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Personal  British
American
English

Best
Series Editor Jim Scrivener
B1+ Intermediate
Teacher’s Book
Sheila Dignen

Student’s Book

Teacher’s notes

Answer keys

Audio & video scripts

Personal Best
American
English

Do your personal best wi English!

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

Practice makes perfect! For students

The interleaved Teacher’s Book provides   Student’s Book + Class Audio + Video
teacher’s notes and student’s book pages   Richmond Learning Platform access
  Personal Best Language App
combined in one easy-to-use resource. It
  Workbook + Audio
includes activities, ideas, and videos by Series
Editor Jim Scrivener that ensure teachers put
For teachers
practice at the heart of learning.
  Teacher’s Book + interleaved Student’s Book
 All you need to help your students achieve   Richmond Learning Platform access
their personal best!   Class Audio + Video
  Teacher’s Resource Book with photocopiable
  Full-sized, color Student’s Book pages with activities and tests
accompanying lesson notes for ease of reference in   Digital Book for interactive whiteboard use
class and when planning your lessons.   Complete assessment package
  Comprehensive teacher’s notes with answer keys and
Class Audio and Video scripts.
  Warm-up acivities, ideas for extra practice and
guidance with questions to check understanding.   Practice language and skills
  A unique “3xPractice” feature for each page of the   Assign, test, and track progress
Student’s Book with extra ideas for the teacher.   Download full range of teaching resources
  Access ready-made printable and interactive tests
  Teacher training videos featuring Jim Scrivener.   Create new tests with Richmond Test Manager
  References for further practice in the Workbook and
Teacher’s Resource Book.
• Access to the Teacher’s area of the Richmond
Learning Platform.

Common European Framework

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

This course offers free extra practice of the language you’ve course offers free extra practice
Richmond
covered in class, online on the in Learning
class, online on thePlatformLearning
  Platform
Personal
and on the go with the on the goBest
with Language
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because pracce make perfect!pracce make perfect!

The code below gives you free access to code below gives you free Theaccess to Best Language AppBest
Personal  can Language App
the Richmond Learning PlatformLearning Platform
. Here, Here, be downloaded completely free from downloaded completely free from
you will find all the content your students will find all the content the
yourApp
students
Store or Google Play. Use it App Store or Google Play. Use it
can access as access as well as resources specifically as resourcesthroughout
specificallythe day whenever you the day whenever you
for teachers. You can download or play teachers. You can download haveoraplay
spare moment to play quick, fun a spare moment to play quick,
the audio and video, and set assignments audio and video, and setgamesassignments
which will help you learn the which will help you learn the
and tests for your students.tests for your students. vocabulary, grammar and pronunciation grammar and pronunciation
you’ve studied in class.studied in class.
Go to to
www.richmondlp.com, click click
Register and enter this access code. It’s enter this access code. It’s
valid for 12 months for one teacher. If you for 12 months for one teacher. If you
need help, go to help, go to
help.richmondelt.com.

YOUR ACCESS CODE ACCESS

for thetheCODE

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

58 St Aldates
Oxford
OX1 1ST
United Kingdom

All rights reserved. No part of this book may be reproduced,

Printed in Mexico
stored in a retrieval system or transmitted in any form by any
ISBN: 978-84-668-2763-8 means, electronic, mechanical, photocopying, recording or
© Richmond / Santillana Global S.L. 2017 otherwise, without the prior permission in writing of the Publisher.

Publishing Director: Deborah Tricker Photodisc/Thinkstock, Photos.com Plus, Thinkstock;

Publishers:  Sue Ashcroft, Luke Baxter GTRESONLINE; I. PREYSLER; ISTOCKPHOTO/Getty Images
Editors: Glenys Davis Sales Spain; JOHN FOXX IMAGES; REX SHUTTERSTOCK/
Proofreaders: Nicola Gooch, Shannon Neill FOX/Genre Films, Page Images, Sipa Press, Silverhub, Galvan/
AP, Ray Tang; SHUTTERSTOCK/Rex; SHUTTERSTOCK
Design Manager: Lorna Heaslip
NETHERLANDS,B.V.; SOUTHWEST NEWS; wikipedia/
Cover Design: Richmond
Ed g2s; Michael Parsons; Pedroromero2; Neil Douglas;
Design & Layout: Lorna Heaslip
Rockford Register Star and rrstar.com; COAST Collective
Americanization: Angela Castro, Deborah Goldblatt
Architecture Studio; Amos Magliocco/Eric Nguyen; courtsey of
Vic Armstrong; Carroll County Sheriff; Project Monsoon, School
Illustrators:
Simon Clare; Dermot Flynn c/o Dutch Uncle; Guillaume Gennet of the Art Institute of Chicago; SERIDEC PHOTOIMAGENES CD;
c/o Lemonade; John Goodwin; The Boy FitzHammond c/o ARCHIVO SANTILLANA
NB Illustration; Douglas Strachan at Strachangray Creative
We would like to thank the following reviewers for their
Photos: valuable feedback which has made Personal Best possible.
J. Jaime; S. Enríquez; 123RF; ALAMY/WENN Ltd.,
We extend our thanks to the many teachers and students not
PhotoAlto sas, AF archive, HO Images, Chronicle, BSIP SA,
B Christopher, Lev Dolgachov, Morey Milbradt, Richard Levine, mentioned here.
Kevin Su, Rob Watkins, epa european pressphoto agency Brad Bawtinheimer, Manuel Hidalgo, Paulo Dantas,
b.v., cineclassico, Aflo Co. Ltd., Mark Eden, Photo Japan, Diana Bermúdez, Laura Gutiérrez, Hardy Griffin, Angi Conti,
REUTERS, Mark phillips, Peterforsberg, Jorge Peréz, ilpo musto, Christopher Morabito, Hande Kokce, Jorge Lobato,
Design Pics Inc, ZUMA Press, Inc., Glasshouse Images, MBI, Leonardo Mercato, Mercilinda Ortiz, Wendy López
TGSPHOTO, CoverSpot Photography, Entertainment Pictures,
Allstar Picture Library, Tewin Kijthamrongworakul, Tribune
Content Agency LLC, Pictorial Press Ltd, Caryn Becker; The Publisher has made every effort to trace the owner of
BBC; BNPS (BOURNEMOUTH NEWS & PICTURE SERVICE) copyright material; however, the Publisher will correct any
Rachel Adams, Steve Way; GETTY IMAGES SALES SPAIN/ involuntary omission at the earliest opportunity.

 
American
English

Personal 
Best
Teacher’s Book
B1+ 
Intermediate

Series Editor 
Jim Scrivener
Author
Sheila Dignen

 
 

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Student’s Book Answer keys every 2 units

 version of the course
• Guidance notes, Audio& videoscripts • Grammar Practice, Vocabulary
Practice and Communication Practice • Answer Keys, Class
 Answer Keys,
sections  Audio and Video
 Audio and Video scripts
• Access code for Richmond Learning • Use on any interactive
• Access code for Richmond Learning
Platform  whiteboard, or with a computer
Platform
and projector.

Teacher’s Workbook + audio

Richmond
Resource Book • Practice of the Testing
• Over 60 language and skills
in the Student’s • Download
supplementary
Book unit,
photocopiable
progress
resources • For homework or
and mid-/
• Grammar, self-study 
end-term
 vocabulary and skills activities • Review and tests
 with Teacher’s notes Practice sections every unit
• Editable versions
• Copy-and-go grammar and • Additional Writing Practice section
• Richmond Test Manager for digital
 vocabulary progress tests • Downloadable audio MP3s and customized tests

Class Audio / Personal  Language App

 
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 Audio CDs
  1 Audio

  grammar and
Unit U nti 7
• Extended
• Student’s Book  vocabulary practice
practice
Video

 Video DVD . r ci h n l t . c / r n l t

• Rewards and scores to activities

show progress for
grammar, vocabulary and skills
• Class Audio MP3 and Video MP4
• Assign, track and mark activities
and tests

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CONTENTS

  STUDENT'S BOOK CONTENTS  p 4

  INTRODUCTION  p 6

1   Communication  p 20

2   Tell me a story  p 36

3   People  p 56

4   Places and homes  p72

5   Money and shopping  p 92

6   Work and education  p 108

7   Entertainment  p 128

8   Sports and health  p 144

9   Food  p 164

10   Right and wrong  p 180

11   The natural world  p 200

12   Getting away  p 216

  GRAMMAR PRACTICE  p 236

  VOCABULARY PRACTICE  p 284

  COMMUNICATION PRACTICE  p 328

  AUDIO SCRIPTS  p 354

  WORKBOOK ANSWER KEY  p 367

 
 

CONTENTS

LANGUAGE SKILLS
GRAMMAR PRONUNCIATION VOCABULARY

1   Communication   simple present  sentence stress   communication READING Learning

Curve SPEAKING
and present   question   say , tell, speak ,  a text about surviving   making small talk
1A Connected p4 continuous; intonation and talk  without a smartphone
action and state   keeping a conversation
1B Smart living? p6  skimming a text going
verbs
1C Liar, liar p8  actually , in fact 
 
  question forms PERSONAL BEST

1D Small talk p10   having an informal

conversation

2   Tell me a story   narrative tenses    /d/ sound in the   -ed  and -ing  Learning

Curve LISTENING WRITING
  used to and past perfect adjectives making a narrative
 
  a video looking at the
2A What a coincidence! p12 usually    sentence stress   phrasal verbs interesting
role of luck in our lives
2B Do we make our own luck? p14   listening for the time linkers
 

2C Radical changes p16 main idea PERSONAL BEST

2D It happened to me p18
  linking consonants   a blog post about a
and vowels
memorable event

1  and 2 REVIEW and PRACTICE   p20

3   People   future forms:   going to   personality READING Learning

Curve SPEAKING
present   pausing in adjectives an article about birth
 
  giving and responding
3A It’s a plan p22 continuous, relative clauses   relationships order and personality to news
be going to,
3B Born to rebel p24 reading for specific
 
  giving bad news
and will 
3C Good neighbors, information
 defining and linkers of reason
 
PERSONAL BEST
bad neighbors p26 non-defining and result   exchanging news with
3D I have some news p28 relative clauses
a friend

4   Places and homes   quantifiers  sentence stress   compound Learning

Curve LISTENING WRITING
 comparatives and   // sound nouns writing an informal
 
  a video looking at how
4A What makes your superlatives,   common verb e-mail
we feel about where
city great? p30  as … as  phrases we live informal discourse
 

4B City or country? p32   describing   understanding key markers

homes points
4C A place to stay in NYC p34 PERSONAL BEST

4D Hope to hear from

  linking similar
an e-mail catching up
 

consonant sounds
you soon! p36 with a friend

3  and 4 REVIEW and PRACTICE   p38

5   Money and shopping   zero and first   intonation   money READING Learning
Curve SPEAKING
conditional;   word stress   shopping an article about the   explaining what’s
5A Spend, spend, spend p40 future time Black Friday shopping wrong
clauses phenomenon
5B Black Friday p42   taking something
  predictions: will, identifying opinions
 
5C Tomorrow’s world of back to a store
be going to,
shopping p44 even, just 
 

may /might  PERSONAL BEST

5D It’s not working p46   getting a refund

or exchange

6   Work and education   present perfect   present perfect   work and Learning
Curve LISTENING WRITING
and simple past, and simple past careers (1) writing a cover letter
 
  a video looking at how
6A Career change p48  already , yet , weak form of work and
   
we feel about our jobs prepositions after
 

recently  been careers (2)

6B Dream job p50   understanding specific verbs, nouns, and
  present perfect   education adjectives
6C School days p52 information
continuous and
6D I am writing to apply … p54 present perfect   sentence stress PERSONAL BEST

  an e-mail to apply
for a job

5  and 6 REVIEW and PRACTICE   p56

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

 
 

CONTENTS

LANGUAGE SKILLS
GRAMMAR PRONUNCIATION VOCABULARY

7   Entertainment   the passive  past participles   movies READING Learning

Curve SPEAKING
  modals of    /ey/ and //    TV and music an article about   giving directions
7A Lights, camera, action! p58 ability and sounds Vic Armstrong,   asking for information
7B Action man p60 possibility stunt performer
guessing the meaning
  PERSONAL BEST
7C Got talent p62
of words from context   asking a stranger
7D Could you tell me where referencing: for directions
it is? p64 this and that 

8   Sports and health   tag questions   intonation   sports, places, Learning

Curve LISTENING WRITING
  modals of  sentence stress and equipment writing a report
 
  a video about what we
8A On the field, in the pool p66 obligation   health and adding information
do to get in shape  

8B So many ways to get in shape p68 and advice fitness verb   understanding facts
phrases PERSONAL BEST
8C Is there an app for that? p70 and figures
  a report about sports
8D Sports in my country p72
  intonation
in your country

7  and 8 REVIEW and PRACTICE   p74

9   Food   uses of like     /d/ sound   food and READING Learning

Curve SPEAKING
 -ing forms and   -ing cooking an article about the
 
  making and responding
9A Chefs at home p76 infinitives   eating out benefits of chocolate to suggestions
9B Chocolate – the world’s reading for detail   making a group decision
favorite superfood p78 substitution: one, ones
 

PERSONAL BEST
9C Eating out p80
  having a group
9D Why don’t you try the curry?   p82 discussion and
making a decision

10   Right and wrong   reported   sentence stress   crime Learning

Curve LISTENING WRITING
speech   conditionals   making nouns writing a for-and-against
 
  a video about our
10A Smooth criminals? p84   second from verbs essay
experiences with
10B Emergency! p86 conditional, emergency services useful phrases for topic
 

would , could , sentences

10C Do the right thing p88   listening in detail
and might 
10D For and against p90
  final /t/ and /d/ sounds PERSONAL BEST

  a for-and-against essay

9 and 10 REVIEW and PRACTICE   p92

11   The natural world   articles   the   the natural READING Learning

Curve SPEAKING
  third   weak form of world an article about living
 
  making
11A Nature goes viral p94 conditional have   extreme near one of the world’s recommendations
11B A disaster waiting to happen   p96 adjectives most dangerous   checking and clarifying
volcanoes
11C I will survive p98 information
understanding the
 

11D The great outdoors p100 writer’s purpose PERSONAL BEST

understanding
    recommending the best
noun phrases natural places to visit in
your country

12   Getting away    So/Neither do I  auxiliary verbs  phrases with Learning

Curve LISTENING WRITING
  modals of and stress  go and get  writing an online review
 

12A Dream destinations p102

  a video looking at how
deduction  sentence stress  air travel we feel about flying adverbs of attitude
 

12B Fly away p104

  identifying agreement PERSONAL BEST
12C Around the world p106 between speakers
  an online review of a hotel,
12D Five-star review p108   linking: /w/ and /y/
restaurant or service
sounds

11 and 12 REVIEW and PRACTICE   p110

Grammar practice p112  Vocabulary practice p136  Communication practice p156  Irregular verbs p175

Language App, unit-by-unit grammar and vocabulary games   55

A personal welcome to Personal Best

by Jim Scrivener, Series Editor

Jim is an internationally respected writer, teacher trainer, materials designer, course

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

to Personal Best.
I’d like to show you some of the features I really like about this book and point out some
 ways that you can get the most out of it. There are two key ideas that power the concept
of Personal Best:
It’s Personal  The course focuses on students as individuals who learn at different speeds and
have different strengths and weaknesses.
It helps learners achieve their Best To help students reach their full potential, we have focused
on the vital role of PRACTICE. The course makes sure that students can actually take away the
language they can use.

How i Personal Best different? 

Grammar is taught in stand-alone lessons, separate from skills work . In many coursebooks,
LANGUAGE
students have to understand difficult reading or listening passages before they can extract and
study grammar points. In Personal Best language work is not tangled up in long reading or
listening texts.
The pronunciation syllabus focuses on connected speech  to help with recognising and
producing language.
Lexis is prioritized. Personal Best includes two or more vocabulary sets per unit. Vocabulary items
are useful and relevant for students and are used in discussions or tasks or for other work on a topic.
 Above all, PRACTICE is given priority in the course.

There is a comprehensive skills syllabus. Students can see what is being focused on in the
SKILLS
Listening Builder, Conversation Builder, Text Builder, and Skill boxes.
Reading and listening skills pages are designed not as vehicles for grammar presentations,
but develop learner skills and strategies.
Serious attention is paid to helping students speak and write better. Students are challenged
to make use of selected functional language and to improve specific speaking or writing skills.
There are clear task goals and cumulative aims for speaking and writing activities.

PRACTICE  at e heart of learning

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

  INTRODUCTION

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

Moving beyond e "correct answer" 

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

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

Enjoy using Personal Best 

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

INTRODUCTION

Approach to Language teaching: A and C Lessons

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

LANGUAGE Lesson A – Grammar, vocabulary and pronunciation

Clear grammar Grammar practice sections

Each lesson has clear boxes give a provide more explanations,
Each unit is constructed around aims for grammar and summary of the examples and opportunities
a useful and stimulating topic. vocabulary. structures being taught. for practice.

The language presentation texts Every grammar point is practiced on Stronger students, or those who finish quickly,
are short and carefully graded to the Personal Best Language App . can engage with the language further in a
allow students to focus on the Personal Best activity. Alternatives for weaker
teaching point. students are provided in the Teacher’s Book.

 
  

INTRODUCTION

LANGUAGE Lesson C – Grammar, vocabulary and pronunciation

A selection of key lexical items  Vocabulary practice sections Each language lesson has one Pronunciation  focus.
connected to the lesson topic is present and practice additional The Personal Best Language App  also contains a
presented. topic vocabulary. variety of pronunciation exercises.

1 LANGUAGE question forms   say , tell , speak  and talk  question forms   say , tell , speak  and talk  LANGUAGE 1C

  5 A 1.6   Listen to people telling a lie in three conversations. What is each person lying about?
Write the conversation number (1–3).
1C Liar, liar a receiving text messages b  eating chocolate c  liking someone’s food

  1 In pairs, answer the questions. B 1.6   Listen again and complete the questions.

1 What are the people in the pictures lying about? 1 Who all of my chocolate? 3 Who more banana and potato sandwiches?
2 What other things do people often tell lies about? Make a list. 2 What to you last night?

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

Grammar question forms

Object questions: Subject questions:

Where do you work? Who called me? NOT Who did call me? 
a b c d What are you doing at the moment? Who wants coffee? NOT Who does want coffee? 
Where did you go to university? Who invented the telephone? NOT Who did invent
Go to Vocabulary practice: say , tell ,  speak and talk, page 136 Have you finished? the telephone? 
  2 A In pairs, do the quiz ‘The truth about lying’. Questions with prepositions:
Where do they come from?
THE TRUTH ABOUT LYING Who did you play tennis with ? 
THE TRUTH ABOUT LYING
THE TRUTH ABOUT LYING Go to Grammar practice: question forms, page 113

1  How often do people tell lies? 4  How can you know when people   7 1.8   Pronunciation:  question intonation  L isten to four of the questions from this lesson.
a  twice a month are lying? Does the intonation go up ( ) or down ( )at the end of the questions?
b  twice a week a  They don’t look directly at you. 1 Have you finished? 3 What happened to you last night?
c  twice a day b  They move their hands a lot.
2 How often do people tell lies? 4 Do men lie more often than women?
c  They give unnecessary
2  What do people lie about most information.   8 A Complete the questions with an auxiliary verb from the box if necessary. Which question doesn’t
frequently?
need an auxiliary?
a  work 5  Is communication technology
b  money making us less honest? do (x2) did (x5) have
c  unimpor tant things a  yes b  no
1 you usually tell little white lies to protect people’s feelings?
3  How do people usually answer 6  Do men lie more often than women?
the question, ‘When did you last 2 When you last tell a little white lie? What you lie about?
a  yes b  no
tell a lie?’ 3 When you were younger, you tell your parents lies? you tell the truth later?
a  ‘I never lie.’ 4 Who tells the best jokes in your family?
7  Do men and women lie about the
b  ‘I can’t remember.’ same things? 5 you usually say hello to people you don’t know in the street?
c  ‘Some time today.’ a  yes b  no 6 you ever told someone that they can’t cook well? What they say?
  B In pairs, decide if the intonation goes up or down at the end of the questions in 8A. Then ask and
answer the questions.
  B 1.5   Listen and check your answers. Which answer surprised you most?
Go to Communication practice:Student A page 156, Student B page 166
  3 Cover the quiz. Complete the questions from memory. Then check your answers in the quiz.
  9 Ask and answer the questions in pairs.
1 lies?
2 most frequently? 1 Who helped you with your homework as a child?
3 last a lie? 2 Who taught you how to ride a bike?
4 when people are lying? 3 What happened on your first day of school?
5 us less honest? 4 Who taught you how to drive?
5 Which author wrote your favourite book?
  4 A Look at questions 1–5 in exercise 3. How do we form most questions? Choose the correct 6 What happened on your first day at work?
structure, a or b.
a (question word/s) + auxil iary verb + subject + main verb

b (question word/s) + main verb

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

8 Personal Best Write four questions to ask your partner about his/her life. 9

Every vocabulary set is practiced on Communication practice sections

the Personal Best Language App . provide additional pairwork
activities to practice the language.

INTRODUCTION

Approach to Skills teaching: B Lessons

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

SKILLS Lesson B – Reading

Each lesson has clear aims for Reading Skill boxes focus on and practice a
the Reading Skill and Text builder particular reading skill, such as identifying Each reading lesson is built around
features. opinions, skimming a text and reading for detail, etc. a full-page text.

1 SKILLS READING skimming a text    actually , in fact  skimming a text   actually , in fact  READING SKILLS 1B

1B Smart living?
  1 What do you use your smartphone for? What do you think of
people who constantly check their phones?

Skill skimming a text

Before you read a text in detail, get a general idea of the topic of the
 A WEEK WITHOUT MY 
text and of each paragraph.
• Read the title of the text and look at any images. Can you predict
what the text is about?
• Quickly read the first paragraph. This will confirm the topic and can
give you an idea of the text content and organization.
• Read the first sentence of each paragraph. This can give you
smartphone
information about the main idea of each paragraph.
by David Sharpe

  2 Read the Skill box. Then look at the title of the text, the picture and the first paragraph on page 7.
Do you think the writer had a positive or negative experience without his smartphone?
1  When I read that we spend three hours every day 4  I was worried I would be bored without
checking our smartphones, I was surprised. What my phone as entertainment, but actually I
  3 Read the first sentences of paragraphs 2–6. What is the main idea of each paragraph? Match the was I missing in the real world when walking down enjoyed it – I’d forgotten how much I love
paragraphs with ideas a–e. the street, lost in a virtual world of social media books and newspapers. I’d also forgotten how
a With no smartphone, he felt less tired. d There were more advantages than disadvantages. updates and videos of dogs on bicycles? I promised much I enjoyed doing Sudoku puzzles. I had
b He worked better. e He found things to do to entertain himself. myself I would use my smartphone less … but it an app for that on my smartphone, but never
c He communicated more face to face. didn’t happen. But then my phone died and I had used it. Doing one every day in the newspaper
to wait a week for a new one. Would I survive? I felt a lot more special and it became part of
  4 Read the complete text. Are the sentences true (T) or false (F)? Correct the false sentences.
thought it would be hard, but in fact it was quite my morning routine. My brain felt a lot
1 The writer stopped using his smartphone because of an article he read. easy – and surprising in a good way for a number sharper and much more ready for the day
2 Normally his smartphone distracts him when he’s working. of reasons! ahead as a result.
3 He has become a better listener when he’s with friends.
4 He doesn’t enjoy reading books and newspapers any more. 2  The first consequence was quite amazing – on the 5  One completely unexpected consequence of not
5 The light from smartphone screens helps us to sleep. first day in the office without my phone, I was having a smartphone was that I slept so much
6 The writer now uses his smartphone differently from before. thinking more deeply and concentrating more. I had better and felt more awake in the morning. At
5 Read this sentence from the text. Which word is used to express surprise that something re-discovered my brain! Not having access to my night I relaxed with a book before going to
unexpected happened? favourite apps meant that I wasn’t interrupted every sleep, instead of watching Netflix or reading
‘I actually talked to people more and felt more connected to them, although we weren’t in constant
five minutes by social media alerts, football scores the news on my phone. Apparently, the blue
contact online.’ and WhatsApp group m essages. Without these light from smartphone screens makes our brain
distractions I was more productive and felt satisfied think it’s morning, so it’s releasing chemicals
Text builder actually, in fact  that I’d done a better job. to wake us up, just when we’re trying to get to
sleep. That’s not very smart!
To say that something is surprising or unexpected, we can use  actually  or in fact : 3  Another consequence was that I actually talked
I was worried that I would be bored without my phone as e ntertainment, but actually  I enjoyed it. to people more and felt more connected to them, 6  Of course, at times it was extremely
I thought living without a smartphone would be hard, but  in fact  it was quite easy. although we weren’t in constant contact online. At inconvenient to have no mobile internet
Look!  We can use actually  at the start of a phrase, before a main verb, or after be. lunch with friends one day, I realized I was being connection, but all in all, there were a lot
 
We usually use in fact  at the start of a phrase. more responsive to their news and sympathetic to of benefits in not being connected 24/7.
their problems because I wasn’t constantly checking Although I was jumping for joy when my new
6 Read the Text builder. Match 1–4 with a–d.
my phone. Another day I was in a new city and smartphone arrived, I’m a lot more careful
but it was actually on yesterday, not today.
I asked people for directions instead of using a n about how much I use it now. So, if you think
1 My friends say I’m addicted to my new smartphone. a
2 My teacher’s surprised because b Actually, I don’t use it as much as my old one.
app. Their kindness made me feel welcome, and I you use your smartphone too much, put it
3 Tim thought the film was on at 8.30 this evening, c but in fact I’m staying at home. discovered my brain has a very good GPS! away for a few days and see what happens.
4 I thought I was going away this weekend, d I actually passed the exam! You never know, you may become smarter!

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

6 Personal Best Have you ever lived without something for a period of time? Write two or three sentences about the experience. 7

Text builder boxes focus on aspects of text cohesion, Stronger students, or those who finish quickly,
sequencing, referencing or language associated with can engage with the language further in a
a particular genre such as narratives or articles. Personal Best activity. Alternatives for weaker
students are provided in the Teacher’s Book.

10

 
 
 

INTRODUCTION

SKILLS Lesson B – Listening

Each listening lesson is built around the

Each listening lesson features a Learning Learning Curve webshow, which presents
vocabulary set. Key lexical items Curve documentaries and vox pops on the unit topic.
Each lesson has clear aims
for the Listening Skill and are previewed on the page and Students are exposed to a variety of accents and to
Listening builder features. exemplified in the video. features of natural spoken speech.

2 SKILLS LISTENING listening for the main idea    lin king consonants and vowels   phrasal verbs listening for the main idea    linkin g consonants and vowels   phrasal verbs LISTENING SKILLS 2B

  4 2.9   Watch or listen to the second part of the show. Complete the sentences about the main

2B Do we make our own luck? ideas with Herman, Winnie or Juan.

1 considers himself/herself to be very lucky.
Learning
Curve 2 talks about someone else who believes in bad luck.
  1 Do you think these things bring good or bad luck? Can you think of more examples?
3 is having a bit of bad luck but his/her luck changes.

Herman Winnie Juan

a penny the number 13

a broken mirror

a dream catcher a fortune cat a four-leaf clover

  2 A Were these people lucky or unlucky? Match the verbs in bold with the meanings.   5 2.9   Watch or listen again. Choose the correct option to answer the questions.
1 What happened to Herman earlier?
I found a lucky penny in the street, but that day, My plane ticket was for seat 13. I off early to get 4set
  a He slept badly, lost his keys and set off for work late.
my car 1ran out of petrol and my boyfriend to the airport on time, but the traffic was terrible and   b His motorcycl e broke down, he lost his keys and missed the bus.
2broke up with me – we’d been 3 going out for I 5ended up missing my flight. I was really 6looking c He r an out of hot water in the shower and lost his ke y chain.
ten years. So much for lucky pennies! forward to that holiday! 2 What happened to Winnie?
  a She went out with a dentist and ended up marrying him.
a be excited about something in the future d start a journey   b She was goin g out with a mechanic but broke up with him.
b finally be in a situation or place you didn’t originally intend e finish or use all of something   c She ended up marryi ng a man she’d met several times by chance.
c have a romantic relationship f end a relationship 3 Which sentence about Juan is true?
  B Answer the questions in pairs.   a He’s looking forward to getting married to Winnie.
  b He’s in the city doing a favour for a neighbour.
1 Has your phone ever run out of battery just before an important call?
  c He has to go back home because he forgot his backpack.
2 What did you plan to do last weekend? Did you end up doing something different?
3 What are you looking forward to at the moment?   6 Think of a time when you were lucky or unlucky. Describe what happened in pairs. 

Go to Vocabulary practice: phrasal verbs, page 138

Listening builder linking consonants and vowels
Skill listening for the main idea
When a word ends in a consonant sound, we often move the consonant sound to the beginning of the next
It’s important to understand the main idea when someone is speaking. word if it starts with a vowel sound. This can sometimes mean it’s difficult to hear the correct words.
• Think about who is speaking and what the topic is. It all started last night. She’s trying on her wedding dress.
• Remember that speakers often repeat the main idea using different words.
• Listen for key words, which are often stressed.
• Don’t worry if you don’t understand all the words or details.   7 2.10   Read the Listening builder. Look at the sentences from the show and mark where the
consonant-vowel links are. Listen and check. Then practise saying the sentences.
1 Do we make our own luck?
  3 A 2.8   Read the Skill box. Watch or listen to the first part of Learning
2 I ran out of energy.
Curve and choose the correct option to answer the questions.
3 I think Ethan is back.
1 What does Penny talk about? 4 I’m picking up a package.
  a  a scientific experiment about luck 5 I think it’s his backpack.
b  a book about luck 6 I’m the luckiest person I know.
  c  an unlucky day she had
2 What is the main idea?   8 Discuss the questions in pairs.
a  Some people are simply unlucky. 1 Who’s the luckiest person you know? And the unluckiest?
  b  Positive people generally see more opportunities in life. 2 Do you have any lucky charms? What are they? Have they brought you good luck?
c  People who believe they are lucky are usually unlucky. 3 Is there anything you avoid doing because it might bring bad luck?
  B Do you believe in luck? Do you think people make their own luck?
Discuss in pairs.

14 Personal Best Write a paragraph about things that bring good luck at special occasions, e.g. a wedding, New Year’s Eve. 15

Each listening lesson Each listening lesson The vox pops also act as models for
focuses on and practices focuses on and short speaking tasks where students
a particular listening skill, such practices a particular aspect of talk about their own experiences.
as listening for the main idea or connected speech, such as
understanding key points. intonation, linking, sentence
stress, etc.

11

   
 

INTRODUCTION

Approach to Skills teaching: D Lessons

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

SKILLS Lesson D – Speaking

Like the listening skills lessons, each

speaking skills lesson is built around Each speaking lesson focuses on
Learning
Curve the Learning Curve webshow. In and practices a particular speaking
Each lesson has clear aims for speaking lessons, the hosts talk skill, such as keeping a conversation going
the Conversation builder and about their personal lives through video diaries, or asking for information, which is
Speaking Skill features. and we see them in different situations. exemplified in the video.

1 SKILLS
SKILLS SPEAKING making small talk    keeping a conversation going making small talk  kee ping a conversation going SPEAKING SKILLS
SKILLS 1D

  5 1.10   Watch or listen to the second part of the show.

1D Small talk Ethan goes to a party and meets Cindy for the first time.
Tick ( ) the topics that Cindy and Ethan talk about.
Learning
Curve   1 A Read the definition of small talk and look politics 1 Penny and Taylor’s apartment
the weather 2 theirfamilies
at the topics. Which topics do people typically
discuss when they make small talk? 3 their jobs
TV, sport and films 4 how they know Penny and Taylor
5 the food at the party
 noun polite and informal
small talk 
6 the weather
conversation about light topics, often between
people who don’t know each other well. relationship problems
work and family 6 1.10   Put the sentences (a–i) in order. Watch or listen again and check.

a Cindy  So, what do you do on your webshow?

  B In pairs, discuss the questions. b Ethan  Oh, you met at work! So, are you having a good time?
the situation (party, journey, etc.)
1 When did you last make small talk? c Cindy  Sorry, I don’t know Penny that well. By the way, I’m Cindy. I work with Taylor at the gym.
2 Where were you? d Ethan  Well, I’m a presenter, a co-host, like Penny.
3 Who did you talk to? your day e  1   Cindy  How do you know Penny and Taylor?
4 What did you talk about? f Ethan  Mmm! Well, I love carrot cake.
g Cindy  It’s a great party. I got here early so I could bring my famous carrot cake.
  2 1.9   Watch or listen to the first part of a webshow called
h  2   Ethan  I’m Ethan. I work with Penny on LearningCurve. It’s a webshow. We’re presenters.
Learning Curve. Ethan catches a train and a passenger makes
i Cindy  Hmm, a presenter, that’s interesting. And what does that involve?
small talk with him. Who are sentences 1–6 about? Tick ( )
Ethan or passenger .
  Ethan passenger Skill keeping a conversation going
1 He starts the conversation.
When we talk to someone we don’t know well, we keep the conversation going so we don’t run out of things to say.
2 He asks where the other person is going.
• Give extra information when you answer a question, e.g. ‘Are you from around here?’ ‘No. I moved here from Brazil
3 He’s going to City Island.
 six months ago.’ 
4 He asks where the other person is from.
• Respond to a statement with a positive comment, e.g. ‘That’s interesting! I love Brazil. I’ve been there twice.’  
5 He’s from Pennsylvania.
• Ask open questions to find out more information, e.g. ‘Really? What were you doing there?’ 
6 He asks about the other person’s job.

  7 Read the Skill box. Answer the questions about the conversation in exercise 6.
3 1.9   Complete the sentences from the conversation with 1 What extra information does Ethan give when he explains how he knows Penny?
the words in the box. Watch or listen again and check. 2 What positive comments do Ethan and Cindy make?
3 What open questions does Cindy ask?
so nice mind ahead have excuse sounds living
  8 In pairs, practise the conversation in exercise 6.
1 me. Does this train go to the baseball stadium? 5 What do you do for a ?
Go to Communication practice: Student A page 156, Student B page 166
2 Would you if I sat here? 6 Well, that interesting.
3 Uh, no. Go right . 7 Hey, it was talking to you!   9 A  PREPARE In pairs, choose one of the situations below and think of how you could start a conversation
 
4 , where are you going? 8 fun at the game! with someone you don’t know well.

Conversation builder making small talk

Starting the conversation Asking about the person/situation Ending the conversation
Excuse me … Are you having a good time/journey/day? Nice talking to you.
Is anyone sitting here? Are you from around here? Great to meet you.
Would you mind if I sat here? So, what do you do for a living? Have a lovely evening.
Beautiful day, isn’t it? And what does that involve?
I love your phone. Is it new?

B  PRACTISE Take turns to start a conversation. Make small talk and keep the conversation going.
  4 Read the Conversation builder. Make small talk with your partner. Imagine it’s your first English class  
and you’ve never met. C  PERSONAL BEST Was it easy to start the conversation and keep it going? What could you do
 
differently next time? Choose another situation and have another conversation.

10 Personal Best You meet someone new at Penny and Taylor’s party. Write the conversation. 11

Each speaking lesson ends the unit with a

Each speaking lesson focuses on and
step-by-step personalization activity where
practices a particular function, such as
making small talk or giving and responding to students follow three steps to consolidate
news. The Conversation builder highlights the the Conversation builder and Speaking Skill
worked on in the lesson.
functional language from the video and gives
students target expressions to take away.

12

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INTRODUCTION

SKILLS Lesson D – Writing

Each lesson has clear aims A range of text types are modeled Each writing lesson focuses on and practices
for the Writing Skill and and exemplified, including blogs, a particular writing skill, such as making a
Text builder features. e-mails and essays. narrative interesting or writing an informal e-mail.

2 SKILLS WRITING making a narrative interesting   time linkers making a narrative interesting   time linkers WRITING SKILLS 2D

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

2D It happened to me   B Cover the blog. Look at the pictures and retell the story in pairs.

Skill making a narrative interesting

  1 Read the blog post quickly. Which word is missing from the title: surprising, frustrating or frightening?
When writing a narrative, make the story more interesting by:
• describing people, places and the events
• de scribing emotions and feelings
Home About Blog  Contact • including one or two comments about the events.

  3 Read the Skill box. Match the underlined phrases (1–7) in the blog post with the three features of
a narrative (a–c).
 A evening
a descriptions of people, places and events:
 Yesterday it was my friend Sarah’s 21st birthday. My friends b descriptions of emotions and feelings:
and I had planned a surprise party for her at The Firehouse, a c comments about the events:
1
small and cosy restaurant that she loves. Sarah’s sister was
a 4 A Choose the correct words to complete the sentences.
going to bring her to the restaurant at 9 p.m., so we all needed
to be there to surprise her when she arrived. comfortable surprised nightmare luckily tall disappointed
Just before I left my house, I got a text message, but my
1 I thought Sue was on holiday, so I was to see her at work.
phone ran out of battery before I could read it. I didn’t have
2 , I had another pair of glasses in my bag.
time to charge my phone, so I got in the car and left. 2It was
3 She was , blonde and wearing a beautiful green dress.
a horrible, rainy evening but there wasn’t much traffic, and
4 When they told me I’d failed the exam, I felt really .
everything was going fine until my car stopped suddenly. I’d
5 The hotel room was small, but it was very .
run out of petrol! 3I was so angry with myself – 4why hadn’t I
6 The train had already left and I had lost my ticket. What a !
got some the night before?
  B Which of the features a–c in exercise 3 does each sentence in 4A use?
I thought my best option would be to find a taxi. After waiting
for ten minutes, I finally found one. 5I felt so relieved – I could Text builder time linkers
still get to the restaurant in time. However, on the way, I
b
realized that I’d left my wallet in my car and didn’t have any We use time linkers like before, after , until and as soon as to make the order of two past actions clear:
money to pay! I explained this to the driver, 6a rude and  Just before I left my house, I got a text message. Everything was going fine until my car stopped suddenly.
impatient man. He stopped the car and told me to get out.  After  waiting for ten minutes, I finally got a taxi.  As soon as  I got home, I put my phone on charge.

7
What a disaster! It was now almost 9 p.m. so I had to run. Look!  After before and after , we can use a verb + -ing or a subject and verb. After until and as soon as, we
When I finally got to the restaurant, I was surprised to see that can only use a subject and verb:  
it was completely empty. I waited for an hour, but nobody  As soon as I arrived, I went to bed. NOT As soon as arriving, I went to bed.
came. So I walked back to the car, got my wallet and got a
bus home. As soon as I got home, I put my phone on charge
  5 A Read the Text builder. In each of the four example sentences, which action happened first?
in the kitchen, but before I could call anyone, I got a message.
Discuss in pairs.
It said, ‘Sarah ill, party cancelled!’ I didn’t know whether to
laugh or cry.   B Complete the sentences with the correct time linker.
1 It was raining, so I waited in my car until / as soon as  my sister’s train arrived.
c 2 Before / After  she got off the train, she checked that she had all of her things.
3 They sent their parents a text until / as soon as  their plane landed in Buenos Aires.
4  After / Until he closed the door, he realized that he had left his keys inside the flat.
5 Before / As soon as  I got home, I started to cook dinner.
6  As soon as / After  driving him home, she went to get some petrol.

  6 A  PREPARE Think about something amazing, surprising, frustrating or frightening that

 
happened to you. Make notes about the main events and any descriptions or comments
you want to include to make your story more interesting.

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

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

18 Personal Best Read the blog post on page 18 again. Close your book and write a one-paragraph summary of it. 19

Each writing lesson focuses on and Each writing lesson ends the unit with a
practices a particular function such as step-by-step personalization activity where
time linkers or adding information. The Text students follow the three steps to consolidate
builder highlights an aspect of written English the Text builder and Writing Skill worked on in
to help students build their own texts. the lesson.

13

  INTRODUCTION

Welcome to Learning Curve: the webshow for Personal Best

What i Learning Curve? 
 Learning Curve is an exciting webshow about
interesting things from around the world. Located
Learning and filmed in New York and London, the Learning
Curve
Curve hosts present documentaries, interview
people on the street, and also talk about their personal lives
through video diaries.
 Learning Curve exposes students to natural spoken language
and develops a range of speaking and listening skills. There
is a variety of interaction: monologues to camera, narratives
in flashback, two-way dialogues, phone conversations, video
conference calls, and group conversations.
How is the webshow integrated into the course?
Teacher's Book and can also be downloaded from the Richmond
 All the video content is integrated seamlessly into the course
Learning Platform.
 with one video lesson per unit in the Listening (B) or the Speaking
(D) lesson.
How does Learning Curve help to develop skills?
How and when do I watch Learning Curve?
Too often students are frustrated because, while they can
There is a clear  Learning Curve icon on the Student’s Book page understand their course book audio, they quickly feel lost when
 where video appears (or the corresponding audio should be exposed to language outside the classroom. By using videos to
played). This icon also appears in the Teacher’s Book. Students can develop listening and speaking skills, students will build the skills
 watch each show in its entirety (for enjoyment or familiarization and confidence to cope better with real life language environments;
purposes), or it can be broken down into more manageable for example, recognizing that it isn’t always necessary to
chunks, as recommended in each lesson. Each one is understand every word when listening for specific information or
self-contained, so if one is missed for any reason, it won’t affect gist; or that an awareness of "filler expressions" can help students
the enjoyment of the next show. decode spoken language, as well as help them to sound more
Watching the video itself is our recommended option where natural when they produce these themselves.
technology allows, but if you are not able to play video in class, The videos help to bridge the gap between the classroom and the
all of the video is supplied as audio only both as MP3 and on the real world by exposing students to natural spoken English with
Class Audio CDs. The scripts for the video are included in this  well-staged and supported exercises.

Meet e host! You wi also meet …

Jack Goode
Ethan Moore Penny Abernathy
Jack has his own restaurant, The Goode
Ethan works in the Penny is British and Food Restaurant, where he is the head chef,
New York City studio works in the New and he’s also a food blogger and restaurant
with Penny. He’s from York City studio with critic. Jack was in college with Simon and
Connecticut. He enjoys Ethan. She has a busy they have been best friends for years.
traveling and is a very social life in New York, but
sociable person. sometimes she misses her family Taylor Weiss
and friends. She shares an apartment
Kate McRea with her friend, Taylor. Taylor is from the Midwest in the U.S. She
lives in New York City with Penny and
Kate is from Los works as a personal trainer. She loves yoga
Simon Collins
Angeles and works in and hates being late!
the London studio with Simon, who’s from
Simon. She loves being the south of England, Marc Kim
outdoors and is very athletic. works in the London
studio with Kate. He Marc’s family is from South Korea. He lives
loves tennis, theater, and in New York City, where he works as the IT
music. He isn’t crazy about shopping specialist at Learning Curve. He is also a
or trying new things! He and Penny part-time student.
were friends in school.

14

 
 
 
  
 

INTRODUCTION

Approach to practice: In class

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

The Grammar Practice section provides a The Vocabulary Practice section includes The Communication Practice section
clear overview of the grammar for the lesson. full lexical sets (two or three per unit). provides two or three speaking tasks per unit.

GRAMMAR PRACTICE VOCABULARY PRACTICE COMMUNICATION PRACTICE

2A Narrative tenses 2A -ed and -ing adjectives 9D Student B

  takeaway menu 
1  Choose the correctoptionsto complete the sentences. 1 2.1 Matchthe pairsofadjectiveswiththe pictures1–10.Listenand check. 1 Youand StudentAare going to ordersome takeawayfood.Lookat
 2.2
1 WhileTina cycled/ was cyclingto work,she the menuand followthe instructions. Vegetable lasagne £7.50
Lastweek,webought a newcar. depressed/depressing excited/exciting amazed/amazing amused/amusing disappointed/disappointing
wasdropping / dropped   herpurse. 1 Listento StudentA’ssuggestions. Spicychicken in coconut milk £9
It was snowing and people werehurrying home fromwork. embarrassed/embarrassing fascinated/fascinating annoyed/annoying terrified/terrifying shocked/shocking
2 WhenI closed the door,Iwasrealizing / realized   thatI
I was cooking dinnerwhen someoneknocked atthe door. 2 Respond negatively.Suggesttwo alternative dishes. Lamb, mushroom and spinach stew £11
left/ had left  mykeysinside the house. 3 Listento StudentA.Change yourmind ifyouwant,oragree to
It hadstopped raining before we left the party. Oven-baked courgette, aubergine and potato £8
3 We watched/ were watching a filmwhenwe were
I was disappointed because myfriends hadforgotten mybirthday. disagree.Choose a third dishifnecessary.
hearing/ heard  a strange noise outside. Spicybeef burger, salad and chips £10

4 WhenJohn had got / got  home,we told himwhat Thaigre en currywith aubergine and mixedpeppers £7
Anarrative describespastevents.We oftenuse the pastsimple,the pastcontinuous
hadhappened / washappeningearlierthatafternoon.
and the pastperfectina narrative.
5 Whenthey werearriving/ arrived  ,the concert
 alreadybegan/ had alreadybegun.
Past simple 10A Student B
6 Itwasa hotsummer’sday. We sat / weresitting inthe
We use the pastsimple to describe the main eventsina narrative.These are gardenand the sun was shining/ shone. 1 Lookatthe story.Take turnswith StudentAto reportwhat the people said.Listento StudentAand complete the missing dialogue.
completed actionsinthe past. 7 Whenthe film wasending / ended ,the children went /
 Mike opened the door and sawa pack age on the floor. He picked it up and were going straightto bed. a b c
opened it. He couldn’t believe what he saw! 
2 Complete the sentenceswiththe correctpasttense of
Rememberthatmanypastsimple verbsare irregular.Fora full listofirregularverbs, the verbsinbrackets. 1   2 3 4  
seepage175.

Past continuous
We use the pastcontinuousto describe the background eventsin a narrative.
One autumn afternoon, I was sitting in the kitchen.
Last night, it was raining and we were watching TVon the sofa.
We also use the pastcontinuousto describe anactionthatwasinprogresswhen
acompletedactionhappened.
d e f
 She was having breakfast when someone knocked on the doo r. 1 I (take) myumbrella withme because I
I was having a showerwhen the phone rang. (see) the weatherforecastearlier.
2 She (read) the whole bookwhile she 5   6 7
We oftenuse when and while to connectpastevents.
(wait) forme.
I was walking along the beach when I found a wallet.
3 While Maria (make) the dinner,David
While theywere waiting for the bus, it started to rain. (take out) the rubbish.
4 I (call) the police straightawaywhenI
Past perfect
(saw) the brokenwindow.
We use the pastperfectto describe anactionthathappened before anotheraction 5 She (start) laughingwhenshe
inthe past. (see) hisnewhat.
I called James at his office, but he had alreadygone home. 6 I (notwant) to see thatfilmbecause I
Theydecided to go for a drive in Paul’s newcar. He had bought it onlytwo days (see) ittwice before.
2 CheckyourstorywithStudentA. Do youhave the same dialogue?
before. 7 Anna (live) inSanFrancisco whenshe
(finish) herfirstnovel.
Look! Wecanusethe threenarrativetenseswithwhen,withdifferentmeanings.
3 8 9 10
10C Student B
Complete the textwiththe correctpasttense ofthe
When she arrived, we had dinner. =Firstshe arrived,thenwe had dinner.
verbsinthe box. 1 Listenand answerStudentA’squestions.Explainyourdecisions.
When she arrived, we were having dinner. =She arrived duringdinner. 2 Completethesentences1–10withadjectivesfromexercise1.
When she arrived, we had had dinner.  =Firstwe had dinner,thenshe arrived. arrive ring leave put answer walk drive buy 2 AskStudentAquestions1–4.
1 I’mreallyscared ofspiders.I find them  ! 6 I lostmyjob, thenmygirlfriend leftme and I have no friends.I’m
2 Mybrotheralwaysgets home late fordinner,and we all have to wait. feeling . 1 Ifyousawa colleaguestealingpaperatwork,wouldyou… 3 Ifa strangerasked to borrowyourmobile phone,would you…
LastFriday,I wentto the supermarketto buya cake fora Itmakesme really  . 7 The people who sawthe terrible accidentwere all . a saynothing? a say,‘Sorry,I don’thave one’?
friend’sparty.It wasreallybusy aspeople 1   3 J a mie w as w i ht h i s ex a m er s ult – h e w as h o pni g t o g et 8 I fell off mychairinthe job interview.Myface wentbrightred,I was b tell yourcolleague to putitback? b say,‘Sorry,I’m ina hurry’?
food forthe weekend.While I 2  backto my 80% buthe onlygot50%. so ! c tell yourboss? c lend itto him/her?
car,myphone 3 .I 4  the cake on 4 I’mwatc hinga really football match– ht e score’s5–5! 9 I was thatmyboyfriend rem emberedmymum’sbirthday 2 Ifa friend gave youa horrible jumperforyourbirthday,would you… 4 Ifyourfriend leftherFacebookpage openonyour computer,
the roofofmy carand 5  the phone.Afterthe 5 Sue thoughtthe bookaboutJapanese paintingswas  . because he alwaysforgetsimportantdays. a sayyoualready have one justlike it,and exchange itforsomething would you…
call,I6  to the party,butI didn’trealize thatI She’sreallyinto art. 10 Everyone inthe cinema w aslaughing,butI didn’t find the filmvery else? a close itbecause it’sprivate?
7  the cake onmycar! Luckily,itwasstill there . b saythanks,smile,but neverwearit? b update herstatuswithsomething funny?
whenI 8 ! c sayyoudon’t like it? c read herprivate messages?

114      ▲
Go back to page 13 137 172
     ▲
Go back to page 12

Explanations, usage notes Picture-dictionary style One pairwork task for every grammar
and tables vocabulary presentations point (two per unit) and one for every
speaking lesson (every two units)

Additional exercises practice both Additional exercises

form and meaning of new grammar. for extended practice

Review and Practice

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

Review and Practice sections appear every two units and give

further opportunities to practice grammar and vocabulary.

1  and 2 REVIEW and PRACTICE REVIEW and PRACTICE 1  and 2

Grammar  3 Choosethecorrect optionsto completethetext. 2 Matchtheword sintheboxwithdefinitions1–8.

Personal Best
k e ep i n t o uc h w ti h g o u p a m us i ng t r y on
 1 Choosethe correctoptionsto completethesentences.

1 I u su al ly m y e ma il s i n th e m or ni ng . Saved by a kitten bringup goback fascinating runoutof

  L e ss
on 1 A 
  L e
 sson 2 A 

a amchecking b check c waschecking 1 something thatmakesyou smile orlaugh

2 care fora child untilhe/she isan adult Describethree Namefive
2 W hat l as tw ee ke nd ?
thingsyoudid -ed  adjectives
a  didyou b doyoudo c didyoudo 3 return yesterdayusing thatd escribe
3 W h iel I f o r m y t ax i , m y gri l fr i en d p h on e d. 4 communicateregularlywith communication yourfeelings
a waited b hadwaited c waswaiting 5 have no more of phrases. today.
4 W h en I l i ve d i n Lo nd o n I c yc le t o w or k. 6 veryinteresting
a usually b usedto c useto 7 puton clothesbefore buying them to see
  L e ss
on 1 A 
 sson 2 A 
5 S o r y, I c a n’ t t al k n ow . We d in ne r. ifthey fit   L e

6
a ‘rehaving
W ho
a didyougive
b had
t ha t ba r of c ho co la te ?
b gaveyou c didgiveyou
c have

3
8 increase

Choosethe correctoptionsto completethesentences.

Describethree
thingsthatyou
Writea
sentence
usingthepast
Personal Best questions and
A variety of exercises 7 I c o ud
l n t’ g o t o t h e c o nc e rt b e c a us e t h e y all 1 I a o
l t o f m yp h ot os o n so cai l m ed i a. are/aren’t simpleandpast

8
thetickets.
a wereselling
W h er e
b sold c hadsold
t o g o on h o il da y wh en y ou w e er
 Yuriko Morota isa professionalmusicianfrom Tokyo inJapan.
She 1 plays/ isplaying  the piano fora living. LastweekYuriko
2
 hadshared / shared anamazing story aboutherun cle on
a give
2 Itwas very
name.
b share c send
becauseIcouldn’trememberher
doingnow. continuous.

on
prompts give the opportunity to
  L e ss
2 A 

revise the grammar from  2

young?
a didyouused b didyouuse c youused

Rewritethesentencesusingthetense sorphrasesin
herTwitteraccount. Apparently, heruncle livedinTokyo and
3
usedto have / usually has a beautiful catcalledNikko.
 Yuriko 4doesn’tlike / isn’tliking  cats, butshe lovedNikko
because he 5wassaving / hadsaved heruncle’s life. Oneday
3
a exciting
We ended
a again
b disappointing c embarrassing

b up
having dinnerat home lastnight.
c back
  L e
 sson  1 B  

Writeone
Writea
sentenceusing
revise a number of language and
4 My granddad usa really funny joke lastnight. sentencewith thepastsimple
brackets. heruncle6went/ wasgoing to the airportto catcha plane

the previous two units. a told b said c talked actually andone andpast

1

 
Samplaystennisintheparkwithhisbrother.(present
continuous)
S am t e nn is i n t he p ar k wi th h i s br ot he r.
whenhe 7wasseeing / saw  anabandoned kittenin the street
–itsowners8were leaving / hadleft itoutside. Yuriko’suncle
9
wasloving / loved catsso he 10took / hadtaken the kitten
5 Ithink it’spolite to
a answer
My motherwasreally
b check
to emailson the same day.
c reply
because the taxiwas
with infact 
. perfect.
skills points from the preceding
home withhim. Because ofthis, he 11 missed/ wasmissing   6

Grammar points are

2 Thegroundisverywetbecauseitrainedallnight.(past on 1   s son 2 B  
hisflight. The following morning he 12 listened/ waslistening   twenty minuteslate.   L e ss C     L e

 
simple,past perfect)
T he gro un d
night.
v er yw et be cau se it a ll
to the radio whenhe 13washearing / heard t hathisplane
14
crashed/ hadcrashed into the mountains100 km from
 Tokyo. He couldn’tbelieve how lucky he was!
7
a amazed
Ididn’t know you could
a talk b speak
b amused c annoyed
Japanese!
c say Namefive
Writetwo
sentences
two units, allowing for language
aboutafriend

tested separately and in 3 Whatdoyoudowithyourfriendsattheweekend?(past phraseswith say 

recall and personalization.

8 Hurry !I don’twantto be late forwork. usingphrasal
simple) and tell .
a off b on c up verbs.
 
4
W h at w it h yo ur f r ei nd s at t h e we e ke nd ?
Jackwasn’tveryfitwhenhewasat school.(used to)
Vocabulary  4 Completetheemailwith thewordsinthebox.

combination.
on 2 
  L e ss C 
  Jack very fit when he was at
1 Circlethewordorphrasethatisdifferent.Explainyour s h oc ki n g s adi f a ce t ol d o u t t a kl s p ok e
 s son 1 C  
school. depre ssed checked got broken call   L e Name
answer.
5 He’susinghistablettocheckFacebook.(prese nt somethingyou
1 c he c k yo ur e m ai ls g et a t e xt m e ss ag e usedtodoand
simple) Writetwo
s pe ak f ac e t o fa ce g iv e so m eo ne a c a l objectquestions somethingyou
  He h is t a ble t to c h ec k Fa ce bo o k. HiAnna didn’tusetodo
2 a story congratulations andtwosubject
6 Atnineo’clocklastnightIhadabath.(pastcontinuous)
a joke the truth When I 1 m
  yphonethismorningIsawthatI’d questions. whenyouwere
  A t n ni e o c’ l oc k l as t ni gh t I a b at h. 2
a  textmessagefromChloe.SoIdecidedtogive ateenager.
3 go out bring up
7 Whodoesshelivewith?(pastsimple) her a 3  . When I 4   toher sheseemed
break up pay back
Who with? quite 5  . She 6   methather boyfriend o n 2 
  4 excited terrified   L e ss D 
had 7   pwith her andshewantedto 8
u     L e
 s son 1 D  
8 Whotakesthechildrentoschoolevery day?(used to) d ep e
r s ed e mb arr as se d tosomeone aboutit. They’vebeen going9   Writefour
  Who the children to school? 5 a lie slowly together for threeyears soitwas very 10  when he Writethree sentencesabout
a language loudly 11
  he’dmetsomeone else. Anyway,we’regoing questionsyou thepastusing
6 fascinat ng
i amazing tomeet for acoffeelater, asit’s always bettertospeak to canusetomake thesetime linkers:
annoying exciting someone 12  toface. smalltalk. before, after ,
Hopetoseeyousoon! until and as
  Love soonas.
Sophie

20 21

A variety of exercises revise the vocabulary

from the previous two units. Vocabulary from
different units and lessons is reviewed together.

15

INTRODUCTION

Approach to practice: Self study

Richmond Learning Platform
The Richmond Learning Platform complements the practice offered There is a full range of downloadable editable or print-and-go
in the Workbook and on the Personal Best Language App with extra resources, including the worksheets and progress tests from the
practice activities, a forum, messaging and storage areas, and a Teacher’s Resource Book, audio scripts, wordlists, and answer keys.
powerful and ground-breaking test management system. Teachers have their own cloud storage area and can share activities
from there with their students.
Students
Testing
Students can practice all the language and skills from the Student’s
Book on the platform and receive instant feedback. They can try The Richmond Test Bank  offers ready-made interactive, editable, or
exercises up to three times to learn from their mistakes. PDF tests, and the Test Manager enables teachers to create their own
interactive or printed tests from a wide range of activities and tailor
Teachers them to their students’ needs.
Teachers can track students’ progress and level of self-study activity
and assign ready-made activities from the platform or their own
tailored tasks. A set of sophisticated tools enable teachers to see at a
glance how students are progressing and to analyze and compare the
progress made by individual students and groups.

Personal Best Language Practice App

The Personal Best Language App offers free, self-study practice There are three different games for each grammar point and three
of the language content from the Student’s Book. Grammar for each vocabulary set from the Student's Book.
and vocabulary are the main focus, although pronunciation is
also incorporated. The App includes accompanying audio and Making the most of the App
images from the Student’s Book. Each level of the course has a
corresponding App. This provides further optional self-study practice    A clear App icon on the Student’s Book and Teacher's
of the grammar and vocabulary of that level. Book page indicates wherever a grammar point or
 vocabulary set has practice material available on
the App.
Students access the App on an individual basis and use it in their
own time (e.g., as optional homework or as on-the-go mobile
learning) to internalize what they have learned in class. The App
provides motivation for short bursts of practice through timed
activities and game-like challenges with instant feedback.

16

  
   

INTRODUCTION

Workbook

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

SKILLS 1B

Each grammar point is READING: Understanding the general idea of a text

Each reading or listening

practiced using a variety Dealing with online trolls
A
It’salwaysbestto avoidtrolls– boththeugly creaturesin
fairy storiesand the equally ugly (onthe inside atleast) kind
skill is practiced using texts
of controlled exercises. who spreadtheir nasty commentsby using a computer
keyboard. Ifyoulook atthe commentssectionof any online
newspaper, youwill findthe secondtype atwork, leaving or audio on a topic related
shocking andunpleasant messageson all sortsof subjects.

B
 Asa society, we value free speechand ofcourse there’s a
thinline betweenstrong disagreementand messagesthat
are completely unacceptable. Butbasically, ifsomeone’s
to the Student’s Book 
maingoal isto spreadhate andlies, to upsetorembarrass
someone, orevento scare them, thenthatperson isa troll.
Unfortunately, ifyou use social media, youare sure to have
personal experience oftrolling sooneror later. Trollsneed
lesson.
victims, andthey will findthem in any online space where
people communicate inpublic.

If(or when) youmeet one, rememberthatthe ability o t make  Alwaysremembe rthat the troll isthe one with the problem,
C youreactislike foodto a troll – so don’tfeedthem! Trollsare
D notyou. It’sobviousthat nobody who hidesbehind a
notreasonable people. They don’tactually want a sensible keyboardto write thingsthey wouldnever dare say face to

Each pronunciation point discussionso there’sno pointat all intrying to have one. It
may be tempting toinsultor threatenthe troll, butthey will
like this– itis ‘playing theirgame’, andthey are more likely
face canbe a happy andsecure person. Infact, newspaper
reportsof people who’ve beentaken to courtfor threatening
orracist trolling almostalways seem todescribe sadand

has accompanying audio

to continue withitthan to stop. They are only trying to upset lonely lives. Trollsmake usfurious, butsympathy would
you, andif youdon’t give them a response, ht ey have failed. probably be a more appropriate emotion.

with a practice exercise.   1 Readthetitleandlookatthepictures.Whatdoyou

thinkthearticlewillbeabout?
4 Itispossibletousesocia lmediasites
withoutseeingmessages fromtrolls.

a Peoplewho postunpleasant messagesonline. 5 Onlyveryintelligent peoplebecometrolls.

This is available as an b Whattodoifyourcomputerisbroken.

c Workerswhospendmostoftheirtimeata computer.
6 Trollsdon’tlikeitifyoupostangryreplies.
7 Trollsalwaysmakeagreatefforttokeep
theirnames secret.
  2
MP3 download on the Readthefirstsente nceofeachparagraph.Whichof
A–Ddoyouthinkwillmakethesepoin ts?
1 It’susually bestnottoreplytotrolls.
  4
8 Trollsareoften unhappypeople.

Comple tethesentenceswithyourownideas.
1 IthoughtMariawasavegetarian,butactually

Richmond Learning
2 Weshould probablyfeelpity fortrolls.
.
3 Youshould trynottohavecontactwithtrolls.
2 Philip petoldevery onehewasapilot,whenhewas
4 Itcansometimesbedifficulttodecid eif
actually
someoneis actuallya troll.

Platform.
.
3 Sara’shouse doesn’thave fourbedrooms.In fact,
  3 Readthesente nces.WriteTfortruesentences,Ffor
.
falsesente nces,andD whenthearticledoesn’t give
youenoughinformationtobesure. 4 IthoughtpolarbearslivedintheAntarctic,butinfact
they
1 Theword‘troll’hasmorethanonemeanin g. .
2 Mostcomments ononline newspapersare 5 Ididn’texpectRajtohavemanyTwitterfollowers,but
writtenby trolls. infact
3 Peoplecan sometimesseemrude when .
theyexpressstrong opinions. 6 Thedoctorsthoughtshehadflu,butactually
.

1C LANGUAGE SKILLS 1D

GRAMMAR:Questionforms  VOCABULARY: say, tell, speak  and talk  SPEAKING: Making small talk

1 Completethequestionswiththe wordsinthe box.   3 Completethephraseswith  say,tell, speak or talk. 3 1.3   Rudy,Bellaand Carinaoftengive extra
1   German informationwhentheyanswerquestions.For each
Is Did Does What Have Were
question,identifythemain answerandthe extra
W ho H o w lo n g D o W hy 2   goodbye
informationfroma–j.Listenagain ifyou needto.

Each vocabulary 1
evening?
 you have a good time yesterday
3
4
5
 jokes
 more slowly
 sorry
1 Have you been dancing? Main
2 Are you from around here? Main
Extra
Extra
2  did the meeting go on forin the end? 3 So,whatdo you do for a living? Main

set is practiced 3
4
Ireland?
 shallwe have fordinnertonight?
 the city of Dundee in Scotland or
6
7
8
 someone a story
 to someone abouta problem
 the truth
Extra
4 And whatdoesthat involve?Main Extra
Each writing or speaking skill is
5 Are you having agood time? Main Extra

using a variety of 5   you spokento Peterat alltoday? 9  thatyou are hungry

a Unfortunately though,Ihave to be at work atsix
6  

7
vegetarian?
did Liam decide to become a

 yourbrotherhave a job?
10
11
12
 thank you
 someone a secret
 nice thingsto someone
tomorrow morning so I need to leave in a minute.
b ButI moved back to Krakow.
practiced using texts and exercises on
exercises. 8  
them the news?
Alice and Ben pleased when you told
  4 Completethesentenceswith thepastsimple of say,
c Well,I work with people to help them getfit.
d Yes,Iam.
a topic related to the Student’s Book
9  were you talking to when I saw you
tell or speak. 1  1.3   Rudy,Bellaand Carinameetat aparty.Listen e Ilove thismusic.
thismorning? 1 Barbara usthat she wanted to be totheirconversation.Tick( )thephrasesyouhear. f I’m a personaltrainer.
10  you know where the castle is,please?

  2 Completethequestions.Useverbs fromtheanswers
alone.
2 I w on de r wh at P at
so angry?
t o Ka rl t om ak eh m
i
1 Isanyone sitting here?
2 I d on t’ t hi nk w e kn ow e ac ho th er .
g Ihave clientsof allages, from eighteen to 80!
h No,I used to live here.
i I’ve been doing itforaboutthree yearsnow.
lesson.
3 The food’sdelicious,isn’tit?
inthe correctform. 3 Orla hello and satdown.  j Yes,forhours!
4 I’m a friend of Cristina’s.
1 A  her 4 The man so quietlythatnobody could
5 Are you from around here?
motorbike? hearhim.   4 Completetheseconversationswithyourownideas.
6 So,whatdo you do for a living? Addan extrapiece ofinformationtothe answer,then
  B She keepshermotorbike in the garage. 5 M ci he l u s al ei a nd no ww e’ re no t
friends. 7 And whatdoesthatinvolve? adda positivecommentasin theexample.
2 A  you foryour
8 Are you having a good time?

At the back of the Workbook, there

birthday? 6 Pilarusually English atschooland 1 A  Are you having a good day?
  B He gave me a book. Spanishathome. 9 Ilove yourshirt.Is itnew?   B   Yes,thanks. Iplayedtennisthismorning,andI
3 A  the guitar? 7 I ’m su re t ha t Ma tt t he po il ce offi ce r th e 10 Great to meet you.   won.
truth. 11 Nice talking to you.   A   Oh,great! I’dlovetohaveagamewithyousome
B No,Henry can’tplay the guitar.

are six additional pages devoted to

 
8 L ou si ’ bo ss t oh m
i a bo ut h si time.
4 A  herlatest 12 Have a lovely evening.
performanceat work. 2 A   Ilike yourphone.Is itnew?
movieyet?
  B Yes,Isawit lastweek.
9 Who congratulationsfor passing your 2 Lookatthephra sesyoutickedinexercise1.WriteS   B   Yes, it is. .

further writing skills practice, such as

exams? iftheyareusedtostart aconversation,A iftheyare   A  .
5 A   the concert?
10 Leon thatthe concertison Saturday usedforaskingaboutapersonorsituationandEif 3 A  Do you enjoy classicalmusic?
  B Yes,I really enjoyed it. night. theyare usedtoend aconversation.
  B  Not really,to be honest.
6 A  thisletterfrom
.
 
7 A
my bank? Itwasprivate.
B  I openedit,sorry ,Ithoughtitwasforme.
  Ursula?   5
PRONUNCIATION: Questionintonation
1.2   Readthequestions.Write (U)if theintonation
  A 
4 A   Where do you work?
.
making notes or writing a narrative.
  B  I work in the city centre.

These feature more model texts and

  B Imet herin 2014. shouldgoupor(D)fordown.Listen,checkand
repeat. .
8 A  ateveryone?
  A  .
  B Paulwasshouting because they weren’tlistening. 1 Do you like cheese?
9 A  you to write 2 IsGavin coming to the meeting?

 
thatessay?
B Ittook me three daysto write it.
3 How many brothersand sistersdo you have?
4 Why isit so dark in here?
exercises to practise the writing skill of
10 A   allthatnoise 5 Isthis yourjacket?

 
lastnight? Icouldn’tsleep.
B  Itwas the neighbour’scats.I think theywere
fighting.
6 Where do you come from?
7 Whichcolourdoyouprefer?
the unit.
8 Can you ride a horse?

4 5

1 REVIEW 
REVIEW and  PRACTICE REVIEW and  PRACTICE REVIEW  1

HOME BLOG PODCASTS   ABOUT CONTACT HOME BLOG  PODCASTS ABOUT CONTACT

The Review and Practice  TomandSam talk

GuestbloggerPennytellsus howtobe agood communicator.

aboutwritingletters.
LISTEN AND  LEARN!
section features podcasts Ifyou’re aregular reader ofthis blog, you’llbe familiar withmy 30-day challenges.You’llalsoknow that, although
Idon’t always succeedin thesepersonalchallenges, Iliketo think Ilearn somethingalongthe way. (Andyou’ll

and blogs from the LISTENING READING

probably alsoknow thatIhave avery patienthousemate here– hi, Taylor!)

Soareyou a goodcommunicator? Iliketo think Iam. Ihavea widevocabulary andIknow how tospeak topeople.
WhatI’m less confidentabout is my ability to listen. So lastmonth’s challenge– you guessedit– was tobecomea

Learning Curve team.   1 1.4   Listentothe podcastandchoosethe

bestwordsto completethesentences.
  1 ReadPenny’sblogonpage7andchoosethebest
summaryofher personalchallengelastmonth.
better listener. For thelast 30 days,when speakingtosomeone faceto face, I’vefollowedthis four-pointplan:

1 Sophie thinksthatwe should all communicate a to watch whatpeople do when they speak

This section revises the more / writemoreletters / usesocialmedia less.

2 Sophie believesthat writing letterscan help
people to feelless stressed / goonline less /
b to improve the way she speaksto people
c to pay more attention to whatpeople tell her
1   Pay attention. Pretendyou’re goingto tellsomeone else
aboutthis conversation in an hour. (This  really makes you
concentrate!)

2   Maintaineyecontact. (Butdon’t dothis all thetime– itmakes

language taught in the

keepin touchwith theirfamily.    2 WriteTf ortruesentences, Ffor falsesentences,
peopleanxious.)
andDS whenthewriter doesn’tsay.
2 1.4   Listenagainand choosethecorrect 3  Don’tinterrupt. (This is a  really tough one!)
options. 1 Penny often blogsaboutchallengest hat

unit and provides further

she hasgiven herselffora month. 4 Donot check your phone. (Sounds obvious when you readit,
1 Sam asksTom when he lastwrote a letter.What right?)
2 These challengesoften involve the person
doesTom reply?
she sharesherapartment with.
  a He can’t remember. Oh, andin caseanyoneis wondering, Ididn’ttell my housemate
  b Itwaswhenhe wasaboutsix. 3 Penny isnot satisfied with herability to

listening and reading

Taylorat thebeginningofthemonthaboutmyplanto becomea
  c Itwasaboutsix years ago. communicate with otherpeople.
better listener. However, Idid tellher yesterday when I’dfinished
2 How doesSam mainly communicate with her 4 Penny’shousemate knew aboutPenny’s my challenge.Sohere’s whatI learned:
friends? challenge forlast month.
Number 1 really works. Honestly –try it!I couldprobably still 

practice.  
 
 
a with herphone
b online
c with herphone and online
5 Penny thinksTaylorshould try the first
point in her plan.
6 She made an effortto look atdifferentparts
tellyou thedetails ofaconversation Ihad with Taylor atthe start
ofthe month. (Don’tworry, Taylor – I’m nottellinganyone your
secrets here!)This, more than anything, improvedmy listening
3 According to Sophie,how many teenagerswrite ofthe speaker’sface.
skills.
lettersthese days? 7 She saysthatin ourconversationswe
  a eighteenpercent should sometimesconsiderspeaking less. Number 2 is nteresting.
i Theidea is toshow apolite levelof
  b ten percent interestby  looking atthe other person whenthey aretalking, but
8 She founditdifficult notto look ather
c fourteenpercent not allthe time. (Thatwouldbe likean interr ogation!)Itriedthe
phone during the conversations.
4 Tom issurprised that triangletechnique – fiveseconds lookingatea ch eye, then five
9 Penny and Taylorhad problemsin their
  a so many young people currently write letters. seconds atthemouth. Itfeels strangetob egin with, butit allows
relationship before Penny started this
  b no young people currently write letters. you toshow interestwith youreyes withoutmakingthe other
challenge.
  c so few young people currently write letters. person feeltoo uncomfortable.
10 Taylornoticed theirrelationship had
5 Sophie saysthat when people write to their Number 3 is thehardest. Theproblem is thatwe want toshare
improved.
friendsthey tellthem similar experiences – it’s natural. When afriend tells us astory
  a whathas happened intheirlivesrecently.
  b whatthey think aboutthings.
  3 Findsevenexamples ofthe verb tell inthetext. aboutsometh ingthathappenedtothem, wewanttotellthem
abouta similar thingthat happenedto us. Butsometimes it’s
  c whathas happened intheirlivesand whatthey
betterifwejust listen.
think aboutthings.
Number4  w asn'tsohard. It's justa badhabitreally andit's
6 Atthe end of the interview,Sam saysshe now
impossibletodotwothings atonce!
wants
  a to write a letter.  Anddid Taylor noticeanythingdifferent aboutour conversations?
  b to receive a letter. Well, no, shedidn’t, a ctually. But, interestingly, shedid say that
  c someone to write to. shethought we’dgot on really wellrecently.

6 7

17

 
  
 

INTRODUCTION

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

Each full-sized, color

Student's Book  page is The Overview  gives a The aims of each
next to its accompanying short summary of the unit lesson are clearly
teaching notes. content and aims. outlined.
There is an accessible easy-to-use
warm-up activity at the start of each
lesson to interest and engage students
in the topic.
UNIT
      T

Communication
      I

1
UNIT       N
  U

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

1A Connected LANGUAGE SKILLS

Grammar Vocabulary Pronunciation Reading Speaking
  1 How do you keep in touch with people? Order the communication phrases from 1 (I do this less often) to Present simple and Communication;say , Sentence stress; Skimming a text; Making small talk,
6 (I do this most often). Compare your answers in pairs. continuous; action and tell , speak  and talk  questionintonation actually , in fact  keeping a conversation
state verbs; question forms going

getatext
message
  share a photo   givesomeonea
call
  replytoanemail   checkyour
phone
  commentona
post
LANGUAGE 1A 3xPractice  boxes encourage students
1A Connected

  2
Go to Vocabulary practice: communication, page 136
Think of three people in your life. Tell your partner how you keep in touch with these people.
Sts read a text about the changing face of communication in the digital age. They then do a questionnaire to find out how
they communicate with their friends, and discuss the findings.
to engage more deeply with the
3 A Are sentences 1–6 true (T) or false (F)? Discuss your answers in pairs.
1 W e s pe ak t o e ac h o th er f ac e t o f ac e m or e n ow ad ay s .
Grammar Vocabulary Pronunciation Communication language in three steps.
 Present simple Communication (access the Internet, check Facebook/your emails, S e nt e nc e s t re s s T al k in g a b ou t y ou r
2 Ourphonecalls arelongertodaycomparedtotenyearsago.
and continuous; check your phone, comment on a post, get a text message/an experiences
3 Thesedays,itseemsweprefertextmessagestophonecalls.
action and state email, give someone a call, go online, keep in touch with someone,
4 People in theUSAsendmorelettersandparcels nowadays.
verbs reply to a text message/an email, share something on social media,
5 Atthemoment,wearesendingamillionemailspersecond.
6 Morethanhalfoftheinternetpageswevisitaresocialmediasites.
speak to someone face to face)

  B Read the text and check your answers in 3A. Correct the false sentences.
WARMER Go to Vocabulary practice:  communication, SB page
We talk to each other less. 136/TB page 285.
Write the word communication on the board. Ask: What Sts will find more language presentation and practice for
Ten years ago,80% of our communication was face to face. Now, it’s  forms of communication can you think of? Elicit a few ideas,
only 60%. Even our phone calls are shorter – on average, each call communication vocabulary here. Do these exercises with
e.g. speaking face to face, writing emails. Put sts into pairs to the class, or set them for homework, before continuing
now lasts one minute,compared to three minutes ten years ago. It
brainstorm ideas. Bring sts’ ideas together on the board and  with exercise 2 of lesson 1A.
seems that people prefer texting to calling.
ask: Which of these do you use at work? Which do you use with
We use traditional postal services less.  friends? Remind sts to go to the app for further self-study
practice of communication vocabulary.
In the USA,over 200 billion letters and parcels were sent in 2008,
compared to 150 billion last year. These days, we usually write to 1 Sts look at the pictures and order the communication
people by text,messaging app or email. In fact, at this very moment, phrases from the one they do the least often (1) to the one 2 Read out the task and explain keep in touch if necessary.
they do the most (6). Put sts into pairs to compare their Give one or two examples of people you keep in touch
people are sending two million emails per second!
answers. Ask some pairs to tell the class which of their  with in different ways, then put sts into pairs to discuss
We love social media. answers were similar, and which were different. their answers. Ask some sts to tell the class something they
60% of the pages we view on the internet are social media pages, learned about their partner.
and we share nearly two billion photos on them every day. The
average person has five social media accounts and spends about
3 x PRACTICE SB page 4, exercise 1 3 A Check that sts understand parcel. Sts work in pairs to
read the sentences and decide if they are true (T) or false
two hours a day looking at them. 1 Do the exercise as normal. To check answers, call out
(F). Elicit one or two examples, encouraging sts to give
 C  each phrase in turn and ask: Who put number 6 for
THE CHANGING FACE OF    om Tina this? Ask a student who put that number to tell the
reasons for their answers.

m class when they use that form of communication.   B Sts read the text to check their answers to exercise 3A
COMMUNICATION  e
It’s a shame we don’t write letters much,but the postal service
seems so slow nowadays compared to communicating online! 2  Ask sts to cover the phrases. In pairs, sts look at the and correct the false sentences. Check answers.
n
 t  
Methods of communication have never changed  s 
I need the internet to be in immediate contact with people,
especially at the moment because I’m organizing my wedding.
pictures and try to remember the phrases. They can
look at the phrases again to check. Answers
 1 F. We speak to each other face to face less nowadays.
Extra Practice activities offer ideas
so much in such a short space of time. We Rob 3 In pairs, ask sts to write questions for their classmates
look at the results of recent surveys that tell us
I agree with Tina,but I still try to send letters and cards on
important occasi ons, and postcards when I’m on holiday. I
using four of the phrases in exercise 1, e.g. How often
do you get text messages? Do you always check your
 2 F. Our phone calls are shorter today compared to ten
years ago.
 3 T
for further extending and exploiting
about the changing face of communication. don’t know how people organized things with just snail mail!  phone after class? Put pairs together into groups of four  4 F. People in the USA send fewer letters and parcels

4
to ask and answer the questions. Get feedback on their
answers.
nowadays.
 5 F. At the moment, we are sending two million emails
the topic and language or skill of the
per second.
 6 T
lesson.
20 EXTRA PRACTICE: Workbook page 2; photocopiable activity 1A Vocabulary 21

SKILLS 2B
listening for the main idea   linking consonants and vowels   phrasal verbs LISTENING SKILLS 2B
4 2.9   Sts look at the pictures and read the gapped PERSONAL BEST
  4 2.9   Watch or listen to the second part of the show. Complete the sentences about the main sentences. Play video/audio track 2.9. See TB page 355 Sts can practise talking about luck further. They write a
ideas with Herman, Winnie  or Juan.
for video/audio script. Sts watch or listen and complete paragraph about things that are traditionally thought to bring
the sentences with the correct name. Check answers. good luck at special occasions such as weddings and New
1   considershimself/herselfto bevery lucky.
2  talksaboutsomeoneelse whobelievesin badluck.
 Year’s Eve. Sts can compare their paragraphs in small groups.
Answers
3  ishavingabitof badluckbuthis/herluckchanges.  1 Winnie 2  Juan 3  Herman Weaker sts can work in small groups. They choose one special
occasion and compare their ideas about what is considered
Herman Winnie Juan lucky at that event. Ask groups in turn to present their ideas
5 2.9   Sts read the questions and the
options. Play video/
to the class.
audio track 2.9 again. Sts watch or listen and choose the
correct options. Check answers. Play the track again,
pausing for sts to hear why each answer is correct. EXTRA PRACTICE
Sts work in groups of three. They take turns to use their

Personal Best boxes provide activities Answers

 1 a 2 c 3 b
phones to film their classmates asking and answering the
questions in exercise 8. They can swap roles and practise
again. Allow sts time to watch the films of themselves and

for weaker students. They are easy for 6 Sts work in pairs to discuss their own experiences of good
or back luck. Ask some sts to tell the class about their
notice how well they link the consonant sound at the end of a
 word with the vowel sound at the beginning of the following
 word. Discuss as a class what they noticed about their own
partner’sexperiences.

teachers to set up and for individual

  5 2.9   Watch or listen again. Choose the correct option to answer the questions. Listening builder
pronunciation, and how they could improve it.

1 Whathappenedt oHermanearlier? Read the Listening builder box with sts about linking

students to work through on their own.   a Hesleptbadly,losthiskeysandsetoff forworklate.

  b Hismotorcyclebrokedown,he losthis keysandmissed thebus.
consonants and vowels. Read out the sentences in the
box to model the pronunciation of the linked sounds.
Explain that when consonants and vowels are linked
c Heranoutofhot waterin theshowerandlosthiskeychain.
2 Whathappenedt oWinnie? in this way it makes it difficult to hear where one word
  a Shewentoutwithadentistandendedupmarryinghim. ends and the next one begins. Ask questions to check
  b Shewasgoingoutwithamechanic butbrokeupwithhim. concept.
  c Sheendedup marr yingamanshe’dmetseveraltimesbychance. Concept check questions:
3 Whichsentenceabout Juanis true? What does it mean when we link sounds? (We pronounce
  a He’slookingforwardt ogetting marriedto Winnie. them together, without a gap.) What kinds of sounds do
  b He’sinthecitydoingafavourforaneighbour. we link between different words? (We link a consonant
  c Hehastogobackhomebecauseheforgothisbackpack.
sound at the end of a word with a vowel sound at the
beginning of the following word.) Why is it important
  6 Think of a time when you were lucky or unlucky. Describe what happened in pairs. to recognize linking? (in order to understand the
Concept check questions ensure Listening builder linking consonants and vowels
individual words)

7 2.10   Sts read the sentences and mark where they think

students have understood the When a word ends in a consonant so und, we often move the consonant sound to the beginning ofthe next
word ifit starts with a vowel sound. This can sometimes mean it’s difficult to hear the correct words.
the consonant and vowel sounds are linked. Play audio
track 2.10. See the SB page opposite for audio script. Sts
It all started last night. She’s trying onherwedding dress. listen and check their answers. Then allow sts time to
grammar teaching point, or the practise saying the sentences in pairs.

  7 2.10   Read the Listening builder. Look at the sentences from the show and mark where the Answers

text builder / listening builder / consonant-vowel links are. Listen and check. Then practise saying the sentences.
1 Dowemakeourownluck?
 1
 2
Do we makeour own luck?
I ranoutofenergy.
I thinkEthanis back.
3
2 Iranout ofenergy.

conversation builder language 3 IthinkEthanisback.

4 I’mpickin gupa package.
 4 I'm picking upa package.
5 I thinkit’s his backpack.
 6 I’m the luckiest personI know.
5 Ithinkit’shisbackpack.

presented in the lesson.   8

6 I’mtheluckie stpersonI know.

Discuss the questions in pairs.

8  As a round-up, sts discuss some more general questions
connected with luck. Sts discuss the questions in pairs.
1 Who’sthe luckiestpersonyou know?And theunluckiest? Discuss their answers as a class and see who in the class
2 Doyouhaveanyluckycharms?Whatarethey?Havetheybroughtyougoodluck? has a lucky charm, and who avoids doing things because
3 Isthereanyth ingyouavoiddoingbecauseitmightbringbadluck? they might bring bad luck.

PersonalBest Write a paragraph about things that bring good luck at special occasions, e.g. a wedding, New Year’s Eve. 15

42 EXTRA PRACTICE: Workbook page 9 43

18

  

   
 

INTRODUCTION

Teacher's Resource Book

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

Students work in pairs or groups to complete engaging The teacher’s notes provide preparation and
tasks that practice the language or skills from the lesson. procedural notes as well as extra practice ideas.

2A GRAMMAR 2A VOCABULARY 2B
2D SKILLS
GRAMMAR 2A

A strange story How did you feel? Travellers’ tales 2A Grammar

Workin pairs. Putthe paragraphsin the correctorder tom ake astory.
STUDENTA
1 I was d 2 3 4 A strange story
whenIgot aC inmy
1 Choosethecorre ctoptiontocompletethesente nces.Theyare  A  Forthe nexthoureverything wasgoing welluntil suddenlythe train stopped.As soon asI looked
exam. Narrative tenses
partofastory. outofthewindowtosee whatwashappening,allthelightswentout.Isatdownagainandafter
How doyoufeel Wewerereally
A When they asked / haveasked / wereasking thenew player forhis Whendopeople  waiting forhalf an hour,the lights came backon and the train startedmoving again. The oldman
whenaflight is e when Stscomplete fivesentences, then reorder themin pairstocreate astory. Theaim isto revise narrative tenses.
name,theywereamazedtohearthathe wasalsocalledFalcon. blush? Whenthey lookedatmeagain butstillsaidnothing.
delayed? wethought wehad
are e .
B Noone could believeit. Thenew player wasbetter thanFalcon, and A . wonthe lottery.
B PREPARE
twohourslaterhe beat/ had beaten / wasbeating alltheother Theoldman slowlyopenedhisbox.He lookedcarefullyinsideandthen,in perfectEnglishspoke PERSONAL BEST
playerstowin thetournament. tome forthefirsttime inthreehours.‘Enjoyyourmeal!Don’teatthemeat!’Thatisdefinitely the Makeonecopyof theresourcesheetfor everypair ofsts.Cut
besticebreakerIhave everheard! Stsworkin pairs. Theythink offour comprehension
or tear thesheetwhereindicated.
C Theywereveryangryandtheorganizerswerecalling / had called / questionsto asktherestof theclass.
called   thepolice. PRACTISE
5 6 My motherwas 7 8 I was s C AfewminuteslaterIfoundcarriage number13.Iopenedthedoortomy compartmentandsaw EXTRAPRACTICE
D Lastyear,whileI travelled / had travelled / wastravelling intheUSA,
absolutely whenI got thebill. an oldman sitting there.He hada white beardandverydarkeyes.He lookedatme andnodded 1 Stsworkin A/Bpairs.Giveeachstudenthalf ofthe
Ihearda strangestory . resourcesheet. Tell them notto showtheir sheetto their
t when Themeal was so hisheadslowly.Afterputtingmysuitcaseundermyseat,I satdownand waitedformorepeople Fastfinisherscan practiseretellingthestoryin their own
E Theman agreed, wastaking/ took/ hastaken theempty chair and started p
laying. partner.  words.
Westayedat an shesaw thespider. Heis very expensive! tocome intothe compartmentbutno one came.
2 Readyoursente ncestoStudentBandlistentohis/hersentences.Putthesentencesinthecorrectorderto 2 Explain thatstsaregoingto usetheir fivesentencesto
a hotel a .
createa storywiththeir partner.
createthe wholestory. inFloridawith its own Hetells really funny D Iwashappythatwe were moving once more.I pickedupmybookandassoon as Istarted
3 Tell ststhatfirsttheyneed to choosethe correctoption to
zoo. stories. reading,the dooropenedanda tiny,elderlyladycame intothecompartmentwith twosmallboxes. completeeachsentenceontheirresourcesheet.Preteach
Personal Best Write fourcomprehension questions about the story. Then ask yourclassmates the questions and answertheirquestions. She gave one tome andone tothe oldman.Theyfeltwarm. anyvocabularythatyour stsmaynotknow,e.g. to beat,
cheat,tournament.

E Itwas a freezing coldnight in JanuaryasI goton the train in StPetersburg in Russia.The train 4 Ststaketurnsto read their completed sentencesto their
partnerandlistentoand checktheirpartner’ssentences.
 waspacked andI struggledthrough people and theirluggage to findmy seat.I didn’t speaka word Monitorwhiletheywork.
9 10 What doyou think 11 12
A strange story whenyouseeyour
ofRussian soIwasa bitnervousaboutthe journeytoMoscow.Justbefore Igoton the train,ithad
startedto snowand Ibegan toima gine thetrain getting stucksomewhere in thenight.
5 Stsworktogether to putthesentencesin thecorrect
fatherdance?He’s order.
STUDENTB Myneighboursare so e ! Thenews was 6 Seta timelimit for ststo do theactivity,then go through
Thematch was F The oldman andIsatin silence andIfeltquite alone,soIdecidedtotextmy wife but theanswers. After this,stscan practiseretellingthestory.
really a . s .
1 Choosethecorre ctoptiontocompletethesente nces.Theyare e . It was unfortu natelytherewasnosignalat all.Iwastiredanda littleanxious.The mancontinuedtolook
They play loudmusic Lots of peoplewere Answers
partofastory. 3-3after90 minutes. atmewithoutsayinganything,butassoonas thetrainstartedtoleavethestation,Ibegantorelax
all thetime. verybadlyinjured.  A asked
F Hisfatherhadtaughthimtoplaychessbuthedidn’tsee/ andstartedreadingthe bookIhadboughtatthe airport in London.  B hadbeaten
 C called
hadn’tseen / wasn’tseeinghimfor over twentyyears.
 D wastravelling
G Theother player
sweresurprise d butnoonewanted totaketheprize.  E took
Sothey haveasked / asked / wereasking another man, whowas  F hadn’tseen

newin town, toplay. 13 14 15 16 My cat is  G asked

f by  H werewaiting
H They werewaiting / waited / hadwaited   for thepolicewhen they  I hadwon
football onTV.Hejust
 J wasplaying
noticed Falcon had gone, leavinghisprize. Itoldajokeinclass. Somepeopleget
Bungeejumping sits andwatches it. Thecorrectorderis: D,J,I,C,H,G,E,B,A,F
I Bysix o’clockFalcon win / waswinning/ had wonfirstprizebut
  Theteacherdidn’t very d in
is t !
someoftheother players thoughthewascheating. think it was funny thewinterbecause
Iwas soscaredwhen
andwasn’t thereisn’t enough
J Onedayinthe 1920s,aman calledRobertFalconhad played / wasplaying/ played   inachess tournament. Ididit.
a . sunlight.
2 Readyoursente ncestoStudentAandlistentohis/hersentences.Putthesentencesinthecorrectorderto
createthe wholestory.

Personal Best Write fourcomprehension questions about the story. Then ask yourclassmates the questions and answertheirquestions.

Personal Best Look back at the sentences in the game. Use the-ed/-ing adjectives to describe similarsituations that you have been in and Personal Best Tryto rememberthe storywithout looking at the text. Retell the storywith yourpartner.
tell yourpartnerhowyou felt.

PersonalBestB1+©Richmond2017 PersonalBestB1+©Richmond2017 PersonalBestB1+©Richmond2017

r n l t + © i c
h m n 7

UNIT 2 PROGRESS TESTVERSION A Name: ..................

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

  1 Choose the correctanswer. Write a, b or c in thebox.

1 Ayd
in i n 2 01 0 a nd h e w en t t o pr i ma r y sc h oo l i n
a wasborn b grewup c gotborn
2015.

2 Icouldn’twatchthe TVprogrammeaboutsnakeslastnight
a interesting b frightening c frightened
b ec au se I fin dt he ms o .

3 T he t ra ffic l g
i ht s tu rn ed r ed a nd t he c ar s . a stoped b stopped c stop

A follow-up Personal Best task at the end of 4   doessheremindyou of? a How b Who c Whose

each activity allows a more personal response.

5 M y si st er s
’ w ed di ng i s 1 5 Au gu st . a at b in c on

6 Mymobilephonerang whenIwas inthetheatre.It wasso

a embarrassing b exciting c confusing
.
a secondaryschool b a career
7 P a me a
l w e nt t o a n d st u die d to b e a d en t si t . c university

8 M ag da h er n ew b oy fr e
i nd t o th e pa rt y. a taked b taken c took

a did yourmum say b said yourmum

9 W ha t a bo ut th ea cc d
i en ?t c yourmum did say

10 Mybrotherstarteddrivinglessonsin October.Threemonths

The Teacher’s Resource Book  also provides

a later b late c after
,he gothisdriving licence.
 11 Wewenttobedat2a.m.andgotupat6a.m.,sowe’revery
a bored b tired c relaxed
.

photocopiable Unit Language Tests to check 12 Y es t e

 13
r d ay , Ailc i a a c a ke f o r he r s on ’ s bi r th d ay .

  tothemeetingaboutthecompanywebsite?
a

a
baked

Wentyou
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b
didbake

Did go you
c

c
bakes

Did you go

students' progress quickly in class or as 14 M y p ar en t s di d n’t w an t m e to

wantedtogeta jobassoon aspossible.

15 T h ey
a t s xi t ee n , bu t I

h a pp y w ti h t he n e w we bs i te b e ca u se i t w as
a getmarried b leave school c retire

a weren’t b wasn’t c didn’tbe

difficulttouse.

homework. 16   aretheysoannoyed? a How b What c Why

17 I ts’ t h at t h ey c a n’ t c o me t o t he w e dd i ng . a disappointed b disappointingc annoyed

18  sociableareyou? a How b How often c Where

19 T h ey d i dn ’ t o
l v e ea c h ot h er a n ym o re , s o th e y go t . a engaged b divorced c married

a five yearsago b pastfive years

20 I met my husband . c in five years  

4 B1Pre-intermediate PersonalBestB1© Richmond2018

Audio / Video pack Digital Book

The Audio and Video pack  includes the Class This is a complete projectable digital resource
 Audio CDs and Class Video DVDs. All audio and for the teacher: it provides the Student’s Book
 video is also available to download from the in digital format with embedded audio, video,
Richmond Learning Platform. scripts, notes and answers, for use with a smart
board or projector.

British

Personal  Personal 
English

.
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Best  
Best
Class Audio
&Videopack
B1+ DigitalBook
B1+
Intermediate Intermediate
 

. . . . . . . .

  Smartboard
Audio

Video

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19

UNIT

1  Communication
LANGUAGE simple present and present continuous; action and state verbs    communication

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

get a text   share a photo   give someone a   reply to an e-mail   check your   comment on a
message call phone post
Go to Vocabulary practice: communication, page 136

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

3 A Are sentences 1–6 true (T) or false (F)? Discuss your answers in pairs.
1 We speak to each other face-to-face more often nowadays.
2 Our phone calls are longer today compared to ten years ago.
3 These days, it seems we prefer text messages to phone calls.
4 People in the U.S. send more letters and packages nowadays.
5 We are sending a million e-mails per second, now.
6 More than half of the Internet pages we visit are social media sites.
B Read the text and check your answers in 3A. Correct the false sentences.

We talk to each other less.

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

We use traditional postal services less.

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

We love social media.

Sixty percent of the pages we view on the Internet are social media
pages, and we share nearly two billion photos on them every day.
The average person has five social media accounts and spends
about two hours a day looking at them.
 C 
THE CHANGING FACE OF   om Tina
m
COMMUNICATION  e
n
It’s a shame we don’t write letters much, but the post office
seems so slow nowadays compared to communicating online!
I need the Internet to be in immediate contact with people,
 t  
The way we communicate has never changed so  s  especially right now because I’m planning my wedding.

much in such a short period of time. We look at Rob

I agree with Tina, but I still try to send letters and cards on
the results of recent surveys that tell us about
important occasions, and postcards when I’m on vacation. I
the changing face of communication. don’t know how people planned things with just snail mail!

  _ i i

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

 
 

UNIT
      T

Communication 1
      I
      N
  U

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

LANGUAGE SKILLS
Grammar Vocabulary Pronunciation Reading Speaking
Simple present and Communication; say , Sentence stress; Skimming a text; Making small talk,
continuous; action and tell , speak, and talk  question intonation actually , in fact  keeping a conversation
state verbs; question forms going

LANGUAGE 1A
1A Connected
Sts read a text about the changing face of communication in the digital age. They then do a questionnaire to find out how
they communicate with their friends and discuss the findings.

Grammar Vocabulary Pronunciation Communication

Simple present Communication (access the Internet, check Facebook/your Sentence stress Talking about your
and present messages, check your phone, comment on a post, get a text experiences
continuous; message/an e-mail, give someone a call, go online, keep in touch
action and state with someone, reply to a text message/an e-mail, share something
verbs on social media, speak to someone face-to-face)

WARMER Go to Vocabulary practice: communication, SB page

136/TB page 285.
Write the word communication on the board. Ask: What forms Sts will find more language presentation and practice for
of communication can you think of? Elicit a few ideas; e.g., communication vocabulary here. Do these exercises with
speaking face-to-face, writing e-mails. Put sts into pairs to the class, or assign them for homework, before continuing
brainstorm ideas. Bring sts’ ideas together on the board and  with exercise 2 of lesson 1A.
ask: Which of these do you use at work? Which do you use with
 friends? Remind sts to go to the app for further self-study
practice of communication vocabulary.
1 Sts look at the pictures and order the communication
phrases from the one they do the least often (1) to the one 2 Read out the task and explain keep in touch if necessary.
they do the most (6). Put sts into pairs to compare their Give one or two examples of people you keep in touch
answers. Ask some pairs to tell the class which of their  with in different ways, and then put sts into pairs to
answers were similar and which were different. discuss their answers. Ask some sts to tell the class
something they learned about their partner.
3 x PRACTICE SB page 4, exercise 1 3 A Check that sts understand package. Sts work in pairs to
read the sentences and decide if they are true (T) or false
1 Do the exercise as normal. To check answers, call out
(F). Elicit one or two examples, encouraging sts to give
each phrase in turn and ask: Who put number 6 for
reasons for their answers.
this? Ask a student who put that number to tell the
class when they use that form of communication.   B Sts read the text to check their answers to exercise 3A
2  Ask sts to cover the phrases. In pairs, sts look at the and correct the false sentences. Check answers.
pictures and try to remember the phrases. They can
look at the phrases again to check. Answers
  1 F. We speak to each other face-to-face less nowadays.
3 In pairs, ask sts to write questions for their classmates,
  2 F. Our phone calls are shorter today compared to ten
using four of the phrases in exercise 1; e.g.,  How often years ago.
do you get text messages? Do you always check your
 3 T
 phone after class? Put pairs together into groups of four   4 F. People in the U.S. send fewer letters and packages
to ask and answer the questions. Get feedback on their nowadays.
answers.   5 F. We are sending a million e-mails per second, now.
 6 T

21

 
 
 

simple present and present continuous; action and state verbs    communication LANGUAGE 1A
  4 Which piece of information in the text did you find most surprising? Do you agree with Tina and Rob?

5 A Look at the highlighted verbs in Tina’s comment and answer the questions.
1 Which four verbs are in the simple present? Which verb is in the present continuous?
2 Which two verbs describe actions? Which three verbs describe states?
  B Choose the correct options to complete the rules.
1 We use the simple present / present continuous to talk about things that happen regularly or things that
are always true.
2 We use the simple present / present continuous to talk about actions that are happening now or actions
that are temporary.
3 We can’t use the present continuous for action / state verbs.

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

Grammar simple present and present continuous; action and state verbs

Simple present with action and state verbs:

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

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

  7 A 1.3   Pronunciation: sentence stress Listen to the sentences. Do we stress the auxiliary

verbs be and do?
1 Are you trying to access the Internet? 3 The Internet doesn’t seem slow right now.
2 Do you need a new laptop? 4 Why are you using my tablet?

  B 1.3   Listen, check, and repeat.

  8 A Complete the sentences with the correct tense of the verbs in parentheses.
1 I (not check) my text messages when I’m having coffee with friends.
2 The price of desktop computers (go) down at the moment.
3 I (like) looking at the selfie photos that my friends post on social media.
4 I’m studying English online, right now, so I (need) the Internet on my phone.
5 I (look) for a new phone because my phone is very old.
6 Most people (have) friends on Facebook that they never talk to face-to-face.
B In pairs, discuss the sentences in 8A. Which sentences do you agree with or are true for you?

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

  9 Complete the questionnaire and discuss your answers in pairs.

How do you communicate? 

1  When I want to get together with friends, I normally … 4  On my best friend’s birthday, I usually send …
  message them on Facebook. text them.   a message on social media. a text. a card.
call them.
5  I usually share important photos …
2  When I’m feeling happy and I want to share good news   using a messaging app. by e-mail.
with people that live far away, I … on social media.
  send a text message. send a letter.
6  When I want to keep in touch with old friends, I usually …
make plans to get together.
  contact them on social media. e-mail them.
3  When I’m feeling sad, I prefer to speak to people … give them a call.
  on the phone. on Skype. face-to-face.

Personal Best Write four sentences with state verbs in the simple present. 5

_ i i

22 EXTRA PRACTICE:  Workbook page 2;

00;photocopiable
photocopiableactivity
activity1A1AGrammar
Grammar

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LANGUAGE 1A
4 Sts discuss the questions in pairs. Get feedback on sts’ Go to Grammar practice:  simple present and present
answers. continuous; action and state verbs, SB page 112/TB page
237.
5 A Sts look at the highlighted verbs in Tina’s comments. Sts will find more language reference, presentation, and
 Ask the questions and check that sts understand the practice for the simple present and present continuous
difference between actions and states. Explain if necessary  with action and state verbs here. Do these exercises with
that action verbs describe things that people do, e.g., walk, the class, or assign them for homework, before continuing
 speak, look; state verbs describe things that people feel,  with exercise 7A of lesson 1A.
or things that just exist, e.g., be, seem, know. Elicit the
answers. Remind sts to go to the app for further self-study
grammar practice of the simple present and present
Answers continuous with action and state verbs.
  1 simple present: ’s, don’t write, seems, need
  present continuous: ’m organizing 7 A 1.3   Play audio track 1.3. See the SB page opposite

  2 actions: don’t write, ’m organizing for audio script. Sts listen and notice the sentence stress.
states: ’s, seems, need
 Ask whether we stress the auxiliary verbs be and do. Don't
confirm the answer yet.

  B Sts read the rules and choose the correct options to   B 1.3   Play audio track 1.3 again. Sts listen and check

complete them. They could work in pairs for this. Check their answer, and then listen again and repeat.
answers with the class.
Answer
Answers We stress only the negative form of auxiliary verbs be and
do.
  1 simple 2  continuous 3  state

6 Read the Grammar box with the class. Sts look at the
8 A Sts read the sentences and complete them with the
correct verb forms. Check answers with the class.
sentences in exercise 3A again and decide if they contain
action or state verbs and which tense they are. Check
Answers
answers.
  1 don’t check
  2 is going
Answers
  3 like
  1 speak: action, simple present
  4 need
  2 are: state, simple present
  5 ’m looking
  3 seems: state, simple present; prefer: state, simple
present   6 have
  4 send: action, simple present
  5 are sending: action, present continuous   B Sts discuss in pairs which sentences in 8A they agree
  6 visit: action, simple present; are: state, simple present  with and which are true for them. Get feedback on their
discussions.
Grammar Go to Communication practice
Read the Grammar box with sts about the simple Divide the class into Student A and Student B. All Student
present and present continuous with action and state  A sts should go to SB page 156. All Student B sts should go
 verbs. Explain that we use the simple present for to SB page 166. Go to TB page 325 for the teacher notes.
regular actions and things that are always true, and we Do the activity. Then continue with exercise 9 of lesson
use the present continuous for actions happening now. 1A.
However, some verbs are state verbs, and we DON’T
use these verbs in the present continuous. We use the 9 Sts read and complete the questionnaire. Put sts into pairs
simple present with these verbs even if we are talking to compare their answers. Get feedback on their answers
about something that is happening now: I want to go and discuss as a class who communicates the most online
home now. NOT I’m wanting to go home now. Examples and who uses other forms of communication more.
of state verbs are like, want, and need. Ask questions to
check concept. PERSONAL BEST
Concept check questions: Sts can further practice using state verbs. They write four
Which verb form do we use for regular actions in the sentences using these verbs in the simple present. Sts can
 present? (simple present). Which do we use for things compare their answers in pairs.
that are always true? (simple present) Which verb form
do we use for things that are happening now? (present With weaker sts, write four state verbs on the board, e.g., like,
continuous) Can we use action verbs in the simple want, need, have. Sts work in pairs and write a sentence using
 present and present continuous? (yes) Speak and write each one in the simple present. Ask some sts to read their
– action verbs or state verbs? (action verbs) Like, want, sentences to the class.
and need – action verbs or state verbs? (state verbs)
Can we use state verbs in the simple present and present
continuous? (no – just the simple present)

23

1 SKILLS READING skimming a text    actually , in fact 

1B Smart living?
  1 What do you use your smartphone for? What do you think of
people who constantly check their phones?

Skill skimming a text

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

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

  3 Read the first sentences of paragraphs 2–6. What is the main idea of each paragraph? Match the
paragraphs with ideas a–e.
a With no smartphone, he felt less tired. d There were more advantages than disadvantages.
b He worked better. e He found things to do to entertain himself.
c He communicated more often face-to-face.

  4 Read the complete text. Are the sentences true (T) or false (F)? Correct the false sentences.
1 The writer stopped using his smartphone because of an article he read.
2 Normally his smartphone distracts him when he’s working.
3 He has become a better listener when he’s with friends.
4 He doesn’t enjoy reading books and newspapers any more.
5 The light from smartphone screens helps us sleep.
6 The writer now uses his smartphone differently than before.

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

Text builder actually  in fact  ,

To say that something is surprising or unexpected, we can use actually  or in fact :

I was worried that I would be bored without my phone as entertainment, but, actually  , I enjoyed it .
I thought living without a smartphone would be hard, but,  in fact  , it was pretty eas y.
Look!  We can use actually   at the start of a phrase, before a main verb, or after be.
 
We usually use in fact  at the start of a phrase.

6 Read the Text builder. Match 1–4 with a–d.

1 My friends say I’m addicted to my new smartphone. a but it was actually on yesterday, not today.
2 My teacher’s surprised because b Actually, I don’t use it as much as my old one.
3 Tim thought the movie was on at 8:30 this evening, c but, in fact, I’m staying at home.
4 I thought I was going away this weekend, d I actually passed the exam!

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

  _ i i

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

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

Reading Skill Text builder

Sts read a text about someone who decided Skimming a text actually, in fact
to live without his smartphone for a week.

WARMER 5 Read out the sentence and elicit which word expresses
 Ask: What kind of phone do you have? Do you always have surprise that something unexpected happened.
 your phone with you? When are you away from it? Elicit a few
Answer
answers, and then ask: How would you feel if you lost your
actually
 phone? Why? Elicit a range of answers.

1 Read out the title of the lesson Smart living? Elicit or Text builder
explain that smart usually means “intelligent,” but when Read the Text builder box with sts about actually  and
 we use it to describe devices such as cell phones, it means in fact. Explain that we often use these words to say
“able to connect to the Internet.” Sts discuss the questions that something surprising is true. Read out the example
in pairs. Get feedback on their discussions. sentences, and point out that we often express an idea
Skill or opinion, and then we use actually  or in fact to correct
it and say something surprising. Point out that we can
Read the Skill box with sts about skimming a text. use actually  or in fact at the start of a phrase; e.g., I
Check they understand predict and confirm. Point out wasn’t looking forward to the party, but actually it was
that predicting the content of a text before you read can  fun. We can also use actually  before a main verb; e.g.,
help you to understand it better.  I actually enjoyed the party, or after be: The party was
actually fun. Ask questions to check concept.
2 Sts look at the title of the text and the picture, and then Concept check questions:
they read the first paragraph. Ask: Do you think the writer What can we express using “actually” or “in fact”? 
had a positive or negative experience? Why? Elicit a range (something surprising) Where in the sentence can we
of answers. use them both? (at the start of a phrase) Where else can
we use “actually”? Before or after a main verb? (before)
3  Ask sts to read through sentences a-e. Read out the first  Before or after the verb “be”? (after) I use actually my
sentence of paragraph 2 and ask: Which idea, a-e, does it
 phone a lot – correct? (no – I actually use my phone a
match? (b) Sts read the first sentence of the remaining
lot.) She actually is quite young – correct? (no – She is
paragraphs and match each one with the remaining
actually  quite young.)
ideas. Check answers with the class. Point out to sts that
they now have a clear idea of what the text is about even
though they haven’t read the whole text yet. 6 Sts match the sentence beginnings with the endings.
Check answers.
Answers
  2 b 3  c 4  e 5  a 6  d Answers
  1 b 2  d 3  a 4  c

4 Check that sts understand distract. Sts read the complete

text and decide if the sentences are true (T) or false 7 Read out the question, and then put sts into pairs to
(F). Remind them to correct the false sentences. Check discuss what it would be like. Ask them to make notes
answers. on the advantages and disadvantages they think there
 would be. Get feedback from sts on their discussions and
Answers build up a list on the board of potential advantages and
  1 F. His phone died, and he had to wait a week for a new disadvantages of living without your smartphone for a
one.  week. Ask: Do you think the experience would be positive or
 2 T negative overall? Why? Elicit a range of answers.
 3 T
  4 F. He says he’d forgotten how much he loves books
and newspapers.
  5 F. The opposite is true. The blue light from smartphone
screens wakes us up when we’re trying to get to sleep.
 6 T

25

 
skimming a text    actually , in fact  READING SKILLS 1B

 A WEEK WITHOUT MY  
smartphone
by David Sharpe

1  When I read that we spend three hours every day 4  I was worried that I would be bored without
checking our smartphones, I was surprised. What my phone as entertainment, but, actually, I
was I missing in the real world when walking down enjoyed it – I’d forgotten how much I love
the street, lost in a virtual world of social media books and newspapers. I’d also forgotten how
updates and videos of dogs on bicycles? I promised much I enjoyed doing Sudoku puzzles. I had
myself I would use my smartphone less … but it an app for that on my smartphone, but never
didn’t happen. But then my phone died, and I had used it. Doing one every day in the newspaper
to wait a week for a new one. Would I survive? I felt a lot more special, and it became part of
thought it would be hard, but, in fact, it was pretty my morning routine. My brain felt a lot
easy – and surprising, in a good way, for a number sharper and much more ready for the day
of reasons! ahead as a result.

2  The first result was pretty amazing – on the first day 5  One completely unexpected result of not
in the office without my phone, I was thinking more having a smartphone was that I slept so much
deeply and concentrating more. I had rediscovered better and felt more awake in the morning. At
my brain! Not having access to my favorite apps night, I relaxed with a book before going to
meant that I wasn’t interrupted every five minutes sleep, instead of watching Netflix or reading
by social media alerts, soccer scores, and WhatsApp the news on my phone. Apparently, the blue
group messages. Without these distractions, I was light from smartphone screens makes our brain
more productive and felt satisfied that I’d done a think it’s morning, so it’s releasing chemicals
better job. to wake us up, just when we’re trying to get to
sleep. That’s not very smart!
3  Another result was that I actually talked to people
more and felt more connected to them, although 6  Of course, at times, it was extremely
we weren’t in constant contact online. At lunch inconvenient to have no cell-phone Internet
with friends one day, I realized I was being more connection, but, all in all, there were a lot
responsive to their news and sympathetic to their of benefits to not being connected 24/7.
problems because I wasn’t constantly checking my Although I was jumping for joy when my new
phone. Another day I was in a new city and I asked smartphone arrived, I’m a lot more careful
people for directions instead of using an app. Their about how much I use it now. So, if you think
kindness made me feel welcome, and I discovered you use your smartphone too much, put it
my brain has a very good GPS! away for a few days and see what happens.
You never know, you may become smarter!

Personal Best Have you ever lived without something for a period of time? Write two or three sentences about the experience. 7

  _ i i

26 EXTRA PRACTICE:  Workbook page 3

SKILLS 1B
PERSONAL BEST
Sts can practice talking further about their own experiences.
They think about something they have lived without for a
period of time and write two or three sentences about the
experience. If sts are struggling for ideas, elicit a few things
they could write about; e.g., living without their laptop, TV,
hot water, heat in their apartment, etc. Sts can compare their
sentences in pairs. Get feedback on their answers. Ask: What
are the worst things to live without? Why?
With weaker sts, brainstorm some ideas about things it
 would be difficult to live without; e.g., TV, hot water, heat
in your apartment, a credit card, etc. and write them on the
board. Sts work in pairs and discuss which would be the
most difficult to live without and why. Get feedback on their
discussions.

EXTRA PRACTICE
With books closed, write the following matching task on the
board:
1 a virtual a puzzle
 2 social media b connection
3 a Sudoku c world
4 my morning d screen
5 a smartphone e alerts
6 mobile Internet f routine
Sts work in pairs and match the halves of the phrases. They
can check their answers in the text. Check answers, and check
that sts understand all the phrases.

Answers
  1 c 2  e 3  a 4  f 5  d 6  b

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

27

1 LANGUAGE question forms    say , tell , speak , and talk 

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

a b c d

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

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

THE TRUTH ABOUT LYING

THE TRUTH ABOUT LYING
THE TRUTH ABOUT LYING
1  How often do people tell lies? 4  How can you know when people
a  twice a month are lying?
b  twice a week a  They don’t look directly at you.
c  twice a day b  They move their hands a lot.
c  They give unnecessar y
2  What do people lie about most information.
frequently?
a  work 5  Is communication technology
b  money making us less honest?
c  unimportant things a  yes b  no

3  How do people usually answer 6  Do men lie more often than women?
the question, “When did you last a  yes b  no
tell a lie?“
a  “I never lie.“ 7  Do men and women lie about the
b  “I can’t remember.“ same things?
c  “Some time today.“ a  yes b  no

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

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

  4 A Look at questions 1–5 in exercise 3. How do we form most questions? Choose the correct
structure, a or b.
a (question word/s) + auxiliary verb + subject + main verb

b (question word/s) + main verb

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

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

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

Grammar Vocabulary Pronunciation Communication

Question forms   say   congratulations, goodbye, hello, something (to someone), Question intonation Asking and
sorry, thanks answering personal
speak  a language questions
speak/talk   loudly/quickly/slowly, (to someone) about something
tell   a joke, a lie, a secret, a story, someone something, the truth
 WARMER Question 3: We lie a lot, but we usually forget our lies because,
Read out the lesson title Liar, liar and elicit or explain the as I mentioned before, we normally lie about small, unimportant
meaning. Explain that there is a children’s rhyme, which things. We don’t remember these little lies. So the correct answer
children say to each other if they think someone is lying: is “b.”
 Liar, liar, pants on fire! Point to the picture in exercise 2 and Question 4:  When they’re telling a lie, liars often add extra,
elicit or explain that there is also a saying that if you tell lies, unnecessary information. But it doesn’t help to look at body
 your nose will grow longer. Ask sts if there are any sayings language. So the correct answer is “c.”
or rhymes to do with lying in their language. Elicit a range of Question 5:  Technology hasn’t really had an effect on our
answers from individual sts. honesty. We’re usually more honest when we write and less honest
when we speak. This is because we know people can check what
1 Sts look at the pictures and discuss the questions in pairs. we have written! So the correct answer is “b.”
Get feedback and discuss as a class the most common Question 6:  Most studies say men lie more. So the correct
reasons for lying. answer is “a.”
Question 7: Men and women usually lie about different things.
Answers
Women often tell “white lies” – little lies to protect other people’s
  1 a  She's lying about liking his shirt. feelings. Men usually lie in order to save money. So the correct
  b  She's lying about where she is/what she's doing. answer is “b.”
  c  He's lying about being busy.
  d  She's lying about her dinner being ready.
  2 Sts' own answers
Answers
  1 c 2  c 3  b 4  c 5  b 6  a 7  b
Go to Vocabulary practice: say, tell, speak, and talk, SB
page 136/TB page 285.
Sts will find more language presentation and practice for
3 Sts cover the quiz and complete the questions from
memory. They could work in pairs for this. Discuss as a
say, tell, speak, and talk here. Do these exercises with the
class which questions they made mistakes on and what
class, or assign them for homework, before continuing
kinds of mistakes they made.
 with exercise 2A of lesson 1C.
Remind sts to go to the app for further self-study Answers
 vocabulary practice of say, tell, speak, and talk.   1 How often do people tell 2  What do people lie about
3 When did you, tell 4  How can you know
2 A Sts take the quiz in pairs. Encourage them to discuss 5 Is communication technology making
each question in turn and the possible answers before they
choose the one they think is the most likely. Elicit some 4 A Sts look at questions 1–5 in exercise 3 again, and then
possible answers, but don’t confirm them. choose the structure that matches the questions. Check
B 1.5   Play audio track 1.5. Sts listen and check their the answer with the class.
answers. Discuss as a class which answer sts found the
most surprising and why. Answer
a

1.5   Audio script

Question 1: Most studies agree that we tell lies at least twice a

  B Refer sts back to question 2 in exercise 3 and ask the
question. Point out that many learners of English find it
day. So the correct answer is “c.”
difficult to remember that the preposition comes after the
Question 2: The most common lies are little lies about things main verb. Give, and then elicit, one or two more examples;
that aren’t that important, like “I have to go now – I have some e.g., Who were you talking to? What are you looking at?
work to do” or “Yes, those pants look great on you.” We say things
like this to others in order to protect other people’s feelings. So the Answer
correct answer is “c.” after the main verb

29

 
 

question forms    say , tell , speak , and talk  LANGUAGE 1C

  5 A 1.6   Listen to people telling a lie in three conversations. What is each person lying about?
Write the conversation number (1–3).
a receiving text messages b  eating chocolate c  liking someone’s food
B 1.6   Listen again and complete the questions.
1 Who all of my chocolate? 3 Who more banana and potato sandwiches?
2 What to you last night?

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

Grammar question forms

Object questions: Subject questions:

Where do you work? Who called me? NOT Who did call me? 
What are you doing right now? Who wants coffee? NOT Who does want coffee? 
Where did you go to college? Who invented the telephone? NOT Who did invent
Have you finished? the telephone? 
Questions with prepositions:
Where do they come from?
Who did you play tennis with? 

Go to Grammar practice: question forms, page 113

  7 1.8   Pronunciation: question intonation  Listen to four of the questions from this lesson.
Does the intonation go up ( ) or down ( ) at the end of the questions?
1 Have you finished? 3 What happened to you last night?
2 How often do people tell lies? 4 Do men lie more often than women?

  8 A Complete the questions with an auxiliary verb from the box if necessary. Which question doesn’t
need an auxiliary?

do (x2) did (x5) have

1 you usually tell little white lies to protect people’s feelings?

2 When you last tell a little white lie? What you lie about?
3 When you were younger, you tell your parents lies? you tell the truth later?
4 Who tells the best jokes in your family?
5 you usually say hello to people you don’t know on the street?
6 you ever told someone that he or she can’t cook well? What the person say?
  B In pairs, decide if the intonation goes up ( ) or down () at the end of the questions in 8A.
Then ask and answer the questions.

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

  9 Ask and answer the questions in pairs.

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

Personal Best Write four questions to ask your partner about his or her life. 9

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

SKILLS 1D

5 1.10   Ask
sts to look at the topics and guess which ones   C PERSONAL BEST   Discuss with sts how easy or difficult
Cindy and Ethan talk about. Play video/audio track 1.10. they found the task and what they could improve next
See TB page 354 for video/audio script. Sts watch or listen time. Sts then choose another situation and practice
and check the topics they mention. Check answers. another conversation. Point out to sts that it might feel
artificial to practice in this way, but the more times they
Answers practice conversations like this, the easier they will find
1, 3, 4, 5 them when they are in a real-life situation.

6 1.10   Sts read the sentences and put

them in order.
PERSONAL BEST
Draw their attention to the examples (numbers 1 and 2 in
the boxes). Play the track again for sts to watch/listen and Sts can further practice small talk. They work in pairs and
check their answers. Ask them to watch/listen also to find prepare a new conversation at Penny and Taylor’s party. They
out what Ethan's job involves. Elicit that he does research, could then practice their conversation in their pairs. Ask some
presents documentaries, and interviews people. sts to perform their conversations for the class.
Weaker sts can practice their conversation from exercise 9C
Answers
 with a new partner.
  1 e 2  h 3  c 4  b 5  g 6   f 7  a 8  d 9  i

EXTRA PRACTICE
Skill
Put sts into groups of three. Two sts repeat the conversation
Read the Skill box with sts about keeping a
from exercise 9B, in which they make small talk and keep
conversation going. Explain that good speakers can
the conversation going. The third student uses their phone to
use phrases and questions to encourage someone else
 video the other two. Sts can swap roles and practice again.
to keep talking so that a conversation does not end.
Watching themselves on video will help sts to evaluate how
Remind sts that in this kind of situation it is important
 well they can make small talk and keep a conversation going.
to use a range of intonation to sound friendly and
interested.

7 Sts look at the conversation in exercise 6 and answer

the questions. They could discuss their answers in pairs.
Check answers with the class.

Answers
  1 He gives his name and says what his job is.
  2 Mmm! Well, I love carrot cake. It’s a great party. Hmm, a
presenter, that's interesting.
  3 So, what do you do on your webshow? How do you
know Penny and Taylor? And what does that involve?

8 Sts practice the conversation in exercise 6 in pairs. Remind

them to use intonation to sound friendly and interested.
Go to Communication practice
Divide the class into Student A and Student B. All Student
 A sts should go to SB page 156. All Student B sts should go
to SB page 166. Go to TB page 325 for the teacher notes.
Do the activity. Then continue with exercise 9 of lesson
1D.
9 Sts follow the steps to practice starting a conversation with
someone they don’t know and keeping the conversation
going.
  A PREPARE   Sts look at the pictures, choose one, and
think of an idea for their conversation. Encourage them
to think of some suitable open questions to ask and some
possible answers to questions about themselves.
  B PRACTICE   Sts work in pairs to start their conversation
and keep it going. Encourage them to use intonation to
seem friendly and interested, and to ask open questions to
keep the conversation going.

35

UNIT

2  Tell me a story
LANGUAGE narrative tenses   -ed  and -ing adjectives

2A What a coincidence!
  1 A Choose the correct options to complete the questions. Explain why they are correct.
1 In your opinion, what kind of social media posts are bored / boring?
2 What kind of social media posts are you interested / interesting  in?
  B In pairs, answer the questions in 1A.

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

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

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

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

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

TWINSTERS 
n February 2013, 25-year-old Anaïs Bordier, a fashion

I design student from Paris, was checking Facebook when

she saw a video of a young American actress that a
friend had posted. Anaïs couldn’t believe it – the actress
looked exactly like her! Unfortunately, there was no name
on the video, but she was extremely curious and told all her
friends about it.
A few months later, while Anaïs was traveling by bus to
college, she got a message from the same friend. He had
seen the actress in another video, and this time there was a
name – Samantha Futerman. When Anaïs googled her, she
found out that they were born on the same day, and that,
like Anaïs, Samantha had been adopted when she was a
baby. Anaïs was so shocked that she got off the bus. Could not only very similar in appearance, but also had the same
Samantha be her twin? She decided to contact her to find mannerisms, found the same things amusing, and both
out. loved cheese!
When Samantha received a friend request from Anaïs on Anaïs and Samantha were excited to meet for the first time
Facebook, she was amazed to see that the face in the several months later in London, where Anaïs was studying.
profile picture was identical to her own. Anaïs messaged While Samantha was visiting Anaïs, they received the results
Samantha to explain how she had found her, and to ask her of a DNA test which confirmed what they already knew –
where she was born. Samantha replied and confirmed that that they really were identical twins. The sisters then wrote a
she was also born in Busan, South Korea. The girls spoke book and filmed an award-winning documentary, Twinsters,
regularly on Skype after that and discovered that they were about their amazing story.

12

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36 EXTRA PRACTICE:  Workbook page 8; photocopiable activity 2A Vocabulary

 
 

UNIT
      T

Tell me a story 2
      I
      N
  U

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

LANGUAGE SKILLS
Grammar Vocabulary Pronunciation Listening Writing
Narrative tenses; -ed  and -ing adjectives; /d/ sound in the past Listening for the main Making a narrative
used to and usually  phrasal verbs perfect idea; linking consonants interesting; time linkers
and vowels

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

Grammar Vocabulary Pronunciation Communication

Narrative tenses -ed  and -ing adjectives (amazed/ing, amused/ing, annoyed/ing, /d/ sound in the Telling a story
depressed/ing, disappointed/ing, embarrassed/ing, excited/ing, past perfect
fascinated/ing, shocked/ing, terrified/ying )

WARMER Go to Vocabulary practice: -ed and -ing adjectives, SB

page 137/TB page 287.
Read out the title of the unit Tell me a story . Explain that this Sts will find more language presentation and practice for
unit is all about stories of strange, interesting, or funny things -ed and -ing adjectives here. Do these exercises with the
that have happened to people. Ask: Has anything interesting class, or assign them for homework, before continuing
or funny happened to you recently? What was it?  Elicit answers  with exercise 3A of lesson 2A.
from individual sts. Encourage them to tell their stories in
detail, and encourage other sts to ask questions to find out Remind sts to go to the app for further self-study
more. Ask: When something funny or interesting happens to  vocabulary practice of -ed and -ing adjectives.
 you, do you post it online? Where? 
3 A Check that sts understand twin. They read the text
1 A Sts read the questions and choose the correct words to quickly and answer the question. Check answers.
complete them. They then discuss in pairs why they chose
each word. Check answers with the class. Answer
It is the title of the documentary they made and a
Answers combination of twin and sister .
  1 boring 2  interested
Adjectives that end in -ed describe feelings, and adjectives   B Sts read the text again and order the events. Check
that end in -ing describe things that give you these answers.
feelings.
Answers
  B In pairs, sts discuss the questions in exercise 1A. Get   1 b 2  d 3  c 4  e 5  f 6  a
feedback.
2 Read out the task and check that sts understand all the
adjectives. Sts talk about their experiences in pairs. Get
feedback.

37

 
 

narrative tenses   -ed  and -ing adjectives LANGUAGE 2A

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

  5 A Which forms are the verbs in bold? Choose from the simple past, past perfect, and past continuous.
1 He had seen the actress in another video.
2 While Anaïs was traveling by bus to college, she got a message.
3 The sisters wrote a book about their amazing story.
B Match the forms with their uses. Then read the Grammar box.
a an action that happened before another action in the past
b a completed action in the past
c an action in progress at a specific moment in the past

Grammar narrative tenses

Simple past (for main events): Past perfect (for actions that Past continuous (for longer actions/
happened before other actions): background):
I visited  my friend Ana last year. When we arrived at the theater, At 9 p.m. last night I was having dinner.
the movie had started .

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

Go to Grammar practice: narrative tenses, page 114 

6 A  2.3   Pronunciation: /d/ in the past perfect  Listen to the sentence. Notice the pronunciation
of /d/ in the past perfect form. Listen again and repeat.
He’d seen the woman before.

  B 2.4   Listen to the sentences and choose the verb forms you hear.
1 I bought / I’d bought  3  She caught the bus / She'd caught the bus  5  You watched / You’d watched
2 He asked / He’d asked  4  We realized / We’d realized  6  They lost / They’d lost
Go to Communication practice: Student A page 157, Student B page 167

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

Last year, while I (stay) with my grandmother for the

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

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

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

• Where were you? • What did you both say?

• What had happened before you met? • How did your life change after
• What were you both doing when you met?  you met him/her?
• What happened when you met?

Personal Best Read the story about Anaïs and Samantha again. Close your books and retell the story in pairs. 13

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38 EXTRA PRACTICE:  Workbook page 8;

00;photocopiable
photocopiableactivity
activity2A
1AGrammar
Grammar

 
 

LANGUAGE 2A
4 Sts discuss the question in pairs. Get feedback on their Answers
answers.   1 I bought a new car.
5 A Sts look at the bold verbs and decide which forms they   2 He’d asked me that before.
are. They could work in pairs for this. Check answers.   3 She’d caught the bus that morning.
  4 We realized that there was a problem.
Answers   5 You watched the wrong video.
  1 past perfect 2  past continuous 3  simple past   6 They’d lost my coat.

  B Sts look at the bold verbs in exercise 5A again and Go to Communication practice
match them with their uses. Check answers. Divide the class into Student A and Student B. All Student
 A sts should go to SB page 157. All Student B sts should go
Answers to SB page 167. Go to TB page 327 for the teacher notes.
  a past perfect b  simple past c  past continuous Do the activity. Then continue with exercise 7A of lesson
2A.
Grammar 7 A 2.5   Sts read the text and complete it with the
correct forms of the verbs in parentheses. Play audio track
Read the Grammar box with sts about narrative tenses. 2.5. See the SB page opposite for audio script. Sts listen
Explain/elicit that we use the simple past for the main and check their answers.
events in a story. We use the past perfect for actions
that happened before other actions, and we use the Answers
past continuous for longer, background actions that   1 was staying 2  went 3  ‘d called 4  rang 5  came
 were in progress at a particular time in the past. Point   6 decided 7  got 8  ‘d gone 9  was knocking
out that we use when with the simple past and while 
 with the past continuous: We were having dinner when
he arrived. NOT We were having dinner while he arrived. 3 x PRACTICE SB page 13, exercise 7A
 Ask questions to check concept.
Concept check questions: 1 Do the exercise as normal. To check answers, read out
Which tense do we use for the main events in a story?  each sentence blank in turn and ask: simple past, past
(simple past) Does the simple past describe a completed continuous, or past perfect? Elicit possible answers, and
action or an unfinished one? (completed) Which tense do ask a student who gave the correct answer to explain
we use for actions that happened earlier? (past perfect)  why it is correct.
 I went out when I had eaten – which action did I do first?  2 Sts work in pairs. One student closes his/her book. The
(I ate.) Which tense do we use for actions in progress in other student reads out the story, omitting the missing
the past? (past continuous) Which tense do we usually  verbs. They could cough to indicate a blank. Their
use with “when”? (simple past) Which tense do we use partner tries to remember the verbs. They can swap
with “while”? (past continuous) roles and practice again.
3 Write the correct verb forms on the board, e.g., was
Go to Grammar practice:  narrative tenses, SB page 114/  staying, went, etc. With books closed, sts work in pairs
TB page 241. and try to recreate the story from the verbs. Elicit the
Sts will find more language reference, presentation, and story from the class and see if, as a class, sts can retell
practice for narrative tenses here. Do these exercises with the whole story.
the class, or assign them for homework, before continuing
 with exercise 6A of lesson 2A.   B Sts discuss the question in pairs. Get feedback on their
answers.
Remind sts to go to the app for further self-study
grammar practice of narrative tenses. 8  Allow sts time to prepare their answers individually. They
then tell their stories in pairs. Ask some sts to tell their
6 A 2.3   Play audio track 2.3. See the
SB page opposite stories to the class.
for audio script. Sts listen and notice the pronunciation of
/d/ in the past perfect. Play the audio again for sts to listen
PERSONAL BEST
and repeat.
Sts can further practice using narrative tenses. They read the
  B 2.4   Allow sts time to read through the verb forms.
story about Anaïs and Samantha again, and then practice
Play audio track 2.4. See Answers for audio script. Sts
telling it in pairs.
listen and choose the verb forms they hear, noticing the
difference in pronunciation between the two tenses. They Weaker sts could work in groups of four. They each read one
 will need to listen carefully for the auxiliary /d/ sound, paragraph of the story again, and then retell the story in their
 which joins onto the next word when that starts with a groups, each telling their own paragraph.
 vowel. Play the audio again for sts to listen and check their
answers.

39
 

2 SKILLS LISTENING listening for the main idea   linking consonants and vowels   phrasal verbs

2B Do we make our own luck?

Learning
Curve   1 Do you think these things bring good or bad luck? Can you think of more examples?

a penny the number 13

a broken mirror

a dream catcher a fortune cat a four-leaf clover

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

I found a lucky penny on the street, but that day, My plane ticket was for seat 13. I 4set off early for
my car 1ran out of gas and my boyfriend 2broke the airport to get there on time, but the traffic was
up with me – we’d been 3going out for ten terrible, and I 5ended up missing my flight. I was really
years. So much for lucky pennies! 6looking forward to that vacation!

a be excited about something in the future d start a trip

b finally be in a situation or place you didn’t originally intend e finish or use all of something
c have a romantic relationship f end a relationship

  B Answer the questions in pairs.

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

Go to Vocabulary practice: phrasal verbs, page 138

Skill listening for the main idea

It’s important to understand the main idea when someone is speaking.

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

  3 A 2.8   Read the Skill box. Watch or listen to the first part of Learning
Curve and choose the correct option to answer the questions.
1 What does Penny talk about?
  a  a scientific experiment about luck
b  a book about luck
  c  an unlucky day she had
2 What is the main idea?
a  Some people are simply unlucky.
  b  Positive people generally see more opportunities in life.
c  People who believe they are lucky are usually unlucky.
  B Do you believe in luck? Do you think people make their own luck?
Discuss in pairs.

14

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40 EXTRA PRACTICE:  Workbook page 9; photocopiable activity 2B Vocabulary

SKILLS 2B

2B Do we make our own luck?

Learning
Curve Sts hear about different kinds of good and bad luck. Then they discuss their own experiences of and attitudes
about good and bad luck.

Listening Skill Listening builder Vocabulary

Sts watch a video or listen to Listening for the main Linking consonants Phrasal verbs: break up, bring up (children),
a recording about good and idea and vowels catch up (with friends), end up, fall over,
bad luck. go back, go out (dating), go up (increase),
hurry up, look forward to, pay back, run out,
set off, sign up, try on

WARMER
  Each unit features an episode of Learning
Write on the board: Good with your exams! Elicit the Curve, a web show intended for international
missing word luck and elicit or explain the meaning of the Learning students to engage in English language and
Curve
 word (something good or bad that happens by chance). Ask: culture. It is presented by a range of hosts who
 In what other situations might you say “Good luck” to someone? present documentaries and vox pops (in B lessons which
When do you think you need good luck? Why? focus on listening skills) and also talk about their personal
lives through video diaries (in D lessons which focus on
1 Sts work in pairs to look at the things and discuss whether speaking skills). You and your students can watch the
they think that they bring good or bad luck. Discuss the videos in class or download them from the Learning
answers with the class. Ask: What things in your culture Platform to watch at home. You can watch the episode in
are thought to bring good or bad luck?
its entirety (for enjoyment or familiarization purposes), or
you can break it down into more manageable chunks, as
Answers
Answers may vary depending on culture. From a U.S.
recommended in each lesson. It is also available as an
viewpoint: “audio-only” option for teaching environments without
good luck: a dream catcher, a fortune cat, a lucky penny, access to video. Students hear speakers from the U.S. and
a four-leaf clover the UK (exposing them to both American and British
bad luck: a broken mirror, the number 13 English accents) as well as from other countries. The video
allows students to practice particular speaking skills and
2 A  Ask sts to read the two experiences quickly. Elicit gives them exposure to features of natural spoken speech.
 whether the people were lucky or unlucky (unlucky). See TB page 14 for more information on Learning Curve.
Sts then match the bold verbs with their meanings a-f.
Check answers. Skill
Answers Read the Skill box with sts about listening for the main
  1 e 2  f 3  c 4  d 5  b 6  a idea. Point out that when you listen for the main idea,
 you do not need to understand every single word, so
 you shouldn’t worry if there are some parts you don’t
  B Sts discuss the questions in pairs. Ask some sts to tell
understand.
the class about their partner’s answers.
Go to Vocabulary practice:  phrasal verbs, SB page 138/ 3 A 2.8   All the B lessons in this level which focus on
TB page 289. listening skills are accompanied by video. In this lesson,
Sts will find more language presentation and practice Penny and Ethan interview people about their attitude
for phrasal verbs here. Do these exercises with the class, about luck. Allow sts time to read the questions and
or assign them for homework, before continuing with options. Play video/audio track 2.8. See TB page 354 for
exercise 3A of lesson 2B.  video/audio script. Sts watch or listen and choose the
Remind sts to go to the app for further self-study correct options. Check answers.
 vocabulary practice of phrasal verbs.
Answers
  1 a 2  b

  B Sts discuss the questions in pairs. Discuss their answers

as a class.

41

listening for the main idea   linking consonants and vowels

    phrasal verbs LISTENING SKILLS 2B

  4 2.9   Watch or listen to the second part of the show. Complete the sentences about the main
ideas with Herman, Winnie, or Juan.
1 considers himself/herself to be very lucky.
2 talks about someone else who believes in bad luck.
3 is having a bit of bad luck, but his/her luck changes.

Herman Winnie Juan

  5 2.9   Watch or listen again. Choose the correct option to answer the questions.
1 What happened to Herman earlier?
  a  He slept badly, lost his keys, and left for work late.
  b  His motorcycle broke down, he lost his keys, and missed the bus.
c  The shower ran out of hot water, and he lost his key chain.
2 What happened to Winnie?
  a  She went out with a dentist and ended up marrying him.
  b  She was going out with a mechanic, but broke up with him.
  c  She ended up marrying a man she’d met several times by chance.
3 Which sentence about Juan is true?
  a  He’s looking forward to getting married to Winnie.
  b  He’s in the city doing a favor for a neighbor.
  c  He has to go back home because he forgot his backpack.

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

Listening builder linking consonants and vowels

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

  7 2.10   Read the Listening builder. Look at the sentences from the show and mark where the
consonant-vowel links are. Listen and check. Then practice saying the sentences.
1 Do we make our own luck?
2 I ran out of energy.
3 I think Ethan is back.
4 I’m picking up a package.
5 I think it’s his backpack.
6 I’m the luckiest person I know.

  8 Discuss the questions in pairs.

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

Personal Best Write a paragraph about things that bring good luck on special occasions, e.g., a wedding, New Year’s Eve. 15

  _ i i

42 EXTRA PRACTICE:  Workbook page 9

SKILLS 2B

4 2.9   Sts
look at the pictures and read the sentence PERSONAL BEST
blanks. Play video/audio track 2.9. See TB page 355 for Sts can further practice talking about luck. They write a
 video/audio script. Sts watch or listen and complete the paragraph about things that are traditionally thought to bring
sentences with the correct name. Check answers. good luck on special occasions such as weddings and New
 Year’s. Sts can compare their paragraphs in small groups.
Answers
  1 Winnie 2  Juan 3  Herman Weaker sts can work in small groups. They choose one special
occasion and compare their ideas about what is considered
lucky on that event. Ask groups in turn to present their ideas
5 2.9   Sts read the questions and the options. Play video/
to the class.
audio track 2.9 again. Sts watch or listen and choose the
correct options. Check answers. Play the track again,
pausing for sts to hear why each answer is correct. EXTRA PRACTICE
Sts work in groups of three. They take turns to use their
Answers phones to video their classmates asking and answering the
  1 a 2  c 3  b questions in exercise 8. They can swap roles and practice
again. Allow sts time to watch the videos of themselves and
6 Sts work in pairs to discuss their own experiences of good notice how well they link the consonant sound at the end of a
or back luck. Ask some sts to tell the class about their  word with the vowel sound at the beginning of the following
partner’s experiences.  word. Discuss as a class what they noticed about their own
pronunciation and how they could improve it.
Listening builder
Read the Listening builder box with sts about linking
consonants and vowels. Read out the sentences in the
box to model the pronunciation of the linked sounds.
Explain that when consonants and vowels are linked
in this way it makes it difficult to hear where one word
ends and the next one begins. Ask questions to check
concept.
Concept check questions:
What does it mean when we link sounds? (We pronounce
them together, without a space.) What kinds of
 sounds do we link between different words? (We link a
consonant sound at the end of a word with a vowel
sound at the beginning of the following word.) Why is it
important to recognize linking? (in order to understand
the individual words)

7 2.10   Sts read the sentences and mark where they think
the consonant and vowel sounds are linked. Play audio
track 2.10. See the SB page opposite for audio script. Sts
listen and check their answers. Then allow sts time to
practice saying the sentences in pairs.

Answers
  1 Do we makeour own luck?
  2 I ranoutofenergy.
3 I thinkEthanis back.
  4 I'm pickingupa package.
5 I thinkit’s his backpack.
  6 I’m the luckiest personI know.

8 To summarize, sts discuss some more general questions

connected with luck. Sts discuss the questions in pairs.
Discuss their answers as a class and see who in the class
has a lucky charm, and who avoids doing things because
they might bring bad luck.

43

2 LANGUAGE used to and usually 

2C Radical changes
  1 A In pairs, look at the pictures and describe what you see. What are the similarities and differences?
  B Read the text and choose the best caption for the pictures.
1 Steve Way and his trainer 2  Steve Way: before and after 3  Like father, like son

Sports interview:

Marathon
Man 
Steve Way, a long-distance runner, has two
memorable career highlights: running a marathon in
Glasgow in just 2 hours and 15 minutes and finishing
the British Ultramarathon (100 km.) in 6 hours and
19 minutes. Both were personal best times for him
and broke records. He is a top athlete, but behind
the success there is an extraordinary story.

Steve usually runs about 120 km. a week, weighs 67 kg., to give up smoking and start training for the London
and like all top athletes, is normally very careful Marathon, which he completed in just over three hours
about what he eats. But he hasn’t always been so despite training for only three weeks!
healthy. When Steve was in his thirties, he used to It soon became clear that Steve was a very talented
be dangerously overweight because of his addiction athlete. Nowadays, he is so enthusiastic about running
to chocolate and junk food. He didn’t use to get any that he travels to competitions all over the world. So
exercise, smoked a pack of cigarettes a day, and had a how does an ultra-healthy person celebrate another
stressful job with long hours. successful marathon? Steve admits that for 48 hours
He felt horrible, “I could hardly sleep at night. I was after a marathon he usually lets the old Steve out of the
coughing and waking up because of the smoking,” he box and enjoys fast food, steak, and French fries. “I still
remembers. “I realized I had to do something radically struggle to see myself as a serious athlete,” he says.
different to break the cycle.” The radical change was “I am just a man who got obsessed with his hobby.“

 Adapted from theguardian.com

  2 Read the text again. What do the numbers refer to?

100 km. 6 hours 19 minutes thirties three weeks 48 hours

  3 In pairs, complete the notes about Steve in the chart with the words in the box.

overweight healthy food 67 kg. runs a lot junk food get any exercise

now before

amount of exercise   1  He usually .   2  He didn’t use to .

weight   3  He weighs .   4  He used to be .
diet   5  He usually eats .   6  He used to eat .

  4 Have you made any changes in your life? What changes would you like to make?

16

  _ i i

44 EXTRA PRACTICE:  Workbook page 10

Share this document
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