdote.
• Invite one or two students to tell the whole class an
Answers anecdote.
Beginning: at first, one day, initially
Middle: in the meantime, after a while, later that night, by that
time, the next day, at that point, the following week, a few days Alternative Task
later, a few days passed
True Travel Anecdotes
End: at last, in the end
• Ask students to bring in interesting holiday/travel photos
to write anecdotes about.
Express Elevator Guidance • Students work individually to write their true anecdote
• The linkers in activity 5 are all common sequencing using the Express Elevator language. (This stage could be
expressions that students will come across when they done for homework.)
read narrative texts. They will also find them very useful • Next, collect up the photos and redistribute them. This
in narrative writing, as a way of structuring a series of time students invent an anecdote for the photo they now
events in time. have. Encourage them to be imaginative!
• Encourage students to keep a page for linkers in their • Monitor, pointing out any errors and inputting any
vocabulary notebooks and to learn them by heart. language needed.
• When ready, display the photos and invented anecdotes
6 Aim: practise using linkers in another travel anecdote around the classroom. Students read and match the
photos to the anecdotes. Next, put up the true anecdotes.
• Explain that this text is another first-person travel Students match again and compare the two versions.
anecdote, this time taking place in Australia.
• Students read the gapped text and use linkers from • Hold a class discussion on whose invented story was
closest to the truth and encourage students to ask for
activity 6 to complete it.
more information about each other’s anecdotes.
Answers
a One day b At first c after a while d At that point
e By that time f At last g a few days later/the next day/the
Follow-up Task
following week Magazine Interview
• In pairs, one student is a journalist from a holiday
7 Aim: plan a travel anecdote magazine and the other is a traveller. The journalist
• Explain that students are going to write their own travel interviews the traveller: I understand you had an
anecdote. They choose one of the situations or think of interesting experience while you were travelling recently …
their own. They use the questions to make notes about • The journalist takes notes.
their story. They don’t write full sentences at this point. • Students swap roles and repeat the interview.
• If they’re finding it difficult, demonstrate the activity. • They write up their partner’s anecdote for their magazine.
Choose one of the situations and get students to ask you
Workbook: page 27, activities 1–2
the questions. Answer with plenty of detail, showing how
they can build up their story: I’m in Mongolia. I’ve been
visiting villages, walking in the mountains, helping out on
farms and learning the language.

37
 Revision
02 Grammar Revision
• Modals: Can, Can’t, Could, Couldn’t
Vocabulary Revision
• The Law
Skills Revision
• Listening: Listen to identify a person from a
• Past Simple Vs. Past Continuous • Travel-related Activities physical description
• Question Forms • Physical Appearance • Speaking: describe someone’s physical
• Present Perfect Simple • Phrasal Verbs appearance, discuss aspects of law; discuss travel
• Present Perfect Simple and Present experiences; discuss free-time activities
Perfect Continuous

1 Aim: revise modals can, can’t, could and couldn’t 5 Aim: revise vocabulary related to the law
• Students complete the sentences with the correct forms. • Students complete the sentences with words from
the box.
Answers
a could • Students discuss their responses and reactions to the
b couldn’t, can’t information in the sentences in pairs or small groups.
c could • Ask pairs or groups to report an interesting opinion to
d can the class.
2 Aim: revise past simple/past continuous contrast Answers
a testify e guilty
• Remind students when we use the past continuous (for b defendant f judges
events or actions that were in progress in the past). c line-ups g cleared
• Students read the paragraph and underline the correct d juries h commit
verb forms to complete the sentences.

Answers
a stole f was happening
b parked g got
c was doing h was driving
d heard i rang
e ran j gave

3 Aim: revise question forms

• Students identify the incorrect questions and
correct them.
• Students ask and answer the questions in pairs.
Answers
b–e are incorrect
b Can our teacher speak any French?
c Was the sun shining when you arrived at school this morning?
d When you were five years old, could you speak any English?
e Did you watch the news last night?

4 Aim: listen to identify a person from a physical description;

describe someone’s physical appearance
• Play CD 1 track 15. Students listen to the witness
describing a robber. They choose the picture of the man
from the six alternatives.
R2.1 (CD 1 track 15) See transcript on page 99 (Teacher’s Book).

• Ask them why they chose this picture.

• Students choose another picture and describe the person
to a partner.
• Their partner identifies the person.
Answer
Picture 1

38
 Revision
02

6 Aim: revise present perfect simple 10 Aim: revise phrasal verbs

• Elicit answers to some Have you ever? questions to • Elicit some phrasal verbs.
remind students of the concept: Have you ever seen an • Students complete the phrasal verbs in the sentences
alien? What’s the most disgusting thing you’ve ever eaten? with the prepositions in the box.
• Students unscramble the questions individually and then • Students ask and answer the questions in pairs.
ask and answer them in pairs.
Answers
Answers a across d forward
a Have you ever met anyone famous? b up e back
b Has your family always lived in the same house? c on f up
c How many English novels have you read?
d Have you ever hitched a lift?
e Have you ever stayed up all night?

7 Aim: revise present perfect simple/present perfect

continuous contrast
• Students use the prompts to write questions in either the
present perfect simple or continuous.
• In pairs, students ask and answer their questions.
Answers
a How long have you known your oldest friend?
b How long have you had that hairstyle?
c How long have you been studying English
with Elevator?
d How long have you been attending this school?
e How long have you wanted to learn English?

8 Aim: practise different past tense verb forms

• Students put the verbs in brackets in the correct forms to
complete the paragraph.

Answers
a resigned f met
b decided g have been travelling
c have visited h have had
d have been doing i saw
e enjoyed j found

9 Aim: revise collocations for travel-related activities

• Students complete the activities with the words in the
box.
• In pairs or small groups, students discuss which of the
activities they have done or would like to do.
• Ask pairs or groups to report any interesting stories to
the class.

Answers
a try food e change money
b go by train f hire a car
c buy souvenirs g go backpacking
d hitch a lift h do some sightseeing

39
 Unit
05 Climate Chaos
Grammar Vocabulary Pronunciation Skills
• Future: Will, Going to, May • Environmental Problems: acid • Contraction ’ll • Reading: skim-read a magazine article about
and Might rain, air pollution, drought, global warming for gist; close-read for detail
• Adverbs of Probability: floods, forest fires, global • Speaking: discuss global warming; discuss
Almost Certainly, Definitely, warming, hurricanes, landslides, personal predictions about the planet’s future
Possibly, Probably nuclear waste, ozone depletion, • Listening: distinguish ’ll and will
volcanic eruptions • Writing: predict the planet’s future

1 floor
st
Global Warming

Warmer Answers
Ranking Issues Man-made problems: global warming, nuclear waste, acid rain,
• Elicit examples of local issues (unemployment, the air pollution, ozone depletion
Natural disasters: volcanic eruptions, hurricanes
price of housing), personal issues (self-esteem, work/ Combination: landslides, forest fires, floods, drought
life balance) and global issues (migration, water). Write
them on the board.
• In pairs and then with the class, students decide which is Vocabulary Extension Activity
the top priority in each category. Internet Problems
• As a homework activity, students find examples of each
1 Aim: discuss threats to the environment of the environmental problems listed in activity 4 on the
• Brainstorm threats to the environment and write them Internet. They write sentences based on each example.
on the board. • In class, invite individual students to read one of their
• In pairs, students discuss possible solutions. sentences. Other students can add information if they
• Finish with a class discussion. have researched the same subject.

2 Aim: skim-read a magazine article about global warming 5 Aim: discuss local environmental threats
for gist • Students discuss the questions in small groups.
• Read through the three headlines. Workbook: pages 28–29, activities 1–3
• Set a time limit of thirty seconds for students to choose
the best headline.

Answer
a Although the article discusses the Arctic, it is using it as an
example of the more general problem of global warming. The
article is about global warming here and now.

3 Aim: close-read the magazine article for detail

• Pre-teach or check the meaning of key vocabulary:
inhabitants (the people who live in an area), an integral
part of (a fundamental component of), campaigner
(someone who fights for something they believe in), to
hunt (to catch and kill), at the current rate (at the same
speed as at present).
• Students answer the questions.
Answers
a the Arctic
b an environmental campaigner
c water vapour, carbon dioxide
d around 3˚C by the end of this century
e We can take the bus or ride a bicycle to work, we can recycle
more, we can write to our local politicians.

4 Aim: study vocabulary related to environmental problems

• Elicit examples of famous disasters: the Asian tsunami in
December 2004, the earthquake in Pakistan in October
2005, Hurricane Mitch in Central America in 1998, etc.
• Do the first two items in the box as examples.
• Students categorise the words individually.

40
 Unit
05
1 floor
st
Global Warming

Grammar Elevator 7 Aim: differentiate between will and contracted ’ll

Future with Will, Going to, May and Might • Read aloud the first sentence: Global warming will affect
everyone. Students decide if you said will or ’ll. Read it
6 Aim: study language used for making predictions again with the contraction this time: Global warming’ll
• Revise the uses of will and going to. Explain that this affect everyone.
activity focuses on making predictions. • Play CD 1 track 16. Students write their answers.
• Check the meaning of evidence (facts that support a case) 5.1 (CD 1 track 16) See transcript on page 99 (Teacher’s Book).
and viewpoint (an opinion).
• Students match the descriptions to the sentences
and search the article in activity 2 for more examples.
Answers
a will b ’ll c ’ll d will e ’ll f ’ll
Answers
a People aren’t going to be able to hunt and fish.
P Aim: practise the contracted and full forms of will
b Soon people will start leaving for the big cities. • Play the track again, pausing for students to repeat.
c Our island may/might die.
Other examples: it’s going to change a lot more, our houses 8 Aim: controlled practice of going to
are going to fall down, Our whole way of life might be lost,
temperatures will rise by around 3˚C, Such temperatures • Students write their predictions individually and then
will almost certainly melt polar ice caps, floods might affect compare them in small groups. Explain that as there is
major cities. evidence in each case, students will use going to to make
their predictions.
• Ask a student: Are you going to have dinner at home
this evening? Confirm the answer: Definitely? Almost Sample answers
a Animals are going to become extinct.
certainly? Probably? Possibly?
b There are going to be lots of floods and landslides.
• Read through the information in the Look! box. c Many fish are going to die.
Students put the adverbs on a scale of probability, d More people will suffer from breathing difficulties.
starting with the most probable: definitely, almost e There’s going to be more acid rain.
certainly, probably, possibly.
9 Aim: personalise the topic; write predictions
• Explain that we put adverbs of probability between the
auxiliary verb and the infinitive (the exception is won’t, • Make a prediction: We will run out of oil in the first half
which comes after the adverb). of this century. Ask if students agree or disagree.
• Remind students to use the adverbs in the Look! box in
their predictions. Explain that as these predictions are
Grammar Guidance based on personal viewpoint, students should use will.
• Native speakers often interchange will and going to • Students write their predictions.
and students will hear both used. Emphasise that going 10 Aim: discuss predictions
to is more commonly used for predictions when there • Students discuss their predictions in groups and decide if
is evidence. they are optimistic or pessimistic.
• It is also used for certainty. Sports fans may chant, We’re • Students decide who in their group is an optimist and
gonna (going to) win! who is a pessimist. Groups report some predictions to
• In spoken English, we often say gonna instead of going to. the class.

Workbook: page 29, activities 4–6

Grammar Extension Activity

Are you sure?
• Dictate these predictions and the people who made
them. Students decide how definite the predictions are
and complete them with will or might.
a The hurricane … hit the edge of the island. (weather
forecaster)
b There … be changes after the election. (politician)
c You … win a lot of money next year. (fortune teller)
d The air we breathe … become more polluted. (scientists)
e People … recycle more in the future. (journalist)

41
 Unit Grammar Vocabulary Skills
05 • First Conditional • Phrasal Verbs: to break up, to keep out of, to get • Listening: listen to an informal conversation for
across, to hold back, to keep out of, to run out gist; listen for specific information
of, to stand up for, to turn up, to wipe out, to • Writing: write about ways of dealing with problems
work out • Speaking: comment on opinions; present problem-
solving ideas

2 floor
nd
Eco Protest

Warmer Answers
a work out f break up
Demonstrations b hold back g stand up for
• Elicit examples of recent or famous international and c wipe out h run out of
national demonstrations. Students say who participated d turn up i keep out of
e get across
and what they were demonstrating against.
1 Aim: respond to a flyer
Vocabulary Extension Activity
• Students imagine that someone gives them this flyer.
Phrasal Verb Conclusions
They choose their response from the options.
• Take a class vote and find out what most students • Dictate the following pairs of sentences to students.
They use one of the phrasal verbs to explain the task:
would do.
Scientists have invented new medicines. Soon some
• Ask if students agree with the ideas expressed in the
diseases will disappear. (New medicines will soon wipe
flyer: Is it more important to develop the local airport or
out some diseases.)
protect the natural environment?
a There’s no milk in the fridge. Can you get some more?
• Ask students to find synonyms in the text for: only one
(We’ve run out of milk.)
(unique) and place to live (habitat).
b I believe very strongly that people should not wear fur.
2 Aim: listen to an informal conversation for gist I’m not going to shut up about it. (I’m going to stand up
• Explain that students are going to listen to a for what I believe in.)
conversation between a father and daughter. c My son isn’t getting on at school. There are a lot of
• They listen to identify each person’s general response to disruptive students in his class. (Disruptive students are
the ideas expressed in the leaflet. holding him back.)
• Play CD 1 track 17. d We held a meeting about the new school. Not many
people attended. (Few people turned up for the school
5.2 (CD 1 track 17) See transcript page 99 (Teacher’s Book).
meeting.)
• Students listen and answer the questions. 5 Aim: read and comment on opinions
Answers • In pairs, students read through the comments and decide
a the daughter b the father
which ones they agree with. Have a class vote on each of
3 Aim: listen to the same conversation for specific information the three opinions.
• Divide students into three groups. Give each group one
• Read through the list of subjects. of the opinions to defend. They think of and write down
• Play CD 1 track 17 again. Students listen and identify reasons in defence of their point of view.
which speaker introduces each of the subjects to the • Have a class debate. Each group chooses one person to
conversation. put forward their ideas. Other members of the group
• Ask: Which of the speakers do you agree with? add supporting comments. Invite other groups to ask
Answers questions.
aD bD cD dF eD fF • Have a second class vote. Ask if anyone has changed his
or her mind and why.
4 Aim: study phrasal verbs related to campaigning
Workbook: page 30, activities 1–6
• Ask students to find phrasal verbs in the flyer: to wipe
out, to run out of.
• Students match these phrasal verbs with the definitions.
• Distribute copies of transcript 5.2 (CD 1 Track 17) and ask
students to find the other phrasal verbs in the transcript.

42
 Unit
05
2 floor
nd
Eco Protest

Grammar Elevator 9 Aim: write ideas for dealing with problems

First Conditional • In pairs, students look at the four problems.
• They choose one and note down their ideas for solving
6 Aim: complete rules about the form of first conditional
or dealing with it. Encourage them to use first
sentences
conditional sentences.
• Read through the three example sentences with the 10 Aim: evaluate and vote on ideas
class. Students complete the rules.
• To check comprehension, ask: In the second example, is • Pairs present their ideas for dealing with problems to
the result definite? the class.
• Students vote on the best solution to each problem.
Answers
a two b present simple verb, a modal verb Workbook: page 31, activities 7–9

7 Aim: complete rules about first conditional sentences

• Students choose the correct options.
Answers
a a real b if … not c does not change

Grammar Guidance
• Contrast if and when, explaining that we use if for
something that is not definite and when for something
that is definite.
• Point out that we only use a comma in a conditional
sentence when we start with the if clause.
• Students sometimes use unless + negative incorrectly.
Give a correct example: I can’t give you any money unless
I go to the bank.
• May and might are used more or less interchangeably.

Grammar Extension Activity

Finish My Conditionals
• Give students the first half of a first conditional sentence:
If you turn off the light when you go out of a room, … and
invite a student to complete it: … you’ll save electricity.
• Students write five sentence halves. They give them to
their partners to complete, using at least one unless and
one might.
8 Aim: controlled practice of first conditional sentences
• Do an example sentence: If sea levels rise, some low-lying
countries will disappear. Ask for another possible result.
• Students complete the sentences individually and then
compare with their partners.

Sample answers
a some low-lying countries will disappear.
b many species will become extinct.
c there will be fewer greenhouse gases.
d global warming will speed up.
e there will be more droughts in the future.
f the earth will become one giant landfill site.

43
 Unit Useful Expressions Skills
05 • Expressing Opinions: I believe …, If you ask me …, • Listening: listen to a discussion for gist; listen for detail;
In my view …, I really feel that …, I imagine …, On the one hand …, listen to understand opinions
On the other hand …, Personally …, I think ..., The way I see it …, • Reading: skim-read for gist; close-read for detail
To be honest … • Writing: prepare solutions to five social problems; write a
slogan and notes for a speech
• Speaking: give a speech

3 floor
rd
Task: Prepare and Give a Speech

Warmer Sample answers

a He starts by thanking people for coming and showing that they
If you vote for me …
care. It is effective because it makes people feel good about
• Say: There are not enough sports facilities for local people themselves.
in this area. If you vote for me, I will build football pitches, b ‘It’s time for change!’ He uses the word change nine times
tennis courts and a new swimming pool. to reinforce his proposals and to remind his audience of his
• In pairs, students discuss what they would like to change campaign slogan.
c He finishes his speech by summarising his proposals in short,
about the area.
memorable points and by repeating his campaign slogan and
• Pairs briefly present their ideas to the class. key word ‘change’.
1 Aim: listen to a discussion for gist
5 Aim: listen to understand opinions
• Explain that students are going to hear two women • Explain that students are going to hear nine comments
discussing problems. Students decide if they are talking
about different issues. Some are mentioned in Justin
about local problems or global problems.
Lamb’s speech.
• Play CD 1 track 18. • Play CD 1 track 19. Students note down which of Justin
5.3 (CD 1 track 18) See transcript on page 99 (Teacher’s Book). Lamb’s ideas are mentioned.
5.4 (CD 1 track 19) See transcript on page 99 (Teacher’s Book).
Answer
They’re discussing local problems. • Play the comments again, asking students if they agree
or disagree.
2 Aim: read, listen and speculate
• Explain that a local politician called Justin Lamb is hoping Answers
a and b mention the bars; f and i mention the park; g and h
to get elected. mention the traffic.
• Students read his election poster.
• Play CD 1 track 18 again. Students decide if Justin Lamb Workbook: page 32, activities 1–2
answers the speakers’ main concerns.

Sample answer
Yes. They want children’s playgrounds, less noise from all-night
bars, less traffic noise and air pollution, and more pedestrian
crossings.

3 Aim: read a political speech for general information;

evaluate solutions
• Students read Justin Lamb’s speech and underline the
solutions he proposes to the issues in the poster.
• In pairs, they decide which ones they agree with.
Answers
safer roads: no heavy lorries in the city centre, more traffic lights
and pedestrian crossings
noise: no new bars, all bars closing before midnight
play areas for children: a park

4 Aim: read the speech for specific information

• Students answer the questions individually.
• Ask if they think it’s a good speech and if they would vote
for him.

44
 Unit
05
3 floor
rd
Task: Prepare and Give a Speech

Express Elevator 10 Aim: evaluate speeches and vote for the best
Expressing Opinions • The group winners give their speeches to the class.
• Other students make notes.
6 Aim: locate expressions for giving opinions
• The class votes on the best one.
• Tell students to look at transcript 5.4 on Teacher’s Book
page 99 and note down the different ways the speakers
Alternative Task
introduce their opinions.
Class Presidents
P Aim: practise expressing opinions • Tell students they are going to take part in an election for
• Play CD 1 track 19 again, pausing for students to repeat. their class president.
• Ask students to brainstorm aspects of the school they
Answers think they could improve as class president, e.g. facilities,
I believe ..., On the one hand ..., On the other hand ..., I really feel
social programme, café, décor, etc. (Keep this light-
that ..., In my view ..., If you ask me ..., The way I see it ..., Personally
I think ..., I imagine, To be honest hearted rather than too serious, as otherwise you may
find students heavily criticising the school!) Ask them
to make notes for a speech using the Express Elevator
Express Elevator Guidance
language.
• Make sure students are aware of the difference in • Monitor, pointing out any errors and inputting any
register between the phrases. Some are informal: If you language needed.
ask me, The way I see it, To be honest. The others are • When ready, students make their speeches. With
more neutral. large classes, students can work in groups to give their
• Revise ways of asking for opinions: What do you think speeches and vote, perhaps with a whole class ‘final’ at
about? How do you feel about? the end. With smaller classes, students can make their
speech to the whole class.
7 Aim: make notes and think of solutions • While students are speaking, note down any errors for
correction later.
• Elicit examples of social problems (unemployment, bad • When students have voted for their president, the
housing, personal debt, poor sanitation and nutrition),
winning student could make an impromptu acceptance
environmental problems (noise, air and water pollution,
speech.
landfill sites, use of fossil fuels) and economic problems
(too many imports, weak currency, levels of taxation).
• Students look at the pictures and see if their suggestions Follow-up Task
are included. Election Report
• In pairs, students choose five of the problems. Ask • Students use their notes from the activities to write
them to choose things they feel strongly about. They a report on the class election for the language school
note down aspects of each problem and their proposed newspaper. They can make their report as colourful as
solutions. Their answers may only improve the problem possible, describing the personalities of the candidates
rather than solve it completely. as well as their policies.
8 Aim: prepare notes for a political speech Workbook: page 33, activities 1–3
• Explain that you are going to have a class election.
Students are going to stand for election on the basis of
their speeches.
• In pairs, students complete the manifesto form with
their problems and solutions from activity 7. Together
they invent a slogan and party name.
9 Aim: give a speech
• Put students in groups, splitting the pairs.
• Students take turns giving their speeches. Others in the
group make notes.
• Each group votes on the best speech.

45
 Unit
06 City Creatures
Grammar Vocabulary Pronunciation Skills
• Modal Verbs: Can, • Compound Nouns Related to • Weak Forms: Can, • Reading: skim-read a guidebook extract for
Have to and Should the City: billboard, bus stop, Have to and Should gist; close-read for detail
cycle lane, lamp post, litter • Speaking: express opinions about laws and
bin, motorway, skyline, town customs
hall, traffic jam, traffic lights • Writing: describe customs in different
countries

1 floor
st
Customs

Warmer • With the class, think of some compound nouns or give

Capital City Quiz some examples yourself: dining room, toothbrush,
• Dictate a list of ten countries: Australia (Canberra), Bolivia headache. Show how the first word describes the
(La Paz), Canada (Ottawa), England (London), France second word by giving alternatives: bedroom, hairbrush,
(Paris), Nigeria (Abuja), Pakistan (Islamabad), Portugal stomachache.
(Lisbon), Thailand (Bangkok), the USA (Washington DC). • Read through the Look! box with students.
• Set a time limit of one minute. In pairs, students write 4 Aim: study compound nouns related to city living
the capital cities.
• Ask: Where do we park cars? (A car park.) Tell students to
1 Aim: express opinions about cities imagine that they are walking down an urban street –
• Tell students about a capital you would like to visit and they will pass most of the compound nouns in activity 4
why: I’d like to go to Nuuk, the capital of Greenland. Most before they get to the first junction.
of the people who live there are Eskimos. I’d like to go in • Do the first one with the class: traffic lights.
the summer and see the midnight sun. I’d like to go in • In pairs, students make the compound nouns, deciding
winter and see the northern lights. But I wouldn’t like to which to write as one word and which as two.
live there because it’s so cold. • To practise the words, read aloud this paragraph. Pause at
• Students look at the pictures and discuss the questions in each gap for students to supply the missing compound:
small groups, giving reasons for their choices. I was late this morning because there was a … in the town
centre. The … weren’t working and there was chaos. My bus
2 Aim: skim-read guidebook extracts for gist stopped for ages right outside the … and I watched all the
• Explain that there are four guidebook extracts for the office workers walking along the … and into work.
four places in activity 1.
• Set a time limit of thirty seconds for students to match Answers
a 8 traffic lights b 6 bus stop c 1 skyline d 2 cycle lane
the extracts to the places. e 7 litter bin f 5 motorway g 10 traffic jam h 9 town hall
• When you check the answers, ask students to support i 3 billboard j 4 lamp post
their choices with evidence from the text.

Answers Vocabulary Extension Activity

1 Tokyo (Japanese culture is very formal)
Compound Noun Pelmanism
2 Riyadh (Women shouldn’t wear any tight clothes that show off
their curves) • In pairs, students write out ten compound words divided
3 Istanbul (The Grand Bazaar is in Istanbul) into twenty separate words on a piece of paper. They cut
4 Singapore (There are many rules and regulations in Singapore) the paper into twenty equal-sized pieces (cards), turn
them all over and mix them up. They take turns turning
3 Aim: close-read for detail over two cards. If their two words make a compound
• Pre-teach or check the meaning of key vocabulary: to bow word, they keep those cards and have another go. If they
(incline the head/upper body in greeting), veil (material don’t make a word, they put them back and their partner
women use to cover their faces in some cultures), has a turn. The winner is the player with the most cards
stall (an open-fronted shop, especially in a market), to at the end.
haggle (to argue about the amount you want to pay for 5 Aim: express opinions about laws and customs
something).
• Students identify the true and false sentences, correcting • Revise the laws and customs from the text: bowing
the false ones. when you meet (Japan), women covering their heads,
not wearing short skirts and not driving (Saudi Arabia),
Answers showing ID to buy chewing gum and not dancing in
a False. Singapore is completely safe for visitors.
public (Singapore), haggling in the market (Turkey).
b True.
c True. • As a class, exchange opinions about each of them.
d False. You can haggle with the traders. • In small groups, students think of any of their country’s
e False. Foreigners don’t have to bow. laws and customs that might seem unusual to a visitor.
f False. All women are allowed to wear make-up.
Workbook: page 34, activities 1–2

46
 Unit
06
1 floor
st
Customs

Grammar Elevator • In pairs, students write sentences. Do the first one as an

Can, Have to and Should example: Only children over 8 years old can travel alone.
or Children under 8 years old cannot travel alone. (You
6 Aim: analyse meanings of modals in context can carry a child under 2 years old on your knees. Children
• Revise uses of can, have to and should that students have over 2 have to have their own seat. You can’t take hand
already met. Ask them to give examples. Remind them luggage weighing over 10 kg on the plane. You should
that some modals can have several meanings. arrive two hours before your flight time. You shouldn’t sit
• Pre-teach or check the meaning of key vocabulary: for long periods on the plane without moving. You don’t
recommended, prohibited, permitted. have to book an aisle or window seat
• Students match the sentences and descriptions. in advance.)
• Ask what students can and can’t do in different parts 8 Aim: identify weak forms of modals
of the language school.
• Elicit the two pronunciations of can: You can dance in
Answers public in this country. Discuss how the meaning changes
a 3 It is not necessary. b 5 It is permitted. c 4 It is recommended. (weak stress – among other things; strong stress – in
d 2 It is prohibited. e 6 It is not recommended. f 1 It is necessary. contrast to Singapore, where you can’t).

7 Aim: study form of modal verbs

• Play CD 1 track 20. Students listen to the sentences in
activity 6 and mark the weak forms.
• Ask students to make questions for (a), (c) and (d) in
activity 6: (a) Do you have to buy anything? (c) Should
6.1 (CD 1 track 20) See transcript on page 100 (Teacher’s Book).
women wear long skirts? (d) Can you dance in public?
• In pairs, students complete the table. Answers
We use weak forms for the affirmative forms can and should.
We don’t use weak forms for the negatives can’t or shouldn’t or for
Answers
have to or don’t have to.
have to: Do you have to show ID? You don’t have to show ID.
can/should: Should I wear a long skirt? You shouldn’t stare at people.
Can I swim in this river? You can’t swim here – it’s too dangerous. P Aim: practise weak forms of modals
• Play the track again for students to repeat.
9 Aim: controlled practice of modal verbs
Grammar Guidance
• Students can confuse mustn’t (it’s prohibited) and don’t • Discuss the rules and laws shown in the pictures.
have to (it isn’t necessary). Practise with examples.
• In pairs, students turn to page 86 and complete
the sentences.
• Show that can is not used here for ability: Can I swim • Discuss the corresponding customs in your country: In
in this river? doesn’t mean, Do I have the ability to …?
our country you shouldn’t stare at people.
It means: Am I allowed to …?
• Students sometimes use shouldn’t instead of don’t have Answers
to. Show that shouldn’t means ‘it’s wrong to’ and not ‘it a can b can’t c have to d have to e don’t have to
isn’t necessary.’ Compare: You shouldn’t wear shorts. f shouldn’t g should h shouldn’t
With: You don’t have to wear shorts. 10 Aim: describing different customs
• Discuss interesting customs from different countries,
different religions or from different parts of students’
own countries. Help with ideas: when people eat dinner;
Grammar Extension Activity what they do on Sundays; present(s) to bring to people’s
Rules for Flying houses for different occasions; celebrations when
• Dictate these prompts for an airline’s rules: someone reaches their eighteenth, twenty-first, seventy-
Travel alone – over 8 years old. fifth birthday; wedding customs; what to do when a
Carry child on your knees – under 2 years old. baby is born; spring, summer and autumn customs;
Children over 2 years old – have own seat. Halloween, and so on.
Hand luggage weighing over 10 kg – not allowed on • In pairs, they write three true and three false sentences.
the plane. • Put pairs together. They guess if each other’s sentences
Arrive two hours before flight time – essential. are true or false.
Sitting for long periods on the plane without moving – not
a good idea. Workbook: pages 34–35, activities 3–6
Book aisle or window seat in advance – not necessary.

47
 Unit Grammar Vocabulary Pronunciation Skills
06 • Comparative Structures: • Adjectives to Describe Locations • Stressed and • Listening: listen to descriptions
completely different from, and Lifestyles: chaotic, classy, Unstressed of lifestyles for gist; listen for
quite similar to, slightly contemporary, dirty, dull, Forms: from, to, detail; identify stressed and
different from, the same as, fashionable, hectic, laid-back, as unstressed forms
very like; as + adjective + modern, old-fashioned, peaceful, • Writing: write comparative
as, fewer, least, less, more, polluted, relaxed, stressful, sentences
most, not as + adjective + stylish, tense, traditional, • Speaking: express preferences
about activities and places
2 floor
as tranquil, trendy, unexciting
nd
City or Countryside?

Warmer Answers
a Jenny lives in Birmingham. Rob lives in a small town in the
City or Village
Cotswolds.
• Ask two students to come to the board. One writes City b They want to get married, but they disagree on where to live.
as a heading and the other writes Village.
• The class brainstorms places and activities we find in one 4 Aim: listen for detail
but not the other. The students write the suggestions on • Students copy the table and prepare to note down Jenny
the board. and Rob’s comments.
1 Aim: compare city and country living • Play CD 1 track 21 again, twice if necessary.
• Briefly describe a city you once lived in: I lived in Tokyo. Answers
It was noisy and exciting. Every day there was something The City The Country
different to do or see. There were a hundred smells: cars, Good points Bad points Good points Bad points
food, rubbish. Describe a village you once lived in: I lived Jenny full of chaotic less stress too peaceful,
in a small Japanese village in the hills. It was quiet and energy; not exciting,
much more fewer things
peaceful. Nothing much happened. Every day was the same.
life for young
There were a hundred smells: animals, blossom, pesticides. people to do
• Ask students to talk about their experiences of city and Rob more too stressful fewer worries, not as
country living. Write useful words on the board. exciting fewer cars & exciting
• In pairs, students discuss where they would prefer to live less pollution,
and why, using the ideas from the discussion so far. less crime,
• Take a class vote: Which is more popular – a big city or a lots of
restaurants
small village?
& pubs
2 Aim: study adjectives related to lifestyles and locations
5 Aim: express opinions about Jenny and Rob’s dilemma
• Highlight any adjectives on the board from activity 1. Ask
students to classify them as positive or negative. • In pairs, students discuss the questions.
• Students find the pairs of adjectives with similar meanings. • Add more questions: Will Rob and Jenny decide not to
• In pairs, students classify the words as city adjectives or get married? Will they have two houses? Whose lifestyle
village adjectives. would you prefer – Rob’s or Jenny’s?
• Finish with a class discussion.
Answers
a 4 b 5 c 1 d 6 e 3 f 9 g 2 h 7 i 10 j 8 Workbook: page 36, activities 1–6

Vocabulary Extension Activity

Gaps to Fill
• Students choose five adjectives from activity 2 and write
gap-fill sentences using each adjective in context: City
people are often quite … and find it hard to relax. (tense)
• Students work in pairs and complete each other’s
sentences.
3 Aim: listen to two descriptions for gist
• Explain that students will hear first Jenny speak and then
Rob. Read the two questions.
• Play CD 1 track 21.
6.2 (CD 1 track 21) See transcript on page 100 (Teacher’s Book).

48
 Unit
06
2 floor
nd
City or Countryside?

Grammar Elevator 8 Aim: identify strong and weak forms

Comparative Structures • Point out the words in bold in the sentences.
• Play CD 1 track 22. Students say if they are strong or weak.
6 Aim: study phrases used to express comparisons
(CD 1 track 22) See transcript on page 100 (Teacher’s Book).
• Ask: Is life in the city the same as life in the country? Or is 6.3

it completely different from life in the country?

• Students read the transcript of track 6.2 on Teacher’s Book Answers
The forms are all weak.
pages 100
and underline the comparative structures. P Aim: practise weak stress on prepositions
• In pairs, students put the structures on the line. • Play CD 1 track 22 again for students to repeat.
Answers 9 Aim: controlled practice of comparative structures
1a 2e 3b 4d 5c
• Construct an example sentence with the class. Say:
7 Aim: complete rules about comparative structures the restaurant, the club, the atmosphere. Elicit: The
atmosphere in the restaurant is very different from the
• Students look again at the transcript on pages 96 and
atmosphere in the club.
find examples of these structures.
• In pairs, students complete the rules. • In pairs, students write comparative sentences.
10 Aim: express personal preferences
Answers
a as + adjective + as d fewer • Model a dialogue with a student: Would you prefer to
b not as + adjective + as e less go to the restaurant or the club? The restaurant. Why?
c most, least f more There’s less noise. The club isn’t as romantic.
• In small groups, students discuss their preferences.
Encourage them to use comparative structures in
Grammar Guidance their answers.
• Students sometimes say different than instead of Workbook: page 37, activities 7–9
different from. Point out that we use than after
comparative adjectives: Batman is different from
Superman – he hasn’t got supernatural powers. Superman
is stronger than Spider-Man.
• Students sometimes confuse fewer and less. Explain
that many native speakers wrongly use less instead of
fewer. Drill some sentences.
• Explain that we can modify fewer and less with far,
a lot and much: Far fewer people came to the party
last night than came last year. There was much less
food and a lot less clearing up afterwards.

Grammar Extension Activity

No Comparison
• Compare your birthplace with where you live now: I was
born in a town called Helston in Cornwall, England. It is
very different from this city. There aren’t as many shops as
here, and there are fewer hotels and restaurants.
• Students make a list of five things related to city or
country living: parks, cafés, open spaces, pollution, noise,
buildings, leisure facilities, theatres, street safety.
• In pairs, students swap lists. They write a sentence for
each item, comparing two places they know well: The
Empire State Building is much taller than the Statue of
Liberty.
49
 Unit Useful Expressions Skills
06 • Expressions Related to Describing Places: It’s a great place to …, It’s • Reading: skim-read a tourist information leaflet for
famous for …, It’s one of the most …, It takes about …, The best bars topics; close-read for detail
and clubs are …, You can see one of the …, You shouldn’t … • Writing: create a tourist information leaflet

3 floor
rd
Task: Write a Tourist Information Leaflet

Warmer
Tourist Haunts
• Discuss with the class what tourists like to see and visit
in this town or area (or the capital city). Ask a student
to write them on the board. Ask: If you were on holiday in
a different country, what kinds of place would you like
to visit?

1 Aim: discuss tourist information

• Discuss the questions with the class.
2 Aim: skim-read a tourist information leaflet for topics
• Ask what students know about Sydney.
• Read through the list of paragraph headings with
the class and check the meaning of: getaway (a short
holiday), hints (pieces of advice, tips) and tip (give a
waiter, for example, a small amount of money for
good service).
• Set a time limit of one minute for the activity. Students
skim-read the leaflet quickly and write the answers.
Encourage them not to read in detail, but just enough to
get the idea of each text.

Answers
1 Getaway tours 2 What to see 3 Nightlife 4 Eating out
5 Where to stay and getting around 6 Handy hints

3 Aim: close-read the leaflet for specific information

• Pre-teach or check the meaning of: bohemian (living in an
informal manner, not accepting society’s norms), budget
(a plan for how to spend money), cosmopolitan (with
people from all over the world), marine life (animals and
plants of the sea).
• Students answer the questions individually.
Answers
a No. They’re for 18 to 30-year-olds.
b The Opera House, Harbour Bridge and the aquarium.
c The Kings Cross and Surry Hills suburbs.
d Ferry, train and bus.
e No, you don’t have to.
f Suncream.

4 Aim: express personal opinions and make comparisons

between locations
• In pairs, students discuss the questions. Encourage them
to use the comparative structures from the Grammar
Elevator on page 39.

Workbook: page 38, activities 1–2.

50
 Unit
06
3 floor
rd
Task: Write a Tourist Information Leaflet

Express Elevator Alternative Task

Describing Places With the Travel Agent
• Set up a travel agent and client role-play.
5 Aim: study expressions related to tourist information • In pairs, students choose and research a holiday destination.
• In pairs, students make the best matches. • They make notes under the headings used in the Sydney
leaflet in activity 2. They can invent information if they
Answers
don’t have it.
a 3 b 7 c 6 d 2 e 1 f 4 g 5 h 8
• Students find a new partner. In turn, they take the role of
travel agent. They try to persuade their client to choose
Express Elevator Guidance
their holiday destination. Students change partners
• When we give tourist information, we play up the good again, visiting as many travel agents as they can.
points, and we only mention the bad points in the context • Finish with a class vote to find the most popular
of safety advice. We may make it sound more exciting destination.
than it really is. We often use upbeat adjectives to • Students can write leaflets for their holiday destination.
encourage visitors to come: world-class surfing, laid-back • Display the leaflets and have a class vote to choose the
bars and beautiful sunsets. We make comparisons with most persuasive one.
other places to make our destination sound unmissable:
the world’s largest aquarium. Follow-up Task
• Practical detail is important in tourist information. Holiday Reviews
Remind students of language for giving advice: you
should, you shouldn’t, you don’t have to.
• Ask students if they ever use Internet holiday review
sites, such as Tripadvisor, etc. Tell them they are going to
write their own entry for a similar website.
6 Aim: plan, research and make notes for a tourist • Tell students to imagine that they have been to one
information leaflet of the places they have written or talked about and
• You may want to provide leaflets from the local tourist that now they are going to write a review of their trip,
office that students can use as an information resource. recommending it or otherwise.
Alternatively, let them use the Internet. • Monitor, pointing out any errors and inputting any
• Read through the instructions for the task and the three language needed.
questions with the class. • When students have finished, they can read each other’s
• Set a time limit for the note-making activity. reviews.

7 Aim: write a first draft and comment on another pair’s Workbook: page 39, activities 1–5
first draft
• In pairs, students prepare a first draft of their leaflet.
They may wish to divide the task and each write different
sections or write all the sections together.
• Read through the questions with the class. Supervise
the choice of pair to exchange with – pairs must have
different target tourists.
8 Aim: write a final draft
• Pairs take on board each other’s comments and write
a final draft. Monitor and give help where necessary.
• Students pass around the final leaflets, noting down
which ones they like best and why.
• Take a class vote on the most informative.

51
 Revision
03 Grammar Revision
• First Conditional
Vocabulary revision
• Compound Nouns Related to the
Skills Revision
• Listening: listen for specific information
• Making Predictions and Environment • Speaking: make and discuss predictions about
Adverbs of Probability • Phrasal Verbs global warming
• Comparative Phrases • Compound Nouns Related to • Writing: write about cultural rules
• Modals: Can, Should, Have to Environment
• Adjectives Related to Ambience

1 Aim: listen to identify subjects mentioned in a conversation Answers

• Play CD 1 track 23. Students listen and check the pictures a 4
b 6
e 5
f 2
that are mentioned. c 8 g 3
d 7 h 1
R3.1 (CD 1 track 23) See transcript on page 100 (Teacher’s Book).
Man-made: acid rain, nuclear waste, ozone depletion, air pollution,
global warming
Answers Natural: volcanic eruptions
1, 2, 4 and 6 are mentioned. Both: landslides, forest fires

2 Aim: revise language for making predictions 5 Aim: revise more phrasal verbs
• Play CD 1 track 23 again. • Students complete the sentences with the correct form
• Students listen for the predictions the people make. of the verbs in the box.
• Pause to give them time to note down the answers. • Students write their own gap-fill sentences for their
• In groups, students discuss the predictions they heard partners with the remaining four verbs: break up, stand
and make their own predictions. up for, come up with, hold back.
• Groups report back the scariest predictions to the class.
Answers
Answers a work it out d run out of
Pollution: Pollution is going to get a lot worse. b wiped out e turn up
Hybrid cars: Soon there will be lots of hybrid cars on the road. It c keep out of
will be cheaper to drive a hybrid car than an ordinary car.
Petrol-run cars: Petrol-run cars might be banned soon.
It definitely won’t be soon.
Price of oil: Oil is going to get more expensive.
Oil reserves: We may find new oil reserves.

3 Aim: revise first conditional

• Give students the first clause of a simple conditional
and ask them to complete it. Focus on the verb forms
used: If I break my leg playing football, …
• Students match the clauses to form conditional
sentences.
• In small groups, students find different ways of finishing
the sentences.

Answers
a 3 d 1
b 5 e 4
c 2

4 Aim: make compound nouns related to the environment

• Students match words from both columns to make
environmental problems.
• Students decide in pairs if the problems are man-made,
natural or both.

52
 Revision
03

6 Aim: revise comparative phrases in the context

of an e-mail
• Students complete the e-mail with the words and phrases
in the box.
• Students compare answers in pairs.
• Ask if they would like to live in this place and why or
why not.

Answers
a different from e less
b very like f as much fun as
c similar to g same as
d fewer

7 Aim: revise modals can, should and have to for writing rules
• Students complete the rules with the correct form of can,
should or have to. Note the answers will vary depending
on which country students are from.
• In pairs, they compare answers and write four more rules
with gaps for another pair to complete.
• Ask pairs to report their strangest rule to the class.
Sample answers
a have to
b don’t have to
c should
d shouldn’t
e should
f have to

8 Aim: revise compound nouns related to the urban

environment
• Remind students that a compound noun can be one
word, two words with a hyphen or two words without a
hyphen.
• Students combine words from the box to make
compound nouns and then use them to label the picture.
Answers
a billboard e lamp post
b traffic light f motorway
c cycle lane g bus stop
d litter bin h pedestrian crossing

9 Aim: revise adjectives related to ambience and style

• Students complete the sentences with the adjectives in
the box.

Answers
a peaceful d dull
b stressful e fashionable
c classy f hectic

53
 Unit
07 Fashion Victims
Grammar Vocabulary Pronunciation Skills
• Second • Words Related to Music, Clothes and Jewellery: Contraction: ’d • Reading: scan a magazine article for
Conditional goth, hip hop, hippie, new romantic, punk, belt, sequence; close-read for information
bracelet, brooch, chain, coat, earrings, hat, • Listening: identify contracted forms
necklace, ring, sandals, scarf, shirt, socks, stud, • Speaking: discuss hypothetical
tracksuit, waistcoat situations related to fashion styles

1 floor
st
You are What You Wear

Warmer 4 Aim: close-read the magazine article for detail

In Fashion • Pre-teach or check the meaning of key vocabulary:
• Ask students to name the items of clothing or jewellery confrontational (quick to argue or fight), diverse
that you are wearing. (varied), fatigues (army clothes), introverted (opposite of
• Discuss current fashions and crazes. Ask a student to outgoing), melancholic (sad, depressed), vanity (obsession
write them on the board. with own looks or achievements).
• Bring some fashion photos into class. In pairs, students • Students read the article more carefully and answer
identify items of clothing and jewellery. the comprehension questions.
1 Aim: identify styles and express opinions Answers
• In pairs, students put names to pictures and then discuss a
b
To send messages about who we are.
Social movements and trends in music.
the styles.
c ‘Leave me alone!’
• Ask if we still see all these styles today. Ask: Do you know d There was an anti-fashion movement that rejected the vanity of
people who dress like the people in the pictures? Do you the new romantics.
ever dress like that? Did you use to? e Prison regulations, army fatigues and African culture.
f There isn’t one – people mix their styles.
Answers
1e 2d 3a 4b 5c 5 Aim: personalise the topic of what your clothes say
about you
2 Aim: study vocabulary related to clothes and accessories
• Tell students what you think your clothes say about you.
• In pairs, students find the items of clothing and jewellery Ask: Do you agree?
in the pictures.
• In pairs, students discuss the questions.
• Finish with a class comparison of views.
Vocabulary Extension Activity
Workbook: page 40, activities 1–3
Describe a Classmate
• Students choose a classmate. They write down items
of clothing, jewellery, accessories that this person is
wearing. Demonstrate the activity: This person is wearing
black trousers, brown boots, a white shirt, a multi-coloured
scarf and dangly earrings.
• Students guess who it is.
• In pairs, students read aloud their descriptions and guess
who their partner is describing.

3 Aim: scan a magazine article for sequence

• Read through the names of the styles in activity 1. Ask
students which one they think came into fashion first.
• Set a time limit for this activity. Students scan the article
and note down the correct order.
• Ask students if they can name a famous person who
wore or wears each of these styles.

Answers
The correct order is: d, b, c, a, e

54
 Unit
07
1 floor
st
You are What You Wear

Grammar Elevator Grammar Extension Activity

Second Conditional Who would do that?
• Students write one-word answers anonymously to the
6 Aim: contrast first and second conditional forms following four questions on a piece of paper. Collect all
• Revise the first conditional. Say: I’m going on a mini cruise the pieces of paper, mix them up and hand them out.
tomorrow. If I don’t wear a coat, I’ll be too cold. Write it on Choose students at random to read aloud their set of
the board for students to analyse: answers and guess who wrote them:
‘If’ + present tense clause, future ‘will’ clause. a If you had the money, what fashion item would you buy?
• Give prompts to elicit more first conditionals: rain/ b If you could go anywhere in the world, where would
umbrella (If it’s raining, I’ll take my umbrella.); get up late/ you go?
miss boat (If I get up late, I’ll miss the boat.) c If you could meet any celebrity, who would you choose?
• Students suggest something expensive that they don’t d If you could be a famous person from history, who
have: a laptop, an iPod. Say: I would love to buy a laptop, would you be?
but I don’t have enough money. Translate into a second
8 Aim: listen to identify contraction ’d
conditional sentence: If I had the money, I would buy one.
• Write these prompts on the board: cinema tonight/ • Say a conditional sentence: If I spoke Spanish better, I’d
so much homework. In pairs, students write a second apply for the job. Ask if students heard the contracted
conditional sentence: If I didn’t have so much homework, form of would (’d).
I’d go to the cinema tonight. • Play CD 2 track 1. Students note down their answers.
• In pairs, students do the matching task and choose the 7.1 (CD 2 track 1) See transcript on page 100 (Teacher’s Book).
correct options to complete the rules.
Answers
Answers a b c d e
The first and last examples are second conditional sentences.
The second example is a first conditional sentence.
a first b second P Aim: practise the contracted form of would
• Play the track again for students to repeat.
7 Aim: complete rules about the form of the second
9 Aim: controlled practice of the second conditional
conditional
• Students complete the questions individually.
Answers
a if + past simple, subject + would + infinitive without ‘to’ Answers
b the subject a Would you wear new romantic clothes if a friend paid you
c not £100?
b If you were very wealthy, would you buy designer clothes?
What would you do with the money?
c Would you shave your head if it was/were for charity?
Grammar Guidance d If you could live anywhere in the world, where would you live?
• Emphasise that we use second conditional to describe e If you had the power to change one thing in history, what would
an imaginary situation. It is not only unlikely you change?
(If I ran the London marathon …) but in some cases
10 Aim: free practice of second conditional to express opinions
impossible (If I won the London marathon …).
about imaginary situations
• The use of was/were in the if clause is covered on
page 44. • Answer the first two questions yourself to demonstrate
• Reinforce the change of can to could in the if clause in the activity: No, I wouldn’t. I wouldn’t buy designer
the second conditional: If I could speak Chinese, I’d get a clothes. I would go to the moon for a holiday.
job in Shanghai. • Students discuss the questions in pairs before holding a
• Give examples of may/might with the second conditional whole class discussion.
and point out that we use these when we are not sure Workbook: page 41, activities 4–7
what we would do in a certain situation.

55
 Unit Grammar Vocabulary Skills
07 • Expressing Wishes • Physical Appearance: attractive, average-looking, • Reading: understand a small advert
beautiful, cute, good-looking, gorgeous, handsome, lovely, • Listening: follow different points of view in a
plain, pretty, stunning, ugly, unattractive conversation; listen for specific information
• Writing: make wishes
• Speaking: discuss hypothetical situations

2 floor
nd
The Beauty Myth

Warmer Answers
a eyes > lips and nose
Why do people get cosmetic surgery?
b small > big
• Draw a human profile with a sharp nose on the board. c under any circumstances > just to look good
Draw a dotted line showing the area to be reduced. Draw d is a good investment > is a waste of money
a second profile with a neat nose, to illustrate before and e doesn’t like > likes
after. Elicit that this is cosmetic surgery.
4 Aim: study adjectives related to physical appearance
• Discuss why people have cosmetic surgery: maybe to
correct physical defects; to improve their appearance; • Name a few famous people and ask students to think
because of pressure from friends, family and the media; of a word to describe their physical appearance: Tiger
to look younger; because they are overweight. Woods, Justin Timberlake, Keira Knightley, Scarlett
Johansson, Prince William, Hillary Clinton.
1 Aim: understand a small advert
• Ask students if we can use the same words for men
• In pairs, students read the advert and discuss the questions. and women.
• Briefly discuss the structure of the advert. It has a • In pairs, students write the adjectives in the table.
headline to get your attention. It asks the reader a
personal question to keep his or her attention. It tells you Answers
Women: plain, beautiful, lovely, pretty, stunning
how to get more information and finally, it gives you hope. Men: handsome, good-looking
Answers Both: attractive, average-looking, gorgeous, ugly, unattractive, cute
It’s advertising nose jobs (rhinoplasty), waist reduction (liposuction)
and hair transplants. 5 Aim: practise using vocabulary related to physical
appearance
2 Aim: follow opinions in a conversation about • Describe a famous person: I think Tiger Woods is very
cosmetic surgery handsome.
• Introduce Greg and Monica. They are friends and they are • In pairs, students describe other famous people using
talking about the advert in activity 1. They have different the adjectives. They try to include a film star, a sports
points of view about cosmetic surgery. star, a music artist, a politician and a TV personality.
• Tell students to listen for the gist of their argument and • Invite pairs to give the class one of their sentences. Ask if
not to worry about the detail at this stage. the class agrees.
• Play CD 2 track 2.
7.2 (CD 2 track 2) See transcript on page 100 (Teacher’s Book). Vocabulary Extension Activity
Guess who?
Answers • Take an example sentence from activity 5 and add
a Monica b Greg another: Johnny Depp is very good-looking. He has
beautiful dark eyes!
3 Aim: listen for specific information.
• In pairs, students write their sentences from activity 5
• Pre-teach or check the meaning of key vocabulary: classic and extend each one with a second piece of information
(popular for a long time), Roman nose (an aquiline nose), or opinion.
bald (without hair). • Students omit the names from their sentences.
• Play CD 2 track 2 again. Students correct the sentences. They exchange sentences with another pair and fill in
• Discuss how ideas about beauty have changed over the names.
the years: the ideal woman used to be curvy like Marilyn
Monroe. Other changing fashions: pale skin, freckles, Workbook: page 42, activities 1–6
tiny waists, beauty spots, beards, long hair for men,
shaved heads.

56
 Unit
07
2 floor
nd
The Beauty Myth

Grammar Elevator Grammar Extension Activity

Expressing Wishes Make a Wish
• Dictate the following sentences. In pairs, student A says
6 Aim: study language for expressing wishes one of the sentences. Student B responds with a wish.
• Express some wishes using I wish + past simple: I haven’t They take turns using all the sentences and ideas of
got much money. I wish I had more money. I’ve got a Mini, their own.
but I wish I had a Ferrari! Ask concept questions: Have a They’re making a lot of noise in the next classroom.
I got much money? Have I got a Ferrari? I can’t concentrate. (I wish they wouldn’t make so
• Express some wishes with I wish + subject + would + much noise.)
infinitive: My sister loves hip hop music. She plays it all b It’s raining and I want to go out for a walk. (I wish it
the time. I wish she wouldn’t play it all the time. Check would stop raining.)
comprehension: Do I like hip hop? c My hair’s too short. (I wish my hair was/were longer.)
• In pairs, students answer the questions. d I can’t speak Italian and I want to go to Italy on holiday.
(I wish I could speak Italian.)
Answers e My parents refuse to buy me a car! (I wish my parents
a Her nose is big and her lips are thin. She wants her nose to be
would buy me a car.)
smaller and her lips to be fuller.
b She doesn’t like Greg talking about her nose. She wants him to f My little brother keeps asking me questions. I want
talk about it less. him to go away! (I wish my brother would go away!)

7 Aim: complete rules about language for expressing wishes 8 Aim: controlled practice of language for expressing wishes
• Students complete the rules individually. • Read through the examples in the Look! box.
• This use of were is more correct than was. It is formal,
Answers however, and is falling out of use.
a past b do c the past verb • Both was and were in the examples are given weak
pronunciation.
• Give an example for the first prompt: I wish I were
Grammar Guidance an architect.
• Highlight the difference between wish and hope, which • Students write their sentences individually.
students sometimes confuse: I wish they were happy
9 Aim: rank wishes; speculate about hypothetical situations
(but they’re not). I hope they’re happy (I don’t know, but
I want them to be). • Students choose their top three wishes and write
• Point out that we use would to express a wish for them down.
something to change now: I wish he would be quiet • They compare wishes in pairs. Ask if any of their wishes
(he’s playing his guitar very loudly). I wish they’d go away are the same.
(they’re making me nervous). We usually contract would • Give the class an example: I wish I were an architect.
to ’d in speech: I wish he’d change his mind. If I were an architect, I’d build eco-friendly houses for
ordinary people. I’d spend my time thinking about and
designing buildings for people to use and live in.
• Students speculate about their ideal world in small
groups. Encourage them to use the second conditional.

Workbook: page 43, activities 7–9

57
 Unit Useful Expressions Pronunciation Skills
07 • Agreeing and Disagreeing: Exactly! I agree in part. • Intonation to Emphasise • Reading: complete a questionnaire about
I guess so. I’m not so sure. I’m sorry, but I don’t Level of Agreement fashion victims
agree. I disagree. I don’t think that’s true. I see your • Listening: follow lines of argument in an
point, but …, I suppose so. You can’t be serious! You informal conversation; identify meaning
must be joking! That’s right. from intonation
• Speaking: express agreement and
disagreement; discuss ethical dilemmas

3 floor
rd
Task: Discuss Ethical Dilemmas

Warmer
Skeletons in the Closet
• Students make a list of what they have in their closets/
wardrobes. Help with vocabulary.
• In pairs, students compare the contents of their closets/
wardrobes. They specifically ask about: 1. unusual items
2. T-shirts 3. pairs of shoes 4. other stuff.
1 Aim: complete a questionnaire about fashion victims
• Check the meaning of fashion victim (someone whose life is
dictated by the demands of fashion).
• Ask if anyone thinks they are a fashion victim.
• Students complete the questionnaire in pairs and check the
key.
2 Aim: respond to questionnaire results
• Students discuss the results in pairs and then write
a response.
• Some students report their responses to the class.
3 Aim: identify the fashion victim; predict opinions from
appearance; listen to confirm
• Students predict from the image alone whether Sam
or Fiona is the fashion victim.
• Pre-teach or check the meaning of exploit (take advantage
of).
• Students read through the opinions and decide who is
most likely to hold each one.
• Read out the first comment: If you look good, you feel good.
Explain what the speaker means: If you’re feeling depressed,
you will feel better if you really dress up and make an effort
with your appearance.
• Ask the class to come up with similar explanations for the
other comments.
• Play CD 2 track 3. Students listen and check their
predictions.
7.3 (CD 2 track 3) See transcript on page 100-101 (Teacher’s Book).

Answers
aS bF cF dS eF fS gF hS

4 Aim: express a preference

• Ask who students agree with, Sam or Fiona, and why.
• Ask who they would prefer to go shopping with
and why. (Not necessarily the same person!)
• Finally ask who they usually like to go shopping with
and why.

Workbook: page 44, activities 1–2

58
 Unit
07
3 floor
rd
Task: Discuss Ethical Dilemmas

Express Elevator 9 Aim: free practice of expressions for agreeing and

Agreeing and Disagreeing disagreeing
• In small groups, students compare the suggestions they
5 Aim: study phrases for expressing levels of agreement
made in activity 8.
• Say: Designer clothes are far too expensive. Ask students • Give a Yes/No option for each dilemma and hold a
to agree or disagree: Yeah, you’re right. No, I disagree. class vote:
Ask them to remember expressions from Sam and Should Sabrina have the operation?
Fiona’s conversation. Should everyone wear traditional clothes?
• Students copy the table and classify the expressions. Should Jake go on the demonstration?
Should Naomi find another job?
Answers
Strong agreement: Exactly! That’s right.
Weak agreement: I suppose so. I agree in part. I guess so. Alternative Task
Weak disagreement: I don’t think that’s true. I’m not so sure. I see
Group Discussion
your point but …
Strong disagreement: I’m sorry, but I don’t agree. I disagree. You • Write a statement based on a topic already covered in the
can’t be serious! You must be joking! Student’s Book on the board, e.g. Everyone needs a hobby.
People spend too much time working and not enough time
Express Elevator Guidance with their family. A year off is a waste of time. Ask students
to discuss whether they agree or disagree and why.
• Remind students that register is important here. We use
You can’t be serious! and You must be joking! with people
• Now ask students to look through their Student’s Books
and write their own statements for discussion. Ask
we know well or when we’re very angry. We tend to use
students to write at least three statements each.
I suppose so when we’re being persuaded to agree in a
more informal situation.
• Monitor, pointing out any errors and inputting any
language needed.
• Point out our intonation is important when we use
expressions like these. It can make an expression sound
• When ready, divide students into groups of four and tell
them to pool their statements. Students take turns to
polite, impolite, sarcastic or even angry.
read out a statement and discuss it using the Express
Elevator language.
6 Aim: use correct intonation when expressing agreement • When finished, the statements could be redistributed
• Say with different intonation patterns: I’m sorry, but I and the activity repeated.
don’t agree. Students say how you are feeling each time.
• Play CD 2 track 4. Discuss the intonation that the Follow-up Task
speakers use with the class. Dilemmas, Dilemmas
7.4 (CD 2 track 4) See transcript on page 101 (Teacher’s Book).
• Write the following on the board: If you saw the answers
to this week’s test on your teacher’s desk, would you look?
Students discuss their answers in pairs.
P Aim: practise intonation to express agreement and
disagreement
• Tell pairs they are now going to prepare their own
dilemmas to present to their classmates, e.g. Would you
• Play the track again for students to repeat. Encourage tell your best friend if you saw her boyfriend with someone
students to emphasise more or less their level of else? Would you help your friend to cheat in an exam if his
agreement by varying the intonation. bosses had threatened to fire him if he failed?
7 Aim: respond to opinions • Monitor, pointing out any errors and inputting any
language needed.
• In pairs, one student gives an opinion from activity 3
and the other responds with one of the expressions
• Ask students to change partners. They then take it in
turns to respond to each other’s dilemmas. Monitor,
in activity 5.
noting any errors for correction later.
8 Aim: discuss ethical dilemmas • When students have finished they can find another
• Check the meaning of dilemma (a situation where you partner and repeat the activity.
have a difficult decision to make).
• One student reads aloud Sabrina’s dilemma. Ask other Workbook: page 45, activities 1–4
students to suggest what she should do. Agree or
disagree with their suggestions, using expressions from
activity 5 and giving a reason.
• In pairs, students discuss all four dilemmas.
59
 Unit
08 Buy it!
Grammar Vocabulary Skills
• Present Simple • Verbs and Nouns Related to Gadgets: come in a variety of • Reading: scan a text about a gadget;
Passive colours, feature a built-in radio, measure 25 by 20 cm, plug take notes on a text
a device into a socket, press the record button, recharge the • Speaking: describe gadgets
battery, switch a device on/off, turn the volume up/down, • Writing: write a description of a gadget
weigh 100g

1 floor
st
Gadgets

Warmer 4 Aim: make verb + noun collocations related to gadgets

Gadget Definitions • In pairs, students match the verb and noun phrases.
• Write the names of some gadgets on the board: juicer, Answers
electric toothbrush, mobile phone, metal detector. Elicit
a2 b5 c8 d3 e9 f4 g1 h6 i7
the collective noun: gadget.
• Describe one of the gadgets without saying its name:
You use this in the bathroom. It’s got batteries. You use it in Vocabulary Extension Activity
the morning and in the evening. You clean your teeth with Technology Gap
it. Students call out as soon as they guess which one it is. • Dictate the following gapped sentences. In pairs students
• Students tell the class what their most and least choose the correct words from activity 4 to fill the gaps
favourite gadgets are. and decide what devices are being described:
a I … it into a socket by the bed. I like watching late-night
1 Aim: guess what gadgets do from photographs
films in my room. (plug – TV)
• Students discuss their ideas in pairs and then turn to b There’s a signal but the battery is low. I’ll have to … it.
page 86 to check their guesses. (recharge – mobile phone)
Answers c It … in silver or black and … a slow cook setting. It …
1 Bluetooth speaker: a mobile speaker that wirelessly connects to 30 by 45 by 20 cm. (comes, features, measures –
your Bluetooth devices microwave)
2 wireless headphones: wireless headphone for listening to music, d Can you … the volume down on this? I’m talking to Jen
watching movies, etc. and she’s deafening me! (turn – mobile phone)
3 activity tracker: a smart watch that monitors you heart rate
4 robot vacuum cleaner: a smart electronic housekeeping
e Sorry. I had the right channel but I forgot to … the
technology that cleans dust in the rooms. record button. (press – DVD player)
5 Aim: practise phrases related to gadgets
2 Aim: scan a review of a gadget
• Explain or elicit that this review of a gadget called a • In pairs, students practise describing the gadgets on
page 86.
Parrobot is from a new products magazine.
• Ask: What sort of information do you expect to find in Sample answers
a review like this? The Bluetooth Speaker: It measures 5.5 cm by 18 cm by 6 cm. It
• Students predict what a Parrobot is from the picture weighs 0.7 kg.
The wireless headphones: It measures 15.5 cm by 9.5 cm by 7.5
and the name.
cm. The battery recharges in about two hours.
• Set a time limit of one minute for this activity. Students The activity tracker: It comes in four colors (black, blue, green, red).
scan the text for each verb and check the boxes. This touch screen gadget is used to monitor your heart rate.
The robot vacuum cleaner: Its diameter is 32 cm. It includes 1
3 Answers smart floor mop cleaner, 1 spare cleaning cloth, 1 charging cable
The Parrobot can do a, c, f and g.
Workbook: page 46, activities 1–3
Aim: make notes on a review
• In pairs, students read the text carefully and make notes
under the headings.

Answers
Product name: Parrobot
Operating instructions: Place on flat surface and press record
button.
Physical characteristics: 25cm high, available in variety of bright
colours, tough plastic, comes with rechargeable battery
Recording capacity: 20 recordings of 8 seconds each
Price: £39.95
Reviewer’s opinion: He’s a bargain and a lot of fun.

60
 Unit
08
1 floor
st
Gadgets

Grammar Elevator 8 Aim: controlled practice of the present simple passive

Present Simple Passive • Say: The BBC in London produces some excellent
programmes. Thieves steal hundreds of mobile phones
6 Aim: complete rules about the present simple passive
every day. Ask students to make these sentences passive.
• Ask students what designer items they are wearing. • Ask if it is necessary to use by in both sentences, and why
Write on the board: This bag was designed by Fendi. or why not.
Gucci designed this bag. • Students rewrite the sentences.
• With the class, identify which sentence is active and
which is passive. Ask: Which sentence emphasises the bag? Answers
a The Parrobot is sold on many Internet sites.
(the first) Which emphasises the designer? (the second) b Many gadgets are thrown away after the novelty wears off.
• Read through the examples with the class. c The sonic alarm is sometimes bought by parents for their
• In pairs, students complete the rules. children.
d The gadgets are packaged in attractive boxes.
Answers e Gadgets are tested by a government agency before they go on
a subject b agent c object the market.

7 Aim: study the form of the present simple passive 9 Aim: invent or choose a gadget and describe it
• Students circle the correct options and answer • Ask students if there is any gadget they wish would
the question. be invented.
• Students produce their descriptions in pairs.
Answers
a to be, past participle
10 Aim: present and assess ideas and descriptions
b To form questions we invert the subject and was/were.
To form negative sentences we add not to was/were.
• Ask pairs to read their descriptions to the class.
• Vote on: Which is the most useful? Which is the
most popular?
Grammar Guidance Workbook: page 47, activities 4–6
• Explain that passive tenses are commonly used in
technical or other information-heavy texts where style
is less important than content and where what is being
done is more important than who is doing it.
• Emphasise that passives are used to focus on the object
rather than the agent of a sentence and when the agent
is not important or completely unknown.
• Read through the Look! box with the class.

Grammar Extension Activity

Think of a Gadget
• Students think of a gadget. They don’t say what it is.
Choose a student at random and question him or her to
find out what the gadget is: Where is it made? Who is
it made by? Where is it sold? Where is it used? Who is it
bought by? What does it measure? What colours does it
come in? What does it do?
• Encourage other students to call out when they guess
what it is.
• Repeat with other students.

61
 Unit
08 Grammar
• Past Simple Passive:
Vocabulary
• Adjectives for Describing Size,
Pronunciation
• Stress: identify strong
Skills
• Listening: listen for information from
Uses of the Simple Colour, Shape and Material: and weak forms a radio programme; identify stressed
Passive aluminium, bright red, cloth, forms
enormous, glass, huge, leather, light, • Speaking: describe an object
light green, metallic grey, rectangular, • Writing: produce a quiz about great
round, square, steel, tiny inventions

2 floor
nd
Inventions

Warmer Vocabulary Extension Activity

Important Inventions It’s round
• Name an invention you think is very important for life • Describe something that is rectangular: a laptop.
today: the Internet, the aeroplane, the kettle. Students • In pairs, students choose one item for each of the fifteen
nominate other important inventions. adjectives.
• Ask: Which invention could you not live without? • Two pairs try to find out if they have anything the same:
Have you got a light green lamp? Have you got a metallic
1 Aim: discuss inventions and inventors
grey stapler?
• Discuss the questions as a class.
5 Aim: study and practise order of adjectives
Answers • Elicit three adjectives about one item and write them on
Alexander Graham Bell (1847–1922) was an American scientist. He
invented the telephone in 1876. the board: leather, bright red, enormous + sofa.
• Students put them in the right order: an enormous bright
2 Aim: listen to check information red leather sofa.
• In pairs, students match the dates to the pictures. • Write the types of adjective on the board: size, colour,
• Explain that they are going to hear part of a radio shape, weight, material. In pairs, students number them
programme called Popular History. in the order they appear when there is more than one
• Play CD 2 track 5. Students check their answers. adjective in front of a noun: size, weight, shape, colour,
material, noun.
8.1 (CD 2 track 5) See transcript on page 101 (Teacher’s Book). • Give students time to prepare two or three descriptions.
• Students describe their objects in small groups or as
Answers a class. Other students guess what it is.
a 1950s b 1895 c 1877 d 2000 e 2006 f 1973 g 1920s
Workbook: page 48, activities 1–5
3 Aim: listen to the radio programme again for more specific
information
• Read through the sentences with the class.
• Play CD 2 track 5 again.
• Students mark the sentences true or false, correcting the
false ones.

Answers
a False. It’s called Popular History.
b True.
c False. The first commercial telephone was a wooden box.
d False. The first mobile phone was invented by Motorola.
e False. Not until 1992.
f False. There’s one for dogs.

4 Aim: study adjectives used for describing size, colour,

weight, shape and material
• Students nominate a gadget. Elicit adjectives from the
class to describe it.
• Students categorise the words under the headings.
• Students suggest other adjectives for the categories.
Answers
Size: enormous, huge, tiny
Colour: bright red, light green, metallic grey
Shape: rectangular, round, square
Weight: light
Material: aluminium, leather, glass, steel, cloth

62
 Unit
08
2 floor
nd
Inventions

Grammar Elevator 8 Aim: listen to identify weak and strong sounds

Past Simple Passive and Uses of the Simple Passive • Say these three sentences: The house was built in 1985.
When was the house built? The house wasn’t built in 1990.
6 Aim: complete rules about the form of the past simple passive
• Students say in which sentence was is stressed (the
• Ask students how old they think the language school negative).
building is. Write on the board: This school was built in • Students listen to the sentences in activity 6 and mark
1933. Underline the verb form and elicit that this is the the verbs W [weak] or S [strong].
past simple passive. • Play CD 2 track 6.
• Students read the sentences and complete the rules. 8.2 (CD 2 track 6) See transcript on page 101 (Teacher’s Book).
Answers
a to be b past participle c not (n’t) Answers
aW bW cS
7 Aim: study uses of past simple passive
• Point to the sentence on the board and ask: Do we know P Aim: practise weak forms
who built the school? (No.) • Play CD 2 track 6 again for students to practise.
• Say: We were given five pages of English homework 9 Aim: controlled practice of active and passive verbs
yesterday! Explain that in this case we don’t need to say
who gave it to us because we all know. • Ask how many text messages students send on average
• Students match the uses to the extracts. each day.
• Students complete the text with the passive or active
Answers form of the verbs.
a 1 b 2, 3
Answers
a was thought b wasn’t sent c was used d is used e sent
f received g are transmitted h are stored i turns
Grammar Guidance j are not delivered
• Students may not be sure what a process is. Give this 10 Aim: use the passive form questions to create a quiz
example: What happens to completed exam papers after
an exam? The papers are checked and then put in secure • Students turn to page 87 and use the prompts to write
envelopes. They are then sent out to examiners for marking. present and past passive questions.
They’re cross-checked by other examiners before the • They ask each other the questions, note the answers and
results are given to the language school. Elicit that this is a then check on page 87.
process.
Answers
• Brainstorm other types of process. a When was television invented? (1925)
b When was the first colour TV programme made? (1951)
c Where is the Samsung company based? (South Korea)
d When was radioactivity discovered? (1896)
Grammar Extension Activity e Where was the Titanic built? (Ireland)
What a performance! f Where are most Levi jeans made? (Mexico and Guatemala)
• Students think of a play, film or other performance
they have seen recently.
11 Aim: write a quiz using passives
• They describe the performance using the past passive: • In pairs students write four more questions and then
The play was performed at the theatre on Friday evening. quiz another pair.
It was directed by my friend Martin. It was written by
Workbook: page 49, activities 6–8
Lorca. It was performed by some famous actors.

63
 Unit
08 Useful Expressions
• Expressions Related to Shopping: Can I help
Vocabulary
• Parts of an MP3 Player:
Pronunciation
• Intonation in
Skills
• Listening: listen to a
you? Do you take credit cards? Does it come battery, camera lens, a Shopping conversation in a shop for
in other colours? Excuse me. How much is it? carrying case, earphones, Exchange gist; listen for detail
How would you like to pay? I’m just looking. keypad, power button, • Speaking: practise a guided
I’m looking for an MP3 player. OK, I think I’ll recharging dock, screen, conversation; use sales
take it. OK, thanks a lot. But I think I’ll look speakers, strap, USB cable language to buy and sell a
around a bit more. What can I do for you? new MP3 player
What special features has it got?

3 floor
rd
Task: Shop for an MP3 Player

Warmer
New Gadgets
• Students name the gadget they have most recently
bought. Ask: Are you happy with it? Why or why not?
1 Aim: discuss MP3 and multimedia players
• Students describe their players. They compare theirs with
the most up-to-date models.
2 Aim: understand multimedia player vocabulary
• Ask students if they know any of the English words for
the parts of an Ipod Touch.
• In pairs, students do the labelling task.
Answers
1 speakers 2 camera lens 3 power button 4 carrying case
5 screen 6 recharging dock 7 keypad 8 USB cable 9 battery
10 earphones 11 strap

3 Aim: understand the gist of a conversation between a shop

assistant and a customer
• Say: Imagine you are shopping for an MP3 player. What
questions would you ask? Write the questions on the
board.
• Play CD 2 track 7. Students listen for whether the
customer buys the MP3 player. Students then say if any
of the questions on the board were asked.
8.3 (CD 2 track 7) See transcript on page 102 (Teacher’s Book).

Answer
Yes.

4 Aim: listen to the same conversation for specific

information
• Ask: How many customers does the shop assistant speak
to? (Two) Are they both interested? (No, the first one isn’t
interested) How many MP3 players does the shop assistant
talk about? (Two.) Do the students remember the names?
(Arios and Nadir)
• Students read through the questions individually.
• Play CD 2 track 7 again.
Answers
a Arios holds over 20,000 songs or 100 hours of video. It plays
games and it has got a smart case. It has got a camera and a
battery life of twenty hours of music or eight hours of video or
games. It comes in five colours and costs £290.
b Because it has got a camera.
c Nadir has got a built-in radio.
d No.

Workbook: page 50, activities 1–2

64
 Unit
08
3 floor
rd
Task: Shop for an MP3 Player

Express Elevator Alternative Task

Shopping Product Research
• Ask students whether they usually research a product
5 Aim: study expressions related to shopping transactions
they want to buy before they buy it. Ask them what
• Act out a short shopping conversation with a student kinds of information they look for, e.g. price, features,
to find out how much students can remember from the design, etc.
text in activity 3. You are the customer and the student is • Tell students they are going to work in pairs to research
the shop assistant. a product on the Internet (or in catalogues) and that
• In pairs, students match the phrases with the descriptions. they are then going to try to sell it to their classmates.

Answers
• Students choose a product such as a camera, mobile
phone, laptop, or MP3 player, and note down the key
1 c 2 b 3 a 4 a 5 e 6 b 7 c 8 d 9 a 10 c 11 e 12 d
features using the appropriate vocabulary. They could
also print or cut out pictures.
6 Aim: identify and practise intonation patterns • Students then take turns to role-play customers and
shop assistants.
• Do the first one to show how you want the intonation • Give students a limit to spend depending on what they
marked. want to buy, e.g. £150 for an MP3 player, £400 for a
• Play CD 2 track 8. Students mark the intonation. camera, £1,000 for a laptop, etc.
8.4 (CD 2 track 8) See transcript on page 102 (Teacher’s Book). • When the role-play is finished, students give feedback
about what they managed to buy and sell.
P Aim: practise intonation on shopping phrases
• Play CD 2 track 8 again. Students repeat the sentences Follow-up Task
after the speaker for practice. Product Reviews
7 Aim: practise a guided conversation in a shop
• Ask students if they usually read reviews of new
products that come onto the market and how influenced
• Explain that students are going to act out a guided they are by what they read.
conversation in a shop. • Tell students that they are going to write a review of
• Read through the prompts about the Arios R50 the MP3 player they bought in activity 9, or another
with students. item they have discussed. Using the review on page 76
• In pairs, students role-play the conversation, using the as a model, they should write about the positive and
expressions in the Express Elevator. negative features, what could be improved and whether
8 Aim: invent a product description for a new MP3 Player they would recommend it. They could also give the
product a star rating.
• Students prepare to write a product description for a new • Monitor, pointing out any errors and inputting any
MP3 player like the one for Arios R50.
language needed.
• Read through the limitations with the class.
• Explain that students are going to try to sell their Workbook: page 51, activities 1–3
MP3 player to other students, so they want it to have
attractive features but they also want it to be affordable.
• In pairs students invent the MP3 player and write the
product description using the guidelines.
9 Aim: role-play buying and selling a new MP3 player
• Divide the class into customers and shop assistants.
• Read through the instructions.
• Make clear that each pair can only spend a total of £400.
If the first student spends too much, the second student
will not be able to afford a player.
• Customers and shop assistants swap roles and repeat
the role play.
10 Aim: discuss shopping experiences
• Discuss the questions with the whole class.

65
 Revision
04 Grammar Revision
• Second Conditional
Vocabulary Revision
• Clothing and Accessories
Skills Revision
• Speaking: discuss fashion sense
• Gerunds and Infinitives • Physical Appearance • Listening: listen for detail
• Making Wishes • Phrasal Verbs Related to Relationships • Writing: write advice
• Gerund as Subject • Meanings of the Verb to get
• Giving Advice: Should, Shouldn’t,
Ought to, Had better, Could

1 Aim: revise the second conditional

• Give prompts to elicit a second conditional sentence:
I’m not fit. I don’t exercise much. If I exercised more,
I’d be fitter.
• Students complete the dialogues with the correct form
of the verbs in brackets.
• Play CD 2 Track 9 for students to listen and check
their answers.
R4.1 (CD 2 track 9) See transcript on page 102 (Teacher’s Book).

Answers
1 wore 4 went
2 you’d never get 5 I’d come
3 We’d never be 6 I had

2 Aim: practise the second conditional in a personal context

• Students use their own ideas to complete the sentences.
• They discuss their ideas in pairs.
• Ask each pair to report their favourite sentence to
the class.

Sample answers
a I would travel a lot
b I’d live in the Caribbean
c I earned more money
d I had more time
e I’d buy a bigger car
f a really great job offer came along

3 Aim: revise wishes

• Ask students where they wish they were at this moment.
Give them some options if they’re short of ideas:
Copacabana beach, the moon, riding a horse, sailing, a
sports event, shopping in Rome.
• Students match the situations to the wishes.
Answers
a 2 d 3
b 5 e 4
c 1

4 Aim: revise vocabulary related to clothes and jewellery

• Students match items from the box to what the people
are wearing.
• In small groups, students discuss who has the worst
fashion sense.

Answers
Left: belt, earrings, sandals, scarf
Middle: waistcoat, bracelet, chain, stud
Right: tracksuit, coat, hat, socks

66
 Revision
04

5 Aim: revise adjectives for describing appearance

• Students circle the correct options in the sentences.
Answers
a plain d gorgeous
b cute e pretty
c unattractive

6 Aim: revise the past simple passive

• Play CD 2 track 10. Students listen to the news report
and answer the questions.
R4.2 (CD 2 track 10) See transcript on page 102 (Teacher’s Book).

• Play the track again for students to check their answers.

• In groups, students discuss recent news in the area.
• Ask each group to report their most shocking story to
the class.

Answers
a the mayor d a passer-by
b crime and unemployment e in the village of Manston
c during a corner shop robbery f electronic equipment

7 Aim: revise the present and past passive

• Students put the verbs in brackets into the correct
present or past passive form to complete the news article
about stolen guitars.

Answers
a was broken
b were stolen
c was arrested
d is suspected
e are made
f is found
g has been offered

8 Aim: revise verbs related to electronic equipment

• Students complete the advert for a mobile phone with
the words in the box.

Answers
a features e weighs
b press f measures
c turn g recharges
d comes h plug

9 Aim: revise order of adjectives

• Elicit a description of something in the classroom using
more than one adjective. Revise order of adjectives.
• Students describe the pictures using two adjectives from
the box for each item.

Answers
1 bright green rectangular watch
2 brown leather belt
3 round glass bowl
4 enormous metallic grey car
5 light blue cloth bag
6 tiny steel statue

67
 Unit
09 Read on!
Grammar Vocabulary Skills
• Defining Relative Clauses • Book Genres: adventure, biography, comedy, detective, historical, • Reading: skim-read a synopsis
• Relative Pronouns: Where, horror, romance, science fiction, thriller, travel, war, western to identify the book genre;
Who, Whose, That • Adjectives ending in -ed or -ing: disappointed, disappointing, close-read for detail
entertained, entertaining, excited, exciting, frightened, • Speaking: ask and answer
frightening about reading experiences
and habits

1 floor
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Bookworms

Warmer 4 Aim: study -ed and -ing adjectives

Favourite Books • Elicit how the boys probably felt in Castelar: They were
• Ask students if they enjoy reading. Tell them what your frightened. Elicit how the other prisoners seemed to the
favourite book is and what genre it is from. Ask students boys: They were frightening.
to name their favourite books, and see if there is a clear • Students look at the examples in their books and
favourite. complete the rules for -ed and -ing endings in pairs.
1 Aim: identify and discuss different genres. • Elicit other pairs of -ed and -ing adjectives: interested,
interesting, bored, boring, excited, exciting, worried,
• Check the meaning of genres (different kinds of book, worrying. Construct examples with the students to show
film, etc.)
meanings.
• In pairs, students list books and writers for each genre.
• Find out who has the most. Answers
a -ed b -ing
2 Aim: skim-read a synopsis to identify genre
• Check the meaning of synopsis (a very short summary). 5 Aim: use -ed and -ing adjectives in discussion about reading
• Read aloud the title. Ask: Has anyone read it? experiences and habits
• Set a time limit of three minutes for students to skim the • Students first circle the correct options in the questions
synopsis and decide on the genre. and then interview their partners.
• Ask: Who would like to read the book? Why or why not? Answers
Answer 1 entertaining 2 exciting 3 disappointed 4 frightened
western 5 frightening

3 Aim: close-read for detail Vocabulary Extension Activity

• Ask students what they can remember about the story Guess the Genre
without reading it again: names of characters, places, • Make up an extract from a book: She ran into the garden.
how it begins and ends. Tears fell on the flowers. Her heart was breaking. How
• Pre-teach or check the meaning of key vocabulary: could he do this to her? Students stop you and identify
ranch (a place to raise horses and cattle), naively (when the genre as quickly as they can.
someone does something in an inexperienced or • In pairs, students do the same. They choose a book they
innocent way), belongings (possessions), outraged (very know, or invent one and start to tell their partner about
angry), notorious (famous for something bad), corruption it. He or she stops them when they guess the genre.
(dishonesty), released (let out of prison), kidnap (take a
person prisoner and demand money from the family for Workbook: page 52, activities 1–4
his or her safe return).
• Students read the synopsis again and answer the
questions individually.

Answers
a John Grady Cole, Rawlins, Jimmy Blevins, Don Hector Rocha,
Alejandra and her aunt.
b In Mexico and the USA.
c Blevins loses his horse and all his belongings.
d Because he doesn’t like her relationship with Grady.
e The boys get into a knife fight in prison. Rawlins is badly hurt.
f He kidnaps the captain and gets the boys’ horses back.

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09
1 floor
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Bookworms

Grammar Elevator • Dictate these pairs of sentences. Students link them in

Defining Relative Clauses the same way:
a We went back to the hotel. We stayed there in 2004.
6 Aim: identify elements of two-clause sentences ( … back to the hotel where we stayed in … )
• Construct a two-clause sentence with students. Ask: b I enjoyed the film. We saw it last Saturday. ( … film
Who is Maradona? (He’s a football star.) What else has that we saw last … )
he done? (He used to have his own TV chat show.) Ask c I met the author. She won the prize for Best Children’s
students to put the two halves together with who in the Book of the Year. ( … the author who won … )
middle: Maradona is a football star (main clause) who d The police spoke to the man. His car had been stolen.
(relative pronoun) used to have his own TV chat show ( … the man whose car … )
(relative clause).
8 Aim: match clauses to make complete sentences
• Elicit the fact that the relative clause identifies the thing
or person we are talking about. • In pairs, students match the main clauses with the
• In pairs, students label the three parts of each sentence. defining relative clauses. They should only write the
Do the first one as an example if necessary. relative pronoun if it is necessary.

Answers Answers
a Grady is a boy [MC] who [RP] rides to Mexico in search of a 3, whose b 4, who c 6, that/– d 5, who/– e 1, where
adventure [RC]. f 2, where
b Blevins’s horse causes all the problems [MC] that [RP] the boys
9 Aim: link sentences and find out information
have got [RC].
c Castelar is a tough place for prisoners [MC] who [RP] haven’t • Ask students if they know the book or the film The Beach.
got any money [RC].
Ask: Where is it set? (Thailand.) Who stars in the film?
d Don Hector is a rich landowner [MC] whose [RP] wife lives in
Mexico City. [RC] (Leonardo diCaprio and Robert Carlyle.) What is the story?
• Tell students that they are going to look at different sets
7 Aim: complete rules about relative clauses of information about the film. First they work on their
• Students read the examples and circle the correct own to join pairs of sentences with relative pronouns.
options individually. Then they ask and answer questions with their partner to
find out more. Student B asks the first question.
Answers • Put students into A/B pairs. Student A turns to page 87
a can’t b don’t use and student B turns to page 91.
• Students complete the task. Monitor and help.
Grammar Guidance
Answers
• Students can confuse where, which and that. Because Student A
they associate where with place they sometimes try to a The main character of The Beach, Richard, is a young European
say: We went to the restaurant where is in the High Street. traveller who is looking for adventure in Thailand.
b There is a beautiful, unspoiled beach on the island where a
In this sentence, however, the restaurant is a thing and
community of travellers lives.
we use which or that to refer back to it. Contrast this c The drug dealers kill some other travellers who arrived with a
with: That’s the restaurant where we met. The pronoun copy of Richard’s map.
this time is referring back to the place in which we met, d Richard is saved by some French backpackers who arrived on the
so where is correct here. island with him.
• Students sometimes put in an extra pronoun for the Student B
a Richard meets a mysterious man who gives him a map of a
object in a relative clause: That’s the woman who I met secret island before committing suicide.
her on holiday. Highlight the two pronouns. b Richard goes to the island and discovers it is run by drug dealers
who won’t tolerate a lot of visitors.
c Richard is attacked by some members of the community who
blame him for the problems with the drug dealers.
d Richard escapes and leaves a copy of a map in the hotel room
where he stayed on his first night in Thailand.
Grammar Extension Activity
Linking Sentences Workbook: page 53, activities 5–8
• Write these two sentences on the board: I read the book.
My sister gave it to me for Christmas. Ask students to link
the two sentences using a relative pronoun. I read the
book (that) my sister gave me for Christmas.

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 Unit
09 Grammar
• Non-Defining
Vocabulary
• Books: appendix, author, chapter,
Pronunciation
• Pauses in Non-defining
Skills
• Listening: extract detail from an
Relative Clauses character, contents, editor, epilogue, Clauses informal conversation; identify pauses
foreword, index, novelist, plot, in non-defining relative clauses
prologue, protagonist, publisher, • Writing: write a quiz with a team; ask
setting, writer and answer true/false literary questions

2 floor
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Fictional Lives

Warmer character from Misery by Stephen King. She’s a nurse. She lives
alone in the country. She loves romantic novels. She rescues her
Name Their Film
favourite novelist from a car accident. She’s obsessed with one of
• In pairs, students write down the names of films and one his characters. She invites him to stay and write his novel in her
or two of their main characters: Pirates of the Caribbean – house. She goes mad when she learns that her favourite character
Captain Jack Sparrow, Elizabeth Swann, Will Turner; Spider- is being killed off. She forces him to write another novel in which
Man – Mary Jane Watson, Peter Parker. this character is saved. She breaks the novelist’s legs and cuts off
• Students exchange pairs. Each student gives the names of his thumb.
Paul Sheldon: He’s Annie’s favourite novelist. He has a car accident
the characters and their new partner names the film. and Annie rescues him.
1 Aim: identify and express opinions about fictional characters Misery Chastain: She’s one of Paul Sheldon’s characters. Paul is
going to kill her off in his next novel.
• In pairs, students identify the characters and name the
books or films in which they appear. Ask them what else Aim: study and categorise book-related vocabulary
4
they know about the characters. • Ask what words students know related to books: chapter,
• Ask students who their favourite fictional character is index, novels. Ask one or two students to come and write
and why. them on the board.
Answers • Students read the words in the box and see how many
Clockwise from top left: Annie Wilkes, Sherlock Holmes and are on the board.
Dr Watson, James Bond, Hermione Granger, Bridget Jones, • Students look at the headings. In pairs, students put the
Frodo Baggins. words into the right categories.
2 Aim: extract information from an informal conversation
• Check meaning: What do you find in an epilogue? What
does an editor do? What sort of books have an appendix?
between two students
• Finally see if students can add any more words to the
• Explain that students are going to hear a conversation categories.
between Jim and Amy – two English Literature students –
about an essay. Answers
Parts of a book: appendix, chapter, contents, epilogue, foreword,
• Students identify which characters from the pictures in index, prologue
activity 1 they mention and who their favourites are. Elements of a story: character, plot, protagonist, setting
• Play CD 2 track 11. Jobs related to books: author, editor, novelist, publisher, writer
9.1 (CD 2 track 11) See transcript on page 102-103 (Teacher’s Book). Aim: practice of book-related vocabulary
5
Answers
• Students complete the questions individually with words
They mention Frodo, Bridget Jones and Annie Wilkes. from activity 4.
Amy’s favourite is Bridget Jones. • In pairs, they ask and answer the questions.
Jim’s favourite is Annie Wilkes.
Sample answers
a author, character, novelist, writer
3 Aim: listen again for specific information
b appendix, contents, foreword, index, prologue
• Tell students to listen again and note down information c author, novelist, writer, protagonist
about the five people who are mentioned in the d plot
conversation. Tell them to write just one or two things
for each person, especially Annie Wilkes, as Jim says a lot Vocabulary Extension Activity
about her.
Literary Definition
• Play CD 2 track 11 again. • Give a definition and ask students for the word: Here you
• Pause after each section of the conversation to give can find what is in the book. (contents)
students time to note down the information.
• Students write five definitions individually. In pairs, they
Answers give words for each other’s definitions.
Bridget Jones: She’s great. She’s funny. She gets herself into lots of
situations. Workbook: page 54, activities 1–5
Stephen King: He writes horror stories, including Carrie and Christine.
Annie Wilkes: (a couple of items from this list) She’s a terrifying

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09
2 floor
nd
Fictional Lives

Grammar Elevator Grammar Extension Activity

Non-defining Relative Clauses Clause Fill
• In pairs, students write five sentences with a missing
6 Aim: identify relative clauses and match to descriptions clause between the commas. They can write about
• Revise defining relative clauses from the last lesson: Paul people, places or things. They write their own missing
Sheldon was rescued by a nurse who kept him prisoner. She clauses on a separate piece of paper.
found him where he had crashed his car. Annie loved the • Pairs exchange sentences and think of a non-defining
character that Paul wanted to kill off. relative clause to go in each gap. There are no correct
• Remind students that defining clauses are crucial to the answers.
meaning of the sentence and cannot be left out. • Pairs exchange back and see how close the two sets of
• Give an example of a non-defining clause: Paul Sheldon, answers are.
who was a writer, had a car accident. Point out that if
8 Aim: identify pauses in relative clauses
the information about Paul being a writer is left out, the
sentence will still make sense. • Play CD 2 track 12.
• In pairs, students underline the relative clauses in the • Students read and listen to the example sentences in
examples and identify the defining and non-defining activity 6 and mark the places where the speaker pauses.
relative clauses. 9.2 (CD 2 track 12) See transcript on page 103 (Teacher’s Book).

Answers
a where she reads a lot of romantic novels
Answers
a pause after house
b who rescues Paul
b no pauses
c who is tired of writing romantic novels
c pauses after Paul and novels
Example b is a defining relative clause; a and c are non-defining
relative clauses.
P Aim: practise pauses in non-defining clauses
7 Aim: complete rules for defining and non-defining • Play CD 2 track 12 again for students to repeat.
relative clauses
9 Aim: controlled practice of linking clauses with
• Students complete the rules and answer the question. relative pronouns
Answers • Ask students to look at the examples in activity 6 again.
a Defining b Non-defining c Comma, comma or full stop Ask which two sentences are combined to produce
sentence c: Paul decides to kill Misery. He is tired of writing
romantic novels.
Grammar Guidance • In pairs, students choose the most appropriate sentences
• Students sometimes confuse defining and non-defining to match and then join them with non-defining relative
relative clauses. This is often more of a problem in theory clauses.
than in practice. Emphasise that non-defining clauses Sample answers
simply add non-essential information and if they are left a 4 Stephen King, who spent his childhood in Maine, was brought
out, the basic meaning of the sentence doesn’t change. up by his mother.
It is extra information. This extra information is either b 1 King, who was active in student politics at university,
campaigned against the war in Vietnam.
included within commas or at the end of a sentence
c 2 King’s first novel, Carrie, which he had written in the evenings
after a comma. and at weekends, was published in 1974.
• Write a sentence on the board: Angelina Jolie, who …, d 3 In 1975, the Kings moved to Colorado, where King wrote
is on the cover of Vogue magazine. Show how alternative The Shining.
pieces of information can go between the commas
without affecting the rest of the sentence: who is a 10 Aim: write true/false information; identify and correct
United Nations Goodwill Ambassador or who is married false information
to Brad Pitt. • Read through the instructions with the class. Use the
• It sometimes helps students if they study patterns for Hemingway examples to show how the task works.
defining relative clauses. Present and practise some of • Divide the class into small teams. They prepare their
the more common patterns: That’s the man who’s moving pieces of information.
in next door. It’s an object that is important to me. It’s • Join the groups to make two teams.
the place where I was born. • Teams take turns reading out their sentences.
Workbook: page 55, activities 6–8

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 Unit Useful Expressions Pronunciation Skills
09 • Discussing Books: Her descriptions are • Using Intonation to • Speaking: express preferences about books
amazing. His style is very clear. I couldn’t relate Emphasise Opinions • Reading: read for general information
to them. I loved the narrator. It started really • Listening: listen for specific information; identify
slowly. It was a bit slow in the middle. She intonation patterns
writes great dialogue. The ending was brilliant. • Writing: write book recommendations
They weren’t very convincing.

3 floor
rd
Task: Choose a Book for a Friend

Warmer Answers
a Yes, they all enjoyed it.
Book Choice
b Da Vinci Code: rejected because one woman has read it and
• Brainstorm the things that help students choose a book: didn’t like it
a friend’s recommendation, the book of a film they’ve Joanna Trollope book: rejected because one man thinks all her
seen, the cover, the genre, a new book by a familiar books are the same and boring
author, the book shop’s recommendation, something Memoirs of a Geisha: rejected because the second woman
doesn’t want to read about something that happened a long
they saw reviewed.
time ago in a different country
• Revise genres from the first lesson in this unit. c His writing brings places alive, his descriptions are fantastic and
1 Aim: discuss books and genres he has a great sense of humour.
d A travel book.
• Students discuss the questions in groups.
Workbook: page 56, activities 1–4
2 Aim: read a notice for general information
• Ask students what a book club is (a club in which
members gather to discuss books).
• Find out what students think happens at a book club. Ask
them to focus on the main point of the book club.
• Students read the notice to check their predictions and
answer the question.
• Ask: Would you like to join a book club? Do you know
anyone who is a member?

Sample answer
Discuss this month’s book, which they have read at home.

3 Aim: listen to a semi-formal discussion for specific

information
• Explain that students are going to hear a book club
discussion. There are four speakers – two men and two
women. They listen for the name of the book they choose
for next month.
• Play CD 2 track 13.
9.3 (CD 2 track 13) See transcript on page 103 (Teacher’s Book).

Answer
Bill Bryson’s African Diary

4 Aim: listen again for specific information

• Students read the questions.
• Play CD 2 track 13 again.

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 Unit
09
3 floor
rd
Task: Choose a Book for a Friend

Express Elevator • In pairs, students recommend their books to each other.

Discussing Books They make notes about their partner’s recommendations.
• The partner who is listening can ask questions to get
5 Aim: categorise opinions more information: Has the plot got any weak parts?
• Ask what students can remember about how the 9 Aim: discuss recommendations and reasons
speakers expressed their opinions on the listening track.
• In pairs, students read through the opinions in the box • Students discuss their recommendations in small groups.
and mark them according to what they describe. • Find out which the most recommended books in the
class were.
Answers
Plot (P): The ending was brilliant. It was a bit slow in the middle. 10 Aim: choose books for a book club
It started really slowly. • Students imagine they belong to a book club. In pairs,
Characters (C): They weren’t very convincing. I couldn’t relate to they choose two books for the club to read.
them. I loved the narrator.
Writer (W): She writes great dialogue. His style is very clear. Her
• Compare choices across the class and find out which the
descriptions are amazing. most popular are.

Express Elevator Guidance Alternative Task

• Point out that if you’re telling a person about a book, Book Discussion Role-Play
you use more informal language than if you are writing • Ask students if they watch or listen to TV or radio
about it. We might say brilliant, great, amazing but we programmes which review books, films, or music, and how
might write convincing, clear, excellent. much they are influenced by them.
• Highlight the importance of using a range of adjectives • Divide students into groups of four and tell them they are
when talking about books and films. going to carry out a role-play in which they discuss books
for a TV or radio programme.
6 Aim: listen for intonation patterns
• Students should choose one book that they liked or disliked
(the stronger their opinions the better) and talk about it.
• Say this sentence with no intonation: The ending was • For the role-play, two students should choose to ‘rave’
brilliant. Ask students what is wrong with it. Elicit the about the book and two should ‘slate’ it. Give students a
best way to say the sentence. few minutes to plan what they’re going to say using the
• Ask students to look at the opinions in activity 5 Express Elevator language.
again and to predict where the intonation will fall to • When ready, students carry out their role-play, with
give emphasis. one student chairing the discussion. Encourage them to
• Play CD 2 track 14. Students mark the intonation. interrupt each other and let the debate get quite heated,
9.4 (CD 2 track 14) See transcript on page 103 (Teacher’s Book). e.g. I’m sorry, but I just can’t agree with you! The ending was
not brilliant. It was boring and the characters weren’t very
P Aim: practise intonation on opinions convincing at all!

• Play CD 2 track 14 again. Students repeat the sentences • Monitor, noting errors for correction. The role-plays could
also be recorded or filmed.
after the speaker for practice.
• Students could carry out another role-play, discussing a
7 Aim: note information about books different book.

• Tell students about a book you have read. Talk a little Follow-up task
about the plot, the characters and the writer.
• Students complete the table with information about Book Review
two books they have enjoyed – the books don’t have to • Students write a review of one of the books they
be in English. Emphasise that these must be books they recommended in today’s lesson.
like because they are going to recommend them in the • Remind students to organise their paragraphs logically,
next activity. with each one covering a different aspect of the book.
• Help individual students who are short of ideas. They should finish with a recommendation.
• Collect the reviews together in a Book Club Newsletter.
8 Aim: recommend books Make a few copies if possible and circulate them round
• Explain to students that they are going to recommend the class.
their books to their partner. Revise expressions for
Workbook: page 57, activities 1–2
recommending: You really should read it because … You’ll
love it!

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 Unit
10 The Box
Grammar Vocabulary Skills
• Reported Statements: say • Nouns and Verbs Related to the Film Industry: act, • Reading: skim-read a newspaper report
and tell + present simple, actor, camera, cameraman, cast, costumes, crew, for gist; close-read for sequence
present continuous, past direct, director, edit, editor, extra, film, lighting, • Speaking: discuss soap operas, report
simple, present perfect produce, producer, prop, script, set, shoot, writer statements and explain contexts
simple, will • Writing: report things people say

1 floor
st
Police, Camera, Action!
Warmer 4 Aim: study vocabulary related to the film industry
Soap Up • Ask students to look at the pictures in activity 3 and give
• Set this scene for students: We’re in a suburb of London. you words related to the film industry.
We’ve got a group of characters. Couple 1: their son is in • In pairs, students mark the words.
trouble with the police. Couple 2: the husband says he is
gay and the wife has cancer. Couple 3: the wife is having Answers
Actions: act, shoot/film, direct, edit, produce, cast
an affair with the husband in Couple 1. Invite students to Jobs: actor, cameraman, cast, crew, director, editor, extra, producer,
think of more connections and events related to these writer
people’s lives, the more ridiculous the better. Film items: camera, costumes, film, lighting, prop, script, set
• Elicit that this is a soap opera.
1 Aim: express opinions about soap operas Vocabulary Extension Activity
• With the class, decide which are the most popular soap Film Vocabulary Gap Fill
operas on TV.
• In small groups, students discuss the questions. Find out • Dictate the gapped sentences below to students.
if there is a class favourite.
• They use the words from activity 4 to complete them.
• Students can then write their own gap-fill sentences
2 Aim: skim-read a newspaper report of an incident for gist using film-related vocabulary for their partner.
• Students look at the pictures in activity 3 and predict a We have to change the …! Get the writer here now.
what the article will be about. (script)
• Set a time limit of thirty seconds for students to read the b The director gets angry if any … go missing. (props/
article and choose the best headline. actors/costumes)
• Ask some general questions: What did Mrs Martin see? c He started his career as one of 1,000 … in The Lord of
What did she do? What was really happening? the Rings and now he’s playing a lead character. (extras)
d The director wants to … the scene inside the café.
Answer (shoot/film)
b Caught in the act
This expression means caught doing something wrong. The word
e The … looks so realistic! It could really be 1920. (set)
act also relates to the film industry. 5 Aim: discuss the rights and wrongs of intervention

3 Aim: close-read for sequence • Students discuss the two questions in pairs, giving
reasons for their opinions.
• Pre-teach or check the meaning of key vocabulary: • Ask students to give their opinions to the class.
priest (a minister of the church), uniformed (wearing a
uniform), shoot a scene (film part of the programme on Workbook: page 58, activities 1–3
camera), clip (a short extract from a film/programme), to
air (to show on television), press charges (to ask the police
to charge someone).
• Individually, students read the article again and number
the pictures in order.
• Get students to describe what is happening in each
picture when you check answers.
• Ask if anyone has been on the set of a TV programme or
film, and ask them to tell the class about it.

Answers
a5 b1 c3 d4 e2

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10
1 floor
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Police, Camera, Action!

Grammar Elevator Grammar extension activity

Reported Statements In Their Own Words
• Write these sentence openers on the board:
6 Aim: study how to report statements a She later told police … (‘I didn’t stop to think about
• Write a reported statement from the article on the board: my own safety but threw myself at the gunman and
Later Mrs Martin said that she was very embarrassed by knocked him to the ground.’)
the incident. Say that this is a reported statement. Elicit b The director said … (‘We continued filming the whole
what Mrs Martin actually said: I am very embarrassed by time and Mrs Martin was very heroic.’)
the incident. Make some simple statements: I’ve lost your c He did not say … (‘I don’t know if we will use the clip.’)
homework. Students report your statements: The teacher d He told reporters … (‘I won’t be pressing charges
said he/she had lost our homework. against Mrs Martin.’)
• Read aloud the examples. • Ask students to find sentences in the report in activity
• In pairs, students choose the correct answers. 2 that start with these words and to write what each
Answers person’s actual words were.
a Both the pronoun and the verb.
9 Aim: controlled practice of reported statements
b It normally moves one tense back.
• Do the first example with the class. Ask: Why did a
7 Aim: controlled practice of reporting verb tense changes colleague speak to the boss? (I had been late for work.)
• Students locate the pieces of information in the text and Write the reported sentence including the context:
copy down how they are expressed in reported speech. A colleague said she had spoken to the boss because I had
been late for work again.
Answers
b Present continuous > Past continuous: [He] explained that they
• In pairs, students complete the task.
were filming a new soap opera. Sample answers
c Past simple > Past perfect simple: She complained there had a 3 A colleague said she had spoken to the boss because I had
been no signs to warn the public. been late for work again.
d Present perfect simple > Past perfect simple: [He] said that Mrs b 1 My boyfriend said he didn’t want to go to the cinema tonight
Martin had been very heroic. because he’d spent all his money.
e Future with will > would: He told reporters he would not be c 2 His mother told him he had to help his dad in the garden
pressing charges. because his back was bad.
d 5 I told my teacher I was sorry I’d missed class yesterday but
8 Aim: study and complete rules for say and tell my alarm clock had broken.
• Students look at the examples in activity 6 again and e 4 My teacher told us we would revise the present perfect
circle the correct options. simple in class.

Answers 10 Aim: invent and report things people say

a told b don’t have to
• Give an example – Britney Spears: ‘I’m going to name the
baby Kevin.’ She said (that) she was going to name the
Grammar Guidance baby Kevin.
• Students sometimes confuse say and tell. Common • Students write the sentences individually.
errors include He told to me … or He said me …
Sample answers
• Students sometimes use the ‘one tense back’ rule too She said she was going to give us extra homework because we’d
strictly. If your class is strong, give them this more been lazy. (my teacher)
flexible rule: If the reporting is happening immediately She said she would never appear in a soap opera again. (a TV star)
or if something is still true, we sometimes don’t change He said that there had been a bad accident on the motorway.
tense: (a newsreader)
She said that they’d sold all the flats on the first day of the sale.
A: Where do you live? (a salesperson)
B: In Prague. He told me that he thought I’d lost weight. (my colleague)
A (reporting B’s answer): She said she lives in Prague.
• Remind students to change pronouns when they are 11 Aim: read and listen to each other’s sentences
reporting speech. • In small groups, students take turns reading out their
sentences. The others guess who said each one.

Workbook: page 59, activities 4–6

75
 Unit Grammar Vocabulary Skills
10 • Reported Questions • Reporting Verbs: admit, complain, • Reading: extract information from a TV guide
explain, say, suggest, tell • Listening: listen for gist to an extract from a TV comedy
programme; listen for detail; identify stressed syllables
• Writing: respond to given situations
• Speaking: role-play an interview between a reporter and
a soap star

2 floor
nd
Family Matters

Warmer 4 Aim: study verbs used in reported speech

TV Discussion • Say that you’re in a restaurant. Make a complaint: The
• Discuss what everyone watched on TV last night. Ask soup is cold! Ask students to report this statement: She
how they decided what to watch. Elicit different ways said the soup was cold. Now show how we can report the
of choosing what to watch: word of mouth, TV guide, statement with a different verb: She complained that the
review, TV trailer or advert, something you always watch, soup was cold. Explain that we can improve the style of a
channel hopping. piece of writing by using different reporting verbs.
1 Aim: read a TV guide for specific information • In pairs, students complete the text with the missing verbs.
• Play CD 2 track 16 for students to check their answers.
• Say the name of a popular sitcom: Friends, The Office.
Elicit what kind of programmes they are (situation
10.2 (CD 2 track 16) See transcript on page 104 (Teacher’s Book).
comedies).
• Students name other sitcoms from their country and Answers
a said d suggested
abroad. b told e complained
• Read through the questions. Students find the answers c explained f admitted
in the TV guide individually.
• Ask: Why does Derek have to get his mother out of the house? 5 Aim: respond to given circumstances

Answers • Ask students what complaint they could make about the
a A sitcom. food in the school café: It’s too expensive. It’s the same
b Derek (husband), Susan (wife), Ann (daughter), Derek’s mother. every day.
c Derek is going to take his mother out. • Read aloud the example circumstance and response.
2 Aim: listen for gist to an extract from a TV comedy
• Students think of and write responses individually.
programme
• They compare their responses in pairs. Find out who has
the best ideas.
• Explain that students are going to hear four speakers in
this extract from the show: Derek, Ann, Gran and a ticket Sample answers
a The bread I bought yesterday was stale.
seller. b Let’s go to the cinema.
• Play CD 2 track 15. Students listen for the answer. c I missed the bus.
d I’m sorry. I forgot to send the letter.
10.1 (CD 2 track 15) See transcript on page 103-104 (Teacher’s
e I left my briefcase at work.
Book).

• Ask students what Gran’s problem is (she can’t hear very Vocabulary Extension Activity
well).
What did you say?
Answer
They go to the cinema.
• Elicit and write on the board a selection of reporting verbs:
say, tell, ask, explain, suggest, complain, admit, confess.
3 Aim: listen for specific information • In pairs, students report their responses from activity 5
• Play CD 2 track 15 again. Students listen and answer the using reporting verbs.
questions individually. • Possible sentences:
• Students compare answers. a I complained that the bread I had bought the day
• Ask students if they think this extract is funny and why before was stale.
or why not. b I suggested that we went to the cinema.
c I explained that I had missed the bus.
Answers d I admitted that I had forgotten to send the letter.
a Gran is upstairs. e I told the teacher that I had left my briefcase at work.
b She’s at work.
c Because she’s gone off the cinema and she’s depressed. Workbook: page 60, activities 1–6
d At the front.
e She snores and then she stands up in the middle of the film.

76
 Unit
10
2 floor
nd
Family Matters

Grammar Elevator P Aim: practise sentence stress

Reported Questions • Play the track again for students to listen and repeat.
6 Aim: study reported questions 8 Aim: controlled practice of reporting questions
• Read through the example pairs of sentences. • Write on the board: Where’s your gran? Ask students who
• Students work out the rules from the sentences. from the sitcom asked this question, Ann or Derek. Elicit
or model the reported question: Derek asked Ann where
Answers
a don’t repeat b sentences c yes-no questions d repeat her gran was.
e optional • Students decide who asked each question and who
the questions were addressed to. They then report the
questions and compare their answers in pairs.

Grammar Guidance Sample answers

• Students often try to use auxiliaries in reported a Derek asked Ann if she wanted some popcorn.
b Gran asked Derek how long she had been asleep.
questions, particularly when a question word is used:
c Ann asked Derek if he had ever been so embarrassed.
He asked me when did I want to leave. ( … when I wanted d Susan asked Ann how the other people had reacted.
to leave.) Reinforce with plenty of examples: How do you e Susan asked Derek when his mum was leaving.
make hummus? Why do you ask so many questions? What
do you want to study next year? 9 Aim: role-play an interview between a reporter and a soap
• Students sometimes confuse word order when a star
question word is used with the verb to be: He asked me • Explain that students are going to role-play an interview
what was the time. ( … what the time was.) Reinforce with between a newspaper or TV reporter and a soap star.
examples revising expressions for requesting personal • Put students in A/B pairs. Student A turns to page 88.
information: How old are you? What’s your name? What’s Student B turns to page 88.
your job? Where are your parents from? • Students prepare their information separately.
• At the start of their interview, the soap stars give their
name and what TV programme they are in. The reporters
say what newspaper, magazine or TV channel they work
Grammar Extension Activity for.
Reported Questions Gap Fill • During the interview the reporter takes notes.
• Read aloud the following sentences. Students write the 10 Aim: report information from the role-play
missing words. Students check each other’s work:
a He asked me … I had gone to university. (where/when) • Students work in groups of reporters and soap stars.
b She asked them … they had come home early. (why/if) • Invite one or two pairs to perform their role-play for the
c The teacher asked them … they were going to travel to class.
the concert. (how/when) Workbook: page 61, activities 7–9
d The manager asked her … she had spoken to about the
problem. (who)
e He asked her … she was planning to do at the weekend.
(what)
7 Aim: listen to identify the main stresses in sentences
• Play CD 2 track 17. Students listen and mark the stressed
words in each sentence.
10.3 (CD 2 track 17) See transcript on page 104 (Teacher’s Book)..

Answers
a He asked her when she wanted to leave.
b He asked if she had enjoyed the film.
c Gran asked if the film had finished.
d Susan asked how long Gran was going to stay.

77
 Unit Useful Expressions Skills
10 • Reporting Survey Results: Another finding is that …, • Reading: Interpret a completed survey of TV watching
From this we conclude that …, It can be seen from the habits; compare individual information with general
graph that …, Most people said that …, Only two people information; read for specific information
…, Our conclusion is that …, Over 50% …, The graph • Speaking: comment on survey results; conduct a
shows that …, The majority of those surveyed …, The survey; present survey results to the class
results show that …, The survey found that … • Writing: comment on survey results; conduct a survey;
present survey results to the class

3 floor
rd
Task: Write a Survey Report

Warmer 5 Aim: discuss survey results

Survey Survey • In small groups, students answer the questions. To
• Discuss surveys, such as those found in lifestyle find out the answer to the second question, they could
magazines (Cosmopolitan, GQ, etc.) Ask: Do you like quickly survey everyone in the class, answering with a
completing them? Do you like reading the results? Are show of hands and recording answers on the board.
surveys useful, fun or a waste of time?
Workbook: page 62, activities 1–3
1 Aim: introduce the topic
• Find out how many students have got a TV in their
bedroom at home. If they don’t, ask if they argue with
members of their family about what to watch.
• Students discuss the questions in small groups.
2 Aim: interpret a completed survey of TV watching habits
• Explain that students are going to read a survey about TV
viewing habits.
• Pre-teach or check the meaning of key vocabulary:
documentary (a film about a factual subject), censor (not
allow something to be seen on moral grounds).
• Students look at Giulia’s answers and think what their
own answers would be. In pairs, they compare their
viewing habits with Giulia’s.
• With the class, ask different students to compare
themselves to Giulia: She’s 28 and I’m 30. She’s an
accountant and I’m an engineer. She watches five hours of
TV during the week and I watch about ten.
• Ask: Who thinks they are similar to Giulia? Who is
different?

3 Aim: compare an individual response with general trends

• Students read the report presenting the overall results of
the survey and compare them with Giulia’s answers.

Answer
Giulia is not typical in that she watches less TV than the average
person. Her opinions on violence and documentaries are typical.

4 Aim: read for specific information

• Students read the report again to answer the questions
individually. For the last question, explain they have to
mark the results from questions b and d on the graph.

Answers
a Twenty.
b Women.
c Forty-nine.
d Five people.

78
 Unit
10
3 floor
rd
Task: Write a Survey Report

Express Elevator 9 Aim: present survey results

Reporting Survey Results • Students work in small groups. Try to put together students
with different survey topics. Students present their survey
6 Aim: understand how these expressions are used
results. Other students can ask for more information.
• In pairs, students put the expressions in the table. • Encourage students to write down one interesting piece of
• They can add any more expressions they know. information from each of the other surveys they hear about.
Answers 10 Aim: report surprising results
Reporting results: It can be seen from the graph that …, The
graph shows that …, The survey found that …, Another finding is • Get the class to decide on the most surprising results.
that …, The results show that …
The number of people: Most people said that …, Over 50% …, Alternative Task
The majority/minority of those surveyed …, Only two people …
Making a conclusion: From this we conclude that…, Our Survey Presentations
conclusion is that … • Tell students they are going to create their own survey on a
topic of their choice from the Student’s Book.
Express Elevator Guidance • Get students to have a look through their Student’s Book
• Point out that survey results are usually given in writing and choose a topic from those they have already studied.
and use more formal language. Passive verb forms are often They should prepare at least four questions on the topic,
used to complete the sentence openers listed in activity 6. e.g. Travel: Rank your favourite types of holiday: sightseeing,
• Highlight that we is commonly used as a pronoun in beach, trekking. Work: Do you agree with the following:
survey results:We have found that …, referring to the Money is the most important thing in a job, etc.
team of researchers that has produced the report. • Monitor, pointing out any errors and inputting any language
needed.

7 Aim: prepare questions for a survey

• When ready, students circulate, interviewing their
classmates and making a note of their answers.
• Explain that students are going to conduct their own TV • Students then work individually to write a report on their
survey. surveys using the Express Elevator language. Encourage
• Encourage students to prepare at least four questions. Give them to prepare pie charts, bar or line graphs as well.
help with ideas as necessary: • Divide the class into small groups to present their results.
Amount of TV watched: in the morning, afternoon, evening, Encourage them to ask questions and take notes.
night; in the summer, winter; by different age groups in the • Hold a class feedback session to discuss results.
same household; hours spent watching different types of
programme – sports, news, sitcoms, reality shows. Follow-up Task
Favourite types of programme: put these in the order that
you would watch them – film, quiz show, reality show; A Night In
which of these programme types should there be more/ • Ask students if they look at TV guides in newspapers,
less of; what’s your favourite TV programme? magazines or on the Internet, and if they ever plan what they
TV soaps and series: rank the soaps currently on TV in are going to watch.
order; are there too many/not enough; are there enough • Tell them they are going to plan an evening’s viewing for the
homegrown soaps or too many imported soaps and series; average student in the class.
should soaps tackle social issues and give advice to viewers? • Copy TV guides from a magazine or newspaper, or
Offensive content on TV: which of these are offensive – alternatively students could look at schedules on the Internet.
violence against women, women as sex objects, close-ups • Working in pairs, students plan an evening’s viewing taking
of war, hospital operations on camera, people kissing; into account the tastes of all their classmates.
should programmes be rated like films; should the • Pairs then present their ideas to the class, e.g. We start with
government control what people can watch; should adult Who wants to be a millionaire? at 6 p.m. because we all like
programmes start after a certain time in the evening? quiz shows, then …

8 Aim: conduct a survey and write a report

• The class discuss which is the best evening’s viewing.
• Students circulate and interview at least eight other
students, noting down the answers. Workbook: page 63, activities 1–2
• Students collate their information, draw their
conclusions and write their survey report. Encourage
them to include graphs if they can. They could use pie
charts, bar graphs or line graphs. Remind them to use
language from the Express Elevator.
79
 Revision
05 Grammar Revision
• Relative Pronouns
Vocabulary Revision
• Book Genres
Skills Revision
• Speaking: discuss a plot summary
• Defining and Non-defining • Books • Listening: identify speakers
Relative Clauses • The Film Industry
• Reported Speech • Reporting Verbs

1 Aim: revise relative pronouns in the context of a book

summary; discuss the summary
• Students read the synopsis of Jane Eyre and complete the
sentences with the correct pronouns from the box.
• In pairs or small groups, students discuss whether this is
the kind of book they would like to read or not.

Answers
a who f who
b which g that
c who h who
d whose i that
e who j where

2 Aim: controlled practice of defining and non-defining

relative clauses
• Students match the pieces of information. They join
them using a relative clause.

Sample answers
a Dan Brown, whose book The Da Vinci Code has sold millions of
copies, is appearing on TV tonight.
b I read the book, which has 600 pages, at the weekend./The book
I read at the weekend has 600 pages.
c His best book, which is about the film industry, caused a lot of
controversy in Hollywood.
d My sister loved the book (that) I gave her at Christmas.
e The main character is a lawyer who discovers a plot to steal
government money.

3 Aim: revise vocabulary for literary genres

• Students identify the appropriate genre from each
description.
• Students name a book they know in each category.
Answers
a historical d war
b science fiction e detective
c romance f horror

80
 Revision
05

4 Aim: revise vocabulary related to books

• Students complete the sentences with words from
the box.
• Students write sentences with gaps for the other five
words for their partner to complete.

Answers
a editor d setting
b appendix e character
c chapter f plot

5 Aim: listen to identify the speakers; revise reported speech

• Play CD 2 track 18.
• Students listen to identify the speakers, marking the
sentences D [Deb] or K [Ken].
R5.1 (CD 2 track 18) See transcript on page 104 (Teacher’s Book).

• Students report each statement using an appropriate

verb: say, tell, or ask.

Answers
a Ken asked Deb if she’d seen Riverside the night before.
b Deb remembered that Penny had got a letter the
previous week.
c Deb asked Ken who it was from.
d Ken said Deb would never believe it.
e Ken told Deb that Penny hadn’t seen him for fifteen years.
f Ken said that Stuart had followed Penny.
g Deb said that you couldn’t keep a secret in the Queen Mary pub.
h Ken said that he thought they were going to have a fight.

6 Aim: revise reporting verbs

• Students match the reporting verbs to the speech
bubbles.
• Check answers.
• Students write a sentence for each.
Answers
1 b (She explained that I had to plug it in first.)
2 f (I suggested that we watched it that night.)
3 e (He asked me if I liked romantic comedies.)
4 c (She admitted that she had lost the DVD I had lent her.)
5 d (I complained that the TV they had sold me didn’t work.)
6 a (I told my wife that I didn’t want any dinner.)

7 Aim: revise nouns related to films

• Students label the picture of a film shoot with the words
in the box.
• Ask students if they can identify anything else in
the picture.

Answers
a set f cameraman
b lights g actor
c crew h script
d props i costumes
e extras j director

81
 Unit
11 A Place to Live
Grammar Vocabulary • Linking With Skills
• Use of Articles: • Property: attic, balcony, basement, bedroom, bungalow, caravan, cottage, the Indefinite • Reading: scan property
definite, detached house, dining room, en suite bathroom, fireplace, flat, garage, garden, Article adverts; close-read for detail
indefinite and hallway, kitchen dining area, living room, mobile home, porch, semi-detached • Listening: identify the
zero articles house, study, swimming pool, terrace, terraced house, townhouse, utility room indefinite article
• Expressions to Describe Location: It’s a five-minute drive from …, It is close to • Writing: write an advert
…, It is situated …

1 floor
st
Ideal Homes
Pronunciation

Warmer 5 Aim: study more vocabulary related to property and parts

Types of Dwelling of a house; discuss types of property
• Elicit types of place to live. Ask two students to come to • In pairs, students add words from the box to the categories.
the board and write the suggestions. Include less obvious • In small groups, students discuss and answer the
dwellings (tent, igloo, treehouse, palace, cave), as well as question.
common ones (flat, house, cottage).
• Students compare the dwellings: who lives in them, Answers
Property: cottage, mobile home/caravan, semi-detached house,
how many rooms they have got, etc. terraced house
1 Aim: discuss places to live Parts of a house: attic, basement, study, utility room

• In small groups, students discuss which of these four

places to live they would choose. Groups report and Vocabulary Extension Activity
explain their preferences to the class. House Defining
• Ask: Are there places like these where you live? • Students close their books. Give a definition: It’s at
the top of a house. Elicit: attic.
2 Aim: identify types of advert; scan adverts to identify
property being described
• Individually, students write definitions for five words.
In pairs, they test each other.
• Discuss where you would find adverts like these. • Go round the class asking for a definition from
• Set a time limit of thirty seconds. Students scan the each student. Other students guess the word.
adverts to match the places to the photos.
Workbook: page 64, activities 1–2
Answers
You would find adverts like these in an estate agent’s window.
1b 2a 3d 4c

3 Aim: close-read advertisements for specific information

• Students answer the questions individually and then
compare answers. They should underline the information
in the advertisements that gives them the answers.

Answers
a c private access road, room to park up to five cars, and d private
parking
b a tenth floor flat
c c six-bedroom
d c It’s large and luxurious with six bedrooms.
e b on the North Sea coast

4 Aim: categorise vocabulary related to property and parts of

a house
• Do an example with students for each category.
• In pairs, students add words from the four adverts
to the correct categories.

Answers
Types of property: flat, bungalow, detached house, townhouse
Parts of a house (including outside): balcony, bathroom, bedroom,
dining room, en suite bathroom, fireplace, fully equipped kitchen,
garage, garden, hallway, kitchen, living room, main entrance,
porch, private parking, roof terrace, stable block, swimming pool

82
 Unit
11
1 floor
st
Ideal Homes

Grammar Elevator • Play CD 2 track 19. Students listen and check their answers.
Use of Articles 11.1 (CD 2 track 19) See transcript on page 104 (Teacher’s Book).

6 Aim: complete rules for using articles

Answers
• Tell students about someone you know: He’s got a lovely a a university b a European c an umbrella d an hour
townhouse in the city centre. The house has got a fantastic e an eagle f a hotel g an X-ray h a CD
kitchen and a contemporary en suite bathroom. 0 Cars
aren’t allowed to park in the road, so he’s got a garage, P Aim: practise linking with indefinite articles
too. Ask students to indicate the definite and indefinite • Play the track again for students to repeat.
articles and the one place where no article is used.
8 Aim: controlled practice of articles
• Students read the examples and complete the rules.
• Read through the Look! box with students.
Answers • Use the expressions to describe the location of a local
a the zero article (0) d the definite article (the) landmark. Students guess the landmark: It is situated
b the indefinite article (a/an) e the indefinite article (a/an)
in the city centre. It is close to the football stadium and a
c the definite article (the) f the definite article (the)
five-minute walk from the train station. (the cathedral)

Grammar Guidance
• In pairs, one describes the location of a landmark around
the language school buildings. The other guesses what
• There are several rules governing the use of articles. the landmark is.
Encourage students to include a page of examples with • Students look at the photo on page 89. Ask who they
each article in their vocabulary notebooks. think would buy a house like this.
• We use the definite article with some geographical • Students complete the text with the definite, indefinite
features: the River Seine, the Alps, the Pacific Ocean, the or zero articles in pairs.
North Sea, the Caribbean, but not others: Asia, Mount Fuji,
Lake Garda. Answers
This beautiful log cabin is located on the River Merced near
• We don’t use articles before: Yosemite National Park. It is set in a secure location just two
– institutions (schools, hospitals, universities, prisons) minutes from the main road. It is a great place for 0 animal lovers:
when the person is part of the institution: My brother is 0 bears often come into the garden at night, and you may even see
at university. a mountain lion!
– bed, work, home On the ground floor there is a modern kitchen, a spacious living
area and a bathroom. The living area has got a fireplace and a bar.
– names of meals: breakfast, lunch, dinner On the first floor there are two bedrooms and a bathroom. If 0
– time expressions: on Tuesday, at six o’clock peace is what you are looking for, this is the perfect place for you.
• Common errors:
– mistaking uncountable nouns for singular nouns: He 9 Aim: write a property advert
plays the football very well. • Students choose one of the groups of people. They
– adding an article to generalisations: He likes the sports. don’t tell other students who they have chosen. Check
discreetly that not all students have chosen the same
group. If they have, ask some of them to change.
• Students think about the different things their group
of people would look for in a house and then write the
Grammar Extension Activity advert, using the adverts in activity 2 as models.
Fill in the Articles 10 Aim: describe property to other students
• Students find a paragraph from an earlier unit in this book
and copy it. They leave blanks where the articles go. • Put students in groups of six to eight. Each student
• In pairs, students exchange paragraphs and fill in the describes his or her house to the group. The group
missing articles. guesses who it is for.

7 Aim: use a or an; listen to confirm use of a or an Workbook: pages 64–65, activities 3–6
• Write on the board: honour and happy. Ask if we use a
or an in front of these words: It’s an honour, sir. You’re a
happy person. Elicit that we use an before a word that
starts with a vowel sound. Explain that it’s not enough to
look at the letter – we must know the sound, too.
• Students write a or an in the gaps.
83
 Unit Grammar Vocabulary Skills
11 • Causative and Reflexive • Household Chores: do the washing-up/ • Speaking: express opinions about living
Pronouns: have/get something ironing/shopping/cleaning/ arrangements; personalise topic of chores
done vs do something yourself washing, clean the windows, dust the • Listening: listen to two monologues for general
furniture, make the beds/dinner, mop information; listen for views expressed
the floors, put out the rubbish • Writing: describe services provided

2 floor
nd
Housekeeping

Warmer 4 Aim: study vocabulary related to household chores

David puts out the rubbish. • Elicit examples of household chores.
• Choose a celebrity couple: David and Victoria Beckham. • Students match the phrases. Ask which verb is used most
Students suggest which partner does which chores in the often (do).
house. Prompt with questions if necessary: Who puts out
Answers
the rubbish? Who takes the dogs for a walk? Who does the make the beds, the dinner
washing-up? do the washing-up, the shopping, the ironing, the washing, the
cleaning
1 Aim: discuss advantages and disadvantages of different
clean the windows
living arrangements mop the floors
• In pairs, students discuss the good and bad points of the dust the furniture
put out the rubbish
living arrangements shown in the photos.
• They can discuss what they like or don’t like about their 5 Aim: personalise the topic of household chores
own living arrangements if they want to.
• Tell students which chores you hate and any that you like.
2 Aim: listen to two monologues for general information • In groups or as a class, students discuss the questions.
• Explain that students are going to hear Khalil and • Find out how many chores women do in students’ homes
Tammy talking about where they live. and how many chores men do.
• Read aloud the three questions. Play CD 2 track 20 while
students listen for the answers. Vocabulary Extension Activity
11.2 (CD 2 track 20) See transcript on page 104 (Teacher’s Book). Miming Chores
• Choose a chore and mime it to the class. Ask: What am
Answers I doing?
Khalil: He is an exchange student. He lives with other students. • In pairs, students take turns miming chores for their
Tammy: She works in a bank and lives with her parents. partner to guess.
3 Aim: listen for views expressed Workbook: page 66, activities 1–6
• Elicit that Khalil lives in a rented flat and that Tammy
lives at home in her parents’ house.
• Play CD 2 track 20 again. Students listen and note down
the views the people express about their own living
arrangements. Pause at relevant points to give students
time to write their notes.
• Alternatively put students in A/B pairs. Student A listens
for advantages and student B listens for disadvantages.
They pool information afterwards.

Answers
Khalil (living in a flat)
Advantages: You’re independent, you can have parties, you learn to
look after yourself.
Disadvantages: It can be expensive.
Tammy (living with parents)
Advantages: You get your clothes washed and ironed for free, you
get your meals cooked.
Disadvantages: You feel guilty about staying out late because you
know your parents worry.

84
 Unit
11
2 floor
nd
Housekeeping

Grammar Elevator Grammar Extension Activity

Causative and Reflexive Pronouns Why don’t you do it youself?
• Write on the board: My gran is very old. She can’t clean
6 Aim: study concept and form of causative her house. Elicit: My gran has her house cleaned because
• Tell students something you had done at the weekend: she’s too old to do it herself.
I had my car washed at the weekend. I didn’t do it myself • Put students in pairs. Ask them to think of three pairs
because I didn’t have time. of sentences about the following people: gran, brother,
• Elicit any services students paid someone else to do for baby.
them: I had my PC repaired, I had my teeth checked, I had • Pairs exchange pairs of sentences. They make each pair
my hair dyed, I had my ears pierced. Ask why people don’t of sentences into one sentence, using the causative and
do these things themselves: Because I haven’t got the reflexive pronouns.
equipment. Because I’m no good at it. Because it would • Possible answers:
hurt too much! a My gran can’t clean her windows. She’s too short.
• Students look at the examples and answer the questions. My gran has her windows cleaned because she’s too
short to do them herself.
Answers b My brother doesn’t wash his clothes. He’s too lazy.
a someone else b have/get + object + past participle
My brother has his clothes washed because he’s too
7 Aim: study rules for use of reflexive pronouns lazy to wash them himself.
c My friend’s baby can’t clean her own room. She’s too little.
• Say: I had my car washed at the weekend. I didn’t do it … My friend’s baby has her room cleaned for her because
because I didn’t have time. Elicit and write on the board
she’s too little to do it herself.
the reflexive pronoun: myself.
• Students look at the examples, complete the rules and 9 Aim: controlled practice of causative and reflexive pronouns
say which examples the rules refer to. • Students complete the dialogues in pairs.
Answers Answers
a reflexive pronouns, object; example 1 a have/get it cut
b subject; example 3 b had it cut
c prepositions; example 2 c have/get his car serviced
d does all the maintenance himself
8 Aim: complete table of subject and reflexive pronouns e have/get her computer checked
f fix it herself
Answers
b you – yourself c he – himself d she – herself e it – itself 10 Aim: discuss services offered by the places in the photos;
f we – ourselves g you – yourselves h they – themselves write about the services
• Identify the six places and then elicit their services with
Grammar Guidance the class.
• Students sometimes confuse causative word order: She • Students choose two of the places and write about the
had repaired her car. This may seem to them more logical, services offered.
so provide plenty of practice with this structure: she
Sample answers
– teeth checked (She had her teeth checked.); he – nose Beauty salon: have/get your hair washed, cut, dyed, styled; have/
pierced (He had his nose pierced.) get your nails painted, polished, manicured
• Students also miss opportunities to use the causative Optician: have/get your eyes tested, have/get glasses/contact
and instead use the active wrongly: I cut my hair lenses fitted
Doctor: have/get your cholesterol tested, blood pressure tested
yesterday. Emphasise that the causative is a common
Dentist: have/get your teeth checked, cleaned, treated
and useful construction. Garage: have/get your car serviced, repaired
Launderette: have/get your clothes washed

Workbook: page 67, activities 7–9

85
 Useful Expressions Vocabulary Pronunciation Skills
Unit • Interviewing and Discussing People: Apart from • Bad Habits: biting nails, • Identifying • Speaking: express opinions
11 … what else can you tell us about yourself? Do
you ever get time to …, Is there anything you
borrowing things without
permission, constantly
Main Stresses in
Target Language
about bad habits; role-play
a lodger interview
really don’t like? Tell us a bit about yourself. inviting people over, drinking • Reading: read personal
What are your interests? What kind of things do milk out of the carton, profiles for information
you like doing in your spare time? Why do you entering a bedroom without • Listening: listen to
think you would be a good lodger? Why did you knocking, leaving taps personal profiles for detail;
leave? He seem’s quite ..., I get the impression running, never doing chores, listen for a decision
she’d ..., I’m a bit worried about …, I think she’d not turning off lights, playing
be …, I thought Gary was …, loud music, smoking

3 floor
rd
Task: Choose a Lodger

Warmer 4 Aim: predict a decision; listen to check

Bad Habits • Ask students who they think Nigel and Kim will choose
• Tell students one thing you can’t stand about someone you and why. Take a class vote.
live with: My wife never puts anything away. • Play CD 2 track 22. Students listen to check.
• In pairs, students note down the bad habits of the people 11.4 (CD 2 track 22) See transcript on page 105 (Teacher’s Book).
they live with.
• Share information and ask a student to record it on Answer
the board. They choose Gary because he doesn’t like politicians and is
1 Aim: express opinions about other people’s bad habits quite relaxed, whereas Sarah might be a bit too much fun and
a little inconsiderate.
• In small groups, students discuss how they feel about the
different bad habits, rating them: That would upset me … 5 Aim: express personal preference
a lot, a little, not at all. • Give an example answer: I would prefer to live with Kim
• They think of other bad habits they don’t like. because she’s easy-going. I wouldn’t want to live with Gary
2 Aim: read profiles for general information because I hate heavy metal.

• Explain to students that Nigel and Kim live together and they • In small groups, students express their choices.
want to find a lodger. Workbook: page 68, activities 1–2
• Students read their profiles and say who is more similar to
them.
3 Aim: listen for specific information
• Explain that Nigel and Kim are interviewing two possible
lodgers.
• Quickly run through the information they need to complete
the profiles.
• Play CD 2 track 21, pausing between the two interviews for
students to note down the information.
11.3 (CD 2 track 21) See transcript on page 104-105 (Teacher’s Book).

Answers
Name: Gary
Age: 20
Profession: Student
Interests: Heavy metal music, plays guitar in a band
Good points: good sense of humour, no bad habits
Can’t stand: politicians

Name: Sarah
Age: 24
Profession: Photographer
Interests: having parties (partying), running, climbing, outdoor stuff
Good points: sociable
Can’t stand: sitting around

86
 Unit
11
3 floor
rd
Task: Choose a Lodger

Express Elevator NIGEL: He seems quite relaxed.

KIM: I thought Gary was great.
Interviewing and Discussing People
6 Aim: study phrases for asking for information and P Aim: practise intonation on interview questions and opinions
giving opinions • Play the track again for students to repeat.
• Ask students if they can remember any phrases used in the Aim: write a profile and prepare questions for an interview;
conversations to ask for information and to give opinions. 8 role-play the interview
• Distribute copies of transcripts 11.3 and 11.4 (CD 2 Track
21 and 22) and ask students to find the phrases and write • Read through the task with the class. Check that
them in the table. everyone understands how it works.
• Put the students into A/B pairs.
Answers • Students write their profiles and prepare their questions.
Asking for information Explain that they can invent information if they prefer.
Tell us a bit about yourself.
What kind of things do you like doing in your spare time?
• Put students into A/B groups of about four or five
What are your interests? students each. Put each Group A with a Group B. They
Is there anything you really don’t like? conduct several interviews either as interviewer or
Why do you think you would be a good lodger? interviewee and note down information to help them
Why did you leave? choose either the best lodger or the best house.
Do you ever get time to yourself?
Apart from partying, what else can you tell us about yourself? 9 Aim: discuss and make decisions

Expressing opinions
• Put students into the same A/B groups as in activity 8.
She’s got plenty of energy. • Students in Group A discuss the people they interviewed,
I think she’d be a lot of fun. who they wouldn’t like as a lodger and why, and come to
I’m a bit worried about the problem she had with the neighbours. a decision about who to offer the room to.
I get the impression she’s a little inconsiderate.
He seems quite relaxed.
• Students in B discuss the different houses, who they
wouldn’t like as housemates and why, which room they
I thought Gary was great.
would like and why, and come to a decision on which
room they would like.
Express Elevator Guidance
• Remind students that less direct questions are more Alternative Task
natural with strangers like Gary and Sarah: Is there
anything you really don’t like? vs What don’t you like? Reality-show People
Why do you think you’d be a good lodger? vs Would you • Divide the class into students A and B. Students A
be a good lodger? imagine they are the producers of a reality show (for
example, Desert Island Survival). They discuss the kinds of
people they want/don’t want on the show and prepare
7 Aim: listen to identify main stresses interview questions. Students B invent character profiles
• Students read through the phrases with a partner and for themselves and anticipate the kinds of questions they
indicate where they think the main stresses will be. are likely to be asked. Encourage them to be imaginative!
• Play CD 2 track 23. Students listen and check the • Monitor, checking the questions and the profiles.
marked stresses. • When they are ready, arrange students into A and B pairs
to carry out their interviews. Students then split into
11.5 (CD 2 track 23) See transcript on page 105 (Teacher’s Book). different pairs and repeat their interviews.

Answers
• When the interviews are over, ask students A to discuss
Asking for information
which candidates they want on the show. Students B can
KIM: Tell us a bit about yourself. discuss how they think they did, which questions were
KIM: What kind of things do you like doing in your spare time? the most interesting/difficult, etc.
KIM: What are your interests?
KIM: Is there anything you really don’t like?
NIGEL: Why do you think you would be a good lodger? Follow-up Task
NIGEL: Why did you leave? Room for Rent
KIM: Do you ever get time to yourself?
NIGEL: Apart from partying, what else can you tell us about yourself?
• Students write an advert seeking either a lodger or a
room.
Expressing opinions • Students read all the adverts and see if they can pair any
KIM: She’s got plenty of energy. people up.
NIGEL: I think she’d be a lot of fun.
KIM: I’m a bit worried about the problem she had with the neighbours. Workbook: page 69, activities 1–2
KIM: I get the impression she’s a little inconsiderate. 87
 Unit
12 Holiday Time!
Grammar Vocabulary Skills
• Making Predictions: be likely • Prefixes: extra-, il-, im-, in-, ir-, non-, • Reading: scan a magazine article about space tourism
to, may, might, will, won’t and over-, super-, un-, under- for gist; close-read for specific information
adverbs of probability • Speaking: express predictions
• Writing: write predictions

1 floor
st
A Holiday in Space

Warmer 4 Aim: study prefixes for adjectives

My Holiday • Write the adjective confident on the board and elicit the
• Tell students where you went on your last holiday. meaning. Add the prefix over to the word and elicit how
Elicit questions about your holiday. Give only this changes the meaning. Give an example: The tennis
one-word answers. champion was overconfident. He lost his concentration
• In pairs, students have one minute each to find out and lost the match.
information about their partner’s last holiday. They can • Read out the prefixes. Students suggest an adjective to
invent details. go with each one.
• Some students report the information to the class. • Students match the prefixes with the definitions
individually.
1 Aim: speculate about holidays in space
• Discuss the questions with the class. Ask a couple of Answers
students to write interesting ideas on the board. a larger, greater, more powerful b too much c too little
d outside, beyond e not
2 Aim: scan a magazine article about space tourism for
general information 5 Aim: form adjectives with prefixes
• Read through the four paragraph headings. Check • Do the first one as an example.
meaning. Tell students to scan for key words related to • Individually, students add a prefix to each adjective.
the four headings when they do the matching task. • In pairs, students write one sentence to show the use
• Set a time limit of thirty seconds. Students scan the of each adjective.
article and match the headings to the paragraphs. Answers
• Discuss how realistic the idea of space tourism is. a over b extra c under d non e super f un g extra h ir

Answers 6 Aim: practise the adjectives

1 Out-of-this-world holidays
2 Extraterrestrial services • Students look at page 89. Do the first one as an example
3 Want to lose some weight? with the class: footballer, lawyer. In pairs, students think
4 Get in the queue for tickets of responses to the other prompts.
3 Aim: close-read for specific information
• Put pairs together to compare answers and decide on the
best response in each case.
• Pre-teach or check the meaning of key vocabulary:
exclusive (only for a lucky few), unique (not to be found
anywhere else), to gaze (to look at for a long time), fleet
Vocabulary Extension Activity
(a group of ships), modest (not too ambitious). I’d love to have superhuman strength.
• Students read again to answer the questions individually • Students choose five prefix + adjective combinations.
and then compare answers. They use each one in a sentence about their own lives.
Give some examples: I grew up in a very overcrowded area.
Answers I would love to meet an extraterrestrial one day and show
a A British company offering commercial space flights within the
next five years.
it some of the beautiful places on Earth. I worry about
b £100,000. global warming because I think it is irreversible.
c Spectacular views of Earth and life at zero gravity. • Invite students to read one of their sentences to the class
d Gazing at Earth and floating around bouncing off walls. if they want to.
e You can float around, do gymnastics, dancing, table tennis,
badminton and basketball.
• Collect their sentences for checking.
f The tickets are very popular and there is a waiting list. Workbook: page 70, activities 1–2

88
 Unit
12
1 floor
st
A Holiday in Space

Grammar Elevator
Making Predictions
7 Aim: study ways of making predictions
• Make a prediction about the future: We will definitely
find life on other planets in the next fifty years. Ask if
students agree.
• Explain that we can use different structures to show
how likely we think it is that something will or won’t
happen in the future.
• In pairs, students put the items on the scale.
Answers
a, d, f, e, c, b

8 Aim: study rules for position of adverbs

• Students complete the rules individually.
• They compare answers.
Answers
a after b before c present

9 Aim: controlled practice of target language

• Do one or two examples: People will almost certainly live
on the moon. People definitely won’t live until they’re 200
years old.
• Students complete the sentences according to their
own opinions.
10 Aim: make and discuss predictions
• Do one or two examples: Governments will probably start
allowing companies to advertise on the moon soon. One
day news might be streamed directly into our brains.
• Students write one prediction for each subject individually.
• In groups, students compare their predictions and take a
vote on who is optimistic and who is pessimistic.

Workbook: page 71, activities 3–5

89
 Unit
12 Grammar
• Purpose and Result
Vocabulary
• Holiday Accommodation: bed and
Pronunciation
• Word Stress
Skills
• Listening: listen for gist to a couple discussing
Clauses with So, breakfast, caravan, cottage, hotel, on Adjectives holiday possibilities; listen for detailed
So that, Because, spa, tent, youth hostel description; identify stress on adjectives
In order to • Adjectives to Describe Holidays: • Speaking: express opinions about different
adventurous, exhilarating, peaceful, types of holiday accommodation; talk about
physical, predictable, quiet, sociable, plans for the summer
strenuous, uneventful, unexciting

2 floor
nd
Getting Away from It All

Warmer 4 Aim: study adjectives to describe holidays

City Break • Elicit other adjectives to describe the three types of
• With the class plan the perfect city break in students’ holiday the couple discuss.
capital cities: travel, accommodation, where to eat, what • Read through the adjectives in the box. Students check if
to do in the daytime, where to go in the evening. they thought of any of them.
1 Aim: discuss different types of holiday accommodation • In pairs, students categorise the adjectives. Some can go
in more than one group.
• Students identify the types of accommodation shown in • Students give reasons for their choices: A health spa is
the pictures. very quiet because people go there to relax.
• In pairs, they match the words in the box to the pictures.
• Ask who has stayed in any of these and what it was like. Answers
camping: quiet, exhilarating, adventurous, physical, strenuous
• With the class, discuss the advantages and hotel on the beach: quiet, peaceful, unexciting, predictable,
disadvantages of each type of accommodation. sociable, uneventful
• Students think of other types of holiday accommodation health spa with adventure sports: quiet, exhilarating, adventurous,
not shown in the pictures. peaceful, physical, strenuous, sociable

Answers 5 Aim: identify word stress on adjectives

a cottage e hotel
b spa f caravan • Elicit the correct pronunciation of the adjectives in
c tent g youth hostel activity 4, paying attention to stress patterns.
d bed and breakfast • Students mark the stress patterns.
2 Aim: listen to an informal conversation for gist
• Play CD 2 track 25. Students listen to check.
12.2 (CD 2 track 25) See transcript on page 105 (Teacher’s Book).
• Explain that students are going to hear a conversation
between a couple who are planning a holiday.
Answers
• They listen for the places they consider and their
final choice. quiet exhilarating adventurous peaceful
• Play CD 2 track 24. unexciting uneventful predictable physical
12.1 (CD 2 track 24) See transcript on page 105 (Teacher’s Book).
sociable strenuous
Answers
They mention a tent, a hotel on the beach and a health spa. P Aim: practise word stress on adjectives
They finally decide to go to a health spa where they can also do • Play the track again for students to repeat.
hiking and adventure sports.

3 Aim: listen again for specific information Vocabulary Extension Activity

• Play CD 2 track 24 again. Pause at relevant points for What was your holiday like?
students to note down the adjectives they hear in • Give students a sentence about your last holiday: I had to
the table under the correct headings. walk fifteen miles every day. Elicit an adjective to describe
• Alternatively, students work in pairs. One notes down the it: physical, strenuous.
man’s opinions and the other notes down the woman’s. • Individually, students write three sentences about
They then pool their information. different holidays.
• In pairs, they choose adjectives from activity 4 to describe
Answers their partner’s holidays.
Man Woman
Camping holiday difficult active Workbook: pages 72-73, activities 1–6
Hotel relaxing, nice, quiet, boring
friendly, not too expensive
Health spa relaxing interesting

90
 Unit
12
2 floor
nd
Getting Away from It All

Grammar Elevator 8 Aim: controlled practice of linking words

So, So that, Because and In order to • Look at the example sentence with the students.
• Students rewrite the rest of the sentences individually.
6 Aim: study use of so, so that, because and in order to
• Ask students to suggest ways of filling the gaps in each Answers
b Space tourism will never be very popular because only the most
of these sentences: adventurous people will want to go into space.
I went on a beach holiday … I could relax. (so that) c Tourists go on bus tours so that they can see/in order to see lots
I went on a city break … I wanted to do some sightseeing. of places in a short time.
(because) d I get bored on the beach, so I almost never go.
I needed some excitement … I went on an adventure
9 Aim: think about summer plans
holiday. (so)
• Read through the example sentences with the class. • Tell students one of your plans for this summer: I’m
Students put the words in bold in the table. going to visit the galleries in Venice.
• Highlight the use of going to + infinitive. Students note
Answers down their plans, one for each of the items in the box.
Purpose: so that, in order to
Result: so 10 Aim: discuss plans for the summer
Reason: because
• Explain that you have a three-year-old niece and her
favourite word is Why? Explain that students are going
7 Aim: complete rules with linking words
to take turns acting like your niece.
• Students complete the rules with linking words from • Demonstrate the activity with a student: I’m going to go
activity 6. to New York. Why? Because I want to go sightseeing. Why?
So that I can see for myself all those places we know from
Answers
a so b in order to American films. Continue as long as you can!
• In groups, students take turns telling the others about
Grammar Guidance their summer plans. The others question them until they
run out of reasons.
• Students sometime confuse purpose and reason.
Both answer the question Why?, but the difference Workbook: page 73, activities 7–9
is in the order:
– I am unhealthy. I want to go to a fitness centre.
Reason: I want to go to a fitness centre because
I am unhealthy.
– I want to go to a fitness centre. I can get fit there.
Purpose: I want to go to a fitness centre so that I can
get fit.
• Students confuse so and so that. Explain that so replaces
therefore and so that answers the question Why?

Grammar Extension Activity

Why did you do it?
• Write the first part of a sentence on the board: I studied
English so that … Students complete it: … I could work in
the UK.
• Give these prompts: buy laptop, join gym, save some
money, get dressed up.
• Students use them or their own ideas to write the
beginnings of four sentences + linking word: I bought a
laptop because …
• In pairs, students complete each other’s sentences.

91
 Unit Useful Expressions Pronunciation Skills
12 • Making Requests: Can you …? Could I …? Do you • Intonation on Requests • Reading: read short dialogues for gist
think you could tell me …? I was wondering if …, • Listening: listen for specific words; identify
I’d like …, Would you mind …? intonation on requests
• Responding to Requests: Certainly. I’m afraid … • Speaking: describe attitudes to holiday problems;
No problem. No way! make and respond to requests in holiday
Not at all. Of course. Sorry, but … With pleasure. situations; act out a dialogue
• Writing: write a dialogue around a holiday
problem
3 floor
rd
Task: Deal with Holiday Problems

Warmer Answers
a Can you tell me
Nightmare Holiday
b until you get to the traffic lights.
• Tell students about a holiday nightmare you have c you’ll come to a park
experienced: I went to Denmark with a friend. He is always d Would you mind
late and the day of the holiday was no exception. We drove e Certainly
from London to the ferry port. We left late and of course f Could you send
g What’s the problem
we missed the ferry. The next one was full. So we had to
h Oh dear
spend a night in a horrible port hotel. I didn’t sleep a wink.
The next morning the crossing was terrible. Everyone on the 4 Aim: discuss experiences of problems
boat, including the captain, was sick. And so on.
• In pairs, students tell each other about their worst holiday. • In groups, students discuss the questions, noting down
interesting information.
1 Aim: discuss potential holiday problems • Ask each group to choose one experience from their
• In pairs, students list things that can go wrong in these discussion and to tell the class about it.
three places. Workbook: page 74, activities 1–2
Sample answers
a foreign city: you lose your money, you have an accident, you get
lost, you have problems with the language
a restaurant: you misunderstand items on the menu, your credit
card is not accepted or doesn’t work, you get food poisoning
a hotel: your room is noisy or smelly, there are lots of insects, the
service is bad, things are stolen from your room

2 Aim: read dialogues to identify problems

• Set a time limit of ten seconds. Students scan the three
dialogues for key words and match them to the pictures.
• Find out if any students included any of these three
problems on their list in activity 1.

Answers
1c 2a 3b

3 Aim: complete dialogues; listen to check

• Ask students to guess the missing words in the dialogues.
• In pairs, students look at the phrases in the box and
see if they guessed any of these. Students write in the
phrases from the box.
• Play CD 2 track 26. Students listen and check their
answers.
12.3 (CD 2 track 26) See transcript on pages 105-106 (Teacher’s
Book).

92
 Unit
12
3 floor
rd
Task: Deal with Holiday Problems

Express Elevator 9 Aim: write a dialogue about a holiday problem

Making and Responding to Requests • Read through the list of situations with the class.
• In pairs, students choose one. They think of a situation using the
5 Aim: study phrases for making requests
questions in the book to guide their ideas.
• Say: coffee. Ask how many different ways students can • Encourage them to practise it as they are writing it.
think of to ask for a coffee.
10 Aim: act out a dialogue
• Students match the beginnings and endings to
make requests. • Pairs act out their dialogues.
• After each one, ask the rest of the class the questions.
Answers • Find out who had the worst problem. Take a class vote.
a2 b6 c1 d5 e4 f3

6 Aim: study phrases for responding requests Alternative Task

• Read aloud each of the requests in activity 5 and elicit a Holiday Reps Role-Play
variety of affirmative and negative responses. • Ask students if they have ever been on a package holiday and what
• Students categorise the items. it was like. Ask them what they think are the positive/negative parts
• For each response, decide with the class: Is it formal of being a holiday rep and if they would like to be one.
or informal? What situation would you use it in? Who • Divide the class into groups of four or five. One student takes on the
would you be speaking to? role of the ‘rep’, the rest of the group are the ‘holidaymakers’. Before
carrying out the role-play, gather all the holidaymakers together
Answers and all the reps together. Holidaymakers work together to come up
yes: formal: Of course, Certainly, With pleasure, Not at all. with as many problems and questions to ask their rep as they can.
informal: No problem
Reps anticipate potential problems and think of ways to solve them
no: formal: I’m afraid …
informal: Sorry, but …, No way! and/or placate the holidaymakers.
• When they are ready, put the original groups back together and
Express Elevator Guidance begin the role-play. Each rep introduces him or herself and welcomes
the holidaymakers to the meeting. Holidaymakers then throw as
• Point out that Not at all is used in response to requests many questions/problems at their rep as they can. The rep has to
with Would you mind ... It is used to say yes, i.e. that you
deal with the questions/problems and not lose his/her patience.
will carry out a request.
• Remind students that the way we make a request • As a whole class, students then discuss how well they think the reps
dealt with the issues and who was the most annoying holidaymaker.
depends on: who we are speaking to; what we are asking
for; and how badly we want it. In English it is usually the
• The role-play may be repeated with students taking on different roles.
case that the longer the request is, the more polite and
formal it is. Follow-up Task
• We don’t use the imperative for requests in English: Give Holidays from Hell!
me a drink. It sounds rude even between family members. • Ask students if they ever watch ‘Holiday/Restaurant/Neighbours
from Hell’ TV series.

7 Aim: identify intonation on requests

• Tell students to imagine that they have the chance to appear in a
‘Holidays from Hell’ series, but first they have to write a letter to
• Students practise saying the different requests in pairs the producers to persuade them that their experiences should be
and mark what they think the intonation patterns are. featured.
• Play CD 2 track 27. Students listen and correct as • Divide the class into pairs and get them to use their problems from
necessary. activity 9 or the experiences they discussed in the Warmer to write
their letter.
12.4 (CD 2 track 27) See transcript on page 106 (Teacher’s Book).
• Monitor, pointing out any errors and inputting any language
needed.
P Aim: practise intonation on requests
• When they are ready, pairs can read their letters to the class and
• Play the track again, pausing for students to repeat. vote for who should feature in the programme.
8 Aim: make and respond to requests
• Give students a situation and elicit a request and a Workbook: page 75, activities 1–3
response: Ask for more homework from your teacher.
• In pairs, students make and respond to requests in the
four situations.

93
 Revision
06 Grammar Revision
• Articles
Vocabulary Revision
• Accommodation
Skills Revision
• Listening: listen to a conversation
• Causative and Reflexive Pronouns • Household Chores for gist
• Conjunctions: So, So that, Because and In order • Adjectives to Describe Holidays
to • Prefix + Adjective Combinations
• Making Predictions

1 Aim: revise articles in the context of an informal letter

• Students complete the letter with a, an, the or no article.
• In small groups, students discuss if they would like to
live there.

Answers
a The h the
b O i O
c a j the
d the k The
e The I the
f a m O
g a

2 Aim: revise the causative and reflexive pronouns

• Students complete the sentences using the causative
and reflexive pronouns.

Answers
a do all my homework myself
b get/have it fixed
c get/have your hair cut
d do all the cleaning herself
e get/have the windows cleaned
f repair it myself

3 Aim: revise pronouns

• Students circle the correct options to complete
the sentences.

Answers
a ourselves d themselves
b me e her
c herself f him

4 Aim: revise nouns for types of accommodation

• Students label the pictures with the accommodation
words.
• Students talk to their partners about the advantages and
disadvantages of living in the different places.
• They report interesting comments to the class.
Answers
1 block of flats 5 caravan
2 semi-detached house 6 townhouse
3 detached house 7 cottage
4 terraced house 8 bungalow

94
 Revision
06

5 Aim: revise collocations for household chores 10 Aim: revise prefix + adjective combinations; use expressions
• Students complete the sentences about household for responding to unusual situations
chores with words from the box. • Students match the captions to the pictures.
• Students then write sentences with gaps for the four • Students think of another situation where each of these
remaining words from the box: ironing, dinner, phrases could be used.
washing-up, washing. • Pairs think of one other adjective to go with each prefix:
• Partners exchange and complete each other’s sentences. il-, over-, im-, super-, un-, under.

Answers Answers
a furniture d rubbish 1b
b shopping e bed 2c
c windows f floor 3a
4d
6 Aim: listen to an informal conversation to identify 5e
holiday plans
• Play CD 2 track 28.
R6.1 (CD 2 track 28) See transcript on page 106 (Teacher’s Book).

• Students listen and choose the correct holiday plan.

• Play the track again for students to confirm their answer.
Answer c
7 Aim: listen for detail; revise adjectives
• Play CD 2 track 28 again.
• Students listen and match the people to their plans.
• They then match the adjectives to the plans.
Answers
a 2 1 adventurous
b 4 2 peaceful
c 1 3 exhilarating
d 5 4 sociable
e 3 5 predictable

8 Aim: revise subordinating conjunctions: so, so that, because

and in order to
• Students complete the sentences.
Answers
a so c in order to
b so that d because

9 Aim: revise language for prediction

• Students complete the predictions with the words in
the box. The words qualify the level of prediction that
the speaker is making, from a definite prediction to a
possible one.

Answers
a definitely d almost
b probably e likely
c might f will

95
 Transcripts

into the studio. against other universities.

Unit 01 Interviewer: Do you get on with Reporter: What are you doing at the
1.1
everybody? moment?
CD1 Track 1
Kerry: Yeah! We have a lot of laughs. Luke: I’m preparing for the National
Interviewer: My next guest has It’s like a big family. In fact, my dad Indoor Championships, so I’m
only just turned 20, but she is the tour manager. He helps a lot. training about four times a week.
already earns millions of dollars He understands the pressures on Reporter: And what about in your free
a year. She’s normally too busy me. time … do you get up early at the
to give interviews, but today I Interviewer: I imagine. And what do weekend?
am interviewing her about her you do in your free time? Luke: Nope! I sleep in when I can… if
phenomenal success. It is, of course,
Kerry: I occasionally go skiing. I love I haven’t got a match. And I always
Kerry Winter. Kerry, do you like
winter sports, but I haven’t got a lot stay in bed on Sunday mornings. I’m
being famous?
of free time nowadays. When I have, usually quite tired after a hard week
Kerry: For the most part. I love I like socialising with my friends of training and studying!
singing and making music. And I back home in Seattle and relaxing. Reporter: Of course! So what do you
like travelling and meeting different
Interviewer: And I’m afraid that’s all do at the weekend?
people, too. Some stars don’t like
we’ve got time for, Kerry. But before Luke: I usually meet up with friends
meeting their fans, but I love it.
you go, we’d love to hear you sing in town.
The only thing I don’t like is signing
your new single! Reporter: And what do you like doing?
autographs.
Kerry: It’d be my pleasure. Luke: We like listening to music,
Interviewer: Are you busy at the
moment? 1.2
shopping, going to the cinema, you
CD1 Track 2 know, relaxing things.
Kerry: Really busy. I’m recording a
Reporter: Hello, Luke. Thank you for Reporter: Absolutely! And what do
new album with my band in San giving me this interview.
Francisco. It’s a lot of work, but you do on Saturday nights?
Luke: It’s my pleasure. Right, let’s get Luke: We usually go to a club or a
we’re having a really good time as
started. friend’s house.
well.
Reporter: OK. So, what time do you Reporter: That’s interesting. So you
Interviewer: What’s a typical day for
get up during the week? really are just a normal student at
you?
Luke: I always get up at seven. heart!
Kerry: Well, that’s the fun thing –
Reporter: Really? And do you have
every day is different. When we’re 1.3
breakfast? CD1 Track 3
on tour, we stay in a different hotel
every night. Luke: Uh-huh... a quick one – a a Do you live in New York? Uh-uh.
Interviewer: Do you enjoy going on
protein shake and some toast or b Do you study English? Uh-huh.
tour? something. c My brother is a skateboarding
Reporter: Oh! Are you on a special champion. Oh!
Kerry: Yes and no! I like seeing new
places and eating different types of diet? d Can you say the alphabet
food. But it’s tiring, too, and I miss Luke: Uh-uh. I just like to eat backwards? Um …
my privacy sometimes. But now healthily.
Reporter: And who do you have lunch
that we’re working in the studio,
my days are more predictable. with?
Unit 02
Interviewer: Really? How are they Luke: Let’s see … I usually meet my 2.1
friends for lunch, and we eat at the CD1 Track 4
different?
café on campus. practised
Kerry: Well, I usually get up early
and go for a swim. Then I sit down Reporter: Right … and how often do passed
with the band for breakfast. We you train? talked
always talk about what we’re going Luke: Normally Mondays and followed
to do that day – you know, the Wednesdays. Then we have closed
music and the lyrics – before going matches on Saturdays, you know, enjoyed

96
rejected Father: I met your mum, fell in love d I couldn’t remember his clothes,
lasted and that was it! but I could remember his face.
carried Daughter: Aw! So you used to be
3.2
romantic, too! CD1 Track 8
2.2
CD1 Track 5 Father: Not used to be … I still am. Heather: I used to live on the tenth
Daughter: What kind of film do you Look, let’s get this one – Casablanca. floor of a large block of flats. It
want to watch? The most romantic film ever! was while I was living in London in
Father: Um … How about the nineties. One day, some new
neighbours moved into the flat
Terminator? Revision 01 below me. I remember the first
Daughter: Terminator? I didn’t know
time I saw one of them, a girl of
you liked action films. R1.1
CD1 Track 6 about 16. The lift stopped on the
Father: Yes, of course! I used to
Riz: So, how’s the new job, Gemma? ninth floor as she was leaving their
watch a lot of action films when flat. She was wearing a hat and a
I was younger, especially Arnold Gemma: Fine, so far. I mean, it’s very
different from the job I used to do. coat because it was raining, but I
Schwarzenegger films. could see that she was very tall and
Daughter: Really? You’ve never
Riz: In what ways?
she had dark wavy hair. Then, when
watched one with Mum and me Gemma: Well, I don’t get home till
I got to the ground floor, I couldn’t
before. after seven most days. I used to get
believe my eyes: the same girl was
Father: No. The films got too violent,
home at five thirty in my previous
coming in through the front door!
you see. And I got older … job. And now, I have to travel much
How did she get down the stairs
further – I used to walk to the old
Daughter: So did Arnie! Didn’t he use so quickly? It was very strange.
office.
to be a model or something? Anyway, a few days later, the same
Riz: Yes, that’s not so good. But are
Father: Sort of. He was a bodybuilder. thing happened again. I was really
you enjoying the job?
He was the best in the world, in fact. puzzled. So, the next time I saw her
Gemma: Yes, I am. It’s really leaving the flat, I looked carefully
Daughter: Yeah? Well, he isn’t a very
interesting and varied. I feel really at her clothes: she was wearing
good actor.
motivated in this job. I used to get blue jeans, a white T-shirt, a red
Father: No. But he was determined bored in my last job because I was
and ambitious. That’s sometimes jacket and brown trainers. When
doing the same thing every day. I stepped out of the lift, I looked
enough.
Riz: And what about your around for the girl, and there she
Daughter: Hmm. I’m not convinced. colleagues? was again. She was wearing almost
Father: Don’t be so critical. I bet it Gemma: They’re great. It’s a big exactly the same clothes, but she
was really tough for Arnie when he team – around twenty people – so had navy blue cowboy boots on, not
first arrived in the USA in the late there’s always some social event brown trainers! Had she changed
sixties. happening. We often go to a pub her shoes? Then, while I was still
Daughter: Ah, that’s right. He’s from on a Friday evening after work. I staring at her, her twin sister
Germany originally, isn’t he? used to work in a small office with stepped out of the lift, and they
Father: Actually, he was born in just two other people, and we never both went off shopping!
Austria. used to socialise after work.
3.3
Daughter: So he’s got dual Riz: That sounds great. Well, I’m CD1 Track 9
nationality like us. glad to hear it’s going well. Do you Police officer: OK, Mr Wright, you
Father: Uh-huh... When I came here and Simon want to come over for were in the bank at the time of the
from Britain twenty years ago, it dinner on Saturday? We’d like to crime, is that right?
was for work, too, you know. hear more about your new job. Mr Wright: That’s correct, officer, I
Daughter: That’s right. Gemma: OK, that would be lovely, was.
Father: Yes, I transferred from the thanks. Police officer: Can you tell us what
bank I was working at in London was happening when the robbers
to its offices here in New York. But
what you don’t know is that I used
Unit 03 came into the bank?
Mr Wright: Yes, well, let me see …
to be in a band. 3.1 two children were playing … a boy
CD1 Track 7
Daughter: Really? and a girl … they were making a lot
a Can you remember faces? of noise.
Father: Yes. But we weren’t very
good. And we only used to play b I can remember faces, but I can’t Police officer: Uh-huh. What else?
cover versions, so we were never remember names.
Mr Wright: And a baby was crying …
famous. But we had a great time. c Could you remember his its mother was shouting at it, I think.
Daughter: Ha! I never knew that! So clothes?
Police officer: Cruelty to children, eh?
why did you decide to stay here?
Transcripts 97
What else? One was blonde, and the 4.2
CD1 Track 12
Mr Wright: Right … there was an other had long straight black a: How long have you been
old lady … she was collecting some hair. travelling round Asia?
money. g What colour were their eyes? I b: I’ve been travelling for about
Police officer: What was she wearing? think one of them had blue eyes. three months. I’ve visited six
Mr Wright: Um … sunglasses … she h What ethnic background were countries already.
was wearing sunglasses. they from? They were both white. a: Have you met many people?
Police officer: Was she wearing a hat? b: Yes, lots! I’ve been spending time
Mr Wright: Uh-uh. She wasn’t, no. Unit 04 with lots of really interesting
Police officer: OK … what about the people. What about you?
manager? What was he doing? 4.1
CD1 Track 11 a: I’ve been here since Tuesday, and
Mr Wright: I’m not sure, actually. Harry: Have you been waiting long? I’ve loved every minute. I’ve been
I think he was working at his doing lots of sightseeing, and
Ryan: Not too long. About half an
computer. I’ve bought some great
hour. How about you?
Police officer: Hmm … what about souvenirs.
Harry: I’ve been here for three
other customers? Who else was
hours. 4.3
CD1 Track 13
there?
Ryan: Three hours! Oh no! Where a How long have you been – How
Mr Wright: Well, there were two
are you heading? long have you been travelling
foreigners. They were changing
Harry: Madrid. What about you? round Asia?
money at the Foreign Exchange
Desk. Oh, yes, and there was a Ryan: I’m trying to get to Toledo. My b I’ve been travelling – I’ve been
young couple – a boy and a girl – name’s Ryan, by the way. travelling for about three
they were getting money out of the Harry: Hi! Nice to meet you. I’m months.
ATM. Harry. c Have you met – Have you met
Police officer: Anything else? Ryan: So … have you been travelling many people?
Mr Wright: No, I don’t think so… Oh, for long?
4.4
yes, wait a minute. There was an Harry: Yeah, quite a while. I’m on CD1 Track 14
animal … a dog. a trip round Europe. I’ve been Katie: One day, while I was staying
Police officer: A dog? travelling for about three months in a cabin in the Rockies, I heard
Mr Wright: Yes, it was sleeping in
now. a strange noise outside the door.
the corner. Ryan: Wow, that’s quite a long time! At first I didn’t pay any attention,
Which countries have you been to? but after a while I heard the noise
Police officer: And did you see the
Harry: France, Germany, Italy, again. So I looked out the window,
robbers?
Greece, and now Spain. It’s been and saw a bear! I was terrified! I
Mr Wright: Not very clearly, I’m
great fun so far. didn’t know what to do, so I just
afraid. It was all very quick.
Ryan: Have you been hitching lifts sat frozen behind the door. In
Police officer: Well, thank you, the meantime, I could hear the
anyway, Mr Wright, you’ve been everywhere?
Harry: No, I’ve been going by train
bear shuffling around outside the
very… helpful. door. Gradually I plucked up the
Mr Wright: My pleasure.
mostly. I’ve only hitchhiked a couple
of times. It’s tough. What about you? courage to get my mobile phone
from my rucksack. Suddenly the
3.4 Ryan: I just arrived last week, so I
CD1 Track 10 door opened, and the bear, came
haven’t done much yet. But I have
a What did the robbers look like? I into the cabin. At that point I was
been eating a lot. The food here is
couldn’t see. They were hysterical. I threw my mobile phone
delicious!
wearing masks. at the bear, and its head fell off!
Harry: I know, it’s fabulous. When I saw that, I screamed, but
b What were they wearing? They
Ryan: Which reminds me … I haven’t then I heard someone laughing.
were dressed like builders.
eaten anything since last night. The bear was now standing up,
c How old were they? They were
Harry: No! Have you tried Spanish with its head under its arm. By that
in their thirties.
omelette yet? You know ... tortilla? time I wasn’t scared any more, just
d Were they tall? One of them
Ryan: Is it good? very confused. At last I realised it
was. He was over six feet, I
Harry: You’ll find out! Come on ... wasn’t a bear at all, but another
guess.
there’s a café over there. They’ll holidaymaker in a costume. He
e Did they have facial hair? One of explained that they were having a
have tortilla, and we might even
them had a big beard. fancy-dress party later that night,
find somebody to give us a lift.
f What colour hair did they have?
Ryan: Great!

98
and he invited me to go! In the end Daughter: Well, we’ve got to make 5.3
CD1 Track 18
I went to the party, but I left the them realise that not everybody Woman 1: It’s a disgrace. The
park the very next day. wants more planes in the sky. government hasn’t done anything.
Father: I don’t know. You can’t hold Woman 2: Yeah, honestly.
Revision 02 back progress, and people enjoy
travelling.
Woman 1: I mean, there still isn’t
anywhere for children to play.
R2.1 Daughter: What? That’s not
CD1 Track 15 Woman 2: And the noise!
progress! If the airport destroys
Male witness: It wasn’t very bright in Woman 1: I know! Those bars are
those woods, we’ll lose all those
the shop, but I got a good look at old trees – all the birds and animals open all night.
him. I know he was white, and he will be wiped out. Woman 2: I meant the traffic noise.
had short dark hair. I’m certain it Father: But what about people’s Woman 1: Oh. Yes, that’s another
was dyed, because it was very black. right to travel? For the first time, problem… traffic.
He had a really high forehead and people can actually travel to other Woman 2: Yes! The pollution! You
thick eyebrows. His face was round, countries cheaply and quickly. Air can hardly breathe in the city
and he had a dimpled chin. He was travel is no longer just for the rich. centre.
a bit chubby. I’m not sure about his Unless we improve our airport Woman 1: Not to mention safety … I
eyes, but he definitely had thin lips. facilities and expand, people may mean there isn’t even a pedestrian
Oh, yeah, and he had a really long not be able to travel so easily. crossing on some streets.
nose! He looked quite scary to me.
Daughter: People will still be able to Woman 2: Let’s hope these elections
I hope you catch him.
travel, Dad! You don’t have to fly – change something.
there are other means of transport. Woman 1: Huh! Politicians! They
Unit 05 Father: I don’t know. It’s not realistic make lots of promises to get
to expect people to spend half your vote, and then when they’re
5.1
CD1 Track 16 their holiday time travelling. If you elected, they don’t do anything.
a Global warming will affect travel by train to Italy, for example,
5.4
it might take you more than a day. CD1 Track 19
everyone.
If you fly, however, it’ll take just a a I believe in a free-market
b The Earth’ll get hotter.
couple of hours. economy. If the bars don’t make
c Many towns’ll be underwater.
Daughter: I think you’ll find there money, they won’t stay open.
d Sea levels will definitely rise.
are plenty of people out there b On the one hand, the bars
e Ozone depletion’ll continue for who would be prepared to make provide income for the town. On
at least two decades. that sacrifice for the sake of the the other hand, they create a lot
f Drought’ll be more common in environment, Dad. of problems.
some areas. Father: Yes, but if they don’t build c I really feel that alcohol is a
5.2 another runway, how will I escape social ill.
CD1 Track 17
from you and your demonstrations? d In my view, the police should
Father: Where are you going? Daughter: Oh, Dad! Can you be keep young people off the
Daughter: I’m going to a serious for once? You know, you streets at night.
demonstration. should come, too. If enough people e If you ask me, politicians should
Father: A demonstration? What turn up, I’m sure we’ll get our be more concerned with crime.
about? message across. f The way I see it, if children
Daughter: The airport authorities Father: I don’t think so. And I don’t haven’t got a place to play, they
want to build a new runway on know if you should go, either. It are more likely to get into
Brearley Woods. could be dangerous. A lot of crazy trouble.
Father: So? What’s the problem? I people are attracted to this kind of g Personally, I think it’s wrong to
thought you liked travelling. thing. What if the police come and stop the lorries. How will the
Daughter: Yes, but they’re going to break it up? shops and restaurants get their
destroy the woods. It’s one of the Daughter: I doubt it. Anyway, you’re supplies?
only natural areas left round here. the one who always says people h I imagine the traffic problem
And more planes will add to global should stand up for what they will get worse if we put in more
warming. We have to work out a believe in. traffic lights.
way to stop them. Father: Well, OK, then. I’ll come i To be honest, children should
Father: What do you hope to achieve along, but just to keep you out of play at home. Parks are too
by demonstrating? trouble! dangerous anyway.

Transcripts 99
 decide where to live. I don’t know
Unit 06 what we’re going to do. Unit 07
6.1 6.3 7.1
CD1 Track 20 CD1 Track 22 CD2 Track 1
a You don’t have to buy anything. a It’s completely different from a I dye my hair every week.
b You can buy gum in certain Birmingham. b I’d wear shorts to a barbecue if it
chemists. b Jenny is quite similar to me, but were hot.
c Women should wear long skirts. her idea of fun is slightly c I never wear punk clothes.
d You can’t dance in public. different from mine. d If you wore a suit, I’d think you
e Women shouldn’t wear shorts. c Maybe Burford isn’t as exciting were crazy!
f You have to show ID. as Birmingham. e I’d love to wear goth clothes.
7.2
CD2 Track 2
Revision 03
6.2
CD1 Track 21
Jenny: I live in Birmingham, and my Greg: Have you seen this advert?
boyfriend, Rob, lives an hour away R3.1
CD1 Track 23 Monica: No, what’s it for?
in a small town in the Cotswolds. Greg: Cosmetic surgery.
George: Doug!
I really love Rob’s town, but I Monica: What? Are you thinking of
couldn’t live there. It’s far too Doug: Oh, hi, George! Nice car!
having an operation?
peaceful. Birmingham is more George: Thanks! I just got it. It’s a
Greg: No, certainly not.
chaotic, but I love the energy. hybrid.
Monica: Well, I would if I had the
There’s much more life here! Doug: A what?
money.
Of course, there’s a lot less stress in George: A hybrid. It can run on petrol
Greg: You would?
Rob’s town, but it just isn’t exciting or electricity.
Monica: Yes, I wish I had fuller lips
enough for me there. There are Doug: So ... ?
fewer things for young people to … and I really wish my nose were
George: So it doesn’t pollute as much
do. And my lifestyle here is just as smaller.
as normal cars. The pollution here is
healthy as Rob’s. Greg: But that’s crazy! There’s
terrible already, and it’s going to get
Rob’s very like me in most ways, nothing wrong with it.
a lot worse with all the huge four-
but we disagree on where to live. I wheel drives like yours on the road. Monica: You don’t have to look at
really don’t know if I could move to it in the mirror every morning!
Doug: Hey! I have three
his town. It’s completely different So, do you wish you could change
kids! Anyway, one car isn’t going to
from Birmingham, and in my eyes anything? What about your hair?
make any difference.
Birmingham is the best place to live Greg: Hey! I have a high forehead!
George: Maybe not, but soon there
in Britain! But no, I don’t agree with cosmetic
will be lots of hybrid cars on the
Rob: I live in a small town in the surgery just to look good. If you
road. And you never know, ordinary
Cotswolds, but I often go to had an accident or something, that
petrol-run cars might even be
Birmingham to see my girlfriend, would be different.
banned soon.
Jenny. I like Birmingham, but I Monica: But some people are very
Doug: One day maybe, but it
couldn’t live there. I find it much unhappy with their appearance. If it
definitely won’t be soon.
too stressful. I have fewer worries makes them feel better, why not?
George: We’ll see. The price of oil has
in my life here. There are fewer cars, Greg: Because it’s a waste of
increased a lot in the last five years,
so there is a lot less pollution, and money. And people’s idea of beauty
and it’s only going to get more
there’s much less crime, too. OK, changes, too. Take your nose, for
expensive. Soon it will be cheaper to
maybe my town is not as exciting as example.
drive a hybrid car than an ordinary
Birmingham, but I think it’s just as car. Monica: Go on …
much fun, only in a different way. Greg: It’s a classic Roman nose. It
Doug: Possibly. Or we may find new
And it’s the same as the city in some was considered very beautiful not
oil reserves.
ways: there are lots of restaurants so long ago. What if in twenty
and pubs here, for example. I just George: Keep on dreaming, Doug.
years’ time it becomes desirable
don’t like going out much. Doug: Anyway, is it a nice car to
again?
Jenny is quite similar to me in most drive?
Monica: Yeah, right. And all men will
ways, but her idea of fun is slightly George: Yes, it’s great – really
want to be bald like Julius Caesar,
different from mine. I think she smooth. And it’s small, so I can park
too!
thinks Burford is the least exciting anywhere.
Greg: Let’s hope so!
place in the world! We want to get Doug: Hey, that was the last space
married soon, and we’ll have to in the car park! 7.3
CD2 Track 3
George: See? I told you!
Sam: Hi, Fiona. Nice shirt!
100
Fiona: What’s wrong with it? 7.4
CD2 Track 4 art in those days, weren’t they?
Sam: Nothing. If you were back in the Sam: That’s right. Charles: They certainly were. Then
1980’s! Sam: Exactly! this black one’s interesting. It’s from
Fiona: You take clothes too seriously. the 1920s. Before this model was
Fiona: I suppose so.
I don’t think they matter all that introduced, almost all telephones
Sam: I agree in part.
much. were made with separate
Fiona: I guess so. mouthpieces and receivers.
Sam: I disagree. I think fashion is
Fiona: I don’t think that’s true. TV host: Ah … and what about this
really important. I mean, we use our
clothes to express our personality. Sam: I’m not so sure. one?
Fiona: So, you think you are what you Fiona: I see your point, but … Charles: The red plastic one? That’s
wear? Sam: I’m sorry, but I don’t agree. one of the first coloured phones.
Sam: That’s right. Exactly! Sam: I disagree. TV host: When were they
Fiona: I don’t think that’s true. Fiona: You can’t be serious! introduced?
Fashion’s just big business. It’s all Fiona: You must be joking! Charles: In the 1950s.
about making money. TV host: And I suppose this one here
Sam: I’m not so sure. The fashion
industry is more than just business.
Unit 08 is the first mobile phone?
Charles: That’s right. Do you know
It’s about art and culture, … and 8.1 when it was invented?
CD2 Track 5
health as well. TV host: In the 1980s?
Fiona: You can’t be serious! How can TV host: Good evening, and welcome
Charles: Well, the idea was actually
your jeans make you healthier? to tonight’s edition of Popular
conceived as long ago as 1947, but
History. Our subject tonight is
Sam: That isn’t what I mean. If you this first phone wasn’t invented
the telephone. And I’m delighted
know you look good, then you feel until 1973, by Motorola.
to welcome Charles Cranford, an
good about yourself, and that’s TV host: It’s huge. Was it used for
expert in the field. Hello, Charles.
healthy. sending text messages, too?
Charles: Hello.
Fiona: OK, I suppose so. But you Charles: No. Phones with SMS
have to admit the fashion industry TV host: Now, you’ve brought along
weren’t introduced until 1992,
exploits poverty. Just look at the some telephones to show us.
and the first phone with a built-in
millions of factory workers in poor Charles: That’s right. camera was sold in Japan in 2000.
countries! They get paid a few TV host: Let’s start at the beginning. TV host: And what’s this high-tech
pounds a day, and we still pay £100 When was the telephone invented? one with the strap?
for a pair of trainers. That’s not Charles: That was in 1876, by Charles: Well, believe it or not, it’s
about art or culture! It’s all about Alexander Graham Bell. a mobile phone for dogs. You ring
profit! TV host: And which is the oldest your dog, the phone automatically
Sam: OK, I agree in part. But that phone here? answers, and you say what you
happens in all industries, and the Charles: The ‘box’ phone. want. And it features built-in GPS,
fashion industry is no worse than TV host: This one here, the brown so you will know where your pet is
them. In fact, it’s better than most wooden box? at all times.
industries, because the public is Charles: Exactly. That’s a replica TV host: Incredible. What about
more conscious of the problem, and of Alexander Graham Bell’s first cats? Is there a mobile phone for
pays more attention. commercial telephone, from 1877. them as well?
Fiona: I see your point, but there is It had one hole for both talking and Charles: No, not yet. The battery’s
still a lot of exploitation. listening. the problem. It’s too heavy, you
Sam: I know, but it’s getting better. TV host: Quite primitive, isn’t it? see, but they’re working on it. They
Anyway, there are lots of good Charles: Yes, but phones developed think that over time …
things about fashion, too. It brings very quickly. Look at this one – it’s 8.2
people together, for example, as from 1895, almost twenty years CD2 Track 6
they feel they have a common later. Notice that it has a separate a The telephone was invented in
identity. earpiece on a wire. 1876. The first commercial
Fiona: You must be joking! It brings TV host: It’s beautiful. What’s it phones were made in the USA.
them together in the shops, you made of? b When were the first coloured
mean, so they can spend all their phones sold?
Charles: Metal and wood, with brass
money.
plating. c Text messaging wasn’t
Sam: It looks like we’ll just have to introduced until 1992. Cameras
TV host: Phones were real works of
agree to differ! weren’t added until 2000.

Transcripts 101
 8.3
CD2 Track 7 spend. Hmm … OK, I think I’ll take it. TV by our political reporter, Brian
Shop assistant: Can I help you? Shop assistant: Very good! You won’t Marwell. He was asked about the
regret it. Anything else? city’s crime rate and also about
Customer 1: No, thanks. I’m just
Customer 2: No, that’s enough for unemployment.
looking.
Customer 2: Excuse me. one day! Mayor: We’re going to employ more
Shop assistant: How would you like to police. That way we’ll reduce crime
Shop assistant: Yes? What can I do for
pay? and unemployment!
you?
Customer 2: Do you take credit cards? Newsreader: Last night two men
Customer 2: I’m looking for an MP3
Shop assistant: Yes, of course – Visa were arrested while they were
player.
and Mastercard. attempting to rob a corner shop in
Shop assistant: OK, how much do you
Customer 2: Here you are. Camberwell. Police were called by
want to spend? a passer-by who saw the burglars
Customer 2: Around £250. Shop assistant: Here’s your card and
enter the shop. No one was hurt in
Shop assistant: Right, well, we’ve got your receipt. Enjoy!
the incident.
this one … the Arios R50. It just Customer 2: Thanks.
An enormous black cat was seen in
arrived. It holds over 20,000 songs or 8.4 the village of Manston last night.
100 hours of video, and you can play CD2 Track 8
It appears to be the same cat that
games as well. It’s a very nice player. 1 How much is it? was photographed last year on
And it comes with a very smart case. 2 OK, I think I’ll take it. a neighbouring farm. Locals are
Customer 2: Mmm … can I see it? 3 Excuse me. warned not to approach it if they
Shop assistant: Of course. 4 Can I help you? see it.
Customer 2: What’s this button for? 5 I’m just looking. Several burglaries were reported
Shop assistant: It’s for taking pictures. 6 OK, thanks a lot. But I think I’ll in Hampstead early this morning.
It’s got a camera, too. look around a bit more. Electronic equipment, including
7 Do you take credit cards? expensive flat-screen TVs and
Customer 2: Wow! That’s great. So,
multimedia systems, was stolen.
how much is it? 8 Does it come in other colours?
Shop assistant: Just a moment, let me 9 What can I do for you?
check … OK, it’s £290. 10 How would you like to pay? Unit 09
Customer 2: Oh … that’s a little 11 I’m looking for an MP3 player.
expensive. Have you got any 12 What special features has it got?
9.1
CD2 Track 11
others? Jim: You look really stressed. What’s
Shop assistant: Yes, of course. There’s
the Nadir XM … it’s a nice little Revision 04 wrong?
Amy: Everything, Jim. I’ve got an essay
machine. Very compact, and it to do before the weekend. The title is
comes with a built-in radio. R4.1 ‘My favourite character from fiction’,
CD2 Track 9
Customer 2: OK, and has it got a and I haven’t even started yet.
camera? 1
Jim: OK, well, let’s think … What are
Shop assistant: No, I’m afraid not. It’s a: Do you think I should wear this you reading at the moment?
got the radio, though. dress to the Oscars?
Amy: The Lord of the Rings … again.
Customer 2: I really like the idea of b: If you wore that, you’d never get
Jim: So, why don’t you use Frodo?
the camera. work again!
Amy: No, not Frodo. I mean, The Lord
Shop assistant: Yes, well, the Arios is a 2
of the Rings is a good story, but it’s
really excellent player. It’s got great a: We’d never be late for work if we fantasy. And anyway, I want to write
battery life as well – around twenty went by bike. about a female character.
hours of music or eight hours of b: No, we’d just be hot and sweaty! Jim: Have you read Bridget Jones’
video and games. 3 Diary?
Customer 2: I’m not sure about the a: Please come shopping with me. Amy: Bridget Jones! Of course! I
colour …
b: Sorry, I’m broke. I’d come if I had could use Bridget Jones. Why didn’t
Shop assistant: No problem … we’ve any money, but ... I think of her before? I thought she
got it in black, blue, silver and red was great.
a: So am I, but I’ve got my credit
as well.
card! Jim: Yeah. She’s brilliant!
Customer 2: Really? Blue would be
b: Let’s go! Amy: The book’s really true to life,
good.
and she’s so funny, what with all the
Shop assistant: Of course. R4.2
CD2 Track 10 situations she gets herself into. I can
Customer 2: Well, I suppose it’s only Newsreader: This morning, the mayor really relate to her. Yeah, I’m going
£40 more than I was intending to was interviewed live on breakfast
102
to write about Bridget Jones. What c Paul, who is tired of writing trip he made round Kenya in 2002,
about you? Who would you choose? romantic novels, decides to kill so it’s not too long ago. What do
Jim: As my favourite character from Misery. you think?
fiction? All: Yes./OK./Fine./Sure.
Amy: Yes. 9.3
CD2 Track 13 9.4
CD2 Track 14
Jim: Well, I’m a real Stephen King fan.
Amy: He’s written some excellent Man 1: Well, that was an interesting They weren’t very convincing.
horror stories! discussion on Pompeii. I’m glad The ending was brilliant.
you all enjoyed it. Now then, what It was a bit slow in the middle.
Jim: Yes. I love Carrie and Christine.
about next month? Any ideas for a It started really slowly.
Amy: But who’s your favourite King
book?
character? Her descriptions are amazing.
Woman 1: Yes, I’ve got a suggestion.
Jim: Well, my favourite character is I loved the narrator.
I think Dan Brown’s The Da Vinci
from a book called Misery – Annie She writes great dialogue.
Code would be a good choice.
Wilkes. She’s really terrifying. I’d His style is very clear.
Man 1: Any reactions?
write about her. I couldn’t relate to them.
Woman 2: I’ve already read The
Amy: Tell me more about about her. I
Da Vinci Code and, frankly, I was
haven’t read Misery.
Jim: Well, she’s a nurse who lives
disappointed. I thought the plot Unit 10
was completely unrealistic. And the
alone in the country and who really
main character didn’t convince me 10.1
CD2 Track 15
loves romantic novels. One day, she
at all. I think we should forget about
rescues a man from a car accident, Dad: Where’s your gran? We need to go.
thrillers and go for something more
who turns out to be her favourite Ann: She’s upstairs. Do you want me
down to earth … something by
novelist, Paul Sheldon. to go and get her?
Joanna Trollope, for instance.
Amy: What’s scary about that? Dad: No, I’ll call her … Mum! Are you
Man 2: Joanna Trollope? Sorry, but I
Jim: Well, Annie is completely don’t like her books at all. They’re all OK?
obsessed with one of his characters, the same … the same boring people Gran: What?
Misery Chastain. So, she invites in the same boring situations with Dad: Everything OK?
Paul to stay in her house while he’s the same boring problems. Gran: Everybody stay? Good idea.
recovering and writing the next That’ll be nice for Susan as well.
Woman 2: All right, what do you
Misery Chastain novel.
suggest then? Dad: No, not stay, Mum … I asked if
Amy: OK … you were OK. We need to leave –
Man 2: I was thinking of Memoirs of
Jim: At first, all goes well, but the a Geisha, by Arthur Golden. I read it we’re late.
problem is that Paul doesn’t want recently, and it’s a wonderful book Gran: Thanks, love. I think you’re
to write romantic novels any more – it starts a bit slowly, but then the great, too!
and has decided to write one last story picks up, and it really keeps Dad: Oh dear.
book in which Misery dies. you turning the pages. You really Ann: Don’t worry, Dad, I’ll go and
Amy: So? get inside the narrator’s mind. get her.
Jim: So, when Annie discovers this, Woman 1: Well, no offence, but I’m Gran: Why isn’t Susan coming
she goes mad, and forces Paul to not terribly interested in reading tonight?
write another book, this time saving about some woman in Japan all
Dad: She can’t. She’s got to stay late
Misery. those years ago.
at the office.
Amy: It still doesn’t sound very scary. Man 1: What about a travel book?
Gran: Gone off it? I thought she
Jim: It is, believe me. When Paul tries Woman 2: A travel book? loved going to the cinema.
to escape, Annie breaks his legs, and Man 1: Yes, something by Bill Bryson, Dad: Not off it, Mum – office. She’s
when she doesn’t like part of the for example. He really brings
new book, she cuts off his thumb. got a lot of work to do at the office.
places alive. His descriptions are She’s a bit stressed.
Amy: Yuck! Don’t tell me any more! fantastic, and he has a great sense
Gran: Depressed? Oh, dear, she
And she’s your favourite character? of humour.
You’re sick! should have come with us.
Woman 2: Well, that would be
Ann: Dad said she was stressed,
different.
9.2
CD2 Track 12 Gran, not depressed.
Woman 1: OK, as long as it’s a recent
a Annie lives alone in an old Dad: Well, here we are at last. Three
journey.
house, where she reads a lot of tickets, please.
Man 1: One of my favourites is Bill
romantic novels. Ticket seller: At the front or at the
Bryson’s African Diary. It’s about a
b Annie is the nurse who rescues back. Which do you prefer?
Paul.
Transcripts 103
 Dad: I don’t know. Mum, the man made her really happy. So, who was permission if we want to have a
asked where we would like to sit. it from? party. It’s also good because I’m
Gran: I want to sit next to you, dear. Ken: Well, she isn’t having an affair. learning to take care of myself: I
Ann: Of course, Gran. But he means, Deb: I guessed that! Penny loves have to do all my own cooking, wash
do you want to sit near the front or Stuart too much to cheat on him. my own clothes ...
the back? But it must be someone important. Tammy: Hello, I’m Tammy. I left school
Gran: Oh, I see. Yes, let’s sit at the She’s got a photo, and then she a couple of years ago. I suppose I
front. told Leanne that she had this huge was quite lucky because I got a job
Dad: Mum, you’re snoring! secret! almost immediately working in a
People: Shh! Be quiet! Ken: Well, you’ll never believe it, but bank. It pays good money. I could
the mystery man is her brother! live by myself if I wanted to, but
Dad: Mum, Mum … Wake up! You’re
Deb: Her brother?! I prefer to live with my parents.
snoring!
A lot of my friends think it’s very
Gran: What’s wrong? Ken: Yes! She hasn’t seen him for
strange, but I like it. My parents are
Dad: The film has started, and fifteen years! He’s been in prison!
quite relaxed, and they let me do
you’re snoring! Deb: Wow! Has she told Stuart yet?
whatever I want. I have my clothes
Gran: The film is boring? Well, don’t Ken: No. And that’s the problem. washed and ironed, and all my
worry. Come on, let’s go. Stuart heard her talking on the meals cooked – and it’s all for free!
Crowd: Sit down! I can’t see. phone while they were arranging to It’s fantastic! The only problem is
Gran: Come on, Derek. Don’t just
meet. that I know they worry about me
sit there! Let’s go home and cheer Deb: So what did he do? when I stay out late, so sometimes
Susan up! Ken: He followed her. I feel guilty and go home early, but
Deb: And where did they go? I think the advantages far outweigh
10.2
CD2 Track 16 Ken: The Queen Mary pub. the disadvantages.
My girlfriend said she wanted to Deb: Oh no! Everyone goes to the 11.3
go to the cinema last week. I told CD2 Track 21
Queen Mary. You can’t keep a
her that she wouldn’t enjoy the secret there! How did it finish? Kim: Hi, I’m Kim, and this is Nigel.
film that was playing at our local Ken: Well, Stuart arrived at the pub You’re Gary, is that right?
cinema. I explained that it was very and saw them together. Gary: Yeah, that’s right.
violent. She suggested that we rent Deb: Did he hit him? Nigel: Have a seat.
a DVD instead. I complained that Gary: Thanks.
Ken: I don’t know! That’s where it
she was boring. She asked me if I Kim: Now, tell us a bit about yourself,
finished. He got really angry and
had a better idea, and I admitted Gary.
walked up to them. I think they’re
that I didn’t.
going to have a fight. You must Gary: Well, it depends what you want
10.3
CD2 Track 17 watch it tonight! to know. Let me see … I’m 20, and I’m
a student at university here.
a He asked her when she wanted
to leave. Unit 11 Nigel: What are you studying?
Gary: Physics.
b He asked if she had enjoyed the
film. 11.1
CD2 Track 19 Kim: Wow, a scientist!
c Gran asked if the film had Gary: Yeah, I suppose so.
a a university b a European
finished. c an umbrella d an hour Kim: So, what kind of things do you
d Susan asked how long Gran was e an eagle f a hotel g an X-ray like doing in your free time? What
going to stay. h a CD are your interests?
Gary: Well, I’m really into heavy
11.2
CD2 Track 20 metal – I play the guitar in a band.
Revision 05 Khalil: Hi, my name’s Khalil. I come That takes up most of my time.
from Egypt, but at the moment Nigel: And is there anything you
R5.1
CD2 Track 18 I’m an exchange student here in really don’t like … anything you really
Ken: Did you see Riverside last night? Sydney, Australia. My family was can’t stand?
Deb: No, I missed it. I was watching worried when I first moved here, Gary: Politicians!
a film on the other channel. Was it but the university helped me find Kim: I’m with you there!
good? accommodation, and I soon settled Nigel: So, why do you think you
Ken: Yeah! Things are really hotting in. I live with some other overseas would be a good lodger?
up between Stuart and Penny! students in a rented flat. It’s a bit Gary: Well, I think I’ve got a good
Deb: I remember Penny got a letter expensive, but otherwise it’s great. sense of humour, and I haven’t got
from someone last week, and it We’re completely independent. any bad habits!
Our friends can come round any
104 time, and we don’t have to ask
Nigel: OK, thanks for coming, Gary … Kim: I thought Gary was great. Man: So? It’s a nice place … really
we’ll let you know tomorrow. Nigel: Plus, he doesn’t like quiet. The owners are friendly and
Gary: Right … bye. politicians! it’s not too expensive. I don’t know
Kim: Exactly! why …
Nigel: Hello … you must be Sarah.
Nigel: So, Gary it is then? Woman: Ashley, not the hotel again,
Sarah: That’s me!
Kim: I think so, yes. please! It’s so boring. You only
Nigel: Right, well, come in.
want to go so that you can see your
Sarah: Thanks. What a lovely house! Nigel: Fine by me, just as long as he
old friends again. I’ll go mad if we
Kim: Do you like it? doesn’t play his heavy metal too
spend another summer there.
loudly.
Sarah: It looks great for parties! Do Man: OK, so not the hotel then. I did
you have a lot of parties? The last Kim: OK, I’ll ring him!
see something interesting in the
place I lived, we had a party every 11.5 paper the other day – an advert for
CD2 Track 23
weekend – it was great fun. a health spa.
Nigel: Hmm. So, why did you leave?
Asking for information
Woman: A health spa? Well, that
Kim: Tell us a bit about yourself.
Sarah: We had a problem with the sounds interesting. But I think I
neighbours … they didn’t like our Kim: What kind of things do you like might get bored at a spa for two
taste in music! doing in your spare time? weeks just sitting around in a
Kim: Right … so do you ever get time Kim: What are your interests?. jacuzzi all day.
to yourself? I mean quiet time? Kim: Is there anything you really Man: Yes, but you wouldn’t spend all
Sarah: Well, I’m a photographer, don’t like? day in a jacuzzi. People go to spas
so I often have time to myself on Nigel: Why do you think you would because they want to relax and be
outdoor shoots. When I’m at home, be a good lodger? pampered. They go to get massages,
I prefer to be sociable. Nigel: Why did you leave? facials, bathe in thermal springs,
Nigel: OK … um … apart from Kim: Do you ever get time to things like that …
partying and photography, what yourself? Woman: Well, OK, but I said I wanted
else can you tell us about yourself? Nigel: Apart from partying, what else to do something exciting on holiday
Sarah: Well, I’m 24. I love running can you tell us about yourself? this year.
and climbing – outdoor stuff. I can’t Expressing opinions. Man: Well, that’s the good thing
stand just sitting around in the Kim: She’s got plenty of energy. about this place. Apparently, it’s
house. I have to be doing things. Nigel: I think she’d be a lot of fun. located in some really beautiful
Action, action! mountains, and there are several
Kim: I’m a bit worried about
Kim: Right … well look, Sarah … we’ll hiking trails near the spa. So we
the problem she had with the
be in touch soon, OK? We have can do both: have a relaxing spa
neighbours.
some more people to interview, but experience and do some hiking and
Kim: I get the impression she’s a
we need to decide today, so you’ll adventure sports.
little inconsiderate.
probably hear from us tomorrow Woman: Now you’re talking!
Nigel: He seems quite relaxed.
morning, OK? Man: So, should I go ahead and
Kim: I thought Gary was great.
Sarah: Sure, that’s fine. book?
Nigel: Bye, then. Woman: Why not? But only if you

11.4
Unit 12 promise you’ll come hiking with me.
CD2 Track 22 Man: Of course!
12.1
Kim: Phew! She was a bit exhausting, CD2 Track 24 12.2
wasn’t she? CD2 Track 25
Man: Where are we going to go on
Nigel: I know what you mean, but I holiday this year? quiet, exhilarating, adventurous,
liked her. Woman: Well, I was thinking … why peaceful, unexciting, uneventful,
Kim: She sure has plenty of energy. don’t we do something active? You predictable, physical, sociable,
Nigel: I think she’d be a lot of fun. know, like camping or something. strenuous
Kim: Mind you, I’m a bit worried We could take a tent and find a nice 12.3
CD2 Track 26
about the problem she had with the place to camp … do some hiking.
neighbours in her last flat. What do you think? 1
Nigel: Right … a bit too much fun Man: Hiking? That sounds a bit a: Excuse me, I’m lost. Can you tell
maybe, you think? difficult. I was actually thinking of me how to get to the cathedral?
Kim: Perhaps. I get the impression something more relaxing. b: Go up this street until you get to
she’s a little inconsiderate, too. Woman: Not that hotel on the beach the traffic lights. Turn left at the
again! We’ve been going there for lights. Walk straight on for about
Nigel: Well, what about Gary? He
years! 300 metres, and you’ll come to a
seems quite relaxed.
Transcripts 105
 park. The cathedral is on the far Angela: That doesn’t sound like you.
side of the park. Paul: No, quite. Then my daughter
a: OK, thanks a lot. Hannah wants to go to the beach
2 in Spain.
c: Excuse me. Angela: And what about you?
d: Yes? Paul: I just want to relax, whatever
c: Would you mind heating up this we do.
soup, please? It’s stone cold. Angela: So, what are you going to
d: Certainly, madam. I’m sorry do?
about that. Paul: Well, we definitely aren’t going
3 to the Pyrenees, and we certainly
e: Could you send someone up to
won’t visit my wife’s family again
our room, please? – not after what happened last
year. We’ll probably just go to the
f: I’m afraid we’re all very busy at
beach again. That way my wife and
the moment. What’s the
I can relax, Hannah can sunbathe,
problem, madam?
and the twins can do some water
e: It’s my husband. He’s locked in sports. I just hope Ben doesn’t get
the bathroom, and he can’t bored.
get out.
f: Oh dear. In that case, I’ll send
someone straight away. Room
436, is that right?
e: Yes, that’s right.
12.4
CD2 Track 27
a Could I have a room for
the night?
b Can you ring for a taxi, please?
c I’d like a black coffee, please.
d I was wondering if you had any
British newspapers.
e Do you think you could tell me
how to get to the train station?
f Would you mind bringing me
another fork?

Revision 06
R6.1
CD2 Track 28

Angela: Hi, Paul. Have you made

plans for your holiday this year yet?
Paul: No, it’s difficult to decide.
Angela: Why’s that?
Paul: Everyone in my family wants
to do something different.
Angela: For example?
Paul: My wife wants to visit family
and friends.
Angela: Hmm. Not much fun for
you?
Paul: No! Then my eldest son,
Ben, wants to go camping in the
Pyrenees.
106
 Answer Key

Supplementary for Text Types

3 They migrated to the United States because of the chaotic
Procedure text political environment and anti-Semitism in Ukraine.
How to Iron Clothes 4 Jan Koum’s family struggled hard. His mother took up babysitting
Page 109 to earn money and Jan himself began working as a cleaner at
A 1 The purpose of the text is to explain how to iron clothes. a grocery store. His mother had cancer and passed away.
2 You should take a look at the ironing board or the table surface
5 He collaborated with Brian Acton in forming the WhatsApp
and separate the clothes by fabric type.
messaging application.
3 We need to separate the clothes to prevent accidental melting
or scorching. C 1 execute 5 resilient
4 We need to spray some fabric starch or water to add moisture. 2 vision 6 entrepreneur
5 We should hang the clothes immediately. 3 chaotic 7 infrastructure
4 avenue 8 platform
Page 110
B 1 surface 5 starch D 1 avenues 5 vision
2
scorching 6 wrinkles 2 infrastructure 6 resilient
3
socket 7 prevent 3 chaotic 7 platform
4
spray 4 executed 8 entrepreneur
C 1 ironing board 6 socket
2 fabric 7 temperature Descriptive Text
3 prevent 8 sprinkle Tana Toraja
4 scorching 9 spray starch Page 116
5 plug 10 moisture A 1 It is about the culture of the people of Toraja.
2 Most of Torajans are farmers.
How to Make Cheese Omelet 3 Tongkonan Pallawa is a famous ‘tongkonan’ or a very attractive
Page 111 traditional house, and lies among the bamboo trees in a hilltop.
A 1 The purpose of the text is to tell the readers how to make a 4 The shape of tongkonan roof is like a boat. There are areas for
cheese omelet. sleeping, sitting and also includes a kitchen inside. In front of
2 We need an egg, cheese, salt, pepper, oil, milk. tongkonan, there are rice barns. A buffalo horn is set on the
3 We should sprinkle the cheese over the omelet when the omelet front of traditional houses.
begins to cook. 5 A tau tau is a wood-carved image of a person that is put on the
4 We should remove the pan from the heat. balcony of the tomb. It is made in the likeness of the dead person.
6 It refers to the Toraja people.
Page 112 7 They kill the animals as they believe that the spirit of the dead
B 1 grate 5 slide will live peacefully, continuing to herd the buffaloes that have
2 ease 6 spatula come to join him or her in the afterlife.
3 edge 7 mixture 8 a traditional
4 crack b upturned
C 1 edges 5 poured c complex
2 beats; mixture 6 folded d spirit
3 slides; sprinkles 7 grated; pinch e event
4 cracked B 1 ancestor 5 tribe 8 society
2 feast 6 funeral 9 funds
Recount Text 3 slaughter 7 resident 10 commodity
Biography of Jan Koum 4 culture
Page 113
A 1 Orientation Narrative Text
2 Event The Legend of Nyi Roro Kidul
3 Re-orientation Page 118
A 1 The characters in the story are Dewi Kadita, King Munding Wangi
Page 114 and Dewi Mutiara.
B 1 The purpose of the text is to inform the readers about Jan 2 He was not happy because he didn’t have a son as his heir.
Koum’s life. 3 She was Dewi Kadita’s stepmother.
2
He originally comes from Ukraine.

Irregular Verbs 107

 4 Dewi Kadita got the skin diseases because her stepmother asked B 1 integrate 5 quote
a black magician to curse her. 2 crisis 6 hoax
5 No, he didn’t. He finally agreed to send Dewi Kadita away as 3 legal 7 combat
he didn’t want people to say bad things about her. 4 simultaneous 8 slander
6 She recovered from her skin diseases when she jumped into
the South Ocean. The water in the sea had washed away her C 1 gathered
ulcers and abscesses. 2 public
3 create
Page 119 4 revealing
B 1 b 6 a
2 h 7 g
3 j 8 e Analytical Exposition
4 f 9 i Reasons You Should Join A Student Club or Organization
5 d 10 c Page 125
A 1 The purpose of the text is to present some reasons why students
C 1 grudge 5 miraculously 8 despair should join a student club or organization.
2 attempt 6 heir 9 wicked 2 Joining a student club can help you make friends, develop your
3 abscess 7 legend 10 curse skills and develop good social network.
4 overcome 3 It is easier because you’ll feel more comfortable to talk about
something you know you both already enjoy.
D 1 beauty
4 terrible 4 Skills such as developing commitment, and leadership,
2 allow 5 heartbroken communication and networking skills can be developed by
3 cruel joining a club or organization.
5 A good network is important because by connecting ourselves
with a lot of people, it is more possible for us to get help or
Report Text support from those we know in the future.
Star Fruit – Carambola
6 Answers may vary as they are personal opinions – some ideas
Page 121
may be taken from the text also.
A 1 The purpose of the text is to present some information about
star fruit. B 1 similar
2 Star fruit range in taste from sour to pleasantly tart to slightly 2 effective
sweet with a complicated flavor combination that is similar to 3 personal
plums, pineapples, and lemons. 4 excellent
3 Three other names of star fruit are belimbing, mafueng and Kamrakh. 5 enhance
4 They are good for our health because they contain vitamin C,
low fat and naturally sodium and cholesterol free. C 1 acquainted 5 networking
5 They can be used to cure headaches, sore eyes, ringworm, prickly 2 endeavors 6 participating
heat, and chicken pox. It is useful for nursing mothers as they 3 enhance 7 committee
can stimulate the flow of milk. 4 advantage 8 fitting in
6 a paragraph 3
b paragraph 2
c paragraph 3 Page 126-138
d paragraph 4 Soal UN SMA (Answer Key)
B 1 cholesterol 5 stimulate 1 C 11 C 21 B 31 B 41 B
2 tart 6 cultivate 2 B 12 A 22 C 32 D 42 C
3 garnish 7 thrives 3 A 13 B 23 D 33 A 43 B
4 flesh 8 translucent 4 D 14 C 24 A 34 B 44 D
5 B 15 A 25 B 35 C 45 C
C 1 complicated
6 C 16 B 26 B 36 B 46 B
2 frequently
7 D 17 D 27 A 37 D 47 D
3 unique
8 A 18 C 28 B 38 A 48 A
4 excellent
9 B 19 D 29 D 39 B 49 C
5 cure
10 B 20 A 30 C 40 A 50 C

News Item
Crisis Centers Ready to Combat Hoaxes during
Elections
Page 123
A 1 The purpose of the text is to inform the readers about the
national anti-hoax force.
2 He is the chairman of Mafindo.
3 The aim is to tackle the spread of hoaxes in the lead up to the
simultaneous regional head elections on June 27 and the 2019
presidential and legislative elections.
4 Mafindo has built hoax crisis centers in Central Java, West
Kalimantan and West Java.
5 The centers aim to make it easier for the public to report hoaxes
and clarify issues, and to educate younger generations on how
to create positive web content.
6 ‘We’ refers to the Mafindo organization.

108
 Irregular Verbs

Infinitive Past Simple Past Participle Infinitive Past Simple Past Participle
be (am/is/are) was/were been lend lent lent
become became become lie lay lain
begin began begun lose lost lost
bite bit bitten make made made
break broke broken meet met met
bring brought brought pay paid paid
build built built put put put
buy bought bought read read read
can could been able to ride rode ridden
catch caught caught ring rang rung
choose chose chosen run ran run
come came come say said said
cost cost cost see saw seen
do did done sell sold sold
draw drew drawn set set set
drink drank drunk sing sang sung
drive drove driven sit sat sat
eat ate eaten sleep slept slept
fall fell fallen speak spoke spoken
feel felt felt spend spent spent
find found found spread spread spread
fly flew flown stand stood stood
forget forgot forgotten steal stole stolen
get got got strike struck struck
get up got up got up swim swam swum
give gave given take took taken
go went gone tell told told
grow grew grown think thought thought
have had had throw threw thrown
hear heard heard understand understood understood
hide hid hidden wake up woke up woken up
know knew known wear wore worn
leave left left win won won
write wrote written

Irregular Verbs 109

 Pronunciation Chart

Vowels Keywords Consonants Keywords

/i:/ see /p/ pen
/i/ happy /b/ back
/I/ sit /t/ talk
/e/ bed /d/ do
/{/ cat /k/ came
/A:/ father /g/ get
/Á/ got /tS/ watch, chair
/O: saw /dZ/ July
/U/ book, put /f/ photo
/u/ actual /v/ have
/u:/ food /T/ thing
/ö/ but, mother /D/ the, this
/E:/ word /s/ see
/@/ computer /z/ please
/eI/ day, eight /S/ shirt, station
/@U/ go /Z/ pleasure
/aI/ buy, my /h/ hat, who
/OI/ boy /m/ man
/aU/ how /n/ sun, know
/Ir/ near /Î/ sing
/Er/ hair, there /l/ like
/U@/ pure /r/ run
/j/ yes
/w/ white, we

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 Grammar Glossary

Here is a list of some common words and phrases we use to talk about grammar.
Adverbs say when, where or how something happens: Suddenly, she felt very afraid. The students
quietly left the building. He held the gift carefully.
Articles are the words a, an and the. A/an is the indefinite article; the is the definite article.
The term aspect refers to the use of verb forms to show events viewed retrospectively (the perfect
aspect – I have seen them) or in progress at a particular time (the continuous aspect
– I am reading).
Auxiliary verbs are verbs such as be, have and do that are used with another verb to make tenses,
passive forms, etc.: He was running. What have you done?
Collocations are words that often occur together: set in motion, make an impression, booming
sound, icy water.
Compound nouns are words made of two or more nouns joined together: bus stop, litter bin,
shortlist.
Connectors (also called conjunctions) are words that can be used to join clauses together: and, but,
although, because, since, as.
The gerund is the noun form of the verb, ending in -ing: He’s not very good at controlling his
temper. I remember eating at that restaurant.
An idiom is a phrase with a special meaning that cannot be understood by looking at the meaning
of the individual words: crack a joke, strike while the iron’s hot.
The infinitive is the main form of the verb and is usually used with to: She stopped to say hello. He
doesn’t know what to do next.
An intransitive verb is one that cannot have an object or be used in the passive: smile, go, come.
Modal verbs express possibility, prohibition, permission, obligation and logical deduction: You can
use the Internet during your break. You have to wear a uniform. He must be the driving instructor.
In passive constructions the subject is the recipient of the action, not the agent of the action. The
passive is used when the action is more important than the agent (I’ve been sacked), when the
agent of the action is unknown (My car was stolen) and to describe processes (Coffee is grown in
Latin America).
Phrasal verbs are verbs combined with a preposition or an adverb to give a new meaning:
break down, put off, look up to.
Prefixes go before a word root to give the word a new meaning: befriend, forecast, encircle.
Prepositions are words such as in, on, at, despite, by. They usually come before a noun or pronoun:
at the station, in July.
Many adjectives, nouns and verbs use a particular preposition: at home, suffer from, insist on,
apologise for, good at.
Quantifiers are words such as many, few, little, a lot that are used to show how many or how
much of something we are talking about.
A transitive verb is one that can have an object: drive (a car), send (an e-mail).

Grammar Glossary 111