tt* t**mffi

q course in nqfurql English

Hugh Dellor ond Andrew Wolkley
with Richord Moore

THOTVISON

HEINLE

l l n t e . l K r g d o r r . U r i e d S t a t e !. A u l t r a i a . C a n a c i a. l v l e rc o . S n ! l . o o . r . S D dI
Contenls
Introduction 4

t0
t5
t9
. 24
-".r1.*, t.ltr t* 29

tI_
36
4l
t:.,,rllrir!l r., .il,ii:' r!':i r: :l lh-il
46
Review: Units 5-8 5l
53 __
59
64

69
Review: Units 9-12 74

* 7 L
82
87
92
98
t00
t05
il0

il6
Review: Units l7-2O t2l
 lnlroduction
lnnovotions,
first published in 2000, was created to
provide intermediate to high-intermediate students with
interesting models of natural spoken Englishto motivate
them beyond the intermediate plateau./nnovotionshas
now been updated and expanded into a new series
(pre-intermediate, intermediote, upper-intermediote) f or
classeslooking for a fresh approach.lt is based on a
language-rich,lexical/grammaticalsyllabusthar starts
with the l<indsof natural conversations that learners
want to nave.
What's so innovative about lnnovations?
lnnovotionsintermediote,like the rest of the lnnovotrons
s e r i e s ,s e t s o u t t o m a x i m i s es t u d e n t s 'a b i l i t y t o s p e a k
E n g l i s hf l u e n t l y a n d t o b e a b l e t o u n d e r s t a n dn a c u r a
s p o l < e nE n g l i s hl.t d o e s t h i s n o t s i m p l y b y p r o v i d i n g
s t u d e n t sw i t h p l e n t y o f o p p o r t u n i t i e s t o u s e l a n g u a g er n
p e r s o n a l ,c r e a t i v ea n d c o m m u n i c a t i v ec o n t e x r s .b u t m o r e
i m p o r t a n t l y ,b y p r o v i d i n ga p r e d o m i n a n t l ys p o k e n m o d e l
o f E n g l i s hT. h e E n g l i s hp r e s e n t e di n t h e w h o l e l n n o v o t i o n s
s e r i e s i s t h e E n g l i s hc o m m o n l y u s e d i n e v e r y d a yI i f e b y
n a t i v e s p e a k e r sT. h e s e r i e s s y l l a b u si s d e s i g n e dt o m e e t
s t u d e n t s 'c o m m u n i c a t i v en e e d s .A r a l l l e v e l s t, h e p r i m e
concern is what students will be able to soy afterwarcs.
A s a r e s u l t ,t h e s t a r t i n g p o i n t f o r o u r s y l l a b u si s n o t t h e
usual list of tense-basedstructures, but rather the typical
l<indsof conversations we believe students want to be
a b l e t o h a v e i n E n g l i s hW . h a t i s t h e n p r e s e n r e da n d
p r a c t i s e di s t h e l a n g u a g e( b o t h v o c a b u l a r ya n d g r a m m a r )
that will enable them to have those conversations.
How does lnnovations intermediate ftt
in wi t h t h e r e s t o f th e se ri e s?
lnnovationsintermedioteaims to provide a large boost in
l a n g u a g ea c q u i s i t i o nw
, hich we feel is important at the
intermediate level.lt focuses on basic topic
conversations and functions. Grammar tends to be
presented qither as fixed chunl<sof lexis to be rearnt,or
fairly short grammar sections which practise grammar in
a fairly narrow context. Students are shown how to
make the most of a limited vocabulary.lnnovotions
intermediotepresents more sophisticatedversions of
some basic conversations.lt does this by presencinga
wider range of responses to rypical questions and by
introducing some idiomatic language.lt also covers a
wider range of issues than lnnovotions pre-intermediote
both through the reading rexts and the choice of topics.
Consequently,there is a greater vocabulary load.
Grammar is now focused on more deeply througn
examples showing how it is used in different ways and in
wider contexts.Tensesare contrasted more, meaning is
discussed,and more 'difficult' structures such as
conditionals are introduced. ln lnnovotionsupper-
intermediote,the languageis more idiomatic and focuses
on more aspects of spol<engrammar that are often
neglected.
4
Organisation
".iotions intermediate i s c , : : : - : 3 l w e n t y u n i t s .E a c h
- : t r s f u r t h e r d i v i d e d i n t o : ^ - . 3 : r , 3 - D a g es e c t i o n s a , ll of
' r ' n c h p r o v i d e s e l f - c o n t a i n e :: - : : . ^ e , - e n t l e s s o n so f
5 0 - 9 0 m i n u t e s ,a l t h o u g h o b ! 3 - s . , 3 J m a y w i s h t o a l t e r
inese to suit your needs.A :-. _^ :s I lnnovotions
' t e r m e d i o t ec o n t a i n a t l e a s r o - e : / , : - f , 1 ! e
sectionbased
o n r e a d i n go r l i s t e n i n gT.h e s e s : : : : ^ s . R e a d i n g o r
L i s t e n i n g , t y p i c a l l yf o l l o w a D : : : : - - : j p r e - r e x t
s p e a k i n ga, c l e a r t a s l <f o r s t u d e ^ : s : : : : w h e t h e y r e a d
o r l i s t e n ,a n d s p e a l < i ntga s k s a n c : - : - : : e w o r k . S h o r t
r e a d i n gt e x t s a n d l i s t e n i n gr a s ts - , . ' . , : - e r i m e s u s e d
e l s e w h e r ei n t h e C o u r s e b o o k : : : ' : : : . : t a n g u a g e .
The other two two-pagesecriors o' e:c^ lnit are
Using vocabulary and Using grammar These
s e c t i o n sc o n t a i nf r e q u e n rs p e a f - = j : : , r e s a n d a i m t o
p r o v i d e l o t s o f e x a m p l e so f h o w , . : i t - : r y a n d
g r a m m a r a r e a c t u a l l yu s e d .M a n y a i : - e e x e r c r s e sa r e i n
t h e f o r m o f s h o r t d i a l o g u e sa n a 3 " e : - c h e a u d i o
r e c o r d i n g sp, r o v i d i n gf u r t h e r p r o . - - : 3 : c n D r a c r i c ea n d
d e v e l o p i n gl i s t e n i n gs l < i l t s .
There is a Review after every fc-- -- :s
. The Tapescript at the back ci :-: C:."sebool<
f e a t u r e sa l l o f t h e d i a l o g u e s /. , : - : ^ : ^ - s s i n gw o r o s
a n d p h r a s e sh i g h l i g h t ei dn c c : - , ' ' l - : : s er
identification.
. The Grammar commentary l: :-e :ack of the
C o u r s e b o o kp r o v i d e sn o r e s c - : - . i - 3 - m a r
D r e s e n t e di n t h e c o u r s e .
. The Expression organiser :'- :^e :::k of the
C o u r s e b o o k a l l o w s s t u d e n r si o - e : t - a a n d r r a n s r a t e
s o m e o f t h e m o s t i m p o r t a n :e x : - . s s : ^ s n e a c h
un i t .
W r i t i n g i s n o t f o c u s e do n i n r h e C : - - s e : o c < H o w e v e r ,
t h e r e a r e t h o r o u g h w r i t i n g s e c rc - s - : : - e o d d u n i t s
o f t h e W o r k b o o k . T h e s e p r o v i d e r . 3 . e s c i r y p r c a lt e x t s
s t u d e n t sa r e e x p e c t e d t o w r i t e i n e x : ^ - s s - c h a s P E T
a n d F C E .T h e y a r e o f t e n f o l l o w e d b y a s . o r l e x e r c i s eo n
u s e f u l l a n g u a g ef o r w r i t i n g , a n d a w r r r i l a s k .T h e
w r i t i n g t a s k o f t e n r e q u i r e s s t u d e n t sr o w r ! e a s i m i l a r
text to the one in the model.
 rtroducton

O t h e r c o m po n e n ts Getting the most out of Innovations

The Coursebool<is complementedby a set of two ThisTeacher's Bool< provides plenty of detailed advice
Audio CDs/AudioTapes,a Worl<bool<, thisTeacher's on how to get the most out of lnnovationsintermediote.
Bool<,and a separate,photocopiable Teacher'sResource However, there are some general points to mal<eabout
Book.There is also support in the form of a website the specialfeatures you will find in /nnovotions
with usefullinl<s,
and the test-crearingprogramme intermedioteCoursebook. These features are highlighted in
ExamView@Pro. the seccion that follows.

. Audio CDs/AudioTapes
T h e A u d i o C D s / A u d i o T a p ecso n t a i nr e c o r d i n gos f a l l
the dialoguesand readingtexts,pronunciation
exercisesand those lexicalexerciseswhere stress
and intonationare the mainfocus.
. Workbook
The Workbool<is for self-study, but any of the
exercisesin it may be done either in classor as
homeworl<. In addition,the Workbool<contains
writing tasl<s. Someof the Worl<bookexercisesare
directlyrelatedto activitiesin the Coursebook,
mal<ing them usefulfor settingas homeworl<, while
others are more looselyconnectedand are designed
to extend and expandstudents'l<nowledge of the
language. lf you choosenot to usethe Workbook in
class,it is a good ideato recommendit to students
as additionalDractice.
. Teacher's Resource Book
TheTeacher'sResourceBook providesforty
photocopiableactivitiesand gameswhich closely
supportthe materialin the Coursebook.
 Fecllures of lnnovcrlions
Us i n gv o c a b u la ry : mPortant as the language
: ^ lf the exercise
E a c h u n i t h a s a t w o - p a g e s e c t i o n e x p l i c r t i y: e : - : r . i n
: l n o t m i s st h e
v o c a b u l a r yT. h e t a s l < si n t h e s e s e c t i o n sf o c u s : - : - e
o P P o r t u n t t y : :_ - . 1 _ : -. ' : : r r o u n d i n gc o m m o n
w o r d s , c o l l o c a t i o n sa n d e x p r e s s i o n ss t u d e n : s - . . a -
phrases and e: : -= -'. - ' ". -. : : : : n e t i m e . O n e o f t h e
o r d e r t o h a v e c o m m o n c o n v e r s a u o n so n t n e : l - : : ,
m o s t i m p o | t : ' a : . . . ' . . ' . ' . ' . : ... rmprove on their
t h e u n i t . E x e r c i s e so f t e n e x D l o r e t h e v a r r e c yc , : , ; : :
o w n i s i f r h e y- : : : - - : - '- -:ticing'into
a major
r e s p o n s e st o c o m m o n q u e s t i o n sl i l < e ' W h a r ' s, : < e
C l a S S r O O m a c t " :-. . : - . : : : ^ s ,y o u n e e d t o n o t
r o u n d t h e r e l ' o r ' H o w w a s y o u r j o u r n e y l ' .w i . . : : - e -
o n l y e x p l a i nm e i - : : - ' . r : " : : . l d e n t sq u e s t i o n s
l e a d i n t o p e r s o n a l i s e dp r a c t i c e .O t h e r e x e r c r s e s
such as:
e n c o u r a g es t u d e n t s t o h a v e l o n g e r c o n v e r s a to n s o -
p r o v i d e t h e k i n d o f l a n g u a g et h e y n e e d r o t a k e o . g e . - W h a t o t h e rt h r n g . - . - -
W h o t o t h e r t h i n g s: : .. '-
t u r n s . B e c a u s em o s t o f t h e v o c a b u l a r yi n t h e s e s e c r , o r s
i s i n t h e c o n t e x t o f i t s t y p i c a l u s a g e t, h e e x e r c s e s o r : e - Whot's the oppos:e .'
reveat common grammatical patterns, which yol c:rr^ -. ! :: .. /
Whot'sthe posltlve
draw students' attention to. As you go through che
answers,you can also get students to repear the <ey
l f y o ud o . . . , w h a i . ' ., : tt hnhheneA

e x p r e s s i o n sw, h i c h p r o v i d e s t h e m w i t h p r a c t i c e r n
before?
p r o n u n c i a t i o nM
. a n y o f t h e e x e r c i s e sa r e o n r h e a u d i o Wherewouldyou
r e c o r d i n g s .F i n a l l yy, o u c a n a s k t h e l < i n d so f q u e s r i o n s W h o td o y o uu s e. ','-
m e n t i o n e d i n t h e s e c t i o n b e l o w ,N o t i c i n g - .- -. :j
W h o t w o u l dy o L .) . : . ' : ,
surrounding language. The nores in the Teacher's
B o o l <w i l l h e l p y o u w i t h t h i s . The aimof thes: :-::: :^: : :: ::-:-::e useful

e x e r c i s ea n d a : : ' : . : _ : = - : : : :
U s i n gg r a m m a r o f c o l l o c a t i o - i: - - : :
E a c h u n i t c o n t a i n sa t w o - p a g e s e c t i o n d e a l i n gw i t h l a n g u a g eA.s r - : : - :
p a r t i c u l a ra r e a so f g r a m m a r w h i c h s p r i n g n a t u r a l l yf r o m s i m p l ye x p , : - - a t : - a - ' = a - = t : : - : : - s : r . : h e ya l l o w
t h e t e x r s o r w h i c h a r e c e n t r a l t o t h e t o p i c .A l l t h e m a i n : - - : : " S 1 : O O OW n a t
tense-basedstructures you would expect to cover at y O U e X J -I - : : ::::' : :-:. :': ^ - :-:
:-1:iing fOr Che
-.- -a
t h e i n t e r m e d i a t el e v e l a r e h e r e . S t u d e n t sc o n s o l i d a t e S f U C e n :: s: ' : - i-: :-=-- - :^: :e:Chng
what they have learnt earlier in the lnnovotionsseries.
F o r e x a m p l e ,w h e r e a s t h e U s i n g g r a m m a r s e c t i o n si n = : : : =' : : - : : - : ' < n O W l e d g e
lnnovationspre-intermediatelool< at single uses of tenses
and modals, in lnnovotionsintermediotethey look ar
s e v e r a ld i f f e r e n t u s e s a n d f r e q u e n t l yc o n r r a s ! t h e n r w r r
o t h e r s t r u c t u r e sa n d t h e w a y t h e y a r - eu s e d A g a t n ,r h e : - s r ' e ' : : ^ : , 1 - : l r : r e n a l ' o ! : e : - a : : : _ t i a n g u a gbey
f o c u s o n t y p i c a l u s a g eo f t e n l e a d sr o p r a c t i c e w i t h a C l - - e : : - i l n / r l ] S t a k e sO r r e - S : l :- i , . , - : : : h e y S a i di n
dialogue or role play. f i . r o r -n€f , l u r - dEr n g l i s hT.b i s n e w 3 - i _ : i e : : n a i s o b e p u t
o n t h e b o a r d .i d e a i l yi n t h e f o r ^ . . . . . . - 3 e e x p r e s s i o n as s
Apart from the traditional tenses,we lool< at some you would userhem in speecl-
grammatical areas that are somerimes neglected,such as
get used to, opinions with must,and verbs to tall<about Y o u m a y a l s o l i k e t o f o l l o w u p a s e c : c r c f r e a c h i n gl i l < e
t h e f u t u r e . I n a l l t h e U s i n g g r a m m a r s e c t i o n st h e r e t h i s b y a s l < i n gs t u d e n t sr o b r i e f l y p e r - s o n a i i saen y n e w
a r e a l s o o p p o r t u n i t i e s t o f o c u s o n n e w v o c a b u l a r yb y v o c a b u l a r yy o u p u t o n t h e b o a r d . F o r e x a m p l e ,y o u
g e t t r n gs t u d e n t st o n o r i c e t h e s u r r o u n d i n gl a n g u a g e . could asl<:
Attention is often drawn to typical vocabulary that goes D o y o u k n o w o r h a v ey o u h e o r do b o u t o t l , / a n e
who ... ?
with the grammar through the grammatical explanations D o y o u k n o w o r h o v ey o u h e o r d o b o u t o n y o n ew h o h o s . . . ?
and Real English nores. There are plenty of speal<ing
When's the /ost time you ... ? Where?Whot hoppened?
tasl<slinked to the particular structure. Reference rs
a l w a y sm a d e t o t h e c o r r e s p o n d i n gs e c t i o n i n r h e Con you use any ofthese wordslphrosesiexpressions
to
Grammar commentary describe things in your life?
at the bacl<of the
Coursebool<. Which is the most usefulwordlphroselexpressionT
Which wordslphroseslexpresslons
do you ltke most?
Not i c i n gs u r r o un d i n gl a n g u a g e
Y o u c o u l d p u t s t u d e n t s i n t o p a i r s t o d o t h i s l < i n do f
A l t h o u g h g r a m m a r e x e r c i s e sa r e p r o v i d e d p r i m a r i l y t o exercise for five or ten minutes.This is a good way of
focus on particular structures, we have presented all breal<ingup the lesson and getting away from the
such languagein natural contexts. This means that the C o u r s e b o o l <f o r a m o m e n t . l t a l s o e n c o u r a g e ss t u d e n t s
t o g e t r o k n o w e a c h o t h e r b e t t e r a n d ,u n l i l < e

6

s u p p l e m e n t a r ym a t e r i a l s r, e q u i r e s l i t t l e p l a n n i n ga n d n o
fighting with the photocopier!
The teachers' notes often suggestquestions you can asl<
about languagein the texts and there are also good
examples of these kinds of questions in the Vocabulary
quizzes in the Review units. lt may take a little time to
get used to this style of teaching,and students also may
initially need to get used to it, but it is worth persisting
with it, as it produces a dynamic and language-rich
classroom.
G r a m m a rco mme n ta ry
The Grammar commentary starts on page 160 of
the Coursebool< after a two-page introduction outlining
the basic approach to grammar tal<enin the book. Ask
students to read these pages early on in the course and
d i s c u s sa n y q u e s t i o n st h a t a r i s e f r o m i t . T h e g r a m m a r
points that follow refer to the Using grammar
sections within the units. Generally,you can asl<students
to read the Grammar commentary as a way to
review the languageafter they have looked at particular
structures. However, in some casesyou might want
s t u d e n t st o c o m e u p w i t h a g u i d e l i n eo r ' r u l e '
themselves and then compare it to the explanacionin
the Grammar commentary before working on the
e x e r c i s e s . T h eG r a m m a r c o m m e n t a r y i s a l s o
good source of useful examples for students to
:::j:;:
Dialogues
Almost without exception, the listeningtexts are
conversations.Theycontain the topics people talk about
every day,and contain many commonly-used phrases
and expressions.Many of these common expressions are
re-cycled in the Coursebool<.
Listeningtexts often occur at the beginningof a unit.
This is becausea lot of the languagein the text is
focused on in the rest of the unit. When you do these
listeningtaslcsin class,play the recording once so
students can answer the gist questions in While you
listen and then once more to allow them to identify
t h e w o r d s a n d p h r a s e sw h i c h c o m p l e t e t h e g a p s .l f y o u r
students find this hard, play the recording a third time
and pause after each gap to give them more time to
write. Finally,play the recording one last time as
students read the dialogue.Listening to natural spoken
E n g l i s hw h i l s t a l s o r e a d i n gw h a t t h e y a r e h e a r i n gh e l p s
students get used to the way languageis'chunl<ed':
where speal<erspause,and more importantly, where
t h e y d o n o t p a u s e .l t a l s o h e l p s t h e m n o t i c e o t h e r
features of everyday speech,such as discourse marl<ers.
You could follow up by getting students to read the
d i a l o g u ea l o u d i n p a i r s - e i t h e r t h e w h o l e d i a l o g u eo r
just part of it. The other listeningtexts in the book are
treated like more traditional skills lessons.However, if
you and your students lil<ethe gap-fillingactivities,you
could copy the relevant tapescript at the bacl<of the
b o o k a n d b l a n k o u t t h e e x p r e s s i o n sy o u w o u l d m o s t
like to focus on.Alternatively,picl<out some key nouns
or verbs.
F e a t u r e so f n n o v a t t o n s
Reading texts
Thirteen of the units in /nnovotionsintermediotehave
two-page reading sections.Thesetexts are derived from
authentic articles,but have been re-written to include
maximally useful vocabulary and collocations.The texts
a r e a l l d e s i g n e dt o e l i c i t s o m e k i n d o f p e r s o n a l r e s p o n s e
from students,whether it be laughter,disbelief,or shocl<!
Encourage students to read the whole text through
without worrying too much about any words they don't
l<now.Tellthem to put their pens down for a minute and
relax! One good way of ensuring they do this is to play
the recording as they read it the first time or, if you
want a slower pace,to read it out yourself. lmportant
vocabulary is focused on later,and students need to gain
confidence in their ability to understand most - if not all
- of a text. Encourage students to focus on the many
words they do know!
Each reading text is followed by a speakingtask where
students have the opportunity to react personally to the
text and to extend the discussionon a related theme.
These taskscan either be done in pairsor in small
groups.You may want to add some of your own
questions connected to the text which you thinl< will
interest your particular class.
There are also often comprehension and vocabulary
tasks that encourage students to re-read the text and
. ne question
n o t i c e u s e f u le x p r e s s i o n sa n d c o l l o c a t i o n sO
that you can asl<is if anyone found an expression or
collocation that was interesting or new to them. For
example, in The day that changed my life on page
25, students might find I just did it on impulsean
interesting new expression.Suggestthat students use a
good English*Englishdictionary, not only to checl<the
meaning of words but also to read the examples,which
often contain useful collocations and phrases.
With both the reading and the listening texts, you could
simply asl<students Do you have ony questionsobout the
text? Note that this a different question to Are there ony
words which you don't know?,because it allows students to
asl<about anything.They can ask about words they do
know, but which may appear in a new meaning or
collocation; they can asl<about expressions;they can asl<
about content; they can even asl<you what you thinl<l
Encouragingstudents to asl<questions is a good way to
encourage them to notice language.lt also helps to
create a good relationship between students and
teacner.
Extra texts
O c c a s i o n a l l yt ,h e r e a r e s m a l l e r l i s t e n i n ga n d r e a d i n g
texts such as Two uses of the present continuous
on page 30 and A good job? on page 38. These are
warm-up exercisesthat function as tallcingpoints at the
b e g i n n i n go f t h e l e s s o n T . hey provide short, natural
contexts for the grammar that is focused on in the
resson.
 . l n B r i t a i n ,p e o p l e o f i e ^ s : 1 l r n f r o m u p n o r t h t o m e a n
Unit overview
t h a t t h e y a r e f r o m r a e : c r - r h e r np a r r o f E n g l a n dT. h e
o p p o s i t e i s I ' m f r o n : : . . 1 ' s o , , r h .T h i s r e f l e c t st h e
General topic
g e o g r a p h i c aaln d h i s c c - : : . v s i o n so f E n g l a n di n
Learningthe language
of introductions,
asking
p a r t i c u l a r (. l n t h e U S ; e : : - I s c s , l y o r / t w e s ta n d
questions,
usefullanguage-learning
tips.
bockeost.)
Reading ' Y o um i g h ts a yA r eo i , ,\ : - , . . : i " s < e y o u ?w h e n y o u
Studentsand teachersgivetips on language
learning. f i n d t h e p e r s o ny o u a . . e: : . - : : : : ; e a l i n g ,a n d s o
i t ' s o f t e n u s e d a s a k - : : ' : - : : - - - l ^ e . ( H o w e v e r i, t
Language input c o u l d b e u s e d w i r ^ : : ' t = : - - - : r - : : o i - rw h e n y o u
. 'Gettingto lcnowyou' questions:Whereare you d o n ' t f i n d c h ep e . s o - : : : : .

from?What do you do whenyou'renotworking?etc. '--: :r:'esstons

R e m i n d s t u d e n t st o r e c s ' : that
' Expressions for mal<ingpersonalquestionsmore they like in their noteboc.
tentative;expressions we use when we do not
wish to answerthe questionasl<ed: How old ore
Lead in
you,if you don't mind me askingT
ld rothernot soy,if
you don't mind. etc. l f t h i s i s t h e f i r s tt i m e y o , . : - - : t
' Someexpressions for givingadvice:lt's importont
to ... , Don'tworrytoo muchobout.. . . erc. g r o u p st o b r a i n s t o r mq u e s :. - : : - : : : - : . . r c u l d l i l < et o
' a s k y o u .G i v e t h e m s e v e r a ^ - - - : : : : t : : : . 3 b o u ra n o
Collocationswith common verbs:giveyou some
- 1 . : : - : ^ - : s l <y o u
odvice,mokeo mess,do a lot of domoge,etc. P r e P a r et h e q u e s t i o n sa, n c : - : - their
q u e s t i o n s . T h iws i l l a l l o w r r e ^ ' : : - - : - _ : ^ . c r - ea b o u t
' Pastsimpleand past continuousin stories:I wos
y o u , a n d i t w i l l a l s o g i v e y c L -: , : - : ' . : : : : : : s e s sr h e i r
stillpockingwhenmy taxi to the oirportturnedup!
l a n g u a g en e e d s i n t h i s a r e a

Language strip

Use the languagestrip as a way to lead in to the unrt.

A s l <s t u d e n t st o l o o l <q u i c l < l yt h r o u g h t h e l i s t a n d t e l l
Fact-inding
f
y o u i n w h a t s i t u a t i o n st h e s e e x p r e s s i o n sm i g h t b e u s e d
(e.9.getting to know someone at a parry, in a class,over
T h e f i r s t t a s l <f o c u s e so n r y D . : - i 3 : : ^ i : : k n o w y o u '
coffee, etc.). Ask if there are any expressions in the q u e s t i o n s ,m a n y o f w h i c h s t u d e - : : . . . : = r a m i l i a rw i t h .
languagestrip that they've used in Englishbefore (Whot
H o w e v e r ,t h e r e a r e q u e s t r o n s^ € . ' = : - r , i S l m . € s t u d e n t s
do you do? is one that they will probably suggest).
m a y h a v e d i f f i c u l t yf o r m i n g c c r - : : : = . :.e you
m o r r i e d ? )o r e x p r e s s i n gi n a n i : - - : ,.,:, re 3 Whot do
Then ask students to find two expressions thar rney
you do when you'renot workrn{,
haven't usejdbefore, but might use in the furure. Explain
that in this unit they will learn ways of asl<ingand
H a v e s t u d e n t sw o r l < o n t h e t a s < ^ : , : - : l i y lsfers
answering'getting to l<now you' questions.
h a v i n gt h e m c h e c l <w i t h a p a r r n e - C ^ c : : r e y h a v e
c o m p l e t e dt h e t a s l <o n t h e i r o w a . :
U s e t h e l a n g u a g es t r i p l a t e r o n i n t h i s u n i t f o r a s m a l l " : e s i r d e n ! si n ! o
p a i r s a n d h a v eo n e p e r s o n s a y e a c a c j r r e q u e s c i o n s
group task. Asl< students to choose expressions that are
l - 5 a n d t h e o t h e r g i v e t h e a p p r o p r - . r i e' - e s p o n s ea - f .
questions (e.g.Are you single?)and come up with a
T h e n s t u d e n t s s w a p r o l e s f o r q u e s r r o n s7 - i 2 . T h i s w i l l
possible response (e.g. Yes,why do you osk?).Thenasl<
e n a b l ey o u t o m o n i t o r t h e i r p r o n u n c a c i o r W h e n g o i n g
t h e m t o c h o o s e e x p r e s s i o n st h a t a r e r e s p o n s e s( e . g .
t h r o u g h t h e a n s w e r s ,m o d e l r h e a p p r . o p r i a r en l o n a c i o n
Reolly!Do you?) and come up with statements rhat
a n d s t r e s so f r h e q u e s t i o n sa n d h a v e t h e c l a s sp r . a c r i s e
might prompr them (e.g./ do o bit of pointingin my spore
a l o n gw i t h y o u .
ume.)

You might need to explain some of rhe following Answers

exDressrons: l . d o 2 .W h e r e 3 .W h e n 4 . n o t 5 . D o 6 .A r e
' lf you say someone has a funny accenr,you find their l . d . 2 .a . 3 .b . 4 . f . 5 .c . 6 .e .
accent strange or amusing.For example: I'm not sure
where shet from. Shei got o funny occent. 7 . H o w 8 . a r e 9 . l o n g 1 0 .m u c h I I . H a v e | 2 . b e e n
7 . h . 8 . g . 9 . j . 1 0 .l < . | | . l . 1 2 .i .

10

You might want to draw your students' attention to how
several of the answers are not soecific.Have the class
tell you which answers are not specific and write on the
board the exoressions that mal<ethem so:
we're thinking obout it
nothing much
thot kind of thing
on ond off
Speaking
Get studentsinto smallgroupsand havethem go bacl<
t h r o u g ht h e q u e s t i o n sd,e c i d i n gw h i c hq u e s t i o n sb e l o n g
to which situation.Answerswill vary,of course,but the
followingwould generallybe consideredappropriatefor
eachsituation:
Answers
Possibleanswers:
T h e f i r s tt i m e y o u m e e t :| , 2 , 9 , I l , 1 2
O n c e y o u l < n o we a c ho t h e r a l i t t l e b e t t e r :4 , 5 , 6 , 7 , 8
O n c e y o u k n o w e a c ho t h e r r e a l l yw e l l :3 , l 0
After discussing their answers,havestudentstalk about
the lasttwo questionsin this exercise.In a multilingual
class,you mightwant to extendthis by gettingthem to
t a l l <a b o u to t h e r q u e s t i o n tsh a t a r e c u l t u r a l l y
inrnnrnnrirta
Real English
Go over the note on answeringquestionswith the
class.Then asl<studentsto go bacl<to I Fact-finding
and notice how many responses were not full
sentenceP s .o i n to u t t h a t i n r e s p o n s e ' f I' ,i s o m i t t e d .
T h i s i s a n e x a m p l eo f e l l i p s i sw, h i c h i s q u i t ec o m m o ni n
s p o k e nE n g l i s h .
Also draw students'attentionto the way we can
politelyrefuseto answera question,and havestudents
practisesayingthe expressionlA rathernot soyifyou
don'tmind,in responseto questionslil<eHow muchdo
you eorn?or How old ore you?
1M o r e p erso n a lq u e sti o n s
l<inga personal
question more tentative. Let students read the
examples and then play the recording once all the way
through, stopping after each example so that they can
practise sayingit themselves.Ask them to thinl< of two
or three other ouestions that can be made more
tentative using this language.Have students go around
the class asl<ingother members of the class the
questions they've formulated. Remind them that they
may politely refuse to answer questions with l'd rother
not soy,if you don't mind.
'I
G e t t i n qt o k n o w y o u
Speaking
This will orovide students with the chance to use the
questions from I Fact-finding to find out more about
their classmates.Have them get into groups and start
tall<ingto each other. Ask questions l-7 in 4 Speaking
to wrap up at the end of the exercise.Students may
have already asl<edthese questions when they were
talking to each other during the first half of the exercise,
s o i t m a y n o t b e n e c e s s a r yt o d i s c u s st h e m a l l .
For the second tasl<.exolain that students should move
around the classtall<ingto different people, getting to
l < n o wt h e m . A f t e r a f e w m i n u t e s ,s h o u t o u t ' C h a n g e l ' a n d
get them to talk to someone new. Tal<epart in this
activity yourself.You could even give this more of a
party atmosphere by playingsome music as scudents are
m i n g l i n gT. o w r a p u p , w r i t e t h e s e e x p r e s s i o n so n t h e
b o a r d a n d e x o l a i nt h e m '
We've got o lot in common.
I've got a lot in common with ...
We don't hove much in common.
Asl< a few students to tell you about some of the people
they tall<edto, using these phrases.
Listening
Set the scene of the dialogue and asl<students what
questions they thinl< would be asl<ed.Asl< if there are
any questions that would not be asl<edby a man to a
woman and vice versa.Then play the recording as
students tick off the questions. Have them compare
answers with a classmatebefore playingthe recording
again.
Answers
What do you doi
How long haveyou been here?(So,were you here last
termi)
Where are you from? (You'renot from here originally,
t h o u g h a, r e y o u i )
Worl<ing with the same partner, students now try to
recall what they know about Jacl<and Lisa.Youcould
turn this tasl<into more of a role play,where they tell
each other about a person (ack or Lisa) that they've
just met. Write an opening on the board to get them
started:
Oh, by the woy,did I tell you thot I met this interesting
person the other doy?Jock, his nome wos.
11
 '1
G e t t n g t o k n o r , vy o u

rra' ' -^l rl - -

R o l ep l a y l v u r a r r u L : -

--
. ;rel, their hair is trning
orcv
6'-/
'A, <
' -^ .' . : ' : h e s e c o l l o c a t i o n sr o
the nirrr,""- - : - I a l s o e n c o u r a g et h e m
F o r t h i s r o l e p l a y h a v e s t u d e n t sc h c c s e c ^ e o f t h e
t^ ^^ L--
p e o p l e i n t h e p h o t o s .G i v e t h e m f i v e . - - - i e s ! o t m a g i n e
Lv
5v udL_ : : : x r , u n d e r l i n i n ga n y
c o l l o c a t i o - .: '
what that person's life is like (e.g.che . o : . m a r i t a l
status,family,etc.).
Answers
Before students start, have them qu ck y iook rnrougn
l.give 2 ^ ). go
t h e l a n g u a g es t r i p o n p a g e 8 f o r m o r e c e a s o f q u e s r i o n s
t o a s l <H. avethem spend abour five mrnlres with
P i c t u r eA . :
a n o t h e r s t u d e n r b e f o r e s p e a k i n gr o s o m e o n e e l s e .G o
P i c t u r eB :: :
a r o u n d t h e c l a s sy o u r s e l f ,m o n i r o r i n g a n d c o l l e c r i n g
PictureC. : . -- bomeworl<
e x a m p l e so f d i f f i c u l t i e st o g o o v e r w h e n r h e y ' v ef i n i s h e d . "
P i c t u r eD . : -
j

';,
i' :;
: t . ] . f ' -: . Once stude.:. - -
t i m e t a l l < i n :g: : , -
t ^
r a n s u a g el e a - - - :
." . j 5 p e a K r n g
collocations - :' .
I (The secretof success) s o m e t h i n gr - r - . - -
^^i^r +L^. - -
T h e p u r p o s e o f r h i s r e a d i n gr e x t i s f o r s t u d e n t s t o PvilrL LrtdL .:
s i n g l e w o r c : : .- :
reflecton waysthacwill help them in their language
l e a r n i n g .l r i s a l s o a c h a n c ef o r t h e m t o h e a r a b o u t t h e t r a n s l a t et l - e . : :
methodology behindthis Coursebook. moke o me::
. : . - : : a s k ,s p e n d a s h o r t
- : -ow
i t w i l l a f f e c tt h e i r
'- ::
: - r k o f e x a m p l e so f
: -:: :: showthat it is not
: ' : . ^ R e i n f o r c et h e
' - .:s ,n
_-:
: u n i t s b i g g e rt h a n
'- . : r.:rld
b e d i f f i c u l tt o
- -' ::r :f tO translate

Begin by having students complete the five sentence T e l sl t u d e n : : : - , r " : - ' . - . - - : : ^ a t r s t e n f o r

s t a r t e r s i n d i v i d u a l l ya,n d t h e n h a v e t h e m s h a r e t h e i r c o l l o c a t , o - . '- - : : : .' : .:::.-f,om
q U e S t l O n S. : : - : :
ideas with a partner. Ask several students to tell the
c l a s ss o m e o f t h e i r i d e a s .P o i n t o u t t h a t t h e s e s e n t e n c e Whotore - . r ': , ' :
starters are useful for giving advice. Encouragestudents Canyou g,: : -' ' :
to record the patterns and a few examples,either their / st h l sc ! ' : , - :- , . , i ' .
own or those they see in the reading text, into their
notebooks. T e l sl t u d e - : , : -: . . , - : :- ::-:rywordin
theirnore:::.,:-.j.
E x p l a i nt h e r e a d i n gt a s k a n d t e l l s r u d e n c sn o t r o w o r r y collocata-: - - - :' : - _ : , : : : . t u n t t yt o
a b o u t u n d e r s t a n d i n ge v e r y r h i n gW
. hen they have
t a l k a b o " : : : : : :- : - : -' :, =-i howto
f i n i s h e dg, e t t h e m i n s m a l lg r - o u p st o d ; s c - s sr ^ e i , . findcon -: - : -
reactionsG . i v e t h e m a f e w s e n t e n c es a a r - r e Tosn r h e D e m o n s t r : : =: . . - : adlective
board: c o l l o c a t i o - .t : ' ' . -. . - ::rearS in the
I thought the odviceobout ... wos very usefui . . . i . : - S S Ua
er e
I'm not sure I ogree with ...'s odviceabout . . .
I don't reolly understond the advice obout ...
I didn't understondwhot helshemeont by '...'
C l a s s r o o lm
anguage
A l l o w s t u d e n t st o s p e n d s o m e t i m e t a l l < i n gi n g r o u p s
T-: t::-s ^e"a ! :- ---: -:: :' :- -.: ,:-
:e asl<ing
b e f o r e d i s c u s s i n gt h e i r i d e a sa s a c l a s s T
. his is your -=l:_":':
Stul3'-iS:l :: :-: :-: :-=^ l:_::ntS Can
chance to reinforce some of the advice in the reading
work r:;:,: , : - : - : - - f , : c -^ i : : . - - . : 3 . . : . e c l < i n g
text and to see their reaction ro these l<indsof ideas.lf
t h e a n s w e r sa. c w a m e f o r t n e : : : : i t t : : " t : t J l l r d l t o
s t u d e n t sa s k a b o u t c o l l o c a r i o n y, o u c a n e x p l a i nr h a t t h e
d i s c u s st h e s e i d e a s .
n e x t t a s l <w i l l d e a l w i t h i t i n m o r e d e t a i l .

l Answers
i C o m m o nv e rb co l l o ca ti o n s l.e. 2.a. 3.b. 4.f.5.c. 6d
T h i s e x e r c i s eh e l p s s t u d e n t s u n d e r s t a n dt h e c o n c e p t o f
c o l l o c a t i o na n d h o w i t s h o u l d p l a y a n i m p o r t a n t p a r r I n
t h e i r l a n g u a g el e a r n i n g . Y o u m i g h t w a n t t o p o i n t o u t t h e p a r r e r n sr o e x p r e s s
reasons:
Have students work through the tasl<first, and checl< do this so thot you (con) do thot
their answers.You may need to explain that if you asl< do this to do thot
someone to giveyou o hond you are asking them to help

12

Ask students to use these patterns to tall<about some of
t h e t h i n g s t h e y d o i n l e a r n i n ga l a n g u a g eF. o r e x a m p l e :
I alwoys write new vocabuloryon note cords ond carry them
oround,so thot I con test myself when |m on the bus.
A q u i c kq u i z
This tasl<focuses on some more important aspects of
learning:pronunciation and grammar. lt's probably best to
do each part step by step, allowing students to quicl<ly
compare answers when appropriate. Again, at the end,
spend some time talking about how each part relates to
students' own languagelearning.
For the first part, you may want to tall<about how stress
is conveyed in English.For some languagegroups, a lot of
practice is needed in lengtheningstressed syllablesand
s h o r t e n i n g u n s t r e s s e ds y l l a b l e s- u s i n ga r u b b e r b a n d t o
stretch out on the stressed syllablescan help. For the
last parc,you could asl<students to tall<about the
differencesin oairs.
Answers
l . c o l l o c a t i o ne m b a r r a s s e dm i s t a l < es u r n a m e
2. accent,coast,desiSn, whereabouts
3 . c h o c o l a t et w: o s y l l a b l e ss;y l l a b l et h: r e e s y l l a b l e s ;
vegetable: three syllables;vocabulary: five syllables
5. a.How longore you stoying hereZrefersto the future
(from this time forward),while How longhoveyou
beenhere?connectsthe Dastto now (from when
you first arrivedhere to now).
b. /'vebeenstudyingEnglishfor sixyeorsindicatesan
uninterruptedactionor stateand tells us that
t h e p e r s o nh a sb e e ns t u d y i n gE n g l i s h
continuouslyfor six years,while I'vebeenstudying
Englishfor six yeorson and ofl indicatesan
interruptedactionor stateand tells us that the
Dersontool<a breal<here and there.
c.Whot do you do?is usuallyusedto asl<what
someonedoes for a living,while Whot ore you
doing?is usuallyusedto asl<someoneto explain
.their actionsat the moment of speal<ing.
l r f
'. : '.1
-rl ^
Pastsimpleand pastcontinuous
cwo tenses are
used in the context of storytelling.The past continuous is
typically used to show the background of a story, while
the past simple is used for the main action. Let students
read through the first sentence and underline examples
of the two tenses.Checl<that they can see how the past
continuous is formed (woslwere+ -ing form) and that they
l<now told is the past simple form of tel/.Then go over the
explanation and the two examples together. Have
students identifv the two tenses here too.
1 Gettlngto know you
To helo students understand the use of the two tenses
visually,draw a big empty square on the board. Tell them
t h a t t h i s i s g o i n g t o b e t h e o p e n i n gs c e n eo f a m o v i e .
Ask them to suggestthe time of year and day (e.9.
spring, late afternoon), and the weather (e.g.sunny). Have
them suggestsome background actions (e.g.birds
singing,clouds drifting) and draw these. Then have
students suggestsome everyday activities for a person
(e.g.sitting on a parl<bench, reading a book). Draw a
person doing this. Next, explain that you want something
u n u s u a lo r i m p o r t a n t t o h a p p e ns u d d e n l y H
. ave students
make some suggestionsand choose one to draw on the
board (e.g. a swarm of killer bees appeared).Now tell
the story. For example:
It wos o nice spring ofternoon in o quiet town. The sun wds
shining,the birds were singing.A few clouds were slowly
drifting ocrosso deep blue sky.Our hero wos sitting on o
pork bench,reodingo book,when oll of o sudden,o huge
sworm of killer bees oppeored.
M atching
T h i s e x e r c i s eh e l p s s t u d e n t s d e v e l o p a g r a m m a r r u l e o r
g u i d e l i n eb a s e do n t h e e x a m p l e si n t h e t a s l <H . ave
s t u d e n t sw o r l < i n d i v i d u a l l yo n t h e m a t c h i n gt a s l <W
. hile
going through the answers,asl<a few questions focusing
o n t h e l a n g u a g eu s e d i n t h e s e n t e n c e s F
. or example:
Whot or who elsecon'turn up'? (,myex-husbondlwife, on old
friendl
Aport from noodles ond coffee,whot e/se con you (or the cot)
knock over? (o vose,my wine)
'do'
Con you think of some more householdtosks that we use
with? (e.g.do the loundry,do the hoovering,do the gordening)
What would you do if youA missedyour girllboyfriend's
birthdov?
Has onyone ever found somethinginterestingdown the bock
of the sofo?
Then get pairs of students to practise the examples,with
one person sayingthe first half of the sentence and the
other person sayingthe second half of the sentence.You
may want to tall<about the unstressed pronunciation of
wos in the Dast continuous before students do this.
Answers
|. c. 2 .d . 3 .a . 4 . b . 5 .g . 6 .h . 7 .e . 8 .f .
S t u d e n t sc a n t h e n c o m p l e t e t h e t h r e e ' g r a m m a r r u l e s ' .
Go over these as a class.Youmay want to draw a
t i m e l i n e o n t h e b o a r d t o v i s u a l l yr e p r e s e n t t h e
interruption concept in the third'rule'. Encourage
students to transfer a few examples from this page c.rf
the Coursebool< into their notebool<s.Youcould point
out a few other examples of useful languagehere, too:
the other doy,accidentollyknock ... all over ... , knock ...
OII.
't3
 I Gett ng to I now you

Answers practice
l . ( p a s t )c o n r i n u o u s
2 . ( p a s t )s i m p l e O n e w a y r o e t : . c o r h i s t a s l <i s t o t e l l t h e c l a s sa
3 . ( p a s t )c o n t i n u o u s( p
, a s t )s i m p l e p e r s o n a ls t c , ' : ' ! 3 . r 1 ' s e l U
f.se one of the prontots and
h a v et h e c l a s s s : e ^ a n d a s l <y o u q u e s r i o n s .l f p o s s i b l e ,
r e c o r d y o u r s : . - " s : r h a t y o u c a n g e r t h e c l a s sr o l i s t e n
a g a i nf o r ? r / u S - i - l . l g u a g ey o u u s e d . W r i t e a n y
e x p r e s s i o n so r : - e : : : r d . G i v e s t u d e n t st i m e c o p l a n
h o w t h e y a r e i : - : : 3 : e t h e i r s t o r i e s .D r a w t h e i r
H e r e s t u d e n t sc a n a p p l y t h e ' r u l e s ' t h e y f o r m e d i n 2 attention to hcy, :^: s:lr es start in 3 Practice. Write
Matching to the following tasl<.Have students worl< in a p o s s i b l es t a r t e ' ' : - : ^ : b o a r d :
p a i r s o r i n d i v i d u a l l yb e f o r e c h e c l < i n g
t h e i r a n s w e r s .D o One of the strons'e-.:'. - - is: ulost frighteningthlngs thot hos
this by reading the completed version of each text to the
e v e rh o p p e n e dt o . ' ' : - : : : : ^ , e d w h i l eI w o s . . .
class.Then have students practise telling the stories co
each other. You may need to tall<about the phrasal verb
O n c e s t u d e n t sa r e - e : : . . : e : r h e m t o m o v e a r o u n d t h e
end up and how it is often useo to express a resurc. c l a s s t, e l l i n g t h e i r s t c - : : : : e r c h o t h e r .T h e y s h o u l d t e l l
t h e i r s t o r y t w o o r r i - . : : ^ - € s r o d i f f e r e n tp e o p l e .
Answers E x p l a i nt h a t t h e y w i l e - - : - : , r g t h e i r p e r f o r m a n c e
e a c ht i m e . W r a p u p b / : : : _ : : ^ . w b o h a d t h e b e s t
l. Skiing
s t o r y ,a n d d e a l i n gw i r h : - . . - : _ : : e d r f f i c u l t i e s .
a.went b. brol<e c. was going d. realised
e . T r i e d f . e n d e du p g . b r o l < e h . e n d e du p
Follow-up
2. Going home on the bus You could use the photogr::-: :: :-: borlom of page | 3
a.was going b.got c. sat d. started e.Tried t o d e v e l o pa r o l e p l a y H. a u es : . - : : - : : : - c o s e o n e o f t h e
f. got g. gaveup h. changed i. started j. was p e o p l ei n t h e p i c t u r e sa n d : . . . : : I s : : . - y b a s e do n o n e
of the prompts in the 4 Free pracrice. A rernatively,
3 . A stupid thing to do y o u c o u l d h a v ec h e m w r i c e : - c r : : . .
a .h a p p e n e d b .w a s l i v i n g c . w a s w a r c h i n g
I d. was enjoying e. decided f. wanted g.Turned
]
h. asked i. stared j. realised k. felt

Real English
Tall<about this beforestudentsdo 4 Free practice.
Draw students'attentionto the Datternand havetnem
mal<esenrencesbasedon the picturesat the bottom of
p a g e| 3 .Y o u c o u l dh a v et h e m c o m e u p w i t h o t h e r
e n d i n g sa s w e l l .F o r e x a m p l e :
I wosin the middleof changingthe boby'snoppywhenmy
wife onnounced thot she wos pregnontogoin.

E n c o u r a gset u d e n t st o r e c o r da c o u p l eo f e x a m p l e si n
their notebool<s.

14
 that
Remindstudentsto record any of the expressions
Unit overview they lil<ein their notebool<s.

General topic Lead in

Free-timeactivitiesand strangehobbies
Leadin to the first tasl<by aslcing
the classa few
qu e s t i o n s :
Reading
What do you do in your free time?
A G e r m a nw o m a nc o l l e c t sc h i n ae l e p h a n t s .
Do.youhoveonyfreetime?
Language input Whot wouldyou do if you hod more free time?
. lf youhod o coupleof hoursto sPare, whatwouldyou do
Expressions about eveningactivities:
for tall<ing
with them?
I juststoyedin and wotchedTV. I went out for
dinner.etc.
Collocationswith club:o bridgeclub,join o club,
a memberof the locoltennisc/ub,etc.
Vocabularyfor tall<ing about interests:I like
onythingby ... . I'm a big boseballfan.I try to go to Eveningactivities
the gym wheneverI con. etc.
Use the pictures to find out whether anyone does or
Presentper{ectcontinuousand pastsimple:l've would lil<eto do any of the activities shown. Tell the class
beenployingtennisnow for oboutfiveyears.How long a l i c c l ea b o u t y o u r s e l f ,t o o .
did you do that for?
for quitea whilenow,forages
Time expressions: This exercise gives students ways of tall<ingabout what
now,etc. they did in the evening.Introduce the first tasl<by asl<ing
Presentoerfectcontinuousto tall<about recent t h e m t o g u e s sw h a t y o u d i d l a s t n i g h t .T h e n a s k t h e m
activities:I've beenlookingofter the kids the lastfew about their evenings.Then go over the three patterns
months. b e f o r e h a v i n gt h e m c o m p l e t e t h e s e n t e n c e s l - 1 5 .

Before you checl<their answers,model some of the

Language strip
patterns so that students can hear where you pause and
Use the language strip as a way to leadin to the unit. which words you stress.Have them follow your
Asl<studentsto lool<quicl<ly throughthe list and find p r o n u n c i a t i o nw h e n g i v i n gt h e i r a n s w e r s T . hen allow
a n ye x p r e s s i o nt sh a t t h e y c o u l du s et h e m s e l v e E s .x p l a i n t h e m a c o u p l e o f m i n u t e st o d e c i d ew h i c h o f t h e
that in this unit they will learnwaysof asl<ing and tall<ing a c t i v i t i e sa r e ' n o t h i n g m u c h ' . P o i n t o u t t h e e x p r e s s i o n s
about free-timeactivities. Encourage them to choose hove on early nightand toke it eosy.Ask students what, for
s o m ee x p r e s s i o nisn t h e s t r i pt h a t l o o l <i n t e r e s t i nagn d them, constitutes an early night and tal<ingit easy.You
to find out more about them. might also want to asl<them to find any verb * noun
c o l l o c a t i o n st h e y f i n d i n t e r e s t i n ga n d r e c o r d t h e s e i n
U s e t h e l a n g u a gset r i p l a t e ro n i n t . h i su n i t f o r a s m a l l their notebool<s.
group tasl<. Ask studentsto imaginethat they are at a
party and are talkingto someonethey find really
interesting O.n t h e i r o w n ,t h e y s h o u l dt h e n c h o o s et h e Answers
e x p r e s s i o nt sh e y t h i n l <m i g h tb e u s e di n s u c ha l.b. 2.a. 3.b. 4.c. 5.a. 6.b. 7.c. 8.a
c o n v e r s a t i o n . T h ceay nt h e n s h a r et h e i r i d e a sw i t h o t h e r 9.b. 10.c. I l.a. 12.c. 13.a.l,4.a. 15.c.
S r o u Pm e m D e r s .
'Nothing
m u c h 'a c t i v i t i e sl ,:2 , 5 , 8 , I l , | 3 , l 4
You might needto explainsome of the following
exoressions:
. You might say/ supposeI'm o bit boring,reollyto say For the next tasl<,model the example conversation with
t h a t y o u d o n ' t t h i n l <y o u d o a n y t h i n ge x c i t i n gF. o r one student.Then tal<ethe other part and repeat the
example:I don'thaveonysPoretime.I work,work,work. conversation with another student. Students can then
I'm o bit boring,reolly p r a c t i s et h e i r o w n c o n v e r s a t i o n si n p a i r s .H a v e t h e m d o
' You asl<Whot'veyou beenup to?to find out what a few examples before getting two pairs together to
s o m e o n eh a sb e e nd o i n gr e c e n t l yF. o r e x a m p l eI: oerform their conversations for each other.
hoven'tseenyou for ages.Whot've youbeenup to?
. lf you workout,you do some physicalexercise,usually
in a gym.
15
 :. ,1 _
,..'.1Freepractrce
For this activity,get students to stand up and wander
around, aslcingeach orher about what they did last night. A n u n u s u a hl o b b y
Write some examples of questions that they can asl<on ( An inter viewwith Fr itzi)
the board before they start. For example:
L e a d i n t o t h e r e a d r n gt e x r b y t a l k i n ga b o u t h o b b i e s i n
Did you do onything interesting lost night?
g e n e r a l ,a n d t h e n a s k n g i f a n y o n e h a d a n u n u s u a lh o b b y
Did you do onything speciol lost nightT
w h e n t h e y w e r e a c h i d , a n d w h e t h e r t h e y s t i l l l < e e pi t u p .
Did you do onything much lost night?
R e m e m b e r t o t a l k a l i t r l e b i t a b o u t y o u r s e l f ,t o o . G o
t h r o u g h t h e i n t r o d u c r i o n t o r h e r e a d i n gt e x t a n d s e t t h e
Wrap up by getting students to tell you about the most
interview task. Have a few students tell you what they've
popular, most interesting and most unusual activity.
c o m e u p w i t h b e f o r e l e r t i n gt h e c l a s sr e a d t h e t e x t .
Before moving on to che nexr rask, play the recording of
I
t h e i n t e r v i e w s o s c u d e n r sc a n h e a r h o w t h e l a n g u a g e
. i _: i F o l l o w-u pq u e sti o n s
. r
s o u n d sa s t h e y r e a d a l o n g .
I t ' s i m p o r t a n t t o p o i n t o u t t h a t d i a l o g u e sd o n ' t u s u a l l y
c o m p r i s e j u s t a q u e s t i o n a n d r e s p o n s e .l t i s a g o o d i d e a
to generally encourage students to use follow-up
Speaking
questions to keep conversationsgoing.Also, when you
Have the original pairs of students confirm how many of
a s k y o u r c l a s sq u e s t i o n so r g i v e t h e m e x a m p l e
their questions were answered before getting them to
conversations,try to add follow-up questions,too. Here
talk to another parrner about how Fritzi answered their
students see some ways to follow up the conversations
q u e s t i o n s .R e m i n d t h e m t o u s e t h e i r o w n w o r d s r a t n e r
they had in 2 Free practice.
than l<eepreferring to the text.

Play the recording as students fill in the gaps.Replay the

recording and stop after each question so students can Speaking
practise sayingthem with the same stress and intonation
pattern. Then have them work in pairs, matching the Here srudentstall<about differentl<indsof clubsand
responses to the questions.Point out that there are two what they might be interestedin joining.Beforehaving
responsesfor each question. After students have studentsworl<on this task,you may needto explain
checked their answers,say all the responses for the class some of the clubsin the box.A bridgec/ubis a club
and have students practise them, especiallythe way o// where peoplego to playthe card gamebridge.In o
'd.'and
rightin q u i t eo b i t i n ' e . ' a r e s a i d t o g i v e t h e deboting c/ub,peoplearguein a formal way for one of
appropriate meaning.Finish off by getting pairs of t w o s i d e so f a n i s s u e .
s t u d e n t st o p r a c t i s ea s k i n ga n d a n s w e r i n gt h e q u e s r i o n s .
One way to do thesecasksis to havestudentsworK on
the first two individually beforegettingthem to share
Answers their answerswith a partner.Then givethem a few
| . often 2. long 3. that 4. very 5. any 6. any m i n u t e st o t h i n k a b o u tt h e t h i r d t a s k .W r i t e s o m e
examplesenrencestarterson the board to help them
|. e. 2 .a . 3 .f . 4.6. 5 .c . 6 .d . exPresstheir reasons:
It'so greotploceto ...
You'llreollyenjoythe ...
You could also asl<studentsto discusswhat the It'sa fun woyto ...
conversations It'll be goodfor your...
are about.For example,4. b. might be a
c o n v e r s a t i oanb o u ta c l u o .
S t u d e n t sc a nr h e nw a l k a r o u n dt h e c l a s st,a l k i n ga o o u t
t h e i r c l u b . Y o uc o u l ds u g g e stth a r t h e y s t a r t b y t a l k i n g
Freepractice a b o u tw h a t t h e y d i d l a s tn i g h t F
. or example:
A: What did you do lostnight?
Here students have the opportunity to practise some of B: Oh,I went to my web designclub.
the languagefrom the previous exercises.After they have A: Oh,yeoh. How oftendo youdo thot,then?
m a d e t h e i r l i s t ,g i v e t h e m a m i n u t e t o l o o k t h r o u g h t h e
B: Everyweek./ti o greot club. Youshouldjoin. ,.
examples of follow-up questions. Remind students to
invent some fun activities if they just stayed in last night.
Again,get students to have conversations with several i(lil1vocabutary
focus
people.You might wanr ro join in yourself. Before movrng
on to the next task, give students a few minutes to add In this tasl<,students are introduced to several useful
any expressions that they like to their notebool<s. expressions to talk about what they do in their free
t i m e . H a v e t h e m w o r k i n d i v i d u a l l yo r i n p a i r s ,u s r n g
dictionaries where necessary,before going through the
answers.

1, 16
 2 Freet me

Answers Doesonyonehereknowhow to do web design?Doesonyone

do korote?
Whot otheroctiyities (toi chi,
con we use'do'with?
L a.get given b. fairs c. album d. spare e. swap origomi)
2. a. novels b. anythingby c. anythingon d. browsing Whot otherexpressions with' l'm off' ore commonly usedto
3. a. pool b. fifty lengths c. front crawl d. sauna soywe ore leovingto go sonrewhere? (l'm off to work,I'm off
4 . a .a n y t h i n gb y b . t r a c l <c . a l b u m d . g i g s e . b a n d nome)

5. a.fan b. support c. games d. stadium ls onyoneherequiteo goodrunner?How obouto good

or footballployer?
basketboll
6 . a .f i t b .g y m c . r u n n i n gm a c h i n ed . w e i g h t s e . c l a s s

Answers
Then have students go bacl<and find sentences to say
l. H o w l o n g h a v ey o u b e e n d o i n g t h a t , t h e n ?
about themselves or that they can adapt.Ask several
students to tell you what they have come up with and 2 . H o w l o n g h a v ey o u b e e n d o i n g t h a t , t h e n ?
write their sentences on the board.You may want to 3. How long did you do that for,thenl
draw students' attention to the expressions reodllike 4 . H o w l o n g d i d y o u d o t h a t f o r ,t h e n l
onythingbylonloboutand thot kind ofthing.
5. How long have you been doing that, chenl
5. How long did you do that for, then?

f - .
, : I " : f i f ' l ' t f r -
" ' - " " " . : J : : " * '

Presentperfect continuous ,l Pr onunciation:

I
soundinginteres ted
A lot of the meaning is conveyed by the way we say
something.Say the first example with different intonation
The focus in this section is on how the present perfect
patterns and pitch levels and asl<students to tell you
c o n t i n u o u si s u s e d t o t a l l <a b o u t o n g o i n g a c t i o n s t h a t
what emotion they convey (boredom, impatience,
started in the past,while the past simple is used to tall<
s u r p r i s e a n d s u s p i c i o na r e p o s s i b l ee x a m p l e s )T. h e n p l a y
about completed past actions.The use of the present
the recording and have students practise the intonation
perfect continuous to tall<about recent activities is also
and pitch level for sounding interested before gerring
c o v e r e d .W h i l e w o r l c i n gt h r o u g h t h i s s e c t i o n ,r e m i n d
them to Dractisethe conversations in 2 Practice in
s t u d e n t st o r e c o r d w h o l e e x p r e s s i o n sa s e x a m p l e so f
o a ir s .
t h e t w o t e n s e si n t h e i r n o t e b o o l < s .

Lead in to the first tasl<by tall<ingabout something you t-.

I I rme expreSSrons
u s e d t o d o a n d s o m e t h i n gy o u d o n o w . F o r e x a m p l e :
/ used to be reolly into rock climbing.I did it for obout three
. *t" .t't., for andsinceare
yeors before I fell ond broke my leg.I gove it uP ond storted
u s e d w i t h t h e p r e s e n t p e r f e c t c o n t i n u o u s .A l t h o u g h
sci/rnglnsteod.l've been doing it pretty regulorly sincethen.
these two words are frequently used with the present
perfect, they are used with other tenses too'.for is used
Then have students look at the two examoles and checl<
t o d e s c r i b ea l e n g t h o f t i m e a n d i s c o m m o n w i t h o t h e r
t h a t t h e y u n d e r s t a n dt h a t a i s p a s t s i m p l e a n d b i s
tenses (e.9. I worked for obout three yeors, I'll be here three
present perfect continuous before lool<ingat the two
more months);since means starting from a point in the
example conversations.Youmay want to tall<a little
p a s t a n d c o n t i n u i n gu n t i l n o w o r a n o t h e r p o i n t i n t h e
a b o u t h o w t h e p r e s e n t p e r f e c t c o n t i n u o u si s f o r m e d a n d
past and is usually used in perfect tenses (e.g./ wos
C r a w a t i m e l i n e o n t h e b o a r d t o v i s u a l l yr e D r e s e n tt h e
feelingexhousted becouseI'd been working non-stop since
examples.
the stdrt of the month\.

Another rule that students may have learnt is that floris

u s e d w i t h p e r i o d s o f t i m e a n d s i n c ew i t h p o i n t s o f t i m e .
C o n v e r s a t i o n I i s l i l < eb ( p r e s e n t p e r f e c t c o n t i n u o u s ) .
T h i s i s c e r t a i n l yo n e w a y o f l e a r n i n gt h e d i f f e r e n c e b
, uc
C o n v e r s a t i o n2 i s l i l < ea ( p a s t s i m p l e ) .
e n c o u r a g es t u d e n t st o a l s o l e a r n t h e s e w o r d s i n l a r g e r
phrases.Suggestthat they have a page in their notebool<
where they collect for and sinceexpressions.After having
j Practice s t u d e n t sc o m p l e t e t h e t a s l <a n d c h e c l < i n g
their answers,
i

t e l l t h e m t o g o b a c l <a n d u n d e r l i n et h e c o m p l e t e t i m e
- l h i s e x e r c i s e s, t u d e n t s
can applywhat they noticed in e x o r e s si o n s .
I Present perfect continuous and past simple to
: ^ e d i a l o g u e sS. t u d e n t sc a n w o r k b y t h e m s e l v e sf i r s t
::fore comparing their answers with a partner. Asl<
: - e s t i o n s f o c u s i n go n s o m e o f t h e o t h e r l a n g u a g ea s y o u
: - e c k t h e i r a n s w e r s .F o r e x a m o l e :

17
 2 F f e et m e

Answers Answers
The wrong time expressions are: l. I've been working a lot of overtime recently.
l . w h e n I w a s a t h i g hs c h o o l
2. I've been revising for my exams for the last few
2. two yearsago weeks.
3. when I wasin Canaoa 3. I've been doing my flat up for the last month.
4 . w h e n I w a sa k i d 4 . I ' v e b e e n s o r t i n g o u t m y s u m m e r h o l i d a yf o r t h e
5. last month last few days.
6. beforemy computerdied 5. I've been lool<ingafter the l<idsfor the last few
7. agesago months.

8. two years ago 6. I've been trying to find a new job recently.

The two words associated

with the presentperfect
Refer students to rhe Real English note on l've been
are for and since.
busy -ing.Ask them to reformulate the answers in
6 Talking about recent activities using this srructure.
You could also teach them the expression long time,no
see,which would also be appropriate in this context.
This exercisegivesstudentsthe chanceto personalise Then have pairs of students practise the conversarrons,
the language from the previousexercises. Beforethey encouraging them to keep each conversation going with
start completingthe sentences, ask for a few examplesof follow-up questions.
thingsthat we ploy,do and go (to) andwrite them on the
board: Follow-up
play + football,bridge,thepiono
do + korote,webdesign,folk A s a f o l l o w - u p t o t h i s u n i t , a s l <s t u d e n t st o t h i n k o f a
doncing
go + to doncec/osses, strange hobby and to write it on a slip of paper.Collect
to seef/ms, running
a l l t h e s l i p s ,m i x t h e m u p a n d h a n d o u t a s l i p t o e a c h
For the secondtask,givean exampleof the kindsof student. Tell them that they have this strange hobby and
questionsstudentscould ask.Do the first one as an that they are going to be interviewed about it. Get the
examDlewith a student: students in pairs to role-play interviews with each other,
A: I've beenleorningEnglishon and off for thirteenyeors. l i l < et h e o n e w i t h F r i t z i o n p a g e 1 6 .I n a d d i t i o n t o t h e
questions used in the text, write some other ideas on
B: Thirteenyeors.Thot'so long time.How old wereyou
the board:
whenyou started?
What mode you stort collecting... ?
A: Eleven,
I think. Whot's so interestingobout . .. ?
B: ls it commonto stort leorningot thot oge? Hove you been doing it long?
A: /t usedto be.Now o lot of childrenstortleorningEnglish Don't people find it odd?
of six or seyen. What do your friends say obout it?

.,,1 O n c e s t u d e n t s h a v e p r a c t i s e dt h i s i n p a i r s ,g e t t h e m r o
.:,..
" ."",1
. 1
Talkine
r about recentactivities perform their interviews in bigger groups.

The presentperfectcontinuousis also usedto talk

about recentactionsthat havebeen happening over an
extendedperiod of time. lt is thereforecommon to use
it in answersto the questionWhot hoveyou beenup to7
Go throughthe exampleand havestudentspracrise
sayingit with you,remindingthem to usethe contracted
form /'ye.As you go throughthe answers,point out the
usefulverb * noun collocations: workovertime,revisefor
my exoms,domy flot up, lookofter the kids,tryto frndo
newjob.Ask studentswhat doingup o flot might involve
(e.9.fixingthings,pointingthe wol/s).

18
 You say/t'stime we had o breokwhen you want to go
Unit overview awaysomewhereto relax.For example:We'vebeen
workingo lot recently.
I think it'stime we hod a breok.
General topic Lett go owoyfor the weekend. In the exampleabove,
Holidaysand placesto visit. noticethat after we saylt'stime,we use a pasttense
to tall<about the present/future.
Dialogue you do the cool<ing
lf a holidayis selfcotering,
Roseand Stevetalk about their holidayplans. yourself.
You'reo littlered on the shouldersmeansyour
Language input
shouldera s r e s l i g h t l ys u n b u r n -t m a y b ey o u d i d n ' t
. Vocabularyto describeholidaysand holiday u s ee n o u g hs u n c r e a m !
activities:We had o weekin Poris.Wewent wolking
quiteo lot.lt was reollygoodvoluefor money.etc. Remind students to record any of the expressions that
. Thingsyou can rent and hire: rent o cor,rent o flot, they lil<ein their noteboolcs.
hire o bike.etc.
. Expressionswith ploce:/t's a greotploceto go skiing. Lead in
I couldn'tfind a placeto park. etc. T o l e a d i n t o t h i s u n i t , t e l l s t u d e n t sa b o u t o n e o f t h e b e s t
. Presentperfectand past simple:Hoveyou ever holidays you have ever had or one of the worst.
beento lbizo?No,but l've olwoyswontedto.The Encouragethem to asl<you questions.Then asl<them to
scenerywosfontostic.etc. recall any interesting expressions you used and wrice
. Positionof adverbs:We'vejustheordthe news. them on the board. Follow up by asl<ingif a few students
We'veolwoysbeengood friends.I reollydon't likeit. w o u l d l i k e t o t e l l t h e c l a s sa b o u t a h o l i d a ye x p e r i e n c e .
. Contrastivestress:No, neve4but I hovebeento
Hong Kang.Yes,I have,octuolly.

Language strip Speaking

Use the language strip as a way to lead in to the unit.
I n t h i s s e c t i o n ,s t u d e n t sf o c u s o n e x p r e s s i o n sf o r
Ask studentsto lool<quicl<ly throughthe list and find
different holiday activities.Start off by asl<ingthem to
any expressions that they might haveusedabout a
match the sentences l-8 to the photographs A-H on
h o l i d a yt h e y h a v eb e e no n . E x p l a i nt h a t i n t h i s u n i t t h e y
page 20 as a way of checking their understanding.You
will learnwaysof asl<ing and talkingabout holidays.
may need to explain that o fortnightis short for fourteen
E n c o u r a gteh e m t o c h o o s es o m eo t h e r e x p r e s s i o nisn
nrghts,so two weel<s.Point out the patterns here: we
the strip that look interestingand to find out more
went on... , we went -ing,and we hod (o fortnightin the
a b o u tt h e m .
sun).

U s e t h e l a n g u a gset r i p l a t e ro n i n t h i s u n i t f o r a s m a l l H a v e s t u d e n t sd i s c u s st h e q u e s t i o n si n p a i r s .G o o v e r
group task.Ask studentsto sort the expressions into the stuctures used for guessingand model their
those that refer to the past (e.g.It roinedthe wholetime) pronunciation. Explain that I reckon is an informal way of
and those that refer to the presentor future (e.g.Where saying/ think.Then ask which of the structures shows
ore you goingthisyeor?). less certaintv. (lt looks like it could be ... or somewherelike
ffiot.)
You might needto explainsome of the following
expressions:
. Everbeencomping? Answers
is anotherexampleof ellipsis; hove
y o uh a sb e e nd r o p p e dT. h i sf o r m i s c o m m o ni n l.d 3.c 5.h 7.a
s p o k e nE n g l i s h . 2 .e 4.g 6.f 8 .b
. You sayjust tokemy word for it to tell someoneto
acceptwhat you're sayingwithout your havingto go
into a lot of detailto explainwhy what you are saying Holidayactivities
til,iiii
is true. For example:You'llregretnot tokingout heolth
insuronce, just tokemy word for it. To lead into this tasl<,divide the class into groups. Assign
e a c h g r o u p o n e o f t h e h o l i d a y ss h o w n i n t h e p i c t u r e s .
Ask them to brainstorm the l<indof activities someone
might do on such a holiday.

19
 Have students individuallymarl<the activities.You may
need to explain that the locolsmeans the locol people.
(You could also tell them that the locolmeans the /ocol
pub in British English.)Point out rhat go clubbingrefers to
dance clubs. Before students comDare answers.tall< Speaking
a b o u t a n d p r a c t i s et h e s h o r t d i a l o g u e .M a l < es u r e
T h e q u e s t i o n n a i r ei n t h e C o u r s e b o o l <i s m e a n t t o
students hear how / is stressed in So/neitherdo I and I'm
prepare students for the listeningtasl<.You could have
o f r o i dl d o n ' t . Y o u c o u l d a l s o p o i n t o u t t h a t l V e t o o c a n b e
the class asl<you the questions first, before they asl<each
used instead of So do l.
other The reporting-bacl<tasl<gives you a chance to
a s s e s sy o u r s t u d e n t s 'a b i l i t i e si n f o r m i n g t h e p r e s e n t
As an extension, have students form new pairs and
oerfect.
i m a g i n et h a t t h e y h a v e j u s t b e e n o n h o l i d a yw i t h t h e i r
previous partner. Tell them to role-play a conversation
with a friend about their time together. Write a few
expressions on rhe board to help:
We hod o greot time.
Readthe instructionsfor this tasl<aloud (page22) to
We got on reolly well together.
help studentspreparefor the listeningactivity.Ask them
We liked doing the sdme rhings.
to listenfor the answersto the two questionsthat
We both did our own thing.
follow.Then playthe recording,mal<ing sure rhat they
We could never ogree on whot to do.
cover the text. Asl<them to discussanswersin oairs.
We ended up doing nothing.
mal<ing sure that studentsl<eepthe text coveredas they
It wos o nightmore.
do this.Next, let them readthe conversationas you pray
the recordingagain.Studentsmay worl<in pairsto fill in
as manygapsas they can from memory.Playthe
Vocabularypractice r e c o r d i n gt h r o u g ho n e m o r e t i m e ,w i t h s t u d e n t s
followingrhe text, this time with pauses, so thar rney can
The six texts here are full of useful expressions for
checl< a n d f i l l i n t h e m i s s i n sw o r d s .
t a l k i n ga b o u t h o l i d a y sA
. f t e r s r u d e n t sh a v ef i n i s h e df i l l i n g
i n t h e g a p s , g e tt h e m t o u n d e r l i n ea n y e x p r e s s i o n st h a t
lf you want studentsto read the conversation, or parts
they feel they could use in the future. Demonstrate what
o f i t , i n p a i r su, s et h e t a p e s c r i pot n p a g el 4 8 . T h e m i s s i n g
i s m e a n t b y ' t h e c o m p l e t e e x p r e s s i o n 'w i t h a n e x a m p l e
w o r d sa r e i n c o l o u r .
from the first text: we went out on shoppingtrips (to the
n t o r k e l . R e m i n d t h e m t o r e c o r d t h e s e e x o r e s s i o n si n
their notebool<s. Answers

l. Steve is going camping in Portugal.Rose hasn't

One way to help reinforce the languageis in a pair worl<
decided yet. She may go to lbiza or Cornwall.
activity.One person reads the text aloud, stopping at the
2. Steve hasn't been before. Rose went to Cornwall
b l a n l < sw h i l e t h e o t h e r p e r s o n t r i e s t o r e m e m b e r t h e
m i s s i n gw o r d w i t h o u t l o o l < i n ga r t h e C o u r s e b o o k . H a v e last year.She hasn't been to lbiza,but a friend has.
pairs of students tal<eturns reading and remembering.
W o r d s i n g a p si n r h e c o n v e r s a r i o n :
L Whereabouts
Answers
2. rent a car
l. a. stayed b. trips c. out d. wenr
3 . s u p p o s e dt o b e
2 . a .c a m p i n gb . c a m p s i t ec . w e n t d . t e n t
4. give it a try
3. a.went b. round c. tool< d. rucl<sack
5. cheap offers
4. a. self-cateringb. cottage c. fire d. cool<ing
5. a cottage
5. a. pacl<ageb. value c. flight d. sitting
7. to be honest
5 . a .c r u i s e b . s c e n e r yc . b o r e d d . a g a i n
8. get some sun
9. pacl<ageholidays
As a model for the second tasl<,tell the class about the 10. worth a try
last holiday you went on. Then give students time ro
prepare to talk about their holiday.Have them praccise
D e p e n d i n go n y o u r c l a s s y, o u m a y n e e d t o e x p l a i n a l i t t l e
telling two other students.
a b o u t t h e p l a c e sm e n t i o n e d .l b i z a i s a n i s l a n do f f t h e
c o a s t o f S p a i na n d i s a v e r y p o p u l a r t o u r i s t d e s r i n a t i o n ,
particularly for young British people. lt's one of the party
capitals of Europe and is famous for its nightlife.
Cornwall is in the southwest of England.lt is very rurar
and has a lot of beaches and spectacularcoastar scenery.
It often gets the warmest weather in summer.

20

Vo c a b u la ry
This exercisefocuseson some of the expressions
appearedin the conversationSummer holidays. As
you go throughthe answers,try to ask a few more
o u e s t i o n tso h e l oe x t e n dt h e s t u d e n t s ' v o c a b u l a r i e s .
For examole:
Do you prefer goingabroodon holidayor stoyingin your own
country?
Conyou think of someotherwoysto completethe expression
'l'm
not exoctlysure...'? (whyyou'rehere,how to onswer
this question,
whot thisrneons)
Aport from o flight,whot elsecon you'book'?(,oticket,o sedt,
o room)
Conyou mokesomeothersentences usingthe structure
'Whot
do you think the ... islore goingto be like?'totolk
oboutthingson o holidoy? (thelocols,the food,thehotel)
Havestudentsrecord the expressions that they like in
their notebool<s.You may needto explainthe following
expression. lf you giveo ploceo try or sayo plocemight
be wortho try,you are thinkingabout visitinga place
you'veneverbeento before.For example:Why don'twe
givethot newThoirestouronto try? l've heardit'ssupposed
to be good.
Answers
l . g o i n g 2 . s u r e 3 .g o i n g 4. boolced 5. rent
5 . s u p p o s e d 7 . g i v e 8 . l i k e 9. pacl<age 10.worth
F i n i s hu p b y a s k i n gp a i r so f s t u d e n t st o d i s c u s tsh e l a s t
three questionsin the exercise.lf they haven'tbeento
any of the placesmentionedin the conversation,
b r a i n s t o r ma l i s t o f o t h e r p o p u l a rt o u r i s td e s t i n a t i o nlsf .
they haveheardabout a placefrom a friend,they can use
/ t s s u p p o s etdo b e . . . . W r i t e s o m ee x p r e s s i o ntso
d e s c r i b eo l a c e so n t h e b o a r d :
it s (supposed to be)o greotplacetolfor. ..
it's (supposed to be)quite...
/ t s / s u p p o s et d
o b e )v e r y. . .
/ts o bit too ... for my liking.
Thereore too monv. ..
Thereoren'tenough...
You might alsowant to tell studentsabout the negative
adjectivetouristyto describea placewith a lot of
courists.Ask them to tell you some examplesof places
chathavebecometoo touristy.
Refer students to the Real English note on rent and
hire before completing the speakingtask. Share a
personal story about a time you rented any of these
things.(This is a good opportunity to review the use of
t h e p a s t c o n t i n u o u s a n d p a s t s i m p l e . )H e r e i s a n e x a m p l e
story if you don't have one yourself:
3 Ho davs
I wos on holidoyin Bolio few yeorsago ond my friendond I
decidedto hire o coupleof bikesond ride oroundo bit. We
rodequiteo distoncefrom our hotelond it wosgettinglote,
that
so we decidedto headhome.Whilewe wereridingfost down
thissteephill,I suddenlysow o cot in the roodond swerved
to ovoidit. I endedup in o ditchwith the front wheelof the
bikebroken.We were milesfrom onywhereand hodn't seen
anyoneon the roodfor hours.Wedidn'tknowwhotto do.
ThenI noticedo smollhouseneorthe rood.I knockedon the
doorto oskfor help.lt turnedout thot the personlivingthere
wos o bicyclerepoirman! He fixedmy bikeond I wos bock
on the rood in no time!
Explainthat we use o villoto describea large-ishhouse,
especially in southernEurope,while o cottogeis smaller
a n d f o u n d i n t h e c o u n t r y(. Y o uc o u l da l s om e n t i o nw o o d
cobinsin the mountainsor choletsin sl<iresorts.)
To follow up you could havestudentsthinl<about how
they would go about rentingone of thesethingsin
English.Form them into pairsto write a dialogueand
then role-playthe conversation.
Odd one out
This is a fun activitythat not only tests students'
l<nowledge of geography, but introducesvocabularyfor
differentolaces.You can alsotall<a little about which
namesuse the.lf studentscome uo with different
answers,asl<them to explainwhy.They may be right!
Answers
a. Mexico: lt isn't a US state. (An alternative answer is
NewYorl<: lt was never owned by the Spanish.)
b. Shanghai:lt isn't a capital city. (An alternative
a n s w e r i s B u e n o sA r i e s : l t i s n ' t i n t h e n o r t h e r n
hemisphere,)
c . E d i n b u r g h l: t i s n ' t i n E n g l a n dl.t ' s i n S c o t l a n d ,
d. The Nile: lt isn't a lal<e.lt's a river.
e . K i l i m a n j a r o l: t i s n ' t a m o u n t a i n r a n g e .l t ' s a
mountatn.
In the next tasl<,students worl< on how these places are
p r o n o u n c e d i n E n g l i s hP
. l a yt h e r e c o r d i n g t w i c e , w h i l e
students marl<the stress.Then checl<their answers by
having students say the names.Follow up with the
questionse, i t h e r a s a w h o l e c l a s so r i n s m a l l g r o u p s .
Answers
The Himal4yasThe Pyrenees Michigan Edinburgh
Victoria Kilimanjaro Geneva Copenhagen
S l o v e n i a B u e n o sA i r e s C h i l e B r u s s e l s
21
 E x p r e s si o nws i th p l a ce Answers

The noun p/oceoccursin manydifferentexpresstons. Explanation b is true for all three examples.Both a
Encouragestudentsto devotea singlepagein their a n d c c o u l d e x p l a i nt h e f i r s t a n d t h i r d s e n t e n c e s ,
notebool<s respectively.
for those expressions they find here and any
others they may encounter.Havestudentsworl<in pairs
beforeyou checl<their answers.Ask them further
questiona s s y o u d o s o .F o r e x a m p l e : nsking questions
r,i:ll.,rii:{
Do you know of o goodFrenchploceneorhere?
Wouldyou everinviteme overto yourploce? Some traditional grammar bool<shave students praccise
Where'so greotploceto go surfinglcompinglscubo answering questions in the present perfect with just Yes,I
diving?
hove or No, /'ve never beento ... .The examoles nere are
How longwouldyou soyesorneone's plocein a crowded
more realistic.After students lool< through the examples,
coffeeshop?
have them worl< individuallyadding no or yes.Then play
Wherei the bestploceto pork oroundhere? the recording, stopping after each one to allow students
Do you leovethingsoll overthe ploce? to repeat the answer,following the same stress and
intonation Datterns.

Answers
Answers
i P o s s i b l ea n s w e r s :
l. a restaurant 2. Nicl<'shome 3. any sl<iresort; l. No 2.No 3.Yes 4.Yes 5.Yes 5.No
r S w i s sA l p s , A u s t r i a ,C o l o r a d o , e t c . 4 . a s e a t / p l a c ei n a 7.Yes 8. No 9 . Y e s 1 0 .N o
queue 5. a locl<eddrawer/a safety deposit box 6. a
cottage 7. a parl<ingspace 8. a flat/house 9. the
I floor 10.a gardeniyard Before moving on to the next task, have students sort
t h e a n s w e r s i n t o p o s i t i v e ( 1, 2 , 4 , 6 ) , n e u t r a l ( 5 , l 0 ) a n d
negative (3, 7, 8, 9). Demonstrare the speakingtasl<,with
After students have finished discussingthe second tasl<, a student asl<ingyou questions first. Reply using some of
have a few students tell their ideas to the whole class. t h e s t r u c t u r e si n l - 1 0 .
Point out the two patterns:
o (odjective)ploce to (vero1 Then have students work in pairs,asl<ingeach other if
o (odjective)ploce for o (noun) they've visited the places on the list. Encouragethem to
tall<a little about places they've been to. Alternarively,or
E n c o u r a g et h e m t o r e c o r d a c o u p l e o f t h e i r e x a m p i e s during a review later,write the names of the countnes
for eachone in their notebooks. o n s l i p so f p a p e r a n d h a n d o u t o n e t o e a c h s t u o e n r .
Have each student find someone to asl<about the olace
o n t h e i r s l i p . W h e n s t u d e n t s h a v ef i n i s h e dt a l l < i n gt ,h e y
c a n e x c h a n g et h e i r s l i p sa n d f i n d a n o t h e r p e r s o n t o a s k
.-; -; ., l
a b o u t t h e p l a c eo n t h e i r n e w s l i p .

Presentperfect:the best rule

S t u d e n t sw i l l r e m e m b e r f r o m t h e p r e v i o u s u n i t t h a t t h e
present perfect continuous is used to tall<about ongoing
actions that started in the past and also.to tall<aoour
recent activities.Here the basic concept of the presenr
perfect as a presenr tense looking back into che pasc is
rei nforced.
H a v e s t u d e n t s l o o l <t h r o u g h t h e e x a m p l e si n d i v i d u a l l y
a n d t h e n c h o o s e t h e b e s t e x p l a n a t i o nT. h e y c a n t h e n
compare their answers with a partner before thinl<ingof
other examples of the present perfect. This tasl<
therefore helps students draw their own conclusron to
explain the basic function of the present perfect. Finish
b y d i s c u s s i n gt h e i r c o n c l u s i o n sa n d e x a m p l e sa s a w h o l e
class.You may want to represent the basic idea of the
present perfect visuallyon the board, along with a few of
t h e c l a s s ' se x a m o l e s .
Freepractice
The present perfect is often used to asl<about general
experience. lf we have an experience and want to give
d e t a i l sw
, e t y p i c a l l ys w i t c h t o t h e p a s r s i m p l e ,a s o u r
focus has shifted away from the general period of time
up to now to a specific time in the pasr.
G o t h r o u g h t h e e x a m p l e w i t h t h e c l a s s ,p e r h a p sa s k i n gi f
a n y o n e h a s b e e n o n a c r u i s e .l f s o m e o n e h a s ,a s k t h e m
to give you details about it.
You may need to explain that if someone goes
bockpockingthey are travelling independently,usually
staying in cheap places and carrying everything in a
backpack,while if someone goes on o pockogehotidoy,
everything lil<ethe flight and accommodation is arranged
by a company beforehand.You could develop this into a
discussionon cruises,bacl<packing, pacl<ageholidays and
c a m p i n gi n g e n e r a l . Y o um a y a s k q u e s t i o n ss u c h a s t h e s e
t o p r o m p t c l a s sp a r t i c i p a t i o n :

22
 3 H o ld a y s

....,.'.-,'",.1
Whot ore somegood thingslbodthingsobout theseholidoys? ',,i.'l';l
! -ir "l
Pronunciation:contrastivestress
What thingscouldgo wrong?
Whot sortof peopletoketheseholidays? This exercisegivesstudentsanotherexampleof how
p r o n u n c i a t i oP
s t r e s si s u s e di n E n g l i s h n .l a yt h e r e c o r d i n g
You could also dividethe classup into four groupswith so studentscan hear how hoveis stressed, before having
eachgroup assigned one of these holidays.They should them practiseas a classand in pairs.Then havepairsof
come up with reasonswhy theirs would make the ideal s t u d e n t st a l k a b o u tt h e p l a c e si n t h e l i s t .R e m i n o
holiday.Finally,
form small groups of four made up of one studentsto providemore detailsin their responses(as
personfrom eachof the originalgroupsand havethem in the recording),and to usefollow-upquestionsto l<eep
try to convinceeachother that their holidayis best. the conversationgoing.You maywant to do the first one
as an examole:
A: Have vou everbeento Borcelono?
Answers
B: No, never,but I havebeento Modrid.
The past simplewas usedin the answer. A: Oh,reolly?Whot wosit like?
weotherwosgreot,thepeoplewerereolly
B: Brilliont!The
ntce.
:.iiil
Positionof adverbs
Follow-up
The adverbs in this list are commonly, though, of course,
not exclusively,used with the present perfect. Have Ask studentspreparea talk on one of the following
students worl< through sentences l-6 and then check toDtcs:
t h e i r a n s w e r s . T h e nf i n d o u t h o w m a n y p e o p l e c a n s a y The longesttrip l've evertoken
they've never been to Canada or eaten squid and always fhe bestholidoyl've everhod
liked the British or have always wanted to go to India. The worstholidoyl've everhod
Asl< students what the opposite of these four sentences The most fun l've everhod on holidoy
would be. (l've been to Conodo.I've eoten squid.l've never The bestholidovI hod whenI wos o kid
/iked the British.l've never wanted to go to lndia.)
Havethem spendsome time preparingwhat they want
to say,and then get them to tell their story a few times
Answers
to differentpeople.Alternatively, bring in some travel
|. I've neverbeento the south of ltalv. brochuresor advertisements for pacl<age holidaysand
2. We've just heardthe news. adventuretrips and havepairsof studentsimaginethey
3. We've alwaysbeengood friends. havegone on this holidaytogether,talkingabout what
4. l've alreadyseenthat film twice. they did.They then go aroundtalkingto other people,
5. Haveyou seentheir new babyyet? trying to convincethem to join them on the same
6. Has she ever been marriedl holidaynext year.

For the next activity,studentsshouldspenda few minutes

preparingtheir lists.Beforethey tall<to their partner,tell
them about some of the thingsin your personallist so
they can listento the way you talk about it.

Real English
Draw students'attentionto how the positionof reolly
changesmeaningsof sentences. First,modelthe two
examplesfor the class.Then asl<questionssuchas the
ones below and havestudentspractisethe expressions
w h e n t h e y r e s p o n dF. o r e x a m p l e :
Whot do you think of the weotherhere?
Whot do you think of my shirt?
Whot do you thinkof the woy Liverpool ploy footboll?

Answers
I reollydon't like it is stronger.

23
 ' lf someoneis not yourcup of teo,they aren'tthe l<ind
Unit overview of personyou find appealing. For example:Het quite
nice,but hei not reollymy cup of teo.I'm tookingfor
General topic
someoneo bit more outgoing.
Tall<ing
about how you are feelingand what you are
' lf you are irritoted,
you are angryor annoyed.For
doing.
example:I'm reollyirritotedwith him at the moment.
Reading I lenthim my screwdriver ond he'sgoneond lost it.
Andreafindslove when she seessomeoneshe rnew
from schoolon a TV show about homelesspeople. Remindstudentsto record any of the expressions
that
they lil<ein their notebool<s.
Language input
' Talkingabout how you feel: Actuolty, Lead in
I'm feetingo bit
ill. To be honest,I'm o bit fed uD.etc. To leadin to this unit,ask the classto rhinl<of different
. Expressionswith get:get socked,
get evicted,
get greetingsthat they'veheardin English. For example:
pregnont,etc. How'sit going?
. Adjectiveswith two differentforms: o bit annoyed, How ore you?
an onnoyinghabit,reollystressed-out, job,
o stressfu/ Whot'sup?
etc. Allright?
' Turningdown suggestions: /'m notreallyin the How hoveyou beendoing?
mood.I'd rother juststoyin. erc. How haveyou been?
' U s i n gt h e p r e s e n tc o n t i n u o u tso t a l k a b o u t Whot'shoppening?
unfinishedactionsin the presentand future
arrangements:l'm lookingfor something e/senow. List them on rhe board and asl<srudentsfor different
Whot ore you doingloter? waysto answerthem.Asl<if they use or would use any
of the greetingsthemselves.

Language strip

Use the languagestrip as a way to lead in to the unit.

A s l <s t u d e n t st o q u i c l < l yl o o k t h r o u g h t h e l i s t a n d f i n d
any expressions that they have or could have actually
u s e d t h e m s e l v e sT. h e n e x p l a i nt h a t i n t h i s u n i t t h e y w i l l
learn ways of tall<ingabout feelings.Encourage them to
c h o o s e s o m e o t h e r e x p r e s s i o n si n t h e s t r i p t h a t l o o k
i n t e r e s t i n ga n d t o f i n d o u t m o r e a b o u t t h e m .
U s e t h e l a n g u a g es t r i p l a t e r o n i n t h i s u n i t f o r a s m a l l
group task. Asl< students to sort the exDressionsinto
two categories:those that might be used in a bad
situation (e.g./'m reallysorry to heor thot) and rhose tnat
might be used in a good situation (e.g.Whot o surprisel).
Alternatively,asl<students to choose several of the
expressions that are quesrions (e.g.Whott the motter?)
and come up with a possible response (e.g./ii rother not
tolk obout it, if you don't mind).Then asl<them to cnoose
several of the expressions that are responses (e.g./,m
reollysorry to heor thot) and come up with statements
that might prompt them (e.g.l've just hod somebod news,
My fothers been token into hosDitol.\
You might need to explain some of the following
expressions:
' l f y o u a r e f e d u p , y o u a r e u n n a p p yb e c a u s es o m e r h i n g
bad has been going on for a long time - or has
h a p p e n e da g a i na n d a g a i na n d a g a i n .
For example: l'm really fed up with this roin.
I How' s it going?
I ( Theday that changedm y tife)
In this exercise,students focus on ways to answer the
common greeting How's it going?Often we answer this
question with OK, Not bod, or Good.However, if we feel
different from this standard response and we want to
tall<about it, we sometimes use octuollyor to be honest
in our answer and then explain why we feel that way.
Have students do the matching tasl<and checl<their
answers before worl<ing with a partner on other
p o s s i b l ee n d i n g s G
. et them to tell you a few of their
suggestions.Point out the use of octuollyand to be honest
and then have pairs of students practise asking How's lt
going?and answering with l-4. Model the conversarions
and have the classfollow your stress and intonacion.
You may wanr to practise the way How's it golng? is said
lil<eone word. They can then worl< on their own
conversarionsfollowing the model in the Coursebool<.
Remind them that they can l<eepthe conversation going
if they wish. Explain that How come ... ? is anotner way
o f a s l < i n gW h y . . . ?

24

Answers
l.b. 2.c. 3.d. 4.a.
You could tall<about the use of sick and ill. ln the follow-
up comment'd.', sick of means that you are extremely
unhappy with something that's been going on for a long
time, whereas in number l, i/l means not feelingwell.
Ask students to look ar the tirle of the reading text and
to suggestexamples of events that could change
someone's life. Ask if anyone would lil<eto tell the class
about a day that changed their life.Then explain that
they will read an article about how a couple met. They
s h o u l d r e a d t h e a r t i c l e a n d t h e n s h a r et h e i r r e a c t i o n s
with a partner. Tell them not to worry about
understanding everything.Write a few sentence starters
on the board to helo:
I think this is o ... story becouse...
I felt reollv ... when I reod this becouse...
I think they'll stoy together becouse ...
I don't think the relotionshiDwill lost becouse . ..
After students have discussedtheir reactions,play the
recording and let them listen and read at the same time.
They can underline any expressions they find interesting,
either while or after they listen.You might want to poinc
out that there are several expressions dealing with
emotions and feelings.Have students compare the
expressions they chose with a partner. Encourage them
to record these in their notebool<s.
True or false?
This exercise focuses on some of the exoressions in the
text. Have students worl< individuallyfirst and then
c o m p a r e a n d e x p l a i n t h e i r a n s w e r s i n p a i r s .E n c o u r a g e
them to use expressions in the text to support their
ooinions.
Answers
| . False. They met when they were at schooltogether.
2 . F a l s eS. h ej u s t d i d i t o n i m p u l s e .
3. False.Jim h a sf o u g h th a r dt o o v e r c o m eh i s
addictions.
4. False. Andrea'sparentswanted her to marry
someonewith money.
5. False.Jim d o e s n ' ts e ei t t h i s w a y ,b u t e v e nn o w i t
still mal<es Andreaangrythe way the papersand
t h e T V p r o d u c e r st r e a t p e o p l e .
Speaking
Use thesequestionsto follow on from the readingtasl<.
You may needto explainthat exp/oiting someonemeans
u s i n gt h e m f o r s o m ep u r p o s ea n d n o t g i v i n gt h e m m u c h
in return.Ask studentsto giveyou some more examples
u i g h ta l s on e e dt o e x p l a i nt h a t i f
o f e x p l o i t a t i o n . Y om
someonefindsreligion they becomereligious.
4 ree ngs
. . t
t -
'
i
with get
I Expressions
Refer students to the Real English note on get and
become before doing the matching task. In this exercise,
students focus on several expressions with get, many of
which are negative (e.g.get killed,get evicted).lfstudents
haven't done so already,encourage them to record the
expressions with get on a separate page in their
notebool<s.Explain that if you get evicted,you are forced
to move out from the home you are renting, and that if
you get socked,you are fired from your job. Ask students
to give some reasons why a manager might sack
someone.
Answers
|.f. 2 .d . 3 .c . 4.b. 5 .a . 6 .e . 7 . h . 8 .g .
Speaking
Introduce the tasl<by telling students about the last
w e d d i n g y o u w e n t t o . H a v e t h e m d i s c u s st h e q u e s t i o n s
with a partner, and then ask if they would lil<eto share
their thoughts with the rest of the class.
H a v e s t u d e n t s s p e n d s o m e t i m e p r e p a r i n gt h e i r s t o r y
before sharing it with their partner. Encourage them to
add extra details that were not included in the reading
text.You may want to suggestthat the person listening
take an active part in the conversation by responding
with comments like / see.Reo/ly?Oh,how owful as well as
questions lil<eWhy wos thot?When was thot? How come?
They shouldthen retell their storiesto another pair of
stuoents.
Adjectives with two different forms
i::.]
Students often have problems with the -ing and -ed forms
o f a d j e c t i v e sA. l t h o u g h t h e y a r e h e l p e d i n e s t a b l i s h i n ga
'guidelines',
set of remind them that they should learn
examples of the two forms in larger phrases and
Datterns.
Draw students' attention to the two examoles from the
t e x t a n d a s k i f a n y o n ec a n r e m e m b e r w h y A n d r e a s a i d
t h e m ( s h e w a s s u r p r i s e d b e c a u s es h e b u r s t o u t c r y i n g ;
the hostel was depressing).Have students discussthe
questions about rules with a partner before they
complete the pairs of sentences l-8.You might want to
point out that we can use the -ing form interestingto
describe people, too (e.g.I thoughthe wos o reolly
interesting guy).
25
 As you go throughthe answers,tell studentsto You may needto explainthat the plot of a novelor a film
u n d e r l i n ew h o l e e x p r e s s i o nF
s .o r e x a m p l eI :' m s t i l ol b i t is the story.We can tall<about o complexplot or o simple
confusedobout it.He'sgot this reollyonnoyinghobit.I'm plot and about how o plot develops.
obsolutely terrifiedof heights.

Answers
Answers
l.c. 2.a. 3.d. 4.6. 5.f. 6.h. 7.e. 8.g.
l. a .c o n f u s e d b .c o n f u s i n g
2. a .a n n o y i n g b .a n n o y e d
3. a .d e p r e s s i n g b .d e p r e s s e d I

4. a.Terrifying b.Terrified other kindsof teelings

.it,,'.,,'lril
5. a .w o r r y i n g b .w o r r i e d
5. a .s u r p r i s e d b .s u r p r i s i n g In this exercise,students practise ways of turning down
7. a.frustrated b. frustrating sugSestions.Lead in by asl<ingthe class to imagine they
8. a .b o r i n g b .b o r e d have a friend who is depressed,upset or stressed-out.
T h e y s h o u l d c o m e u p w i t h s u g g e s t i o n st o c h e e r t h e i r
friend up. Elicit different structures for making
Students can then write their own examples for the five suggestionsand write them on the board. For example:
other adjective pairs.As they are working on this, go Whv don'twe ... ?
a r o u n d t h e c l a s sc h e c l < i n g
a n d h e l p i n gA
. s l <s e v e r a l H o w o b o u t. . . ?
students to share some of their sentences.Here are some
possible answers if students asl<for them: T h e n e l i c i t d i f f e r e n tw a y s i n w h i c h t h e i r f r i e n d c o u l d
I wos terribly disoppointedto leorn thot I hodn't got the job. politely turn down the suggestions.Explain that this
exercise will present another way of making suggestions
I found'The Motrix Relooded'o bit disoppointing.
co do something together, as well as several ways to turn
I'm tremendouslyexcited obout working in the city.
a suggestiondown.
It reolly is on excitingtime to be living in London.
I wos scored to deoth he would find out thot I'd /ost the Have students complete the matching tasl<and then play
brocelet he'd given me. the recording so they can checl<their answers.Play the
recording again and stop after each line so students can
Hong-glidingcon be o bit scary ot frrst,but you'll get used to it.
reDeat the sentence.
He gets o/l stressed-outwhen there is a deodline to meet.
Thisjob con be reolly stressful but the poy is good. After students have underlined the expressions,they can
I wos pretty upset by the te/evisionimogesof the wor. practise the conversations in pairs.To help students say
I found those imoges too upsetting,so I don't wotch the news. the phrases fluently,use this method: one person lool<s
at the first suggestionand memorises it. Then they lool<
You could also tall<about some of the adverb collocations u p a n d s a y i t t o t h e i r p a r t n e r w i t h o u t l o o l < i n ga t t h e
for these adjectives,lil<etremendous/yexcitedin the C o u r s e b o o l <T. h e i r p a r t n e r d o e s t h e s a m e w i t h t h e
e x a m o l ea b o v e . r e s p o n s e . W h e n s t u d e n t s h a v ef i n i s h e d t, h e y c a n s w a p
r o l e s .T h i s a l s o h e l p s t h e m p r e p a r e f o r t h e n e x t e x e r c i s e .

Sp e a k i n g
Answers

T h e s eq u e s t i o n w
s i l l h e l p r e i n f o r c et h e l a n g u a glee a r n e d l.b. 2.a. 3.d. 4.c
in I Adjectives with two different forms. First,divide T h e e x p r e s s i o n sa r e :
studentsinto pairsor smallgroups.Beforethey beginthe I ' m n o t r e a l l yi n t h e m o o d
exercise,tell them some thingsthat worry or terrify you. I'd rather just stay in
You could alsotall<about habitsthat you find annoying. I've been on my feet all day
Teachstudentsthe phraseI hoteldon'tlikeit whenpeople I can't be bothered
(spiton the street/putgum on choirslputtheirfeet up on It'll tal<eages to get there
seots). Ask smallgroupsor pairsto report backsome of
their ideas.
You may need to explain a few of these expressions:
' lf you are not in the mood for something,you don't feel
C o l l o c a ti o n s
l i l < ed o i n g i t .
Here the focus is explicitly on adjective + noun ' lf you say you've been on your feet oll doy,you have
collocations,some of which have appeared in the been very busy and haven't had a chance to sit down
p r e v i o u s e x e r c i s e sR
. e m i n d s t u d e n t st h a t t h e y s h o u l d and relax.
choose the list in which all of the nouns correctly . lf you con't be bothered (to do something),you don't
collocate with the adjectives.Once you have checked want to mal<ethe effort to do it. Refer students to
their answers,have them discussgood examples of those the Real English note.
collocations that are new to them. As always,encourage
students to record these collocations in their notebool<s,
Also, point out the pattern Do you foncy + -ipgt

26
 4 F e enl g s

Practice
Studentscan now practisehavingconversations similar In this exercise,students apply the rules from the
to those in 4 Other kinds of feelings. Encourage them previous exercise to determine which function of the
to continuethe conversationa little more. Give an present continuous is being expressed.After they have
examplebeforethey start: finished,have them explain their answers with a Partner.
A: Do you foncy gettingsomethingto eot? T h e y s h o u l d c o m e t o t h e c o n c l u s i o nt h a t t h e e x a m p l e s
B: I don't feel likeit.I'm not hungry. referring to the future have a time phrase (loter,in the
summer,tonight,ot nine o'clock tomorrow morning). Asl<
A: Well,how obouto drink?
them to go back and underline these phrases.Then have
B: I con't be bothered.Con'twe iust stoyin ond watchTV? them practise telling each other about their plans for the
weel<.You could also teach them the exDression I'm not
Followup by havingstudentsgo around mal<ing
their doing onything specio/after they've finished.
to differentmembersof the class.
own suggestions
Answers
I . b . 2 . a . 3 .b . 4.a. 5 .b . 6.b. 7 .a . 8.a.
9.b. 10.a.
fwo usesof the presentcontinuous
;1||
You may needto explainthe followingexpressions:
Students may have learned that the present continuous is
. lf you do overtime,you worl<and are paidfor hours
used to describe actions that are happening now
that exceedyour regularworl<schedule.
Although the tense can be used in this way, it does not
always hold true. When it refers to the present, it is
. A shiftis a set period that employeesworl<before
perhaps better to think of the present continuous as beingreplacedby anothergroup.For example:do on
d e s c r i b i n ga n u n f i n i s h e da c t i o n . extro shift,work the night shift,I hote working shifts.
. lf you coverfor someone, you do their job for them
Explain the situation and talk about how the expression becausethey aren't at work.
bump into is used to say that the two people met by . lf its pouringwith roin,the rain is heavy.
chance. Play the recording and asl<students to listen for
the answers to the two questions.Then find che
e x a m p l e so f t h e p r e s e n t c o n t i n u o u s i n t h e t a p e s c r i p to n Questionsand answers
l:ilJ:iii
page | 49.
S t u d e n t s h o u l dm a t c ht h e q u e s t i o n sl * 7 t o t h e
Let students read the explanations of the two uses and appropriateanswersa-g.While goingthroughthe
decide which examoles from the conversation fit which answers,model the pronunciationof the questions,
category.They can then compare their answers with a focusingon the intonationand stress.Havestudents
partner before checl<ingwith you.You might need to repeatafter you until they feel comforcablesayingthe
explain that if you pick up a friend, you meet them expressions. Pairsof studentscan then practisethe
somewhere and then drive them in your car, and that if questionsand answersthemselves. You may need to
something happens out of the blue,it happens e x p l a i nt h e f o l l o w i n ge x p r e s s i o n s :
unexpectedly. . lf you go windowshopping, you iust lool<at the goods
displayedin the shop windowsfrom the street and
Answers you don't go into the shopsto buy anything. Ask
s t u d e n t sw h a t t h e e q u i v a l e ni n
t t h e i r l a n g u a gies .
l. They'reon holiday,but are stuck inside
. up,you stop doing it. For
lf you give something
somewhere,perhapsa shoppingmall,becauseit's
raining. example:l'vedecidedto giveup smoking.I goveup
woitingond went withouthim.
2. Laurenis fed up with all the rain.Sheis frustrated
. you don't worl<as a full-time
lf you do temping,
becauseshe wantedto get some sun.Ben feelsthe
permanentemployeefor a company. You usuallywork
sameway.
for a tempingagencyand work for a short time in
E x a m p l eos f t h e p r e s e n tc o n ! i n u o u s : one placebeforemovingon to anotherplace.
l . H o w ' si t g o i n g ?
2. So,what'reyou doing herel Answers

3 . A r e y o u d o i n gs o m es h o p p i n go r s o m e t h i n g ? l.c. 2 . b . 3 .e . 4 .a . 5 .g . 6 .d . 7 . f.
4 . I ' m j u s t h a v i n ga w a n d e ra r o u n d .
5. My wife'swaitingfor me.
6. We're actuallygoingto the marl<etnow.

27
 4 F e e ln g s

i
I F u r t h e rp ra cti ce As students are worl<ing,go around and checl<how they
are doing, helping when necessary.When they have
Get students to work in pairs with these conversations finished,have them practise asl<ingand answering their
Encourage them to add a follow-up commenr like the questions with their partner. Then they should move
examPre. around the class asl<ingtheir questions to different
Peopre.

Answers
Referstudentsto the photographs. Checl<that tney Possibleanswers:
l<nowwhat the placesare and then practisethe example 2. Can you fix the toiletl
with a student.Youcould use this to recyclesome of the
3. Do you fancycomingout for a drink with us after
language from the previousexercisesby addingmore to
worl<?
the conversation.For examDte:
A: Hr,Nick.How'sit goingT 4. Haveyou printed out those documentsyeti
B: Not bod.l'm o littletired.I didn't getmuch s/eep/ost 5. I was wonderingif you wantedto go out for dinner
night. with me tonight?
A: So,whot ore you doinghere?Areyou goingsomewhere? 5. Do you fancycominground ro my placefor a
r o m a n t i cd i n n e r ?
B: No, I'm just meetingo friendwho'scomingto visit.How
oboutvou? 7. Can I see if the news is onl
A: I'm offto spendo few doysot my porents'. L Can I turn that down?
B: Well,thot'llbe nice.
A: Tobe honest,it'll be o bit boring.Theylivein o smoll Explainthat if you are seeingsomeone,
you are
villogeand there'snot much to do oroundthere. dating/goingout with them.You could also askAre you
seeingonyoneat the moment?

S p e a ki n g
Follow-up
U s e t h e q u e s t i o n si n s m a l g
l r o u p st o r e i n f o r c es o m eo f Havepairsof studentswrite a televisioninterviewwith
the language from 3 Questions and answers on page
J i ma n dA n d r e aT . h e y s h o u l di n c l u d eb o t h t h e q u e s t i o n s
30.Also,talcethis opportunityto tell studenrsa story
a n d t h e c o u p l e ' sa n s w e r sT. h e o n l y r u l e t h a t y o u s h o u l d
a b o u tw h e n y o u b u m p e di n t o s o m e o n eo r a b o u ta n y give is that they must includear leasteightadiective+
experiencesyou'vehad doingtemp work. Let them listen noun collocationsor phrasesfrom Using vocabulary
to you and encouragequestions. This is usefulinput for on page28.This activitywould work best in groupsof
when they do the tasl<themselves.
three,as studentscan then role-playthe interviewto
the classor to other groups.
.t
" i Negative responses
In this exercisestudentssee how the oresentcontinuous
can be usedto explainwhy you can'tdo something.
Theseexamplesincludeboth presentand future
mean.ings. To help students,write some differentquestion
starterson the board.For examole:
Do you foncy...-ing7
Youcouldn't... by any chonce?
Wouldyoumind ... ?
D o y o um i n di f I . . . ?
I woswondering if you wantedto ...
H o v ey o u. . . y e t ?

28
The reviewexercisescan be usedas a test.However,
VerU collocations
i:i:,,,.:ilj
4 Look back and check and I What can you . : . i

remember? are better done as a discussionin pairs

Answers
l.j. 2.h. 3.a. 4.d. 5.b. 6.i. 7.c. 8.p.
9 . f. 1 0 e. .

Answers
'm
l. a. 'm doing b. reallyenjoying c. started Adjectives
d . m i s s e d e . ' v e o n l y b e e nd o i n g
Answers
2. a. Haveyou ever been b. went c. was
d .w a s t r a v e l l i n g e . m e t f . A r e y o u t h i n l < i n g l. pregnant 5. annoying 9. awful
2. boring 5. scary 1 0 .s u n b u r n t
'm 3. strong 7. interesting
a. are you doing b. meeting c.'re having
d.'m really lool<ingforward to 4. great 8. stressful
've
e. been planning f. haven't had

I
. ' ."1Ouestionsand answer s
.1 _
t -
I G r a m m a rre vi e w
I

Answers
Answers l . f . 2 . b . 3 .h . 6 . a . 7 . j . 8 .g .
4 .d . 5 .e .
t. when 5. have you been 9 . c . 1 0 .i .
7. boring 5. I'm using
3. going I was living
4. for 6. did you do 'ili,,,,liiil
what can you remember?
Answerswill vary.

Answers
Commonexpressions
iri,,,i:.i.l I

I A: Haveyou ever beento Brazil? Answers

B: No, I've never beenanywherein SouthAmerica.
L g i v e n 2 . m a l < e s3 . m o o d 4 . f a n c y 5 . w o u l d n ' t
I No, I haven'tfinishedwriting this yet.
6. give 7. tool< 8. grew 9. exactly 10.fan
I Yeah,I'vejust seenher in the coffeebar.
I No, I'vealreadyseenit, I'm afraid. A n s w e r sf o r I l - 1 4 w i l l v a r y .
i I can'tbelieveyou'venever beenabroad!
i I don't l<now.I'vealwaysbeen into it, I suppose.

L o o k b a c ka n d ch e ck
-s'vers
will vary.

29
 Answers
Possibleanswers:How old are you?How much
do you earnl Are you married?
Do you haveany brothersor sisters?
3 . Words that are commonlyusedtogether.
4. T i d y i t u p .
5 . Possibleanswers:tool<it easy,reada book,did my
homeworl<.
6 . P o s s i b laen s w e r st h
: e c i n e m ac, h u r c ha, c l u b .
P o s s i b laen s w e r sa: b r i d g ec l u b ,a t e n n i sc l u b ,
a c h e s sc l u b .
d. Possibleanswers:bool<a flight,rent a cortage,hrre
a car.
In a tent.
Becausethey includeeverythingfor a low price.
It'sgreotmeansyou know that it's wonderful.ltt
supposed to be greotmeansthat you'veheardfrom
someoneelsethat it's wonderful.
In a rucksack/backpacl<.
Possibleanswers:I didn't get much sleep,I worl<ed
la t e .

Possibleanswers:it's been rainingall weel<,worl<

t 5 . Possibleanswers:EostEnders and Coronotion Streer.

t 5 . You haven'tpaidyour rent for a while.
t 7 . You take them somewherein your car.
1 8 . I n a s w i m m i n gp o o l o r i n t h e o c e a n .
1 9 .P o s s i b laen s w e r ss:t a m p sc, o i n s p, h o n en u m b e r s .
20. Possibleanswer:lt's sometimesdifficultto
rememberthe grammarrulesand vocabulary.

30
 your job involves
lf you say!'m in computers,
Unit overview computers.lf you are intocomputers, computingis
your hobby.Youcan also say l'm in reol estatel
General topic business/bonking,etc.
Talkingabout worl<.
you loseyour job becauseyour
lf you are socked,
work or behaviourhas not beengood.For example:
Dialogue
He'solwoysfollingosleepon thejob. I'm surprisedhe
Mariaand Ken tall<about what their jobs involve
hosn'tbeensockedyet.
lf you get o rise,youget an increasein your pay.For
Language input
example:/'vejust heordwe'renot gettingo risethisyeor.
Expressions to tall<about work: I workpart-time. lf you go freelonce,
you start to worl< independently
/ usedto work for o dotcomcompony. I work os o
and get paidby differentcompanieswho buy your
solesossistont.
etc.
wo rl<.For exampIe: freelonce photogroph
er, freelonce
Usinghoveto, don't hoveto and con'.I hoveto travel wnter.
o lot.I don't haveto work at weekendsif I don't wont
to. I con weor what I liketo work. Remind students to record any of the expressions that
Expressions with get usedto and be usedto: they lil<ein their notebool<s.
I'll neverget usedto it. I'm so usedto gettingup eorly.
etc. Lead in
Expressionswith get to: / get to travelo lot. etc.
Have the classtell you how one could asl<about
Expressionswith must:Youmust geto bit depressed. s o m e o n e ' sj o b i n E n g l i s hF. o r e x a m p l e :
Thot must be good.etc. Whot do vou do?
Whot do you do for o living?
Where do vou work? etc.
Language strip
Use the language strip as a way to leadin to the unit. Write the expressions on the board and then asl<each
Ask studentsto quicl<lylool<throughthe list and find student to thinl< of five ways of answering these l<indsof
any expressions that would be true for them now (e.g. questions with jobs that they wished they had. Then get
I'm in computers) and any expressions that they would students into pairs and ask them to tall<about the jobs
like to be true for them in the future (e.g./'vejustgoto they chose and why they chose them.
rlse).Explainthat in this unit they will learnwaysto tall<
a b o u tj o b s .E n c o u r a gteh e m t o c h o o s es o m eo t h e r
expressions in the strip that lool<interestingand to find : ' { r ! r , { . ) : ' t , r l l : . r :
^-t ,t., - ^ i . .1 . - ; . i *] , : ,. - . |
-:u, "J -J
o u t m o r e a b o u tt h e m .
. t
Use the language strip later on in this unit for a small
I What do vou do?
group tasl<.Asl<studentsto find those expressions that
Draw students' attention to the Dictures and have them
use the presentperfect(e.g.How longhoveyou beenout
worl< in pairs mal<ingguessesabout the people's jobs.
of work?)and those that use the presentcontinuous(l'm
You might have to explain that I reckon is an informal
thinkingof leovingmy job).Youcould alsothinl<about how
way of saying/ think. Encouragethem to explain their
to answerthe expressions that are questions. For
choices. Point out the expression or something(like thot),
examDte:
w h i c h i s a d d e d t o e m o h a s i s et h a t w e a r e n ' t s u r e .T h e n
A: What'sthe poy like?
play the recording so students can listen and checl<if
8: Not bod.
they were right. Write these expressions on the board
so students can tell you where their guesseswere
You might needto explainsome of the following
d iffere nt:
exDressrons:
I thought helshewos o ... but helshe'soctuollyo ...
. lf you are out of work,you don't havea job. For I thought helshewas o ... but it turns out helshet o ...
example:l've beenout of worksinceI left schoo/.
. A trofltcwardenis someonewho controlsparlcingon P l a yt h e r e c o r d i n g a s e c o n d t i m e w h i l e s t u d e n t sf i l l i n
the streetsand issuesparkingticl<ets. the gaps.After checking the answers,write these
' lf you work on on ossemblyline,you worl< in a factory Datterns on the board:
doinga particularjob in the manufacturinS process. l w o r ko s o . . .
You do your work on the product before it continues I work forlin o ...
down the line to the next person.Cars are built.on I w o r k f o r l i no . . . o s o . . .

a s s e m b llyi n e s .
31
r A s k s t u d e n t st o m a k e s o m e m o r e s e n t e n c e su s i n gt h e s e
patterns.You might need to explain that you work in a
example, the person in number 3 might worl< in a fast
food restaurant.
place/town/city,but you worl< for a company/an
organisation.Point out other useful phrases to tall<about
Answers
your job: l'm self-employed,once I groduote, work port-time.
Explain that a dotcom company is a company that does T h e s e n t e n c e sw h e r e t h e p e r s o n l i l < e st h e i r j o b a r e :
m o s t o f i t s b u s i n e s so n t h e I n t e r n e t .A l o t o f d o t c o m s 2 , 4 , 5 , 7| ,0 ,| | a n d1 4 .
went banl<ruDtin 2000. T h e s e n t e n c e sw h e r e t h e p e r s o n d o e s n ' t l i k e t h e i r j o b
a r e : l , 3 . 6 , 8 , 9 . l 2 a n d 13 .

Answers
R e m i n d s t u d e n t st o u n d e r l i n ec o m p l e t e e x p r e s s i o n s
|. a painterand decorator
when they go bacl<and find uses of hove to,don't hove to
2. a g r a p h i cd e s i g n e r
and con (e.g. / often hove to work lote).Ask students if
3. a designer
they notice any pattern, and then complete the rules a.
4. in a banl<
5. worl< part-time and b. that follow in the next tasl<for them. Go over the
6. a waitress explanation in the Coursebool< and answer any
questrons.
7. a localschool
8. a computer programmer
Answers
a. haveto b. don't haveto, can

Introduce this tasl<by tall<ingabout yourself, what you Studentscan then applythe rule to the lasttasl<.Again,
used to do, and any members of your family.Try to use as you checl<their answers,asl<what l<indof job the
some of the structures from I What do you do? and personis tall<ing
about.
encourage students to asl<you questions.Note that
s o m e s t u d e n t sm i g h t n o t w a n t t o t a l k a b o u t w h a t t h e i r
parents do for a living or might not l<now exactly how to lAnswers
l , -
d e s c r i b et h e i r j o b . G i v e t h e m g e n e r a le x p r e s s i o n sl i l < e 1 5 . h a v er o 1 9 . h a v et o 2 3 . d o n ' t h a v et o
the following. lA rlon'r h:ve tn )0 can 24. can
She works in business. | 7 . h a v et o 2 l . d o n ' t h a v et o
She runs her own business. r I 8. have to 22. can

Sp e a ki n g Point out the following patterns and encourage students

t o r e c o r d t h e m i n t h e i r n o t e b o o l < sa l o n g w i t h a c o u p l e
H a v e s t u d e n t sw o r l < i n s m a l l g r o u p s t o d i s c u s st h e s e of examples:
questions,and then have them report bacl<their ideas to I don't hove to ... if I don't want to.
t h e w h o l e c l a s sT . his is a good opportunity for students I con ... if I wont to.
t o t a l l <a b o u t h o w t h e l n t e r n e t h a s a n d h a s n ' t
I don't hove to ... . /t dependsif I feel like it or not.
revolutionised the way we live and worl<, the problems
I con ... whotlwherelwhenI like.
of unemployment, and the issue of worl<ing parents.You
may want to add further questions on any of these
This exercise contains many useful expressions for
topics if your students seem interested in tall<ingmore
tall<ingabout worl<. Give students a few minutes to go
about them.
b a c l <a n d u n d e r l i n et h o s e t h e y f i n d i n t e r e s t i n ga n d t o
record them in their notebool<s.

Real English
This tasl<introduces the verbs have to, don't hove to and
Refer students to the Real English note. Asl< them to
con in the context of talking about work. The examples
t h i n l <o f i n s t a n c e sw h e n t h e y m i g h t u s e t h e e x p r e s s i o n
w i l l h e l p s t u d e n t st o f o r m a r u l e t o h e l p t h e m u s e t h e s e
Thonk goodness. Has anything happened to them recently
verbs.
that made them happyl Do they remember a time when
they were greatly relieved?
A s a l e a d - i ng, e t s t u d e n t si n p a i r s t o l i s t t h e g o o d t h i n g s
a n d b a d t h i n g s a b o u t s o m e o f t h e j o b s i n t h e p i c t u r e so n
page 36. For example, a waitress can get free food but
Freepractice
she probably doesn't mal<ea lot; a teacher has to do a
lot of worl< in the evenings,but it's probably very L e t s t u d e n t ss p e n d a m i n u t e t h i n l < i n ga b o u t w h a t t h e j o b
rewarding. they have chosen involves.Then model and practise the
phrasesn , o t i n g h o w h o v et o i s p r o n o u n c e d / h c v t a / . l f
Have students worl< individuallybefore comparing their students guess quicl<ly,they can repeat the exercise,but
ideas with a partner. As you go through the answers,asl< with different jobs.
them to suggestwhat job they thinl<the person has,for
32
 5 \A/ork

A good job
Discuss what accounting involves before asl<ingstudents
if it sounds lil<ean interesting job. Have them tall<about
Speaking
what an accountant has to do, what the pay and hours
H e r e , s t u d e n t s u s e t h e e x p r e s s i o n sf r o m 3 M a t c h i n g t o
are lil<e.Then have them read the text and share their
tall<about how comfortable they feel about different
r e a c c i o n sw i t h a o a r t n e r .
aspects of English.Remind them that if any of the
s e n t e n c e sa r e n o t t r u e f o r t h e m , t h e y s h o u l d c h o o s e
You might want to tall<about the expression push you
another expression that will mal<eit true (e.g.I'm still
into.Ask students whether their parents ever pushed
trying to get used to the different sounds of English).This is
t h e m i n t o s o m e t h i n g .A l s o , p o i n t o u t t h e e x p r e s s i o nj o b
a chance for you to review some of these aspects and
security.Asl< what other l<indsof jobs provide good job
reinforce some of the learning advice from the first unit.
security.You may need to explain that if something drives
you mod, it annoys you and that if a report is dry ic is not
i nteresting.

This exercise further helps to reinforce the get used to

Get used to/be used to and be used to expressions.Have students first worl<
i n d i v i d u a l l ya,n d t h e n h a v e t h e m p r a c t i s e r e a d i n gt h e
T h i s s e c t i o n f o c u s e so n t h e e x p r e s s i o n sg e t u s e dt o a n d
conversations in pairs. Draw attention to the two
be used to. Go over the explanation in the Coursebool<
patternsin the followingquestions:
with the class,pointing out that I'm used to and /'ve got
How ore you finding... ?
used to both mean that you now see a sicuation as
How do you find ... ?
normal, while /'rn gettingused to or I'm trying to get used
to both mean you don't feel totally comfortable about a
Explain that the present continuous form is often used
situation yet. Point out that these expressions are
when a situation is new or temporary whereas the
followed by a noun or quite often an -ing form. You may
p r e s e n t s i m p l e i s t y p i c a l l yu s e d w h e n t h e s i t u a t i o n i s
also need to discussthe difference between these
more established.
expressions and used to, as in / used to do korote when I
wos younger.
Answers
Before students tell their partners what they could get |. still haven't got used to
used tolneverget used to, complete two examples for the 2. slowly getting used to
3. just get usedto it
I could never get used to working nine to five becouse /'ve 4. d o n ' t t h i n l <l ' l l e v e r g e t u s e d t o
worked os o teocher for so long. 5. tool< me a long time to get used to
I think I could get used to being self-employedbecouselA fike 6. sure I'll get used to
to be my own boss.

Ask a few students to share some of their sentences Real English

with the class.
Referstudentsto the Real English note.Ask if they
would lil<eto worl<behinda desl<all day.Tellstudents
about times when you were stucl<: at a job, in traffic,etc.
M a t c h i ng Ask them if they'veever felt this way and what they did
a b o u ti t .
This exercise provides students with several typical
patterns with get/be used to. After students have finished
the matching tasl<,tell them to go bacl<and underline the
Roleplay
complete expressions.Encourage the students to record
. o d e l a n d p r a c t i s et h e
t h e s e i n t h e i r n o t e b o o l < sM Before students do this role play,tall<about a time when
p r o n u n c i a t i o no f t h e e x p r e s s i o n si n t h e C o u r s e b o o l <a s you, or someone you l<now went abroad.Tell them how
you go through the answers.You also might want to ask you found the things listed here and how quicl<lyyou got
s o m e f u r t h e r q u e s t i o n st o p r a c t i s eu s i n g s o m e o f t h e used to or didn't get used to them. You might want to
o t h e r e x p r e s s i o n sh e r e . F o r e x a m p l e : have students do the role play twice with different
Does onyone here find it difftcult to get up eorly? partners so that they can improve their performance.
How long would it toke you to get used to working nights?
Would you find it difficult to work from home?
Do you know onyonewho works o six-doyweek?

33
 . lf you try not to mokejudgements, you try not to
e x p r e s sy o u r p e r s o n aol p i n i o na b o u tw h e t h e r
something i s r i g h to r w r o n g .F o r e x a m p l el :t ' s
l -
importontfor sociolworkersnot to mokejudgements
I beToreyou rrsten
oboutthe peopletheyore workingwith.
Explain the situation of the dialogue and have students . You use but thenogainto tall<about a positiveaspect
w o r k i n p a i r s d i s c u s s i n gw h a t M a r i a ' sa n d K e n ' sj o b s of somethingafter you havementioneda negative
might be. Remind them of the structures work aspect,or vice versa.For example:lbizois very
f o r l o s l i n . . .. touristy,but thenogoin,it'scheop.

I
. . ] W f r l t eyo u l i ste n Real English

I ( S o ,w h a t d o yo u d o ? ) Referstudentsto the Real English note on get to and

havethem usethis structureto tall<about themselves.
Tell students to listen for the answers to the two
You could usethe picturesof differentjobs on pages36
questions. Play the recording, mal<ingsure that students
and 37 to asl<studentsfor further examples:
cover the text. Get them to discusstheir answers in
A postmangetsto be outsideo lot.
pairs. Remind students to l<eepthe text covered as they
A nursegetsto rneet lotsof people.
do this.
etc.

Answers
Speaking
|. Maria is a drugs worl<er and Ken works for
BarclaysBanl<. S t u d e n t sc a n e i t h e r d i s c u s st h e q u e s t i o n si n t h i s e x e r c i s e
7. M a r i a ' sj o b i n v o l v e sg o i n g o u t i n a v a n , d i s t r i b u t i n g i n s m a l l g r o u p s ,o r t h e c l a s sc o u l d d e b a t e .D i v i d e t h e
f o o d a n d c l e a n n e e d l e st o d r u g a d d i c t s .S h e a l s o c l a s si n t o t w o g r o u p s :o n e i n f a v o u r o f M a r i a ' sa p p r o a c h ,
h e l p st h e m f i n d a d o c t o r o r g e t s t h e m i n t o a the other against.Give students five to ten minutes to
rehabilitation centre if necessary.Ken's job involves b r a i n s t o r m r e a s o n st o s u p p o r t t h e i r p o i n t o f v i e w , a n d
buying and selling currency. He gets to travel quite then get them into small groups of four, two from each
often to NewYorl<. s i d e ,t o a r g u e i n s u p p o r t o f t h e i r p o s i t i o n . Y o uc o u l d a l s o
d o t h i s w i t h t h e q u e s t i o na b o u t m o n e y b e i n gt h e m o s t
W o r d s i n g a p si n t h e c o n v e r s a c i o n : important thing about a job.
| . involve
) ,1rrrc aAAicr<
',..,.'.'.'.'.1
' t ^
3. healthy
-*, { Opinionswith m ust
4 . f i n da p l a c e
5. Not at all ,, or*n ,* * n " n * e i m a g i n ew h a t a s i t u a t r o nr s
6 . s p r e a dd i s e a s e s l i l < eb a s e d o n w h a t s o m e o n e h a J l r s t s a i d . W h e n u s e d i n
7. very rewarding this way, it often serves as a means of empathisingwith
8. don't haveto the other soeal<er.
9. Doing what?
10. haveto work Let students read the two extracts from the
I l. get to travel conversation and underline the two examples of must,
and then go over the explanation.

Next, let studentsread the dialogueas you playthe

r e c o r d i n ga g a i nT. h e n a s kt h e m ,i n p a i r st,o f i l l i n t h e f i r s t Answers
two or three gapsfrom memory beforeyou playthe The two expressions with mustare:
recordingagain,this time with pausesso that they can Youmust geto bit depressed
checl< w o r d s .D o t h i s t w o o r t h r e e
a n df i l l i n t h e m i s s i n g Thotmustbe good
gapsat a time until the end.Playthe recordingthrough
one more time with studentsfollowingthe text. lf you
want studentsto readthe conversation, or parts of it, in Encouragestudentsto write the patternsthot mustbe +
p a i r su, s et h e t a p e s c r i pot n p a g e1 5 0 (. T h e m i s s i n g words adjectiveand you mustget + adjectivein their notebool<s.
are in colour.) You could also point out that you mustget can be
followedby -edforms of adjectiveswhile thot mustbe
Studentsmight ask you about the followingexpressions: can be followedby -ingforms.For example:
. lf you saysomeone doesn'twontto knowyou,they don't Youmust get depressed IfrustrotedIbored,etc.
want to be in contactor haveany kind of relationship Thot mustbe depressing ngIfr ustrotingI worrying,etc.
Ii nteresti
with you.For example:Eversincewe hod thot little
disogreement overthe coffeemoney,he hosn'twontedto l yr i n p a i r st o c o m p l e t e
L e t s t u d e n t sw o r l <i n d i v i d u a l o
knowme. the dialogueR s .e m i n dt h e m t o a d d a n a p p r o p r i a t e
responseas well.Playthe recordingso that they can
checl< t h e i r a n s w e r sT.h e n d i s c u s w s h a t l o b st h e p e o p l e
are tall<ing about.
34
 5 Work

Answers
$ilidrurttrerpractice
| . That must be
Ask studentsto get into pairsand haveshort
Possibleresponse:Yeah, it is/canbe.
conversationsbasedon theseopenings. As they
P o s s i b ljeo b :a n yj o b t h a t i n v o l v e cs o m m u t i n g
converse,encouragethem to l<eepthe conversa[ion
going.Youmay makesuggestions as you monitor
2 . You must get
students'progress.
Possibleresponse:Yeah, I do (sometimes).
Possible.job:a securityguard
Alternatively,
you can write the sentencesin the
Coursebookon slipsof paperand give one to each
That must be
student.They shouldthen find another student,saythe
Possibleresponse:Yeah, it is/canbe.
sentenceon their slio and continuethe conversation.
Possiblejob: a trafficwarden
Then the other Dersondoesthe same.When students
havefinished,they exchangeslipsand find another
That must be
Possibleresponse:Yeah, it is/canbe. Person,repeatingthe procedurewith the sentenceon
their former partner'sslip.
P o s s i b ljeo b :a n E n g l i s the a c h e r

You must get Follow-up

Possibleresponse:Yeah, I do (sometimes). As an extensionof this unit,put studentsinto pairsto
P o s s i b ljeo b :a n u r s e designa recruitmentcampaignfor a particularlob.
Remindthem of the followingusefulpatterns.
You must get You'llgetto ...
P o s s i b l ree s p o n s e : Y e aI hd ,o ( s o m e t i m e s ) . Youcon ... if youwont to.
P o s s i b lleo b :a n a c c o u n t a n t Youdon'thoveto ... if youdon'twont to.
You'llquicklyget usedto ...

Pronunciation:sentencestress Give studentstime to go bacl<throughthe unit to find

additionalexpressions for this prolect.Once groupsare
Playthe recording once all the way through with finished,asl<that they presenttheir campaignto the
students listening.Ask them to pay attention to how the c l a s s . Y ocua nf i n i s hu p b y h a v i n gt h e c l a s sv o t e o n w h i c h
stressed words sound. Then play the recording again, group had the most appealing job. Alternatively, you
pausingafter each sentence to allow students to repeat. could set this as a writing task.
Practisethese sentences until students can say them
naturally.

Finally,get them to practise the conversations in

4 O p i n i o n s w i t h m u s t i n p a i r s ,w i t h t h e a p p r o p r i a c e
stress.You may want to point out that when quite is
stressed (qu49 tired),it means not too (tired),but when the
adjective following guite is stressed (quite tired,),it means
very (tired).

35
 lf you describesomethingas cheopand cheerful,you
Unit overview meanit is not expensivebut still lool<sall right.For
example:Whenit comesto dishes, /ij ratherhovecheoP
General topic ond cheerfulthon exDensye.
Placesto buy things.
you
lf you sayI wouldn'tbe seendeoddoingsornething,
meanyou would neverdo it becauseyou dislil<e it so
Reading
much.For example:I wouldn'tbe seendeodweoringo
Why car-bootsalesare better than globalchains.
Gop skirt.

Language input A cashiermight sayHoveyou gotthe /5p? if the total

c a m et o f 8 . 1 5 ,f o r e x a m p l es, o t h a t y o u d o n ' t e n d u p
. Expressionswith thing:I've gotto pock my things with a lot of change.
tonight.Thot wos o stuPidthing to dol etc.
lf somethingis not reollyyou,it doesn'treallysuit you.
. Collocationsfor thingsyou buy:o greotpoir of For example:
jeons,o lovelybunchof flowers,etc. A: My mothersentrne thisjocket.Whot do you think?
. Vocabularyfor differentkindsof shop: B: Well,it'snot reollvvou.
o newsogentt,
o chemistt,etc.
B e n e t t oann dG o pa r e c l o t h i n gc h a i n s ; A m ei sx
. Asl<ingfor and givingdirections:ls thereo garage Americonfupress.
neorhere?Therei one fiveminutes'drivedownthe
road.etc. R e m i n ds t u d e n t st o r e c o r da n yo f t h e e x p r e s s i o ntsh a t
. Agreeing:5o do /. Neitherdo L t h e y l i k ei n t h e i r n o t e b o o l < s .
. Collocationswith money:I earnfour hundred
poundso week plusovertime.I wos left ten thousond Lead in
poundswhenmy aunt died.etc.
A s l <s t u d e n t sw h e t h e rt h e y l i l < es h o p p i n gh,o w m u c ht i m e
. Expressions with must,mustn't,have to and don't they spendshopping, and where they go shopping.
hoveto'.I mustremember, I mustn'tforget,Wehoveto D i s c u s sw h e t h e rt h e y s e es h o p p i n g a s a p a s t i m eo r a s a
be ot the hotelby 9:30,l'm glad I don't hdveto, etc. necessity, and explainthe differencebetweenI did the
shoppingand I went shopping.

Language strip
i -.^ r-
Use the languagestrip as a way to lead in to the unit.
A s l <s t u d e n t s t o l o o l <q u i c l < l yt h r o u g h t h e I i s t a n d f i n d
a n y e x p r e s s i o n st h a t t h e y h a v e u s e d t h e m s e l v e sw h i l e Speaking
s h o p p i n g .E x p l a i nt h a t i n t h i s u n i t t h e y w i l l l e a r n o t h e r
ways to tall<about places to shop and about using This tasl<focuses on different places to shop and helps
money. Encourage them to choose some other lead in to the reading tasl<.Draw students' attention to
expressions in the strip that lool< interesting and to find the pictures. Have them match the places to the pictures
out more about them. and briefly answer any questions.The topic of the
reading text is car-boot sales,so you don't need to go
U s e t h e l a n g u a g es t r i p l a t e r o n i n t h i s u n i t f o r a s m a l l i n t o m u c h d e t a i l i f s t u d e n t sa s l <a b o u t t h i s .
group tasl<.Asl< students to find expressions in the list
t h a t m i g h t b e s a i d t o a s h o p a s s i s t a n t( e . g . C o nl t r y i t o n ? )
Answers
and those that might be said to a friend (e.g.Where did
y o u g e t i t ? ) . Y o uc o u l d a l s o a s k t h e m t o u n d e r l i n ea l l t h e l.d 7.6 3.e 4.a 5.f 6.c
expressions that use get.

You might need to explain some of the following After checl<ingtheir answers,put students in pairs and
exoressions: get them to tall<about each place using the sentence
starters. Note that it is also oossible to omit the words
. I think I'm a smoll,Hove you got it in medium? and I'm o
the foct:
nine all refer to sizes in clothing.
One good thing obout shoppingin ... is thot ... .
. Shop till you drop is an expression suggestingthat you
are going to do a lot of shopping.For example: Let's W h e n s t u d e n t s d i s c u s so u e s t i o n s7 a n d 8 . w r i t e t h e s e
go into town ond shop till we drop! o h r a s e so n t h e b o a r d :
I ' d n e v e rg o t o . . . b e c o u s e. . .
I wouldn't be seen deod in o Dlace like thot!

36
 6 Shoppinql

You may need to explain the difference between I'd never
go and I've neverbeen.Asl< which one is indirectly
expressingan opinion (l'd never go).
. l
',1W h i l e y o u re a d (l 'm a ca r-b o o tsale
. I a d d i c t a n d p ro u d o f i t!)
Go over the ouestions in the Coursebool< with students
before they read the article. Then ask them to read the
a r t i c l e a n d d i s c u s st h e i r a n s w e r sa n d t h e i r o v e r a l l
reactions with a partner. Encouragethem to use
exoressions from the text.
Thing - an impor tantwor d in Engl i s h
Although Englishspeakers use this word frequently,you
c a n o o i n t o u t t h a t i t i s a l s o u s e f u lw h e n l e a r n e r so f
Englishdon't l<now the words for something. Introduce
s o m e e x a m p l e st h e y c o u l d u s e :
Whot's thot thing you use to get ice creom out of o corton?
Whot do you coll thot thing you stond on ond weigh yourself
with?
Whot's the nome of the thing over there?
You could even turn this into a little game with students
testing each other on the names of objects in English.

Answers
When students have finished tall<ingabout unusual or
l. The author enjoyscar-bootsalesbecauseyou can interesting things,get them to do the matching task and
find differentand unusualthingsthere and checl<their answers with a partner. Point out that they
sometimespicl<up amazingbargains. are choosing something that thing(s)might be referring
2. The author hatesglobalchainsbecausethere is to, not what it always refers to when it is used lil<ethis.
g b o u tt h e m . T h e ya r e d u l l a n d
n o t h i n gs u r p r i s i n a Explain that trunks are what men wear when they swim.
p r e d i c t a b l e . T hper i c e sa r e a l s oh i g h . Encourage students to record these expressions in their
notebooks, perhaps on a page just for thing expressions.

Playthe recording of the article as students follow along

i n t h e i r C o u r s e b o o k s .A s l <t h e m t o u n d e r l i n ea n y Answers
expressions or collocations that interest them. Offer to
|. b. 2 .c . 3 .a . 4 . h . 5 .f . 6 .d . 7 .g . 8 .e .
explain any words or expressions that they are unsure
of. Here are some expressions to do with shopping or
b u s i n e s st h a t y o u m i g h t w a n t t o p o i n c o u t : Followup by discussing other examplesof what thing
corner the morket could refer to in numbers3-8 and explainthat thing
-^
tu
^,,+ ^f
uul ul
L-,,-;^^--
uu),rrsJJ doesn'tonly refer to objects.
go bonkrupt
old junk The next tasl<presentsanothercommon English
mokeup priceson the spot expressionusingthe word thingin an abstractsense.
pickup omozingborgoins Shareone of the stupidestthingsyou haveever done
haggleoverprices with the classbeforestudentsworl<on their own
hit< nnd hierc< . ere isa model.
s t o r i e sH
beingripped-off Well,whot hoppenedwos I wosoverot my grandfother's old
big business house- he hod died o few weeksbefore- helpingsort out
someof his old things.I was onlyaboutfifteenond most of it
they lil<eto their
Tellstudentsto add the expressions just lookedlike junkto me. Anyway,there wos o knockot the
notebooks. door,ond it wossomemon oskingfor donotionsto a jumble
sole.I invitedhim in ond soidhe couldtokewhoteverhe
Real English wonted.He endedup tokingquiteo bit of stuff.lt wosonly
whenmy porentscameoverto collectthe priceless dntiques
Referstudentsto the Real English note. Do they ever my grandfotherhod collectedthot I reolisedwhot I'd done
receivejunkmoillWhat do they do with itl Do they have ond thot I neededto leovethe countryos soonos possiblel
some old junl<they'dlil<eto get rid of?
You could alsogivestudentsalternativeslil<ethe
brovestlfunniest/strongest thingif they are havingproblems
Speaking thinl<ing of ideas.When they havefinished,asl<them to
tell the samestory to a differentpartner.Finishup with
S t u d e n t sc a n d i s c u s st h e s e q u e s t i o n si n s m a l l g r o u P s .
t h e d i s c u s s i oonu e s t i o n s .
Before they start, give them some sentence starters to
help them tall<about what they agree and disagreewith
in the article:
One thing I ogreeldisogreewith is ...
I don't reollyogree when the outhor sdys ...
Personolly,
I thinkldon't think ...
The outhor hos o point when she soys ...
I don't think thot'stotollvtrue ...

37
f:
'
As an extension,havepairsof studentsrole-playa f * a 1
| {' |
-f ._/ * \." .; -. " "-....
,/'
dralogueat a car-bootsale.Introducesome expressions
for haggling. For example:
How much do you want for this? oitterent strops
liiiiiilH
Thot'so bit expensive, isn'tit?
Lead in to this task by asking students what they would
I'll giveyou fivepoundsfor it.
say to someone in the street if they wanted to find a
Fivepounds?You must be joking!
place to buy a newspaper in Britain. Some suggestions
It'sworth o lot more thon thot. might include:
Youcon hoveit for o pound. Where con I buy o newspaper?
Where is the newsPoPershop?
Alternatively,
usethe picruresto pracriseusingthingfor
unl<nownoblects.Ask pairsof studentsto talk about Then refer students to the photos on page 44 and have
what they think the oblectsare.This is alsoa good them comolete the first conversation.Point out that we
opportunityto tall<about spatialposition.For example: often explain what we need and then asl<if the place
Whot do you think thot thingoverthereis? where we can get it is nearby.This is more typical than
Thisthing? more direct where ouestions.

The thing next to it.

After checlcingtheir answers,students can practise the
Whot do you use thisthingfor?
conversation in pairs.You might need to explain noppies
Wheredid you getthot thing? i f y o u r s t u d e n t sa r e u n f a m i l i a rw i t h t h i s t e r m .
fhot's the strongestl
weirdestlmost most
unusuolI ugliestl
beoutifulthingl've everseen.Whot is it? Answers

l. newsagent's 2. garage 3. chemist's 4. post office

M a t c hi n g 5. post box 5. banl< 7. restaurant

This exercise focuses on several useful collocations

connected with things we buy. Once students have
Speaking
matched the parts together to make sentences,go over
the oronunciation and have them memorise the BeforestudentsDractisethe conversations with different
expressions.Pairs of students can then test each other, d i r e c t i o n st e, l l t h e m t o g o b a c l <a n d u n d e r l i n et h e
with one student reading the first part aloud and the
directionexpressionsin I Different shops.Spenda few
other student completing the sentence without lool<ing
m i n u t e sg o i n go v e r t h e i r p r o n u n c i a t i oTn h. e d i r e c t i o n
at the Coursebook. They can then swap roles.
e x D r e s s t o nasr e :
a coupleof hundredmetresdownthe rood
Answers oppositethe schoollporklcor pork
five minutes'drivedown the rood
l. h. 2.d. 3 .f . 4 .g . 5 .e . 6 .a . 7 .c . 8.b. just postthe stctlon
on the motnrood
After studentsfinishpractisingthe sentences, talk about lustdawnthere
justroundthe corner
w h a t y o u b o u g h to n y o u r l a s ts h o p p i n g t r i p .H a v et h e m
o u t s l d teh e n e w s o g e n t s
l i s t e na n d a s l <y o u q u e s t i o n s . T h eans kt h e m t o r e c a l al ny
c o l l o c a t i o nyso u u s e d F
. or exampre:
F o r t h e n e x t t a s k ,d i s c u s sl - 1 0 a s a c l a s sf i r s t ,s u p p l y i n g
o coupleof bott/esof cheopred wine
'Wor any necessary vocabularyfor the places(e.g.photobooth,
o second-hond copyof ond Peoce'. etc.
off-licence, borbeis,beoutysalon).Thenteach the
expression/s theresomewhere neor herewhereI con (send
o foxldosomephotocopying)? Pairsof studentscan then
haveconversations similarto those in I Different
s h o p s , l - 7 . P o i n to u t t h e u s e f uvl e r b + n o u n
collocationshere (sendo fox,do somephotocopying, pick
up o prescription). Finishoff with the discussion quesrions
at the end.

38
 6 Shopping

Matching Answers
l . b . i v .( l e a r nf o u r h u n d r e dp o u n d sa w e e k p l u s
This exercise gives students practice with expressions
overtime.)
for agreeing:5o do I and Neither do l. Make sure students
2 . f . v . ( l w o n a m i l l i o np o u n d so n t h e l o t t e r y . )
notice that So do / agrees with an affirmative statement
3 . c . i i . ( l w a s l e f tt e n t h o u s a n dp o u n d sw h e n m y a u n t
and Neither do I agrees with a negativeone. Note that in
t h e e x a m p l e sh e r e a l l t h e v e r b s a r e i n t h e p r e s e n t
{. a. iii.(l found a ten-pound note in the street.)
s i m p l e .F o r s t a t e m e n t si n a t e n s e t h a t u s e s a n a u x i l i a r y ,
i. d. vi. (l tool< thirty pounds out of my account this
for example the perfect and continuous aspects (e.g.l've
morning and I've spent it all alreadyl)
n e v e rs e e n . . . , l ' m l o o k i n gf o t . . . ) , o r t h o s e w i t h a m o d a l
6. e. i. (l save five pounds a day by taking a packed
a u x i l i a r yo r b e ( e . g .I c o n ' t s e e . . . , I ' m n o t s u r e ) , t h e
lunch to work.
auxiliary is used instead of do (e.g.Neither hove l, So om l,
Neither con l, Neither om l). However, you can use Me too
or Me neitherwith all torms.
Justfor fun,see if studentscan come up with any
ridiculoussentences(e.g.I wonseventythreepenceon the
You may need to explain that lescoi is a British the questionsat the end
lottery). Followup by discussing
supermarl<etchain.
o f t h e s e c t i o ni n g r o u p so r a s a c l a s s .

Answers
i,; j i , . f" l , : , . f
2 .c . 3 .d .
;:: ! i:,
t0.h.
Must/mustn't
Remind students of expressions with must to tall<about
Speaking how we imagine a situation to be (e.g.That must be
good).In this exercise,students praccisetwo more uses
Write some usefulexpressions on the board before of must:to say what we thinl< is important for us to do,
s t u d e n t st a l l <a b o u tt h e o u e s t i o n si n t h e C o u r s e b o o k . and to recommend something.Some students may think
Forexample: that must is often used to tell someone what to do.
They'vegoto goodlbodreputotion. Draw their attention to the fact that rnust is frequently
Theirproductsore highllowquality. used with I and is very much what we personally see as
There'so bovcotton ... important or necessary.The other use of must, as a way
They'reenvironmentolly fr iendly. of recommending something, (e.g. Youmust come ond
visit)might not be familiar to some students. Encourage
You could extend the discussion by tall<ing some more them to record several of the expressions they see in
a b o u tb r a n dn a m e sa n d d e s i g n elra b e l sH. a v es t u d e n t s the following exercises in their notebool<s.
list the top brand namesin their country for different
productsand discussthe questionof whether you are Go over the examples and explanations with students
payingextra for qualityor for just the label.Alternatively, and answer any questions.Then have 1[s61 69;nnlete
ask if there are any boycottsof companiesin their t-t0.
c o u n t r ya n d i f s o w h y t h e c o m p a n i eas r e b e i n g
boycotted. Answers
I
|. must 6. mustn't
: l M o n e y co l l o ca ti o n s 2. mustn't 7. mustn't
3. must 8. must
Before doing this exercise,write money on the board and 4. must 9. must
elicit some verbs that can orecedeit.Then do the 5. must 10. must
exercise,adding to the list any verbs that students didn't
come up with. While going through the answers,practise
the pronunciation of these sentences,paying attention to When you havegone throughthe answers,point out
the stress and intonation. Then ask students to mal<e these phrases:I mustgo,l mustn'tbe lote,Youmusttry,I
s i m i l a r s e n t e n c e st h a t a r e t r u e f o r t h e m . rnustjust go to,I mustrememberto,I mustn'tforgetto,You
reollymust,You must comeond visit(us)whenyou come(to
Munich). Then practisethe pronunciationof mustand
mustn'tin these ohrases. Studentscan then readthe
conversations in oairs.

39
F
: Alternativesto must and mustn't
Here students focus on polite alternativesto you must. A f t e r g o i n g t h r o u g h t h e e x p l a n a t i o n si n 5 F o c u s o n
Again, remind students that must is often found with /. m u s t a n d h o v e t o , s t u d e n t sc a n a p p l y t h e g u i d e l i n e st o
As you go through the answers,asl<further questions c o m p l e t i n gs e n t e n c e s l - l 0 . Y o u m a y n e e d t o e x p l a i n
f o c u s i n go n s e v e r a lo f t h e o t h e r e x p r e s s i o n sF. o r t h a t i n n u m b e r l , o f u n n yn o i s ei s a s c r a n g en o i s e .
examDte:
What ore sornep/ocesthot don't ollowsmoking?
Answers
Aport from gettingtickets,whot elsecon you do in odvance?
f. must 6. mustn't
(poyrent,booko hotel)
2. mustn't 7. have to
Whot con you do whenyou returnhomeond you hoveo lot
3. don't have to 8. must
of foreigncurrencyleft?(chongeit bock) 4. have to 9. don't have to
When ore you expectedto poy in cash?Whenwouldit be 5. must 1 0 . h a v et o
unusual?
T h e p e r s o n i n n u m b e r 2 i s p r o b a b l y t h e b o s s .T h e y
Answers d o n ' t s o u n d r u d e b e c a u s eb o s s e sc a n t a l l <d o w n t o
t h e i r e m p l o y e e si f t h e y w a n t t o . T h e b o s s i s n ' t j u s t
l. c. 2 .e . 3 .a . 4 . d . 5 .f . 6 .b . r e p o r t i n g r u l e s .T h e b o s s i s s a y i n gw h a t t h e y t h i n k i s
v e r y i m p o r t a n r .l r ' s a t h r e a t h e r e l
T h e p o l i c eo r l e s sd i r e c re x p r e s s i o nasr e :
I'd... if I wereyou
I ' m s o r r y ,. . . - i n gi s n o t a l l o w e d Speaking
Y o u h a v et o . . . , I ' m a f r a i d
Y o u ' r en o cs u p p o s e dt o . . . H a v e s t u d e n t sd i s c u s st h e q u e s t i o n si n t h e C o u r s e b o o l <
with a partner. Ask them if they would lil<eto share their
a n s w e r sw i t h t h e c l a s s .
W h e n s t u d e n t s h a v e u n d e r l i n e dt h e p o l i t e e x p r e s s i o n s ,
have them practise the sentences a-f until they feel
comfortable sayingthem. Practice
Encourage students to record this pattern along with
Speaking Thonk goodness/ don't have to from 6 Practice in their
n o t e b o o l < sa, l o n g w i t h s o m e o f t h e i r p e r s o n a l i s e d
Tell students about your week before asl<ingthem to talk
sentences from this activity.Share some things you're
a b o u t t h e i r l i s t . Y o u c o u l d t e a c h t h e m t h e e x p r e s s i o nm y
g l a d y o u d o n ' t h a v e t o d o w i t h t h e c l a s sT . hen use tne
to-do /ist.Again, if you have a srory abour a time when
questions to reinforce some of the other languagefrom
you forgot something important, tell that to them too.
5 P r a c t i c e . A s k t h e c l a s sr o t e l l y o u s o m e o r h e r t h i n g s
you can go oround (e.g.the shops,o/d buildings).

Speaking
Follow-up
Checl< that students l<now whar is happening in the
Have students worl< in pairs,writing a dialogue set in a
pictures before they tall<to their partners. Get a few
c l o t h i n g s t o r e . T h e i r d i a l o g u es h o u l d i n c l u d e s e v e r a lo f
people to share their suggestionswith the whole class.
the expressions from the languagestrip. Once they have
Y o u c o u l d a l s o b r a i n s t o r m o t h e r s i t u a t i o n so r a n n o y i n g
written their dialogueh , a v e t h e m p r a c t i s ei t i n p a i r s
habits (e.g.jumping o queue,smokingin the bothroom) and
before they perform it for another group.
c o m e u p w i t h p o l i t e r e s p o n s e sF. o r t h e s e c o n d t a s l < ,
r e m i n d s t u d e n t st h a t t h e y c a n u s e m u s t i n e x p r e s s i o n s
lil<e You must come ond visit or You must try the squid.

Students may wonder about the difference between hoye

to and rnust,as many coursebool<streat them as
e q u i v a l e n t sR
. e m i n d s t u d e n t st h a t m u s t i m p l i e s m o r e o f a
p e r s o n a lo b l i g a t i o nw h i l e h o v e t o i m p l i e s m o r e o f a n
external one.The difference between don't hove to and
mustn't,however,will probably be easier for students to
see.

40
 A : How wasyourtrip?
U n i t o v e r v i ew 8: Don't eyenosk,l
lf you sayl wouldn'tfeedthisto my dog,youmeanthat
General topic
the food is very bad.For example:
C o m p l a i n i nagb o u tp o o r s e r v i c ea n d a n n o y i n g
people.
Do vou call this steok?
I wouldn'tfeedthis to my dog!
Reading
Peopleget thingsoff their chestsat Shout_at_us.com. lf somethingis sto/e,it is not fresh,and tasresor
s m e l l sb a d .W e u s u a l l yu s ei t t o d e s c r i b eb r e a dc, a r e
Language input or air.lt can also be usedfiguratively with ideo.

Expressions for mal<ingcomplaintsabout service Remind students to record any of the expressions that
and mal<ingrequests:l'm sorry,but this coffeeisn't they lilcein their noreboors.
very strong.Do you thinkyou couldbringme o
strongerone,pleose?etc.
Lead in
Expressionswith hod to: I had to borrowsomefrom
o friendot work.Wedidn'thoveto stoy till the end. Brainstorm a list of things that students find annoying,
Other ways to expressobligation:strictdresscode, a n d a s k w h e t h e r t h e y c o m p l a i na b o u t a n y o f t h e m i n
compulsory their own language.Then asl<whether they would
for all studentsuntil the ageof sixteen,
agoinstthe low, etc. a c t u a l l yc o m p l a i n d i r e c t l y t o t h e p e r s o n i n v o l v e d .
A s l < h o w t h e y w o u l d c o m p l a i n p o l i t e l y i n E n g l i s ha, n d
Expressions for complaining
about people: then asl<what they would say if they were really angry.
I con'tstondpeoplewho ... ,lt drivesme mod when
D e o D l.e. . , e t c . . I P . . ? / .

*"r -" - *.1 ..

Language strip Speaking

, s e t h e l a n g u a g es t r i p a s a w a y t o l e a d i n t o t h e u n i t .
: s < s l u d e n t st o l o o k q u i c l < l yt h r o u g h t h e l i s t a n d f i n d Introduce the tasl<by tall<ingabout hotels with students.
. - v e x p r e s s i o n st h a t t h e y h a v e u s e d t h e m s e l v e so r t h a t You could also tell them a hotel story yourself. Have
: - e y h a v e h e a r d o t h e r p e o p l e u s e . E x p l a i nt h a t i n t h i s t h e m l i s t e n a n d a s l <y o u q u e s t i o n s A . sk them to recall
-^ t they will learn ways ro mal<ecomplaints in English. a n y u s e f u l e x p r e s s i o n so r i n t e r e s t i n gc o l l o c a t i o n sa n d
! - c o u r a g e t h e m t o c h o o s e s o m e o r n e r e x p r e s s i o n si n write them on the board. They can then tell a partner
:-e strip that lool< interesting and to find out more their own hotel story. After pairs of students have drawn
::cut them. u p t h e i r l i s t o f p r o b l e m s ,h a v et h e m s h a r e t h e i r i d e a s
with the class.This is a good way to worl< on
- s e c h e l a n g u a g es t r i p l a t e r o n i n t h i s u n i t f o r a s m a l l collocations lil<ebod seryice,dirty sheets,rude woiters,etc.
.'oup tasl<.Asl< students to choose the expressions that
-- qht be I
saidin a restaurantO . f t h e s e ,a s l <w h i c h s e e m
:: ce polite (e.g.Excuseme, I ordered the chicken,not the
while you listen
;.ll,iiil
--:-).
a n d w h i c h s e e m t o b e q u i t e s t r o n g ( e . g .l w o u l d n ' t
'=:c E x p l a i nt h e s i t u a t i o no f t h e l i s t e n i n gt e x t a n d p l a y t h e
thrs to my dog!).You can also asl<them to suggest r e c o r d i n g .S t u d e n t sc a n t h e n w o r k i n p a i r s ,d i s c u s s i n gt h e
'^at is being referred to by it or this in several of the
questions. Keep them in pairs for the second tasl<.Help
: r.rressions.For example, in l'm ofroid it! cold,it might be
':'e rring with difficultieswith meaning when necessary.Then play
to the soup that someone ordered. the recording again so that they can checl<their answers.
': You may want to play the recording a third time while
- m i g h t n e e d t o e x p l a i ns o m e o f t h e f o l l o w i n g
students follow the tapescript on page | 50. Encourage
. rI ressions:
them to record some of the adjective * noun
We often use con't stond to say we hate something. c o l l o c a t i o n si n t h e i r n o t e b o o l < s .
i con't stond peoplewho comploinmeans peop/ewho
:omploin o lot reolly annoy me.
Answers
f s o m e o n e a s k s y o u h o w s o m e t h i n gw a s , a n d y o u
'eply Don't eyen osk,you are implying that ir l.h. 2.b. 3.e. 4.a. 5.d. 6.c. 7.g. 8.f.
was so
:ad you don't want to tall<about it, although you may
:ctually go on to explain why it was bad. For
examole:

41
 c o n v e r s a t i o n sr ' p a i r s .B e f o r e t h e y c h a n g er o l e s ,d o a n
I Speaking e x a m o l e ,w i t h o n e o f t h e s t u d e n t sa s A a n d y o u a s B :
A: I'm sorry,the coffee isn't very strong.Do You think you
S t u d e n t sc a n d i s c u s st h e s e q u e s t i o n si n p a i r s .D r a w t h e i r
could bring me o strongerone?
attention to the pattern used to tall<about a
hypothetical situation in the past: B: Let me see. /t tostes fine to me.
hove ...
I would'velwouldn't A: Well, I'd like onother one.
B: I'm afroid we con't moke it ony stronger,You con buy
Have students practise sayingthese phrases,paying onother one if you like with on extro shot of espresso.
attention to the contracted form would've.Youcould also
u s e t h e l i s t o f p r o b l e m s i n I S p e a k i n g t o i m a g i n eo t h e r Use the pictures of hotels on pages48 and 49 and get
problems and have students tall<about what they students to discussin pairs whether they would stay in
hove done if these had happened to
would'velwouldn't any of them and explain why/why not. To extend this,
tnem too. have them role-play a conversation between a polite
g u e s t c o m p l a i n i n ga b o u t t h e s e r v i c e a n d a n a p o l o g e t i c
For some extra vocabulary worl<, asl<students to go hotel manager.Then they can do it again but this time as
b a c k a n d u n d e r l i n e e x a m p l e so f p h r a s a lv e r b s ( e . g .g o a very angry guest and a very rude hotel manager.
down to,send bock) and verbs followed by prepositions
(e.g. woit for, speok to, comploin obout).

..J ., .---.,
:
J; ,

l _
I So f t e n i n gco mp l a i n ts
This exercise focuses on how we typically soften our
complaints so that we don't offend the person we are
c o m p l a i n i n gt o . T h i s m i g h t b e a g o o d o p p o r t u n i t y c o
d i s c u s st h e b e s t w a y t o g e t p r o b l e m s r e s o l v e d :b y b e i n g
calm, polite but firm, or getting really angry.Go over the
e x a m p l e sa n d e x p l a i n t h a t s t r u c t u r e b . i s m o r e p o l i t e a n d
t h a t u s i n ga p o s i t i v e a d i e c t i v es o f t e n st h e c o m p l a i n t t h e
most.
As you go throuSh the answers,ask students how to
m a k e t h e c o m o l a i n tw i t h t h e s t r u c t u r e a . o r b .
R e m i n d s t u d e n t st h a t m u s t i m p l i e sa p e r s o n a lf e e l i n go f
o b l i g a t i o nw h i l e h o v et o i m p l i e sa n e x t e r n a l o b l i g a t i o n .
Review the difference between don't hove to and mustn't.
Asl< students to recall some expressions using these
verbs (e.g. I reolly must remember to, I mustn't forget to, l'm
glod I don't hove to) and then go over the explanation and
e x a m p l e s . Y o uc o u l d a l s o p o i n t o u t t h e w a y h o d i s
e m p h a s i s e di n t h e e x a m p l e f r o m t h e l i s t e n i n gt e x t i n
2While you listen and write this pattern on the board:
. . . w o s l w e r es o . . . I j u s th o d t o . . .

Give some examples:

Answers
The food wos so bod, I just hod to leove.
I'm sorry,but this coffeeisn't very strong. My feet were so tired, I just hod to sit down ond rest.
L. I'm sorry,but my room is rather cold.
l ' m s o r r y ,b u t m y r o o m i s n ' tv e r y c l e a n . Have students come up with other suggestionsand
4. I ' m s o r r y ,b u t i t ' s r a t h e rn o i s yo u t s i d em y r o o m . p r a c t i s es a y i n gt h e m .
5. I ' m s o r r y ,b u t m y r o o m i s n ' tv e r y c o o l .
6. I'm sorry,but I've beenwaitingfor rather a long
trme. Answers
7. I ' m s o r r y ,b u t t h i s c h i c l < eins n ' tv e r y w e l l - d o n e . G i l l w a s t a l k i n ga b o u t t h e r e s t a u r a n ta t t h e h o t e l a n d
8. l ' m s o r r y ,b u t c h i sw i n e i s n ' tv e r y n i c e . h o w a w f u l t h e s e r v i c e w a s .T h e y h a d t o ' g e t o u t o f
9. I'm sorry,but the servicehasbeen rather poor. there and escaDe'after the chef came out and made
G i l I ' sf r i e n d , V e r o n i c ac, r y .
1.d.2.a. 4.b 5 . c . 7 . i . 8 .g . 9 .e

Let studentslool<bacl<at the complaintsin 4 Softening
c o m p l a i n t s .T h e n h a v et h e m c l o s et h e i r C o u r s e b o o l < s .
Testthem by sayingcoffee... strong... bringand get
them to respondwith l'm sorry,thecoffeeisn'tverystrong.
Do you thinkyou couldbringme o strongerone?Check that
they are followingthe appropriatestressand intonacion
patterns.Continuelil<ethis by sayingsome key words.
You maywant to write thesewords on the board to
help studentsremember.Then havethem practisethe
Practice
In this exercise,draw students' attention to the way so I
hod to is used to give the result of something. Encourage
them to record this pattern and several examples in
their notebool<s.As you go through the answers,Point
out and tall<about some of the other expressions:
. We often use on mylourlthe woy to when giving the
background information of where we were gorng
when we are telling a story.

42
 7 Compa nts

' lf you are shortof money,you don't haveenough

Answers
moneyon a particularoccasion.For example:Conyou
lend me o few pounds?I'm o bit shortof moneythis l. h a dt o b e a t t h e s t a t i o nb y 6 : 3 0
week.Ask studentswhat they do if they find 2. didn't haveto be home early
themselvesa little short of money. 3. had to havea word with my boss
' lf o computercroshes,some programcausesan error 4. had to get our passportsrenewed
and the computershutsdown. For example:Thate- 5. had to get a taxi
moil ottachmentyou sentkeptcousingmy computerto 5. had to e-mailthe report
crosh,so I hod to oDenit ot work. 7. didn't haveto staytill the end
8. h a dt o p a ym y p h o n eb i l l

Answers

5.e. 6.h 7.c. 8.b More ways of expressingobligation

'riii,.,,1!ltl
This exercise focuses on several exoressions that can oe
used to tall<about obligation,or lack of it.When
To practisethe differencebetween/endand borrow,write
students have finished the matching tasl<,have them
some typicalexpressions on the board with lendor
u n d e r l i n et h e s e e x p r e s s i o n s .
borrowgappedout. Get studentsto supplythe
appropriateverb.For example:
CouldI ... yourdictionoryfor o minute? Answers
Why don'tyou ... it from the library? l.g. 2.d. 3.a
Thonksfor ... me your cor lost night.
Never. .. onythingto Bob.You'llnevergetit bock. T h e e x p r e s s i o n sa r e :
a. have military service
The memorisationtasl<at the end helosreinforcerne b. compulsory (for ... until the age of)
patternsas well as severalcollocations(poyo bill,stort d. conscripted into the army
geto toxi,go in to work,spendthe
from the beginning, e. againstthe law
afternoon). f. an optional subject
o srrirt dre<< cnlo

Sp e a k i n g
I n t r o d u c et h i s t a s l <b y t e l l i n gt h e c l a s sa b o u ta p e r s o n a l Speaking
experiencefirst.lf you can'tthinl<of one,you could use
t h i sa s a n e x a m o l e : This exercisehelpsreinforcesome of the vocabulary
Well,I didn'thoveto s/eepin o cor exoctly, more on o moin from .5 More ways of expressing obligation. Give
rood.I wos hitch-hiking throughVietnom, ond I'd just got studentsa few minutesto look throughthe quescions
pickedup by a cor heodingsouth.lt wosneorlyten o'clock b e f o r eh a v i n gt h e m d i s c u s si n s m a l lg r o u p sF. i n i s hu p b y
whenwe suddenlycometo o stop. Allthe othercorshod havingstudentsclosetheir Coursebool<s and try to
stoppedtoo,ond I noticedpeoplehod set up toblesselling remembersome of the questionsto asl<you.
foodond drink besidethe rood.The drivertold me I should
get somethingto eot,get out my sleeping bog ond s/eepon
the rood.Apporently,the moin north-southrood closesfor the
night,so we both hod to sleepwherewe stoppedl
Here students can see a functional use of hod to. Explain
the task and point out the pictures if students need
Alternatively,
giveeachstudenta slip of paperand asl<
some ideas.Make sure they l<now expressions like the
them to chooseone of the questionshere - or mal<eup
following:
anotherone - and write it on the paper.Havethem all
tokeldrop off the kids tolot school
standup and go aroundaskingtheir questionto different
bobysit the kids
people.
the bobysitter didn't show up
hove o dentist'soppointment
. , 1
I H a d t o / di d n 't h a ve to
Get pairs of students to complete the sentences and
T h i s i s a t r a n s f o r m a t i o ne x e r c i s e .b u t o o i n t o u t t h e then have them share their excuses with the whole class
typical phrases and collocations here too. Ask students if Pairs can then practise reading the conversations.
they can thinl< of at least one more collocation for these:
hove o word with my boss (tolk, drink)
get our pdssports renewed (licence,viso)
e-moil the report (photos,proposol)
stay till the end (the breok, speeches)
poy my bill (toxes,bobysitter)

43
r Answers
P o s s i b laen s w e r s :
I . (Sorry,but I had to) tal<emy l<idsto school.
2. (Well,I had to) havedinnerwith my boss.
3. (Sorry,but I had to) take an importantbusinesscall.
4. (Well,I had to) spendall eveningfixingmy car.
Give studentstime to preparetheir story.Encourage
them to use some of the exoressions from this or
previousunits.ln particular, you may want to reviewthe
use of the pastcontinuousto set the bacl<ground from
U n i t l . Y o u c o u l da l s og i v et h e m s e n t e n c es t a r t e r sl i k e
the following:
Did I evertellvouoboutthe time I ... ?
One of the mostemborrossinglsilliest
things/'veeverdone
hoppened whileI wos ...
Youthoughtthot wos emborrossinglonnoying?Woit until you
h e o ro b o u tw h o th a D D e n ewdh e n. . .
Point out that sayinghow we felt,as in number 3, is a
fairlytypicalway of endinga story like this.Have
studentsgo aroundtellingtheir story a few times before
asl<ingfor who had the best story.
l::i-!
While you read (Shoutat us.com-
Thewebitethat helpsyou get things
Point out the title of the readingtext and asl<if anyone
l<nowsthe expressionget thingsoff yourchest.lf no one
knows,wait until studentshavefinishedreadingthe
complaintsand asl<if they can guessthe meaning. (lf you
get something off yourchest,you talk about somethingthar
has beenworrying or annoyingyou, in order to helpyou
feel better.)
Ask studentswhether they tend to get thingsoff their
chestor bottlethlngsup.Havethem discusstheir
r e a c t i o n si n p a i r sA
. s a c l a s sf ,i n d o u t w h i c h c o m p l a i n t s
most peopleagreeor disagreewith.Then playthe
recordingwhile studentsfollow alongin their
Coursebool<s. Havethem underlineany expressions
find interesting. Pointour the expressions with mustin
the first complaint(We musthovelunchsometime,We
!?US!get togethel.You may need to explain some of
theseexDressions:
' lf you saysomeoneor somethingis weird,you thinl<
he/she/itis strange.For example:Don'tyou thinkit's
weirdhow shealwaysknowswhot you'rethinking?
' lf you saysomethingor someoneis sick,you think
he/she/itis disgusting or morallywrong.For example:
Itt sick the woy they experimenton onimols.You can
44
a l s cs a v ^ ' : : - : ' a : ' a a a ' s o n r e t h l n
wgh e ny o u a r e
feduc *, :- : i..'.- ::-:e-.s to the RealEnglish
t r u L g _ : - . - _ - : -
. j:.':.-::dy
8 . 0 r sa r : : : ' e . odour.
. lf you rel sc-e:^: :: ^ ' ^ c t h e i r o w n b u s i n e s sy ,o u
rudely teli ther-' ioi :o ask or ralk about something
y o u t h i n k i s p r r v a r e F o r -e r 1 6 p 1 " / d o n ' t s e e t h o t i t ' s
onythingto do with yot;. Youshouldmind your own
business.
.' . . 1
. l S' p e a k i rn o
:.:ll
G o o v e r t h e s e n t e n c es t a r t e r s ,p r a c r i s i n gt h e
p r o n u n c i a t i o nb e f o r e h a v i n gs t u d e n r sw o r l < i n p a i r s .
lf they are havingtrouble, give them a model:
I can't stond people who throw litter on the street.
P o i n t o u t a n o t h e r s t r u c t u r e f o r c o m p l a i n i n gi n t h e
reading text:
I hote the woy ...
You could also teach the expression I hote it when
P e o p l e. . . .
You might need to explain the difference between I con't
s t o n d p e o p l ew h o . . . ( w h i c h m e a n s / h a t e p e o p l ew h o . . . )
and I don't understondpeoplewho... (which means I fnd
peoplewho ... very strange).
As an extension, have pairs of students come up with
responses to some of the complaints in the reading text
that they disagreewith. For Shane'scomplaint, for
example, they could come up with responses like A4ost
occidentsore coused by young people,older drivers ore just
driving carefully,etc.
One way to do this exercise is to have students listen to
t h e r e c o r d i n g f i r s t w i t h t h e i r C o u r s e b o o l < sc l o s e d .
Ask them to tell you where they thinl< each situacion is
tal<ingplace.Then play the recording a second time as
they fill in the gaps.
Pairs of students can then practise the conversations.
Ask if anyone has experienced any of these situations in
an English-speaking country. Asl< if they complained and
if they can remember what they said.
they
Tell students to go bacl<and underline the expressions
for apologisingand tallcingabout the problem. Have them
record these in their notebool<s along with an
appropriate translation.
Answers
l . l . I ' m a f r a i d 2 . b r i n gm e s o m e m o r e 3 . w i t h o u t
2 . l . I t h i n k I g a v ey o u 2 . I ' m s o r r y ,b u t
3 . l . D i d y o u s a y 2 . m u s tb e
,lr
;
a
 7 Compatnts

Speaking
Once students have practised these conversations,have
them change partners and do the exercise again,but this
time change one aspect of the problem, a chicl<eninstead
of an egg salad sandwich,for example.Then discussas a
class the auestion at the end.You could teach the verb
short-chonge.
Follow-up
One way to round off this unit is to go bacl<to the
languagestrip and have groups of three students write a
dialogue between two diners and the waiter/manager.
T h e y s h o u l d t r y t o u s e s e v e r a lo f t h e e x p r e s s i o n si n t h e
languagestrip. They can then rehearse it a few times
until they feel comfortable. Finally,have them perform
their skit in front of the class.

You might want to introduce other questions that

i n v o l v em o r a l d e c i s i o n sF
. or examole:
lf you found {5,would you keep it? How obout {10? {100?
Would you soy onything if you discoveredthot your poy check
hod been depositedtwice into your occount?

Explain the two situations.Then give students a few

minutes to go bacl<and look over the languagein the
u n i t . A s t h e y a r e w r i t i n g t h e d i a l o g u e s , g oa r o u n d h e l p i n g
when necessary.Once they've practised sayingthe
dialogues,have pairs of students perform them to
another oair or to the rest of the class.

45

Unit overview
General topic
Talkingabout where you liveand who you livewith.
Reading
Two brothersin their mid-thirtiesstill sharea room
in their parents'house.
Language input
. Vocabularyto describedifferentkindsof homes:
studioflot, cottogein the county,detochedhouse,etc.
. Ways to describecities and areas:/tt deod.lt's o
verysafeareo.lt'squiterough.etc.
. Alwoyswith the presentcontinuousand neverwith
the presentsimpleto complain:He'salwoysusing
the phone.Shenevertidiesup ofter herself.
. Talkingabout relationships:How do you geton with
yourmum?OK,I suppose.Reollywe//.Not verywell.
etc.
. Usingmokeand /et to talk about what you'retold
to do and allowed to do: fhey let you havethe
weekends off.My porentsusedto mokeme eot my
greens.
Language strip
Use the language strip as a way to lead in to the unit.
Asl<studentsto look quicl<ly throughthe list and find
any expressions that are true for them and any questions
that they could answeraffirmatively. Explainthat in this
unit they will learnwaysof tall<ing about where they live
and who they livewith. Encourage them to choosesome
other expressionsin the strip that lool<interestingand
to find out more about them.
Use the language strip later on in this unit for a small
group tasl<. Ask studentsto think of answersand follow-
u p c o m m e n t st o s o m eo f t h e q u e s t i o n si n t h e s t r i p .F o r
examPre:
A: Areyou renting?
B: Yes,but l'm thinkingof lookingfor o ploceto buy.
You might needto explainsome of the following
expressions:
. Thegroundfloor in Bricainis the first floor in many
other countries.lt is on the samelevelas the street.
. I n m a n yc i t i e so, l d w a r e h o u s eisn f o r m e r i n d u s t r i a l
areasare beingchangedinto expensiveflats.These
flacsare often calledconverted worehouses.
. You might asl<Hoveyou gotmice?if you thinl<
s o m e b o d yh a sa p r o b l e mi n t h e i r h o u s ew i t h r a t so r
mice.
46
. Doubleglozing is used to describe windows that have
two layers of glass,mal<ingthe house nicer to live in,
b y k e e p i n gt h e h e a t i n , a n d w i n d a n d n o i s e o u t .
Remind students to record any of the expressions that
they lil<ein their notebool<s.
Lead in
As an introduction to this unit, have students brainstorm
a list of places to live.These can range from the obvious
(e.9.house,flot) to the not so obvious (e.g.Tepee,
monsion,coravon,stotelyhome).Then discusswhat
advantagesand disadvantagesstudents see in living in the
m o r e u n u s u a lp l a c e s F
. or example:
You'vegot o lot of room in o monsion,but it's Probobly very
expensiveto heot.
T h i s l e a d s i n n i c e l yt o t h e f i r s t e x e r c i s e .
i Differ entkinds of homes
Focus students' attention on the oictures A-H and have
t h e m m a t c h t h e m t o t h e d e s c r i p t i o n sl * 8 . T h i s s h o u l d
h e l p e x p l a i n t h e m e a n i n go f t h e e x p r e s s i o n sb, u t a s l <t h e
following questions to checl<,too:
How mony moin rooms ore there in o studio flat?
How mony storeyswould there hove to be for somewhereto
be calleda big block of flots?
Do you find cottogesin the city?
How mony floors ore there in o bungalow?
Can you think of some exomples of slum oreas?
Why is it colled o detoched house?
H a v e s t u d e n t s u n d e r l i n et h e c o m p l e t e e x p r e s s i o n st h a t
describe places to live in and add t.hose that they want
to remember to their notebool<s.
Answers
l.h 2.c 3.a 4.9 5.e 6.d 7.6 8.f
Speaking
This exercise gives students a chance to use some of the
expressions in I Different kinds of homes. Have them
work in pairs for the first task and then compare their
answers with another group. Remind them that there are
often several possible answers.They can then tall<about
the personal reflection questions at the end of the
e x e r c i s ei n s m a l l g r o u p s .
 8 H o u s ea n d h o m e

Point out the expression not very mobile and asl<students

Answers
t o t h i n l <o f s i t u a t i o n sa, p a r t f r o m b e i n g o l d , i n w h i c h w e
could use it about someone (e.g.not having any | . Steve is still living at home because he suffers from
transportation, havinga broken leg).You might also want depression and hasn't been able to l<eepa steady
to talk about how elderlyis a more polite way of job. Dave got divorced and left the house to his ex-
d e s c r i b i n gs o m e o n e o l d . wife. Neither of them can afford to rent or buy a
olacein London.
2. They like the fact that they get looked after: get
Answers
their meals cool<ed and clothes washed.They also
L P o s s i b laen s w e r s : lil<ebeing with their family.The disadvantagesare
, l. best-a ground-floorflat;worst-a hugedetached that they don't have much privacy and Dave finds
I house some of Steve'shabits annoying.
2. best-a hugedetachedhouse;worst-a tiny little
studio
3. best-a run-downplaceor the tenth floor of a Speaking
block of flats;worst-a nice cottagein the country
4. best-a studioflat in the city centre,worst-a Introduce this speal<ingtasl<by tall<ingabout some of
cottagein the country these things yourself. Have students listen and asl<you
questions.Then ask them if they can recall any useful
expressions that you used.Write the expressions on the
b o a r d t o h e l p s t u d e n t sw h i l e t h e y a r e d i s c u s s i n gt h e s e
Sp e a k i n g q u e s t i o n st h e m s e l v e s .

You could start off this task by tall<ing about the first
For the writing tasl<,have the class suggestsome
questionif your country or generationis differentfrom
e x p r e s s i o n st h a t m i g h t b e u s e f u la n d w r i t e t h e m o n t h e
t h a t o f y o u r s t u d e n t sF
' . o r t h e t h i r d q u e s t i o ny,o u c o u l d
board, making changesto them when necessary.Here
dividethe classinto two groupsand haveone list the
are some examDtes:
advantages and the other the disadvantages. Go over the
fhe housejust felt so empty without them.
pronunciationof the structuresbeforegettingstudents
They help oround the house.
in pairs,one from eachgroup,to tall<about their lists.
They'll be here to look ofter us in o few yeors.
I They reolly need to stond on their own two feet.
Whileyou read(Home- but not alone)
].rl,iliil I love them, but I wish they'd leove.

I n t r o d u c et h e a r t i c l ea n d t e l l s t u d e n t st o r e a di t a n d t r y
and find the answersto the two questions. When they * ,
l f f r t t - , f
havefinished,they can discussthe answersand their ,rl: : I i
# , + + '
I | 1 f \ ;

;!
overallreactionin pairs.Write some sentencestarters
on the boardto help: Citiesand areas
I don'tunderstond whyhe ...
iiiii;.iiii1il
I think it'sreollybad thot .. . Beginby checl<ing that studentsl<nowthe expression
lf I wereDovelSteve, /U ... Whereobouts exoctly...? Pointout that the present
continuousimpliesthat you are tall<ing about a placeyou
T h e n p l a yt h e r e c o r d i n go f t h e a r t i c l ew h i l es t u d e n t s don't see as beinga permanentresidence. You can
follow in the Coursebool<. Havethem underlineany changeit to the presentsimpleif it's more appropriate
expressions or collocationsthey find interesting.You for your students'situation.Practicethe pronunciation
might want to point out and explaina few yourself. and intonationand then havestudentsstanduo and asl<
Forexamole: severalpeople.Remindthem to respondor ask a follow-
o growingnumberof up questiontoo. For example:
l've beenin ond out of work A: Whereabouts exoctlyore you living?
hovemy privocy
B: ln o smollflot justdownthe rood.
droDin ond seethe kids
priceshoverocketed A: Oh,it mustbe nice,being
obleto walkto school.
a roughpart of town B: Yeoh,I don't hoveto worry obout gettingup so eorly.
So,whereabouts exoctlyore you living?

A f t e r d i s c u s s i nwgh i c h s t u d e n t sl i v ei n t h e n i c e s ta r e a s ,
g e t t h e m i n p a i r st o d i s c u s s e n t e n c e sl - 1 0 , u s i n g
dictionariesif necessary. They can then use these
sentencesto describethe pictureson page56.The
matchingtasl<reinforcesthe meaningof the vocabulary.

47
 Answers Answers

T h e p o s i t i v ed e s c r i p t i o n sa r e : 3 , 5 , 5 , 9 a n d 1 0 . l . H e n e v e rd o e sa n y t h i n ga r o u n dt h e h o u s e
T h e n e g a t i v ed e s c r i p t i o n sa r e : l , 2 , 4 , a n d 8 . 2. She'salwaysleavingher thingslyingaround
7 could be positive or negative.Poshis often used as everywnere.
a s l i g h tc r i f i c i s m .
3. He's always using the phone.

l. e. 2.c. 3.i. 4 . f. 5.a. 6.h. 7.j. 8.g. 4. He's always leavingthe lights on.
9.b. t 0 .d . 5. She never tidies up after herself.
6. She'salways leavingher hairs in the bath after
she's had a shower.
You may need to point out and explain some of the
They never let me watch what I want to watch
expressions in a*j:
on TV.
. You can say o moin rood runs through somewhereto
say that there is a road in the middle of the area. L He's always tal<ingthings from my bedroom
A river can also be said to run througha place. For without asl<ing.
example: TheThomes runs right through the villoge. 9. He's always interrupting me when I'm tall<ing.
. lf there is o lot of prostitutionin an area, it usually
means there are women on the street lool<ingfor
For the next activity,mal<esure students l<now the
customers to have sex with in exchange for money.
a d j e c t i v e sl i s t e d i n t h e C o u r s e b o o l <P
. oint out that
. Asl< if there are laws in the students' countries about disgustingis fairly strong. Then have pairs of students
cleoringup ofter your dog. Explain that in Britain a d i s c u s st h e i r a n s w e r s T . h e r e a r e n o a b s o l u t ea n s w e r s .
dog's owner is supposed to clear up their dog's a l t h o u g h s o m e a d j e c t i v e sl i k e r u d e o b v i o u s l yd e s c r i b e
excrement from the pavement or street. n u m b e r 9 . P o i n t o u t t h e e x p r e s s i o n st i d y u p o f t e r y o u r s e l f
and toke thlngswithout osking.
For the last task, give students a few minutes to try and
r e m e m b e r t h e e x p r e s s i o n sa - j . P r a c r i s et h e
Answers
p r o n u n c i a t i o no f t h e e x a m p l e a n d t h e n h a v e s t u d e n t s
read the dialogues in pairs.You might want to sugSest Possibleanswers:
that they follow up with a comment lil<eThot must be s e l f i s h3: , 7
reolly nicelterrible, etc. m e s s y2: , 5 , ( 5 )
d i s g u s t i n6g :
, , 1 l a z y :l , ( 2 ) ,( 5 )
Further Practice
.:ti::,,,':iil r u d e :8 , 9
t h o u g h t l e s s :(48 )
For this tasl<,remind students that the cities listed here
are just suggestions.Give some other examples that
might be more appropriate for your students if
n e c e s s a r yW . h e n t h e y h a v ef i n i s h e dd i s c u s s i n gt h e s e Pr onunciation:
sentencestr e s s
q u e s t i o n si n g r o u p s ,h a v e t h e m a s l <y o u q u e s t i o n sa b o u t
P l a yr h e r e c o l d i n g o n c e a l l t h e w a y t h r o u g h w i t h
some places that you l<now
s c u d e n t sl i s c e n r n gT.h e n p l a y i t a g a i n ,p a u s i n ga f t e r e a c h
s e n t e n c es o s t u d e n t sc a n r e p e a t ,f o l l o w i n g t h e s a m e
Al w a y s d o i n g /n e ve rd o e s s t r e s sa n d i n t o n a t i o n D a t t e r n .

The use of the present continuous with olwoysmight be
strange to some students who may have learned that
o l w o y sg o e s w i t h t h e p r e s e n t s i m p l e . Y o us h o u l d e x p l a i n
t h a t i t i s a f a i r l y c o m m o n w a y o f c o m p l a i n i n ga b o u t
s o m e t h i n ga n n o y i n g e, s p e c i a l l ya h a b i t .W h e n s t u d e n t s
have finished the rewriting task, go through the answers
and asl<further questions.For example:
Whot do you think he shoulddo oround the house?
Whot does'things'refer to in number 2?
What things shou/d she tidy up?
They can then practise the complaints in 3 Always
doing/never does in pairs. Encourage them to read the
s e n t e n c et o t h e m s e l v e sa n d t h e n l o o l <u p a n d s a y i t c o
t h e i r p a r t n e r .T h i s t e c h n i q u e r e a l l y h e l p s s t u d e n t sw i t h
the rhythm of English.
Speaking
This exercise gives students an opport.unity to use some
of the expressions in 3 Always doing/never does.
W r i t e t h i s q u e s t i o no n t h e b o a r d :
5o, whot's it like living ot homelshoring o house?

Then have students go around asking others this

question and tall<ingabout any annoying habits the
people they live with may have.

48
 8 H o u s ea n d h o m e

'riilllHow do you get on with them?

This exercise focuses on the expression get on with and
ways to describe how you get on with someone.
Speaking
Students can comolete the conversations l-4 and checl<
T h i s s h o r t r e a d i n gt e x t l e a d si n t o t h e l i s t e n i n gt a s l <i n
their answers with you. They can then do the same with
2 W h i l e y o u l i s t e n . I n t r o d u c et h e t o p i c o f a u p a i r s .
5-8. Point out the responses Reollywell,Not very well,OK,
t h e n a s l <i f a n y o n e h a s b e e n o n e o r h a s h a d o n e i n t h e i r
I suppose.Practise the pronunciation of these phrases
family.Then have students read the text and share their
with students before getcing pairs co pracrise reading the
reaction in oairs.Write some sentence starters on the
c o n v e r s a t i o n sT. h e y s h o u l d t h e n f o l l o w u p b y a s l < i n ge a c h
board:
other how they get along with their mother, father,
It soundslike it'd be ...
brothers, sisters,flatmates,classmates,people from work,
It'sprobably... but ot leostyou ...
etc.
I don't think I could ever ...

You may need to explain the following expressions:

You may need to explain that Exeter is a city in the
' lf you say we get on likeo house on fire,you mean you
southwest of Eneland.
have a really good relationship with a person. For
example: We only met yesterdoyand olreody we get on
/ike o house on fire. W hile you listen
' lf you are c/oseto someone,you lil<ethem a lot and
l<now them very well. For example: I'm very c/oseto To prepare for the listening tasl<,get students in pairs to
my younger stster. p r e d i c t e x p r e s s i o n sa n d c o l l o c a t i o n sc o n t a i n i n gt h e
' lf you say we've got nothing in common, you mean you words in the box. Have some groups tell you what they
don't have the same interests or ideas as the person h a v ec o m e u p w i t h a n d w r i t e t h e m o n t h e b o a r d . Y o u
you are referring to. For example: lt's omozing how can add to or modify them afterwards.
little we hove in common. You wouldn't believe were
slsters. Go over the questions and explain that the personwho
' weors the trousersis an expression meaning the person
lf you hove o lough with someone,you find them fun to
who tends to moke decisionsfor the fomily.Tell students to
be with becauseyou mal<eeach other laugh.For
listen first for the answers to these questions.You may
example: /tt nice to hove o bit of o lough with your office
want to have them cover up sentences l-9. Students can
rnotes.
t h e n d i s c u s st h e i r a n s w e r s i n o a i r s .

Answers For the next tasl<,see if students can fill in any of the
your brother,OK gaps from memory before you play the recording for
a
L. your flatmate,Reallywell them again.Have them record any collocations that are
3 . y o u r m u m ,N o t v e r y w e l l new to them in their notebool<s.
4 y o u r m u m ,R e a l l y
well
your flatmate,Not very well Answers
your brother,Not very well
l. Tired.
the peopleyou worl<with, OK
2. No.
the peopleyou worl<with, Reallywell
3. Tomorrow morningat seventhirty.
4. Angela.Sheseemsto be the one who mal<es
the
Real English d e ci s i o n s .

Refer students to the Real English note on we olwoys

5. bags 6. coat 7. eat 8. journey 9. show
have o reol /ough.Have them discussthe questions with a
1 0 .b e d I l . a l a r mc l o c l < 1 2 .b r e a l < f a s t1 3 .s h o w
partner. Asl< them to tell the class about someone they
l<now who is o reol lough.

Speaking
Ask the first question to the class as a whole before
dividing students up into two groups. After they have
f i n i s h e dd i s c u s s i n gt h e p r o b l e m s e a c h s i d e f a c e ,h a v e
pairs of students role-play a dialogue between the au
pair and a friend back home after she's been there for a
c o u p l e o f m o n t h s .T h e n h a v e t h e m r o l e - p l a y A n g e l aa n d
P a u l d i s c u s s i n gw h e t h e r h a v i n ga n a u p a i r i s a g o o d i d e a
or not. After students have practised,get pairs to
p e r f o r m o n e o f t h e i r d i a l o g u e sr o a n o t h e r g r o u p .

49

and/et
I rwat<e
ln this exercise students are introduced to structures
with moke and /et to tall<about things that you are told
to do and that you are allowed to do. Let students read
the conversation between Katrin and Anna first, and then
play the recording as they read and underline the six
e x p r e s s i o n sR. e m i n d t h e m t o u n d e r l i n et h e c o m p l e t e
exoressionG . i v e s t u d e n t s a m i n u t e t o t h i n l <a b o u t h o w
these expressions are used and what they mean before
h a v i n gt h e m c o m p l e t e s e n t e n c e s l - 1 0 .
Answers
The expressions are:
let you take the morningoff
Mine makeme worl<a twelve-hourday
let you havethe weel<ends off
make me tal<ethe l<idsto their balletclasses
let me havefriendsround for coffee
let me havea litde birthdayparty
L make 2. let 3. make 4. mal<e 5. let 5. mal<e
7 . l e t 8 . l e t 9 . m a l < e 1 0 .l e t
Once you've gone over the answers elicit the two
Datterns:
(used to) let me + verb
(used to) moke me + verb
Point out that the verb is in the base form with no to
and that used to is used to talk about something that is
no longer true. Encourage students to record these
patterns in their notebooks along with some examples
from this exercise or the personalisedones in the next.
tasl<.Also, point out the expression tokelhovethe
morninglweekends off. Ask students if they have ever had
any days/time off work or off school.
Speaking
Here the meaning of the two structures is reinforced.
Explain that outhoritorionis a negativeadjective to
describe a person who tries to control other people.
Point out that it can also be used with regime,stote or
policy.For the adjectives in b., explain that they describe
someone who is not so strict and allows people more
freedom to do things.Ask students if they have ever had
any days/time off worl< or off school.
Answers
l . 1 ,2 , 3 , 4 , 6a n d9
2 . 5 , 7 , 8 ,t 0
After going through the answers,have students read
through the sentences individually,ticking those that
were true for them, and thinl<ingabout other things their
Darents used to let or mal<ethem do. They can then tall<
about this with a partner. You may want to tell them
about yourself beforehand or afterwards. Finish up by
encouraging students to go bacl<and underline any useful
expressions and record them in their noteboolcs.You
may want to point out the following expressions:
stoy over ot my friend's house
spend the night
go off comping
keep my bedroom neat ond tidy
stoy up os /ote os I wonted
Role play
iil.liii{
This gives students an opportunity to re-use some of the
l a n g u a g ef r o m t h i s u n i t , a s w e l l a s s o m e o f t h e
exoressions with hove to and don't hove to from the
p r e v i o u s u n i t , s o g i v e t h e m t i m e t o l o o k b a c l <t h r o u g h
t h e C o u r s e b o o k . E x p l a i nt h e s i t u a t i o na n d g i v e t h e m
t i m e t o p r e p a r e . Y o uc o u l d e i t h e r h a v e t h e m p r e p a r e
i n d i v i d u a l l yo,r d i v i d e t h e c l a s si n t o t w o g r o u p s ,A a n d B ,
and have pairs in each group help each other. Before
students start the role play,write a possible opener on
the board:
A: I understond thot vou hove o room to rent.
B: Thot's right. Are you interested?
A: Well,l might be.
Have them do the role play a couple of times with
different people. Explain that they will improve their
oerformance each time.
Speaking
In this tasl<,students get the chance to be creative. Elicit
f r o m t h e m w h a t a s p e c t st h e y s h o u l d c o n s i d e r a n d l i s t
t h e m o n t h e b o a r d ,f o r e x a m p l e ,l o c a t i o n ,s i z e ,t y p e o f
b u i l d i n g ,n u m b e r o f r o o m s , s p e c i a lf e a t u r e s ,e t c . Y o u
c o u l d t u r n t h i s i n t o a ' r e a l e s t a t e a c t i v i t y 'b y h a v i n gt h e m
d r a w a p i c t u r e ,s e t a p r i c e a n d t h e n g o a r o u n d s h o w i n g i t
t o o t h e r s t u d e n t s ,t r y i n g t o c o n v i n c et h e m t o b u y t h e i r
dream house.
Follow-up
As a follow-up, tell students to imagine that they have
gone to a city abroad to study,and that they've been
there for a weel<.They should write a postcard to one of
their friends explainingwhere they are living,what the
city is like and what their flatmates are lil<e.Encourage
them to use expressions from this unit. Once they've
finished,have them exchange postcards with a partner.
They then read each other's postcards before getting
together to ask questions about what they read.

50
The exerciseshere can be usedas a test.However,
4 Look back and check and 8 What can you
look backandcheck
iiffijifii1
remember? are better done as a discussionin oairs
Answerswill vary.
I
:d ^
"{ grammar revrew verbcollocatlons
ffi$$
Answers
Answers
l. lmust
l.a. 2.i. 3.e. 4.j. 5.b. 6.h. 7.c. 8.d.
2. I mustn't
9 . f . |0 . s .
3. I wouldn't read it if I were you
4. I had to
5. clean
5. make Adjectives
7. l s i t O K i fI
8. You must be Answers
9. He'salwaysinterrupting
| 0. get | . i g n o r a n t 2 .w i d e 3 .d e a d 4 . f l e x i b l e 5 . o p t i o n a l
6. strict 7. rewarding 8. latest 9. bright 10.posh

ff Follow-upcomments andanswers
Questions
*jffiil
Answers Answers
l .d . 7 . f l.c. 2.f. 3,i. 4.a. 5.h. 6.b. 7.d. 8.e.
9 .g . 1 0 .i .

'.!frJ
Haveto, don't haveto, can
what canyou rememberz
t'$iiji'#
Answers
Answerswill vary.
t. can
2. don't have to, have to
3. has to
..'.'.1
-
LOffi InOh €XPl'€SSlOhS
:1,...';.1
4. don't have to
5. can
Answers
6. have to
7. don't have to l . u s e d 2 . s o m e t h i n g 3 .j o u r n e y 4 . w o n d e r
8. can 5. common 6. can 7. don't haveto 8. mustn't
9. aren't allowed to smol<e 9.run out of |0.drives
10. You're not supposed to leave before six.
| |. lf I were you, I'd phone first to see if they still A n s w e r sf o r l l - 1 3 w i l l v a r y .
have tickets left.
lf I were you, I'd talk to him and seewhat he says.
You aren'tallowedin that part of the building.

51
 . ,'- : l-a

I R e v i s i o nq u i z
Answers
l. Workingshiftsmeansyou work for a certain
period of time and then someoneelsetal<esover
t h e j o b .T h e r e i s n o s p e c i f i e tdi m e o f d a yi n t h i s
case.ln some jobs - nurses,firefighters- where
you work shifts,you work 9-3 one weel<,l2-9
the next,and so on. Workingnightsmeansyou
start work in the eveningand finishin the (early)
morning.
2. lt doesn'tfit you.
3. l f y o u r c a r i s u n r e l i a b l ei t, k e e p sb r e a l < i ndgo w n .l f
y o u r f r i e n di s u n r e l i a b l ei t, m e a n sy o u c a n ' tt r u s t
o r d e p e n do n t h e m .
4. Possibleanswers:bringa packedlunchto worl<,
makeyour own coffeein the morning,eat at
home insteadof goingro a restaurant.
5. You are reallybored.
6. Possibleanswers:makeyou come home by a
certaintime, makeyou do lots of chores,mal<e
you helpwith the cooking.
7. Possibleanswers:let you stayup late at night,let
you come home wheneveryou lil<e,let you listen
to whateverkind of musicyou want.
8. You haveto do a compulsorysub.lect. You can
c h o o s ew h e t h e rt o d o a n o p t i o n a sl u b j e c t
9. N o . l t m e a n st h a t t h e a r e ai s o u i e ta n d t h e
n o t h i n gi s g o i n go n .
10. Au oairslive with familiesand tal<ecare of the
children.
I l. One.
12. You do all the repairsand you redecorateir.
| 3. Not necessarily. lt meansthat the worl<givesyou
satisfaction.
14. P o s s i b laen s w e r ss:c h o o lt,h e h o s p i t aw l, orr.
15. P o s s i b laen s w e r sp: h o n eb i l l ,g a sb i l l ,e l e c t r i c i t y
b i l l c, r e d i tc a r db i l l
| 6. You are.
17. You'renotsupposed to meansit isn'tallowed.You
don'thoveto meansthat it is not compulsory-
but you can do it if you want to.
18. A n . l n t e r n e tc o m p a n y .
19. P o s s i b laen s w e r M : a r k sa n d S p e n c e r / S o g o .
70. Possibleanswer:Yes. it is. Yes.it can be
someumes.

52
 PCstandsfor personolcomputerand refers to
Unit overview computersusingthe MicrosoftWindows operating
while Mocsusethe Macintoshoperating
systems,
General topic systems.
Talkingabout computersand the Internet. Mioosoft Offce is a software suite containingword
processing,
spreadsheet and other software.
Dialogue
lf you say/ deletedthe lot,youare probablyreferring
Simonand Petetalk about buyingthingsonline.
t o a l l o f t h e e - m a i l sf i, l e so r p r o g r a m so n y o u r
comDuter.
Reading
ClassiccomDutermistakes. an e-mail software
Expressis OutlookExpress,
Prosram.
Language input an lnternetservice
AOLstandsfor AmericaOnline,
. orovider.
Computer-relatedvocabulary:connected to the
lnternet,checke-mail,my computercroshed,etc. lf you bocksomething up,you savea copy of your files,
. usuallyin a differentlocation.For example:Fortunotely,
Time expressions: the other
in a few weeks'time,
I bockeduP o copyof my work justbeforethe computer
doy,oll my life,threeyeorsogo,etc.
croshed.
. Sayinge-mailand websiteaddresses:
lf you logon,you enter a nameor passwordto get
pete_smith@
shotmoil.com,etc.
a c c e s st o a c o m p u t e ro r c o m p u t e rs e r v i c eF. o r
. Presentperfect and past simple:I boughtsome e x a m p l ey. o u c a n l o g o n c o t h e I n t e r n e c / y o u r
gropesthis morning.I've eotenthem oll olreody. workstacionevery morning.
. Presentperfect with olwoysand never:I'veolwoys A chot roomis a websitewhere peoplecan log on and
likedmy coffeeblock.l've neverbeento South 'talk' to eachother by sendingmessages
from their
America. nome comDuter.
. Expressionsfor givingadvice:Why don'tyou ty ... ?
Hoveyou tried... ? lf I wereyou,l'd ... that
Remindstudentsto record any of the expressions
' Talkingabout annoyingthingswith keep+ -ipg; they like in their notebool<s.
I keephovingtrouble,I keepgettingcut off,etc.
Lead in
You can leadin with manykindsof questionsabout
Language strip
computers.For example:
Use the language strip as a way to lead in to the unit. Do you usecomputers much?
Ask studentsto look quicl{y throughthe list and find Do you like usingthem?
any expressions that are true for them and any questions Do you own one?
that they could answerin the affirmative. Explainthat in
Whot'sthe /otestsoftwore?
this unit they will learn more waysof talkingabout
How much time do you spendon the web?
computersand the Internet.Encourage them to choose
some other expressions in the strip that look interescing
Alternatively,havegroupsof studentsbrainstormthe
and to find out more about them.
areasof life that computershaverevolutionisedand,
more interestingly, the areasthey havemademore
U s e t h e l a n g u a gset r i p l a t e ro n i n t h i s u n i t f o r a s m a l l
complicated.You can teachthe expressionsWe couldn't
group task.Ask studentsto think of answersand follow-
do withoutthernand Lifewosso much eosierbefore.
u p c o m m e n t st o s o m eo f t h e q u e s t i o n si n t h e s t r i p .F o r
examPre:
A: Knowonygoodsites2
B: Yes,one of my fovouritesis one with o/l thesestrangebut
true stofles.
Vocabular y
O t h e r t a s k sc o u l di n c l u d ef i n d i n gt h e e x p r e s s i o ntsh a t
contain the verbs use (l useExpress)and get (l getobout This exercisefocuseson computervocabulary. You could
fifty e-moils a day),or findingexpressions containing leadin by writing the word comPuter on the board and
phrasalverbs (Pictures useup so much memory,don't asl<ing studentsfor some verbsthat go beforethe noun
they?).You might needto explainsome of the following and some that go after.For example:
exoressions: log offlbootuplshutdownlrun+ computer
computer+ croshes/runs informotion
s/owlylstores

53
 T e l l s t u d e n t st h a t t h e y w i l l s e e m o r e c o l l o c a t i o n si n t h e For the next task (page55),asl<studentsfirst to try
exercisea , n d t h a t t h e y s h o u l d u n d e r l i n ea n d r e c o r d t h e rememberingthe time expressions without referringto
c o m p l e t e p h r a s e sn , o t j u s t s i n g l ew o r d s , i n t h e i r the tapescript. They can then look bacl<to checl<if they
noteboolcs.After they have completed and asl<edeach were right.Ask the classfurther questions. For example:
other the questions.have them close their Coursebooks ls onyonegoingowoyfor the weekend?
and see if they can remember the questions to asl<you.
Did it roin the otherdoy?
Shollwe hoveo test in o few doys'time?
Answers
l. PC 2. laptop 3. connected,server 4. software Tell studentsto record the completeexpressionsin their
5 . d e l e t e d 5 .v i r u s 7 . c h e c l < 8 . c r a s h notebooks.Youmaywanr to point out the following
exDressrons:
' lf you'vegot occessto the lnterne(,
you can connect to
the lnternet.Youcan also use occess
as a verb.For
Speaking
example:We'reolwoyshovingproblemsoccessing the
This exercisehelpslead in to the listeningtask that lnternet.
follows.Havestudentstall<in smallgroups.You can feed ' lf you get o lost-minute
deal,you buy a ticket,for
i n o t h e r q u e s t i o n sF.o r e x a m p l e : example,a short time beforeyou use it. The price is
What ore somegoodsitesfor buyingthesekindsof things? lower than you would normallypay.
Do you everworryobout securityT . lf a site is not user-friendly, peoplefind it hard to use
Whot ore the odvantogesldisodvontoges of buyingonline? becauseit is difficultro navigatethroughor the
i n s t r u c t i o nas r e c o n f u s i n g .
Tellthe classabout any personalexperiencestoo before . B u d g eot i r l i n easr e a i r l i n ec o m p a n i etsh a t a r e a b l et o
m o v i n go n t o t h e n e x t e x e r c i s e .
offer cheaperflightsby not providinga lot of the
extra servicesthat the regularairlinesdo.We can
W h i l e y o u l i ste n also saybudgettraveland budget-priced CDsand hote/s.
( R e c o m me n d i a website)
Answers
Introduce the listeningtask and go over the two
questions.Tell students to listen for the answers to the a . T i m e b .f o r c . o t h e r d . l n
questions. Play the recording, making sure that students
have covered the text. Get them to discussthe answers
in pairs.Tell them to keep the texr covered as they do . . 1
this.
I E-mailsand website addresses
.ii....
Play the recording once all the way through while
Answers students just listen,concentrating on how the characters
that aren't numbers or letters are said.Then play it again,
| . They tall<about buyinga flightand a CD.
asl<ingthem to listen for the intonation patterns. Finally,
2. Petewantsto bool<a flightto take Karenawayfor
play it a third time, stopping after each one so students
her birthday.He alsowants to buy her a CD with
can repeat.They can then practise in pairs before talking
the songthat was playingin the bar when they first
about the Internet suffixes.Play the recording with the
met as a Dresent.
f o u r a d d i t i o n a le - m a i l a d d r e s s e se n o u g h t i m e s f o r
students to write them down. Have them read tne
Next, let students read the conversation as you play the answers bacl<to you.
recording again.Then ask students, in pairs,to fill in the
first two or three gaps from memory before you play Answers
the recording again,this time with pausesso that they
7. lemongrass22T2@shotmail.com
can checl<and fill in the missing words. Do this two or
8. nsgo789l@shotmail.com
three gaps at a time until the end. Play the recording
9. www.jazzmanlCDs.co.uk
through one more time, with students following the text.
10. dellerh@wmin.ac.ul<
lf you want students to read the conversation,or parts
o f i t , i n p a i r s ,u s e t h e t a p e s c r i p to n p a g e l 5 l . T h e m i s s i n g
words are highlighted in colour.
F i n i s hu p b y d i s c u s s i nt g
h e q u e s t i o nas t t h e e n d a sa c l a s s
or in smalg l r o u p sE . x t e n dt h i s b y f e e d i n gi n o t h e r
Answers c o n n e c t e dq u e s t i o n sF.o r e x a m p l e :
l. w h y d o n ' ty o u 5 . w h y d o n ' ty o u Do you ever o?enattochments?
2. Haveyou tried 5. could try lool<ingat Do you geta lot of spomljunke-mail?
3. if I were you 7. if I were you Do you like usinge-moil?
4. c o u l dt r y Whot are somedisodvontoges to usinge-mail?

54
 9 Comouters

Sp e a k i n g
Use theseouestionsto follow on from 4 E-mails and
website addresses.Tellstudentsabout something
romanticyou'vedone or about a specialsong.Explain
obsessedwithcomPuters Ask for other things
if necessary.
peoplecan becomeobsessedwith (movies,cars,another
person,oneself).Get studentsin smallgroupsfor this
task.Youcan go around monitoring,collectingexamples
to givefeedbackon when they'vefinished.
of language
You could usethe photographsof romanticthingsas a
basisfor a role play.Havestudentswork in pairswriting
. ne of them is surprising
a d i a l o g u eb e t w e e na c o u p l eO
the other with one of the romanticactivitiesin the
Prctures.
Speaking
Mal<esure studentsknow what o chotroomand o seorch
engineare. Then havethem asl<eachother for
r e c o m m e n d a t i o nGsi.v et h e m s o m ee x p r e s s i o ntso u s e :
Do you know onygood seorchengines/sites
Whot'sthe address?
Is it free?
lusttype'...'in a seorchengineand you'llfind it.
. . 1
Presentperfectand pastsimple
liii;iil
Students are again led towards developing rules based on
the examples they have seen. Have pairs of students
discussthe four examples.As a class have them suggesta
'rule'
and write it on the board. They can then read the
e x p l a n a t i o n sa n d m o d i f y t h e i r r u l e i f n e c e s s a r y
When checl<ingthe answers to l-3, asl<students to
e x o l a i nt h e i r c h o i c e s .W h e n s t u d e n t s u n d e r l i n et h e
examples of the two tenses,point out that the examples
of the past simple contain several useful computer
exDresstons.
Answers
la. (l did historyot university) soundsmore natural.The
f o c u si s o n a p a r t i c u l atri m e p e r i o di n t h e p a s t .
2b. (Hello,I think we'vemet before,hoven'twe?)sounds
more natural.The speal<er recognises the other
person NOW (presentresult). This must be because
they met at some unspecified point in the past.
3a.(Oh,you've hod o hoircut!)soundsmore natural.The
for jokes? focus is on the fact that your hair is shorter - a
presentresult- but the actionof havingyour hair
c u t o b v i o u s l yo c c u r r e da t s o m e u n s p e c i f i etdi m e i n
tne Dast.

with
Finishup by havingstudentssharetheir suggestions The examplesof the presentperfectin the text are:
the whole class. ln part l: I'vemodethemoll
ln part 2:withoutfirstchecking who hossentit to you and
if - likeme - you'vemode oll thesemistokesyourself
,: ri i: rt( i,f f-i
:.-.:?r,f
J - J ; ; r i d ] ; ; - , - l J
The exampleo s f t h e p a s ts i m p l ea r e :
ln part l: the frst wosto load,lloodedeverything,
,'$;irnree classicmistakes I downloodedlotsof free softwore, My hord drivewosfull
of stuff I neverused,Thisslowedmy mochinedown,
The reading task is used to contextualise the use of the I wontedto throwit out the window
present perfect and the past simple. Lead in by asl<ing ln part 2:Thesecondclossic mlstokewosnot to,I losto
students if they have any computer horror stories and wholemorning'swork,I goto viruswhichwipedmy hord
then tell them to read about the first classicmistal<e. drivecleon
When they've finished,asl<them to share their reactions
rn pairs and predict the next two mistakes.

Practice
You can either have students read the rest of the text
( p a g e 1 7 5 ) i n c l a s so r a t h o m e . A l t e r n a t i v e l yj,u s t t e l l
Students can worl< on this exercise in pairs,alternately
them the other mistal<es: not baclcingup your worl< s a y i n gt h e s e n t e n c e sa n d t h e n g o i n g b a c k a n d d o i n g t h e
r e g u l a r l ya n d o p e n i n g a n a t t a c h m e n tw i t h o u t f i r s t ones they didn't do before. Write the present perfect
checl<ingwith the person who sent it. exoressions on the board:
I've olmost finished it.
Point out the collocations for mistoke: c/ossicmistoke,
I've eoten them oll olreodv.ll'veolreodv eoten them.
ovoid mistokes,moke mistokes.Encourage students to find l'vejust hod .. .
other collocations in the text. Also, draw their attention I've forgotten most of it olreody.
to the word stufl This is another useful word lil<ething, I've just heord thot ...
which we often use when we don't l<now or don't want
to say the specific noun. Give students some other Ask students to think of other examples that are true
examples: for them, and where they can respond with these
/ need some stuff for my hoir.
expressions.Draw their attention to the position of the
Con I leove some of my stuff in your goroge until I find o adverbs (olmost,olreody ond just).
Dloceto live?
I wonder whot thot red stuff is on the chicken.

55

Answers
LI started reading the new Harry Potter bool< last
w e e k . I ' v e a l m o s t f i n i s h e di t '
2. I bought some SraPesthis morning. I've eaten them
already./l'vealready eaten them.
| :. t got my new car yesterday.I've iust had an
accident.
| 4. I studiea Englishat school. l've forgotten most of it
I already./l've already forgotten most of it.
I 5. t tut my exams in May.I've iust heard that I've
I oassed!
' i L i nt k e dq'ue sti o n s
This exercise shows how we use the present perfect to
asl<about an exDerience,and then switch to the Past
s i m p l e w h e n w e w a n t t o f o c u s o n t h e d e t a i l s 'R e m i n d
students that hove is stressed in Yeoh,I hove octuolly.
Model the example with a student and then get rhe class
to do l-7 in pairs. Point out that if you didn't get round to
something,you didn't have time to do it, and that if you
get rid of something,you throw it away or, in the case of a
virus, remove it.
Students can then asl<each other questions starring with
H o v e y o u e v e r. . . ? R e m i n d t h e m t h a t t h e y c a n a l s o
respond No,neverb , u t I h o v e. . . . F o r e x a m p l e :
A: Hove you ever been to o footbollmotch?
B: No, never,but I hovg been to o rugby motch.
A: Did you enjoy it?
B: Yeoh,it wos good.
Students can do this task in pairs or move around the
class,asking each other.
Answers
| . Haveyou ever beento Rome?Did you see the
S i s t i n eC h a p e l ?
2. Haveyou ever beento Greece?Did you go to
Delphil
3. Haveyou ever beento Americaf Did you go to
NewYorl<?
4 . Haveyou ever beento Asia?Did you go to
T h a i l a n?d
5 . Haveyou ever loadedon too much softwareiDid
you manageto removemost of it?
6 . Haveyou ever forgottento saveyour work? Did
y o u l o s ea l l o f i t i
Haveyou ever got a virus?Did you manageto ger
rid of iti
56
Time exPresslons
This is a review of some of the time exPressionstnat
students met in Unit 2.This exercise reinforces the
difference between those that refer to a specifictime in
the past (e.g./ost Christmos)and those that refer to a
period that extends from a time (specificor not) in the
past to the present (e.g.for oges)'After checking the
students' answers,have them make examples about their
b e s t f r i e n d s ,o t h e r c l a s s m a t e so,r o t h e r P e o P l e .
Answers
E x p r e s s i o nl isl < ea : l , 3 , 5 , 7 a n d 8 .
E x p r e s s i o nl isl < eb : 2 , 4 , 6 , 9 a n d 1 0 .
Always/never
Along with ever,these adverbs refer to a general time.
C h e c l <t h a t s t u d e n t s u n d e r s t a n dt h e m e a n i n go f e a c h
example before doing the exercise.Yet is sometimes
difficult;explain that it refers to an action that has not
h a p p e n e ds o f a r u p t o t h e p r e s e n t b u t w i l l p r o b a b l y
happen in the future. Point out that yet is used this way
in questions and negative statements.
When going through the answers,asl<students to
explain their choices.lf they haven't noticed, point out
that ony and onrV.hingoccur with never.Also' in many of
the sentences with o/woys,the verb or adiective is
stronger than normal: /ove(instead of /ike),quite good
(instead of lust good) and terrible (instead of bod)' Have
students tall<about any of the sentences chat are true
f o r t h e m , a n d t h e n c o m p l e t e t h e s e n t e n c es t a r t e r s w i t h
p e r s o n a l i s e de x a m p l e s .E n c o u r a g es t u d e n t st o r e c o r d
these in their notebooks.
Answers
| . never 2. always 3. never 4. always 5. never
6. always 7. never 8. always
H o w l o n g ?W h e n ?
This exercise reminds students that how /ong refers to a
period of time and can often be used with the Present
perfect, when that period extends to the present, while
when refers to a specific time, and when it refers to the
past, it is often used with the Past simple.The exercise
also focuses on those verbs that can refer to actions that
happen or states that exist over an extended period of
t i m e ( e . g .b e , k n o w , w o r k , h o v ea)n d t h o s e t h a t u s u a l l y
don't happen or exist over extended periods of time
(e.g.meet, get (morried).decide,leove. buy).
Practise the example conversation with students before
having pairs asl<each other. Remind them that they can
respond in any way they lil<e.Extend the exercise by
having them asl<each other similar questions that are
 9 Corp-Ler'

a p p l i c a b lteo t h e i r s i t u a t i o nF. o r e x a m p l e : have them practise reading the dialogues in pairs.Write

How longhoveyouhod red hoir? these patterns on the board to reinforce the structures
Whendid youleoveschoolluniversity? that follow:
Why don't you try + nounl-ing form
Hove you tried + nounl-ing form?
Answers
You could try + nounl-ing form
l. How long haveyou known your girlfriendlWhen lf I were you,l'd (just) + vey$
did you meetherl
z How long have you been married?When did you Also draw students' attention to some typical responses
get marriedi when peoplegiveadvice:
3 How long have you been a vegetarianlWhen did Thonks.I hodn't thought of that.
you decide to stop eating meat? Moybe l'll give themlit o try.

H o w l o n g h a v ey o u w o r k e d f o r I B M ? W h e n d i d y o u Yeoh,youie probobly right.

leave Compugraphics?
5. How long haveyou had this lobl When did you get Answers
it? l. doing a search
5. How long haveyou had a carf When did you buy 2. the petrol station down the road
it? 3. nicotine patches
4. wait and improve your Englisha bit more, tal<ingit
next year
5. pressingAlt, Control, Delete, turn it off and switch
it back on again

This exercisereinforcesthe conceptsin the previous

The sentences giving advice are:
exercises.You can havestudentswork individually
l. Have you tried doing a search?
throughthe exercisebeforecomparingtheir answersin
2. I guess you could try the petrol station down the
pairs.As an alternative, readthe completedstory to the
roao.
c l a s sw, h i l et h e y l i s t e nw i t h t h e i r C o u r s e b o o k cs l o s e d .
3. Have you tried nicotine patches?
T h e n r e a di t a g a i nb, u t t h i s t i m e i n c l u d et h e w o r d s i n t h e
4. lf I were you, I'd wait and improve your Englisha
gapsand don't tell them the verb:EventhoughI like
bit more.You could try caking it next year.
Englond, / ELANKo/woys8[ANK to work abrood,....
5. Have you tried pressingAlt, Control Deletel I'd just
Studentscan then shout out the completedexpression
turn it off and switch it back on.
(e.g.l'veolwoyswontedto workobrood). Continuelike this
for eachgap.Studentscan then completethe exercisein
their bool<s.
' ' ' t Givinqcom puteradvice
Answers This exercisegivesstudentsthe opportunityto use the
've language from I General advice. Havethem work in
l. always wanted 2. never thought 3. saw
4. looked 5. filledin 5. sent 7. didn't hear pairs,alternatelyaskingfor and givingadvice.Ask if
8. e-mailed 9. spent anyonehasever had these problems,what they did and
whether it worl<ed. You maywant to ask if studentshave
other computer problemsand get the classto givethem
Real English s o m ea d v i c e .
Refer students to the Real English note on o reol Ponic
Tell them about a time you were in o reol ponic or o reol Keep+ - ing
hurry. Asl<them if they have ever felt this way. What did
they do? Referstudentsto 2 Giving computer advice to find
the two examplesof this structure,and go over the
explanation.You could compareit to the use of o/woys
f ,
. d .
* ;
:
. with the presentcontinuousfrom the previousunit.The
t *t, -. .."/ _ -. , j -. , - j
:* matchingtasl<practisesthe structureand also reinforces
severalcollocations.Ask studentsif they can think of
riiii'.:tiil
ceneralaovlce other things that can crosh,freezeand breokdown.
Forexamole:
Go over the four examples. Playthe recordingof the d screen(pipes,woter)con freeze
four examplesonce all the way through.Then playit o comPuter(the market,the stock morket)con crosh
again,pausingafter eachexampleso that studentscan o cor (a mochine,talks)con breokdown
repeat.Payattentionto the intonationin eachcase.
Studentscanthen completethe dialogues. Playthe
Answers
recordingso studentscan checl<their answers,and then
l.d. 2 . 6 . 3 .c . 4 .a .

57
 T h e s e c o n d t a s k a l s o i n c l u d e ss e v e r a lc o l l o c a t i o n s H
. ave
Answers
s t u d e n t s u n d e r l i n et h o s e t h a t a r e n e w t o t h e m a n d
record them in their notebool<s.Youcan follow up by l. m i s s e do u t ( t h en u m b e rl )
having students change any of the sentences to mal<e 2. c o n n e c t e du p ( t h e s o u n dc a r d )
them true for them. For example: 3. put in (a CD)
My dod keeps soying I should become o doctor. 4. (felt) great
5. forgot (to switch it off)
They can then tall<about them with a partner. 6. (forgot to) switch it off
7. (As he) was putting(the case)bacl<on
8. professional (reputation).
Answers
5 . c r a s h i n g 6 .g i v i n g 7 .g e t t i n g 8 . p h o n i n g 9 . s a y i n g
1 0 .g e t t i n g | | . f o r g e t t i n g 1 2 .l o s i n g
,, ' ,1nOvantagesand disadvantages
Explainthe task and then let studentslook bacl<through
jti:;f*l
rurttrerpractice the unit or throughtheir notebool<s for usefullanguage.
T h e y c a nt h e n w o r l <i n p a i r sc, o m i n gu p w i t h t h e i r l i s t s .
This exercise provides a chance for recycling the Alternatively, dividestudentsinto two groups:one
languagefor giving advice. Encourage students co give thinkingof advantages, the other of disadvantages. Then
each other advice when they tall<about the last two makegroupsof four,two from eachside,to debatethe
q u e s t i o n s .F i n i s hu p b y t e l l i n gt h e c l a s so f a n y p e r s o n a l issue.ln either case,write some usefullanguage on the
experiences.Youcould extend this by asl<ingpairs of b o a r d .F o r e x a m o l e :
students to role-play a dialogue between Simon and Theytokeup too much time.
Pete's (from the conversation on page 64) partners, It'smuch more convenient.
d i s c u s s i n gt h e i r a n n o y i n gh a b i t sa n d o f f e r i n ge a c h o t h e r They'vesimplified Icomplicoted things.
a d v i c e .F o r e x a m o l e : RememberY2K?
You know,he's reolly nice but he keeps on spendingoll our Theyieonti-sociol.
money on surprise weekend trips.

Follow-up
Speaking To recyclesome of the language from this unit,nave
studentsrole-playa job interviewfor a computer
Playthe recordingof the three storieswhile students
s u p p o r tp e r s o nA. s a c l a s sb, r a i n s t o r ma l i s t o f
j u s t l i s t e na, n dt h e n p l a yt h e r e c o r d i n ga g a i nw h i l e
r e q u i r e m e n t(sb o t h p e r s o n aal n d t e c h n i c a lT) .h e n h a v e
s t u d e n t sf o l l o w a l o n gi n t h e i r C o u r s e b o o k sT.h e n h a v e studentsworl< in pairswriting the dialoguebetweenthe
t h e m d e c i d ew h i c hs t o r y w a s t h e m o s t e m b a r r a s s i n g . b o s so f a s m a l lc o m p a n ya n d t h e a p p l i c a nW t. rite some
B e f o r eh a v i n gt h e m d i s c u s tsh e q u e s t i o n si n t h e n e x t s e n c e n cset a r t e r st o h e l pg e t t h e m s t a r t e d :
t a s k i n p a i r st,e l l t h e m a b o u ta n y p e r s o n ael x p e r i e n c e Hoveyouhod much experience with ... ?
you have,or alternatively use this one: H o v ey o ue v e r. . . ?
I hovethisfriendwho wos workingon someEnglishteoching H o w l o n gh o v ey o u . . . ?
moteriolfor the schoolwebsite.Aftershefinished,shedid o Whenlwhydid youleove... ?
spellcheckto mokesureeverything wos OK. Therewereno Whot wouldyoudo if ... ?
problems,ond shepostedthe moteriol.A few weeksloter,o
studentoskedhisteocherwhat'gerbils'were. Theteocher Studentscan then practisereadingit beforeperforming
exploined, but the studentstil//ookedconfused. He wontedto it to anothergroup.
know obout the grommoticolstructure'gerbils' not the
animols.Now the teocherwosconfused.Thestudent
exploinedthot he hod reod oll oboutthem on the website./t
turnedout thot the studenthod beenlookingot o section
colled'Gerbilsond Infinitives'. The spell-ch eckerhodn't liked
the word'gerunds' ond hod chonged them oll to'gerbils'.

Opposites
I n t h i s e x e r c i s es,t u d e n t sc a nw o r k i n d i v i d u a l o
l yr i n
pairs.Tellthem that the words they are lool<ingfor
occur in the sameorder in the text. Remindthem to
record completeexpressionsif they want to transferany
to their notebool<s.

58
to
lf you pick someone up,you collectthem from one
Unit overview placeto take them somewhereelse- usuallyin your
car.For example:l'll pickyou up oroundseven,
OK?
General topic
Y o u s a yC a nw e m o k ei t . . . ? w i t h a t i m e w h e n
Makingplansand arrangingtimes and places.
someonesuggests a time to do somethingand you
want to do it at anothertime. For example:
Dialogue
A: How oboutif I pickyou up ot eight?
Jamie,Martin and Racheldiscussplansfor celebrating B: Con we makeit nine?I don't finishwork until eight.
Rachel'sbirthday.
A foyeris the entrancehall of a hotel,cinemaor
Language input theatre.In AmericanEnglish, this is calledo lobby.

. A mobileis a mobile phone.For example:I'llhavemy

Prepositional phrasesfor location:otthe stotion,
mobilewith me,so giveo ring if there'sony problem.
by the moin exit,at the busstop,just in front of the
post offce,etc.
Remindstudentsto record any of the expressions
that
' Suggesting alternativetimes to meet: Con we moke they like in their notebooks.
it o bit loter? etc.
. Expressions to show you don't mind:/'m eosy.lt's Lead in
up to you.l'm not bothered.
' You can use I Speaking to leadin to this unit.
Verbalexpressionsfollowed by the -ingform or
infinitive:Do you foncy going... ?Wouldyou liketo
g o . . . ? l ' dr o t h e g
r o ...
. Choice questions:Do you wantto do it now or sholl
:J;:l:; J:::jl -i i ll,"r1
we do it tomorrow?
Speaking
Language strip First,havestudentsguesshow old eachpersonis. They
can use the structure HelShelooksoboutto beginthe
Use the language strip as a way to lead in to the unit.
activity.Thenasl<the classto brainstormall the different
Ask studentsto lool<quicklythroughthe list and find
peopleeachpersonmight meet.In pairs,they can then
any expressions that they haveusedor could haveused
d i s c u sw
s h e r et h e y t h i n l <e a c hp e r s o nw o u l d u s u a l l y
before.Explainthat in this unit they will learnwaysto
meet the differentpeoplethey know.You could finishby
talk about makingplansto meet people.Encourage them
askingstudentsto discusswhich of the four peoplethey
to choosesome other expressionsin the strip that look
think would havethe best sociallife and why.
interestingand to find out more about them.

Use the languagestrip later on in this unit for a small waitingror agesl
lfiiiilii#l
group task.Ask studentsto choosefour statementsand
come up with what was saidto prompt eachone. For Use the questions to lead in to the reading tasl<,either in
examole: s m a l l g r o u p s o r a s a w h o l e c l a s s .E x p l a i nt h a t i f y o u
A: Whereis he?He shouldhove beenherefortv minutes arrive just on time, you get there exactly at the cime you
ogo. p l a n n e d .G i v e s t u d e n t ss o m e o t h e r e x a m p l e so f
B; Ringhim on hismobile. expressions with just connected with meetings.For
examPre:
You could alsoasl<them to find all the exoressions
that I wos just leoving when you rong.
containa modalauxiliary(e.g.Shollwe meetafterwork? I just mode it.
Can we mokeit nine?I'll be underthe clock).
It might be interesting to divide the class into two
You might needto explainsome of the following g r o u p s ,m a l e a n d f e m a l e ,t o d i s c u s st h e s e q u e s t i o n s .
expressions: When students have finished,have them get into mixed
' gender groups of three or four to see if men and women
lf you sayl'm eosywhen someonegivesyou a choice
answer differently.
o f t h i n g st o d o ,y o u d o n ' t m i n d w h i c ho n e y o u d o ,
and are askingthe other personto makethe choice
for you. For example:
A: Do you want to sit hereor outside?
B: I'm eosv.Youdecide.

59
 -l
- . ::: :la:il E

Explain the situation of the reading text and have Speaking

srudents read it to themselves.Theycan then share their
reactions in pairs.Ask them if they remember what o U s e t h e p i c t u r e s o n p a g e 7 l t o p r a c t i s et h e s e
rough oreo means and to explain why they thinl< the prepositional phrases.Students can take it in turns
writer described Moss Side as o rough areo (there is a lot describing where people are and then turn it inro a
of drug dealing and prostitution there). Play the m e m o r y g a m e .O n e s t u d e n t c l o s e st h e C o u r s e b o o l <
recording of the text as students follow in their
while the other tries to remember where each Derson
Coursebook. Encourage students to underline any
was. For examole:
expressions or collocations they are interested in. You
I think the people in the picture on the right were in o pub.
may want to point out these expressions connected with
meetingpeople:
You could also use the pictures to revise the past simple
slt somewhere by myself
and past continuous tenses in storytelling.Asl< students
she is o/woys worried about being left on her own in o bor
to use sentences starters like:
she finolly turned up
Lost week I wos ot the oirport,when suddenly...
I wos beginningto worry
While I wos woiting for my friend in the pub the other doy, ..
sorry,I'm lote
So thot I didn't hove to woit oround for vou . . 1
spoi/ the evening . . I P r o n u n c i a t i o nw:e a k f o r m s

Remind students to add the expressions to their Explain to students that the schwa,/e/, is common in
notebool<s. prepositional phrases because it allows us to say them
quicl<lyand smoothly. As you play the recording, asr<
I
s t u d e n t st o l i s t e n f o r t h e s o u n d a n d t h e n p l a y i c a g a r n ,
:iii speating w h i l e s t u d e n t s l i s t e nf o r t h e w o r d t h a t h a s t h e m o s t
s t r e s s .P l a yr h e r e c o r d i n g a t h i r d t i m e , p a u s i n ga f t e r e a c h
Leadin to this task by tellingthe classwho you are most
sentence,so students can reDeat.
lil<e,and then tell them a waitingstory of your own.
Encourage the classto asl<you questionsand then to
After students have put the dialogues in order and
recala l n y e x p r e s s i o ntsh a t y o u u s e dW. r i t e t h e s eo n t h e
checked their answers from the recording, point out
b o a r dt o h e l ps t u d e n t sw h e n t h e y t e l l t h e i r o w n s r o r i e s
how then is often used at the end of questions as a way
in smalg l roups.
o f c h e c k i n go r i n v i t i n gt h e o t h e r p e r s o n t o c o m m e n t .
Have pairs of students practise these dialoguesand then
tell them to worl< with a new partner having similar
conversations about places in the town/city where they
P r e p o s i t i o ncsa u s el e a r n e r so f E n g l i s a
h lot of problems. a r e s t u d y i n go r t h e a r e a a r o u n d t h e s c h o o l .G o a r o u n d
Remindstudentsthat they are best learnt in phrases, as mal<ingsure they are using the weak forms.
is the casehere.Beforedoingthe tasl<,elicita list of
potentialmeetingplaces(e.g.bors,coffeeshops,cinemos) Answers
and then asl<Whereobouts exactlyin theseplocescon you
meetTListento students'suggestions | . c . , a . ,D .
without correcting
t h e m .T h i s g i v e sy o u a c h a n c en o t o n l y t o h e a rh o w w e l l 2. c., a., b., d.

they use prepositionalphrases, 3 . b . , e . , f . , d . , a . ,c .

but alsowhere they are
lackingin specificvocabularyto describedifferentparts
of a olace.
Speaking
Havestudentsdo this exercisein oairsand then
compareanswerswith a partner.After you'veclarified Tell students about the places where you meet peopre
any problems,studentscan test eachother in pairs:one b e f o r e h a v i n gt h e m d i s c u s st h e s e q u e s t i o n si n g r o u p s .
p e r s o nr e a d st h e b e g i n n i n gls- 7 w h i l et h e o t h e r p e r s o n Write some useful phrases on the board. For exampre:
t r i e s t o r e m e m b e ra s m a n yo f t h e t h r e e p o s s i b l e n d i n g s It's reallv convenient.
as they can.Youshouldexplainthat bit in f. meansport. A lot of young people hong out there.
It's o greot spot for ...
Tell studentsto record any prepositionalphrasesor
collocationsin their notebool<s.

Answers
l.c. 2 .g . 3 .a . 4 . b . 5 . d . 6 .e . 7 . f.

60
 1 0 M e e t i n oD e o D l e

You may needto explaina coupleof expressions:

. lf a placelike a caf6or restaurantdoessomething,
they offer it. For example Theydo o curry nightevery
Speaking Mondoy.Theydo o mixtureof old soulond R &B on
Sundoys.
This tasl<leadsin to the listeningtasl<.Start off by asl<ing . lf you chill out,you relax,often after you havedone
studentsthe questions. Ask if there are any particular somethingtiring.For example:Thonksfor the
traditionsthat they havenow or rememberwhen they but I think I'm just goingto go home ond chill
invitation,
were younger.Talkabout yourselftoo. Then get students out.Referstudentsto the Real English note on chill
to individuallyranl<the activ;ties. Pointout the out.
collocationshaveo quietmeo/and c/osefriendsand fomily.
Give studentssome more exDressions with hove Encouragestudentsto go bacl<throughthe conversation
o quiet... (nightin,drink,wordwithsomeone). Write some and add any expressions
that they find interestingto
expressions on the boardfor when they compare their notebool<s.
ranl<ings:
That'swhat I'd reollvliketo do.
fhot's not reollymy kindof thing. Speaking
/ usedto likedoingthat,but I'm gettingtoo old for it now.
Thot'snot very exciting, S t u d e n t sc a n d i s c u s st h e s e q u e s t i o n s w
. hich follow on
is it?
from the conversation,in small groups. Explain that if
someone is fussy,they aren't easy to please,or they are
w o r r i e d a b o u t s m a l l d e t a i l s .F o r e x a m p l e :
We con never decide on the best ploce to meet ofter work.
Exolain the situation and ask students to listen for what Everyone'sso fussy.ltt either too noisy,too smoky or too
Rachel,Jamie a n d M a r t i n d e c i d et o d o a n d n o t t o d o f o r expenslve.
Rachel'sbirthday.Play the recording, mal<ingsure that
students cover the text. Get them to discussthe Also, explain that if you go olong with someone'ssuggestion,
answers in pairs.Tell them to keep the text covered as you agree with it. When students have finished,tell them
they do this. to close their Coursebool<sand asl<you the quesrions.

Answer Roleplay
They end up decidingto go bowling.They'regoingto
meet at eight in the foyer of the bowlingalleynear the Before students worl< on the role play,brainstorm a list

station.Martin is goingto tell Stellaand Mil<eso they of useful exDressionsfor each situation and write them
can join them.(They decideagainstgoingto a musical on the board. You might also want to give them the
and Ben'scaf6to hear iazz.) openinglines:
A: Hello?
B: Hi. Mortin here.I just wonted to let you know ...
Next, let studentsread the conversationas you playthe A: Hello. Moortown Bowling.
recordingagain.Then asl<students,in pairs,to fill in the B: Hello.I wos wonderingif I could ...
first two or three gapsfrom memory beforeyou play
the recordingagain,this time with pausesso that they G o a r o u n d h e l p i n gw i t h l a n g u a g ed i f f i c u l t i e sa n d t h e n
can checl<and fill in the missingwords.Do this two or have students practise a few times together before acting
three gapsat a time until the end.Playthe recording it out to another Dair.
throughone more time with studentsfollowingthe text.
lf you want studentsto readthe conversation, or parts
o f i t , i n p a i r su, s et h e t a p e s c r i pot n p a g el 5 l . T h e m i s s i n g Tim e expr essions
words are highlightedin colour.
This exercise focuses on time expressions following Con
w e m o k ei t . . . ? G o o v e r t h e e x a m p l e s ,m o d e l l i n gt h e
Answers
p r o n u n c i a t i o na n d t h e n e x p l a i nt h e t a s l < . Y o um i g h t w a n t
Words in gapsin the conversation: to do the first one as an example.Asl<students to pay
l. They'relovely 9. Can we make ir attention to the sentence(s)following the question.
2 . f a n c yd o i n g 1 0 . g i v et h e m a r i n g Explain that the clue to completing the exercise can be
3. I'm easy | | . d o n ' ty o u found there. As you go through the answers,ask
4. making 12. actually q u e s t i o n s f, o c u s i n go n s o m e o f t h e o t h e r l a n g u a g eu s e d .
5. supposed to be 1 3 . m i d d l eo f t h e w e e l < For example:
'for
5. Ben's How long is oges',a relotivelyshort or long time?
7 . s o m e w h e r ee l s e What time would you need to leave home to get to schoolon
8. do you fancygoing time?

6'l
 - . a:: -a ceol-i e

that you don't wont to missT

What ore sorneTV progrommes
Whot placescan you be'awoyfrom'7(work,home,my desk)
Why mightyou needto tokeo doy off work?How obouton
houror o yeor?
Have pairs of students practise the conversation and
then mal<esimilar conversations.(Note that if you
wanted to be annoying,the conversation could go on for
a long time.)

Answers i, i
| . eight 2. later 3. earlier 4. six
5. next weel< some time 6. some other time The-rngform andthe infinitive
ii]t$ii
This areaof grammarcan causea lot of frustrationfor
Have students go back and underline the examples
students.There are no practicalrulesfor determining
where the time expression is not specific (o bit
whether a gerundor infinitiveis used,and although
loterleorlier,next week some time, some other time).
s t u d e n t sp r o b a b l y ' l < n otw
h e r u l e 't h a t m o d a la u x i l i a r i e s
are followedby the verb without to,they often still make
. : . . . i-
. '1 Freepractrce mistakes. As always,remindthem that recordinqrhese
v e r b p h r a s e si n e x p r e s s i o nwsi l l h e l p .
lf you want to make the first task a little easier,write a
couple of key words on the board to help students After goingthroughthe explanations, studentscan test
remember. For example: eachother in pairs.One personsaysDo you foncy... Z
I . work ... seven and the other,without lool<ingar the Courseboor,
2. meeting. .. fve ... oges r e s p o n d sw i t h g o i n g. . . 2
etc.

After pairs of students compare their answers for the

second task, asl<them to practise the conversations
using their different reasons.
Go over the exampleswith the classand practisethe
pronunciation,particularlythe srresspattern in /t'sup to
you.When studentsfind theseexpressionsin the
dialogue,remindthem to look at words aroundthem
too. For examole:
Whotever.l'm eosy.lt's up to you,reolly.
S t u d e n t sc a n w o r l < i n d i v i d u a l l ya n d t h e n c h e c l <t h e i r
answers from the recording.Then have them practise the
c o n v e r s a t i o n si n p a i r s .P o i n t o u t a n d e x p l a i n ,
if necessary,some of the other expressions used here:
thot new Moroccon ploce
It might be o lough.
It might be nice to get out of town.
o friend of mine
H a v e s t u d e n t sg o b a c k a n d u n d e r l i n et h e c o m p l e t e
e x Dr e s s t o n s .

Brieflydiscussthe questionsas a classbeforehaving

Answers
s t u d e n t sc o m p l e t et h e d i a l o g u e s .
|. going,stay 2. going,try 3.Togo,to do 4.To go,
invite 5.To go,stay 6. go,to go
Answers
l. easy
2. don't
ii,,Lifi{ pr".ti."
rurtt''"r.
3. ,p
4. easy Beforegettingsrudentsto do the tasl<,model the first
5. bothered item as an examplewith a student:
5. to A: Do you fancy goingswimminglater?
8: Io be honest,I'd rother justgo for o run.

Point out the expression Wheneversuits you. Practise the

Encouragestudentsto use differentexpressions
for
pronunciation with the class and then ask a few
makingsuggestions.Then havethem work with anotner
questions and have students respond with wheneyersuits
partner for the secondpart.
you or whoteversuitsyou.For example:
When shall we hoye o test7
Do you wontto do this exercisenow or woittill tomorrow?
Sholl I ploy the recording first or do you wont to reod it fust?

62
 1O Meetnq people

Answers Answers
Possibleanswers: l.c. 2.a. 3.e. 4.b. 5.h. 6.d. 7.f. 8.g.
l . A : D o y o u f a n c yg o i n gs w i m m i n gl a t e r i
B: To be honest,I'd rather just go for a run. lt's a
F o r t h e s e c o n d t a s k g o o v e r t h e e x a m p l e ,p o i n c i n go u c
bit too cold.
the use ofjust and asl<the tag question sho/l we? that
2. A: Do you want to go to visicmy parenrschis
follows sentences starting with Let's.Encourage students
weel<end?
to follow a similar pattern. When the pairs of students
B: To be honest, l'd rather stay home and catch have finished,have a few of them share their answers
up with worl<. I've got an important deadline to with the whole class.
meet.
3. A: Would you lilceto go ro a concert next Friday? .:.- - ".1
B: Yeah,that'd be great. Shall I phone now and . .. ' 1 F r € € p r a c t r c e
bool< ticl<etsfThey might sell out.
Allow students a few minutes to look bacl<through the
4. A: Do you fancy going to that new club tonight?
u n i t , i n c l u d i n gt h e l a n g u a g es t r i p ,a n d t h e n t o t h i n k a b o u t
B: I'd rather go to Rock City instead.lt's cheaper.
the denils of their plan.To make this easieqyou might
5. A: Do you fancy eating Chinese for dinner want to give each student a weekly or monthly calendar
tonight? so they can note down the dates and times. Go over
B: I'd rather eat Mexican instead.I had some egg some expressions for turning down invitations.For
rolls for lunch. examPre:
6. A: Shallwe go to a caf6 for lunch? I'm ofroid I'm busy thot doy. Could we moke it onother time?
B: Yeah,that'd be great. Do you wanr to go to l'm sorry I won't be able to make it.
that new place round the cornerf I hear it's l ' m . . . e r . . . w o s h i n gm y h o i r t h e n .
really good.

Follow-up
Referstudentsto the Real English nore on thot new Have pairs of students imagine that they are a company
club. that sets up dates between young people by organising
an activity illustrated in one of the pictures on page 75.
They should worl< out the details of how it actually
The -ing form, infinitive with to or worl<s:what the couple do, the price, etc. Have students
i n f i n i t i v ewi th o u t to ? t h e n e x p l a i n t h e i r i d e a st o t h e r e s t o f t h e c l a s s . Y o uc a n
then get them to vote on the most interesting or
This exercisealso revisesexpressions with get usedto,
unusual ideas.Then ask students to imagine that they
mokeand /et from previousunits.When you have
have just come bacl<from one of these events and have
checkedstudents'answers,they can asl<eachother in
pairs.Alternatively, them write about their exoeriences.
give eachstudenta numberfrom I to
8 a n d a s l <t h e m t o m e m o r i s et h e c o r r e s p o n d i n g
q u e s t i o n . T h et yh e n g o a r o u n da s k i n gt h e i r q u e s r i o nr o
other students.Havestudentsrecord the complete
expressionsin their notebool<s.

Answers
l . u s i n g 2 . s t a y 3 . l e a r n 4 . d o i n g 5 . T od o 5 . d o i n g
7 . d o 8 .g o i n g

Doyou want to ...or shallwe ...z

ifi:;,$
Somestudentsmay be curiousabout the use of sho//.
Thesedaysit is common in conversational BritishEnglish
for makingoffersand suggestions. In AmericanEnglishit
i s l e s sc o m m o n W . h e n c h e c l < i nt hg e a n s w e r sm, o d e lt h e
pronunciation, in particularthe intonationpattern of
c h o i c eq u e s t i o n w s i t h j u s t t w o o p r i o n s( r i s i n go n t h e
first choice,fallingon the second).Then studentscan
p r a c t i s ei n p a i r s .

63

Unit overview
General topic
Talkingabout differentmeansof transportand
journeys.
Reading
Stereotypesof peoplewho drive certainvehicles.
Language input
' Number adjectives:o two-hourdrive,o fifteen-minute
woll etc.
' Driving vocabulary:looksin hismirror,goesthrough
red /rghts,etc.
. Comparativesand superlatives: The sooner,the
better.ltt much cheoperthon it usedto be. lt'sone of
the best placesto eot in town.
. brainstorm the advantagesand disadvantagesof
Transport collocations:We got delayedin Rome./t's
a very fast line.Webrokedownjust outsideDurhom.
fhe seo wos a bit rough.etc.
Language strip
Use the languagestrip as a way to lead in to the unit.
Ask students to look quicldy through the list and find
any expressions that are true about themselves (e.g.I
con't drive).Explain that in this unit they will learn ways
to talk about different kinds of transport and journeys.
E n c o u r a g et h e m t o c h o o s e s o m e o t h e r e x p r e s s i o n si n
the strip that look interesting and to find out more
about them.
U s e t h e l a n g u a g es t r i p l a t e r o n i n t h i s u n i t f o r a s m a l l
group task. Asl< students to find those expressions that
are connected with planes (e.g.The flight took eleven
hours),cars (e.g.I drive oVolvo),trains (e.g.We hod to
stond oll the woy) and ships (e.g. / get seosick just thinking
obout ferries).Thereis another exercise lil<ethis later on
i n t h e u n i t . Y o u c o u l d a l s o a s l <s t u d e n t st o f i n d t h o s e
expressions containing a verbal expression followed by
an infinitive without to (Shollwe get o cob?)and those
followed by an -ing form (l don't mind goingby cooch,
octuollv\.
You might need to explain some of the following
exDressrons:
. There is a stereotype that someone who drives o
Volvois safe,sensibleand boring.
' lf you stop over somewhereon a flight, your plane lands
and remains at the airDort for a time before
c o n t i n u i n go n t o t h e f i n a l d e s t i n a t i o n D
. uboiis part of
the United Arab Emrrates.
64
You might sayWe had to stondoll the woywhen
tall<ingabout a train journey.For example:By the time
I get the troin,thereore no seotsleft ond I hoveto stond
oll the woy.
lf you describea flightas o bit bumpy,you meanthere
was some turbulence.For example:Why doesit
olwoysgetbumpywhentheybringroundthe coffee?
An occidentblock spotis one part of a road where
lots of accidentshappen- often,there is a sharp
c o r n e rt n e r e .
Remind students to record any of the exoressions that
chey like in their noteboot<s.
Lead in
O n e w a y t o l e a d i n r o c h i su n i t i s t o w r i t e c o 4 t r o i n , p l o n e
and coach on the board and to have groups of students
travelling by each. Elicit some adjectives lil<eexpensrve,
convenient,fast, comfortoble,etc. so that they can mal<e
c o m p a r i s o n sT. h i s w i l l g i v e y o u a c h a n c et o a s s e s sh o w
w e l l s t u d e n t s u s e c o m p a r a t i v ea n d s u p e r l a t i v e
structures, an area covered later on in the unit.
Speaking
Use these questions to lead in to the reading tasl<.Start
off by asking students to guess what l<indof car you have
( o r w o u l d h a v e i f y o u d o n ' t h a v e o n e ) . E n c o u r a g et h e m t o
e x p l a i nc h e i r r e a s o n i n gF. o r e x a m p l e :
You'vegot kids, so you've probobly got o big cor.
You look iike the kind of person who drives one of those new
minis.
Y o u c a n t h e n g e t s t u d e n t s i n s m a l lg r o u p s t o d o t h e s a m e .
lf most of your students don't have cars,tell them to
d i s c u s sw h a t c a r t h e y t h i n k e a c h o t h e r w o u l d h a v e .
You can then tall<about the two patterns. Explain that we
often use the expression tend to to avoid making too big
an overgeneralisation.Give them an example for each
Dattern:
Peoplewho drive red cors tend to speed.
Peoplewho drive block cors use them to pretend they ore
tmportont.
You could extend this activity by asl<ingwhat
characteristicsstudents associatewith different colours.
T h i s c a n b e q u i t e i n t e r e s t i n gi n m u l t i c u l t u r a lc l a s s e s .
 T r a n s p o rat n d t [ a v e

H a v e s t u d e n t s d i s c u s st h e p i c t u r e s o f v e h i c l e si n p a i r s . before asl<ingthe question and going over the

Write some sentence starters on the board. For e x p l a n a t i o nS
. t u d e n t sc a n w o r l < i n d i v i d u a l l yo n t h e t a s l <
examole: a n d t h e n c h e c l <t h e i r a n s w e r si n p a i r s .M a k e s u r e t h e y
A driver of o vehicle/ike this is probobly o ... are hyphenatingthe two parts of the adjective.For exrra
A driver of o vehicle/ike this probobly uses it for ... practice, they can test each other: one person reads the
first part while the other reformulates it into a number
Before going on to the reading,asl<if anyone actually adjective without lool<ingat the Coursebool<.
owns one of the cars in the oictures.

Answers
wtriteyou reao
riitliril 2. l t ' sa t h r e e - h u n d r e d - p o u sn ud i t .
3. I h a da f i f t e e n - m i n u rwea i c .
Explain that the article students are going to read is a list 4. She'sgot a five-year-old son.
of stereotypes from Britain. After they have read through 5. I d i d a f o u r - m i l ej o g / r u n .
t h e t e x t , t h e y s h o u l d d i s c u s st h e a n s w e r sa n d t h e i r 5. lt's a fifteen-minuteride by bus/busride.
reactions with the same partner they worl<ed with in 7. lt's a two-week cruise.
I Speaking.

Answers S t u d e n t sc a n t h e n t a l l <a b o u t t h e q u e s t i o n si n p a i r s .

l.D 2.F 3 .E 4.C s .B 6.A

Dr ivingvocabular y
Playthe recordingof the texr as srudentsfollow in their To lead in to this task, write the word driyer on the
C o u r s e b o o l <Esn. c o u r a gteh e m t o u n d e r l i n ea n y b o a r d .A s k s t u d e n t st o s u g g e s to r u s e t h e i r d i c t i o n a r i e s
interestingexpressions or collocations. You maywant to to find adjective collocations.Here are some examples:
p o i n t o u t o r e x p l a i nt h e f o l l o w i n g : o dongerouslrecklesslbodlcorefullsofelexperienced+ driver
. lf you sweorot so/neone, you use bad language to
abusethem verbally.For example:How monyof you A s k s t u d e n t st o d e c i d e w h i c h a r e n e g a t i v ea n d w h i c h
onlysweorwhenyouTedriving? p o s i t i v eY
. o u c a n t h e n h a v e t h e m d i s c u s st h e q u e s t i o n sa s
' a c l a s so r i n s m a l lg r o u p s .A s y o u c h e c k t h e a n s w e r s ,a s K
lf someonecutsin frontof you,theymove quicl<lyinto
q u e s t i o n st o c h e c l <t h e y u n d e r s t a n dt h e m e a n i n ga n d t o
t h e s a m el a n ew i t h o u t l e a v i n g
t h e m s e l v eosr y o u
extend their l<nowledgeof these expressions.Here are
mucn room to manoeuvre.
some suggestions:
' Hippieswere part of a big yourh movementin the
Whot should you do if your indicotorsaren't working, then?
late 1960s. They grew their hair long,rool<lots of
/s it /ego/ to tolk on your mobile while you're driving?And to
d r u g sa n d b e l i e v e di n p e a c ea n d l o v e .
text on it?
' lf you don't getroundto dotngsomething, you don't do
Do you think lt's true thot men just check the mop rother
what you were planningto do becauseyou haven't
thon osk for directions?
got the time. For example:I'm sorryI hoven'tgotround
to finishingthe homework.I've beenreollybusy. Whot do you do when someone cuts in front of you?
' lf somethingis customised, it hasbeenchangedto Why do you think they're colled'blind corners'?How would
mal<eit more personalor unusual. We tall<aoour you soy it in your own longuoge?
customised corsor customised computers.
Answers
Tellstudentsto record the expressions
rhey find in their
notebool<s. l. c. 2 .d . 3 .a . 4 . e . 5 .b . 5 .h . 7.i. 8 .f .
e .j . 1 0s. .

Sp e a k i n g
H a v e s t u d e n t s d i s c u s st h e q u e s t i o n si n p a i r s a n d t e l l e a c h
T h e s eq u e s t i o n cs a n b e d i s c u s s eidn s m a l g l r o u p sl.f o t h e r a b o u t a n y e x p e r i e n c e st h e y h a v e h a d .T e l l t h e c l a s s
p o s s i b l eh a v ea l l - m a l ea n d a l l - f e m a lger o u p sT. h e n a f t e r an example so they can see how the sentence trames
studentshavefinishedtall<ing, get the whole class worl<. For example:
togetherto compareideasto see if there are any gender I wos in the cor with my best friend once and we olmost hod
differences. on accident becousehe overtook this bus on a blind corner.
Fortunately,the cor coming in the oppositedirection swerved
I out of the wov.
;i N u m b e ra d .i e cti ve s
This is a good way to review the past tense of irregurar
Students are often confused about this aspect of English. verDs.
Have them read the two examples from the article.
Checl<that they l<now what the expressions mean

65

J C o m p a r a t i v e sa n d s u p e r l a t i v e s
T h i s e x e r c i s ei n t r o d u c e ss o m e c o m m o n e x p r e s s l o n s
containing comparatives and superlatives.Explain the
situation and play the recording. Mal<esure students
cover the dialogue.Then have them quicl<lychecl<their
answer in pairs before playingthe recording a second
time while they complete the gaps.Once they have
finished,they can checl<their answers with you. Play the
recording one more time before having students practise
the conversation in oairs.
Answers
l. (The sooner,) the better.
2. (lt's one of) the best places (to eat in town),
3. (so) the cheaper,(the better)
4. (lt's) much better (than it used to be).
You may want to point out the followingexpressions:
. lf you sayyou'restorving,
you are very hungry.For
example:Whot'sfor dinner?l'm storving.
. Ask studentsif they rememberthe expressiono bit
shortof money.
. lf you go o reollyroundoboutwoy,you go to a placeby
an indirectroute.For example:No,if youcomeout of
exit 9,you hoveto go o reollyroundoboutwoy to getto
my ploce.ltt betterto useexit 12.
. lf you sayto someoneWe'rell'moff,you are saying
you'releaving.For examplel'm off.Seeyou nextweek.
Referstudentsto the Real English note on be ofl
t h a t s t u d e n t sl < n o wt h e g u i d e l i n e s
Y o u c o u l da l s oc h e c l <
for makingthe comparativeand superlative
some typicalphraseson the board with the adjeccives
gappedout. Ask studentsto completethem with the
correct form. Here are some examples:
Theysoy flyingis the . . . way to trovel.(sofe- sofest)
There's much... offthon yourself.
olwoyssomeone
(bad- worse)
Whot'sthe ... flightto NewYorkot the moment?
/ehenrl - rhcahect\
{100?Thot'smuch... thon l thoughtit wouldbe.
- more expensive)
(expensive
66
Speaking
Use these questions to follow on from
I Comparatives and superlatives. You could add
m o r e q u e s t i o n sc o P r a c t i s es o m e m o r e c o m P a r a r i v ea n d
superlative forms. For example:
Hove you ever ordered the rnost expensivething on the
menu?
ls it true the more expensivethe restouront,the smoller the
portions?
Do you think it's sofer on the rood these doys?
Which is the cleonestlfastest/mostcomfortable underground
systern/bussystemyou've ever been on?
:
.)
Com par ingnow with the past
" l ^
,,,- ..,1
tt* extualised
examples of comparative structures. Lead in by asl<ing
students what changesthey have noticed in their towns,
countries, society,or the world in, say,the last ten years.
L i s t e n t o t h e i r i d e a sa n d t h e n h a v e t h e m c o m p l e t e t h e
s e n t e n c e s . W h e nc h e c l < i n g t h e i r a n s w e r s ,a s k w h a t t h e y
think the p e r s o n i s a l k i n g a b o u t . F o r e x a m p l e ,n u m b e r I
could be about a new comDuterand number 8 about a
c l u b .S t u d e n t sc a n t h e n u s e t h i s i n f o r m a t i o n t o a s l <e a c h
o t h e r o u e s t i o n si n t h e s e c o n d t a s l < .
Answers
l . l a s t 2 . b e f o r e 3 .b i g g e r 4 . u s e d 5 . m u c h 5 . b i t
7 . T i m e 8 . g o o d 9 . r e m e m b e r 1 0 .b e
P o i n t o u t t h e m o d i f i e r s m u c h .o b i t .a n d t h e o s . . . o s
s t r u c t u r e s i n n u m b e r s 8 - l 0 . T h e n h a v e s t u d e n t sg o b a c k
a n d u n d e r l i n et h e c o m p l e t e e x p r e s s i o n sF. o r e x a m p l e :
Itt better thon my /ost one.
forms.Write S t u d e n t sc a n t h e n t e s c e a c h o t h e r i n p a i r s :o n e p e r s o n
r e a d s t h e i n c o m p l e t e s e n t e n c ea n d t h e o t h e r s a y st h e
c o m p l e t e p h r a s ew i t h o u t l o o k i n g a t t h e C o u r s e b o o l < .
H a v e t h e c l a s sd o t h e f o l l o w - u p t a s k i n p a i r s ,d e c i d i n g
w h a t t h e q u e s t i o n sw o u l d b e . E n c o u r a g et h e m t o u s e
some of the structures they have learned.
": | -
. I Compar ativephr ases
Theseare fairlycommon fixed expressions. As you are
checl<ing students'answers,practisethe pronunciationof
t h e s ep h r a s e s . Y ocuo u l da l s oa s l <s t u d e n t si f t h e y c a n
thinl<of other situationswhen they might be used.You
could reviewthis later on in the classor the next day,by
writing eachhalfon a separateslip of paper,making
enoughslipsfor eachstudent(andone for yourselfif
you havean odd number).Tellstudentsto memorise
their halfand then go aroundsayingit until they find
t h e i r m a t c h i n gh a l f .
 Transport
and travel

Answers Finishup by writing the patternson rhe board and

encouraging studentsto copy them with a few of their
l.d. 2 . f . 3 .e . 4 . a . 5 .c . 6 .b . p e r s o n a l i s eedx a m p l e si n t h e i r n o t e b o o k s .
/ t ' so n eo f t h e . . . p l o c etso . . .
/ t t o n eo f t h e . . . ( p l o c e si n) . . .
F o l l o wu p w i t h t h e p e r s o n a l i s esde n t e n c e G
s .o a r o u n c
helpingwhen necessary. / t s o n eo f t h e . . . b i t so f . . .
Beforehavingstudentstall<to
their partner,model the two exampleswith a student.
Encourage them to add follow-upcommentstoo. For the ' '
lasttask,you may needto explainthat if you hoveo lie-in, J ' " : . ; "" - i
:

you sleeplater than usualbecauseyou don't haveto get

up.For example: Speaking
I think I'll haveo bit of a lie-intomorrowsinceit! Sundov.
Leadin to the tasl<by tellingstudentsabout a Journey
Beforestudentstry 7-l2, you might needto explainthat you havetal<en. Here is an example:
As for os ... isloreconcerned meanslf we ore tolkingobout Oneof the mostuncomfortoble journeysl've evertokenwos
. . . a n d i s a w a y o f g i v i n ga n o p i n i o na b o u tt h e t h i n g in southernChino.lt wossupposedto be o ten-hourbusride,
beingdiscussed. You mightwant to help the classoy but it turnedout to be more liketwenty-fourhours.The bus
givingyour own examplefor 7. For example: wos reollysmollond woscrowdedwith peopleond bosketsof
As for os computersore concerned, I personolly think the onimols.Luckily, I had a seot,but I couldn'tactuollymovemy
smoller,the better. legsmuch becousetherewos no room with oll the stuffthat
waspiledon the bus ...
Tellstudentsthat they just needto add nounsto 7-12. Havestudentslistenand then asl<you questions.Repeat
They will also needto chooseis or ore./s shouldbe the story and havethem listenfor expressions and
usedfor uncountablenounslike coffeeor food,while ore c o l l o c a t i o n sW. r i t e t h e o n e st h e y r e m e m b e ro n r n e
will be usedfor pluralnounslike computers or desserts. b o a r d .B e f o r ea s l < i ntgh e m t o d i s c u s tsh e q u e s c i o nisn
As they are writing,checktheir ideasto ensurerney smallgroups,go over the suggested structures.Ask for
makesenseand to checkthey havechosenis/ore a few volunteersto tell their storiesto the class.
correcuy.
...,,,]__
Draw students'attentionto the two model , :.i How was your jour ney?
; $ r l ,

conversations at the top of the right-handcolumn and

t h e n e n c o u r a g teh e m t o h a v es i m i l a rc o n v e r s a t i o ni ns To lead in to the tasl<,divide students into four groups.
p a i r su, s i n gt h e i r o w n i d e a sf r o m 7 - l 2 . f h e y c o u l dt h e n A s k e a c h g r o u p t o b r a i n s t o r m c o l l o c a t i o n sa n c
changepartnersand havesimilarconversations about expressions connected with each form of transport in
the other topics suggested. Alternatively, they could t h e p i c t u r e s o n p a g e s8 0 a n d 8 1 . Y o u c o u l d h a v e
worl<with a partner and write conversations about students write on big sheets of paper,put them up rouno
thesetoDics. the classroom and have students wander around lool<ing
at the other groups' work. Then do the exercise,asking
students to see if any of their phrases turn up. When
Su p e r l a t i ve s s t u d e n t sc o m p a r e t h e i r a n s w e r s t, e l l t h e m t o u n d e r l i n e
t h e e x p r e s s i o n st h a t h e l p e d t h e m .
T h i s e x e r c i s ef o c u s e so n a c o m m o np a t t e r nu s i n g
superlatives. Go over the examples, explainingthat if you
givesomewherelsomething o miss,you decideagainstgoing Answers
there or doing it. You shouldalso explain,if necessary, 2 .t r a i n 3 . c a r 4 . c a r 5 .t r a i n 6 . p l a n e T . f e r r y
that o touristtrop is a placethat attractsa lot of tourists 8. ferry 9. plane | 0. ferry I l. car | 2. train
and overcharges them;and that if somethingis o rip-off,
you pay more for somethingthan it is worth.As you
checl<the answers,tell studentsexamplesof placesyou ..".-t
know.For the lasttask,you could havestudentschoose .',_,;,i
Tripexpressions
placesin the town/city they are studyingin or their
hometown,if this is different. This exercisehelpsreinforcethe expressions from
2 How was your iourney? Once studentshave
completedas manygapsas they can rememberand
Answers looked bacl<to check,havethem test eachother in pairs
| . biggest 2. best 3. most beautiful Then explainthat repeatingthe tasl<from I Speaking
4. most expensive 5. worst 6. oldest 7. nicest w i l l h e l pt h e i r f l u e n c ya n d o v e r a l p
l e r f o r m a n c eR. e t e l l
8. most interesting your story with some of theseexpressions too.

67
 . i
Answers I Lear neradvice:dictionar ies
l. a. over b. did c. caught d' 8ot
T h i s e x e r c i s ee x p l i c i t l yr e m i n d s s t u d e n t s o f t h e
2. a. just b. crowded c. line
i m p o r t a n c e o f c o l l o c a t i o na n d t h e i m p o r t a n c e o f
3. a.Traffic b. down c.got d. any
learning more with words you've met before and the
4. a. got b. sea c. calm
importance of learning to do more with words you've
met before. One way to exploit this is to write the
seven headwords on the board, pointing out that stop
Listening here is a noun, and have students in pairs write
s e n t e n c e su s i n gt h e m . T h e n d o t h e e x e r c i s e .S t u d e n t s
Explain the situation and what you want students to do can then go back and modify any of their sentences
and play the recording.Then get them in groups to where they have found a more appropriate collocation.
d i s c u s st h e i r i n i t i a l r e a c t i o n .N e x t , p l a y t h e r e c o r d i n g Encouragethem to record the collocations that are new
again so that they can add to their notes. Play the to them and that seem useful in their notebool<s.
recording one more time as students follow the
t a p e s c r i p to n p a g e | 5 2 , u n d e r l i n i n ga n y e x p r e s s i o n st h e y Answers
find interesting.You may need to explain that Covencry
i s a c i t y i n t h e M i d l a n d sa r e a o f E n g l a n da, n d t h a t i f y o u | . c a b 1 . c a r 3 .s t o o 4 . t r a i n 5 . b u s 6 . c o a c h
say somethingis o poin or a poin in the neck,you mean 7. flight
that it is annoying.

Speaking
Answers
This exercise follows on from 6 Learner advice:
I travelledby train.He had to standall the
Speal<er d i c t i o n a r i e s , a n d i s a g o o d o p p o r t u n i t y t o t a l l <a b o u t
way and the carriagewas full of footballfans c o l l o c a t i o nd i c t i o n a r i e sl.f y o u h a v e s o m e a v a i l a b l eb, r i n g
w h o w e r e d r i n l < i nagn d s m o l < i nagn d t h e m i n t o s h o w s t u d e n t sa n d l e t t h e m c o m o a r e t h e s e
shouting. with their own dictionaries.lf vou have accessto the
I n t e r n e t .v o u c o u l d a l s o d o t h i s w i t h s e v e r a lo f t h e o n l i n e
2 travelledby plane.Their flightwas delayed
Speal<er dictionaries.
for two hours and was quite bumpy.Then
their baggagewas lost and they won't get it lf possibleh , a v e a c o l l o c a t i o nd i c t i o n a r y i n t h e c l a s sw i t h
backfor a coupleof days.Finally, they were you and when someone asl<syou for a good collocation,
overcharged for the taxi fare from Gatwicl<. o r w h e n y o u a r e g i v i n gf e e d b a c l <o n c o l l o c a t i o ne r r o r s ,
give the dictionary to a student to look up suggestions.
2 had the worst journey.
Speal<er

Follow-up

Speaking
U s e t h e p i c t u r e so n p a g e 8 l t o l e a d i n t o t h i s t a s k t o
h e l p g e n e r a t es o m e i d e a s .A s l <i f s t u d e n t s h a v e e v e r h a d
a p u n c t u r e o n t h e i r b i l < em , ilesfrom home without a
r e p a i r l < i t ,o r b e e n i n a c a r a c c i d e n t .E x p l a i nt h a t i n t h e
UK, the Automobile Association (AA) provides road
assistanceto members if thev breal<down. Ask students
what, if any,the equivalent organisationsare in their own
countriesand whether anyonehas had to callthem out.
Give students time to lool< bacl<at the Drevious
exercises before they come up with their story.You
might want to have students write their story for
homeworl<.
A s l <p a i r s o f s t u d e n t st o c h o o s e o n e o f c h e f o r m s o f
t r a n s p o r t i n t h e p i c t u r e so n p a g e s8 0 a n d 8 L T h e n
e x p l a n r h a r r h e y a r e a n a d v e r [ i s i n gt e a m t h a t h a s b e e n
a s k e d t o r u n a p r o m o t i o n a l c a m p a i g nt o e n c o u r a g em o r e
people to rake rheir chosenform of transportacion.
T h e y s h o u l d c o m e u p w i t h a s l o g a na n d a w r i t e a t w o -
m i n u t e r a d i o c o m m e r c i a l .T e l l t h e m t h a t t h e y c a n t a l k
about the bad things associatedwith other forms of
transporcation (e.g.Tiredof bumpy flrghts,lost luggogeond
long deloys?).Encourage students to use expressions from
t h e u n i t . T h e n d i v i d e t h e c l a s si n t o t w o b i g g r o u p s w i t h
one person from each pair. Each person then performs
their commerciai.

68
i
r2
lf food is or hosgoneoff,it is no longerfresh,and
Unit overview smellsor tastesbad.For example:I thinkthis milk's
gone off.
General topic
lf you say I'm so hungry,I could eoto horse,you are
Tall<ingabout different l<indsof food and food
problems. emphasising rhar you are very hungry.For example:
Whot time'sdinner?I'm so hungry,I could eato horse.
Reading ln England, Yorkshire puddingoften accompanies roast
The problemof obesityin developedcounrries. beef.lt is madeof flour and water and is savoury.nor
sweet.Despiteits name,it isn't a dessert.
Language input lf you describefood as yummy,you are sayingic is
. d e l i c i o u sY.o u c a na l s os a yy u m .F o r e x a m p l e :
Vocabularyto describefood: /r'so kindof solod.
A: What'sfor dinner?
It's very filling.lt's got quite a strongetexture.etc.
' 8: Curry.Yum!
Vocabularyfor food-relatedproblemsThey're
obese.Ihey've gotfood poisoning.
I con't eotonything lf you hoveo sweettooth,you reallylil<eeatingsweet
with meat in it. etc. food.
. Food collocations:put on weight,o bolonceddiet, lf food is very moreish,
it's so nice,you want more ano
o lovelyrneol etc. more of it.
' Expressions with should've:Youshould'vecome.You
Remind students to record any of the expressions that
should've
told me before.I shouldn'thoyeosked.etc.
they lil<ein their notebool<s.
. Pronunciation of contractedforms:shou/d'ye.
shouldn'thove
Lead in

Ask students to tell you about the most disgusringthing

Language strip they've ever eaten, what it was, what it tasted lil<e,where
they ate it. Then asl<them about the most delicious
Use the languagestrip as a way to lead in to the unrt.
thing. Then show them the pictures of different foods on
A s k s t u d e n t st o l o o k q u i c k l yt h r o u g h t h e l i s t a n d f i n d
page 82 and do I Different food.
any expressions that are true for them (e.g./'m ollergicto
nuts).Explain that in this unit they will learn ways to tall<
about food and diet. Encouragethem to choose some
other expressions in the strip that lool< interesting and ',,1.,; ; /: I i;ji -
to find out more about rnem.

Different food
U s e t h e l a n g u a g es t r i p l a t e r o n i n t h i s u n i t f o r a s m a l l
group tasl<.Asl< students to choose several of tne Go over the suggestedexpressions and practise the
expression5that contain it or this (e.g./ti very goodfor pronunciation before having students guess what each
you,but I con't stond it myselfyand discusswhat is being food is in pairs.Then asl<a few students to share a
referred to. Alternatively,asl<them ro find all the c o u p l e o f t h e i r i d e a s .P l a yr h e r e c o r d i n g s o r h a r r h e y c a n
expressionswith contractions and to practise saying t h e n c h e c l <t h e i r a n s w e r s T. he same pairscan rhen talk
them. about the food again,now thar they l<now what it is. For
examole:
You might need to explain some of the following /t doesn't look very good,but it probobly tostes de/icrous.
expressions:
' Hoggis is a traditional Scottish food consisting of a
Answers
sheep'sstomach stuffed with minced meat.
' lf you ore ollergicto something,you become ill, get a
l.E 2.H 3 .c 4 . F 5 .D 5 .t 7.A 8.8
rash or start sneezingwhen you eat, touch or smell
9.C
something. For example: I frnd o lot more peopleore
ollergicto cots ond dogs these doys.
' lf something is b/ond,it has very little flavour or rasre.
For example: fhis tosteso bit blond.Con you poss the
soy souce?
. lf you say the house redlwhite, you are referring to
wine, usually the cheapest one the restaurant offers.

69
 You may needto explainthat if you sayyoucan'tbeot
food
i Describing something,you think that it is the best thing.For examPle:
Youcan't beoto nicecold beeron o hot summer'sdoy.
This exercisefocuseson some typicalwaysof describing
food. Point out the modifiersquiteand very.Remind A full Englishbreokfostconsistsof fried egg,bacon,
studentsthat when quiteis stressed, it meansnot verybut
sausage, grilledtomatoes,fried breadand toast and
it meansvery.
when the adjectivefollowingit is stressed,
marmalade.
Also point out the expression it's o kind of, When
students have checked their answers by listeningto the
recording again,have them discussthe questions at the Answers
end in pairs.At this point you might want to go over the
l. a. bland b. comfort c. prefer d. sauces
typical structures following sensory verbs. For example:
2 . a . h e a l t h y b .f i l l i n g c.kind d.limited
/t /ooks/tosteslsmellsgoodldeliciouslowful,etc.
3. a.greasy b. fattening c. foreign d. spicy e. rich
/t /ooks/tostes/sme//s
/ike a kind of souplchickenlold socks.

Have students use these different structures to describe Tal<ethis opportunityto asl<other questionsto help
some of the pictures. extend students'l<nowledge of thesecollocations.
For
example:
Answers Whot ore someexomplesof comfortfoodin yourcountry?
Whot do you think mokeso soupfilling?
Possibleanswers
l.A 2.D 3.F 4.G 5.t Do you likerich foods?
6.E 7.C 8.H
9.8 Whot are somecofesor restouronts
whereyou find the
choiceof foodo bit limited?

Speaking
'-r:!:,L,
_..; - :" "1 -t *r, :. "rrl
T h i s e x e r c i s ep r o v i d e s m o r e p r a c t i c e u s i n gs o m e o f t h e
languagein the previous exercises.Instead of having
students just tell a partner about five different foods,
eetoreyoureao
l*i:illl
have students wall< around describing one food to one
The first part of this exercise introduces some
person before moving on to speal<to another. Ar the
vocabulary for food-related problems as a lead-in to
end, asl<students to rell you what they learned using
2 Eat your greens! For the discussionstage,you might
t n e s e s e n t e n c es t a r c e r s :
want to review some of the expressions comparing the
The food /U most liketo try is .. .
past with the present if students want to tall<about how
The food thot soundedthe rnost unusuolwos ...
t h i n g sa r e c h a n g i n g :
The food that I didn't /ike the soundof wos ...
/t's more of o problem now thon it was before.
/t's not os common os it used to be.
E n g l i s hf o o d !
Answers
D i s c u s st h e q u e s t i o n sa s a c l a s sa n d t h e n t a l l <a o o u t
w h i c h n a t i o n a la n d r e g i o n a lc u i s i n e sy o u l i k e .Y o u c o u l d |.e. 2 .a . 3 .c . 4 . 6 . 5 .d .
also tall<about students' perceprions of food from
different tountries. Ask, for examole:
. t
Whot do you think of as typicolAmerican food? . I Eat Vour qr eens!
; 1 ' -

Whot would you expect to eot if you were staying with o

Russionfomilv? Ask students what they think the title is referring to
(vegetables).Then ask them to guess which of the
You can then tall<about what they thinl< of Englishfood, problems in I Before you read will be discussed.Have
which doesn't have a very good reputation. them read the article without worrying about
u n d e r s t a n d i n ge v e r y t h i n ga n d t h e n c o m p a r e t h e t r
Have students complete the three texts individuallyand answers to the three questions with a partner.
then compare their answers with a partner. Encourage
t h e m t o r e c o r d t h e c o l l o c a t i o n sa n d c o m p l e t e
e x p r e s s i o n si n t h e i r n o t e b o o k s .P o i n t o u t t h e f o l l o w i n g
patterns and asl<students to make sentences thar are
true for them:
I f i n d . . . o b i t l m u c ht o o . . .
They'rellt'snice and + posiriyeodjective (filling,spicy)

70

Answers
l. The problem is obesity.
2. One suggestedcause is that people now tend to
have less time to spend on planningand cool<ing
meals,and buying fresh vegetables.They also feel
g u i l t y a b o u t n o t s p e n d i n gt i m e w i t h t h e i r l < i d sa n d
so give in when their children asl<for sweets and
chocolates.Another suggestedcause is that big
f o o d c o m p a n i e ss p e n d m i l l i o n s e n c o u r a g i n gk i d s t o
eat fattening foods.
3. One company has tal<enflavouringsfrom foods
children like - chocolate, bal<edbeans,pizza - and
added them to vegetables.Theyhope this will
encourage l<idsto eat more vegetables.
When students have finished,play the recording again as
they follow in the Coursebook. Encouragethem to
u n d e r l i n ee x p r e s s i o n sa n d c o l l o c a t i o n st h e y f i n d
interesting and then ask about any they are not sure
about. Remind them to add some of these to their
notebooks.
Sp e a k i n g
Use these questions,which follow on from the reading
tasl<,in small groups. Explain that if somethingcotcheson,
it becomes popular.Asl< students to tell you if they think
some other things will ever catch on in a big way, for
example, electric cars, portable DVD players or whatever
the latest new thing is.When students have finished,asl<
if they think their answers would be different if they
were older, had/didn't have a family or were
richer/ooorer.
vocabulary tocus
,iitii|;iiiil
This exercisereinforcessome food-relatedcollocations,
and addsa few more. Havestudentswork individually or
i n p a i r sW
. h e n c h e c l < i nt h
g e i r a n s w e r sa,s kt h e m a f e w
relatedquestions. For example:
Whot ktndsof foodmakeyou goin weight?
Whot wouldyou soymakesup o bolonceddiet?
Whot wouldo poor diet not include?
Doesonyoneoctuallylikehovinga heovymeol ot breokfost?
What cutsof meat ore generollyleon?Whot ore somerneots
thot tend to be fotty?
Tell studentsa coupleof thingsabout yourselfso they
can see how thesecollocationscan be used:
I'm octuollytryingto put on o bit of weightbecouse/'vejust
comeout of hospitol.
I think o niceglossof brandyis goodfor the digestion.
Then get studentsto talk about their own ideasin pairs.
I 2 Food
Answers
l . w e i g h t 2 . d i e t 3 .f o o d 4 . m e a l 5 . f r u i t 5 . m e a t
7. salad 8. good
At a later stage in the unit you can revise this by getting
one student to come to the front of the class and sit
down facing the rest of the students.Write one of the
words on the board so that the student at the front
c a n n o t s e e t h e w o r d , b u t e v e r y o n e e l s e c a n .T h e c l a s s
then have to remember different collocations for the
word and shout them out - but not the actual word
itself - until the student guesseswhat the word is.The
studentthen goes back and another comes up and the
process is repeated with another word.
-.1
I l t s h o u l db e b a n n e d !
Mal<esure students understand what each of these
things in the box are and that some are light-hearted
(l<araoke,golf and grammar) rather than serious political
issues.(You might want to get students to thinl< about
w h y s o m e p e o p l e m i g h t n o t l i k e t h e s e t h i n g s . )Y o u c o u l d
also turn this into a debate. Have students oicl<one of
these questionso
, r come up with one of their own.
Divide students into two groups: one for banning,the
other against.Give them ten minutes to thinl< about
arguments in support of their respective positions before
getting them into groups of four - two from each side -
t o d e b a t et h e i s s u e .
i I can' t eat that!
...1
W e o f t e n s a yl c a n ' t e o t . . . o r I d o n ' t e o t . . . . Y o u m i g h t
want to explain that I don't eot ... typically means you've
made a conscious decision not to eat it, for example for
r e l i g i o u sr e a s o n s w , h e r e a s I c o n ' te o t . . . o f t e n i m p l i e s
some reason lil<ean allergy.Have students work
i n d i v i d u a l l yo n t h i s t a s l <a n d t h e n c o m p a r e t h e i r a n s w e r s
in pairs.They can also talk about if any are true for
!nem.
Answers
l.f. .2.a. 3.g. 4.h. 5.b. 6.c. 7.e. 8.d.
You may needto explainthat if you con'tstandsomething,
you reallydislil<e to do
it and that if you con'tbe bothered
something,you don't want to mal<ethe effort to do it.
Ask stucientsto tell you what they can'tstandor can't
be bothereddoing.For example:
I con'tstondoll this rain!
Mostdoys,I con't be botheredto moke breokfostin the
mornng.
71

A s l <i f s t u d e n t s r e m e m b e r t h e c o n v e r s a t i o ni n U n i t l 0
when Rachel,Martin and Jamie were tall<ingabout where
to go and Jamie was being a bit fussy.Then asl<them to
tell you whac they thinl< o fussyeoter is. Have students
s p e n d a f e w m i n u t e s l o o l < i n gt h r o u g h t h e m e n u a n d
asl<ingabout any of the items they are unsure of.You
might need to explain the following:
' Wosobi is a l<indof hot green mustard usually served
with raw fish. lt's Japanese.
' Potd is a oaste.
' Anchoviesare small fish that are ofren salted and
added to food.
' Sotoy is a dish in which the meat or vegetablesare
m a r i n a t e da n d t h e n b a r b e c u e d .
' A lycheeis a l<indof reddish fruit with a sweet white
i n s i d e .l t ' s C h i n e s e .
H a v e s t u d e n t st a l l <a b o u t t h e m e n u i n o a i r s .
Listening
L e a di n b y p o i n t i n go u r t h e p i c t u r eo n p a g e8 5 a n d
a s l < i nsgt u d e n t st o r h i n l <a b o u ti f i t r e m i n d st h e m o f
anything. They shouldthen sharetheir thoughtswith a
partner.Youmightwant to tell the classa story here.For
example:
A friendof minewos out on o ftrstdote with o very
sophisticoted womon.He reollywontedto impressher,ond so
he took her to a reollyfoncy restouront. He pretendedto
know oll aboutwine,eventhoughhe neverdrinksit,ond
orderedo bottleof their fnest red.Anywoy, everything wos
goingwell until he reochedfor the soltond occidentally
knockedoverthe bottle,spillingit oll overthe womon'swhite
si/kshlrt.
H a v es t u d e n t st h e n a s l <y o u q u e s t i o n sF.o r e x a m p l e :
So,did he everseeher ogoin?
Oh,yes,they're o hoppilymorriedcouplenow!
E x p l a i nt h e s i t u a t i o ni n t h e l i s t e n i n tge x r a n d g o o v e r r h e
three questions. Playthe recordingand then have
s t u d e n t ss h a r et h e i r a n s w e r sa n d r e a c t i o n si n o a i r s .
Answers
l. N o , b u t t h e y p r e t e n d e dt h a t t h e y d i d .
2. Steve didn't lil<emost of the food, but said that he
d i d t o b e p o l i t e .A l s o , t h e b i l l w a s w r o n g a r f i r s r
and they had to correct it. Then they realised that
they didn't have enough cash on them.
3 . H e m i g h t h a v eg o n e h o m e . H e m i g h t h a v e h a c
t r o u b l e f i n d i n gt h e c a s h m a c h i n e .
4. Answers will vary.
72
Should' ve
I n o r d e r t o h e l p s t u d e n t s u n d e r s t a n dt h e m e a n i n go t
should've, asl<them to explain why Cathy used the two
e x a m p l e sT . h e n g o o v e r t h e e x p l a n a c i o ni n c h e
Coursebool< and the two other examDles.Checl<that
students can see what the present result is (l'm reolly
hungry.I've got a terrible heodache).
Students can work through this exercise individually.
Checl<their answers and then have students Dractisethe
dialogues in pairs. Next, have one person read the
prompt and the other respond from memory. Encourage
s t u d e n t st o r e c o r d t h e r e s D o n s e sa s w h o l e s e n r e n c e s .
You might also want to point out that could'vein
n u m b e r s 4 a n d 5 e x p r e s s e ss o m e t h i n gt h a t w a s p o s s i b l e ,
but that wasn't done.
Answers
l . W e l l , y o u s h o u l d ' v ee a t e n m o r e a t d i n n e r .
2 . Y o u s h o u l d ' v eg o n e b e f o r e w e c a m e o u t .
3 . W e l l . y o u s h o u l d ' v eb r o u g h t a c o a r .
4. You should've told me before! | could've cool<ed
1 s o m e t h i n ge l s e .
l -
5 . R e a l l yY
! o u s h o u l d ' v es a i d .W e c o u l d ' v e d o n e
|
s o m e t h i n gs p e c i a l .
6. You should've come to the party. lt was great fun.
The second task gives more practice with shou/d'yeas
well as focusing on some more food collocations. Have
s t u d e n t sg o b a c l <a n d u n d e r l i n et h e c o m p l e t e
e x o r e s si o n s .
Answers
l . ( l ) s h o u l d ' v ea d d e d ( s o m e w i n e o r s o m e t h i n g . )
2 . ( l t o l d y o u w e ) s h o u l d ' v eb r o u g h t ( a n u m b r e l l a . )
3 . ( l l < n e wl ) s h o u l d n ' t h a v e h a d ( a l l t h a t c r e a m w i r h
the cal<e.)
4 . ( Y o u ) s h o u l d ' v ec o m e .
5 . ( Y o u ) s h o u l d ' v es e e n ( i t . )
6. (l l<new l) should've gone (to the banl<before
I came out.)
7 . ( l ) s h o u l d ' v eo r d e r e d ( s o m e t h i n gl i g h t e r . )
 12 Food

,iiilii:i
Pronunciation:contractions
Play the recording a couple of times so students get
used to the way the contracted forms sound. Then play
the recording again,pausingafter each sentence so that
students can repeat.They can then practise sayingthem
to their partner. For each one, have them read tne
p h r a s e s i l e n t l y l,o o l <u p a n d t h e n s a y i t . T h i s h e l p s t h e m
mal<ethe contraction becausethey have to get to the
end quicldy before they forget.
F o l l o w u p b y d i v i d i n gt h e c l a s si n t o p a i r s .A s k o n e p e r s o n
to re-read the letter and write all the expressions with
get (got to the stotion,got to the motorwoy, got o bit /ost,get
to the weddin$get out of prison)on a piece of paper,and
their partner to do the same with go (five minutesbefore
we were supposedto go,go back home, we went off the
motorwoy,I wos sure I wos goingin the right direction,we
went the wrong woy ogoin).Have students close their
C o u r s e b o o l < sa n d u s e t h e s e e x p r e s s i o n st o h e l p r e t e l l
tne story.

Get students to discussthe second tasl<in pairs. Choose Follow-up

a few students to share some of their suggestionswith
the whole class.
Answers
Possibleanswers:
2 . . . . b e c a u s en o w w e h a v e t o p a y t h i s h u g e b i l l .
3 . . . . b e c a u s en o w I d o n ' t h a v e t h e r i m e t o w n r e
my thesis.
4 . . . . b e c a u s en o w h e ' s o n t h e w a i t i n g l i s t .
5 . . . . b e c a u s en o w h e t h i n l < sI ' m b e i n g n o s y .
6 . . . . b e c a u s en o w y o u ' r e i n a l o t o f t r o u b l e .
7 . . . . b e c a u s en o w I d o n ' t h a v e t h e t i m e t o h e r p
you.
8 . . . . b e c a u s en o w t h e y ' v e d e c i d e d t o p a i n t t h e
whole house a differenr cotour.
9 . . . . b e c a u s ei t w a s g o o d . Y o u f e e l b a d n o w b e c a u s e
y o u m i s s e di t .
| 0 . . . . b e c a u s en o w I f e e l s i c k
Use the menu on page 85 to develop a role play.Have
students worl< in pairs. One person is a fussy eater and
the other can't make a decision (or one person wants
t h e c h e a p e s tt h i n g o n t h e m e n u ,w h i l e t h e o t h e r p e r s o n
wants a lot). lf you get srudenrs in groups of three, one
person can be the waiter. Brainstorm a list of restaurant
languagefirst:
I ' l lh o v e t h e . . .
Are you reody to order?
I need a few more minutes.
Whot's it got in it?
Does it come with chips?
Have students lool< through the languagestrips at the
start of this unit and Unit 7 for other useful exoressions.
Then have them write the dialogue and practise it before
acting out their sl<itto another group or to the whole
ctass.

t -
! F u r t h e rp ra cti ce
Have students read the letter and then tall<about ir in
pairs.Alternatively,have them listen to you read the
letter a couple of times before they discussit. Write
s o m e o f t h e i r s u g g e s t i o n so n t h e b o a r d . Y o u m i g h t a l s o
want to tall<about how we can use never for emohasis.
For examole:
They never should'vetaken the cor in the first Dloce!

-ere are some suggestedanswers:

They should'veleft earlier.
Jonet shouldn'thove rung her mother.
They reollv should've bookedsome seots.
They should'vewaited and caught the next troin-
,'onet should never hove /istenedto Nick.
Theyshould'veoskedsomeone
for directions.
;anet should'vekept to the speed limit.
.,onet never should'vetried to bribe the Dolicemon.

73
 The exerciseshere can be usedas a test.However,
4 Look back and check and I What can you Adjectives
remember? are better done as a discussionin oairs.
Answers
' " . 1-
j g r a m m a r re vre w l. quiet
'
. ' I
2. obsessed
3. bland
Answers 4. user-friendly
l. did you start 5. wrong
2. was,l've ever beenro 5. awful
3. t'd 7. amazing
4. never come 8. greasy
5 . Y o us h o u l d ' v e
been 9. spicy
6. we came 10. hopeless
7. l<eeps cuttingout
8. haveyou had
9. l've forgotten Questionsand answer s
1 0 . g o ,s t a yi n
Answers

:r .:l - l.h. 2.f. 3.j. 4.a. 5.d. 6.c. 7.b. 8.e.

I C o m p a r i n gt h i n g s 9 .g . 1 0 .i .

Answers

| . nicest 5. most well-paid .fl$ wtrat canyou remember?

2. coldest 6. most depressing
3. most annoying 7. most badly-paid Answerswill vary.
4. most painful 8. scariest
" t -
1LOm m onexpr esslons
Verb forms Answers

l. banned
Answers
I rh^' '^4.
l. staying 6. t a l < i no
gu t
3. have
2. to go 7. breal<ing down ',4.
3. asking hardly
8. to buy
4. to get 5. better
9. walking
5. getting 5. late
10. living
7. going
8. to go
9. bothered
l
i L o o k b a c ka n d ch e ck 10. mind

Answerswill vary. Answers for I

rilf;iiil
verb collocations
Answers
l.j. 2.h. 3.i. 4.g. 5.b. 6.c. 7.e. 8.d.
9 . f . | 0 .a .

74
 R e v i e nUr n i t s9 1 2

Revision

Answers
l . P o s s i b l ae n s w e r sa: h o t e l ,a c i n e m a .
2. Can (ane) come alongl/CanI invite(George)?
3. You use it to move the arrow (cursor)on your
comPuter.
4. An omoteuris someonewho does an activityfor
the love of it, not as a living.Aprofessiono/ rs
someonewho does somethingas a living.Usually,
we tall<about amateur/professional sports
players, actors,singers,photographers, painters,

5. Comfortfood is food that mal<esyou feel warm

a n dc o s yE . x a m p l eisn c l u d ec h i c l < epno t p i e ,
macaroniand cheese,etc.Comfort food is good
t o e a t w h e n y o u ' r ef e e l i n gd e p r e s s eodr a b i t i l l .
6. Possibleanswers:someonewho annoysyou,
someoneyou havehad a fight with.
7. You'reobeseif you'reseverelyoverweight.lf you
are obsessedwith dietingand are seriously
underweightas a result,you are onorexic,
8 . P o s s i b laen s w e r s.:. . a s l < i nm g e out,... mal<ing
n o i s e sw h e n h e e a t s .
9. Possibleanswers:at nine,near the ticl<etcounter,
on tne corner.
10. Possibleanswers:fruit salad,potato salad,egg
salad.
I L Possibleanswers:it doesn'tworl<.the Derson
(staff)isn't doingthe job properly.
12. Junkfoodincludesall foods that are bad for your
health.Fostfood is food (usuallyjunk food) that
you canget quicklyat a restaurantor take-away
stand./unkfoodis a negativeexpression, fostfood
is neutral.
1 3 . l t c a n m a k ey o u r c o m p u t e rc r a s ho r w i p e y o u r
h a r dd r i v e .
14. lf your doctor tells you to, or if you can't eat
certainfoods.
1 5 . Y o u m i g h ts t o p o v e r a t a p l a c ei f y o u r c o n n e c t i n g
flight is delayed, or if you'd like to spendsome
time in that placebeforeflyingon to your
ultimatedestination.Also,with lots of long-
distanceflights,you can stop over in a cicyand
c h a n g ep l a n e s .
16. You'veeatentoo much and are uncomfortably
full.
1 7 . I d o n ' t m i n d .l ' m e a s y .
1 8 . R i o ef r u i t .
19. Possibleanswers:fried food can be too greasy, for
e x a m p l ec h i p sc; u r r y c a n b e t o o s p i c ys; o u p ,
vegetables can be a bit blandif they lacl<flavour;
dessertsor food madewith a lot of butter,
alcohoo l r c r e a mc a n b e v e r y r i c h .
20. Possibleanswers:it hasn'tarrivedyet, bad
w e a t h e ri s h o l d i n gi t u p s o m e w h e r ei t, i s b e i n g
in s o e c t e d .

75
 You might needto explainsome of the followingpraces
Unit overview a n de x D r e s s i o n s :
. lf somethingis we//wortho visit,it is a reallygood
General topic
placeto go and see.For example:lf you'reeverin
Talkingabout placesto see on holidayand the
weather. London,try to go to the Museumof Monkind;lt's well
worth o visit.
Dialogue . TheNotiono/Golleryis a largeart galleryin London.
Two coupleson holidaydiscusstheir plansfor the ' A bozaoris a big market,especially
in the MiddleEast.
day. There are famousbazaarsin citieslike Cairo and
Is t a n b lu.
Language input . A mummyis a dead body,usuallyfrom long ago,that
. Vocabularyfor differenttourist anracrions: hasbeen preserved.
o monument,o cothedrol,o theme pork,etc. ' lf you shoptillyou drop,you spenda lot of time and
' Recommending: I wos thinkingof trying somelocal energyshopping.For example:I'm goingto spendthe
Can
food. you recommend onywhere? etc. weekendin Singopore ond I'm plonningto shoptill l
. drop.
Holidaycollocations:
We wenton a guidedtour.
I mustrememberto write o few postcords. . lf somethingis o totalrip-off,it is not worth the
etc.
. moneyyou payfor it, or you are beingovercharged
Describingplaces:lt'so bit of o rip-off.lt's o bit of o
for it. For example:Don'ttokethe open-oirtour bus;it's
tourist trop. You get a greot viewof the city from up
a totol rip-off.
there.etc.
' The lmpressionists
is a rerm appliedto a group of
. Weather vocabulary:lt rainedthe wholetime.
Theheat wos unbearoble. artists,for exampleMonet and Renoir,from the late
/t wos o bit chilly.etc.
nineteenthcentury,who paintedin a characceristic
. Expressionswith goingto,will,proboblyand might:
style.
I'm just goingto haveon eorly night.I don't know,l'll
. TheAoopolisrefersto the ancientGreek citadel
proboblyjuststoyin. / supposeI mightgo trovelling.
overlool<ing
Athens.
. Expressionswith it depends:lt dependson the ' lf some friendsare Putting
you up. you are staying
weother.lt dependshow I feel.etc.
with them in their house.
. Pronunciation:
linkingfinalconsonantswith a
followingvowel.
Remindstudentsto record any of the expressions
that
they like in their noteboor<s.

Language strip
Lead in
Use the language strip as a way to lead in to the unic.
Ask studentsto quicl<lylook throughthe list and find Leadin by askingsome generalquestionsabout
any expressions rhat they could havesaidabout s i g h t s e e i nFgo. r e x a m p l e :
somethingthey havedone in the past (e.g.Whot o view! Do you /iketo spendtime srghtseein g, or do you preferto go
The weatherwosperfectfor sightseeing). Explainthat in to the beochor stayin the bar?
t h i s u n i t t h e y w i l l l e a r nm o r e w a y so f t a l k i n ga b o u t Whot kind of plocesdo you likero see,hisroricbuildings,
p l a c e st o v i s i ta n d t h e i r p l a n sf o r t h e d a yw h i l e o n museums,old portsof towns,morkets?
holiday.Encourage them to choosesome other Do you usuollyorgonise
your time or justtoke thingsos they
expressionsin the strip that look interestingand to find come?
o u t m o r e a b o u tt h e m .
Do you try to seeo little bit of every.hing
or o lot of o few
things?
Use the language strip later on In this unit for a small
group task.Asl<studentsto discusswhat placethey
thinl<is beingreferredto in some of the expressions.
For example,The morketswerereollygreotcould be
referringto Bangkol<. Alternatively,they can thinl<about
how to respondto some of the questions(e.g.Whot did
you thinkof the NotionolGollery?).lfit is a yes/noquestion
(e.g.Did yougo to the bozaor?),they shouldincludea
follow-upcommenr(e.g.No,we didn'tget roundto it).

76
 '1
3 Sightseeing

: l
.-; i
' ' . I Recomm ending
t

l
Students somerimes have difficulty with the verb
I S i g h t s e e i n qw o rd s
recommend.As well as the phrase Can you recommend
This exercisefocuseson severalwords that are similarin onywhere?you may want to also give them other pnrases
m e a n i n gB. y u s i n gt h e i r d i c t i o n a r i e rse, f e r r i n gt o t h e as well.For example:
pictures,and thinl<ingof examples, I strongly recommend it.
studenrswill probably
be ableto see the differences. When they thinl<of I wouldn't recommend it.
famousexamples, you can havethem worl<in parrs Con you recommend o good doctor?
i n i t i a l l ya n d t h e n c o m p a r et h e i r a n s w e r sw i t h a n o t h e r
pair.Then in this largergroup,they can maketheir Encourage students to record these in their notebool<s.
recommendations. Also point out the pattern I wos thinkingof to introduce
a tentative Plan.
While goingthroughthe answersto the first tasl<,
givea
few collocationsfor eachplace.For example:
a life-size stotueof ... Have students worl< individuallythrough the task and
o f o m o u sm o n u m e nt to . . . then play the recording so they can checl<their answers.
visiton ort gollery After they asl<each other to recommend places,asl<
look roundthe locolmuseum them to close their Coursebooks and asl<you the
questions to see if you have the same ideas.
o locolchurch
o magnificent cothedrol
ottendproyersin the mosque Answers
a socredtemple l.f. 2 .e . 3 .c . 4 .g . 5 .a . 6 .h . 7 . b . 8 .o .
o royalpolace
o ruinedcost"le
Here is information about some of the places mentioned
spendthe doyot a themepork in the resoonses:
there'so funfairin town fhe EritishMuseum in London has a huge collection of
on lnternetcaf6 historic artefacts from all over the world.
o foncyrestouront The Notionol Portroit Gollery is next to the Narional
G a l l e r y i n L o n d o n a n d s p e c i a l i s e isn p o r t r a i t s .

Answers Porc Asterixis a theme parl<whose theme is the French

cartoon character Asterix (and his friends Obelix, etc.).
l. A stotueis of a person,while o monument can De
Jolon Suroboyois a famous marl<et in Jal<arta(the capital
a n y t h i n gt o r e m i n dp e o p l eo f a n e v e n to r a p e r s o n .
of Indonesia).
2. A gollerycontainsworl<sof art, while o museumcan
containmanydifferentobjectsand artefacts,nor Broodwayrefers to the theatre district in Newyorl<.
necessarily worl<sof art. ShinjukuPork is in Tokyo.
3. A cothedral is largerand more importantthan o
church. Traditionallxa cothedrol is the seat of a
b i s h o pT. h e r ea r e u s u a l l yo n e o r t w o c a t h e d r a lisn Collocations
a city,but there are manychurches.
Leadin by asl<ingstudentsto tell you what generalthings
4 . A m o s q u ei s a p l a c eo f w o r s h i pf o r M u s l i m sw, h i l e
peopledo on holiday. Studentsmight suggestthingslike
a templeis for Hindus,Buddhistsor Sikhs.
exchonge moneyand tokeo tour.Write their suggestions
5. A paloceis a home for royaltyor headsof scace,
on the board.Then havethem do the exercise.After you
while o cost/eis a largefortifiedbuildingbuilt long
havechecl<ed students'answers,asl<if they want to
480.
modifyany of their previoussuggestions, for exampre,go
5. A theme pork is usually larger than o funfair and has
on o guidedtour,chongemoneyot the bonk.Extend the
a p a r t i c u l a rt h e m e , w h i l e o f u n f o i ri s s m a l l e r a n o
exerciseby askingquestions.For example:
often moves from town to town.
Whot thingsdo you like toking photosof7
7. A restouronttends to have a bigger selection of
food and is open for lunch and dinner, while o cof6 Do you likehovingyour picturetoken?
serves quick snacl<sand can be open all day. Conyou rememberwhot e/se,opart from tickets,youcon
'book'?
(o room,o seot)
a. a c a t h e d r a lo r c h u r c h Whot else,oport from o restouront,
can be'futty booked'?
(o
D. a monument
flight,o hotel)
c. a restaurant
d. a theme park You may need to explainthat if you buy something on the
blockmorket,you are not buyingit through cheproper
c h a n n e l sa ,n d s o i t i s i l l e s a r .

77

Sp e a k i n g
Introducethis exerciseby tellingstudentsabout an
experienceyourself.Again,encouragequestionsand have
them recallany usefulphrasesthat you used.you might
want to alsofeed in other questionspractisingsome of
the collocationsfrom 3 Collocations:
Do you prefer goingon guidedtoursor goingroundby
yourselfT
Do you sendpostcords
whenyou'reon hotidoy?
Whot do you recommenddoingto keepyour thingssofe?
Do you toke travellers'cheques
or do you useo creditldebit
cord?
..t
' i what's it like?
l ' " ; . {
Beforedoingthis task,focusstudents'attentionon rne
picturesand asl<them in pairsto describewhat kind of
placeeachone is.Write the followingpatternson the
board to help:
/t lookslikeo ...
I thinkthot'sin ...
fhct /ookslikeo (odjective)kindof ptoce.
l s n ' t h o tt h e. . . ?
Studentscan then decideif the descriptionsare negative
or positiveby choosingwhether a. or b. follows each
one.Check that studentsunderstandthe expressionsby
a s l < i nqgu e s t i o n sF.o r e x a m p l e :
How muchshouldtheychorge,then?
Why do you think it's o roughoreo?
Do you thinkyou'dpickup o bargoinor getrippedoff in o
touristtrop?
Then playthe recordingso studentscan checktheir
answers.Playthe recordingagain,while studentsfollow
the tapescripron page | 53. Point out the expressions
thonksfor lettingme know and thanksfor tellingme.
Answers
S e n t e n c etsh a r c a n b e f o l l o w e db y a : 2 , 6 , 7 a n d 8
S e n t e n c etsh a t c a n b e f o l l o w e db v b : l . 3 . 4 a n d 5
Real English
Referstudentsto the Real English note on a tourist
trop.Tellthem about some tourist traps you've
encounteredin your travels.Ask if they'veever beento a
tourist trap.Do they know of any tourist traps near
themi
78
Practise the two examples in the final part of the
exercise with two students in front of the class.You
could have students wall< around having one
conversation with one person before moving on to talk
about another place with another person.
, tl'15- | I ' I. i
* - ; * ' * 1 . , . ; , i ! . ; l
Speaking
T h e s eq u e s t i o n sl e a di n t o t h e c o n v e r s a t i o n . y ocuo u l d
u s et h e m f o r a w h o l e c l a s sd i s c u s s i o lnf .s o ,b r a i n s r o r ma
list of placesto stayin: hotels,youth hostels,bed and
breakfasts, campsites, caravans, etc.Also,askfurtner
questions. For example:
Did you stoyin touch?
Hoveyou everhod o holidoyromonce?
lf you ore obrood,do you tend to mokefriendswith people
from the somecountryos you?
Y o u c a nt h e n g e t s c u d e n risn p a i r sr o t a l k a b o u tt h e
p l a c e si n t h e p i c t u r e sT. h e p i c t u r e ss h o w p a r i sN
, ew
Y o r k , T h a i l a nadn d B u e n o sA i r e s W . r i t e s o m es e n r e n c e
s t a r t e r so n t h e b o a r d :
I'd definitely visit...
l ' dp r o b o b ldyo o b i t o f . . .
M a y b el d g o . . .
W hile you listen( A day out)
Explain the situation.Then go over rne rwo quesrions
and ask students to listen for the answers.play the
recording, mal<ingsure that they cover the text. Get
t h e m t o d i s c u s st h e a n s w e r s i n p a i r s .T e l l t h e m r o K e e p
the text covered as rhey do this.
Answers
| . They are visitingParis.(the Louvre,the EiffelTower,
C h a m p sE l y s e e )
2 . D a v i da n d V i c t o r i aa r e m o r e o r g a n i s e d .
Next, let students read the conversation as you play the
r e c o r d i n g a g a i nT
. h e n a s k s t u d e n t s ,i n p a i r s ,t o f i l l i n t h e
first two or three gaps from memory before you pray
the recording again,this time with pauses so that they
c a n c h e c k a n d f i l l i n t h e m i s s i n gw o r d s . D o t h i s t w o o r
three gaps at a rime until the end. Play the recording
through one more time with students following the text.
lf you want students to read the conversation,or Darrs
o f i t , i n p a i r s ,u s e r h e t a p e s c r i p ro n p a g e 1 5 4 .T h e m i s s i n g
w o r d s a r e h i g h l i g h t e di n c o l o u r .
You may want to point out or explain a couple of
exDressions:
' l f s o m e o n e a s l < si f i t i s O K i f t h e y d o s o m e t h i n g ,y o u
can say Go oheod to mean that it is OK. For examDre:
A: Con I borrow your dictionary?
B: Yeoh,go oheod.
 'l
3 Siqhtseernc

You sayThot'so shometo sympathise with someone responding.Tell them to swap roles halfway througn.
about a situationor to expressesthat you are sorry
Before moving on to the next tasl<,tell students ro go
a b o u ts o m e t h i n gF.o r e x a m p l e :
bacl<and find those collocations and expressions rhat are
A: I'm ofroid the restouront'sfulty booked.
new to them and to transfer them to their notebooks.
B: Oh,thot'sa shome.I wos reollylooking
forwordto Point out the following time expressions:the whole time,
goingthere. most of the time, o couple of times,the rest of the ttme.
lf you wonderoroundsomewhere,you tal<eyour time
w a l k i n ga r o u n da p l a c ew i t h o u t a n yd e f i n i t ep u r p o s e .
Answers
For example:Do you foncywonderinground the
cothedrolfor an hour beforewe get somethingto eat? l . T e r r i b l e ! 2 . G r e a t ! 3 . T e r r i b l e !4 . O K . 5 .O K .
5 . T e r r i b l e ! 7 .O K . 8 . O K . 9 .O K . l 0 . T e r r i b l e !

Answers
Words in gapsin the conversation: The questions in the second tasl<work best in
l . j o i ny o u multinational classes.lf your students are all from tne
2. comfortable same country, asl<them to tall<about another counrry
3. a greatview they know, or bring in some information, maybe off the
4. thoughtabout it Internet, about different places around the world. Give
5. havea wander round each person in a small group different information to
5. depends lool< through quickly. Students can then answer rne
7. gets questions about these Dlaces.
8. plans
9. don't reallylike ...""1
1 0 . s o u n d sl i l < e ' 1 Weather forecasts
"l

I l . c l e a ru p
12. whattime Introducethis exerciseby writing theseexpresstons
on
I 3. bookeda table the board:
1 4 . p r o b a b l yw i l l We werereallyluckywith the weother.lt ...
| 5. afford it We didn'thovemuch luck with the weother.lt ...

Havestudentsuse these patternsto tall<about the

Havepairsof studentsreactro the dialogueby discussing holidayfrom 3 Talking about the weather. Then
the questionsat the end.Ask a few studentsto tell you explainthat in Englishwe often talk about luckor chance
what they thoughtand add a few more adjectivesif (e.g.There'so chonceof snow.With tuck,itwon,troin for
necessary.For example: you)with the weather.Ask studentswhy they thinl<that
Helshesoundso bit fussy
I boringIp oshI o rtyI i ndeclsive. is the case,and then havethem do the exercise.
Helshesoundsreollyeosy-goinglfunlfriendly.
Answers
As an extensionhavegroupsof four students- or three
- if you explainthat jason stayed l.d. 2 . b . 3 .f . 4 . a . 5 .e . 6 .c .
bacl<at the hotet _
role-playthe sceneat the restaurantwhere the peopre
talk about how their daywas.This is a good chanceto
Have students practise the expressions but with ony luck
reviewsome of the language from the previousunics. and knowingour luck,and then have them practise saytng
I
the sentences in pairs with one person asl<inghove you
heord the forecostTand the other person responding.
$ij$Talkingabout the weather
Lead in by asl<ingstudents what they thinl< the wearner
is going to be lil<etoday, and then if appropriate, wnat
they want it to be lilce.Refer bacl<to the photographs of
; i; rr.,l I ..., .ii; :t,t":
:: i
places on page 94, and asl<what they thinl<the weather's ., .".1-
like there. This gives you a cnance to react to some of
their suggestionsand feed in other collocations. For
Students may have learnt that wil/ is used to talk about
examDle:
the future in English.However, just like the weather, the
It looks quite cold ond misty there.
future can be predicted with varying degrees of certainty,
I bet it gets very humid there. and so we use different forms to express it.
/t /ooks lovelv ond cleor.
Lead in by asl<inga few students these questions:
Get students to work through the exercise and then Cot ony plons for the weekend?
have them compare answers in pairs with one person Whot ore you up to tonight?
asking Whot's the weother /ikeZand the other person

79
 Then have students worl< in Dairs on the tasl<shere. A: So,are you goingto giverrss:--: -: -'.,',i!'<tonight?
E n c o u r a g et h e m t o r e c o r d s o m e o f t h e c o m p l e t e B: Well,it depends.
expressions (e.g. /'// probobly stoy in ond toke rt easy.I A: On whot?
supposeI might go trovelling)in their notebool<s,perhaps A: Whot kind of moodI'm in,I suppose.
u n d e r a s e c t i o n f o r t h e f u t u r e . F i n i s hu p b y a s l < i n g
students the same questions from the lead-in to see if You might want to explain that whether and if are used
c h e y a n s w e r w i t h d i f f e r e n re x p r e s s i o n s . w h e n t h e r e i s a c h o i c e ,f o r e x a m p l e y o u ' r e e i t h e r o n
time or you're late. The words or not can therefore
Answers follow at the end of the senrence:
/t depends iflwhether I hove time or not.
The expressions in the dialogue are:
We'll probably tal<eit easy this morning.
They can also follow directly after whether- but not lf,
We might go to the Picassoexhibition. It dependswhether or not I hove time.
Yeah,we're going to go up the EiffelTower this
morning and then we're going to go for a cruise down
Answers
the river.
l. d e p e n d so n 7. d e p e n d so n | 3. how long
Well, they said it's going to rain this morning, but it
2. d e p e n d so n 8. depends 14. what time
might clear up later.
3. depends 9. how | 5. whether
Are you going to eat here tonight?
4. depends 10. how much 15. what
We might go out, it depends what time we get bacl< 5 . d e p e n d so n I l. what time I7. whether
this afternoon. 5. depends | 2. how

S t u d e n t sc a n d o t h i s e x e r c i s ei n d i v i d u a l l ya n d t h e n c h e c k T h i s i s s o m e r i m e sa d i f f i c u l tc o n c e p t f o r s t u d e n t st o
t h e i r a n s w e r si n p a i r s .T e l l t h e m t o e x p l a i n r h e i r a c c e p t .E x p l a i nt h a r n o t o n l y w i l l i t h e l p t h e m s p e a l <
d e c i s i o n sG
. o o v e r t h e p r o n u n c i a t i o no f t h e s e p h r a s e s , m o r e f l u e n r l yi n g r o u p s o f w o r d s , b u t i t w i l l a l s o h e l p
especiallythe contracted form /'/l and the reduceo them to avoid the problem that some learners have of
pronunciation of goingto.Then have students practise d r o p p i n g c e r t a i n f i n a l c o n s o n a n rs o u n d s .G o t h r o u g h t h e
reading the conversations. two examples,and have students practise them before
h a v i n gt h e m m a r l <t h e l i n l < i n gi n I - 9 . P l a yt h e r e c o r d i n g
once all the way through and then again,pausingafrer
Answers
e a c h s e n t e n c es o t h a t s t u d e n t sc a n r e p e a t i t s e v e r a l
l. l ' l l ,I m i g h t t i m e s .Y o u c a n a l s o p o i n t o u r r h a t r h e ' d ' s o u n d i s u s u a l l y
2. I ' m ( j u s t )g o i n gt o , I m i g h t , l ' l l dropped in lt deDends.
3. w e ' l l ,w e m i g h t
4. Imight,Imight,l'll
Answers
5. l ' m g o i n gt o
6. l ' l l ,I m i g h r l.' m ( n o r )g o i n gc o 9 . I t d e p e n d sh o w I f e e r .
12. h dependshow-qlggllam.
| 3. h dependshow long-it'lltal<e.
,lli,ilrirttt'rerpra.tice 1 4 , l t d e p e n d sw h a t t i m J l g e t h o m e .
1 5 . l t d e p e n d sw h e t h e ri g e t b a c ki n t i m e o r n o t .
15. lr dependswhat kiid.,ofrhinglou liki
T h i s e x e r c i s eg i v e s s t u d e n t s a c h a n c et o p e r s o n a l i s e
1 7 . l t d e p e n d sw h e t h e rI v e g o t p a i do r n o t .
these structures, and are good examples to include in
their notebool<s.Instead of having pairs of students just
d i s c u s st h e s e q u e s t i o n s ,h a v et h e m w a n d e r a r o u n d t h e
class asl<ingone question to one person before moving Fur therpr actice
o n t o a n o t h e r p e r s o n w i t h a n o t h e r q u e s t i o n .F i n i s hu p
b y a s k i n gt h e c l a s sw h o h a d t h e m o s r i n t e r e s t i n go r Have students asl<each other these questions in pairs
u n u s u a lo l a n s . a n d t h e n a s l <t h e m t o s p e n d a f e w m i n u t e s m e m o r i s i n g
t h e r e s p o n s e sl - 8 i n 4 l t d e p e n d s . T h e n g i v e e a c h
s t u d e n t a n u m b e r f r o m o n e t o s e v e n .T h i s i s t h e n u m b e r
of the question thar they have to asl<.Get all the
s t u d e n t st o s t a n d u p a n d g o a r o u n d a s l < i n gt h e i r
T h i s i s a v e r y c o m m o n p h r a s e j u s t b y i t s e l fw h e n w e questions and trying to remember an appropriate
don't want to be explicitor when we want to delay resDonse.
answering.You could give students an example of an
interaction lil<ethis:

80
 13 Stqlttseetnq

Answers Follow-up

P o s s i b laen s w e r s :
l . l t d e p e n d sh o w I f e e l / h o wt i r e d I a m / w h a t i m e
I get home.
2. lt depends how much time we've goriwhat time
the film finishes.
3 . l t d e p e n d sh o w I f e e l / h o w t i r e d I a m / w h a t t i m e
I get home/whether I get bacl<in time or not.
4. lt depends how I feel/how tired I am/whar trme
I get home.
5 . l t d e p e n d sw h e t h e r I ' v e g o t p a i d o r n o t .
H a v e s t u d e n t sc h o o s e o n e o f t h e c i t i e s i n t h e
photographs on page 94 and inraginethat they are on
h o l i d a yt h e r e . T h e y s h o u l d w r i c e a l e t r e r o r a p o s t c a r d
t o a f r i e n d e x p l a i n i n gw h a c t h e y h a v e b e e n d o i n g ,w h e r e
they've been going,what they've been eating,how the
weather has been, what the people have been lil<e,etc.
Give students a chance to review the languagein this
u n i t a n d p r e v i o u s o n e s . l f y o u a r e h a v i n gt h e m w r i c e i n
c l a s s g, o a r o u n d h e l p i n g W. h e n t h e y h a v ef i n i s h e d ,c h e y
can exchange letters with a partner, read it and then tall<
about it.

6 . l t d e p e n d sh o w l o n g i t ' l l t a k e / h o w t i r e d I a m .
7 . l t d e p e n d sh o w m u c h t i m e w e , v e g o r .

Speaking
I h e s ep i c r u r e si n c l u d es o m ep l a c e st h a t a r e n ' tt y p i c a l
t o u r i s ta t r r a c t i o n sE.x p l a i nw h a t e a c hp l a c ei s . T h e
p i c t u r e ss h o wT o k y o D , i s n e y l a n d , T hHei r o s h i m ap e a c e
M u s e u ma, n d t h e G a l a p a g ol s l a n d sW. r i t e a f e w
e x p r e s s i o nosn t h e b o a r dt o h e l o :
I'd nevergo there,evenif you poid me.
I It'snot reallythe kind of thingI'm into.
l'm sureit'sfoscinoting.
l
I thinkeveryone shou/dseeit.
i
,i
:

81
 You might need to explain some of the following
U n i t o v e r v i ew exPressrons:
. lf you drop out of universitylschool,youleave without
General topic
but I
finishing.For example: I got into o good university,
about schoolsand differentl<indsof exams
Tall<ing
just got fed up with it ofter o few months ond dropped
ano tests.
out.
' lf you are doing o subjectsomewhere,you are studying
Reading
T h e w a y t e a c h e r su s e dt o d i s c i p l i nceh i l d r e ni n i t . l f i t i s a t u n i v e r s i t ya n d t h e u n i v e r s i t yi s n a m e d
schoolsis not lil<eit is now. after the city, you can just use the city's name. For
example: I'm doing chemicolengineeringot leeds.
Language input . lf you are hovingltokingo gop year,you are tal<inga
year off between leavingschool and starting
. Verb patterns:Shewoscoughtdrinkingin schoo/.She
university.For example: I'm plonningto spend my goP
He wos
corriedon drivingevenofter her accident.
yeor trovellingoround the world.
sockedfor olwaysbeing/ote.etc.
. l f y o u r m i n d g o e sb l o n k , y o u s u d d e n l yc a n n o t
. Schoolexpressions: He neverPoysottentionin closs.
r e m e m b e r o r t h i n l <o f s o m e t h i n g .F o r e x a m p l e :M y
Shet the teocherlDet.etc.
mind's gone completely blonk. I con't remember who gove
. Expressions and collocationsfor talkingabout me thot neckloce.
examsand tests:I gotmy results. My mindwent . If you say you got three As ond a B, you are referring to
completelyblank.I did a lot of revisionfor the exom.
the results of your exams. Usually you are referring
etc.
to yourA-levels and the grades reguired to get into
' lntonation for expressingsympathy:I'm reallysorry
universicy. A-levels are exams that are usually taken
to heor that.l'm so sorry.etc.
in the final year of school in the UK when you are
Verbsfor tall<ing about hopesand plansin the eighteen. Whot do you coll A-levelsin your country?
future: I'm plonningto spendthe summerworking means Whot do you coll the exoms you toke ot the end
abrood.I'm reallylookingforwardto it. etc. of secondoryschool in your country?
Asl<ingopinionsabout the future and responding:
Do vou think she'llcome?I doubt it. R e m i n d s t u d e n t st o r e c o r d a n y o f t h e e x p r e s s i o n st h a t
Pronunciation of the contractedform 'll lt'llroin t h e y l i l < ei n t h e i r n o r e b o o r s .
loter.l'll giveyou o hond with it.
Lead in

L e a d i n b y w r i r i n g r h e w o r d t e o c h e ro n t h e b o a r d .T h e n ,
Language strip
a s a c l a s s ,b r a i n s t o r m a l i s t o f a d j e c t i v ec o l l o c a t i o n s H
. ere
Use the languagestrip as a way to lead in to the unir. are some less obvious examples:hordworking,overworked,
Asl< students to lool< quicl<lythrough the list and find competent,inexperienced,sympothetic.Then go on to the
any expressions thar they have used themselves (e.g. first exercise.
Hove you done your homework?)and any that are true for
t h e m ( e . g .I h o t e ds c h o o / )E. x p l a i nt h a t i n t h i s u n i t t h e y
will learn ways of tall<ingabout school and tal<ingexams.
E n c o u r a g et h e m t o c h o o s e s o m e o t h e r e x p r e s s i o n si n
the strip that lool< interesting and to find out more
about them.
Speaking
I n t r o d u c e t h i s e x e r c i s eb y t e l l i n g s t u d e n t sa b o u t s o m e o f
U s e t h e l a n g u a g es t r i p l a t e r o n i n t h i s u n i t f o r a s m a l l
your own teachers,for example a teacher that inspired
group task. Asl< students to find those expressions that
you to become a teacher yourself, a teacher that made
are about exams (e.g.l've got rny results),those that are
your life a misery, etc. lf you are short of ideas,you can
about university (e.g.I'm doing Frenchot Nottinghom)and
use this examole:
those that are about school (e.g.How old were you when
A friend of mine once met one of her old teochers severol
you left school?).(Of course, some expressions do not fall
years ofter she hod left school. When she told her old
into only one category.)You could then asl<students to
teocher thot she wos herself o teocher,he nearly died of
choose several of the expressions to asl<each other (e.g.
shock.Apporently,shehod been quite unruly in school. When
What wos your degreein ogoin?).
he osked whot mode her go into teoching,she exploined thot
she hod mode her teochers' liveso misery os o student ond
now she wonted to moke her students'/iveso miseryos o
teacher!

82
 14 S t u d y i n g

Have students tall<in pairs about the questions and the
pictures on the page.Asl< if any of the things in the
picturesremind them of their own time at school.
that the teacher was sacl<edfor grabbing the boy's shirt
o r w h e t h e r p h y s i c a lp u n i s h m e n ts h o u l d b e o u t l a w e d i n
s c h o o l sa n d i n t h e h o m e .

l
I While you read (The bad old days)
P o i n t o u t t h e t i t l e o f t h e a r t i c l e a n d a s k s t u d e n t sr o
The verbs in this exercise are followed by a variety of
guess what it might refer to. Then explain the rasl<.Have
patterns. This is a good time to mal<esure students are
students read through the article and then compare
r e c o r d i n g a n d l e a r n i n ge x a m p l e si n w h o l e e x p r e s s i o n s .
their answers with a Dartner.
You may need to explain the difference between orome
somebody for o problem and blome o problem on o person..
Answers on is followed by the cause,while for is followed by the
result. Ask students to complete these sentences
Answerswill vary.
appropriately:
They blomed the crosh on ...
Playthe recordingof the articlewhile studentsfollow in Whenever something got broken,it was olwoys blomed on ..
t h e i r C o u r s e b o o kE. n c o u r a gteh e m t o u n d e r l i n ea n y I blame the governmentfor ...
expressions or collocationsthat seem interesting. you
I olwoystook the blome for ...
maywant to point out and explainthe following
exDressions:
' lf you voiceyour support someonelsomething,you Answers
for
verballyexpressyour supportfor that personor t q 4 . a . 5 .e . 6.d. 7.b.
idea.We can use the verb voicewith other emouons,
too: to voiceyour concernlongerlfrustrotion. For The expressions are:
example:A lot of peopleore voicingtheir frustrotionot
the lock o[progressin reochingon ogreement. got sacl<edfor tearing a boy's shirt

, lf you ore ot c o m p l a i n e dt o t h e h e a d m a s t e r
foult,you are responsible for something
that went wrong.For example:The bigfoodcompontes sacl<edfor physicallyabusing the boy
ore reollyot foult for the problemsof obesity. caught two students tall<ingin class
' lf you are cheeky, you are beinga little disrespectful mal<eyou hold your hands out lil<ea cross
and funnyat the sametime. For example:I wos cheeky
carry on teaching the class
towordsthe teochers, but I nevergotin reollyserlous
caught anyone doing anything wrong
trouble.
' lf you pushsomeone threatening them with the sacl<
to the limit,you provol<ethem ro
a point where they lose control.For example:you'd blame the ourlawing of physicalpunishment for an
betterstop now. Youiepushingme to my limit. i n c r e a s ei n b a d b e h a v i o u ri n c h i l d r e n

lf you outlowsomething,you mal<eit illegal.For get sacl<edfor stopping a fight

example:They've outlowedthe useof mobilephones caught smol<ingin the toilers
while driving.

Speaking

H a v e s t u d e n t sd i s c u s st h e s e f o l l o w - u p q u e s t i o n si n s m a l l This exercise gives more practice with the vero parrerns

groups.You may want to point out the pattern cotch from 4Verb patterns. Have srudents lool< through the
someonedoing something.The -ing form is used here q u e s t i o n sa n d t h e n a s l <t h e m t o c l o s e t h e i r C o u r s e b o o l < s
because it shows that the action was in progress.Asl< a n d a s k y o u . A n s w e r t h e i r q u e s t i o n sa n d t h e n a s l <t h e m
s t u d e n t sf o r o t h e r t h i n g s a t e a c h e r o r t h e p o l i c e m i g h r to recall several expressions you used.Write them on
catch you doing. For example: t h e b o a r d .S t u d e n t sc a n t h e n o p e n t h e i r b o o l < sa n o
I was cought fightingin the toi/ets. d i s c u s st h e q u e s t i o n st h e m s e l v e si n s m a l l g r o u p s ,u s i n g
a n y o f t h e e x p r e s s i o n st o h e l p t h e m i f n e c e s s a r y .
I wos cought running in the corridors.
We were once caught shoptifting.
t Teacher
_ s
and students
' i
I
You could also explain that you can skip meols.
For examole: Here the focus is on several expressions connected to
I usuolly skip breokfast. s c h o o l .S t u d e n t sc a n w o r k i n d i v i d u a l l yt h r o u g h t h e t a s l <
and then compare answers with a partner. you could also
F i n i s hu p b y a s k i n gs t u d e n t sw h o h a d t h e m o s t u n u s u a l , a s k t h e m t o d e c i d e w h i c h a r e p o s i t i v ea n d w h i c n a r e
effective or cruellest punishments.To extend the negative.As you go through rhe answers,checl<that they
d i s c u s s i o nh, a v e s t u d e n t s d i s c u s sw h e t h e r i t w a s r i g h t u n d e r s t a n ds o m e o f t h e e x p r e s s i o n sb y a s l < i n g
further
q u e s t i o n s .F o r e x a m p l e :

83
t
 tlo',', would o teocher know someone wosn't Poying Answers
cttention?
Hovr would you know if I wosn't poying ottention? The correct order is:
l.c. 2-g. 3.d. 4.e. 5.a. 6.f. 7.h. 8.b.
Whot kind of thing would you do if you were in detention?
Whot is the opposite of 'top of the closs'?
How con o teocher be encouroging?
Listening
How could you tell someone wos the'teacher's pet'?
Explain the situation and have students predict how the
Then pairs of students can tall<about the sentences that s e n t e n c e sw i l l b e c o m p l e t e d .T h i s h e l p s r e i n f o r c e s o m e
relate to their life. of the collocations from 2 Speaking. Play the recording
and then have students complete the sentences.Play it a
s e c o n d t i m e f o r t h e m t o c h e c l < . Y o uc a n t h e n h a v et n e m
Answers
l i s t e n a t h i r d t i m e , f o l l o w i n g t h e t a p e s c r i p to n p a g e 1 5 4 .
S e n t e n c ecso n c e r n i n sg t u d e n t sl:, 3 , 5 , 7 , 9 a n d I I
S e n t e n c ecso n c e r n i n tge a c h e r s2:, 4 , 6 , 8 , | 0 a n d | 2
Answers

Positive
s e n t e n c e s : 2 ,a7n d 8 . | . fail,go to university
The rest are negative. 2. she only did one of the writing pieces
3. revised really hard for ir, tal<ethe course and the
exams again

Test,exam, degree, etc.

-ruerlre
H e r e a r e s o m e m o r e e x p r e s s i o n sa b o u t e x a m i n a t i o n s
T h i s e x e r c i s ea l l o w s s t u d e n t s r o s e e t h e d i f f e r e n c ei n W h e n s t u d e n t s h a v ef i n i s h e dd o i n g t h e m a t c h i n gt a s l < ,
m e a n i n gb e t w e e n s i m i l a rw o r d s . T o l e a d i n , w r i r e t e s t , h a v et h e m t e s t e a c h o t h e r i n p a i r s ,w i t h o n e p e r s o n
exom and degreeon the board. Asl< students to use each sayingthe first half of the sentences and the other
word to write a sentence about themselves.Then have p e r s o n c o m p l e t i n gi t w i t h o u t l o o k i n g a r t h e
t h e m d o t h e e x e r c i s eW . h e n t h e y h a v ef i n i s h e d a , s l <t h e m Coursebool<.Explain that if you just obout or borely
to lool< bacl<at their sentences and modify the language scropethroughon exom,you only just pass it. For
i f n e c e s s a r yf ,o r e x a m p l e b y c h a n g i n go r a d d i n ga example:
c o l l o c a t i o n .P a i r so f s t u d e n t s c a n t h e n t a l l <a b o u t t h e You just obout scropedthroughwith 7l%.
qualificationsthey have or want to get. Write some
more expressions with quolificotionon the board for Answers
students to complete and tall<about:
I wont to get o quoliftcotionin ...
l.b. 2 e 3 d 4.{ 5 .c 6 .a .
These doys you need quoliftcotionsif you wont to be a . . .
E x p r e s s i o nm s e a n i n gt h e p e r s o n d i d w e l l :2 a n d 3
Most peoplewho opp| for ... hove got o lot of quolificotions
E x p r e s s i o n sm e a n i n gt h e p e r s o n d i d n ' t d o s o w e l l :
l.4,5and5
Answers
l. examination
2 . d e g r e ed, i p l o m aq, u a l i f i c a t i o n s
I Pr onunciation:
intonation
3. certificate
I n t o n a t i o n c o n v e y sa l o t o f m e a n i n g . W r i t e a s i m p l e
s e n t e n c el i k e f h o t s m y b o o k o n r h e b o a r d .A s l <s t u d e n t s
Speaking to practise sayingit with different emotions: anger,real
pleasureb , o r e d o m , r e a l p r i d e , e t c . T h e n a s l <t h e m w n a t
I n t r o d u c e t h e t a s k b y d i s c u s s i n gt h e i n i t i a lq u e s r i o n sw i t h they were doing with their voices to convey that
t h e c l a s sa s a w h o l e . T h e n h a v e s r u d e n t si n d i v i d u a l l y emotion.
d e c i d e t h e o r d e r a n d c o m p a r e w i t h a p a r t n e r .T e l l t h e m
t o r e c o r d t h e c o l l o c a t i o n st h a t a r e n e w t o t h e m i n t h e i r Play the recording once all the way through to allow
notebooks. Explain that if you mess up somethingon o test, students to hear the intonation patterns for the
you do it badly.lf you mess up your room,however, you expressions giving sympathy.Play it a second time,
mal<e it untidy. lf you monoge to do something,you are pausingafter each response to allow students to repeat.
implying that it is difficult or requires some effort to Then have them worl< in pairs reading the conversation.
a c c o m p l i s hF
. or example: Have them thinl< of ways ro extend the dialogue.You
After five hours,l ftnolly monoged to get to the summit. might want to give an example with one student. For
examPte:

84
 l4 Studylnq

A: l'm sorryI'm so /ote,but I hod on occidentin the caron 2. my driving rest / halfway through / for ages / started
the woyhere. waving / the car in front of me / crashed / Needless
B: Oh,no! I'm sorryto heorthot. Areyou oll right?Whot t o s a y ,. . .
hoppened? Wosthe cor bodlydamaged?
A: I'm fine,justo bit shoken.But the cor'snotin good 3 . A f r i e n d o f m i n e / c o p y i n gi c h e a t i n g/ o n e o f t h e
shope.I had to getit towedto o goroge. b e s t s t u d e n t si n t h e s c h o o l / c o n f i d e n t /
B: So,did someonerun intoyou or something? U n f o r t u n a t e l y/, N e e d l e s st o s a y ,. . .
A: Well,l'm to blame,really.I wos tryingto overtokethis bus
on o blindcornerond I croshedrightinto thisoncoming You could round up by re-telling the stories yourself,
cor. e l i c i t i n ga s m a n y o f r h e c o l l o c a t i o n sa n d e x p r e s s i o n s
f r o m t h e c l a s sa s y o u c a n - o r e l s e y o u c o u l d s i m p l y a s l <
Referstudentsto the Real English note on which them to compare the versions they have thought of - or
words are stressed. Saya few sentencesand have written - with those on page 100.
studentspractise,respondingwith the appropriate
e x p r e s s i oa
n n d i n t o n a t i o nF. o r e x a m p l e :
/'ve/ostthot gold brocelet. Speaking
l've /ostmy pen.
/'ve/osta verydeor friend. Start off by asl<ingstudents to sort the tests ano exams
in the box according to different criteria, for example,
Once studentshavepractisedtheir dialoguesa few those that you revise for, those that you don't lilce,those
times,havethem perform them to other pairs. w i t h s e r i o u s c o n s e q u e n c e si f y o u f a i l ,e t c . y o u m i g h t n e e d
to explain that o screentest is for an actor who wanrs a
part in a film, and that o rnock exom is a practice exam.
I m e s s e du p b a d l y!
After students have told their partner a story, have them
This exercise features the topic of exams and tests with tell the same story to another person.
m o r e c o n n e c t e d e x p r e s s i o n sS. t u d e n t sc a n f i l l i n t h e g a p s
a n d t h e n c h e c k t h e i r a n s w e r si n p a i r s . y o uc o u l d t h e n
r e a d o u t l - 3 a n d e i t h e r e l i c i t r h e a n s w e r sf r o m t h e c l a s s
*
a s y o u c o m e t o e a c h g a p o r e l s e s i m p l yg i v e t h e g r o u p 1 i.r'
tne answers.
The futur e: sevenim por tantver bs
Answers Remind students that the structures I'm goingto, I'll
| . a. revision b. last probobly and I might from Unit l3 express how certain
c. notes d. failed
2 . a .f a i l e d b.Test we feel about things in the future.
c.pass o .e n o u g h
3 . a .c h e a t i n g b . c o n f i d e n t c . c o p i e d d . w e l l
T h i s e x e r c i s ew i l l h e l p s t u d e n r sw i t h t h e g e n e r a l m e a n i n g
of the seven verbs and the grammatical patterns that
Point out the expression needlessto soy in each story. follow them. Have students sort the expressions rnto
T h i s i s a c o m m o n w a y o f e n d i n ga s t o r y w h e n t h e r e s u l t categories:those that are followed by an infinitive with to
i s w h a t y o u w o u l d e x p e c t t o h a p p e n .G i v e s t u d e n t s a (e.g.plon,hope, expect),thosefollowed by a preposition +
c o u p l e o f e x p r e s s i o n st h a t m i g h t b e u s e d w h e n t h e a noun or -ing form (e.9. think of, look forword to) and
r e s u l t i s s u r p r i s i n gF
. or example: those followed by a noun (e.g.opply for,dreod,expea).
Funnilyenough,(l possed).
lmagine my surprisewhen I found out ( I'd possed).
Answers

S t u d e n t sm i g h t w a n t t o u s e s o m e o f t h e s e e x D r e s s r o n s r. aPPIy 5 . t h i nl <
to end their own exam stories. Let students spend a few 2. dread 6. lool< forward to
m i n u t e s l o o l < i n gb a c l <t h r o u g h t h e p r e v i o u s e x e r c i s e s 3. plan 7. expect, expect
before telling their stories again to rheir partner. 4. hope

lf you want to revise the languagein these three stories

i n a l a t e r l e s s o n ,o n e w a y y o u c o u l d d o i t i s t o w r i t e a
few l<eywords from each story on the board and put
s t u d e n t s i n g r o u p s t o r e - t e l l t h e s t o r i e s .F o r e x a m D l e ,
you could write up the following:
l . l e f t h i s r e v i s i o n/ m o s t o f t h e t i m e . . . b u t o n e n i s h t /
stayed up all night i several caffeinetablets /
U n f o r t u n a t e l y /, N e e d l e s sr o s a y ,. . .
Before doing this exercise,mal<esure students are
comfortable with the formation of the present
c o n t i n u o u sa s w e l l a s t h e s p e l l i n gg u i d e l i n e sf o r w h e n t o
double the consonant (e.g.p/on -plonning)and dropping
the final 'e' (e.g. hope- hoping).

85
i
{
 m exPecung b.'m (not) expecting Have students worl< in pairs creating the dialogues.Then
a. m applying b.'m applying have them practise reading them a few times. You could
a . m (really) lool<ing b . ' m ( r e a l l y )l o o l < i n g
suggestthat they memorise two or three and then
forward to forward to
perform them for another pair.
4. a.'m hoping b.'m hoping
'm 'm
5. a. planning b. (not) planning ,.',.'..,]
'm 'm
5. a.
'm
thinl<ing b. thinl<ing fi Pr onunciation:
7
'm
7. a. dreading b. dreading
This contraction is a little difficult for some speal<ers.
You may need to have students practise this exercise
You may needto explainthat PRstandsfor public several times. Play the recording once all the way
relotions.
Tell studentssome examplesabout yourselfor a through and then again,pausingafter each sentence.For
friend beforehavingthem do the samein pairs. extra practice, asl<students to choose five of the
r e s p o n s e sa n d w r i t e t h e a c c o m p a n y i n gq u e s c i o nT. h e y
c a n t h e n a s l <t h e i r q u e s t i o n st o a p a r t n e r w h o c h o o s e s
A s k i n gf o r a n o p i n i o n
the appropriate response.You may need to explain that if
you give someoneo hond,you help them do something.
This exercise focuses on the very common question Do
For examole:
you think + will ... ? Go over the explanation and then
A: I'm hoving trouble fixing my fence.
have students put the words in the right order to mal<e
questionsS . t u d e n t ss h o u l d n ' tf i n d i t t o o d i f f i c u l tb e c a u s e B: I'll come over ond give you o hond if you like.
they all start with Do you think ... ? Play the recording so
s t u d e n t s c a n c h e c l <t h e i r a n s w e r s ,a n d t h e n p l a y i t a g a i n ,
pausingafter each question so that they can repeat.

I n t h i s e x e r c i s e ,e n c o u r a g es t u d e n t st o m a k e a f o l l o w - u p
Answers comment as well.For example:
A: Whot do you think the weother will be like tomorrow?
l. D o y o u t h i n l <s h e ' l lc o m e l
2. D o y o u t h i n l <l ' l l n e e da c o a r l 8: ltt bound to roin. lt's the weekend.lt olwovs roinsot the
3. D o y o u t h i n l <y o u ' l ls e e K e n l a t e r i weekendhere.
4. Do you thinl<we'll be bacl<by eight?
5. D o y o u t h i n l <y o u ' l lp a s s ? As an alternative,write these questions on slips of paper
6. Do you thinl<you'll do a Masrer'safter you and give one to each student. They then go around the
graduatel c l a s sa n d a s l <t h e i r q u e s t i o n t o a n o t h e r s t u d e n t .W h e n
t h e y h a v ef i n i s h e d t, h e y e x c h a n g es l i p sa n d f i n d s o m e o n e
e l s e t o a s l <t h e i r n e w q u e s t i o n t o , a n d s o o n .

n a t u ra la n sw e rs
L e a di n b y h a v i n gs t u d e n t sa s l <y o u s o m eD o y o u t h i n k. . .
? o p i n i o nq u e s t i o n a s b o u tt h e f u t u r e .A n s w e ru, s i n gs o m e
of the short answershere.Then go over the
e x p l a n a t i o nTsh. e s es h o r t e x p r e s s r o nasr e v e r y c o m m o n ,
and in this context are more typicalthan responseswith
m o d a la u x i l i a r i elsi k em u s ta n d m o yf o r e x p r e s s i n g
degreesof certaintyin the future,somerhingwhich some
studentsmight asl<about.

Answers
l . a . I d o u b t i t b . l t ' s b o u n dt o c . l t m i g h t
2 . a .h o p e f u l l y b . d e f i n i t e l y c . p r o b a b l y
3 . a .D e f i n i t e l y b . I d o u b ti t c . h o p e f u l l y

lf students don't l<now,Lazio and Arsenal are football

teams from Rome and London respectively.In dialogue
number 3, note the expression her porentsore going to kill
me.You might say someoneis going to kill me to mean that
they are going to be very angry when they find out about
s o m e t h i n gy o u h a v e d o n e o r n o t d o n e .

86
r5
Kilmornockis a Scottish football team.
Unit overview
l n s o m e s p o r t s l i l < et e n n i s ,i f y o u a r e t h e n u m b e r o n e
General topic seed,you are ranked as the best player in a
Tall<ing
about sport and mal<ing competition. For example: She stondso goodchonce
predictions.
now thot the number one seeo ,s out.
Listening It'so por 5 refers to golf. lt means that five hits of the
Fivepeopletall<about sporcingevencs. b a l l a r e e x p e c t e d o n r h i s o n e p a r t i c u l a rh o l e .
fhe dogs refers ro dog racing.
Language input
Gome,set ond motch could be said when a player wins
. Verb collocationswith varioussporrs:I ptoyo bit a tennis match. This means that a player has just won
of golf now and then.I go swimmingquitea lot,gotf the last game of a set, the last set, and the matcn
course,bosketboll courr,erc. itself.
. Expressions to tall<about keeping fit: I do liketo lf you say lt wos out, you are usually referring to the
keepfit. I ovoidred meot.etc. fact that the ball has gone out of play.For example, in
. Vocabularyfor describingsportingevents:it woso cricl<etyou would say /t wos out if you believe tnat
dirty gome,it's on owoygome, the fight was fxeo, etc. t h e b a t s m a n i s o u t . T h i s e x p r e s s i o ni s a l s o u s e d w h e n
. t h e b a l l h a s l a n d e do u t s i d e t h e l i n e d u r i n g a t e n n i s
First conditionals:
lf they scorefust,they'll
haveo match. Fans watching a match or game will use this
chonce.lf he doesn'thoveony mechonicolproblems,
expression when they disagreewith the umpire or
he shouldwin.
referee\ decision that it wasn't out.
. Common if expressionsl'llcomeif I con.l'llgtve
A shuttlecockis the object that players hit over tne
you a hond if you wont.
net in badminton.
' Agreeing,disagreeing and showingsurprisewith We got throshedmeans we lost a game/match very
know:l know!I meonhowmuch doesTigerWoods
heavilv.
earn a yeor?I don't know./ thinksshe! quitesexy.
. Hei got o greotleft foot is usually said about a
I don't know why she stoyswith him.etc.
footballer and means he's very skilful with his left
foot.
Language strip
Remind students to record any of the expressions that
Use the languagestrip as a way to lead in to the unit. they lil<ein their notebool<s.
Asl< students to quicl<lylool< through the list and find at
least two expressions that they could see themserves
Lead in
u s i n g .E x p l a i nt h a t i n t h i s u n i t t h e y w i l l l e a r n m o r e w a y s
o f t a l l < i n ga b o u t s p o r t . E n c o u r a g et h e m t o c h o o s e s o m e G e t s t u d e n t s i n r o p a i r s .G i v e t h e m o n e m i n u t e t o w n r e
o t h e r e x p r e s s i o n si n t h e s t r i p t h a t l o o l <i n t e r e s t i n ga n d down all the sports rhey can thinl< of; however, one
to find out more about tnem. person has to write down all the team sports while the
o t h e r p e r s o n a l l t h e i n d i v i d u a ls p o r t s .A f t e r o n e m i n u c e ,
U s e t h e l a n g u a g es t r i p l a t e r o n i n t h i s u n i t f o r a s m a t l s t u d e n t sc a n c o m p a r e t o s e e w h o h a d t h e m o s t . T h e n , a s
g r o u p t a s l <A. s l <s t u d e n t s t o d i s c u s sw h i c h s p o r t i s b e i n g a c t a s sg, e r s r u d e n r st o t e l l y o u r h e s p o r t s i n t h e i r l i s r s ,
referred to in some of the expressions.you could also w h i l e y o u w r i c e t h e m o n t h e b o a r d . R e f e r s t u d e n t st o
asl<them to find expressions that might be said about a the picrures on page | 04 to see if any of the sports they
sport that you are watching or have just finished came up wich are shown.Keep the list on the board
watching (e.g.He shouldhove been sent offl. while students do I Are you any good?.

You might need to explain some of the following

expressions. I ;.i' .n i ,,{ r'..
' l f a t e a m a r e p l a y i n go t h o m e , t h e y a r e p l a y i n ga t t h e i r ";."/ .. .. .f. - ,. ." '.i
own ground or stadium. For example: Why do they I
1 -
olwoys play so bodly ot home? i Ar e you any good?
' ln some team sports, like football, o ployer is sent olf if
H e r e s t u d e n t s s o r t t h e s p o r t s a c c o r d i n gt o w h e t h e r
the referee decides that they have seriously brol<en
they collocate with p/oy or go. When they have finished,
one of the rules of the game. For example: / con,t
asl<if they notice any parterns.They may tell you that
believehe wos sent off for that tockle.
the sports with bol/ in them tend to collocate with play

87
 and those ending with -ing tend to collocate with go. Get
s c u d e n t st o l o o l <a t t h e l i s t o f s o o r t s o n t h e b o a r d a n d
decide if they collocate with go or ploy.You might have
some lilceboxing and toe-kwondo that collocate with do.
Point out the expressions o lot of,quite o lot,a bit of,
olmost everydoy, sometimes, now and then.Ask which of
them mean that the person does a sport frequenrly.
Answers
l . g o 2 . p l a y 3 .p l a y 4 . g o 5 . g o 5 . p l a y 7 . y a y
8 .p l a y 9 . g o l 0 g o .
S t u d e n t ss h o u l d m a t c h t h e f o l l o w - u p c o m m e n t s i n p a i r s ,
u s i n ga d i c t i o n a r y o r a s l < i n g
y o u w h e n n e c e s s a r ya b o u t
any of the sport-related vocabulary.(The best way ro
explain some of the expressions like dribblingis oy
m i m i n g t h e a c t i o n . )A f t e r c h e c l < i n g
t h e a n s w e r s ,a s K
students what patterns they norice and write the
followingon the board:
I'm quite good ot + -ing.
I'm OK at + -ing.
I'm not very good ot + -ing.
M o d e l t h e e x a m p l e d i a l o g u ew i t h o n e s t u d e n t ,p o i n c i n g
out the intonation patrern of Oh, reolly?before having
s t u d e n t st a l l <a b o u t s o m e o f t h e s p o r t s i n p a i r s .
Answers
l . i . 2 .b . 3 .a . 4 . e . 5 . h . . 6 . f. 7 .j . 8 .c .
9.g. 10.d.
T h i s e x e r c i s ef o c u s e so n t h e n a m e s f o r t h e o l a c e sw h e r e
sports are played.lf you want to extend this, you can
brainstorm other names lil<eice-hockeyrink,cricketground,
othleticstrock,bowlingolley,er.c.Once srudents have done
the matching tasl<,model rhe example dialogue before
getting them to worl< in pairs. Point out thar the
expression Do you know if there'sanywhereI con ... ? is
useful for other places.For example:
Do you know if there'sonywhere I con buy a stomptmoke o
photocopyround here?
Answers
l.b. 2.c. 3.a. 4.a. 5.b. 5.a. 7.a. 8.a
9 . b . t 0 .d .
Leadin by asl<ing studentsa few questions. For example:
Whot do you do to keepfit?
How oftendo you get somephysicolexercise?
Whot do you eot if you wont to hoveo heolthydiet?
88
Before getting students to read the text, put the
following words and phrases on the board:fruit ond
vegetobles,yogo,teom sports, red meot, stomino,gym. Asl<
s t u d e n t st o p r e d i c t w h a t m i g h t b e s a i d a b o u t e a c h o n e i n
a text about l<eepingfit. For example:
It's a good ideo to do yogo.
You shouldn't eot red meot.
You may need to explain that if you hove stomino,you are
able to do something for a long time. For exampre:
You need o lot of stomino to do cross-countryrunning.
Then have students read the text and complete the gaps.
Before going through the answers,ask what they thinl<
hove o go ot means (try).
Answers
r. team sPorts
2. aggressive
3. goingon about
4. l<eepfit
5. red meat
6. fruit and vegetables
7 gym
8. yoga
9. stamina
| 0. have a go at
lf you wish, you could asl<students to change any of the
expressions a little to make them true. For example:
The one thing I would like to hove o go ot is ice-hockey.
You may need to explain that if your body is supp/e,you
can bend and move it easily,while if it is stiffiyou can'r;
and that we can use the expression I wotch whot I eotto
mean that we rry ro have a healthy diet by being careful
about the foods we choose to eat. Encourage students
t o r e c o r d i n t h e i r n o t e b o o l < ss o m e o f t h e e x p r e s s i o n si n
c h e t e x t , p a r r i c u l a r l yr h e o n e s t h a t d e s c r i b et h e m s e r v e s .
t ^
: uescflbr ngan event
T h i s e x e r c i s ei n t r o d u c e ss o m e m o r e s p o r t i n g v o c a b u l a r y
Have students worl< in pairs on the matching tasl<.Then,
a s a c l a s s d, i s c u s sw h i c h s p o r t i s b e i n g d e s c r i b e o ,
e x p l a i n i n gh o w t h e e x p r e s s i o n sa r e t y p i c a l f o r t n a t
p a r t i c u l a rs p o r r . l f s o m e s t u d e n t s n e e d h e l p w i t h a n y o f
the terms here like sets or yellowcords,asl<if there ls
a n y o n e i n t h e c l a s sw h o c a n e x p l a i n .T h e r e u s u a l l yi s
s o m e o n e w h o l < n o w sw h a t t h e s e t e r m s m e a n .
Answers
l . f . ( g o l f :t h e g r e e n s )
2. c. (football: teams,grounds)
3 . d . ( f o r e x a m p l e ,t e n n i s ,f o o t b a l l :m a t c h ,f i n a l )
4. h. (football: away game)
5. e. (boxing: fight)
6 . b . ( s l < i i n gd:o w n h i l l ,s l o p e ,i c y )
7. g. (football: sent off, yellow cards)
8 . a . ( t e n n i s :s e t s )

As an extension,asl<pairsof studentsto come uo with
some expressions to describean eventin one of the
s p o r t sp i c t u r e do n p a g e1 0 4o r 1 0 5 .F o r e x a m p l ef o r
cycling,you could saythe conditions were Derfect.you
c o u l da l s ob r i n gi n v a r i o u ss p o r t sr e p o r t sf r o m
newspapers or the Internetfor studentsto reao ano
u n d e r l i n et h e a s s o c i a t eedx D r e s s i o n s .
Sp e a k i n g
S t u d e n t sc a n d i s c u s st h e s e q u e s t i o n si n s m a l l g r o u p s .G o
a r o u n d m o n i t o r i n g a n d c o l l e c t i n ge x a m p l e so f a n y
languagestudents are having problems with _ as well
as
any good uses of language- to give feedbacl<on wnen
they have finished.Follow up by getting students to close
t h e i r C o u r s e b o o l < sa n d a s l <y o u t h e q u e s t i o n s .F o r
examDte:
A: Hove you heord of ony motches being
ftxed?
B: Well,wosn'tit rumouredthot the tgggWortd Cup Finol
wos fixed? I meon, how e/se could you exDloinBrozil,s
performance?
r ": lr. l"
,,iiriJ
Firstconditionals
In this section students focus on the structure often
called the first conditional.The structure is typified by
the use of the word if to introduce the condition _ often
i n a c l a u s e- a n d a c l a u s er e f e r r i n gt o a p o s s i b l er e s u l t .
Studenrs may have studied that the clause with the result
uses wil/.Although wil/ is frequent, remind students that
we use various structures to tall<about the future, ano
s o o t h e r m o d a l a u x i l i a r i e sa r e c o m m o n i n f i r s t
c o n d i t i o n a le x p r e s s i o n st o o .
L e a d i n b y a s l < i n ga q u e s t i o n a b o u t a n u p - c o m i n gg a m e
t h e c l a s sw i l l b e f a m i l i a rw i t h . F o r e x a m o l e :
Do you think .. . witt be o good gome?
Do you think ... witl win?
Then have students complete the tasl<.As you go
t h r o u g h t h e a n s w e r s ,a s k w h i c h s p o r t i s b e i n g d i s c u s s e d .
You might need ro explain that MichoelOwen is an
Englishfootball player and Rongersare a football team
from Glasgow.
Answers
| . d . ( a t h l e t i c sr a: c e ,s p r i n tf i n i s h )
2. c. (football)
3. a. (football:score)
4 . b . ( t e n n i ss: e r v e d , o u b l ef a u l t s )
5 . e . ( m o t o r r a c i n gm : e c h a n i c aplr o b l e m sb, r e a l <oso w n , ;
6. f. (anyteam sporr:they play,they win)
15 Sport
Point out several expressions here with rhe verb hove:
hove on off day,hove a chonceand hoye problems.For hove
o n o f f d o y ,g i v e t h e c l a s ss o m e o t h e r e x a m p l e s s, u c n
as:
I'm sorry obout thot, I'm hoving o bit of an off doy today.
You could also give them variations of this pattern:
I'm hoving o goodlbodlhelt of o doy.
Ask students what l<indof day they are having.Also,
point out the collocations here. For example:score
frst,
hove o chonce,serves we//,gives owoy double
foult"s,sprtnt
finish.
G o o v e r t h e g r a m m a r e x p l a n a t i o nw i t h s t u d e n t sa n c
m a l < es u r e t h e y n o t i c e t h e u s e o f t h e p r e s e n t s i m p l e i n
t h e i f c l a u s eA . l s o , e x p l a i nt h a t t h e n i s u s e d t o e m p h a s i s e
t h e c o n d i t i o n a lr e l a t i o n s h i pb e t w e e n t h e t w o a c t i o n s .
Then asl<students to norice the different modar
e x p r e s s i o n si n t h e m a i n c l a u s e .E x p l a i nt h a t t h e y i n d i c a t e
different feelingsabout the future. For example, shou/d
shows that we expect it to happen,while could possibly
and might show that we aren,t so sure as'tt probobly.
Draw students' attention to the fact rhat we say '/l
proboblyldefinitely,but probobtyldefinitelywon't.
Fur therpr actice
) t u d e n t s c a n n o w a p p l y t h e g u i d e l i n e so r r u l e s t h e y
e s m b l i s h e di n I F i r s t c o n d i t i o n a l s t o r h e c o n t e x t o f
r e p o r t i n g n e w s .G e t s t u d e n t st o d o t h i s e x e r c i s e
i n d i v i d u a l l yb e f o r e h a v i n gt h e m c h e c l <t h e i r a n s w e r s r n
p a i r s .E n c o u r a g er h e m t o u s e s o m e o f t h e m o d a l
a u x i l i a r yp h r a s e sf r o m I F i r s t c o n d i t i o n a l s . G o a r o u n d
t h e c l a s s c, h e c k i n gt h e i r a n s w e r sa s t h e y w o r l < .T h e n p l a y
t h e r e c o r d i n g s o t h a t t h e y c a n c o m p a r e .p o i n t o u t s o m e
o f t h e e x p r e s s i o n si n t h e t a s l <a n d a s l <f u r t h e r q u e s r i o n s .
For example:
Whot else,oport from'tolks' con breok down? (a cor,
o mornoge)
Whot's the opposite of 'put up toxes'?(lowerlreducelcut
roxes/
Whot hoppenswhen there'so fomine?(croDsdie.horyests
foil. people storve to deoth)
Whot e/secould you be thinkingof ,goingon'?(o cruse,
o holidov,o strike)
Whot hoppens when o comDonv ts taken over?
Before having students practise reading the
c o n v e r s a t i o n si n p a i r s ,d o t h e f i r s t o n e a s a n e x a m D r er. o
s h o w h o w t h e c o n v e r s a t i o nc a n b e c o n t i n u e d .
89
 Answers Answers

lf that happens,they'll go to war. | . want 2. can 3.want 4. have 5. hear 6.find

2. lf they do that, we won't be able to afford a holiday. 7. see 8. feel

J. l f t h e y d o n ' t d o s o m e t h i n g ,m i l l i o n sw i l l d i e .
A
a- l f h e c a r r i e s o n e a t i n gs o m u c h , h e ' l l e n d u p h a v i n g
a heart attacl<.
5. lf shes found guilty,she'll get fifteen years
6. How will that affect you if it happens?
Speaking
7. Will you get more money if you get itl
S t u d e n t sc a n d i s c u s st h e s e q u e s t i o n sa s a w h o l e c l a s so r
i n s m a l l g r o u p s .Y o u c o u l d a l s o h a v et h e m d i s c u s s
Freepractice whether it is better to watch something live or on TV
a n d w h e t h e r i t d e p e n d so n t h e s p o r t . W r i t e s o m e u s e f u l
Have students write four or five questions and answers, e x p r e s s i o n so n t h e b o a r d . F o r e x a m p l e :
a n d t h e n h a v et h e m w a n d e r a r o u n d t h e c l a s sa s l < i n st h e i r You con't beot the otmosphere.
q u e s t i o n s .G i v e t h e m a n e x a m p l e o f a p o s s i b l e You don't get o very good view.
conversation:
You spend o fortune to get sooklng wet looking ot the bock
A: Do you think Brozil will win the nextWorld Cup?
of someone'sheod.
B: lt depends.lf they ploy like they did in the lost one,then
they'll definitelystond o chonce. I

A: Do you reolly think so?I think if they come up ogainst ] Peopletalking about spor t
Germony ogoin,they'll definitely lose.
E x p l a i nt h e s i t u a t i o na n d p l a y t h e r e c o r d i n g .G e t s t u d e n t s
H a v e s t u d e n t s s p e a l <t o s e v e r a lp e o p l e . Y o u m i g h t a l s o t o a n s w e r t h e o u e s t i o n si n b o t h t a s l < sa n d t h e n t o
w a n t t o t a l < ep a r t i n t h i s a c t i v i t y a s s t u d e n t s w i l l b e a b l e d i s c u s st h e i r a n s w e r s i n p a i r s .E x p l a i nt h a t i f s o m e t h i n g i s
t o h e a r t h e l a n g u a g ey o u u s e a n d p e r h a p sr e - u s e i t controversiol, there is a lot of debate about ir. For
themselves. example, we can tall<about controversiol declsions, po/icies,
books,films.Also, explain the more informal expressions:
. lf someonelo teom is throshed,they lose heavily.
R o l ep l a y . lf you blow it, you had a chance of doing something
s u c c e s s f u l l yb .u t l o s t t h e c h a n c e .
G i v e s t u d e n t sa f e w m i n u t e s t o t h i n l <a b o u t w h a c c h e y
want to say about each person and how they want to
say it. Get them to role-play the dialogue in pairs before Answers
changingpartners and repeating the tasl<with someone | . Tennis:The speal<ersare disappointed that
new.You might want to point out rhe gossiping Mottram losc.
exPressrons:
2. Boxing:They feel the fight was fixed.
Hove you heord that ... ?
Did you know thot ... ? 3 . S n o o l < e r : T h em a n i s t e l l i n g a n e m b a r r a s s i n gs t o r y .
D i d . . . t e / /y o u t h o t . . . ? 4 . D o g r a c i n g :T h e s p e a k e ri s h a p p y h e w o n a b e t o n
I h e o r dt h o t . . . a race.
S o m e o n et o l d m e t h o t . . . 5. FootballT : h e s p e a l < e r as r e d i s a p p o i n t e dt h a t
E n g l a n dl o s t t o J a p a n .
Students can then use them to have a quicl<gossip about
some people they l<now. Conversation l: d.
C o n v e r s a t i o n2 : b .
C o n v e r s a t i o n3 : e .
Conversation 4: a.
C o n v e r s a t i o n5 : c .
G e t s t u d e n t st o c o m p l e t e t h e e x p r e s s i o n sa, n d t h e n p l a y
t h e r e c o r d i n g s o t h e y c a n c h e c l <t h e i r a n s w e r s T
. hen play
the recording again,pausingafter each sentence,so the
students can repeat. Then get pairs of students co
d i s c u s si n w h a t s i t u a t i o ny o u m i g h t u s e s o m e o f t h e s e
expressions.For example, I'll come if I con could be a
response to an invitation to a party. Encourage students
t o r e m e m b e r t h e s e c o m m o n e x o r e s s i o n sa s w h o l e
phrases.After they have finished this exercise,write the
first two words of each expression (e.g. l'll give)on the
b o a r d ,a n d s t u d e n t s c a n s e e i f t h e y c a n c o m p l e t e t h e m
from memory.

90
 15 Sport

Speaking
This exercise introduces an expression for agreeingthat
Instead of havingstudents worl< in pairs on this exer-crse,
rs a more normal alternative to / ogree.Model tne
you can have them stand up and go around the class,
examples for the students and point out the use of the
asking one question to one person before asl<inganorner
discourse marl<er I meon to introduce a statement that
question to someone else. Have them speal<to about
explains the reason for your agreement. Before students
eight people if possible,so that they get ro practise each
talk about the statements l*5 with a partner, model an question rwice.
example with one of the stuoents:
A: fhere's too much sport onTV these doys.
B: I know. I meon, o whole ofternoonof golf on o Sundoy And finally
ofternoon. lt's ridiculous.
Beforestudentsworl<on this,mal<esure they know
You may need to explain that if you think somethlngls what eachof thesesports are.you may needto explain
pointless,
you don't thinl< it is worthwhile becauseyou the following:
don't see its purpose. We can talk about o pointless . Curlingis a winter sport where you
slidea large
discussionor nreeting and say that it is/seemspointlessto do circularstone down an ice sheettowardsa rarget
something.For example: area.
It seems obsolutelypointlessto corry on /ike this. . Synchronised swimmingis lil<eballetin the warer,ano
the participantshaveto perform movemenrsin
Answers perfecttime with eachother.
The five examplesfrom the tapescripton page 156are:
I know.Five-oneup in the lastset and servingfor the Then get studentsto worl< in pairssortingrhe sporrs
m a t c h- h e s h o u l d ' v e into the three categories. When they havefinished,they
won.
c a nc o m p a r et h e i r d e c i s i o nw
s i t h a n o t h e rg r o u p .
I know.He just seemedto go to pieces.
I l<now.lt was awful.
Follow-up
I know.They must'vebribedthe judgesor something.
To tie in with the topic from the previousunit,asK
I l<now.ljust don't l<nowhow they can sayWinton won
s t u d e n t sw h a t t h e y r e m e m b e ra b o u tp l a y i n g
sporrin
on points.
school.Write some expressions on the board ro help
them,and then get them to talk about their answers
For l-5, answerswill vary.
with a partner:
I wosquitegoodot .,. whenI wosyounger.
I reollyusedto lookforwordto ...
don't know / usedto reollyhote...
Here students see another functional use of an We hod thisreolly(odjective)gomeslphysicol
educotion
expression with know. Go over the example and the t e o c h e.r. .
explanation with students,before havingthem do the / usedto be on the ... teom.
matching tasl<.Then explain the second tasl<.pornt out
I nevermodeit on to the .., teombecouse. . .
that I don't know expresses slight disagreement here. play
I ployed... for my school.
the recording so that students can checl<their answers.
You may want to explain that we often say that o washing I represented my schoolot ...
mochine eotsour socksto explain the strange
p h e n o m e n o n o f h o w s o c l < ss e e m t o d i s a p p e a ri n a
w a s h i n gm a c h i n e !

Answers
I . d .v i . 2 . ' .f i v . 3 . e . i i i . 4 . a . i i . 5 . c . i . 6 . b .v .

Pronu nciation: i ntonation

,',,;,r.,,'
Play the recording of the conversations in 2 people
talking about sport and 4 | don't know again,so that
students can hear the rising intonation pattern of I don't
know and the flatter intonation of I know.Then nave
t h e m p r a c t i s et h e c o n v e r s a t i o n si n o a i r s .

91
 16
lf o morket is booming,there is a lot of buying and
Unit overview sellinggoing on. We can also describe the economyas
booming.For example: The prime minister'schoncesof
General topic being re-e/ectedore looking good,with low unemployment
Tall<ing
about businessand politics. and o boomingeconomy.
lf you say someone could sellfridges to Eskimos,you are
Reading
i m p l y i n gt h a t t h e y a r e s o g o o d a t s e l l i n gt h i n g s t h a t
A C h i n e s e - l n d o n e s ibauni l t u o h i s o w n b u s i n e sfsr o m
t h e y w o u l d b e a b l e t o s e l l s o m e t h i n gt o a p e r s o n
nothing.
w h o n e i c h e rn e e d s i r n o r w a n c s i ! .

Language input lf you deol with customers,you have a job that involves
worl<ing with people who want to buy goods or
. Business collocations:
employlotsof people,moke service from you. For example: I'm lookingfor o
contacts,
runshis own business,
etc. Dositionwhere I don't hove to deol with customersoll the
' Expressions with business
andcompony'.We do o lot time.
of business
in SouthKoreoandToiwon.lt's
ogoinst lf a company went to the woll, they went banl<rupt.
comPonypolicy.etc.
. Collocationsand expressions with money'.
itt good R e m i n d s t u d e n t st o r e c o r d a n y o f t h e e x p r e s s i o n st h a t
voluefor money,owe moneyto the bonk,etc. t h e y l i l < ei n t h e i r n o r e b o o t < s .
' Collocationswith morket'.corner
the morket,flood
the morket,themarketis boomingetc. Lead in
' Businessverbs:louncho product,promoteo product,
Asl< students if they are in business,or would ever
set prices,roiseprices,etc.
c o n s i d e r g o i n g i n t o b u s i n e s sa, n d t o t h i n l <a b o u t w h a t
' Secondconditionals: Thegovernment
couldinvest the advantagesand disadvantagesare of running your
more moneyin schoo/sif they wontedto.lf it wos o w n b u s i n e s sT. h i s l e a d s i n n i c e l yt o t h e f i r s t e x e r c r s e .
mine.l'd lend it to vou.

l l i a r

Language strip

Use the languagestrip as a way to lead in to the unic. Speaking

A s k s t u d e n t st o q u i c k l y l o o k t h r o u g h t h e l i s t a n d f i n d
a n y e x p r e s s i o n st h a t c o u l d b e s a i d a b o u t r h e i r c o u n t r y You can use the questions in the first task for a whole
or about a company they worl< for. Explain that in this c l a s sd i s c u s s i o nT. h e n p o i n t o u t t h e c o l l o c a t i o nf o c e
unit they will learn ways of tall<ingabout the world of problems- perhaps mentioning some other verb
b u s i n e s sE
. n c o u r a g et h e m t o c h o o s e s o m e o t h e r collocations,such as deol with problems,so/veproblems,get
expressions in the languagestrip that lool< interesring round problems- before having students worl< in pairs
and to find out more about tnem. d i s c u s s i n gt h e p r o b l e m s l - 8 i n t h e s e c o n d t a s l < . Y o um a y
also need to explain that bureoucrocyrefers to a system
U s e t h e l a n g u a g es t r i p l a t e r o n i n t h i s u n i t f o r a s m a l l w i t h a l o t o f c o m p l i c a t e da n d a n n o y i n gr u l e s ,a n d i s
group tasl<.Ask students to find those expressions that usually used negatively.Other words rhat collocate with
are about the economy (e.g.The housingmorket s bureaucracyare eliminoteand cut (i.e. e/iminotebureaucracy
booming)and those said about a company (e.g./t! on o/d and cut bureaucrocy).
family business).
Then asl<them to discusswhat it or they
might be referring to in some of the expressions. Before moving on to the reading tasl<in the next
exercise,get students to tell you who they thinl< would
Y o u m i g h t n e e d t o e x p l a i ns o m e o f t h e f o l l o w i n g b e g o o d a t d e a l i n gw i t h m o s t o f t h e i t e m s l - 8 .
expressions.
. lf you hove built uP o compony from nothing,you started
with a very small company and little money and have
turned it into a much bigger one. For example: ltt o
real shome thot they ore sellingthe businessoff; she built
it up from nothing.
. lf you refer to something as a widget, you mean it is a
small object/bit of equipmenr that you don't l<now
the name of. For example: The beer stoys fresher for
longer now, becousethey put o widget in the con.

92
 16 B u s r n e s s

While you read (A self-made Usefulcollocations

,tl];#l
Introduce the reading tasl<by referring students to the
This exercise focuses on several verb + noun
p i c t u r e s o n p a g e s I l 0 a n d | | l . A s k s t u d e n r sw h a t
they collocations that appear in the text. Students can worl<
thinl< the article is going ro be about, based on what they
o n t h e t a s l < si n d i v i d u a l l ya n d t h e n c o m p a r e w i t h a
see in the pictures. Encouragethe use of structures lil<e: p a r t n e r h o w t h e c o l l o c a t i o n sw e r e u s e d i n t h e r e x t .
It'sproboblyobout how ...
F o l l o w u p w i t h s t u d e n t st e s t i n g e a c h o t h e r i n p a i r s ,w i t h
It might hove somethingto do with when ...
o n e p e r s o n s a y i n gt h e v e r b a n d t h e o t h e r p e r s o n t r y i n g
It could be connectedwith ...
t o r e m e m b e r t h e n o u n p h r a s e t h a t c o l l o c a t e sw i t h i t .
Encourage students to record the collocations and the
Then go over the introduction and explain the task. Have
examples from che text that they want to remember in
students read the article without worrying about
their notebooks. In another follow-up activity,you could
u n d e r s t a n d i n ge v e r y t h i n g T
. hey can then compare their even have students put the collocations in the order that
answers with a partner. Ask them to explain the title
they occur in the text, and then use them to recall as
A self-modemon.
much of the story as they can.

Answers Answers
The problemsmentioned in the article are: Ld. 2.c. 4 .e . 5 .b . 6.j 7 . h . 8 .f
d e a l i n gw i t h e m p l o y e e s( l S p e a l < i n g n ,u m b e r l ) f.i. l0.g
d e a l i n gw i t h o f f i c i a l sa n d b u r e a u c r a c y( l S p e a k i n g ,
number 2)
r a i s i n gt h e m o n e y t o s t a r t a b u s i n e s s( l S p e a l < i n g , Speaking
number 4)
s e l l i n gt h i n g s ( | S p e a l < i n g T h e s e q u e s r i o n sf o l l o w o n f r o m s o m e o f t h e i s s u e s
n ,u m b e r 7 )
raised in the article A self-made man. Have small
m a l < i n gc o n t a c t s ( l S p e a k i n gn, u m b e r g )
groups of students discussthem as you go around the
class moniroring. You may wanr to lead in by tall<ing
O t h e r p r o b l e m s h e m e n r r o n sa r e :
about the first two questions yourself to give studenrs
living away from his family
some ideas.To follow up, you could have pairs of
paying taxes and wages
students write a conversation between Darno and his
meetingdeadlines
s o n , i n w h i c h D a r n o e x p l a i n sh o w l i f e w a s m u c h h a r d e r
having his shops attacl<edin anti-Chinese rioting
w h e n h e w a s y o u n g .T h i s w o u l d b e a g o o d o p p o r r u n t c y
d e a l i n gw i t h c o r r u p t i o n a n d a n u n s t a b l ee c o n o m y
ro revtse comparative structures and to see how
d e c i d i n gw h o i s g o i n g t o t a l < eo v e r t h e c o m p a n y
s t u d e n t s u s e t h e s t r u c t u r e u s e dt o w h i c h i s f o c u s e d o n i n
the next unit. Write some expressions that students
Play the recording of the article as students follow in the m i g h t f i n d u s e f u l .F o r e x a m p t e :
C o u r s e b o o l <E . n c o u r a g et h e m t o u n d e r l i n ea n y ln my doy,we used to ...
I n t e r e s t r n ge x p r e s s i o n sa n d c o l l o c a t i o n sy. o u m a y w a n t Young people todoy don't know whot hord work is.
t o p o i n t o u t t h e f o l l o w i n g ,w h i c h a r e n ' t d e a l t w i t h i n I'm sure it wosn't os bod os oll thot!
later exercises: At /eost you could get o job!
. lf you describe a place as being in the middle of
nowhere,it is far away from other places.For exampre:
I wos dropped off in the middle of nowhere ond hod to ! B u s i n e scso, m p a n y
wolk miles to the neorestvilloge.
. You say on top of ott Here studentscan againfocuson the differencebetween
thot when you are listing negauve
t w o s i m i l a rw o r d s b y l o o l < i nagr r h e i r c o l l o c a t i o n s .
t h i n g sa n d w a n r t o a d d y e t a n o r h e r o n e r o t h e l i s t .
trncourage studentsto devotea pagein their notebool<s
For example: I got soakingwet on my way to work, my
to expressrons usingthesetwo words.As you go
computer wouldn't stort up, ond on top of oil thot, the
t h r o u g ht h e a n s w e r sa,s l <f u r t h e rq u e s t i o n tso h e r p
boss wonted to see me obout the controctwe hod iust
reinforcethe language. For example:
/ost.
Why do you think it'scolledo companycor?(The compony
' lf you describe someone as soft,you mean that they
buysit for the employee ond keepsit if the employee teoves.)
aren't tough or strict enough to do something. For
Whot might be some otherthingsthot ore ogoinstcompony
example: I hod this reolly soft teocher ot school.He let
policy?(smokingin offices,personoluseof e_moil)
the kids get owoy with everything.
How coulda strongcurrencycauseo componyto lose
business? (lt is more expensive for customers in other
countriesto buy yourproducts.)Andwhot hoppensto
componiesif the currencvis weok?

93
 . 5!i iress

You could asl<if students notice that in the examples

Verb + money
here componyrefers to a particular organisation.
Here are more collocationswith money.Rememberto
Answers focusstudents'attentionon the prepositionstoo. Get
studentsin pairsand asl<them to thinl<of anotherway
| . c o m p a n y 2 . b u s i n e s s3 . c o m p a n y 4 . b u s i n e s s to completeeachphrase.For example:
5 . b u s i n e s s6 . c o m p a n y 7 . b u s i n e s s8 . c o m p a n y borrowmoneyfrom my parents
investmoneyin the stockmorket
You may needto explainthe two idiomaticexpressions.
We can sometimesuse business to refer to an eventor E n c o u r a gteh e m t o r e c o r dt h e s ee x p r e s s i o nisn t h e i r
s i t u a t i o ne,s p e c i a l li yf i t i s t o p i c a.lC o m p o nsyo m e r i m e s notebooks.As you go throughthe answers,you might
refersto other peoplewho are with you,so if you keep w a n t t o a s kf u r t h e rq u e s t i o n w
s h i c ha r e n ' td i s c u s s e o
someone compony, you are with them to srop them later in 4 Speaking. For example:
f e e l i n gl o n e l yH
. e r e a r e s o m eo t h e r i d i o m a t i ce x p r e s s i o n s How e/secouldyou sovemoneyon holidoy?
with thesetwo words: Where'sthe bestploceto investyourown moneythesedoys?
/ t s n o n eo f y o u rb u s i n e s s . Whot couldbe someexomplesof stupidthingsyou don't
Mind yourown business. reollyneed?
Ihis nrecnsbusiness.
We'vegot compony. Ask studentswhy they mightwant ro borrow money
We portedcompanyyeorsogo. from a friend,to elicit purposeexpressions
with to. For
You'rein goodcompony. examPre:
To buy o coffee.
Topoy my parentsbock.
;i::":l; j),:l:j;- :. a /

Answers
T a l k i n ga b o u t mo n e y
l.d. 2.c 3.a 4.b. 5.h 6.g 8.e.
S t u d e n t sc a nw o r k i n d i v i d u a l o
l vn r h i s e x e r c i s ea n d t h e n
discussthe lasttwo questionswith a partner.Follow up
by asl<ing pairsof studentsto tell you their suggestions t -
j Fur therpr actice
of when to use thesephrasesso that you can checl<
theirunderstanding. This exercise gives students an opportunity to see these
collocations used in context.You may want to spend
Answers some time reviewing the difference between borrow and
lend.Explain that to borrow is to receive something
l. value 2. waste 3.got 4. short 5. burn temporarily, while to /end is to give something
6. married
temporarily. Encourage students to record example
s e n t e n c e su s i n gt h e s e v e r b s i n t h e i r n o t e b o o l < s ,
P o s s i b l ea n s w e r sf o r w h e n y o u m i g h t u s e t h e
e s p e c i a l l yo n e s t h a t t h e y m i g h t u s e t h e m s e l v e sa l o t . F o r
sentences:
example:
| . Y o u m i g h t u s e t h i s s e n r e n c ei n a r e s r a u r a n cw h i c h
Con I borrow your dictionoryfor o minute?
serves large portions but is quite cheap.
2. You might use this sentence if someone wanted to Y o u m a y w a n t r o p o i n t o u t s o m e o t h e r c o l l o c a t i o n sa n d
buy a first-class rail ticl<etfor a twenty-minute train e x p r e s s i o n si n c h i se x e r c i s e :
ride. toke out o loon
3 . Y o u m i g h t u s e t h i s s e n t e n c et o y o u r p a r t n e r i f y o u it's worth over twenty-fivethousond pounds
want to buy something and you don't have enough before we set off
money with you. hos more money thon sense
4. You might use this sentence if someone asl<sif you
You may need to explain that if you get o tox breok,the
could lend them some money but you don't have
amount of tax you have to pay is reduced becauseyou
any money to lend them, or if you don't want to
belong to a certain category of tax-payer,for example,
lend them any money.
you are a parent. or you may get your taxes reduced
5 . Y o u m i g h t u s e t h i s s e n t e n c ei f s o m e o n e h a s s p e n t
becauseyou have done something with your money
m o r e m o n e y o n s o m e t h i n gt h a n y o u t h i n l <t h e y
which entitles you to a reduction, for example, you have
should have.
given some of it to charity.
6. You might use this senrence if you thinl< that the
only reasona woman has married a man is because
Answers
he is rich.
l. owe 2. invest 3. change 4. wastes 5. gave
6 . s p e n d 7 . l e n d 8 . b o r r o w 9 . b o r r o w e d 1 0 .l e n t

94

F i n i s hu p b y d i s c u s s i n gt h e q u e s t i o n sa t t h e e n d o f t h e
exercise as a class.lt might also be interesting to exptore
h o w t h e c o l l o c a t i o n so f m o n e ya n d t i m e a r e s i m i l a r i n
English.Asl< students to thinl< of words or Dhrasestnar
collocate with both nouns. For example: woste,save,run
out of, invest,short of + timelmoney.you can then teacn
students the expression tlme is money.Asl< if tlme has
s i m i l a r c o l l o c a t i o n si n t h e i r o w n l a n g u a g ea n d i f n o r ,
whether there is another noun that does.
lncidentally,the sayingNeither o lendernor o borrowerbe
is from Shal<espeare's Honrlet.
Sp e a k i n g
This exercise gives students an opportunity to use some
of the languagefrom the previous exercises.The topic of
charity might be one to explore further.you could have
g r o u p s d i s c u s sq u e s t i o n sl i l < e :
Whot ore some big choritable organisotionsin your country?
Whot do you think the most deservingchorrtoblecousesore?
ls it rrght that people get tox breoks for giving to chority?
Shouldn't they just be toxed more?
Do some choritiesdo more horm thon good?
Y o u c o u l d a l s o a s l <s t u d e n t s t o d i s c u s sw h e n t h e
following expressions might be used:
All proceedsgo to chority.
It's for a good couse.
I don't occept charity!
I c o u l d c a u s ea c c i d e n t ss o m e h o w ; t h e y d i s c o v e r a
i Collocationswith market
In the next two exercises,students focus on another
word that has many collocations,a lot of which are
i d i o m a t i c .R e m i n d s t u d e n t s ,t h e r e f o r e ,t o i n c l u o e a
translation along with those expressions that they
r e c o r d i n t h e i r n o t e b o o l < sD. i s c u s st h e q u e s t i o n a o o u r
how Darno Setiadi cornered the propeller marl<et by
g e t t i n gs o m e o n e i n t h e g o v e r n m e n tt o h e l p h i m g e t a n
import licence before having studenrs find the
c o l l o c a t i o n si n t h e t e x t
Answers
Collocations with morker:
a fairly closed marl<et
oPen uP the marl<et
m a k e t h e m a r l < e tm o r e c o m p e t i t i v e
breal<into the marl<et
dominate the marl<et
totally squeezed out of the marl<et
cornered the marl<et
the black market
flood the marl<et
Have pairs of students tall<about anything in the text
that is alsotrue about their own country.you could also
asl<them to use each of the collocations to wrire a rrue
s e n t e n c ea b o u t t h e i r o w n c o u n t r y . F o r e x a m p l e :
We've been forced to open up our rice morket.
T 6 B L r ns e s :
',,'ll
falting about markets
While the main focus in 5 Collocations with morket
w a s o n v e r b c o l l o c a t i o n sh, e r e i t i s o n a d j e c t i v e
collocations.Draw students' attention to the woros anc
p h r a s e si n t h e b o x , a n d p o i n t o u t t h a t t h o s e o n t h e r i g h t
are positive,while those on the right are negative.you
may need to explain the following:
. lf o morket is soturoted,the market cannot grow any
m o r e , b e c a u s et h e s u p p l y o f p r o d u c t s e x c e e d s
demand.
. Do-it-yourself
refers to home improvements rnar you
do yourself.
lf you are from a different country from your sruoenrs,
have them asl<you some questions about the marl<ets
there. For example:
What's the ... morket likein ... these doysZ
l ^
I Businessver bs
Have students worl< in pairs to discussthe questions.
Encouragethem to use a dictionary or to asl<you if they
h a v e q u e s t i o n sa b o u t m e a n i n g .G o o v e r t h e q u e s t r o n s
again,havingthe students share their answers with the
whole class.
Answers
P o s s i b laen s w e r s :
l . T h e y d i s c o v e r t h e p r o d u c t i s a h e a l t h h a z a r oo r
design fault.
Becausea new advertising strategy is very
unpopular; because protesters boycott the product
due to the fact it is made in cheapsouth-eastAsran
factories, etc.
British Airways always used to have the British flag
- the Union -
J a c l < o n t h e t a i l f i n so f t h e i r p l a n e s .
T h e y d e c i d e d r o r e p l a c et h e m w i t h a m o r e g l o b a l
r a n g e o f d e s i g n s . T h i sp r o v e d t o b e v e r y u n p o p u t a r ,
so they had to rethinl<their srrategy.In the eno,
t h e y w e n t b a c l <t o t h e o l d d e s i g n .l t w a s a v e r y
costly misral<el
To tal<econtrol of a larger share of the marl<et;to
k i l l o f f t h e c o m p e r i t i o n ;t o a c q u i r e n e w p r o d u c t s /
marl<ets,etc.
l o c o v e r i n c r e a s i n gp r o d u c t i o n c o s t s ;t o i n c r e a s e
profits.
To pass on the benefits of decreased production
costs to customers; to attract attention to their
b r a n d ; t o s e l l o f f o l d o r u n w a n t e d s t o c l < e. t c .
Senior managers leavingand starting to worl< for
o n e o f t h e m a i n c o m p e t i t o r s ;f r a u d ;a n e c o n o m i c
c o l l a p s ee
, tc.
Being caught stealing from the company you work
f o r ; a s e x s c a n d a lb; e i n g a c c u s e do f
sexism/racism/harassmen e t ,c .
95
 unit they lool<edat first conditional structures, many of
8. They've just had a child; they want to travel for a 'oast'
which used will.We can thinl< of would as a form
y e a r ; o n e o f t h e i r p a r e n t s i s i l l ,e t c .
of will.
9 . B e c a u s et h e y a r e i n c o m p e t e n t ;b e c a u s et h e y
u n d e r m i n e t h e b o s s ' sa u t h o r i t y ;b e c a u s et h e y a r e Point out the variety of modal auxiliariesthat are found
always late, etc.
i n t h e m a i n r e s u l t c l a u s eo f s e c o n d c o n d i t i o n a l sS
. ome
students may wonder if were should be used instead of
wos.Although were is per{ectly acceptable,it is
r t''1.1 f' c o n s i d e r e dm o r e f o r m a l a n d i s b e c o m i n g l e s s c o m m o n
than wosin spoken English.

Answers
T h e l i s t e n i n gt a s l <c o n t a i n ss e v e r a le x a m p l e so f t h e
s e c o n d c o n d i t i o n a lw, hich is the focus of 2 Second I l . B o b t h i n l < st h e g o v e r n m e n t m a l < eb i g b u s i n e s sa n d
I r i c h people
rich p e o p l e pay
p a y higher
h i g h , taxes.
c o n d i t i o n a l s . I n t r o d u c e t h e l i s t e n i n gt a s l <b y h a v i n g
s t u d e n t st a l l <a b o u t t h e i r o w n v i e w s o f o o l i t i c i a n s Y 2. The government are actually cutting taxes.
. ou
'past
m i g h t w a n t t o p r o v i d e s t u d e n t sw i c h s o m e c o l l o c a t i o n s 3 . H e u s e st h e ' D a s t t e n r s e ' a n d w o u l dt o s h o w t h a t h e
either before or afrer they do this. For example: d o e s n ' t t h i n l <i t w i l l h
I appen.
l
Helshe's o clever I r espectedI shrewdI p ol iticia n.
I
M ost p oliticions ore h onest/dishon estlp ower- ] Other examD p lleesso f s e c o
c n d c o n d i t i o n a l si n t h e
I
hungrylcriminolslfairlydecent people. I t
raPescflPt
a D e s c r i o t
a
are:
r e:
i lf the state was running things like the railways and

P l a yt h e r e c o r d i n g a n d t h e n h a v e s t u d e n t s d i s c u s st h e i r t e l e p h o n e sw , e w o u l d n ' t h a v e s u c h h i g h l e v e l so f
a n s w e r s i n p a i r s .T h e n a s l <i f t h e y c a n r e m e m b e r t h e unemPtoyment.
p o l i t i c i a nc o l l o c a t i o n st h e y h e a r d i n t h e d i a l o g u e- lf they taxed businessmore, rhen they'd just go
They'reoll liors,I just don't trust ony of them, they re oll somewhere else,or find some way of avoiding payingic
corrupt,They'reoll only interestedin moking money for
themse/yes- and add them to the list on the board. Play
t h e r e c o r d i n g a g a i na s t h e c l a s sf o l l o w s t h e t a p e s c r i p co n
Practice
p a g e 1 5 6 .P o i n t o u t t h e s t r u c t u r e M i r i a m u s e s :
T h e y ' r eo l l . . . . T h i s i s c o m m o n w h e n w e w a n r t o m a K e
T h i s e x e r c i s ec o n t a i n ss o m e c o m m o n s e c o n c c o n d i t i o n a l
generalisations.
e x p r e s s i o n sa n d p a t t e r n s :F o r e x a m p l e :
. . . c o u l d. . . i f t h e y w o n t e dt o
Answers peop/elust wouldn'tocceptit

Bob is probably going to vore for the People's

E n c o u r a g es t u d e n t st o r e c o r d t h e s e i n t h e i r n o t e b o o l < s .
Worl<ers' Party because he thinl<sthat if they were in
P o i n t o u t t h a t t h e p h r a s et h o t w o y i s u s e d t o i n t r o d u c e
p o w e r ,t h e y w o u l d b e a b l e t o r e d u c e u n e m p l o y m e n t
t h e c o n s e q u e n c eo f c h e p r e v i o u s s t a t e m e n ci . e . ,i f
b y r u n n i n g t h i n g s l i l < et h e r a i l w a y sa n d t h e t e l e p h o n e s ,
theylyou did that.
and mal<ebig businessand the wealthy pay more raxes,
w h i c h t h e p a r t y w o u l d i n v e s ti n s c h o o l sa n d h o s p i t a l s .
Answers
M i r i a m i s p r o b a b l yn o t g o i n g r o v o t e . S h e t h i n l < s
l . c o u l d ,w a n t e d t o , d i d , ' d
p o l i t i c i a n sa r e a l l l i a r s ,c o r r u p t , a n d t h e y a r e a l l e q u a l l y 'd
2 . w o u l d n ' t ,d i d ,w o u l d ,
bad; they are only interested in mal<ingmoney for
3. c o u l d ,d i d ,w o u l d ,w o u l d
themselves.She doesn't rrust any of them. They all say
4. d i d ,m i g h t , ' d
t h e s a m e t h i n g a n d h a v et h e s a m e p o l i c i e s .
5. d i d ,w o u l d n ' t , ' d
'd,
6. would, wouldn't

Se c o n dc o nd i ti o n a l s
l n t h i s e x e r c i s es t u d e n t s a r e e n c o u r a g e dt o d e v e l o p a
'guideline'
f o r t h e u s e o f s e c o n d c o n d i t i o n a l sb e f o r e
reading the explanation.After they read the explanation,
you may want to tall<a little about how in Englishthe
past tense doesn't always refer to time. Sometimes it
e x p r e s s e sd i s t a n c e e, i t h e r i n t e r m s o f p o l i t e n e s sa n d
respect (e.g.I wonted to osk you something)or, as in the
case here, distance from reality i.e.,what we don't
e x p e c t t o h a p p e n .R e m i n d s t u d e n t st h a t i n t h e p r e v i o u s
O n e t h i n g y o u c o u l d d o b e f o r e h a v i n gp a i r s o f s t u d e n t s
d i s c u s st h e o p i n i o n s i n d i a l o g u e sl - 6 , i s t o r e v i e w t h e
I know and I don't know strucrures on page | 08 in the
p r e v i o u s u n i t .T h e y c a n r h e n p r a c r i s eh a v i n g
c o n v e r s a t i o n sl i l < et h i s :
A: I think they should ban smoking,ot /eosr in public ploces
B: I know. I meon, that woy,they'd sove o lot of money on
medicol bills.
A: Personolly,I think thot the government could investmore
in schoolsif they wonted to.
B: I don't know. lt's not os simple os oll thot.

96
 T5 B L r sn e r s

.,".t
. '.1Refusingrequests
. a t -

Refusingrequests is another common use of second I n t h i s t a s l <m o s t o f t h e e x a m p l e so f t h e s e c o n d

conditionals.Lead in by asl<ingthe students to thinl< of a
request to mal<eto you. When they asl<,turn them
d o w n , u s i n gs e c o n d c o n d i t i o n a l s F
. or example:
A: Con you not give us any homework tonightT
B: You know, if I could, I would, but I've got to give you some
everv dav.
After answering a request, ask if students can recall what
y o u s a i d ,a n d w r i t e t h e e x p r e s s i o n so n t h e b o a r d . T h e n
go over the explanation in the Coursebool< and do the
tasKs.
c o n d i t i o n a la r e a b o u t h y p o t h e t i c a lp r e s e n t s i t u a t i o n s ,
rather than what we don't expect to happen.For
example:
I'm o mon, but if I were o womon,lA ...
Point out that the expression if I hod the moneyltime
means if / hod enough moneyltime to do something.Have
students complete these sentence starters, and then tall<
about them in small groups. To turn the tasl<into a game,
have pairs of students write how they thinl< you would
c o m p l e t e t h e s e n t e n c e sT. h e n t e l l r h e c l a s sy o u r i d e a s .
Students get one point for each correct prediction.

Answers
Follow-up
l.e. 2.d. 3.c 5.b
Asl< students to worl< in pairs and imagine that they are
CEOs of a big high-profile company lil<eStarbucr<s,
P o s s i b l qe u e s t i o n s :
McDonald'sM , i c r o s o f t ,S h e l l ,e t c . T h e y s h o u l d t h e n t h i n l <
2. Do you fancycomingwith us ro Parisnext of how they would do businessdifferently,what changes
weel<endi they would mal<e,what new marl<etsthey would seel<to
3. Do you want to come out for a drinl<after workf b r e a k i n t o ,e t c . G i v e t h e m t h e b e g i n n i n g :
4 . A n e w c l u b ' so p e n e du p a n d a g r o u po f u s f r o m lf we were the heads of ... , then this is whot we would do.
worl<are goingdown to see what it's like.Do you WeA...
wantto join usl
Allow students a few minutes to lool< through che
5. Would it be OK if I stayedat your placei
l a n g u a g ei n t h i s u n i t b e f o r e t h e y d i s c u s st h e i r i d e a s .T h e n
5 . l s i t a l l r i g h ti f t h e b a n dc o m e r o u n dr o p r a c t i s e d i v i d e t h e c l a s si n t o t w o g r o u p s .E a c h p a i r o f s t u d e n t s
tonightl s h o u l d e x p l a i n t h e i r i d e a st o t h e b i g g e rg r o u p , u s i n g
7. I couldn'tborrow Freddie'scar for the day,could l? s e c o n d c o n d i t i o n a ls t r u c t u r e s .O t h e r s t u d e n t s c a n r n e n
c o m m e n t o n t h e i r i d e a s .F o r e x a m p l e :
lf you did thot, youA go bonkrupt within the yeor.

97
 The exerciseshere can be usedas a test.However,
4 Look back and check and8 What can you
Verb collocations
r e m e m b e r ? a r e b e t t e rd o n e a s a d i s c u s s i oinn p a i r s .
Answers
l . i . 2 .e . 4 . g . 5 .b 8 .h .
9.d. r0.f

Answers
'll
l. p r o b a b l yr a i n Adjectives
2. were/was,I'd be
'm
3. d o i n g , ' mj u s t g o i n gt o g o
Answers
4 . d i d n ' tl i v e , ' dh a v e
'll
5. p a s sa, s l <a,s l <' l,l p r o b a b l yf a i l l. rough
5.
'm
dreading
7 . ' l l s n o w ,d o e s ,d o e s
2. silly
I
I
3. sticl<y
4. damaged
5. dead
6. physical
G r a m m a rre vi e w 7. long
8. saturated

__l
Answers 9 nninrlo<<

l. lwas thinl<ing | 0. aggressive

2. i t w a s g o i n g t o r a i n , i t d o e s n ' t l o o l <l i l < ei t w i
3. I'm really lool<ingforward to
4. I doubt it'll be Questionsand answer s
5. lt's bound to be
6. buying
Answers
7. to sacl<
8. I m i g h t ,l t d e p e n d s l . d . 2 .g . 3 .i . 4 . a . 5 .b 7.c 8.e
9 f. t0.h.

Pr e p o s i t i o n s
] what can you r emember ?
Answers

l. on
2. for
7. in
8. for
F;;*
I
Answerswill vary.
]

ll
3. with 9. to
4. on 10. to,about
5. of
6. for
ll. to
12. at
--jgrrgt expr essions

Answers
|. worth 6. left
2. tell 7. rarher
3. trap 8. difference
Answers 4. short 9. what
Answerswill vary. 5. burn 10. how

A n s w e r sf o r I l - 1 3 w i l l v a r y .

98
 R e ve w U n r t sI l - I 6

Answers
l . P o s s i b laen s w e r st h : e t e a c h e rb o u g h td r i n l < fso r
h i s / h e rs t u d e n t sh, e / s h es o m e t i m e d
s o e s n ' ts h o w
up for class,he/shemal<es fun of the students.
2. When you areon holiday.
3 . B y e x e r c i s i nm
g ore.
4. Possibleanswers:write the answerson your
hand,look at someoneelse'spaperfor the
answers,asl<someonefor the answers.
5 . l t i s r e - s c h e d u l et d
o h a p p e no n a n o t h e rd a y .
6. A templeis a placeof worshipfor Hindus,
B u d d h i s tas n d S i k h so; m o s q u ies a p l a c eo f
w o r s h i pf o r M u s l i m so; c h u r c hi s a p l a c eo f
w o r s h i pf o r C h r i s c i a n s .
7. By attractingall of the businessfor that marl<et-
maybeby tal<ingover smaller,competing
companies, by beinggivena sraremonopolyor by
heavy/cleva edr verrising.
8. Possibleanswers:try to get the teacher's
attention,answerquestionscorrectlyall of the
time, bring presentsfor the teacher.
9 . B o i l i n gh o t .
1 0 . P o s s i b l ae n s w e rY: o u m i g h tf e e ld i s a p p o i n t eodr
an8ry.
I l. Businesses.stocl<s.
1 2 . A n s w e r sw i l l v a r y Y
. o u c o u l dm e s su p a n e x a mb y
n e g l e c t i ntgo a n s w e rs o m eq u e s t i o n sY.o u c o u l d
messup your drivingtest by hittinganothercar.
1 3 . l t w a s d e c i d e db y i n s i d e r sb e f o r et h e r a c ew h o
w o u l dw i n .O n e s i d ew a s p r o b a b l yp a i dt o l o s e .
14. Possibleanswers:Basl<etball
and football.
1 5 . l t c h a r g e tso o m u c hm o n e y .
1 6 . H e / s h es p e n d si t o n t h i n g sh e / s h ed o e s n ' tn e e d-
a n d t h e n d o e s n ' tr e a l l yu s e !
1 7 . I n t h e U K , o d e g r e ei s m o r e p r e s t i g i o utsh a n
o diploma.A degreeis from a universityand is
givenafter three years'studying.lt's nationally
recognisedand standardised. A diplomois usually
i n a v o c a t i o n asl u b j e c lti l < en u r s i n go r t e a c h i n g .
1 8 . P o s s i b laen s w e r s : W h eyno u h a v et o d o s o m e t h i n g
you don't want to do, or when you don't want to
do something on your own.
19. Answerswill vary.A hotel or resort might be fully
booked.
A concert or evenrcould be soldout.
20. l'll do it if I getthetlme meansthat the personwill
try to do the tasl<if he/sheis not roo busy.l'd do
it if I hod the time is hypothetical.
lt meansthe
persondoes not havethe time,and so
(regrettably)will not do it.

99
 l7
lf you are oneof four,you are one of four childrenin
Un i t o v e r v i e w a familv.
lf someoneis your holf-brother or holfisister,
they nave
General topic
o n e p a r e n ti n c o m m o nw i t h y o u .
Tallcing
about family,friendsand relationships.
lf you saysomethingis oll history, you are sayingthat
Reading i t i s p a s ta n d i s n o t i m p o r t a n ta n y m o r eF. o r e x a m p l e :
Six differentpeopleexplainwhat l<indof personthey We usedto fightterribly, but he'sgonenow,soitt o//
are attracted to. history.
lf you describetwo peopleas on item,you are saying
Language input that they are goingout togerher.For example:l've
' beenseeingthosetwo o lot togetherrecently.
Do you
Vocabularyfor relatives'.
mother-in-low,stepbrother,
thinkthev'reon iteml
holf brother,etc.
' lf you'renot sPeoking
to someone,
you haveprobably
Adjectivesto describecharacter:out-going
fussy, had a disagreement and don't want to tall<to rhem
big-heoded,
etc.
any more. For example:We'renot speokingbecouse of
' Expressionsfor describingwhen you met: l've whot shesaidobotftmy Kevin.
knownher sinceI wos o child.I met her whenI wos
arnt tnA thirtv arc
lf you go for the strong, silenttype,you are attracted to
q u i e tm e n w h o d o n ' t m a l < e a l o t o f f u s sa b o u tt h i n g s ,
' Relationshipverbs:lA fanciedAnnofor oges.lftnolly b u t w h o a r e v e r y s u p p o r t i v ea n d c a r i n g .
oskedher out on o dote.etc.
' Pronunciation:
linking:No,I wentwith o friendof Remindstudentsto record any of the expressions
that
mine. they like in their notebool<s.
Expressions for talkingabout who you find
attractive:I want someonewho is honest.etc. Lead in
Expressions for tall<ing
about what you'renot
A s a l e a di n ,b r a i n s t o r mq u e s t i o n tsh a t h a v et h e w o r d
lool<ingfor in a relationship:
I'd nevergo out with
f o m i l yi n t h e m .F o r e x a m p l e :
someone with o totto,ecc.
Do you getolongwith your fomily?
E x p r e s s i o nf o
s r g u e s s i nhgo w o l d s o m e o n ei s :H e Do you comefrom a big fomily?
con't be olderthon erghteen. Shemust be in her lote
Do you wont to sett/edownand storto fomily?
forties.etc.
Expressions with usedto andwould:I usedto moke Write them on rhe board and havethe classasl<you.
/otsof mistokeswhen/ flrst stortedleorningSponish. T h e n s t u d e n t sc a na s ke a c ho t h e r i n s m a l lg r o u p s . Y o u
I'd getwordsmixedup ond ld speokbitsof Frenchby mightwant to explainthe differencebetweenyour
mistokeond l'd forgetthings. immediotefomilyand your extendedfomily.

Language strip

Use the languagestrip as a way to lead in to the unic.

A s k s t u d e n t st o q u i c k l y l o o l <t h r o u g h t h e l i s t a n d f i n d a t
l e a s t o n e e x p r e s s i o nt h a t i s e i t h e r t r u e o r d e f i n i t e l yn o t
Speaking
t r u e f o r t h e m . E x p l a i nt h a t i n t h i s u n i t t h e y w i l l l e a r n
T h i s e x e r c i s ei n t r o d u c e s s o m e r e l a t i o n s h i o st h a t a r e n ' t
w a y s o f t a l l < i n ga b o u t f a m i l y f, r i e n d s a n d r e l a t i o n s h i p s .
often taught, so go over those that students may De
E n c o u r a g et h e m t o c h o o s e s o m e o t h e r e x p r e s s r o n si n
u n f a m i l i a rw i t h . Y o u m a y n e e d t o e x p l a i nt h a t y o u r
t h e s t r i p t h a t l o o l <i n t e r e s t i n ga n d r o f i n d o u t m o r e
stepsisteris the daughter from a previous marriage of the
about them.
man or woman your mother or father married. lt might
b e e a s i e r t o i l l u s t r a t et h i s r e l a t i o n s h i pv i s u a l l yo n t h e
U s e t h e l a n g u a g es t r i p l a t e r o n i n t h i s u n i t f o r a s m a l l
board using a family tree.You may need to explain that in
group tasl<.Asl< students to find those expressions that
Englishwe don't differentiate between the two sides of a
c o u l d b e u s e d w h e n t a l l < i n ga b o u t y o u r f a m i l y ( e . g ./ ' m
family.For example, rhe term for the mother of my wife
o n e o f f o u r )a n d t h o s e t h a t c o u l d b e u s e d w h e n t a l l < i n g
and the mother of my husband is the same:mother-inJow.
about a relationship (e.g.We've known eoch other for
As a class,discuss how this may be different in students'
oges).You might need to explain some of the following
own languages.
exoressions:

100

Jo do this exercise,havestudentsgo aroundthe class
a s l < i nqgu e s t i o n sF.o r e x a m p l e :
Hoveyougot o ... by onychonce?
Youhoven'tgoto ... hoveyou?
Hoveyou gota . .. , if you don't mind me osking?
F i n i s hu p b y s e e i n gw h o f o u n dt h e m o s t p e o p l e .
Adjectives
This exercise introduces some adjectivesthat can
describe a person's character.Before students complete
the exercise,tell them to find those adjectivesthat are
positive and those that are negative.Encourage them to
use a dictionary for those adjectivesthey are not sure
of. The more positive ones are independent,out-going,
generous,liberol,eosy-going,sporty and gorgeous.The more
negative ones are strict, fussy,meon and big-headed.Quiet
and re/igiousare either positive or negativedepending on
t h e p o i n t o f v i e w o f t h e p e r s o n u s i n gt h e m . S t u d e n t sc a n
then complete the sentences.Play the recording so thar
they can checl<their answers.Then have students asl<
e a c h o t h e r t h e o u e s t i o n sa t t h e e n d .
Answers
l. strict
2. fussy...easy-going
3. i n d e p e n d e nrte, l i g i o u sg,e n e r o u s
4. liberal
5. b i g - h e a d em
d ,e a n
5. g o r g e o u sq,u i e t
7. out-going,sporty
You may need to explain thatyour gron is your
grandmother and that if you describe someone as chotty,
t h e y a r e f r i e n d l y a n d l i k e t a l k i n gt o p e o p l e .P o i n t o u t
several other collocations here: the exoct oDDositeand
very easy to get on with.
Speaking
Explain that if you don't know whot someoneseesin
someoneelse,you don't understand why the former is in
a relationship with the latter, becausethe latter is not
v e r y a p p e a l i n gS. t u d e n t sc a n d i s c u s st h i s t o p i c i n s m a l l
SrouPs.
I several friends you have from worl<. Play the recording all
I H o w d i d yo u me e t?
T h i s i s a c o m m o n q u e s t i o n w h e n t a l l < i n ga b o u t
r e l a t i o n s h i p sA. l t h o u g h i t i s c o m m o n l y u s e d a b o u t
r o m a n t i c r e l a t i o n s h i p si ,t i s a l s o u s e d t o t a l k a b o u t
friends. Have students worl< individuallythrough the two
matching tasl<sand then checl<their answers with a
partner, with one person reading l-4 and the other
giving the appropriate response a-d; students then
switch over for 5-8. Have them explain why the verbs in
some answers are in the present perfect (e.9.I've known
l 7 [ r e r d sa r d l a r r vi
her since I wos o child) and in others are in the past
simple (l met her when I wos twenty-four).
Answers
Before having students tall<about their friends in small
g r o u p s ,t e l l t h e m a b o u t o n e o f y o u r b e s t o r o l d e s t
friends. Explain how you met and what they are lil<e.You
may need to explain that go out with can either be about
s o m e o n e y o u a r e i n a r o m a n t i c r e l a t i o n s h i pw i t h , f o r
example, Are you two going out,then?or about socialising,
for example, Do you foncy going out with us tonight?
pathetic story
T h e f o c u s o f t h i s e x e r c i s ei s o n s o m e v e r b a l e x p r e s s i o n s
t o d e s c r i b e a r e l a t i o n s h i pS. t u d e n t sc a n w o r l < i n d i v i d u a l l y
on the re-ordering tasl<before checl<ingtheir answers
with a partner. Then they can discussthe questions at
t h e e n d . E n c o u r a g es t u d e n t st o r e c o r d t h e s e e x p r e s s i o n s
i n t h e i r n o t e b o o l < sR . emindthem that they could record
t h e m i n a s e c t i o n a b o u t r e l a t i o n s h i o sa s w e l l a s o n a
page where they are collecting expressions with get or
phrasal verbs with out, etc.You may need to explain that
if you dump son.)eone, you decide to stop having a
r e l a t i o n s h i ow i t h t h e m .
Answers
,|. o
T h e c o r r e c to r d e r i s : l . c 3.a
Before moving on to the next exercise,you could have
pairs of students close their bool<sand try to recall the
story from some verbs that you write on the board:
foncy, osk out, go out, met, see,get serious,Ieove,work out,
get bock together,get /ost
P r o n u n c i a t i o nl i:n k i n g
This exercise gives students more practice with linl<ing
within phrases.Help students see that in the two
expressions at the start my friend is referring to a
specific friend. The listener probably l<nowswho you are
talking about, perhaps becauseyou only have one friend.
A friend of mine,on the other hand, could be one of
the way through so students can hear how the words
are linl<ed.Then play it again,pausing after each sentence
so that students can repeat. Have pairs of students
practise by alternately asl<ingDid you go on your own? and
s a y i n gt h e r e s p o n s e .l f p o s s i b l e h
, a v et h e m r e a d t h e
response to themselves,lool< up, and say it to their
partner to help with the linl<ing.
101
 .,,...'',''...1
i Speaking I Lanquaqefocus
You might want to model this tasl<for students before In this exercise,students are introduced to more ways
t h e y d o i t t h e m s e l v e sF
. or example: to describe people, and also two patterns from the
A: I went to thot new club the other doy. reading text. Get students to do the first tasl<in pairs,
B: Reolly?Did you go on your own? a n d t h e n d e c i d e i f t h e s e d e s c r i p t i o n sa r e g e n e r a l l y
A: No, I went with a few friends from work. positive or negative.
B: Whot wos it like?Did you hove o good time?
A: lt wos OK. I wosn't reolly into the music they were
Answers
ploying,though
Possibleanswers:
Encourage students to add a follow-up question and a bit of an introvert:Alfonso
answer. f a s h i o n - c o n s c i oCu sh :i a r a
unlucl<yin love:Thorsten/Alfonso
desperate: Thorsten
q u i t ef u s s yC: h i a r aS, e o n - H e e
content:Lauren
health-consciou Rsi e:
Speaking
l e s sf u s s yt h a n h e u s e dt o b e : T h o r s t e n
Focus students' attention on the photos of the peopre a b i t s t r a n g eS: e o n - H e e
on page 122.Get them in pairs to tall<about whether fit: Rie
they find any of them attractive. Write some
e x p r e s s i o n so n t h e b o a r d t o h e l p t h e m :
Have students comDlete the next tasl<and then draw
I (don't) reollygo for ...
their attention to rhe patterns. Two of the three
I (don't) like the wov shelhe /ooksidresses.
patterns contain a relative clause with (someone)who.
I don't find himlher oll thot ottractive.
The third (someone)with is an alternative to the relative
She/hei o bit too ... for me.
clause (someonelwho hos.Students see thar 'd (would) and
'past'
the t e n s e e x p r e s st h e u n l i l < e l i h o o d
of the person
You could also have students thinl< about the l<indof
actuallygoing out with a person lil<ethis. Have students
personality they thinl< each person has.Teachthe phrases
record these patterns with their own personalised
/ bet and I reckonto mal<eguessesand encourage the use
e x a m p l e si n t h e i r n o t e b o o l < sP
. oint out the collocation
of some of the adjectivesfrom 2 Adjectives on page strongpoliticolyiews.Ask students if they l<now of any
|20:
other nouns, apart from the obvious, that collocate with
A: I bet the mon in the fust pictureon the left is veryquiet.
strong (orgument, m a rrioge,occent).
B: I don't know.Lookot that smile.I reckonhe'srotherout-
going.
Answers
l . c . f . h l. <
While you read (What'syour type?) 2 . a .d . g . l .
3 . b . e . i .j .
I n t r o d u c e t h e a r t i c l e a n d e x p l a i nt h e t a s k .S t u d e n t sc a n
t h e n r e a d a b o u t t h e s i x p e o p l e a n d s h a r et h e i r r e a c t i o n
in pairs.Asl< students what they thinl< the title What's
your type? means.Then play the recording of the How old ar e they?
a r t i c l e w h i l e s t u d e n t sf o l l o w i n t h e C o u r s e b o o l < .
A s k s t u d e n t st o c o m p l e t e e i t h e r o f t h e f o l l o w i n g w i t h
Encouragethem to underline, asl<about, or record any
reference to age:
I n t e r e s t i n ge x p r e s s i o n so r c o l l o c a t i o n sp, a r t i c u l a r l yt h o s e
lf I wosn't olreody in o relotionship,I'd be lookingfor
they thinl< they might use rhemselves.Youmay wanr to
s o m e o n e. . .
poincout the followingin any case:
I've chongedmy mind obout ... l'm lookingfor someone...
I'm the wrong Personto ask
she wos everythingI wos looking for Listen to a few suggestionsbefore tall<ingabout the fact
l've lowered mv stondords that you would probably not mention a specific age.
T h e n e x p l a i nt h a t i n t h i s e x e r c i s e s, r u d e n t sw i l l s e e
various expressions that tall<about age in an unspecific
way. Students can do the first tasl<individuallyand then
c h e c l <i n p a i r s .

Point out the two structures here that are used for
guessing:
H e l s h e m u s tb e . . .
Helshe con't be . ..

102
 1 7 F r e n d sa n d f a m y

A.,t*urt i I Answers
I 1 l
l.d. 2 .c . 3 .s . 4.a 5.b. 6.e. 7.h. 8.f. | . usedto dress
t - --] ) r rcarl rn nlaw

E x p l a i nt h a t w e u s e m u s t t o s a y t h a t w e a r e q u i t e s u r e
something is true when we have evidence for it, and con't
t o s a y t h a t w e a r e q u i t e s u r e s o m e t h i n Si s n ' t t r u e .
P r a c t i s et h e p r o n u n c i a t i o no f t h e p h r a s e s s, o t h a t
s t u d e n t s c a n u s e t h e m i n t h e a c t i v i t i e sa t t h e e n d o f t h e
Gr amm arstudy
e x e r c i s e .D o t h e s e i n s m a l l g r o u p s .
Have students read the grammar explanations and asl<
about anything that they are not sure of.You may need
Speaking
to explain that o stdte refers to things that we don't see
Asl<studentsto exDlainthe differencebetweenin his as actions.Ask students to tell you some verbs that are
the questionsin often used to describe a state rather than an action, for
fortiesand in the fortiesbeforediscussing
e x a m p l e ,b e , o w n ,/ i v e ,e t c . R e m i n d s t u d e n t st o r e c o r d
smalg l roups.
c o m p l e t e e x a m p l e so f u s e dt o , i n c l u d i n ga n y t i m e p h r a s e s
in their notebool<s.Point out that the negative is more
Answers commonly expressed as never used to.
ln his florties meanshe is betweenforty and forty-nine
y e a r so l d .
Practice
l n t h ef o r t i e sm e a n si n t h e d e c a d e1 9 4 0 - 1 9 4 9( o r a
temperatureof between40 degreesC and 49
I A l t h o u g h t h i s e x e r c i s ep r a c t i s e se x p r e s s i o n sw i t h u s e dt o ,
degreeC. l i t r e i n f o r c e sv e r b + n o u n c o l l o c a t i o n sa s w e l l .

W r i t e s o m e e x p r e s s i o n so n t h e b o a r d t o h e l p t h e m t a l l < Answers
a b o u t t h e s e q u e s t i o n s .F o r e x a m p l e : I
i l . d . 2 . s . 3 .e 4.h 5 .i . 6.1 7.c 8.b"
I think life wos much eosierlhorderin ...
P e o p l eh o d o l o t m o r e . . . i n . . . lr,
Musiclclothes from the ... ore coming bock into fashion.
Thesedoys,the foshionlmusicfrom the ... /ooks/sounds ... W h e n s t u d e n t sh a v e f i n i s h e d m. o d e l t h e p r o n u n c i a t i o no f
used to and have them practise reading the sentences,
T h e n h a v et h e m m e m o r i s e t h e s e c o n d h a l f o f t h e
| - .. s e n t e n c e sa - i a n d t e s t e a c h o t h e r , w i t h o n e p e r s o n
r e a d i n gt h e f i r s t p a r t l - 9 a n d t h e o t h e r p e r s o n
c o m p l e t i n gt h e s e n t e n c ew i t h o u t l o o l < i n ga t t h e
U s e dto , w o u l d Coursebool<.

This section explicitly focuses on used to and would:

lrowever,students will have seen many examples already
Follow- upcom m ents
i n t h e C o u r s e b o o l <T. h e l i s t e n i n gt a s l <g i v e s s t u d e n t s t h e
opportunity to hear several more contextualised Would has a similar meaning to used to. However, it often
e x a m p l e sb e f o r e t h e y f o c u s o n t h e ' r u l e s ' i n i s u s e d a s a f o l l o w - u p t o u s e dt o a n d i s o n l y u s e d f o r
2 Grammar study. reoeated actions. not states.Draw students' attencion to
the contraction in the examolesO . n c e s t u d e n t sh a v e
L e a d i n b y d i s c u s s i n gt h e f i r s t q u e s t i o n a s a c l a s s T
. a l l <a m a t c h e d c h e f o l l o w - u p c o m m e n t s ,h a v e t h e m p r a c t i s e
l i t t l e a b o u t h o w y o u h a v e c h a n g e dy o u r s e l f b e f o r e a s l < i n g r e a d i n gt h e s t a t e m e n t si n 3 P r a c t i c e a n d t h e f o l l o w - u p
s c u d e n t st o d o c h e s a m e .T h e n i n t r - o d u c teh e l r s t e n i n g commenrstogether.
t a s l <a n d e x p l a i nw h a t s t u d e n t s h a v e t o d o . P l a yt h e
r e c o r d i n go n c e a n d h a v e s t u d e n t s c h o o s e t h e r i g h c
p i c t u r e a n d t a l l <a b o u t t h e d i f f e r e n c e sT. h e n h a v e t h e m Answers
w o r l < o n s e n t e n c e s l - 5 . P l a yt h e r e c o r d i n g a g a i ns o t h a c 2 .g . i x . 3 . e . v i i . 4 . h . v i i i 5 . i .v i 6.f.i
. ou may need to explain
t h e y c a n c h e c l <t h e i r a n s w e r s Y 8 . b .i i . 9 . a . v .
t h a t i f y o u a r e o b i t o f o l o d i e s ' m a n , y o ue n j o y s p e n d i n g
time with women and want them to find you attrac[ive.
P l a yt h e r e c o r d i n g o n e m o r e t i m e a s s t u d e n t sf o l l o w t h e
tapescript on page | 57.

10
 - : -
: - l : : ' : : !

I free practice Speaking

Give students a true example about yourself first. For Explainthat if you go offsomething,you no longerlike it.
examole: lf you go off the ideoof doingsomething, you no longer
When I wos younger,/ used ro be reolly sporty.l'd go to the want to do it becauseit is no longerattractiveto you.
gym every other eveningond l'd play footboll every weekend. Tell studentsyour own answersto some of the
q u e s t i o n sb e f o r eh a v i n gt h e m d i s c u s tsh e m i n s m a l l
Have students go around tall<ingto several people before groups.Youmay want to point out how usedto is lil<ea
getting the class bacl<together to find our if there are regularpastrenseverb in that in negatives and questions
any peoplewho usedto do the samesort of things. it is useto. However,the pronunciarionis exacrlythe
sameas usedto.

Situations
It is common to l<eepconversations going by asl<ing
q u e s t i o n si n r e s p o n s et o w h a t s o m e o n e h a s s a i d .T h i s
exercise practises this in the contexr of responding to
s o m e o n e e x p l a i n i n gw h a t t h e y u s e d t o d o . W h e n
checl<inganswers,have students practise the inronatron
patterns of the questions. For the second tasl<,you
might want to do the first conversation as an exampte ro
show how the conversation can be extended. For
examDle:
A: / used to live in Spoin.
B: Oh, reolly?Whereabouts exactly?
A: I wos in Modrid, the copitol.
B: And why did you leove?
A: Well, I wos there with my fomily.My dod worked for the
embossy.Wewere there for obout seven yeors until I wos
twelveond then we moved bock home.
B: lt must'ye been nice to grow up in another country.
A: Yeoh,it wos.
Follow-up
For a writing tasl<, havestudentsimaginethat they are
one of the peoplein the readingtext on page | 22
What's your type? Eachpersonmanagedto find their
idealpartner.However,severalyearshasgone by,ano
while at first they were very happy,thingshavechanged.
T h e y s h o u l dw r i t e a l e t t e r e x p l a i n i nw
g h y t h e ya r eg o i n g
to leavetheir partner.Encourage the use of usedto
e x p l a i nh o w t h e r e l a t i o n s h iw
p a s o n c eg o o d .F o r
example:
Youusedto giveme flowers.I lovedthe woy you usedto coll
me everyday from work.I'd olwayslookforwordto the phone
ringingbecouseI knewit mightbe you.Butnow you hordly
evertolk to me!
When studentshavefinished,havethem exchangelerters
with another personand then tall<about what they have
read.

Then get students to practise these conversations in

oairs.

Answers
P o s s i b laen s w e r s :
l. W h e r e a b o u t se x a c t l yWl hy did you leave?
2. Were you anygood?Why did you stopi
3. H o w m a n ya d a y ? W h e nd i d y o u c u t d o w n ?
4. W h a t l < i n do f t h i n g ?P o e t r y ? W h yd i d y o u s t o p l
5. Were you anygood?Why did you stop?
6. What were you doingthere?Why did you leavel

104
tg
lf you say a place is right on the border,you are
Unit overview e m p h a s i s i n gt h a t i t i s a l m o s t e x a c t l y o n r h e b o r d e r .
Right is often used for emphasis.For example: lti right
General topic next to the bonk. lt's right in front of you.
Talkingabout festivals,
languages
and stereotypes. The Canoriesare a group of islands in the Atlantic and
b e l o n gt o S p a i n .
Reading
lf you describe a place as cosmopo/iton, people from
Four peopledescribefamousfestivals.
m a n y d i f f e r e n tc o u n t r i e s a n d c u l t u r e s l i v e t h e r e . F o r
example: NewYork is one of the most cosmopoliton
Language input
placesI've been to.
. Vocabularyfor tall<ing
about festivals:fhere'so big A fiestois a big public celebration, especiallya
porode.There's
o hugestreetporty.lt's becomeo bit
religious festival.They are very common in many
too commercial.
etc.
S p a n i s h - s p e a k i ncgo u n t r i e s .E n g l i s hh a s b o r r o w e d t h e
. Relativeclauses:I didn't.getthot job I oppliedfor.lt's word festo, so the Englishfor festo is festo. English
one of thosethingsyou cut your noilswith.Whotdo also uses the French word fete for a small outdoor
you coll o personwho con't stopdrinkingand is c e l e b r a t i o nw i t h g a m e sa n d s t a l l ss e l l i n gt h i n g s l i l < e
olwoysdrunk? h o m e - m a d e c a k e sa n d i a m s .
. Vocabularyto tall<about language'.
mothertongue,
o
strongoccent,minoritylonguoges,
etc. Remind students to record any of the expressions that
' Expressions they like in their notebool<s.
for disagreeing: How conyousoythot?
Comeon!That'sa bit of on exoggerotion.
etc.
. Talkingabout stereotypes:She! o typicolsmoll-town Lead in
girl - reollyconservotive!
Oh,comeon!Justbecouse Y o u c o u l d u s e s o m e o f t h e q u e s t i o n si n t h e l a n g u a g e
you don't comefrom the city,it doesn'tmeonyou strip to lead in to the topic of festivals.Asl< students if
con't be oDen-minded. etc. they have any big festivalsof the Arts in their country or
city, how they celebrate NewYear and what some
examples of old foll< traditions in their country are. lf
Language strip you are from a different country from your students,tall<
Use the languagestrip as a way to lead in to the unic. about some of these things yourself.
Asl< students to quicl<lylool< through the list and find
one expression that is connected with each of the
following: nationality (Scondinovions ore usuollyblond,oren't
they?),festivals(e.9./ts o big festivolof the Arts), and
languages(e.g.Are you bilinguol,then?).Explain that in this Vocabulary
unit, they will learn other ways to tall<about these areas.
E n c o u r a g et h e m t o c h o o s e s o m e o t h e r e x p r e s s i o n st h a t This exercise introduces some vocabulary to do with
lool< interesting and to find out more about them. festivals.Point out the pictures A-H on page 126 and
have students worl< in pairs matching them to rhe
U s e t h e l a n g u a g es t r i p l a t e r o n i n t h i s u n i t f o r a s m a l l sentences l-8. After checl<ingtheir answers,have
group tasl<.Ask students to look at the expressions with students go bacl<and underline the collocations and
i t a n d d i s c u s sw h a t t h i s c o u l d b e r e f e r r i n gt o . F o r transfer them to their notebool<s.Youshould exolain
example, lt's a big festivolof the Arts could be referring to that o bonfireis a big fire lit as part of a celebration, or
t h e E d i n b u r g hF e s t i v a lS. t u d e n t sc o u l d a l s o t r y t o a n s w e r s o m e t i m e si u s t t o b u r n r u b b i s h .
some of the questions (e.g.How do you celebroteNewYeor
in your country?).
Answers

You might need to explain some of the following l.h 2.d 3.a 4.f 5.g 6.b 7.c 8.e
exDressrons:
' There is no such languageas Swiss,so someone
asl<ingthe question Does onyonespeok Swiss7wouldn't Speaking
l<now much about Switzerland! German, French and
G e t s t u d e n t s i n s m a l l g r o u p s t o d i s c u s st h e s e q u e s c i o n s
I t a l i a na r e a l l w i d e l y s p o k e n i n S w i t z e r l a n d .
Have them mal<eguessesabout all the pictures on page
' Scandinavions ore usuollyblond,oren't they?implies a
1 2 6 .W r i t e s o m e e x p r e s s i o n so n t h e b o a r d t o h e l p .F o r
stereotypical image of people from Scandinavia.
examDte:

105
 .:: a'0 aIqLaqes

/ t / o o k s/ l k el t i r n . . . brooden my mind
lsn't thot the festivolin . . . ? make friends
/ bet lts got sonrethingto do with ... miles owoy
It'sproboblyin . .. the festivol runs (oll through the beginningof Morcnl

You may need to explain that if you say there ore literolly
!i|qf9t| re€d(Fourexperiences) thousondsof people there,you thinl< that there are really
thousands of people there. This is because we often
I n t r o d u c e t h e t o p i c o f t h e r e a d i n gt e x t t a s l <a n d e x p l a i n .
exaggerate numbers and amounts. For example:
Point out the collocation hold a festivol.Asl< if students The stogesseem to be miles owoy.
l<now some other events rhar we use with hold (e.9.o
I've got millionsof things to do.
meeting,o conference). Have them read the cext and then
s h a r e t h e i r r e a c r i o n sw i t h a p a r r n e r .W r i t e t h e f o l l o w i n g
H e r e i s s o m e i n f o r m a t i o n a b o u t t h e f e s t i v a l sn o t
sentence starters on the board for them to use if
mentioned in the article.
necessary:
PictureE is of the Songl<ran f e s t i v a lw
, hich is held in
One thing I leornedwos that ...
T h a i l a n df r o m A p r i l | 3 f o r t h e b e g i n n i n go f t h e
One thing / wos surprlseoobout wos thot ...
traditional new year.People soal<each orher wirh water,
/ wos surprisedthot ...
s y m b o l i s i n gt h e c l e a n s i n gf o r a n e w y e a r .
I didn't reolisethot .. -
Picture A is of the Ol<toberfest,which is a rwo-weerc
I olwoysthought thot ...
f e s t i v a li n M u n i c h ,e n d i n g o n r h e f i r s t S u n d a yo f O c t o b e r .
L a r g e b e e r h a l l sa r e e r e c t e d a n d b e e r s p e c i a l l yb r e w e d

lAr." ^ f o r t h e o c c a s i o ni s s e r v e d .
i PictureB is the Berlin Love Paradea , h u g e a n n u a ls t r e e t
HillCarnival
is picrureH. p a r t y i n B e r l i n ,G e r m a n y .l t i s f a m o u s f o r i t s t e c h n o
I ),.,rIF
I he Glasronbury f e s c i v a il s p i c c u r eF mustc.
F:llas is nirrr rra f

is pictureG.
["rl:"ll.,suri
Speaking
G o o v e r t h e q u e s t i o n sb e f o r e h a v i n gs t u d e n t sd i s c u s s
C o m p r e h en si o n
t h e m i n g r o u p s .E x p l a i nt h a t i f s o m e t h i n gh a s b e c o m e t o o
G e t s t u d e n t st o d i s c u s st h e s e c u e s t i o n s i n o a i r s . commerciol,you thinl< that the mal<ingof money has
Encouragethem to try to remember the answers b e c o m e t h e m o s t i m p o r t a n t t h i n g .W e s o m e t i m e s
without referring ro rhe texr. Then play the recording of d e s c r i b ef i l m s o r m u s i c a s c o m m e r c i owl h e n w e t h i n l <
t h e t e x t a s t h e c l a s sf o l l o w i n t h e C o u r s e b o o l <c, h e c l < i n g t h e y a r e r e l e a s e dt o a w i d e a u d i e n c ea n d e x p e c t h i g h
t h e i r a n s w e r s .H e r e a r e s o m e e x a m p l e so f q u e s t i o n sy o u s a l e sn u m b e r s .Y o u m i g h t a l s o g i v e s o m e e x a m p l e so f
can asl<as you go through the answers: t h i n g s t h a t m i g h t b e e m b a r r a s s i n gf o r y o u n g p e o p l e i n
Whot expressioncould yoLt use to soy you do something y o u r c o u n t r y .I n t h e U K , y o u n g p e o p l e m i g h r b e
every two doyslweeks?(every other doylweek) e m b a r r a s s e db y t r a d i t i o n a lf o l l <d a n c i n g- m o r r i s d a n c i n g .

Whot ore some thingsyou do out of hobit?

Whot ore the Potronsointsof some countriesyou know? ] Vocabular yfocus
Whot kinds of thing do peoplecelebrote in o festivol morking
T h i s e x e r c i s eh e l p s s t u d e n t s d i s t i n g u i s hb e t w e e n t h e
the orrivol of spring?
words commemoroteand ce/ebrote.Have students
c o m p l e t e t h e t w o d e f i n i t i o n sa n d t h e n d o t h e m a t c h i n g
Answers e x e r c i s eT . h e n h a v e t h e m u n d e r l i n et h e c o m D l e r e
He goes every other year. e x p r e s s i o n si n t h e s e n t e n c e sh e r e a n d t r a n s f e r t n e m t o
t h e i r n o t e b o o l < sP . o i n t o u t t h e c o l l o c a t i o n sh o l d o s p e c i o l
2 It's become coo big.
ceremonyand o foncy restouront.Explain that o ceremonyis
3 A lot of people go there just to drinl< and tal<e
a s p e c i a le v e n t t h a t i s c h a r a c t e r i s e db y m o r e o r l e s s
oruss.
f i x e d ,t r a d i t i o n a lw o r d s a n d a c t i o n s ,f o r e x a m p l e ,c
1 Out of habit.
wedding ceremony,on aword ceremony,the opening
5 To commemorate the patron saint of the city. c e r e m o n y . l ti s u s u a l l yf o r r n a l .l f s o m e t h i n gi s f o n c yi c i s
6 A f a l l a i s a p a p i e r - m a c h em o d e l . m o r e e x p e n s i v eo r o f a h i g h e r q u a l i t y t h a n n o r m a l ,f o r
7 To celebrate rhe starr of spring. example. o fonc.ycor,o foncy house.

Have students go bacl<through the reading texr - you Answers

may want to play the recording again as they do rhis - a . c e l e b r a t e ,c e l e b r a t e
f i n d i n ga n y i n t e r e s t i n ge x p r e s s i o n so r c o l l o c a t i o n s . Y o u b. commemorate
may want to point out the following:
t. d 4.e 6.b.
L
105
 l E f l . r to f n l 1 r e si,e s l v a l sa n r j a n q r i . r q e s

B e f o r es t u d e n t st a l l <a b o u tt h e o u e s t i o n a
st the endin
s m a l lg r o u p st,e l l t h e m a b o u ts o m ep u b l i ch o l i d a y o
sr
localfestivalsyou l<now.For the lastquestion,you could
u s et h i s e x a m o l e :
A friendof mine possedher drivingtest thisyeor.Do you
knowhow mony timesshehod takenit? Eight.Shewos
beginningto feel like she'dneverpass.Anywoy, her boyfriend
wosso impressed. Guesswhot he did to celebrote? He only
wentout ond boughther o brondnewcor!

Finally,
asl<a few questionsabout some of the other
language here:
Whot kindsof ploceshave conteens?
(workploces,schoo/s)
R e l a t i v ecl a u se s Whot e/secon you opplyfor,oport from o jobT(o grant,o
leoveof absence)
In this exercise,students focus on relative clausesthat Conyou think of someother reosonswhy you might be reolly
c a n o m i t t h e r e l a t i v ep r o n o u n t h o t . T h o tg e n e r a l l y disappointed?
replaces the relative pronouns who(m) or which when the
r e l a t i v ec l a u s ei s d e f i n i n gi . e . ,i t g i v e s i n f o r m a t i o n t h a t
d e f i n e st h e n o u n . F o r e x a m p l e : j ryg..it:
Where's the bool< thotlwhich I lent you?
D o a n e x a m p l e w i t h t h e c l a s st o g i v e t h e m t h e i d e a o f
Thot can be omitted when it acts as an object in the h o w t o d o t h i s . D e s c r i b e a n o b j e c t l i l < ea w a t e r i n g c a n ,
r e l a t i v ec l a u s e ,b u t c a n ' t b e o m i t t e d w h e n i t i s t h e for example, and have students draw it.
s u b j e c t .F o r e x a m p l e : /t's one of those things you woter plonts with. lt's got o hondle
ond a thing the water comes out of.
Where's the book (thot) I lent you? (thot = object)
I need somethingthot con go more thon 60 milesper hour! Remind students of the words thing and stuff which they
(thot = subject) m i g h t f i n d u s e f u l i n t h e i r d e s c r i p t i o n s . Y o uc o u l d a l s o g i v e
them this Dattern:
One easy way to thinl< about this is that if thot is /tt one ofthose thingsyou use to ...
followed by a pronoun, it can be lefr out; if thot is
followed by a verb, it has to stay.Asl<students to lool< at F i n i s hu p b y h a v i n gs t u d e n t sa s l <y o u a b o u t a n y o f r h e
t h e e x a m p l e a n d t o r e a d t h e e x p l a n a t i o nA
. nswer any t h i n g st h e y c o u l d n ' t f i n d t h e n a m e o f i n t h e l a s t t a s l < .
questions they may have before doing the matching
exercise.You may want to remind students of the
p a t t e r n s c h e ym e r i n t h e p r e v i o u su n i t : Questionswith r elativeclaus es
I w o n t s o m e o n ew h o . . .
I'd nevergo out with someonewho ... The explanation at the start of this exercise reinforces
t h e f a c t t h a t r e l a t i v ec l a u s e sd e s c r i b e n o u n s .G o o v e r r n e
I n t h e s e c a s e st h o t c o u l d r e p l a c ew h o ,b u t c a n ' r b e e x p l a n a t i o nw i t h s t u d e n t sa n d a n s w e r a n y q u e s t i o n st h e y
omitted because it acrs as the subject of the relative m a y h a v e .T h e n d o t h e f i r s t q u e s r i o n a s a n e x a m p l e .Y o u
clause. c o u l d e i t h e r h a v e s t u d e n r sw o r l < o n t h i s i n o a i r s o r
individually.
]
Answers
What are the (two) people you share a flat with
lil<e?
D r a w s t u d e n t s 'a t t e n t i o n t o t h e p o s i t i o n o f t h e
What was that hotel you stayed in in Paris lil<e?
p r e p o s i t i o n si n a , b , d , e , g a n d h . F o r t h e l a s t t a s l <r,h e
f o l l o w - u p e x e r c i s eg, o a r o u n d t h e c l a s sa n d c h e c l < What was that club you went to on Friday lil<e?
s t u d e n t s 'a n s w e r sb e f o r e a s l < i n gs o m e p e o p l e t o t e l l t h e What are the other people you worl< with lilcel
c l a s sa f e w o f t h e i r a n s w e r s . What was that restaurant you went to for your
birthdaylil<e?
Answers 5 . W h a t w a s t h a t E n g l i s ch o u r s ey o u d i d i n A u s t r a l i a
Iil<eI
P o s s i b l ea n s w e r s :
2. Hey, there's that girl you used to go out with. II 7 . W h a t d i d y o u d o i n t h a t c l a s sI m i s s e d l a s t w e e l < l

3 . Y o u s h o u l d t r y t h a t r e s r a u r a n to u r t e a c h e r l 8. What was that school you studied at in Sydney

mentioned. I9 . c a l l e dI

4 . I c o u l d n ' t d o t h a t h o m e w o r l <y o u t o l d m e a b o u t , L Did you get that job you applied for?

107
 )l .a5 artdauguaqes

For the secondtask,act out rhe first conversationwith a

Answers
s c u d e nat s a n e x a m p l e :
A: What ore the peopleyou livewith tike? l. An occent is the way you pronounce the language,
B: They'rereollyfriendly.Reollynice. while o dialectis a form of the languagethat is
A: You'relucky.The peopleI livewith ore owful. spoken in a particular area or by a particular group
B: Why do you soythot? of people.
A: They\enot veryfriendlyat oll.Theyhardlyeverspeokro 2. Yourmother tongue is the languageyou learn from
me. your parents,while o linguo fronco is a language
u s e d t o c o m m u n i c a t eb e t w e e n p e o p l e w h o d o n ' t
speal<each other's mother tongues.
D e f i n i n gp e o p l e
3. S/ongis very informal languagethat can be
Here students see another example of a relative clause, p a r t i c u l a rt o a c e r t a i n r i m e o r g r o u p o f p e o p l e ,
t h i s t i m e w i t h t h e r e l a t i v ep r o n o u n w h o .l t ' s p o s s i b l et o while sweoringis the use of rude or offensive
u s e t h o t i n p l a c e o f w h o i n t h e s e e x a m p l e s ,b u t o p e r s o n tanguage.
w h o t e n d s t o b e m o r e c o m m o n . A s k s t u d e n t si f t h e y 4. lf you are bilinguol, you grew up learning two
notice that in the examples here, who acts as the subject languagesand can speal<both of them equally well,
of the relative clause.Point out the exoression the'reol' while if you can speal<o foreignlonguoge,you may
J o p o ni n t h e e x p l a n a t i o nE . x p l a i nt h a t t h i s m e a n s t h e have .just learned it later in life and you probably
t r a d i t i o n a l ,r u r a l j a p a n ,n o t t h e m o d e r n , w e s t e r n i s e d , d o n ' t s p e a l <i t a s w e l l a s y o u r m o t h e r r o n g u e .
u r b a n J a p a nA . s l <w h a t t o u r i s r s w h o t h i n l <l i l < et h i s w o u l d 5. lf you have o s/ightoccent,your pronunciation is a
believe the 'real' country is in the student's country. Ask little different from what is considered standard,
if this perception of cheir country is correct. while if you have o strongoccent,there is a big
d iffere n ce.
Students can worl< on the dictionary tasl<in pairs. Before
you checl<their answers,you could write this partern on
the board to show how we can use a similar relative Before having students discussthe questions in the
c l a u s es t r u c t u r e f o r g i v i n ga d e f i n i t i o n : second tasl<,mal<esure they understand the expressions
A . . . i s s o m e o n ew h o . . . o minority longuogeand hoye o hrgher stotus.

T h e n h a v e s t u d e n r sw r i t e t h e d e f i n i t i o n si n t h e i r
notebool<s.Point out the collocation perform operotions.
G i v e s t u d e n t s s o m e m o r e e x a m D l e so f n o u n s t h a t
collocate with perform (e.g. o ceremony,o trick, miracles).
Answers
l. an alcoholic 2. a workaholic 3. an undertal<er
4. a surgeon 5. a journalist 6. a juggler
U s e t h e p i c t u r e so f p e o p l e o n p a g e | 2 9 t o h e l p s t u d e n l s
generate some ideas for the second tasl<,but encourage
t h e m t o t h i n l <o f o t h e r t h i n g s a s w e l l . l t m a y h e l p t h e m
t o i m a g i n ei f t h e y w e r e d o i n g i t i n t h e i r o w n l a n g u a g e .
a- i'
r ts *, i. 1- /-
.. :l 1; ..-., . -i -, ..
Reading
Focus attention on the title (English teacher sacl(ed
f o r s p e a k i n g E n g l i s h ! ) a n d h a v es t u d e n t sp r e d i c t w h a t
the article is about. Then asl<students to read rhe text
a n d s h a r e t h e i r r e a c r i o n si n p a i r s .A s l <t h e m i f t h e t i t l e
was really accurate.At rhis point, you might want to tell
y o u r s t u d e n t sa l i t t l e a b o u t t h e W e l s h l a n g u a g eA. l t h o u g h
E n g l a n dt o o l < c o n t r o l o f W a l e s i n t h e t h i r t e e n t h c e n r u r x
Wales was better able to preserve its original language
a n d c u l t u r e t h a n o t h e r a r e a s o f t h e B r i t i s h l s l e s .r t s
languageis still widely used and about25% of people are
b i l i n g u a li n W e l s h a n d E n g l i s hT. h e r e i s a s t r o n g
m o v e m e n ct o e n c o u r a g ec h e u s e o f W e l s h .

inter view
This exercise shifts the topic away from festivalsto
languageand stereotypes.Students can use their E x p l a i nt h e t a s l <a n d p l a y t h e r e c o r d i n g o f t h e i n c e r v i e w
dictionaries for the first tasl<.When checking their Then have students compare notes in pairs before
answers,write an example of how some of the rerms playingthe recording again so they can checl<therr
can be used: a n s w e r s . A s ks t u d e n t s i f t h i s c h a n g e dt h e i r m i n d a b o u t
Where's your occent from? G a r e t h D a v i e sa n d h i s s i t u a t i o na t a l l .
They speok in o strong diolect up in the north.
I didn't know their mother tongue wos French. Answers
Englishis the linguo fronca of internotionolbusiness.
A r g u m e n t sf o r : C h r i s t i n es a y sr h a t W e l s hi s d y i n go u r .
'Keep
shtum'is o s/ongterm meoning'keepquiet'. W h e n t h e l a n g u a gdei e s y, o u a l s ol o s et h e c u l t u r ea n d
I think there's too much sweoring onTV these days. traditionsof the country.Languages need to be
She'svirtuolly bilinguol in Frenchond English. Drotected.

108
 'I
8 N a t o n a i t i e s ,t e s tv a s a n c l a n q u a c l e s

,l
Arguments against:Gareth saysyou can't mal<epeople I Stereotypesand reality
learn languages.People have a right to speak their
languageof choice. L e a d i n b y f o c u s i n gs t u d e n t s 'a t t e n t i o n o n r h e p i c r u r e
a n d a s k w h i c h c o u n t r y i s b e i n gs h o w n a n d h o w t h e y
l<new.Then asl<students to think of what British oeoole
a r e t y p i c a l l yl i l < eL. i s t e n t o t h e i r a n s w e r sa n d e x p l a i nt h a t
Disagreeing
when we have a general image of a group of people lil<e
T h i s e x e r c i s ei n t r o d u c e ss o m e e x D r e s s i o n sf o r this, we often call it a stereotype. Explain that if someone
disagreeing.Have students worl< on the first tasl<alone fits a stereotype, the general image is true about that
person.You might also want to give some other
and then compare answers in pairs. Playthe recording so
they can checl<. c o l l o c a t i o n sF. or example:
E x p l a i na f e w o f t h e e x p r e s s i o n s . reinforce d stereotype
o populor stereotype
. Come onl is often used when we thinl<that what
s o m e o n e h a s s a i d i s r i d i c u l o u s .F o r e x a m o l e : This exercise revises some character adjectivesand
A: lt's freezing outside. introduces some more character adjectivesas well.
B: Oh, come onl lt's not that bod. Students can use their dictionaries for those they are
. lf you mal<eon exoggerotion, you mal<esomethinS unsure of.You may need to explain the following:
sound greater, more important, more, etc.Than it . lf you describe someone as orrogont,you don't like
r e a l l y i s .F o r e x a m p l e : the way they act becausethey thinl< they are better
A: So,there were millionsof people on morch,then? than other people
B: Well, OK thot's a bit of on exoggerotion. ' l f y o u d e s c r i b es o m e o n e a s s n o b b i s hy,o u d o n ' t l i l < e
. lf you say iett just ogreeto dlsogree,you are indicating the way they act becausethey thinl<they are better
t h a t y o u n o l o n g e r w a n t t o a r g u e b e c a u s ei t i s c l e a r than other people, perhaps becausethey have a
that both sides are not going to change their higher social status or more money.
oosition.
Play the recording so students can checl<their answers.
Then play it again so students can follow the intonacion
Answers patterns and respond chorally.They can then practrse
l. with a Dartner.
C o m e o n ! T h a t ' sa b i t o f a n e x a g g e r a t i o n !
2. So what you'resayingis
3. D o y o u h o n e s t l yb e l i e v et h a t f Answers
4. How can you saythat?
l. generous 2. quiet 3. out-going 4. open-minded
5. Listen,wei-e obviouslynevergoingto agree
5. nice 6. distant 7. dull 8.TWo-faced
5. Let'sjust agreeto disagree

P o i n t o u t t h e e x p r e s s i o n st h a t a r e c o m m o n r e s p o n s e st o
Play the recording again,pausingafter each gap to overgeneralisationslil<e:
practise the intonation. Then have pairs of students read
Every . . . I've ever met wos ...
the conversations.Encourage them to use these l've got o reallygood friend who's ... ond she/het ...
exoressions in the oair worl< casl<. Thot's such o stereotype/
/ u s t b e c o u s ey o u . . . i t d o e s n ' tm e o n y o u . . .

Speaking Write these resDonseson the board so students can

refer to them when they have their own conversalions
T h i s e x e r c i s eg i v e s s t u d e n t s a n o p p o r t u n i t y t o u s e s o m e
about other stereotypes.You may want to talk about
o f t h e e x p r e s s i o n sf r o m 4 D i s a g r e e i n g . R e v i e w s o m e o f
how numbers l, 2, 3, 5 and 6 are about stereotypes
t h e o t h e r l a n g u a g ef r o m p r e v l o u s u n i t s c h a t m i g h t b e
E n g l i s hp e o p l e h a v e ,a n d t h a t n u m b e r 8 f e a t u r e sa
u s e f u lh e r e t o o . F o r e x a m p l e :
stereotype Englishpeople have about themselves.
Personolly, I think ...
Definitely!
fhot's the woy I see it too. Follow-up
I know (whot you meon).
Have students write a description of a festival from their
o w n c o u n t r y o r c o m m u n i t y ,o r , i n a m o n o l i n g u a lc l a s s ,
G o a r o u n d t h e c l a s s ,m o n i t o r i n g s t u d e n t sa s t h e y d i s c u s s
asl<them to find out about a festival from anotner
t h e s e i s s u e sa n d c o l l e c t e x a m p l e so f l a n g u a g ed i f f i c u l t i e s
country. They should explain what the festival
to go over later. Finish up by havinggroups briefly report
c o m m e m o r a t e s o r c e l e b r a t e sw , h e n i t i s h e l d ,w n a t
bacl<on what they tall<edabout. To follow up thrs
h a p p e n sw , h e t h e r p e o p l e d r e s s u p ,e t c .T h e y s h o u l d a l s o
activity,have pairs of students choose one of the
try to use relative clausesto define any special
q u e s t i o n sa n d w r i t e a d i a l o g u el i l < et h e r a d i o i n t e r v i e w
e q u i p m e n t o r a n y s p e c i a lr o l e s p e o p l e h a v e .W h e n
between two people with opposing views.
students have finished,asl<them to exchange papers with
a p a r t n e r .T h e y s h o u l d r e a d t h e i r p a r t n e r ' sd e s c r i p r i o n
and then tall<about whar they read.

109 ;
 r9
Unit overview
General topic
C r i m e sa n d p u n i s h m e nC
t ;e l e b r i t yc r i m i n a l s .
Reading
T h e c a s e so f n i n ec e l e b r i t yc r i m i n a l s .
Language input
. without being caught.For example: Did you heor obout
Crimes and law vocabulary:found guilty,get six
months,tox evosion,speeding, etc.
' Expressions for reactingto criminalcases:He gor
off lightly.
He should'vegotlife for thor.etc.
' Expressions for sayingan approximatenumber:
around$4.5 million,obout 9300 million,over90 miles
on hour,olmostg | 50, 000.
, Vocabularyassociated with crimes:she'dbeen
stobbed,this kid went on the rampoge,theyheld o
gun to my leod, etc.
' Third conditionalexpressions: /'m sureI would've
done betterif ld dressedo bit more snortly for the
interview.
lf lA known,I wouldn'thove bothered.etc.
Language strip
Use the languagestrip as a way to lead in to the untt.
A s l <s t u d e n t s t o q u i c l < l yl o o l <t h r o u g h t h e l i s t .E x p l a i n
t h a t i n t h i s u n i t t h e y w i l l l e a r n h o w t o t a l l <a b o u t c r i m e s
a n d p u n i s h m e n t sE . n c o u r a g et h e m t o c h o o s e e x p r e s s t o n s
i n t h e l a n g u a g es t r i p t h a t l o o l <i n t e r e s t i n ga n d t o f i n d o u t
more about them.
U s e t h e l a n g u a g es t r i p l a t e r o n i n c h i s u n i t f o r a s m a t l
group tasl<.Asl< students to find those expressions that
refer to a trial (e.g.Thejury found her not guilty) and those
that just refer to a crime (e.g.He muggedon old lody in
the pork).Then asl<srudents to choose a couple of the
e x p r e s s i o n sc o n t a i n i n gh e , s h e o r t h e y .T h e y s h o u l d t h e n
d i s c u s sw h a t t h e s t o r y b e h i n d t h e e x p r e s s i o nm i g h t b e .
For example, students could use Thejury found her not
guilty to speculate what'she' was on trial for, why she
w a s f o u n d n o t g u i l t y ,w h e t h e r s h e r e a l l y c o m m i t t e d t h e
c r i m e o r n o t , e t c . Y o u m i g h t n e e d t o e x p l a i ns o m e o f t h e
followingexpressions:
. lf someone got life,they received a life sentence for a
c r i m e .T h i s m e a n s t h a t t h e y w i l l b e i n p r i s o n f o r q u i t e
a long time, usually at least twenty years. lt does not
necessarilymean they will be there for the rest of
t h e i r l i f e ,t h o u g h .
' them five minutes to thinl< of the names of as many
lf you say someone got whot they deserved, you thinl<
that the bad thing that has happened to rhem (e.g.
receiving a harsh sentence) is iustified becauseof
110
rvhat they originally did. For example: I think he got
whot he deseryed.lf you bring o weopon to school,you
should be expelled right owoy.
. lf someonemugs someone,they attacl<a person in a
p u b l i c p l a c e i n o r d e r t o s t e a lt h e i r m o n e y o r
valuables.For example: Did you heor he wos muggedon
his woy home lost night?
. lf someone got owoy with millions,they managed to
s t e a l m i l l i o n s o f p o u n d s ,d o l l a r s ,e t c . a n d e s c a p e
thot shop that wos held up last week?Apporently,they
got owoy with over o thousondpounds.
. lf the police drop the chorges ogainstsorneone,rney no
l o n g e r w a n t t o c o n r i n u e p u r s u i n gt h e l e g a lp r o c e s s
a g a i n s ts o m e o n e t h e y o r i g i n a l l ya c c u s e do f d o i n g
something illegal.For example:I think they shoulddrop
the chorges ogoinsthlm. No jury is goingto find him
guilty.
. lf women go top/ess,they don't wear anything to
cover rheir breastsS. o m e c o l l o c a t i o n sf o r t o p l e s s
include o top/essbor and sunbothetop/ess.
. lf you refer to someone as o deoler,you are usually
implying that rhey are a drug dealer.The word deoling
is also used to refer to drug dealingF . o r e x a m p l e :y o u
con go to joil if you\e cought deoling.
. lf you thinl< that they shouldlock someoneup and throw
oway the key,you thinl< that the person should go co
prison for the rest of their life. For example: When
they cotch the person who mugged thot old lody,they
should lock him up ond throw owoy the key.
. Threestrikesond you'reout refers to the policy
whereby if you are found guilty of certain crimes for
t h e t h i r d t i m e , y o u a r e s e n t t o p r i s o n .l t i s a l s o u s e d
f o r o t h e r s i t u a t i o n st o m e a n i f y o u d o s o m e t h i n g
w r o n g t h r e e t i m e s ,y o u w i l l n o l o n g e r b e a b l e t o b e
s o m e w h e r e o r d o s o m e t h i n g .F o r e x a m p l e :W e h o v e o
three strikes ond you're out policy.lf youie lote three
umes,you're expelled.
. lf someoneis over the /imit,they have had more alcohol
c h a n i s l e g a l l ya l l o w e d w h i l e d r i v i n g a c a r .F o r
example: She wos three times over the /irnit.No wonder
she /ost her licence.
Remind students to record any of the expressions that
they lil<ein their notebool<s.
Lead in
One way to lead in is to have students brainstorm a list
o f c r i m e s .D i v i d e t h e c l a s su p i n t o s m a l l g r o u p s a n d g i v e
crimes as they can and write them down. Go around the
c l a s sa n d m o n i t o r a n d h e l p w h e n n e c e s s a r yT. h e n p u t
the following patterns on the board:
 'I
9 Law and orcicr

j
... is o seriousproblem in rnylthiscountry. j W hile you r ead ( Richand Famous
... is unheordof in nrylthiscountry.
... is quite common in mylthiscountry. --i 9r Br!! erq !9!9qreqr4
E x p l a i nt h e t a s l <t o y o u r s t u d e n t sa n d d i v i d e t h e m i n c o
S t u d e n t sc a n t h e n u s e t h e s e p a t t e r n s t o t a l l <a b o u t t h e t w o g r o u p s .R e m i n d t h e m t h a t t h e y s h o r - i l di n i t i a l l yj u s t
crimes they have listed.When they have finished,you can read to find out what the people in the photos did. After
go on to the first exercise and students can compare s t u d e n t s h a v ef i n i s h e dr e a d i n g , g e tt h e m i n t o p a i r s s o
their list with the one in the book. that they can share what they found out. Write some
e x a m p l e q u e s t i o n so n t h e b o a r d t o g e t t h e m s t a r t e d :
Whot did he do?
. ' i ' , : r r I
Wos he found guilty?
Whot did he get?

Speaking You could then have students read the half of the text
that they haven't read yet. Finally,play the recording as
This exercise introduces vocabulary associatedwith the
s t u d e n t sf o l l o w a l o n g i n t h e C o u r s e b o o l < u, n d e r l i n i n ga n y
legal process and the names of different crimes.You
i n t e r e s t i n gc o l l o c a t i o n sa n d e x p r e s s i o n s . Y o um i g h t w a n t
could start off by asking students to close their
t o p o i n t o u t t h e f o l l o w i n g ,w h i c h a r e c o n n e c t e d t o t h e
C o u r s e b o o l < sa n d r e a d t h e i n t r o d u c t i o n y o u r s e l f .
topic of the unit:
E n c o u r a g es t u d e n t st o a s l <y o u a n y q u e s t i o n sa n d t h e n
he wcs occusedof
put these words up on the board: crirne,court,guilty,
judge,fine,six months,/ife.Asl< them, in pairs,to recall the cleor evidence
he wos sentencedto six yeors in prison
p h r a s e sy o u u s e d t h e s e w o r d s i n . T h e n l e t t h e m r e a d t h e
he wos token to court
i n t r o d u c t i o n i n t h e C o u r s e b o o l <t o s e e i f t h e v w e r e
he took the poper to court
right.
if it had gone to court
the truth come out eventuolly
Go through the list of crimes with students to mal<e
he wos chorged with smuggling
sure they understand them. You might want to contrast
he poid o one hundredand forty thousonddollor fine
possession of drugswith deo/ingin drugs.Explain that
burgloryusually refers to breal<inginto private homes and
You might also want to have students find all the get
s t e a l i n gt h i n g s .Y o u s h o u l d a l s o e x p l a i n t h a t m u r d e r i s t h e
e x p r e s s i o n si n t h e t e x c :
c r i m e o f l < i l l i n gs o m e o n e i n t e n t i o n a l l yw, h i l e m o n s l o u g h t e r
the jury got it wrong
t h e c r i m e o f l < i l l i n gs o m e o n e ,b u t w i t h o u t t h e i n t e n t o f
he wos lucky to get owoy with it
doing so.Point out that all of these crimes can be used
he got out just three years loter for good behoviour
with (found)guilty of ... . However, not all of them can be
Archer'sstory-tellinghod got o bit out of control
used with commit.
he could'vegot seyenyears ond a $2,000 fine

Y o u c o u l d e i t h e r d i s c u s st h e s e n t e n c e sf o r t h e l i s t o f
c r i m e s a s a c l a s so r i n s m a l l g r o u p s .I n e i t h e r c a s e w r i t e
the pattern on the board:
You'dprobobly get ... for . . .
Students may not l<now exactly what sentences might be
r e c e i v e df o r e a c h c r i m e , s o y o u c o u l d e n c o u r a g et h e m
t o u s e e x D r e s s i o n sl i l < e :
YouA definitelygo to prison.
You'dprobobly just get o fine.
D e p e n d i n go n w h e r e y o u r s t u d e n t s a r e f r o m , y o u c o u l d
also teach them get the deoth penolty.lf they want to
r e c o r d t h i s c r i m e v o c a b u l a r yi n t h e i r n o t e b o o l < s ,
e n c o u r a g et h e m t o i n c l u d ea n e x a m p l e o f h o w t h e
w o r d ( s ) a r e u s e d i n t h i s e x e r c i s e .F o r e x a m p l e :
lf youie found guilty of possessionof drugs,you'd just get o
f,ne.
9r.q "ryTl9r:
In this exercise,students are introduced to several
expressions for giving a reaction to a crime or trial. You
might want to start off by just asl<ingthem what they
t h i n l <a b o u t o n e o f t h e c e l e b r i t i e sL. i s t e n t o t h e i r i d e a s
and then focus their attentionon the exoressions.
Explain that if you think someonegot off lightly,you thinl<
t h e y o n l y r e c e i v e da v e r y s m a l l p u n i s h m e n t ,b u t t h a t i f
you thinl< the sentencewos o bit horsh,you think it was
too severe.Point out that There'sone low for the rich ond
onother one for the poor is a fairly fixed expression.Ask
s t u d e n t si f t h e y c a n t h i n l <o f a n y o t h e r s i t u a t i o n st h e y
l<now that this expression can be applied to. Then get
them in pairs to react to the different cases.

R e m i n d t h e m t o i n c l u d e a n a p p r o p r i a t et r a n s l a t i o nt o o .

Focus students' attention on the photos and then get

t h e m i n p a i r s t o t a l l <a b o u t w h a t k i n d o f c r i m e t h e y t h i n l <
t h e p e o p l e c o m m i t t e d . W r i t e s o m e l a n g u a g eo n t h e
board to help. For example:
I think I reod somewherethot he wos found guilty of ...
W o s n ' th e t h e o n e w h o . . . ?

111 ;
 i . :: -l ili0e'

l -
I 5peaKrng practice
U s e t h e s e q u e s t i o n sf o r a s m a l l g r o u p d i s c u s s i o nY. o u S t u d e n t sc a na s l <a n d a n s w e rt h e s eq u e s t i o n si n p a i r s .
might wanr to starr off by telling rhe students of any You could alsowrite some expressions on the board to
other casesthat you know ol especiallyany where the h e l p .F o r e x a m p l e :
p e r s o n w a s e v e n t u a l l yf o u n d i n n o c e n t .E n c o u r a g et h e m It mustbe oboutlolmostloroundlover ...
co asl<you questions and react using any of the /'m sureit con'tbe morethon ...
e x p r e s s i o n si n 3 C o m m o n e x p r e s s i o n s . G o a r o u n d At o roughguesslU soy...
monitoring and collecting examples of language
difficultiesto go over when studenrs have finished. F i n i s hu p a s a c l a s sb y l i s t e n i n tgo w h a t s r u d e n r h
s ave
come up with. Reactro their ideaswith expressionslil<e:
Thot'squitehorshlnotmuchlo bit high.
Reolly? Thotmuch?Areyou sureoboutthot?

To illustrate how we are frequently not specific in tall<ing

Encourage
studentsto react usingtheseexpressions
as
about numbers, asl<a few students some ouestions lil<e
well.
How long does it toke you to get to schoo/ in the morning?
T h e i n t e r a c t i o n c o u l d g o s o m e t h i n g l i l < et h i s :
A: How /ong does it toke you to get to schoolin the
Answers
morning?
8: Onehour. A n s w e r sw i l l o f c o u r s ev a r y ,b u t i f t h e s p e e dl i m i c
A: Youmeon exoctlyone hour? on the motorway is I l0 l<ilomerres per hour,the
B: No,oboutonehour. e q u i v a l e nwt i l l b e a b o u ts e v e n t ym i l e sp e r h o u r .
A: Youielucky,thot'squitefost.lt usuollytokesme overtwo I n 2 0 0| t h e p o p u l a t i o no f C h i n aw a s e s t i m a t e d ar
hours. 1 , 2 7 3 ,| 11 , 3 0 0- a l m o s o r n e p o i n tt h r e eb i l l i o n !

Then, go over the examples.Checl<that students l<now

t h e m e a n i n g so f t h e w o r d s i n t h e b o x , a n d t h e n g e r r h e m
i n p a i r s t o t a l l <a b o u t t h e n u m b e r s i n l - l l . N o t e t h a t i n ; -r'1"",
1 *, ;.' ",- i,,".,t
s e v e r a lo f t h e e x a m p l e st h e r e c o u l d b e m o r e t h a n o n e
answer.Play the recording so students can compare their cr imevocabular y
answers.Stop after each one to asl<if anyone had a
different answer.Play the recording again to let students Studentscan worl<throughthis exercisein pairs,uslng
l i s t e n t o t h e p a u s e sa n d i n t o n a t i o n .T h e n p l a y i t o n e their dictionarieswhen necessary. When they have
more time, pausingafter item so that students can finished,go throughthe answersand asl<follow-up
repeat chorally.Finally,have groups of two or more questiono s n s o m eo f t h e v o c a b u l a r y :
s t u d e n t sp r a c t i s es a y i n gr h e e x p r e s s i o n s . Whot kind of weoponis usedfor stobbing? (o knife,o
screwd river,onythingshorp)
Answers Whot elsecon you roid?(o bonk,o postoffice,ony kindof
publicbuilding.Youcon olsoroid the fridge!)
l. a b o u t / a l m o s r / a r o u n do n e h u n d r e d a n d f i f t y
l < i l o m e c r eas n h o u r What do you think the differenceis betweeno mossocre ond
o killing?(A mossocreusuollyinvolvesrhe kil/ingof o lot of
1. about/overiaround half an hour late
people.The word o/soenrphosises rhdr the killingwos done
5 . a b o u t / a l m o s t / a r o u n dt h r e e h u n d r e d a n d tn o vtolentor cruelwov.)
twenty-five
Why do you think'goon the rompogewith o gun'wosused
4 . a b o u t / a l m o s t / a r o u n da t h o u s a n d lnsteodof 'gooroundwith a gun'?('Goon the rompogd
5 . a b o u t / a r o u n df i v e h u n d r e o emphosrses thot theshootlng
wosviolent,
and couseda lot of
6 . about/almost/around five thousand destructionor deoth.)
a b o u t / a r o u n do n e h u n d r e d t h o u s a n d Whot e/secouldsomeonehovesnotched?
(o hondbog,o
loptop,o boby)
8 . a b o u t / a r o u n dt h r e e a n d a h a l f m i l l i o n
Whot elsecouldyou hovecomehometo ftnd7(the door wide
9 . a b o u t / a l m o s t / a r o u n dt e n m i l l i o n
open,the bockwindowsmoshed)
t 0 . a b o u t / a r o u n d / o v e rs e v e n t y - e i g hm
t illion
Whot'sthe differencebetween'o serialkiller'ond'o kittei?(A
a b o u t / a l m o s t / a r o u n dt w o h u n d r e d m i l l i o n seriolkillerki/lssevero/people,oneofter the otheron
differentoccosions. Often the victimsore kittedin o similor
woy.Akilleris someonewho kills.)

You could also asl<studentswhat l<indof sentencea

personwould get for eachcrime. Point out the use of
oPporentlyin severalof the conversations.
Explainthat

112
 1 9 L a l va n d o r d e r

t h i s i s o f t e n u s e dw h e n w e a r e t e l l i n gs o m e o n e a b o u t
something that we've heard about on the news or from a
friend.

Answers

l. a.murder b. dead c. stabbeo

2. a. robbery b. raided c. got away with Explain the tasl<and play the recording. Students can
3. a. massacre b. rampage c. l<illed t h e n c o m p a r e t h e i r a n s w e r s i n p a i r s .E l i c i tt h e
4. a. snatched b. came up to him c. ran off
e x p r e s s i o n sc o n n e c t e d t o e a c h o n e a n d D u t t h e m o n r n e
5. a. burgled b . l < i c k e di n c. srolen board. Play the recording again as the class follow the
6. a . s e r i a ll < i l l e r b. papers c. l<illed t a p e s c r i p to n p a g e 1 5 8 .T h e n t h e y c a n c o m p l e t e t h e
correction tasl<in oairs.
Model one of the conversations with a studentto show
how it could be extendedbeforehavingthem pracrisein Answers
pairs:
A: Did you heor oboutthot murderyesterdoy? P e r s o nl : A
8: No, whot haDDened? Person2: F
A: Theyfoundthiswomondeod just neorwhereI live. P e r s o n3 : D
Apparently,shed been stobbedsix rimes. Person4: E
8: Thott terrible!Wheredid theyfind her?Wasshein her
Person3 madethe followinglanguage mistal<es:
flot?
A: No,theyfoundher in thebockof o von.Apporently I w a n t t o r e p o r t t h a t I w a s s t o l e nm y m o b i l ep h o n e .
it'd
beenporkedtherefor a coupleof days. I was wall<ingby seawhen two boys ran and one of
boys take it.
I j u s t d o a o n e - d a yt r a v e lh e r e . . . f r o m B r i g h t o n .
practice Oh, you'reonly here on a day-trip.

T h i s e x e r c i s ee x t e n d s I B a s i c c r i m e v o c a b u l a r y b y The victim might have expressed himself correcuy as

c h a n g i n gs o m e o f c h e v o c a b u l a r yP . oint out the follows:
expression five millionin cosh.Do the first one as an I want to report that my mobile phone was/has been
e x a m p l e w i t h t h e w h o l e c l a s s .E n c o u r a g es t u d e n t s t o u s e stolen.
a follow-up comment.For example: I was walking by the sea when two boys came
A: Did you heor obout thot murder yesterdoy? r u n n i n g / r a np a s t m e a n d o n e o f t h e m s n a t c h e dr t .
8: No, whot hoDDenedT I am here on a day-trip from Brighton.
A: They found this old mon dead in his house.Apporently,
he'd been beoten to deoth.
B: Thot's terrible! I hope they cotch the person who did it Vocabular y

When students have finished,have them reDeat the tasl<
w i t h a n o t h e r s t u d e n t . T h e ng e t t h e c h e m c o w a l k a r o u n d
the class,talking about any recent crimes they've heard
about.
'l;,1{Before you listen
Go through the sentences asl<ingstudents to identify the
c o r r e s p o n d i n gp i c t u r e s o n p a g e | 3 5 . E x p l a i nt h e
expression ot knife-Pointand mention we can also say ot
gun-point.You mighr wanr ro point out that we use go
with shop/ifting. You could ask what other -ing words
collocate with go * go shopping,ftshing,skiing,joggtng,
drinking,etc. Ask studenrs what they think should happen
i f c h i l d r e n a r e c a u g h t s h o p l i f t i n gw
, h o u s u a l l yc a t c h e s
them (store detectives,security guards,etc.), and what
powers they have.Then have them discussthe question
a t t h e e n d o f t h e e x e r c i s ee i t h e r a s a c l a s so r i n s m a l l
SrouPs.
This exercise reinforces some of the expressions from
4 F o u r c r i m e s . L e t s t u d e n t sw o r l < a l o n e i n i t i a l l va. n d
t h e n h a v e t h e m c o m p a r e t h e i r a n s w e r si n p a i r s .G o
through the answers yourself, asl<ingfurther quesrions.
For examole:
Someonecon hold o gun to your heod, but where would they
hold a knife to? (your throotl
What would you hove to hove done if your house keys were
stolen?(hove the /ocks chonged)
How about if the door of your flot wos kicked in? (hove it
reDloced)
Why might someone leove their keys ot home? (they were n
a hurry, the keys were in o different jocket)
lf you sow someone shoplifting,would you telt the potice?
Whylwhy not?
Then you can have pairs of students test each other. One
p e r s o n r e a d s t h e s e n t e n c e ,s a y i n g ' b l a n l <i n' s t e a do f t h e
g a p p e dw o r d . T h e i r p a r t n e r ,w i t h t h e i r C o u r s e b o o l <
c l o s e d ,r e p e a r st h e s e n t e n c e ,b u t i n c l u d e sc h e m i s s i n g
verb. Pairs of students can then worl< on the cor-reccion
tasl<before you play the recording so they can checl<
their answers.

113
 Answers pleoded guilty
prove he wos innocent
| . held 2. smashed 3. leave 4. got away with we missed the flight
5. report 6. snatched 7. let 8. cancelled I didn't get thot job
dressedo bit more smortly
The differencesbetween l-8 and the conversations in have o few more doys there
the recording are: halfwoy through the first holf
| . They held a l<nifeto rhe throat, not a gun to the
head. A s l <f u r t h e r q u e s t i o n sw h e r e a p p r o p r i a t e .F o r e x a m p l e :
2 . T h e b a c l <w i n d o w h a d b e e n s m a s h e d n
, ot rhe car Do you think o burglar olorm rnakesony difference?
windscreen. Whot should he hove worn ot the interview?

3. I left my l<eysin my car, nor ar home

Write the following two pamerns on the board and
' t1 -
They got away with my handbag (and l<eysand
e n c o u r a g es t u d e n t st o t r a n s f e r s o m e o f t h e e x a m p l e st o
home address),not my suitcase.lt was on the bacl<
their notebool<s.
seat, not the boot.
It wouldn'thave hoppenedif ...
5. He wanted to report he'd had his mobile phone |m sure llwe would'vedone if ...
snatched,not his bag.
6 . H e w a s w a l k i n ga l o n g b y t h e s e a w h e n h e h a d h i s
Answers
phone snatched by two boys, not by a man.
7. They let the security guards l<now,not the police. La. 2 . e . 3 .c . 4.6 5.h 69. 7.f. 8.d.
8 . T h e s p e a l < e hr a s n ' t a c t u a l l yc a n c e l l e dt h e c a r d s y e r .
I n n u m b e r 8 , i t s a y st h e y c a n c e l l e dt h e c a r d s
F o r t h e f o l l o w - u p t a s l <s, t u d e n t sf o c u s o n w h a t a c t u a l l y
straightaway.
h a p p e n e d a, n d s o t h e h y p o t h e t i c a ln a t u r e o f t h e t h i r d
c o n d i t i o r r a li s r e i n f o r c e d .G o a r o u n d m o n i t o r i n g s t u d e n r s
a s t h e y w r i t e r h e i r a l t e r n a t i v ei f - c l a u s e sE
. l i c i ta c o u p l e
of suggestionsfor each question and write them on the
board.

T h i r dc o n d i t i o n a l s Answers

I n t h i s u n i t , s t u d e n t sf o c u s o n t h e s t r u c t u r e o f t e n c a l l e d P o s s i b laen s w e r s :
the third conditional.You might want to review the first 2. lt wouldn't havehappenedif l'd bolted the bacl<
and second conditional structures before having them door.
s t a r t t h i s e x e r c i s eW
. r i t e u p s o m e g a p p e de x a m p l e s It wouldn't have happened if he'd told them where
from previous units: the money was hidden.
. . . g i v ey o u o h o n di f y o u . . .
It wouldn't have happened if you'd got up ar five
A: Do you think they'll win? l i l < em e .
B : l f t h e y . . . f i r s t , . . .h a v e o c h o n c e .
I'm sure I would've done if I hadn'tmade that jol<e
l f I . . . t h e m o n e y , . . . l o v et o c o m e , b u tI r e o l l yc o n ' t o f f o r di t about his wife.
l f i t . . . m i n e ,. . . l e n d i t t o y o u ,b u t o s h e ' s n o t h e r eI c o n ' t I g u e s sy o u w o u l d ' v e d o n e i f i t ' d b e e n o p e n .
osk him.
I ' m s u r e I w o u l d ' v e d o n e i f I ' d a c t u a l l yr e v i s e d .

A s k s t u d e n t s i f t h e y r e m e m b e r t h e m i s s i n gw o r d s . A s k I'm sure we would've done if our goall<eeper

what the time frame is and whether the speal<erthinl<s hadn't been sent off.
t h e c o n d i t i o n i s p o s s i b l eo r h y p o t h e t i c a lT. h e n a s l <
students to read the explanation and the examples of
t h e t h i r d c o n d i t i o n a lA
. n s w e r a n y q u e s t i o n st h e y h a v e ,
a n d r e m i n d t h e m r h a t t h i s s t r u c t u r e t a l l < sa b o u t a
hypothetical situation in the past. Give students an example yourself before they worl< on
their own sentences:
I con't believeI overs/eptthis morning.lt wouldn't hove
Practice hoppened if lA stoyed in and hod an eorly night lost night like
I'd intendedto.
G e t s t u d e n t st o d o t h e m a t c h i n gt a s l <i n d i v i d u a l l ya n d
then compare answers with a partner. Checl<the
They can then worl< on the next tasl<in pairs.The
a n s w e r sa s a c l a s s p
, o i n t i n g o u t c o l l o c a t i o n sa n d
a n s w e r sa r e f a i r l y p r e d i c t a b l ea n d i n c l u d e s o m e c o m m o n
expressions as you go through them. For example:
phrases:if I hodn't been so busy,it would'vebeen nicer if ... ,
my flot got broken into
I wouldn't hove osked.if I'd known.
burglor olorm

114

Answers
Possibleanswers:
| . I would've done if I hadn'tbeen so busy.
2. it would've been nicer if it'd been a bit saltier.
3. I would've done if it'd been a little cheaper.
4. I wouldn't have asl<edif I'd l<nown her boyfriend
was a boxer.
5. I wouldn't have bought it if I'd l<nown it was stolen.
You could also asl<students to thinl< of variations here
too lil<eI wouldn't hove osked if ld known her boyfriend wos
servingbehind the bor.
P r o n u n c i a t i o nt h: i r d c o n d i t i o n a l s
T h e e x a m p l e sh e r e c o n t a i n c o n t r a c t i o n st h a t c a n b e
d i f f i c u l tf o r s o m e s t u d e n t s .P l a yt h e r e c o r d i n g o n c e a l l
t h e w a y t h r o u g h .A s l <s t u d e n t s t o l i s t e n t o t h e i n t o n a t i o n
p a t t e r n .T h e n p l a y i t a g a i n . T h i st i m e , a s l <t h e m t o m a r l <
t h e s t r e s s e dw o r d s . T h e n p l a y i t a t h i r d t i m e , p a u s i n g
after sentence so that rhey repeat. Follow up by
d i s c u s s i n ga s a c l a s sw h a t s t u d e n t s c h i n l <e a c h s e n t e n c e
c o u l d b e r e f e r r i n gc o . H e r e a r e s o m e i d e a s :N u m b e r I
could mean / oskedsomeoneobout her boyfriend,only to
find out he'd;ust left her for onother womon! Number 2
could mean I made the effort to go to see o moyie,but
regret it now becouseit wosn't very good.Number 3 could
mean / wore the scme c/othesos someonee/seto o Dorty -
ond they /ookedbetter in them thon I did! Number 4 could
mean Someonehos only just told me obout their birthdoy
porty lost Fridcy.Number 5 could mean / oskedyour
porentsobout their jobs,only for you to now tell me they've
both been mode redundantrecentlv.Number 6 could mean
I sow o UFO or somethingelseomozing.Number 7 could
mean / hod o greot teacherot secondoryschoolwho inspired
m e . N u m b e r 8 c o u l d m e a n S o m e b o d sy o v e dm y l i f e .
Number 9 could mean / did lots of homework /ost weekend
becouseI thought it wos compulsory- now I find out it wos
o p t i o n o l :F i n a l l yn, u m b e r l 0 c o u l d m e a n I d i d n ' td o m y
homework- not becduseI'm lozy,but becouseit wos
optionol,not compulsory.Explain the expression see it with
m y o w n e y e s .T h i s i s u s e d t o e m p h a s i s et h a t s o m e t h i n g
d i f f i c u l tt o b e l i e v ea c t u a l l yh a p p e n e db e c a u s ey o u s a w i r .
For example:
A: Youknow she driveso Ferrori.don'I vou?
B: You'rekidding!
A: No, / sow it wtth my own eyes.lti porked round the bock.
F o r t h e n e x t t a s k .r e m i n d s t u d e n t s o f t h e s i t u a t i o nw i t h
N i c l <a n d J a n e t .I n s t e a do f r e a d i n gt h e l e t t e r ,s t u d e n r s
c o u l d l i s t e nt o y o u r e a d i t a l o u d a n d t h e n w r i t e a f e w
t h i r d c o n d i t i o n a ls e n t e n c e si n p a i r s . T h e n t h e y c o u l d u s e
these for the basis of the role play.Have them write the
d i a l o g u ea n d p r a c t i s ei t a f e w t i m e s . T h e n g e t t h e m t o
get together rvith another group and act it their
d i a l o g u e st o e a c h o t h e r .
l9 l . : L r '; r n d { , r T ( t e r
G i v e i n f o r m a t i o n a b o u t a n y o f t h e c r i m e s s t u d e n t sa r e
not sure of and then get them to thinl< for a few
m o m e n t s . G e t t h e m i n p a i r s t o b r i e f l y d i s c u s st h e i r i d e a s
for about five minutes before getting rhem in bigger'
g r o u p s o f f i v e o r s i x t o c o n t i n u e t h e d i s c u s s i o nF. i n i s hu p
b y d i s c u s s i n ga s a c l a s s . Y o um i g h t w a n t t o a d d o r
s u b s t i t u t eo t h e r c r i m e s a s y o u s e e f i t .
' T h e D u n b l a n e M a s s a c r eo c c u r r e d i n 1 9 9 6 i n a
c h i l d r e n ' ss c h o o l i n a s m a l l t o w n i n S c o t l a n d A.
former caretal<erburst into a class and shot twenty-
eight five- and six-year-old children. Fifteen of the
c h i l d r e n a n d t h e i r t e a c h e r w e r e l < i l l e dT. h e m a n t h e n
l < i l l e dh i m s e l f .
' T h e C o l u m b i n e H i g h S c h o o l s h o o t i n g so c c u r r e d i n
C o l o r a d o i n t h e U S i n 1 9 9 9 .T w o t e e n a g es t u d e n t s
went into their highschool and shot and l<illed
twelve students and a teacher.Thev then l<illed
themselves.
' H a r o l d S h i p m a nw a s a d o c t o r i n E n g l a n dF. o r o v e r
twenty years he murdered his patients by giving them
l e t h a l d r u g i n j e c t i o n s l. t h a s b e e n e s t i m a t e dt h a t h e
l < i l l e du p t o 3 0 0 p e o p l e .H e ' s B r i t a i n w o r s t s e r i a l
l<iller.
. The Balibombing occurred on l2th October 2002
on the island of Bali.Two pacl<edclubs were
d e s t r o y e d b y b o m b s .O v e r 2 0 0 p e o p l e w e r e l < i l l e d .
Some of the bombers got the death penalty.They
w e r e r e l i g i o u se x t r e m i s t s .
Follow-up
T e l l t h e c l a s sa f e w l a t e r a lt h i n l < i n gs t o r i e s .M a n y o f t h e m
a r e c o n n e c t e d w i t h c r i m e s i n o n e w a y o r a n o t h e r .T h e r e
a r e s e v e r a lw a y s t o e x p l o i t t h e m . Y o u c o u l d j u s t r e l l c h e
c l a s st h e b a s i cp u z z l ea n d g e t t h e m t o a s l <y o u y e s / n o
q u e s t i o n su n t i l t h e y f i g u r e o u t t h e a n s w e r ,o r y o u c o u l d
f l e s h o u t t h e s t o r y , a d d i n gl i t t l e c l u e s h e r e a n d t h e r e , a n d
u s e i t f o r l i s t e n i n gp r a c t i c e .T h e n s t u d e n t st r y t o w o r l <
o u t t h e s o l u t i o n i n g r o u p s .Y o u c a n f i n d m a n y o f t h e s e
s t o r i e s o n t h e I n t e r n e t .H e r e i s a n e x a m o l e :
At 2:00 pm the burglor olorm went off otVincent Pond's
house. The police orrived. They found o broken window.
Everythingwos thrown oround. The oir-conditioningwos on.
They discoveredVincentupstoirs.He had been strong/ed.
They phoned his wife, Potricio.She wos ploying golf. She soid
she hod left home ot l2:30. A witnessconfirmedthot she
hod seen Potricioot the golf club ot l: I 5. At fust.the po/ice
suspectedo burglor,but three doys loter, Potricio remorried.
The chief investigotoris sure PotriciamurderedVincent before
l2:30 ond somehow got the burglor olorm to go off. There
were no onimols in the house,no electricoldeyiceswere used
ond Potricioocted olone. How did she do it?
(Answer:She put o troy on the edge of the kitchen toble. On
one side was o big bog of ice ond on the other o soucepan.
When the ice eventuolly melted,the pon fell on the floor
setting off the motion sensor ond octivoting the alorm.)
11
 20
. You might asl<How did you do it? if someonesaidthat
Un i t o v e r v i e w they havehurt part of their body.For example:
A: I'vedone something strongeto my bock.
General topic
B: How did you do it"?
Healthproblems,adviceand doctors.
A: I think it wos whenI wascorryingthot big box of
Dialogue booksupstoirs.
Davidand Ken tall<about recenrvisitsto the . lf you saythat someonecoulddo with something,you
doctor's. t h i n l <t h a t i t w o u l d b e g o o d f o r t h e m r o h a v ei t o r d o
it. For example:You/ookos if youcoulddo with o nice
Language input cup of teo.
' Verb collocationsfor healthproblems:I'vegoton ' lf you sproinyouronkleor wrist,you hurt it by cwisting
owfulcold.I'vecut my finger.I feelo bit sick.etc. it. For exampleI hopeiti just o sproinedonkle.
. Givingadvice:Moybeyoushouldtokesomeospirin . lf you'refeelingo bit run-down, you'revery tired and a
or sornething.
etc. l i t t l eb i t i l l - u s u a l l yb e c a u s yeo u ' v eb e e nw o r l < i n g
roo
' much recently.
More health-related
expressions: allergicto,hoveo
check-up,
weorcontoct/enses,etc.
. R e m i n d s t u d e n t st o r e c o r d a n y o f t h e e x p r e s s i o n st h a t
Reportinghealthadvice:He just toldme to go home
t h e y l i l < ei n t h e i r n o t e b o o l < s .
and takeit eosy.Shegoveme somepoinkillersfor it.
etc.
. Differencesbetween shouldand hovetolhovegotto Lead in
for givingadvice:Youshouldtry to loseo bit of Y o u c o u l d l e a d i n i m m e d i a t e l yb y f o c u s i n go n t h e
weight.Youhoveto registerwith the surgeryfirst. p i c t u r e s a n d a s l < i n gs t u d e n r sw h a t h e a l t h p r o b l e m s t h e y
. Expressions with shouldfor mal<ing suggestions can see. Asl< if anyone can remember when they last had
and talkingabout what we expectto happen:You o n e o f t h e m . A s k i f a n y o n e h a s n e v e r h a d ,f o r e x a m p r e ,a
shouldtry thot new ltolionploce.lt shouldbe openby t o o t h a c h e . T h e ny o u c a n d o I C o l l o c a t i o n s .
the end of nextweek.etc.
. Pronunciation: sentencestress:
A: Thisis goingto costus a fortune.
8: No. /t shouldn'tbe that expensiye.

Language strip E x p l a i nt h e t a s l <a n d h a v e s t u d e n t sw o r l < i n d i v i d u a l l ya n d

t h e n c o m p a r e t h e i r a n s w e r s i n p a i r s . Y o um a y n e e d t o
Use the languagestrip as a way ro lead in to the unir.
e x p l a i nt h e f o l l o w i n g :
A s k s t u d e n t st o l o o l <q u i c l < l yt h r o u g h t h e l i s t t o f i n d a n y , lf you hove o stiff neck,you have difficulty moving your
expressions that are true for them or that they could
n e c k b e c a u s et h e m u s c l e sa r e p a i n f u l .
answer in the affirmative.Explain that in this unit they
. lf you ore hung-over,youfeel ill in the morning after a
will learn ways of tall<ingabout health and giving advice.
nightof drinl<ing.
E n c o u r a g et h e m t o c h o o s e s o m e o t h e r e x p r e s s i o n si n
the strip that lool< interesting and to find out more . l f y o u ' v eg o t h o y f e v e r , y o ua r e a l l e r g i ct o p o l l e n .
about them.
A s y o u g o t h r o u g h ! h e a n s w e r s ,p o i n t o u t t h e a d j e c t i v e s
U s e t h e l a n g u a g es t r i p l a t e r o n i n t h i s u n i t f o r a s m a l l and modifiers on awful cold,o reolly stiff neck,o bit hung-
group tasl<.Asl< students to find those expressions that ove[ etc. Also draw students' attention to the vague
describe a problem (e.g./'ve hod o reollybod cold) and expressions:for some reoson,I've done somethingstrdnge
those that give advice or mal<ea suggesrion(e.g.Hove and somehow.
you tried Chinesemedicine?).Thenasl<students to thinl< of
an answer for those expressions rhat are questions (e.g. Answers
How ore vou?\.
l. got 7. got 13. got
You might need to explain some of the following 2. got 8. feel 14. done
expressions: 3. cut 9. got 15. sprained
'
4. sprained 10. feel 16. cut.
Homeopothyis a way of treating illnessesby giving
5. got I l. got
s m a l l a m o u n t s o f a s u b s t a n c et h a t i n l a r g e
5. done | 2. got
a m o u n t s w o u l d c a u s et h e s a m e i l l n e s s .

116

Review these collocations by having pairs of students
test each other. One person can read sentences l-8,
s a y i n g ' b l a n l <i n' s t e a do f t h e g a p p e dw o r d . T h e i r p a r t n e r ,
without lool<ingat the Coursebool<,responds by
r e p e a t i n gt h e w h o l e s e n t e n c ew i t h t h e m i s s i n gv e r b .
S t u d e n t sc a n t h e n s w i t c h r o l e s f o r 9 - 1 6 .
For the next tasl<,asl<students what they would do if
they had an awful cold. Listen to their suggestionsand
then focus their attention on the list of suggestionsa-1.
Asl< if any of their suggestionsare listed. As a class
, h i c h o n e t h e y t h i n k i s t h e b e s t .Y o u c o u l d h a v e
d i s c u s sw
a vote. Then asl<pairs of students to do the same for
e a c h o f t h e o t h e r p r o b l e m s .O b v i o u s l y a n s w e r sw i l l v a r y ,
b u t s o m e l i k e h o n l y a p p l y t o n u m b e r 3 o r 1 6 .D i s c u s s
t h e a n s w e r sa s a c l a s sa n d u s e t h i s a s a n o p p o r t u n i t y c o
focus on some of the expressions in a*j. For example:
Whot do you not do to toke it eosy?(You don't do onything
mentolly or physicollytoxing.)
Whot might it referto in d? (a terrible heodoche,reolly bad
toothoche)
Where con you hove o lie-down?(in bed, on the sofo)
Do you remember'haveo lie-in'?
How con you get some flreshoir if you feel cor sick or if
you're stuck in a room? (open the window)
A s l <s c u d e n t si f t h e y n o t i c e t h e p a t t e r n s i n t h e a d v i c ea n d
then refer them to the Real English note on the use of
Moybe you shou/d co soften advice.Using or something
also has a softening effect by giving another unspecified
oPrion.
I Wftat'sthe matter?
G e t s t u d e n t s t o p u t t h e c o n v e r s a t i o n si n o r d e r a n d t h e n
p l a y t h e r e c o r d i n g s o t h e y c a n c h e c l <t h e i r a n s w e r s .P l a y
t h e r e c o r d i n g a g a i n ,p a u s i n ga f t e r e a c h l i n e s o s t u d e n t s
c a n r e p e a t ,f o l l o w i n g t h e s a m e i n t o n a c i o np a c c e r nT. h e n
h a v e t h e m p r a c t i s e r e a d i n gt h e c o n v e r s a t i o ni n p a i r s .
E n c o u r a g et h e m t o r e a d e a c h s e n t e n c et o t h e m s e l v e s ,
a n d t h e n l o o k u p a n d s a y i t a l o u d t o t h e i r p a r t n e r .P o i n t
out the colJocationstressfu/doy.Asl< students to suggest
w h a t c o u l d c o n c r i b u t et o a s t r e s s f u ld a y .E n c o u r a g et h e m
t o r e c o r d a n y e x p r e s s i o n sa n d c o l l o c a t i o n sf r o m t h e s e
e x e r c i s e si n t h e i r n o c e b o o l < s .
Answers
C o n v e r s a t i o nI : L c . 2 .d . 3 .b . 4 . f. 5 .e . 6 .a .
C o n v e r s a t i o2n: l . c . 2 .d . 3 .f . 4 . b . 5 .a . 6 .e .
F u r t h e rp ra cti ce
S t u d e n t ss h o u l d w r i t e t h e i r c o n v e r s a t i o na n d t h e n
practice reading it. Have them try to memorise it. You
c o u l d a l s o g e t s t u d e n t st o c h a n g ep a r t n e r s a n d h a v e
another conversation.To extend the exercise,write the
p r o b l e m s o n s l i p so f p a p e r a n d g i v e o n e t o e a c h s t u d e n t .
T h e y s h o u l dt h e n g o a r o u n d t h e c l a s sh , a v i n gs i m i l a r
2 O H e at h
c o n v e r s a t i o n su s i n gt h e p r o b l e m o n t h e i r c a r d .W h e n
t h e y h a v e f i n i s h e d t, h e y e x c h a n g ec a r d s a n d f i n d a n o t h e r
person to speal<to with a different problem.
H e a l t hq u i z
C h e c l <t h a t s t u d e n t s u n d e r s t a n dt h e e x o r e s s i o n s
h i g h l i g h t e di n c o l o u r b e f o r e h a v i n gt h e m d i s c u s st h e
q u e s t i o n si n p a i r s o r s m a l l g r o u p s .L e t s t u d e n t sg o
t h r o u g h t h e l i s t i n p a i r s ,u s i n gt h e i r d i c t i o n a r i e sw h e n
n e c e s s a r yT h e n a s l <t h e m t o m e m o r i s e t h r e e q u e s t i o n s
a n d t o t h e n c l o s e t h e i r C o u r s e b o o l < sT. e l l t h e m t o a s l <
y o u a n y o f t h e q u e s t i o n sY . ou should answertheir
q u e s t i o n s .N o t o n l y d o e s t h i s g i v e s t u d e n t sa m o d e l f o r
t h e i r o w n s m a l i - g r o u pd i s c u s s i o nb, u t i t a l s o r e i n f o r c e s
t h e m e a n i n ga n d u s e o f t h e h i g h l i g h t e de x p r e s s i o n s .
Y o u c o u l d d o t h i s a s a c l a s sd i s c u s s i o ne, x p l a i n i n gt h e
vocabulary as you go through each problem. Point out
the verbs get rid of, stop,sootheand stdy.Ask the class to
thinl< of alternative noun phrases that can collocate with
each one. For example:
get rid of + dondruff, lice, othlete's foot
stoP+6runnYnose
soothe + o sore throot, sunburnt skin
stoY+ heolthY,slim
A l t e r n a t i v e l yh, a v e s t u d e n t sd i s c u s st h e g u e s t i o n si n s m a l l
g r o u p s . Y o u m a y n e e d t o e x p l a i n s o m e e x p r e s s i o n si n t h e
second tasl<:
.
lf you have orthritis,your joints are swollen and
painful.
. Comomileis a flower that is used to soothe the skin
and mal<eherbal tea.
T h eN H S
Explain to students that they are going to read about the
British health service. Have oairs of students tall<about
what they l<now already before having them read the
text. By asl<ingthem to underline the things that they
didn't l<now already,they are focusing on useful
expressions lil<esome peoplehove to woit over o yeor
before they con hove on operotion.Encouragethem to
record some of these in their notebool<s.
F o r t h e s e c o n d t a s k ,y o u s h o u l d e x p l a i n t h a t i f t h e
government privotisessornething, they sell a state-owned
company or organisation and turn it into a private one.
Get pairs of students to compare their answers to
n u m b e r s l - 8 a n d t a l l <a b o u t t h e o u e s t i o n sa t t h e e n d o f
the exercise.lf you have a story about getting medical
attention in a foreign country, tell it to the class.lf your
students are studying abroad in your country, you might
117
 : r F l e at i i

want to tal<ethts opportunity to tall<about and answer

t h e i r q u e s t i o n sa b o u t t h e m e d i c a ls y s t e m .A s k s t u d e n t s So what did the doctor say?
to read rhe Real English box and model the
A s w e l l a s s o m e m o r e h e a l t hv o c a b u l a rtyh, i s e x e r c i s e
a b b r e v i a t i o n sf o r t h e m . G e t t h e c l a s st o r e o e a t e a c h o n e
g i v e ss t u d e n t ss o m ep r a c t i c ew i t h e x p r e s s i o nfso r
a f t e r y o u - b o t h a s a g r o u p a n d i n d i v i d u a l l yY.o u m i g h t
reportingadvice.Havethem do the matchingtasl<and
need to explain that the UN is the United Notions,the
t h e n g o t h r o u g ht h e a n s w e r s . Y osuh o u l dp o i n ro u t t h a t
WHO is theWorld Heolth Orgonisotion,theBBC stands for
just in number I meansonly.Ask further questionsto
the Eritish BroodcastingCorporotion,the ELJis the Europeon
f o c u so n s o m eo f t h e v o c a b u l a rhy e r e .F o r e x a m p r e :
Union,the U5 is the Unlted Stores(of Americo),theIMF is
Whot kind of fluidsdo you think the doctormeonsin
the lnternotionol Monetory Fund,UFOs are Unidentified
numbe2 r?
FlyingObjectsand your CV is your CurriculumVitoe.
Conyou rememberthe nomeof the personwho performs
(,asurgeon)
operations?
While you listen (At the doctor's) Whot kind of ointmentcouldyou rub on o rosh?(Chomomile
is supposedto be good.)
Introduce the listening tasl<and go over the two
questions.Tell students to listen for the answers ro tne
q u e s t i o n s .P l a yt h e r e c o r d i n g ,m a l < i n gs u r e r h a r t h e y Answers
c o v e r t h e t e x t . G e t t h e m t o d i s c u s st h e a n s w e r s i n o a i r s . l . f . 2 . h . 3 .a . 4 . b . 5 .c . 6 . i . 7 .d . 8 .e .
Tell them to l<eeprhe texr covered as they do this. They 9.9. 10.i.
c a n a l s o s h a r e t h e i r g e n e r a l r e a c r i o n st o t h e d i a l o g u e .

N o w g e t s t u d e n t s i n p a i r s t o d i s c u s sw h a t t h e p r o b l e m s
Answers
were. You might want to do the first one together as a
l . K e n h a d t h e f l u .H i s m o t h e rf e l l a n d h u r t h e r b a c l < . c l a s s .F o r e x a m p l e ,i n n u m b e r 1 0 ,y o u c o u l d b e j u s r
Later she got a chest infection. feeling tired or stressed-out.Pairs of students can then
2 . T h e d o c t o r c o u l d n ' t s e e K e n f o r s e v e r a ld a y s ,s o h e p r a c t i s et h e d i a l o g u e sF. i n i s hu p b y w r i t i n g t h e s e p a t t e r n s
d i d n ' t g o . F o r h e r s o r e b a c l <t,h e d o c t o r t o l d K e n ' s on the board:
mum to go home and lie down for a few days ano . . fust) told me to + verb
t r y t o l o s e s o m e w e i g h t . F o r h e r c h e s t i n f e c t i o n ,h e ... t o l d m e I s h o u l d+ v e r b
told her to tal<eit easy and drinl< lots of warer. ... g o y em e . . . t o + v e r b

Asl< students if they can mal<esome more sentences

Next, Iet students read the dialogue as you play the about other situations with these patterns. For example:
r e c o r d i n ga g a i n T
. h e n a s l <s r u d e n t s ,i n p a i r s ,t o f i l l i n t h e lwent ond sow my teacherond she told me to keeb i,h rhF
first two or three gaps from memory before you pray good work.
t h e r e c o r d i n g a g a i n t, h i s t i m e w i t h p a u s e ss o t h a t
s t u d e n t s c a n c h e c k a n d f i l l i n t h e m i s s i n gw o r d s . D o t h i s
t w o o r t h r e e g a p sa t a t i m e u n t i l t h e e n d . P l a yt n e : .,.1

r e c o r d i n gt h r o u g h o n e m o r e t i m e w i r h s t u d e n t s
" ::.... ... ' -'
following the text. lf you wanr studencsto read the
d i a l o g u eo
, r p a r t s o f i t , i n p a i r s ,u s e t h e t a p e s c r i p to n Givingadvice
p a g e 1 5 9 .T h e m i s s i n gw o r d s a r e h i g h l i g h t e di n c o l o u r .
E n c o u r a g es t u d e n t s t o f i n d a n y i n t e r e s t i n gc o l l o c a c i o n s R e v i e w t h e e x p r e s s i o n sf o r g i v i n ga d v i c e a n d w r i t e t h e m
o r e x p r e s s i o n si n t h e d i a l o g u et o a s l <a b o u t a n d r e c o r d on the board:
i n t h e i r n o t e b o o l < sF. i n i s hu p b y d i s c u s s i n gt h e q u e s t i o n s M o y b e y o u s h o u l d. . .
a t t h e e n d a s a c l a s so r i n o a i r s . W h y d o n ' ty o u . . . ?
Y o uc o u l dt r y . . . - i n g
Hoveyou tried ... -tng?
Answers l f I w e r e y o u ,l ' d . . .
L wasnt rt
2 . bad weel< Remind students that they can soften advice by adding
was sweating the phrase or something(like that). Explain the tasl<,
4 . was gorng to d e m o n s r r a t et h e m e a n i n go f b u r p , a n d t h e n g e t s t u d e n t s
apPorntments in pairs to do the firsr tasl<.You could then have them
A don't need to change parrners for the second part. Encouragerhem to
7. hardly move l<eepthe conversation going. Point out some of the
8. by herself p h r a s a lv e r b s a n d p r e p o s i t i o n a lv e r b e x p r e s s i o n s :
9. lool<edher over put (the rent) up
t0. on top of all that put on (ten kilos)
|. tal<e it easy look in (the chemists)
t2. cutting down on cut (sugoi) out of (your diet)
report (him) to (the council)

1't8
 20 lea th

A l s o ,a s l <s o m ef o l l o w - u pq u e s t i o n sF.o r e x a m p l e : Whot kind of 1obis the personopplying

for?Whydo you
Whot ore somethingsthe government or the council thinkhelshewcntsto hovea portyif helshegetsit?
con DutuD?(toxes,rent) Whot wouldmokeyousoy'theportyshouldbe good'?
Whot'sthe oppositeof 'put on ten ki/os'?(/oseten kilos) Whct is hoppening
in 2o ond 2b?
Whot elsecouldpeoplecut out of theirdiet?(fottyfoods)
How couldyou rnoke/essons
moreinterestrng?
Whot lecturetopicwouldmokeyousoy'thotshouldbe
nteresting'?
S h o u l d,h a ve to
Students have lool<edat the difference between must and Answers
h o v e t o i n p r e v i o u s u n i t s .R e m i n d t h e m t h a t h d v e t o t e n d s
I a. suggestion
to express an external obligation,whereas must tends to
I b. the future
e x p r e s s a p e r s o n a lo b l i g a t i o n S
. i m i l a r l yi,n c o m p a r i s o n c o
2a. the future
hove to, the modal auxiliary shou/dreflects a more
2b. suggestion
p e r s o n a lf e e l i n ga b o u t t h e a d v i c e .
3a. suggestion
3b. the future
H a v e s t u d e n t s l o o l <a t t h e e x a m o l e sa n d e x o l a n a t i o na n d
4a. the future
answer any questions they might have.Then have them
4b. suggestion
a p p l y t h e s e g u i d e l i n e st o c o m p l e t e t h e s e n t e n c e sT. h e y
c a n w o r l < i n d i v i d u a l l ya n d t h e n c o m p a r e t h e i r a n s w e r s i n
p a i r s .A s y o u c h e c l <t h e i r a n s w e r s ,a s l <t h e m t o e x p l a i n
P o i n t o u t s o m e o f t h e c o m m o n e x p r e s s i o n sh e r e f o r t h e
t h e i r c h o i c e s . Y o um a y n e e d t o e x p l a i nu p f r o n t .l t y o u p o y
future use of shouldand encourage the students to
for somethingup front.you pay for it in advance.For record them in their notebool<s:
examPre:
... shouldbe goodlinteresting
You hove to poy up front to rent o cor in some ploces.
this shouldn't hurt
it shouldn't toke thot long
P o i n t o u t t h e c o m m o n p a t t e r n h o v et o . . . f r s t . A l s o ,
e n c o u r a g es t u d e n t s t o g o b a c l <a n d L r n d e r l i n et h e I should be finished by nine
c o m p l e t e p h r a s e si n c h e e x e r c i s ea n d t r a n s f e r s o m e o f
them to cheir notebool<s.

-
}g,:uls
i Answers T h i s e x e r c i s eg i v e s s t u d e n t ss o m e m o r e c o m m o n

l . h a v e( g o t ) t o e x a m p l e so f t h i s u s e o f s h o u l dH . a v e t h e m c o m p l e c er h e
2. should m a t c h i n gt a s l <f i r s t a n d c h e c l <t h e i r a n s w e r s .M o d e l a n d
p r a c t i s et h e p r o n u n c i a t i o no f t h e c o m p l e t e p h r a s e s ,
3. have (goc) to
4. should f o c u s i n go n t h e w a y s h o u l d l s h o u l d ni s' t s a i d .T h e n h a v e
p a i r s o f s t u d e n t st e s t e a c h o t h e r ,w i t h o n e p e r s o n
5. have (got) to
r e a d i n gt h e f i r s t p a r t a n d t h e i r p a r t n e r t r y i n g t o
5. have (got) to
7. have (got) to complete it from memory.
8. have to
9. should Answers
h. 3 .d . 4.a. s.b. 6.c. z.e 8.g.
l

___lihrrld for talkiry_ab_out

the future
S h o u / dc a n a l s o b e u s e d t o e x p r e s sw h a ! w e e x p e c t t o
h a o p e n o r t o b e t r u e . R e m i r r ds t u d e n t s o f t h e f i r s t
c o n d i t i o n a sl t r u c t u r eb y w r i t i n s t h i s s e n t e n c ef r o m U n i t
|5 on the board:
lf they ploy the woy they norntallydo, they sLtouldwtn.
A g a i n ,g e t s t u d e n t s t o l o o k : r t t h e e x a m p l e sa n d
e x p l a n a t i o n sa n d a n s w e r a n y q u e s t i o n s .N e x t , h a v e
s t u d e n t sd o t h e d i f f e r e n t i a t i o nt a s l <A. s l <t h e m t o e x p l a i n
t h e i r c h o i c e sY. o u m i g h t w a n t t o e x t e n d t h e e x e r c i s eb y
a s l < i n gt h e m q u e s t i o n sa b o u t s o m e o f t h e s e n t e n c e s F . or
example:
F o r t h e n e x t t a s l <h a v e s t u d e n t sw o r l < i n p a i r s a n d t h e n
p r a c t i s e r e a d i n gt h e c o n v e r s a t i o nY. o u m a y n e e d t o
e x p l a i n t h a t i f s o m e t h i n g h a s h a d r o v e r e v i e w sa, l o t o f
c r i t c s h a v es a i d i t i s v e r y g o o d . W e c a n a l s o u s e t h e
e x p r e s s i o n/ t h o s n ' th o d v e r yg o o d r e v i e w sP. o i n t o u t
s e v e r a lc o l l o c a t i o n sa n d e x p r e s s i o n sF. o r e x a m p l e :
l'll hove to conftrmit with nty boss.
I know o good lplumberldentistlmechonic).
moke o reollyquicklimportontphone coll
D o y o u t h i n k i t t w o r t h m e . . . - i n g. . . ?
fill in these forms
A l s o , i n t h e s h o u / de x p r e s s i o n sd, r a w s t u d e n t s 'a t t e n t i o n
t o t h e e x p r e s s i o no r s o .T h i s m a l < e st h e n u m b e r
a p p r o x i m a t e . A s ks t u d e n t ss o m e q u e s t i o n st o e l i c i t
a n s w e r sw i t h . . . o r s o . F o r e x a m p l e :

" 1" 1
 How much do you pay for o cup of coffee? Next, play the recording again and asl<students to listen
How longo breokshouldwe hove? to how thot is emphasisedby the higher pitch. play the
How many expressionshoveyou recordedin your notebook r e c o r d i n g o n e m o r e t i m e , p a u s i n ga f t e r e a c h d i a r o g u es o
todoy? that students can repeat it. Then have pairs pracrise ir
p a i r s .E n c o u r a g er h e p e r s o n r e s p o n d i n gt o t r y s a y i n gi t
from memory.
Answers

|. T h e r e s h o u l d n ' tb e a n y p r o b l e m w i t h t h a t . Follow-up
2. lt should be worth seeing.
3. lt should be good. Have students role-play the conversation between tne
4. lt should only cost you ren poundsor so. doctor and Ken's mum, referring to the dialogue on page
5. l t s h o u l d o n l y t a l < em e a m r n u t e o r s o . l 4 l . H o w e v e r ,t h i s t i m e t h e d o c t o r i s r e a l l y h e l p f u la n d
5. There should be guite a few peoplethere. has lots of time to chat. Have students write the
7 . Y o u s h o u l d h a v eq u i t e a g o o d c h a n c e . dialogue and practise reading it before acting ir out for
8. They shouldn't tal<ethat long. another group. Alternatively,asl<students to wrice a
letter of complaint from Ken to the local newspaper
about the stare of the NHS.

P r o n u n c i a ti o nse
: n te n cestre ss
The pattern practised here is used to say rhat we don't
expect something to be as bad as another person thinlcs
it will be. Have students match the responses to the
c o m m e n r s a n d t h e n p l a y t h e r e c o r d i n gs o t h e y c a n c h e c k
their answers.Ask what they thinl< is being referred to in
number I to checl<they understand the meaning of cost
o fortune.Point out the expression well belowzero. Explain
that we can use we//to mean o lot in expressions lil<ewe//
below,well over,well under.Ask students to guess how
many pages there are in their Coursebool< usins wel/ oyer
or well under.

Answers
l.b. 2.d ? r

120
The exerciseshere can be usedas a test.However,
Ver b collocations
4 L o o k b a c k a n d c h e c k a n d8 W h a t c a n y o u
r e m e m b e r ? a r e b e t t e rd o n e a s a d i s c u s s i oinn D a i r s
Answers
l . e . 2 . i . 3 .a . 4 . f 5 .g . 6.j 7 . b . 8 .c .
G r a m m a rre vi e w 9.d. t0.h.

Answers

l. I ' v e l < n o w nh i m
2. can't be
3. I usedto
Answers
4. I never used to
5. I would've come l. dull 6. commercial
6. I'd done 2. nasty 7. two-faced
-I
t .
.^
LU
,^1,^
LdKE
i.
tL
^^^.,
Ed>/ 3. harsh 8. exact
8 . y o u s h o u l dg o 4. Typicall 9. sporty
9 . l ' l lb e a l l r i g h t 5. slight 10. snobbish
10. lt shouldn'r

Questionsand answer s

Answers
Answers
l . c . 2 . i . 3 .h . 4 .g 5.d. 5.b 8.a
l . D o y o u h o n e s r l yb e l i e v et h a t ? 9.e. 10.f.
2 . L i s t e nw
, e ' r eo b v i o u s l yn e v e rg o i n gt o a g r e e
? |_ e, -r '_< ji r_r _
< r- r o r p o tn /_i cl s
eoarga ra e e .

4 . l j u s t n e e d a n a s p i r r no r s o m e t h i n g r emember ?
]
5. He always wants to know where I am. I hate it. Answerswill vary.
]
5 . O h , c o m e o n l J u s t b e c a u s ey o u ' r e E n g l i s hi,t d o e s n ' t
m e a n y o u h a v et o b e c o l d a n d d i s t a n t .
7 . H e c a n ' t b e m o r e t h a n a b o u t t w e n t y - o n e .H e ' s s t i l l Com m onexpr essions
in his secondyear ar university.
8 . H e ' s a n i c e g u y ,b u t I ' d n e v e r g o o u t w i t h h i m . Answers
|. lightly 6 . eventually
2. asl< 7 . wronS
W h a t ' sth e mi ssi n gw o rd ? 3. die 8 . not
4. court 9. nolirp
5. sees t 0 . say
Answers
A n s w e r sf o r I l - 1 4 w i l l v a r y .
l. a.used b. ran c. would d, as e. my f. have
2. a.That b.was c.be d.go e.as f.but
3. a.other b. and c. fell d. next e. had
4. a .w h o b. industry c. would d. who e. way f. used
g. mind h.Tend

] L o o k b a cka n d ch e ck
Answerswill vary.

121
 - l i . : . .
r l

R e v i s i o nq u i z

Answers
l. A holf-brother is the son of one of your parenrs
(eitheryour mother or your father).A stepbrother
i s y o u r b r o t h e rb y m a r r i a g eF. o r e x a m p l ei ,f y o u r
m o t h e r m a r r i e sa n o t h e rm a na n d t h a t m a n h a sa
son,the son becomesyour stepbrother.
t. A girl.
Possibleanswers:move in together, get married
A
a. No.
q
You tal<egrear care when choosing the clorhes
you buy and wear.
6 . I n t h i s d a y a n d a g e ,n e a r l y e v e r y t h i n g y: o u r n o s e ,
ears, eyebrow, etc.
7. P o s s i b l ea n s w e r s :a m a r c h i n gb a n d ,f l o a t s ,p e o p l e
In costumes
8. No.
9 . W h e n y o u ' r e r r y i n g t o c o m m u n i c a t ew i t h
s o m e o n e w h o d o e s n ' t l < n o wy o u r l a n g u a g ea n d
y o u d o n ' t l < n o wt h e i r s .
1 0 . A n s w e r s w i l l v a r y . Y e sa n d n o . S t e r e o t y p e s
wouldn't exist if there weren't some truth to
them.
| | . They damageproperty.
1 2 . P o s s i b laen s w e r sb: r e a t h ed e e p l yd, r i n l <a g l a s so f
water
1 3 . P o s s i b l ea n s w e r s : T h e yc o u l d r a i d a b a n l <p, o s t
office, etc.
1 4 . P o s s i b l ea n s w e r s : Y o uc o u l d b e s t a b b e d ,p o t s o n e o ,
s h o t , s t r a n g l e d e, t c .
| 5. lf you had a deep cut.
1 5 . P o s s i b l ea n s w e r s :h a v e a f i l l i n g ,h a v e a t o o t h o u t ,
h a v ey o u r t e e r h p o l i s h e d .
17. Yes.
18. A lotionor cream.
1 9 . P o s s i b l ea n s w e r s :a w e d d i n g ,a b i r t h , a b i r t h d a y ,a
p r o m o t t o n , a n a n n i v e r s a r ye, t c .
2 0 . l t c a n b e u s e d r o d e s c r i b eb o t h . l t i s f a i r l v
common to hear it usedfor both sexes.
t__-

122
 i t * i c r c l r e r ' r b o o k I *

J
.

--#r *j *.J # .".#

.

*uu
r

"-**., .-*J "*J

i
c o r r l , s r E i n n c r l u r . l l E n g I I c.h
by Hugh Dellor elnd Andrew Wolkley
wirh Richord Moore

lnnovotionsis o new generolEnglishcoursefor closseslookingfor new

moteriolwithq freshopprooch.Bqsedon o longuoge-rich, lexicol/
grommoticol syllobus,
it stortsfromthe kindsof noturolconversotions
thot
leornerswqnt to hove
. Presents
ond proctises
vocobulory,
collocotions,
fixed expressions,
ond
moreidiomoticlonguoge.
. Motivqtesleqrnersby presentinginterestingond unusuoltexts
. Emphosizes
sound-chunking
ond orol fluency
. Coversproductiveond receptivepronunciotion
work
. Includesin-builtleorner-troining
pogesthqt offertipsond odvice
. Teochesmonyospectsof grommorqnd spokenlonguogenot foundin
othercoursebooks

fhe lnnovotionsTeocher's
Book includesstep-by-step teochingnotes
os wellos explonotions
of culturolond linguistic
itemspresentedin the
Coursebook.

Innovotions iniermediote:
CoursebookO-7593-9841O
WorkbookO-7593-9845-3
Teocher'sBook O 2593 -9843 7
Teocher's
Resource
Book(Phoiocopioble)
O-7593-9842-9
Audio CDs O-7593-9839-9
Audio TopesO-7593-9840-2
ExomView'-ProTestBonk I -4 I 30-05I9-5
I S B N O - /5-ll - -'t6 r+l-
-
lllll
THOT\/ISON

HEINLE
Visit Hein e online ot: www.heinle.com

F o .y c u . e o . r - : > l - ' : ^ : w - w . t h o m s c n l e o r n i n g . c o m
ililililil1
tililtil
tttl
9 | 7 8 0 75
ill
t36