$t"*h

..tt
c

English sult
Intermediate Teacher's
Book
English sult
Annie McDonald& Mark Hancock
wi*r RachelGodfrey
Contents

Introduction >>p.iii
Student'sBook contents >>P.2

Teacher'snotes
Unit I >>p.6
Unit 2 >>pr6
Unit 3 >>P-26
Unit 4 >>p36
Unit 5 >>P46
Unit 6 >>P55
Unit 7 >>p.66
Unit I >>P76
Unit 9 >>P.86
Unit 10 >>P.96
Unit U >>p.ro6
Unit U >>p.u6

SBPairwork >>p.rz6
SBGrammar Bank )> pr35
SBIregular verbs >>p.48
SBPronunciation >>P.149
SBAudio scripts >>P.150

Grammar Bank key >>p.r6o

Unit tests >>p.r6z

Testskey >>p.r86
How to talk about the peoplein your life

Orientation
fl Vocabulary the peoplein my life
Context
Set a short time iimit for students, in pairs, to add family
-r this lesson,studentspractisetalking about therr family. f rrer.:; rvords to the list. Elicit suggestionsaround the ciass.
= n d ne i o h h n r r vc
lrect students to Thepeople in my IiJeon >> p.6. Do one or two
- re DVD box illustration, Wanda'sWorld, shows various pec:-e -:. :,r:::.:.es as a class before students continue individually. Elicit
-,'ulanda's
Iife. a:.:-...'::: a.::::.C the class and check vocabulary as necessary.
'.:. Thepeople
in my life, the phonetic transcriptions sh:-,..'-:.= i:::.: : -. --:.: ::.::-ettc :ranscriptions and model and drill
:lonunciation of words which is not always ob'iic;. ::::-.::=
::::.-:.:-a:-:: -: :.:::"a:i'. ShOwhOw the wOrdSin braCketS
.:elling.
a:a :::.::::.'.': = : --:::':a::.:: :: -<lep-mOther.
-anguage fe::.a-e:-:::,::: -
Focus
grammar sub jectan do bjec t ques t ic
a'r.^s
:='-..'. :.:.,',.: : . .. :' :'.'::-end).widower
: . "- : , ' , " : . : : : - i, ' ,t . t t '
Wan da ?,Wh odoes W anaa :,":
did Warrenvisit?
Preview forms:Mr ,ii
address
language Directstudentsto the piiciss-:- ',','1,-.1.:',';:..1
.: >>p.5.?c:nt
Focus
words peopleandreiat:-;- :>. :c:"a,ntonce,cousin,
colleague. out that photoh, in the mrdd-e :-<,\-a:.:a i::: ::.: -..!::-j:::cns
(brother)in icv,,ex-ccyfriend),
ntece,
nephew,step-(father), and checkstudentsunderstanci :l^.ea:--;-:-.-i:',' :--.:-::--::
wtaow.wt00wer of oneor two picturesand elicitguesses =:. -r .:... ::::::. ;
Recognition words:bolcony,
baggage, remarried,secretly,
complicoted, relationshipto Wanda.Studentsconi:r.'je::. :a-:s .'.'.::.-:::::r
vocabulary secretary,
trumpet correctpronunciationof peoplewords anc -.::: ::-.;:s-.:::. -].sk
related
Dhrases: to....Whata mess! for suggestions,but do not give answersat:it:s i:.::
Recycled words:ount,boss,boyfriend,complarn,divorced,
Jlotmate, Readthe instructionsand direct studentsto Wanaa: ,i:'.: ::.
ianguage porents,teenoge,uncle
friend,married,netghbour, >>p.6.Do the exampleas a classto demonstratethe a-:-;:.'
's
grammat:presentsimple,personolpronouns,possessive Encouragestudentsto look quickly through the texr tc ir.:
Fatima and any information about her which will help t-;,e::.
-anguage note identify her (she'sWanda'sflatmate and shelooksLebanese,.
' . lessonrncludesvocabulary for family members.Students
Monitor and help as necessaryas they continuethe activity
' 'ip nit irrc l:norr:op merk< opnder drciinrtrnn t/lilre (n:nrch\
Ask for volunteersto name eachof the peoplein the photos
' ' I f eel thar Enp lisl^isn't a s r t c h as Lher rown I ar pt r ape O n r h r
-'o"-' and to explain why. Checknew vocabulary.
' h and it mipl' sccrr slra npe t hat one Enplt s hwor d des c n b e s
::a1 different relations.In Italian, for example,nipoteis nephcw b Mrs Mirren c Stan d Tom e Ray f Grace g Sandra
- h Wanda i Tina j Costas k Danny I Harry m Roxette
grandso nan d g ran dd au ghr er
n Tracey o Warren
lrd product
Direct studentsto the mind map. Point to me in the centreand
: ->utit all together,students ask and answer questions about
ask Who?(Wanda.)SayHarry and elicit Harry is Wanda'sfather.
:.:ple in their life. Their conversationis based on mind maps
Repeatwith Roxetfeand point out the wordfamily. Explain that
::.-larto the one in exerciseq.
the words.,Ttamily,friends,
work,acquaintances have the names
of peoplein that categoryaround them. Point out that the
?reparation categorywords in the mind map are the sameas the subtitles
-.::: some mono or bilingual dictionaries to classto show inWanda'sWorld.
::rnind students how transcriptions can help them with If necessary,do one or two more exampleswith the class,
: --:.unciation for exercisez. Look at the mind map in exercise 5 beforestudentscontinue in pairs.As you go over the answers,
',-:u can monitor and help students understand how it works. seewhat studentsrememberabout the different peopie.
-

',rrtarmer Tina:mother Costas:step-father Sandra:sister

Ray:brother-in{aw Grace:niece Tomand Tracey:colleagues
:,:: the following words at random on the board: what, how,
':.- n1any,where,why, name, Iive, Extra help
Jrom, old, brothers.Students use Studentstake turns to point to a personin Wanda'sWorld.Their
-. '.'.'crdsto make questions for you to answer. Put students into
partnersaysthe reiationshipbetweenthe personand Wanda,
: ,: :l ask and answer similar questions and to make a note of
- =.: :artner's answers. WrlIe His Her name is ... on the board and Monitor and give pronunciationpracticeas necessary.
/
' lxtra activity
-:: s:udents to introduce their partner using their notes. Ask
- : .: :'.vo follow-up questions, using the people and reiationships Introducestrateglesfor rememberingvocabulary.Givestudents
-,: ^-ary above (seeRecycledlanguage).Encouragestudents to two minutesto studythe wordsin Thepeoplein my life.
: r __:iv-upquestions. Booksclosed.Studentswrite the wordsthey can remember.
: ,:.'.i' to talk about the people in your lfe on the board. Ask studentshow they studiedthe words,e.g.by drawing a
mind map,groupingwordsin topics.Encourage studentsto
experimentwith a differentstrategyfor the lessonvocabulary
for homework.

T6
 tisten for specifi.cinformation
! exercise7 as a class.Monitor and help as necessaryas students
ln this section, students listen to short recorded voice-mail
messages and focus on key words.
6 1A.l Ask students why listening to phone messagesis diffcult.
(Becausethere are no visual clues./Elicit the type of information
people usually include in a voice-mail message (name of person
speaking, the time, the main points of the message,when the
person will phone again). Ask How do you listen to a voice-mail
message?To every word or to key words? (Key words.)Read the
instructions and play the audio. Students compare answers in
pairs. PIay the audio a second time if necessary,pausing after
each message to eiicit the answer.
l Mrs Mirren (Margaret) 2 Mr Robbins (Tom) 3 Warren
4 Sandra 5 Fatima's mum 6 Wanda's dad (Harry) 7 Fatima
8 Wanda's mum (Tina)
Extra help
Saythe following sentencesfor studentsto say true or false.
1 Mrs Mirren was angry becauseWanda's visitor was noisy. (T)
2 Mr Robbrnswants Wanda to arrive later tomorrow. (F)
3 Warren met the woman in the next flat for coffee.(F)
4 Sandraand Ray are invitrng Wanda to a concert.(F)
5 Fatima's mum called Fatima but she didn't answer. (T)
6 Wanda's dad wants Wanda to meet Roxette at the airport. (T)
7 F :fi me h e <n 't o n t her lr er r < fn fhc flat fT\
8 Wanda'smum wants to havedinner at Wanda'sflat. (F)
7 Ask studentsto read questionsr-9 and checkvocabulary.
Direct studentsto audio script 1A.1on >>p.rso.Students
compareanswersin pairs,beforeyou checkas a class.Monitor
and note how well studentsunderstandthe differencebetween
subjectand objectquestions.Do not go into details at this point
sincethis is the grammarfocusof the next section.
2 work later 3 Wanda 4 Sandra
5 Fatima'smum 6 Roxette 7 Fatima 8 Tina
9 Mr Robbins,Warren,Sandra,Roxette,Fatima,Tina
8 Gothrough the instructions and checkstudentsunderstand
the activity. Seta short time limit for studentsto write their
list and decidewhat Wanda should do tomorrow.Put students
into groupsto discusstheir ideas.Monitor, make a note of
somesuggestions and contributeto the discussions. Nominate
studentsto make a suggestionand a reasonwhy. Takea class
vote on what Wandashoulddo tomorrow.
c Grammar
questions
subjectquestionsand object
Write Tom loves... from the grammar box on the board and
elicit the answer for the blank (Wanda).Ask students which
word is the verb and label it. Ask about the subject and object of
the verb and labei them. Direct students to the grammar box.
Point out the column headings for each part ofthe sentence.
Go through items z-6 as a class.
2 Ray 3 Wanda 4 Wanda 5 Fatima 6 Tina
10 Circle the verb in Tom loves Wanda on the board. To illustrate
why we ask questions about the subject or object of a verb, say
the sentence twice. First. mumble the word Tom and,elicit the
question Who loves Wanda?.Say the sentence again, this time
mumbling the word Wanda to elicit Who does Tom love?Write
both questions on the board and highlight the difference in
form. Go through items r-6 as a class.Elicit the rule.
2 marry 3 Warren visit 5 her key 6 divorced Harry
Rule: Use do, does,did in object questlons.
T7 1A
1l Go through the instructions and do one or two items from
continue individually. Check answers as a class.
1 subject 2 object 3 object 4 subject 5 subject 6 object
7 subject 8 subject 9 subject
12 Readthe instructions and do one or two examples with the
class.Put students into pairs to take turns to ask and answer
questions using the mind map. Monitor and give positive
feedback for accurate question formation. Make a note of any
problem areas to 80 over as a class at the end of the activity.
Extra help
Transformationdrill: Ob.lectquestions.Say sentencesabout the
peoplein Wandas World,mumb.rng the objectof the verb.e g
T Wanda liveswith mmm. SSWho ioes Fatlma llve wifh? etc.
Extra plus
In pairs, studentstake turns to n',akestatementsabout the
people in Wanda'sWorld on >> p.6, r.n',imblingthe sub.;ector the
oLrieetPertnersask about tnformatior, ti',atwasn't clear.
BC Put it aII together
13 Go through the instruction and direct studentsto Thepeoplein
my life on >>p.6 for ideas.Monitor and help studentsas they
draw their own mind maps.
14 Studentsask and answer about eachother'sfamily in pairs.
Ask studentsto note who the peopleare.
15 Readthe instructionsand go throughthe examples.Remind
studentsto useboth subjectand objectquestionsas in exercisero.
Studentperformance
Studentsshouldbe ableto askand answeraboutfactualpersonal
information.
Youcan usethis checklistto monitorand eivefeedbackor to asses
students'performance.
Dostudentsusethreeor morefamilvwords?exercise
5
pronounce
Dostudents family
words
clearly
enough
to be
exercise
understood? 5
I can talk about the people in my life.
Direct students to the self-assessmentbar. Ask them to flnd more
examples in their book (at the end of each lesson).Explain that
marking the bar after each lesson will help them see how they are
making progress and to decide ifthey need extra practice.
Copy the bar onto the board, and guide students towards a general
idea of what the different positions mean here, e.g.students tick
very easilylf they asked three questions about each person without
Iooking at their notes; on my own if they looked at their notes
occasionaily; with somehelp if they looked at their notes before asking
every question; with a lot of help if they read the example questions
in exercise15,Monitor and help students mark their position.
Encouragethem to think about what they can rather than can't do.
Early finishers
Students tick vocabulary in Thepeople in my 1fe they plan to study
for homework.
Additionalmaterial
www.oup.com/elt/resultfor extra practiceactivities
www.oup.com/ell/teacher/resultfor extra teacherresofirces
How to talk about greeting customs

Crientation fl Vocabulary ways of greeting

l:ntext
I Direc-istudentsto the phrasesin Greetings and photosa-g.
- :ris lesson,students talk about different ways of greeting and
Matci^.:r.e cr tr,votogetheras a class.Studentscontinue
. :::essing other people. ind:v:;:a---,'ar';i comparein pairs.Nominatestudentsto give
-.-: photos arsir-e:sa:.: :.e.prv:th vocabularyand pronunciation.
decorating the quiz show various ways of greeting
-.- quiz questions,
: in How do you meet and greet?invite readers::
'-
-:.k about greeting customs in their own country.
-'=:ttngsgives phrasesto describedifferent ways of gree:-:.i
.::. each other
l.llture note
-'- :rp m2n\/ differcni mppf ino ;nd ore-' .

- . . :-ling' bod yla ng ua ge ',e.g .t ouc hing, r ' . , 1: ' , : - - r : . r : . , - . : r: : Extra help
- -: in he:w ere o f n nssrb ledif f er enc esit. - . t : ' : r : . : i- : ' t , , : . t ' l_e n:.t ) r'r ^'^
::3 I I f l e C C SS ? If. llrootinn< '-
J\r1nnr'_':* _
:"-
gguage to
students linkr,'c::s::::::.: ,.''.., -
natural rhythm. Studenls:::-:-: -.: . -.
:ocusgrammar reflexivepronouns:
myself, him I herself,
yourselJ, ourselves,
yourselve
s,themseIves: each other Gothrough the instructionsand exar.-.:-es i--::: :: -,'.-::::
examplesof peopleon the board,e.g.rte;i.Lct,: -:t*...,
>review present
simpleandpresent
continuous members, colleaguesat work.Put studentsi:-.:: :a::s :: ::..:-:.ie
Srammar the activity and monitor and join in with cc:-.ie:ia::::.: --si
:ocuswords waysof greeting:
bow,hug,introduce, shakehands,
kiss, volunteersto tell the classand review vocabu.aa;=: :.:::ssa:-,'
wove
:ocusphrases greetings: to meetyou.,Hi.I'm...,Hello.
Pleased
lecognition lttention, greet,meet,rude
get someone's
bodylanguage, ! Readandrespond
.ocabulary
In this section,studentsreadfor gist and detail to do a
lecycled cheek,colleague,frstname,hand,
words:acquaintance, questionnaire.
anguage head,lips,
modom,Miss, Mr,Mrs,Ms,neighbour, nephew,
nickname,
niece,shoulder,sir,surname 3 Readthe instructionsand checkstudentsunderstandmeetand
grammar: possessive,
subject, andobjectpronouns greet.Askstudentsto readtitles a-g and checkvocabularyas
>lonunciation M i s s r n r s
necessary.Do the first item as a class.Ask studentsquestions
M s n tz M fs r ttr :tz M r r r ti' I.' it )
about how they read,e.g.Did you needto understandevery
Miss : or Ms z 18.2
word?(No) Did you readslowly?(No) Whichwordsand phrases
helpedyou? (hands,shoulder,hug, etc.)Tell studentsto ignore
l"nguage notes any new vocabularyfor the moment.
. ' -:cnuncia tion of Ms can b e nr r z or ir i. / r n Br it ain.I n t he
Monitor and help as necessaryas studentscontinue
. -t ls always n rrz.
-
': rntransitiveverbs in English are reflexivein other languages.
individually. Go over answersas a class,eliciting or pointing
out key words.
- ..- Spanishrelaxis relajarse(se= reflexrvemorpheme);in Italian
,.eepis addormentarsi(st= reflexivemorpheme).Students 2 e (same/opposite sex) 3 c (address,
Sir,Madam)
- ::.rnes tran sfe r this to Enplis h. work) 6 g (teacher)
4 a (cafd,friends,sayhi) 5 d (colleague,
7 b (attention,Excuseme!)
::.C product
- .r:it it all together,students find out about greeting customs in 4 Go through the instructions and explain that studentsanswer
:::: countries using their notes. In Pairwork on >>p.rz6 and p.r33
about what peopledo in their country.Monitor and explain any
-.-:',' :rave information about customs in two countries. new vocabularyas studentscontinue individually.
Put studentsinto small groupsto comparesimilarities and
differences.Monitor and listen for interesting answers,
?reparation especiallyfor differencesbetween studentswith the same
:..: ihe Teachingtip for exercise Look atPairwork 18 to heip cultural background.Encouragestudentsto justify answers.
4.
- ients with exerciser3 Gothrough eachquestionas a classand askfor volunteerst:
-
shareinformation or any interestingfacts.Do not overcorrec
'ivarmer for accuracy,but help studentsget their ideasacross.
-:r: s::rdents about placesthey have visited and how people greet Teachingtip
::::. :ther. Encouragestudents to tell stories about meeting people After you haveflnishedexercises 3 and 4, as( :. . . -.
--:::. a different culture for the first time, and how they felt and they readin their own language.Ask Whe,:i- : :' - :':
..=::el. Direct studentsto the photos on >>p.8. In small groups, ageneral i deaofw hatatexti sabout? /T: ,' - ": .:
,:rients guess the nationality or regional origin of the people and Whendoyou readcarefully?(T: '' : : ' ''
' ='i,opean b French c Tfkish d Pakistani/ Afghani A dvi sestudentstousethesatt' ., .! : : ., i : : . : - =:
. =..',:can-American f lapaneseg lapanese). languageto helpthem beccn--::- ' . ':
',':.:e .!bw to talk about greettngcustomson the board.

T8
 -:s:::. :: 1 i-a-::.: 3::::s:. s: ;ieL:. G:eg.
le-- :: ::=:.:r ::.e-,",',-:-- Se: a short tirr,e Iimit of about three minutes for students to
a:-s-.,,-::-:.i:a.3:-l-: ;::s:::a.s. G: lilough each ques::.ot-. l:. i:'.d anC ,rnderiine exam.ples in How do you meet and qreet?
: __ :^
: i_::;t(-__r-
-..)
^j"'__+
--
\vrraL rrs rLtrSrLL >d). --.-- ---c- i:.ed< ans',ve:sas a ciass
s:'.::::.:s:: ex:larn rvhy,basedon thelr own experiences tn j. vourself, themselves
3::::-:. rr.ee:Lng Britishpeoplein differentplacesor watching
i-:r,s. Jo not commenton answersat this stage.
': ' Readthe instructions.Tellstudentsthat thereis morethan Go through :he r:s:r'.ic-!ior'.sand ask students to read sentences
one answerto someof the questionsand play the audio.PIay r-7. Check vocabu,an' )c ti^.eexarnple as a class,pointing out
it a secondtime, pausingto give studentstime to make a note that each other car-be usec :3r tlvo people or many. Monitor
of the answersbeforethey comparein pairs.Go over answers and make a note of any drffcu.ities as students continue
as a class,encouragingstudentsto comment on anything they individually. Ask for volunleers tc give answers and elicit or
found surprising. expiain why the reflexive pronou:. rs used. referring to the
rules in exercise10 as appropriate.
1 a, b, d, e,f, g 2 a kissesa woman on the cheek,shakesa
man'shand;b, c, d sayhello,or goodmorning;e hugsfather, 2 myself 3 yourself 4 each oth.er i :a::. :ther 6 himself
kissesmother;f hugsor toucheshead 3 c 4 a 5 b, c 7 myself
(but only to a child),e 6 c 7 a (alIthe othersare rude) Extra help
Copythe titles onto the board.Reviewmeaning by asking C r r er c q n o n q pd r r i l S r v a
- c n l eo f r e '
'" o*ur '_
- - .. .i t'ts to
maleorfemale,marriedor singlefor eachone.Gothrough the continue with the appropriatereflexivepr '. T i.C.n'tgo
examplewith the classand put studentsin pairs to continue. to the hairdresser's. I cut it ... SS.. myself T l:. . i '' ::i, :c the
Checkanswers,driliing pronunciationof eachword as necessary. garage.I couldn'trepairit... SS myself T LVi.; .;-- . -;.. ti'tispte.
We made it ...SSourselves.etc.
rr r z = M s 1rr)\ r . /= M rs n rr\t,r(r'=)M r
1B.2Gothroughthe instructionswith the class.Playand
pausethe audio for studentsto follow the example.Continue BC Put it all together
with the audio,pausingafter eachsentence.Nominate
severalstudentsto give eachanswer and monitor for correct 13 Go through the instructions and put studentsinto A/B
pronunciation.Giveextra pronunciationpracticeas necessary. pairs.As turn to >>p.r26and Bsto >>p.133. Checkstudents
understandthe activity. Monitor and help them f,nd the
lMrs 2M r 3M is s 4 Ms 5 M r 6 M s T Mrs 8Mi ss
answersto the three questions,checkingstudentsare making
Extrahelp short notesto answer the questionsfor both countries.
TohelpstudentsdistinguishbetweenMissand Ms,point out 14 Readthe instructions beforestudentsdo the activity. At the
and do a mrnrrnalpair drill. Students
the ' and.2''difference end,ask around the classabout any new information students
testeachother. have learnt about greeting customsin the four countries.Ask
Tn n p r n s - r r d c n t s d .' ;"p'br*-tish
" b" " "e twe e n M r s a n d M r . o oi nt out further generalquestions,e.g.Do they say this to everyone?
Do
the differencebetween the final syllableand do a minimai pair they do this with men and women?
drill. Studentstest each other.
Studentperformance
Extra activity Studentsshouldbe ableto exchangefactual information.
Write the following scenarioson the board:best friends Youcan usethis checklistto monitor and give feedbackor to assess
meetin Balte r six m ont hs : c olleaguesar r iv ing at wor k : a s h o p students'oerformance.
assistantand customer;new neighbours;teacherand student
reelin p nrilcidcsch nnl t eenape r r iends m eet inp at t h e c i n e m a . Content Dostudents the0uestions?
answer 4
exercise
" *b _ " '_ " *" " -_""b'

Studentscomparewhat they would say in these situations.

Grammar Dostudents
usesubjectandobjectpronouns
accurately?
10
exercise
G
rb
Grammar reflexive pronouns Vocabulary Dostudents of greetings
usea variety phrases? 4
exercise

9 Direct studentsto photosa-c and do the activity as a class. I can talk about greeting customs.
a huggingeachother b huggingherself Studentstick on my own if they have answeredthe questions
c huggingsomeoneelse using their notes.Theytick with somehelpif they have read a
coupleof sentencesfrom Pairwork,Twocountries.
lO Direct studentsto the grammar box. Gothrough the column
headingsand identify the different types of pronounsin the Early finishers
examplesentences. Completethe box as a class. Students repeattf . '---.,,itywithout usingtheir notes.
subject:I, he possessive:
your,our
object:him, her reflexive:herself
Directstudentsto readthe rulesand the exampies.Check Additionalmaterial
vocabularyas necessary.Monitor and help as studentsmatch www.oup.com/elt/resultfor extra practiceactivities
and the rules.Go overanswersas a class.
the sentences www.oup.com/elt/teacher/resultfor extra teacherresources
Rules:1 c (Thesubjectof is and lookafteris the same).
2 a (Peopleusuallyor often get paintersto paint their houses.
Herethe speakerwants to emphasize that they,not somebody
else,paintedthe house)
3b

T9 TB
How to explain who peopleare

Orientation
fl Readan art cataloguedescription
Context
In this sec'i:cr..students skim a catalogue before reading carefully
-r this lesson,students will practise using the present simple and fcr detari
:cntinuous to talk about what is happening in a picture
I Rea::l-.e :-jes:-::.s and put students into pairs to discussthe
-,asMeninas (The Maids of Honour), is a painting by Diea: :a::.:-:-i .:-s-<
::: ;:-:r.teers to teil the class.Help them express
'.'el6zquez and was painted in 1656.At first sight. r: -::r; := .: ::. :i.e:: -::a; i:: :: :.:: :','::--::rectfor accuracv.
;ainter is painting the viewer. However.in th.e:r.::::: :: ::.: -:::
: f t h e painter,we se ethe Kin g and Q ueen l: . : ; s ; E: : : : : : : . : : : : : - , ' art:5': l
ire standing where the viewer is and Vela:c_ue:.s pa::.:::.:::.:r--.
?osition illustrates the meaninq of absolute and reiative Readthe instl.;c::::-: ::.: --:.a:.1': :--::::::.s. checking
:repositional phrases. vocabulary. Ask ,.:c* t.a ) : ). t: .- t :: -:;: :;-e :?xt to answer
the questions?Quickii ':, :;.'- ;:-.:': jlJ t t .+., :r.i understand
Culture note
+^ ^- ^L r .' *i- -
every word, or quickiy tc l..i ::-.: i:-, .:-:: -': :..2., s:owly
-, rn l c s e n d d {crcl .. q l et ar
r , 6r r^) r- LU cdllL u^+
t t t cL^-
r uul rlr6 conver sations.
thov rndicatc'hev a r e listcn r n p th e v u n d e r sta n d a
for detail?(Quicklythen sio't.1 5..:-=:---.::::.: -: .:::-.':::allv
'ex . rm nle Remind them not to worry a-:::: :.:;.; -,-:,:i: -- 1---.'1: ::..! :::i:.
'rerker lheri \A/)nl fn rpcnnnd fn:
!v u nrrcqiinn nr:rc ctrrnriced hrr
YU LJ !r v r r ,

, :mething. Studentsoften 'import' words and phrasesfrom their l Margarita

: .,".'
rrt*" b"*lanpuasewhe n the v h av e c onv er s at ions.r' n -Ens lr s h.Thev c_ _a^ ' n 2ThepainterisVeldzquez. - - =; - i . '-
b'
"b"-"
_"-J - - ::-
:u nd m ore f l u e n t a n d p p i r tim e tn th in k r ' l^ e r r
1 5 9 COn Ve fS ati On ( t h e p e o p l e i n t h e m i r r o r ) o -r =:
t j '.: :":-=:
: : .,-::: '. . : . ' . - '- :".
6-"'"'"'
' a r kersin En glish(se eDiscour s below)
e . gallerywhoislookingatthe sce..: :.::::. i:: :

Language Readthe instructions and direct students :: --..: :: *: -; - -

one or two examples as a class to demonstra:e --:.a :----.-=.'
grammarpresent
Focus simple andcontinuous:I'mstudyingarthistoryso Students continue individually and compare :n :a-:s -:j{
lspend
... volunteers for answers and check the class agrees :r:::: :--,-.;
phrases prepositions
Focus of position:(absolute)
at theback,in the feedback. Students write the numbers in the text.
middle,at thefront, on the left/ righl (relative)behind,in
1 Diego Vel6zquez 2 Jos6Nieto 3 Marcela
front, to the left/ right 4 princess'sbodyguard 5 Maria (Maid of honour
Recognition bodyguard, directly,kneeling,maids-of-honour,notice,on 7 Isabel (Maid of honour) 8 Maribarbola 9 Nicolas
vocabulary eitherside.shines.wide Not mentioned: the people in the mirror.
Recycled lookat,stand,study,want,watch,work
verbs:believe,
language
Discourse conversation oh,ok,riqht,uh huh?,Well
markers:
! Vocabulary position
Language note 4 Direct studentsto Positionon >>p.lo. Usethe namesof
different studentsin your classto show the differencebetween
-. placein which art is drsplayedis calied a galleryin English,
-: L tmight be ca lleda mu se umin ot her languagesI.n Englis h, the phrasesin the two illustrations,e.g.Pablois at the back
. t , ) rt < pnmr c rallrrrp fersto is a nlac ewher e his t or t c alar t ef ac ts of the room.Pablois infront of Maria. Studentscomplete
the activity in pairs.Monitor and checkstudentsusethe
,:e displayed
prepositiono/ where necessary.
End product absoluteposition(theroom),i on the left of 2 a::':.=-...i -:
-n Put it all together,students ask and answer questions to identify 3 at the front of 4 on the right of 5 in the mr::-= ::
:eople in a photo. They have the same photo, but the names of relativeposition(the girl):6 to the left of 7 be:.::
lifferent people are given. 8 in front of 9 to the rieht of
Extra help
Preparation
Call the number of a dot for students tc :....
lcllect extra pictures or photos which contain several people if you a class.Make sure studentssay the Crr-.' :
-.'.'ouldlike to do the Extra plus activity after exercise6. Familiarize
Ieft oJ the room. DrIII pronunciation as :: -: i
,'ourselfwith the photos in Pairwork lC for exerciser5. them to run the words toeether.St,:--.::-:..,

5 Go through the instructions and dc lie::.: '- a:.-,2::Ee:her as a

Warmer class.For item r, draw a simpie dragra:*- :: a
.::s
::. :he board
)sk When did you last go to an art gallery?Who with? What did you to illustrate the difference betweer. a: :;.:,4:".: zr-i in front,
:ee?Did you talk about the paintings? Wereyou gtven a catalogue? and at the back and behind. For :'ter. 2 x:ai^,' a roaci with two
-,:Iasit useJul?Why? Why not?
lanes on the board and a cross,L :re .e::-hand lane. Use the
students to the picture on >>p.ro and give them two diagram to show the differe:.re r:. Ir.eanr.ngbetween on the
-rirect right and to the right.
:r.inutes to look at it. Books closed.Ask What can you remember
tbout the picture?Elicit ideas.Write notes on the board before Explain that the phrases in ltems i and z are followed by of
look at the picture again to see what they remembered. ,'av.Direct students to Position and ask Which phrase is the odd
'tudents
',','rite one out? (behindbecauseit isn't followedby of)
How to explain who people are on the board.

T10
 Direct students to las Meninas and go through the example as
a class. Do a couple more examples if necessary,before students
continue in pairs. Monitor and give positive feedback for
correct sentencesand fluent use ofPosifion phrases.
Extra help
Studentsdraw a plan of their classroom,and put themselvestn
the middle. They place other students in ciifferent positions. In
pa irs,stu de ntsde s c r ibewhele peopl. a i E ; c : . c . i. l: . e : : p a r tn e t
makes a new seatingplan. At the er,i :::i: a::;'.':li' stidents
compareplans.
Extra plus
ai.a ;:.1:ii,.,r:.''rt.rr. a','.rl
Put studentsrnto s:r.a,i:r,:i;r-->
pictures (seePr-g,rnrrii.rr,The]''!rlire tl-,rees€r:tefL.es tc
decrrihe lhp n-srr:-:r.-ir'r- neonle Prrt t\4/n orn:rn(
to swap pictures and wrrte three sentencesabout their new
(irnrrn<
nirtrrrc rnm.rrF <enlenrpc end
- . . . . - r a8 r e e .
<cc if lhprr
c Grammar present simple and continuous
7 Read the instructions and direct students to Las Meninas on
>> p.lo to answer the question (IosENieto).Ask students to
explain why, and elicit some examples of sentences in the
present simple and continuous from the text. Write them in
two columns on the board. Check that students understand
the difference between the verbs see,watch, notice, and look.
Monitor and review the form of both tenses if necessary.
Direct students to the grammar box and rules. Read statements
a-e and check understanding. Do one or two examples as a
class before students continue individually. Monitor and help
as necessary.Check answers as a class.
1e 2b 3b 4c 5c 6d 7d 8a 9a
Read the instructions. Tell students to look at the picture and
do the first item together as a class. Put students into pairs
to continue and monitor and help as necessary.Nominate
students to give answers. Ask the class to say which rule each
answer illustrates.
1 's touching (ald) 2 's holding/think (d/a)
3 's painting/paints (d/b) 4 spend/'re helping (b/d)
5 are talking/work (d/c) 6 like/'m writing (a/e)
Extra help
Books closed-Say some true or false sentencesabout people in
the plcture. Students repeat the sentenceas a class only if rt is
factually correct.Students continue the activity in pairs.
10 Go through the instructions. Ask for volunteers to give one
example for rules a-e before students continue individually.
Monitor and heip as necessary.
Put students into pairs to tell their partner. Make a note of any
language problems to go over at the end ofthe section.Ask for
volunteers to tell the ciass about their partner.
1l Put students into different pairs. Explain the activity and direct
students to the example. Remind students to pronounce the
third person s and to use to be for the present continuous. Ask
for volunteers to teli the class about their partner.
Extra plus
Students work in small groups.They take turns to say
true/false sentencesabout themselves r-rsingthe present simple
and continuous. The others guess which sentencesare true.
T11 lC
! tistenfor detail
In this section, students listen for specific information and to
conversation markers in context.
12 tC.l Explain that students will hear two people in the Prado
Museum, Madrid, talking aboutLas Menfnas.Readthe instructions
and give or elicit general ideas about what people looking at the
picture might talk about. Play the audio for students to identify
the two parts ofthe painting they talk about. Ask students to
Iocate the parts ofthe picture as you check answers.
the King and Queen; the painter's red cross
13 Students read questlons r-5 before listening again. Remind
students to listen very carefully for detail. Play the audio. Ask
lnoeth-'
students to compare answers in pairs and give them the option
of listenlng again before going over the answers.
1 rn the room (standing where the speakersare) 2 the
n r i n c e s sa n d r h e o t h e r n c n n l ei n t h e n i e t r : r e 3 o n th e
painter'sjacket 4 the krng 5 the king (somepeoplesay)
14 Readthe instructions and information with the class.Check
vocabulary. Direct students to audio script 1C.1on >> p.r5o and
do the first item together. Explain that students should f,nd
the word and then look at what people say afterwards to heip
them flnd the answers. Put students into pairs to compare
answers before going through the activity as a class.
2c 3a
Extra help
Divlde the class in half to read the conversatj6n elnrrd Therr
then crrren rnlo<
ffiCD Put it a1ltogether
15 Put students into pairs and direct them to Pairwork pholos
on >> p.rz5 and >>p.r33.Go through the instructions and teli
students they have the same photos, but different people are
named. Nominate or ask for volunteers to read the example
dialogue to demonstrate the activity. At the end of the activity
ask students to show each other their photos.
Student performance
Students should be able to give short descriptions of people and
actions.
You can use this checklist to monitor and give feedback or to assess
students' performance.
Interaction Dostudentsuseconversation
markers?
exercise
l4
Grammar usethepresent
Dostudents simple
andcontinuous
exercise
appropriately? ll
Vocabulary Dostudents
usedifferent forposition?
expressions exercise
6
I can explain who people are.
Students tick on my own if they have given enough information
for their partner to identify most ofthe people in the photo. They
tick with some help if their partner has had to ask another question
about one or two ofthe people.
Early finishers
In pairs, students look again at LasMeninas on >>p.ro. They
imagine they are in an art galiery and have a conversationabout it.
Additionalmaterial
www.oup.com/elt/result for extra practiceactivities
www.oup.com/elt/teacher/resultfor extra teacherresources
How to correcta misunderstanding

Orientation
fl Vocabulary cognatesand false
lontext
Readthe instructions and deflnitions r-3 with the class.
.:. this lesson, students will practise using phrases to resolve Go through examplesa-c and askWhich defnition? Eliclt
. -:sunderstandings. other examplesfrom your students'firstlanguage,or other
:. :he cartoon strip, Medical Examination, a doctor is taking the languagesthey know.
:::sonal details of an army recruit. A misunderstanding arises
tD tc 3a
''.'ren the recruit interprets weight as wait.

.:. Fuzzletime there are four different situations in whlch

Readthe instructionsand checkstudentsunderstandthe
::rnmunication breaks down. There are some useful phrases for
activity.Distributemonolinguaidictionariesif you havethem.
::aling with such situations tn Misunderstandings.
Do one or two examplesas a class,askingvolunteersto say
7,2,or 3.Monitor and commenton students'answersas they
Culture note continuethe activity individually.Ask for volunteersto tell the
l,;understandings can occur when similar words exist in classaboutthe similaritiesand differencesbetweenwords in
lang ua ge s,espe cia llywhen a wor d in one language their languageand Engiish.
. . r f , alscfrrerd {,r<,irn ilarwor d wr t h a dif f er ent near inp} i r
- :rent Students'
answerswill dependon :he:: i-:s: -a:.s;aae
rher lang ua ge Wh en mi s under s t andingsdo oc c ur .po) r t e n e s s
' .' prlion . ir Fnp lish re nr r ir et h. : t t hc npr c nnwho does nt background.Someexamplesfor Spanrsh. s:ea-<:::-::--i--=
' .:erst an d(ra the r tha n the per s on who has per hapsbeen smoki ng7,2(smoki ngi s usedas a gerun6.' o;:i ; a: . 3i. . - i
':.ear or made a mistake) apologrzesand so indirectly asksfor meanssmoking jacketin English);large2 (largo',r.5par.rs:.
meanslong in English).
. .-:,fication.
Go through the instructions and give examplesfor your
-anguage students'language(s)if you can. Put students into small groups
phrases misunderstandings:
Focus I meant...,lthought
I don'tunderstand., to discusstheir ideas.Monitor and help as necessary,and draw
you said...,Oh,I see!,Pordon?,Sorry,
I misunderstood. the discussionto a closewhen studentshaverun out of ideas.
Ask for a volunteer from eachgroup to summarize their ideas.
Preview pastsimple
andpastcontinuous
grammar
Recognition actually,
bunch, carpet,chatttng,cognates,confused,
! Readand identify misunderstandings
vocabulary falsefriends,fle,flulJlew,height,pearI pair,rhyme,
recruit,
strangely,weight In this section,studentsread short narratives for detail.
Recycled words:ask,colleague, girlfriend,
greengrocer, say 4 Readthe instructionsand checkvocabularyas necessary.
.anguage phrases:sounds thesame as,theoppositeof Direct studentsto the pictures in MedicalExaminationon
Pronunciation lettersofthe alphabet
1D.l >>p.rz and ask about the people,place and situation to set the
context. Put studentsinto pairs to continue the activity. Ask
!rd product for volunteersto give answers.Wrlte weight andwait ucrt on
.: ?ut it all together, using
studentswrite two conversations the board to show that both words are pronouncedthe same.
:.-.:information in Pairwork>>p. tz5 and basedon exercisero. Studentscan look up both words in the dictionary.
i.:dents practisethe role play in small groups. Weightsoundsthe sameas wait.The doctormeantweight.
Theyoung man understoodwait.
Preparation 5 Go through the instructionsand checkvocabularyin the titles.
,:.:nk of examplesof cognatesand falsefriends in English Direct studentsto Puzzletime and ask how they are going to
.:.1 the language(s) of your studentsfor exercise3. Check readthe stories.Wordfor word or quicklyfor thegeneralidea?
','-.sunderstandingsin Pairwork>>p.tz6 so you can help students (auickly) Explain that you will deal with any new vocabulary
'.'.:hexerciser4. Takea few monolingualdictionariesto class. Iater.Set a short time limit before students continue
individually. Takea classvote for the best title for eachstory
Warmer and nominate individual studentsto justify their answers.
misunderstanding
^';-.'.te on the boardand elicit or explain the 1 EnglishClass 2 Chattingat Work 3 Crossword
:-:aning. Ask studentsif they have everhad a cross-cultural 4 Buying Fruit
:- -sunderstanding which happenedbecauseof language 6 Gothrough the instructionsand demonstratethe activity
:.ierences(eitherin their own country or in a country where a using the first story.Tell studentsto read EnglishC/assagain
:.ierent languageis spoken).Ask volunteersto tell their stories and decidewhich word causedthe problem.(right, it soundsthe
.: : helpthem get their ideasacross.Ask What'sthe bestthingyou samees write.) Ask why the others in the classlaughed (the
Put studentsinto small groupsto discuss
-,-. do in thesesituations? student gavethe wrong answer).Studentscontinue in pairs.
-..< a spokesperson from eachgroupto tell the classand take a Encouragethem to use dictionariesto help. Monitor and help
'::e on the bestsuggestions.
as necessary.Ask for volunteersto give answers.
';:'-teHow to correcta misunderstandinq
on the board.
1 Theteacheraskedaboutthe oppositeofthe word right and
expectedthe answerleft.The studentthought aboutthe
word write and gavethe answerread.

T12
 2 The man's colleaguewanted to know if Anita had/u but,
because/u sounds the same asJIew, (the past tense of toly)
the man thought his colleaguewas asking about how Anita
had travelled.
3 The mother thought the child was asking the question Why2
rather than telling her that the letter Y is the flrst letter of
the word.
4 Maria Teresaused the word pair meaning 'two of
somethlng'but the greengrocerthought she had changed
her mind and wanted some pedrs.
?
rb
Pronunciation the alphabet
7 Go through the instructions and the example to check students
understand the activity. Ask students to read words r-r3 and
check vocabulary. Monitor and help with pronunciation as
necessary,while students continue individually. Nominate
students to give the answers. Monitor for correct pronunciation,
2A 3 Q 4 1 5F 6L 7M 8N 9S 10X 11O
12R 13 2
Extra help
Studentschoosethe names of three peoplefrom the unit and
spell them for a partner.The partner writes the names and
sayswhat they can remember about the people.
Go through the instructions and point out that, for this
exercise, students work with the full alphabet. Do one or two
examples to check students understand the activity before they
continue in pairs. Ask for answers around the class and give
extra pronunciation practice as necessary.
1c,d,e ,g,p ,t,v 2 j, k 3u, w 4y 5h
1D.lReadthe instructions and check students understand the
meaning and pronunciation of the words. Drill pronunciation
as necessary.Read the example and play the audio for students
to follow. Continue with the audio, pausing after each item
for students to respond as a class. Monitor for accurate
pronunciation ofthe letters ofthe alphabet.
Repeat the activity if necessary and nominate individual
students to spell the words.
2 peace 3 guessed 4 through 5 rode 6 meat
7 new 8 bored
Extra help
Students use audlo script lD.1on >>p.15oand repeat the
activitv in oalrs.
t2 lD.3 Direct students Io Misunderstandingson >>p.rz again.
Go through each one in turn. Point out how both speakersin
audio script 1D.2apologizefor their misunderstanding, repeat
what they thought the speaker had said, and spell words to
help clarify. Play the audio, pausing for students to repeat after
each one. Monitor and encouragestudents to mimic intonation
to sound sincere.Give positive feedback.
13 In pairs, students practise reading the dialogue. Encourage
students to smile as they speak as it will help them sound
friendlier. Monitor and encourage them to look less and less at
their book so they become more confldent and independent.
Remember to praise students when they produce accurate
sentences. Check students swap roles. Nominate or ask for two
volunteers to read the conversationto the class.Ask the class if
they sounded friendly.
Extra activity
In parrs,studentswrrte one or two conversatrons
for two
of the mrsunderstandrngs\n Puzzletime.They continuethe
conversatronso tlre mrsunderstandingls resolved.Pairs
rehearsetheir conversationsand chooseone to act out for
another pair.
ffiCD Put it all together
14 Put studentsinto pairs and direct eachpair to
Misunderstandings on >>p.tz6.Gothrough the instructions
and point out that pairsshouldchoosetwo ofthe situations.
Encouragestudentsto useMisunderstandings on >>p.12and the
dialoguein exercisero and to spellwordsif necessary to help.
Monitor and help as necessary. Checkstudentsswaprolesas
they practisesayingthe conversations.
15 Put studentsinto groupsof four to do the role play.Ask for
volunteersto tell the classabouttheir misunderstandinss at
the end ofthe activitv.
Studentperformance
Studentsshouldbe ableto give short explanationsor
reformulations.
Youcan usethis checklistto monitor and give feedbackor to assess
students'performance.
lnteraction Dostudents backwhattheirpartner
repeat saysto confirm
understanding?
exercise
l3
Dostudentsapologize
beforeaskingforrepetition
or
clarifi
cation?
exercise
13
PronunciationDostudentspronouncetheletters
ofthealphabet clearly?
exercise9

tisten and follow a conve$ation I can correcta misunderstanding.

! Studentslick on my own if they have role playedone of the
In this section, students listen for detail to follow the order of a conversationswithout looking at their notes.They lick with some
conversation in which a misunderstanding occurs. helpif they have lookedat their notesoccasionallywhen role
playing both conversations.
lo Tell studentsthat the conversationis what Maria Teresaand
the greengrocer actuallysaidinBuyingFruiton >>p.rz.Tell Early finishers
studentsto look at the things both A and B say. AskIMo Pairswrite a conversatronfor anothermlsunderstandins
in
misunderstands? (8.)Who explainsthe misunderstanding? (A.) exerciset5 and repeatthe activity.
Direct studentsto the exampleto show where the conversation
starts.Studentssequencethe conversationindividually and
comparein pairs.Do not give answersat this stage.
1t 1D.2Remindstudentsthat they will Iisten for key words to Additionalmaterial
checktheir answers.PIaythe audio.Direct studentsto audio www.oup.com/elt/result
for extra practiceactivities
script1D.2on >>p.r5oto checktheir answers. www.oup.com/elt/teacher/resultfor extra teacherresources

T13 lD
Orientation Readthrough the instructions.Ask studentsto draw another
table with rows numberedr-6. Encouragethem to write
Context ald Language their ideasasthey cometo mind. Monitor and help,checking
-:r this lesson, students write a self-introduction to list members on studentsare writing in note-formand give positivefeedback
an email discussion group. This is usually written in a formal style. where appropriate.
wotd, attachm Put studentsinto small groupsto take turns to explain what
ent,boss,fl ltmote,grcndfather, they will write about.Encourage
photography,personality,secretary,single,yoga them to usethe languageof
phrases:Bestwishes,DearMr...,\'mlooking forwordto ... suggestions and responses,e.g.Whydon'tyou ...?,That'sa good
Stammar pronouns;present simpleondpresent continuous idealCheckstudentsamendtheir notesasthey go along.
words capture,contribute,possi
on
phrases: n group,listmembers,
discussio generalbackground
! Drafting and editing
Endproduct In this section, students proofread a firsi dtan of an email.
-:i Put it all together,studentswrite a seif-introductionemail of 5 Direct students to email B and ask tnerr. :c read it quickly. Ask
arout 8o-9o wordsbasedon examplesin the lesson.Theypeer
Was it easy to follow? Does it say what yo:i excected to read?Is it
::view and edit their writing, beforeproducinga seconddraft.
formal or informal? Is it accurate?Poini :'u: :l'.a: ar. emall to join
a discussion group would be quite fcr:r'.a-
Warmer
Go through the instructions and do cne :: :',,,': :xan",ples.
--sk students what types of things people write and why. Write Remind students to look at organizatior. a:l:::s :::rr.s.
-:eas on the board and add a self-introduction email if necessary. grammar, and vocabulary. Students cot'!:i:-i: -:. :-',-:;; a-ly.
:licit ideas on the differences between the types oftexts and their
7 Students compare answers in pairs or sr,a-- :::::rs -,:is<for
: "lrposes.Do not overcorrect for accuracy at this stage.
volunteers to explain the changesthey u-::-: ::.i<: a:-.J'.vhy.
,',irite How to write a self-introduction on the board.
n a m e s :M r T o n y- M r G a r c i a ;M r Wa : : : : - , '. ': : : : :
Wanda - Wanda Jones

I Get ideasto write about Srammar: I'm look forward to - I'm ic:,:,:.: :::-.. .--- ::
vocabulary: communicatemyself be:::: - : : :' :- -: . . ::: : :::e:
', ', : - - : : :
-:: this section, students think about the audience and purpose of a o r g a n i z a t i o n :c h a n g et h e p a r a g r a p hl : : : : - ::. - :.:
::xt. They analyse the organization of an email introduction. paragraphshould come beforethe clos::.; , :- -- .: : ::.:;-d
start paragraph 3
1 Direct students to the photo and ask what they can see.Ask
them to read sentences r-3 and check vocabulary. Students
continue the activity. Check answers.
&B Put it all together
1 people she doesn't know 2 learn new things
3 attaching a photo with the email 8 Readthe instructions and direct students t: :1: ::::: -'-.:',-
made in exercise4. Remind them to thir.k ai::: .',-:: --:.:','are
Teaching tip writing to and why. Monitor and help as r'.eceisr:-.-
When you check vocabulary, encouragestudents to guessthe
9 Students edit their work in pairs. Monitc: a:.1 ::.:::rai€ a
neaning of the word flrst and elicit ideas.Ask them how they
collaborative working atmosphere.
3uessed,for example, by thinking about the topic of the text
rnd sentence,the position ofthe word in the sentence,etc. 1O Ask students to write a final draft. anci :: ::;-:;.,- :: :,ef::e
handing it in.
Extra activity
Ask some true/false guestions to check students understand Student performance
the text e.g. Wanda works at SafeguardHome Insurance.(T) Students should be able to write a short -.',-:-,-::=a:::eCseif-
'.^/anda'sworking in lapan. (F) introduction email.
2 Ask students to read items r-6 and check vocabulary. Read the You can use this checklist to monitc: a:.: a:;: :eeacack or to assess
instructions and go through the activity with the whole class. students' oerformance.
Ask about Wanda's email at the end of the activity, e.g.Does it
contain the inJormation you would expect to fnd? (Yes)
Content cc,,:':: :': :.: -:s a reader
Havestudents wouldexpect?
Otganization Havestudents .s:: ; :'::: :i a'icsaidgoodbye?
2 my name and how ... 3 my general background ...
H a v es t u d e n i.s. a . ' =? . : 'e r , c e a sl o g i c a l l y?
4 my interest in ... 5 my hopes for ... 6 goodbye
3 Go through the instructions and check students understand I can write a self-introduction email.
the activity. Draw a table on the board, with rows numbered Students tick on my own rf rb.ev have produced a second draft
r-6 to represent the points in exercise z. Ask students to read which has few mistakes. Tr.ey can tick with some help if their
the items, and point out that they are written in note form, e.g. second draft needs funher revlslon.
initials for names of people. Choose one or two items from the
words and phrases and write them in the appropriate rows on Early finishers
(irrdpnlc
the board. Ask students to copy the table and put them into r,l:- :-r'.-::-.'-:\'!'a first draft reply from a list
'.'.'..
tairs to complete the activity. Monitor and help as necessary. member tc

2 Wanda J, invited by Tony G 3 24, Notting Hill, secretary,

Japan,yoga 4 photos of people,capture personality, sending
photo 5 want learn more, contribute 6 Best wishes
Additionalmaterial
www.oup.com/elt/resultfor extra practiceactivities
wwwoup.com/elt/teacher/resultfor extra teacherresources

m T14
 Warmer
Rememberwho
Readout or write sentencesr-ro below on the board from Unit r.
In small groups,studentswrite down who said or wrote them.
Studentslook through the unit to checktheir answers at the end.
1 lm 24 and single. 2 I calledat your flat today but you wereout.
3 Couldyou work a bit later tomorrowevening? 4 In Britain,shaking
handsis quite common. 5 Who are thosetwo people?
6 Whichonesdo you want? 7 Why don't you comeroundfor
dinner tomorrownight? I I neverintroducemyselJwith Mr and my
surname. 9 That'stheking and queen. l,aI thoughtyou askedme
to wait.
l Wanda 2 Warren 3 Mr Robbins 4 Greg(Brown)
5 Barbara 6 the greengrocer 7 Tina 8 GregBrown
9 the museum guide 10the recruit
I Grammar
I Subjectquestionsan<iobjectquestions 1rrexercisei3
Warm-up: Sayone or two sentencesfrom the exercise,mumbling
the missing word to elicit a question from the students.Review the
grammar box on >>p:7if necessary.
Set-up:Direct studentsto the example.Ask l,4/haf'sthe tenseof the
frst sentencein?(Presentsimple.)And the second?(Presentsimple.)
2 Who lovesWanda?
3 Who left a messagefor Fatima?
4 Who did Roxettekiss on the cheeks?
5 Who doesTracythink is nlce?
6 Who wants to seeWandatomorrow?
7 Who calledWanda (to invite her to dinner)?
8 Who did Warrenvisit yesterday?
9 Who saw WarrenoutsideWanda'sflat?
10Who doesMrs Mirren live with?
Follow-up:Put students into pairs to ask questionsabout the
peoplein their answersto the Warmer.Give them time to write
questionsand monitor and checkfor accuracy.
2 Ref,exiv: pror'-cuns18 ere:cise12
Warm-up:Sayone or two reflexivepronounsfrom the grammar
box on >>p.9 and elicit othersaroundthe class.
Set-up:Go through the instructionsand exampleas a class.
2 themselves 3 yourself 4 eachother 5 himself
6 eachother 7 ourselves
Follow-up:Studentswrite three similar sentencesand swap with a
partner.
3 Presentsimple and continuous 1Cexerci;e9
Warm-up: Direct students to the painting and elicit f,ve words they
think might appearin the text. Write them on the board and ask
studentsto readthe text to seeif they were right.
Set-up:Checkvocabulary in the text as necessary.
2 like 3 shows 4 's wearing 5 's playing 6 seems 7 feel
8 know 9 see 10 'm learning il has
Follow-up:Studentsuse the photos in Pairworkon >>p.rz6 and
>>p.r33.In pairs,they describea personfor a partner to guesswho
it is.
T15 nl
! Vocabulary
4 2, 3
The peoplein rny life 1A exercrses
Warm-up: Draw three columns on the board: male,Jemale,or either.
Add one examplefor each.Booksclosed.Set a time limit of about
9o secondsfor students,in pairs,to suggestwords for eachcolumn.
Write them on the board.Checkunderstanding.
Set-up:Readthe instruction.Do the exampieas a classto check
studentsunderstand.
2 widow 3 aunt 4 colleague 5 brother-in-law 6 cousin
7 neighbour 8 acquaintance
Follow-up:Studentswrite the names of six peoplein their lives.
They work with a partner and ask eachother about the people.
Monitor and give extra pronunciation practiceif necessary.
5 Ways cf greetirig 18 exercise1
Warm-up: Booksclosed.Write the title for the exerciseon the board
and elicit different ways of greeting.
Set-up:Checkstudents rememberthe words in the word pool. Do
the exampleas a class.
2 shake 3 hug 4 kiss,cheeks 5 put, shouider 6 wave
Follow-up:Put students into groupsof four. Ask each pair to mime
ways of greeting,for the othersto guessthe phrases.
5 Position ,C exercise4
Warm-up: Write the name of a student on the board and ask l4lhere
is he/she?Elicit answers around the class.Monitor for accuracy
and correctif necessary.
Set-up:Go through the instructionswith the class.
2 in front of 3 to the right of 4 at the backof
5 at the front of 6 in the middle of
Follow-up:In pairs, students copy the diagram from Posifionon
>>p.ro and write nine numbers in different places.They exchange
diagrams with another pair who write phrasesdescribingthe
positionof the number.Pairscheckeachother'sanswers.
7 ldisunderstanCingslD exe:cise,0
Warm-up: Write these words on the board: understand,I, don't,
meant,thought,you, sorry,said, see,pardon,misunderstood,
oh.
Studentsmake Misunderstandings phrasesand checkon >>p. 12.
Set-up:Ask students to read the sentencesquickly and to explain
the misunderstanding.(A wantsa pot of tea,B thoughtA wanteda
pot oJcheese.)
3 A Pardon?... 4 B We don't sell 5AOh,Isee
...
6 B Ah, I misunderstood
Foilow-up:Studentswrite a jumbled conversationfor a situation
on >>p.rz6.They swap exercisesand then
in Misunderstandings
correcteachother'sanswersat the end.
Early finishers
StuCents revre',.'lLe unit anCchcoseten rvordsihel' want to
rernernber fcr tr..erex: :iass.Theydra.v,'three :oiumnsand w:ite
ihe rvc:ds ln rhe irsi columrL.Theywrite a translaticn:n th.e
secondanCar. exa.rr,.ple senteir:ein th.ethild,
How to talk about your background

f,rientation Vocabulary peopleand places

fl
l: rtext
Go through the instructions and ask students for one example
.- ::.rs lesson,students will practise talking about themselves,
' - =-: ethnic background and placesthey are from, for the first two columns to check they understand the titles.
Students continue in pairs. Monitor and help as necessary,
:.::le and placesdescribesthe person in photo and gives a iist of
3 checking students are using capital letters.
- ::s of information about people.
- . :aptioned photos show indigenous people religious groups: Christian, Musiim, Jewish
from different parts regions/parts of continents: Central America, the Middle East,
: ::.e world.
the South Pacific,East Africa
rrguage countries: Guatemala, Tanzania
thebeforegeographical
names Set a time limit of about three minutes for students to add
peopleandplaces: environment, ethnicbackground, gender, more examples to each column. Encourage students to use their
group,nationality,(partof) continent,region,religion dictionaries to check any spelling they are unsure of.
Ask around the class for suggestions.
ethnicbackgrounds: Aymara,Bedouin, Berber,
lnuit,eIc.
countries,
regions,continenls:Bolivia,Central
America,the Direct studentslo Peopleand placeson >> p.r6 and tell them
MiddleEast,etc. to read the text to answer the question (photo E).Ask students
religions:
Christian,
Muslim, eIc. to compietethe information in the box. Monitor and help.
people:beads, re:'
fur coat.headsco,,r.
cloth,decorated, e:lcc:raEr:.qs':uder.tst: use :he :all:cis u:.de: tl^.ephclo.
mud,spear,tattoos,tribe
places:mountatnrcnges. 3; :-.;e:aa.s',,,-e:s:,s a :^:ss :a.::.<-:.:-::-::::.:s ::.:ers:ard ihe
ocesrt3.:,
other:a workingclass,ian'; aa:e;c:1''.';:::s. I ::.- ::.:'..,':::s a:.: : :. :a s3:
i
tnird,< roromanrt r'l:, rt.r'rt r- ^cl r r E,r
- : ul
^ - r : _,_* :.- - :

mountains,traditional (part of) continent: \::.:

andplaces
capitallettersfor countries country: Morocco region
Stammar:presentsimpleand continuous
Extra activity
spe lling c andg ' , r ,, . lz, . r 2A. 3
a ndpr onunc iat ion:
Booksclosed.Usethe captionsto review indefir.::: ar-:-:s :
an.Describethe peoplefor studentsas a classto cail our a cl
'-: product
an, e.g.T AymarawomanSSan T Berberman SSa etc.
- .;l if all together,students work in small groups and use their
' 4 Go through the instructions and the example.Point out that
-::; to grve a short factuai presentation about themselves and
'=.: rackground.Their presentationis basedon audio script 2A.3 maybeis usedto indicate that the speakeris guessing.Do one
- )> P.151. or two photostogether as a classand put studentsinto pairs to
continue.Seta short time limit to keepthe paceand monitor
?:eparation and help as necessary.Ask for suggestionsaround the class
and tell studentsto make brief notesby the photos.Do not
--
-: :: cf three famous people your students will know if you plan comment on suggestionsat this stageas the activity prepares
. :: :he Warmer.Use the categoriesrn Peopleand placeson >>p.r6 studentsfor the listening sectionthat follows.
- - : :--ake a note of their details. Take dictionaries to class.

il'armer
'
,- ..:dents into small groups.Readyour descriptionsof famous
.: r.: f,rrd
- ask students to guess who they are. Tell students
'.: .a:h group can askyou questionsor to repeatparts ofthe
- -::::.atron. Seeif students can tell you anything more about the
:': , :. cr place they are from.
- -. --ow to talk about your backgroundon the board.
! tisten for key words
In this section,studentslisten for key words in short description
texts.
5 2A.1Readthe title of the sectionand ask studentswhen they
would listen for key words and phrasesin real life. (Tofind out
specificinformation,e.g.listeningto a voice-mailmessage)"fell
studentsthat key words and phrasesare usuallystressedand
so are easierto understand.
Gothrough the instructionsand play the audiofor studentsto
underlinekey wordsas they iisten and to answerthe question
(photoz).Remindthem not to worry aboutcorrectspeliing,
especiallyof placenames.After the listening,point out that,
by understandinga few key words,studentswere ableto
understandwho was being described.
key words:woman,LakeTiticaca,Bolivia,(black)hat, (cloth)
L^^ A,.-
u d E,, Ay r t td^r - ^d

T16
 Teaching tip
Drawing students' attention to using the same strategiesth:i
they would use in their Lt helps build confldence and increase
motivatron. ]t will also help students to become more self-
reliant eventually.
1l Readthe instructions. Ask students to read the text and check
any vocabulary. Point out the use of the present simple tense
for states and repeated habits. Put students into pairs to decide
how the letters in green are pronounced. Monitor and help as
necessary.

2A.2Tell students they will listen for key words in nine short 12 2A.3PIay the audio, pausing as necessaryfor students to check
descriptions.Go through the instructions and play the audio. their answers.
Pause after each description and elicit the photo number. Ask Extra activity
students to put a tick by their guessesin exercise 4, but do not Studentstake turns readingthe text and checkingeach
comment on this at the moment. other s pronunciation. Monitor and give positive feedbackfor
a3 b4 c1 0 d 5 e6 f7 g8 h1 i9 rntelligrblepronunciation.

PIay the audio again for students to find one piece of extra
information for each photo. Direct students to audio scdpt 2A.2
on >>p.151to check their answers and the notes they made in
exercise 4.
Extra help
Ask students to underline two new words in each description
in the audio script. In pairs, they look at photos r-ro to see if
they can guessthe meaning before checking in a dictionary.
13 Go through the instructions. Books closed.Put students into
pairs to take turns to make statements about Gerry. Elicit
suggestionsaround the class and monitor pronunciation and
accurate use of the present simple tense. Give extra practice as
necessary.
Extra plus
Ask students to finci the words and and becausein the text.
In pairs, studentssee hcw many sentencesthey can make
about Gerry using the conjunctions.

? Grammar fhe before geographical names

L
8 Direct students to the headings of the two columns in the
grammar box. Check vocabulary. In pairs, students write the
names of the places in the box. Ask for volunteers to give
answers and point out the exceptions below the box.
use the before: mountain ranges - the Alps; rivers - the Nile;
oceans and seas- the Atlantic; island groups - the Canary
islands; deserts- the Arabian Desert; some countries -
the United States;some regions - the Far East
don't use the before: single mountains - Mount Everest;
countries - India; continents - Asia; single islands -
North Island; cities - London; lakes - Lake Victoria
9 Go through the instructions. Use the example to demonstrate
that students should use 'environment'words like lcke or
mountain and the information in the grammar box to help
them work out the answer. Monitor and heip as students
continue individually. Nominate students to give answers.
2 The/the 3 -/- 4-/- 5 -/the 6 -/the 7 -/the
8CD Put it all together
14 Readthe instructions and check students understand the
categories.If your students come from the same piace,
encouragethem to add more personal details. For example,
for interests, students could add places they have visited and
people they have met. Monitor and help as necessary,directing
students to the text in exerclserr for ideas.Give students time
to rehearse,mumbling presentationsto themselves before
doing exerciser5.
15 Put students into small groups.Tell them to make a note of
similarities between themselves and others as they listen to
the presentations. At the end of the activity, ask for volunteers
to report any similarities to the class.
Student performance
Students should be able to give a short, factual presentation.
You can use this checklist to monitor and sive feedback or to assess
students' performance.

Extra help
Content talkaboutmostofthetopicsin People
Dostudents and
4
exercise
Dlaces?
Books closed.Chooseflve geographicalnames from exercise
8 and make anagrams- Put students into pairs and set a time Grammar usethepresent
Dostudents simple
tense
appropriately?
limit for them to write the names on a piece of paper. Pairs
13
exercise
swap pieces of paper and correct each other's answers. Pronunciation Dostudents
mostlvDronounce
c anda clearlv? 13
exercise
Extra plus
Give students time to study the vocabulary in exercise 8. In I can talk about my background.
pairs, students take turns to test a partner. Student A says a Students tick on my own ifthey have given their presentation
category. Student B says a place. using their notes. They tick with some help if they have looked at
the text in exerciseu occasionallvfor ideas.
Early finishers
p Spelling and pronunciation c anrdg
Students choosei''r'i :ategoriesfrom exerciser4 and
1O Readthe title of the section.Ask students if spelling in English repeatexercrser5
always represents pronunciation. (No./ Tell students that the
pronunciation of the two letters changes, depending on which
letters it comes before. Go through the information in the box Additionalmaterial
and point out the exceptions. Do the activity as a class.
':' ... t'a gracticeactivities
www.oup.com/elt/result
the letter c before e, i, y: city, place www.oup.com/elt/teacher/resultfor extra teacherresources
before any other letter: country, Africa
the letter g usually, gender,religion
before any other letter: background, group

n7 2A
How to talk about tourism

l:ientation Reada newspaperarticle

fl
- -:.:ext
In this section,studentsscana newspaperarticlebeforereading
- -: -' lesson,
studentspractisetalking aboutaspectsof tourismin
' - '
for detailand interpretinginformation.
-.ttntr\r nY rFoinn
-' I Gothroughthe instructionsand checkvocabulary. Monitor
:.:adline in the article on >>p.r8 describeswhat Chinese
- and help as studentscontinuethe activity individually.Put
. ' .= : s t end to b uy in Britai n ( s hoes )what
, t hey ex pec t t he
studentsinto pairs to compareideas.Elicit suggestionsaround
..::.er to be like (foggy,based on Britain at the time of Charles
the classand write suggestions on the board.Studentscan
, .,:rs) and mentions'the big stupid clock' (which comesfrom
'. referto theseif they needhelp for exerciset7.
-:inese fo r Big Be n,Da Ben Zhong) .
- -: rccompanying photos show Chinesetourists and tourist sights 2 In pairs,studentsmake a similar list for Britain.Put pairs
-.'.' :end to visit. of studentstogetherto comparelists and askvolunteersto
give suggestions.Encouragestudentsto add commentsand
- . :: try explains some key vocabulary.
exchangeopinionsas you talk about eachtopic.
lJture note
-- ::types are often based on perceivedrather than real 3 Direct studentsIo Chinese tourists...on >>p.r8.Ask them to
look at the picture and headline and guesswhat the article is
: - :'.'ioursof groups of people.Theseideastend to be applied
about.Elicit ideas,but do not comment at this stage.Readthe
.' :ronalitieso r gro up s a s a whole, whet her t hey ar e t r ue o r
' - Lesearchhas shown there is often no correlationbetween instructions and ask studentshow they are going to read.
(Lookquicklyto fnd examplesof the wordsin exerciser.) Set
:'-:,V€d cultural characteristicsand indivtdual identtties.
a time limit of about three minutes to encouragestudents
::.guage to scanthe text, ignoring new vocabulary at this point. Ask
volunteersfor examples.
'r(usSrammar adverbsoffrequency
::<uswords adverbsof frequency:always, often,quiteoften,
usually, books:OliverTWist clothes:raincoats,shoes
sometimes, rarely,
hardlyever,
never famouspeople:Winston Churchill,Karl Marx
food: Chinesefood geography:the south east,abroad
ie<ognition wards:crowds, old-fash
ioned,papercut-out,
stereotypes, placesthat tourists visit: BuckinghamPalace,the Housesof
€(abulary tourism.well-known.visa
phrases:countryoforigin,hurryup Parliament,Big Ben
souvenirs:not mentroned weather:fog
?:<ycled words:abroad, attraction, foggy,sight,sightseeing,
expect,
E'rguage rs,tourguide,tradition
souveni 4 Gothrough the instructionsand askrvho theyrc'ttem I refers
phrases:I think..., maybe...
I don'tthink..., to (Chinese tourists)Pointout the glcssa:vat the end of the
gammat:present simple :1^.::.asslc cemonstrate
article.Do the exar.p-e',.,-::r-. the
.Asks::ie:,is:o :eac l:err.sz-6 and checkvocabularyas
actr.,'1tv.
."arguage note recessa:r,'. ano i",elpas studentscontinueindividually,
-\"'r3n::cr
-. . ' :rbsof f r eq ue ncycan be pl. r t eJ ir - . : - , . : :....- naki:'g a ncie of any problemswith word order.Do not correct
- . . sentenced, ep en din gon t he t ' ": : ' i: ' : : . . : . , - l- : : - : - . '- -- - . r . : - r..istakesat this point as this is the focusof the next section.
- - : ' posit ion,be forethe ve rb : : : ' i- r r i , t : l- = ' . ' = : : - ' . r : . : . : - - - t. ,. . . . : Go over answersas a classand checkany new vocabulary.
-
-..redlater in the cour-se 2 usually 3 always 4 quite often 5 always 6 rarely
i:.C product Teaching tip
?Lt it all together,students descnbetyprcal or famous things Reviewthe differentreadingstrategiesstudentshave used.
, - :'lt their country or a region of therr country. They rehearsethe Point out that beforewe readnewspaperarticles,we normally
,::>entation before giving it from memory. The presentationis usepicturesand skim and scanto get the generalideaof
:.,:C on audio script 2B.2. content,beforereadingin detail.Reflecton how thesestages
haveheipedstudentsgain an understandingof the newspaper
?reparation article and commenton their success.
-.- Readquestions1-5 as a classand checkvocabulary.Ask
-:.k aboutclassroomorganizationfor exerciser5. 5
studentsto readthe text again and answerthe questions.
Warmer Monitor and help as necessary.Nominate studentsto give
answersand usethe line numbersto help the classlocate
:
-: students into teams and ask for the name of the following relevant information. Do not overcorrectfor accuracy,but help
:,':es in London. t The home of the royalfamily? (Buckingham studentsget their ideasacross.
- : ;:e) z An old palace and prison where the Crown Jewelsare
,.::' (The Towerof London) j Where Charlesand Di were married? 1 Shoessizesare often differentin differentcountries.
,: .-tul's Cathedral) 4INhere the government sits?(the Housesof 2 Visarules have changed;the Chineseeconomyis strong;
- ,':ament) 5 A famous clock?(Big Ben) 6 Wherepeopleparty on there are more direct flights.
'. ... 'iear's 3 Theythink Englandis the still the sameas it was when
Eve?(Trafalgar Square) 7 A ferris wheel with a view of
- .' tcn? (TheLondon Eye) 8 Whereyou can seemodels of famous CharlesDickenswas writing.
.. : :.e? (MadameTussauds) 4 Thetext mentions'lesswell-known sights'.
5 Theylike to buy famousmakes,e.g.Burberryraincoatsin
, -.--.eHow to talk about tourism on the board. +h o n n r r n +r r r nf nrir
- , - . 'g l n .

T18
 Extra activity
Put studentsinto groupsto talk aboutstereotyping.AskDoyou
think that all Chinesetouristsbuy exactlythesamethings?What
do peoplefrom your countrydo whentheygo on holiday?
Do theyall go to thesameplace?Do theyall do thesame
things?(SeeCulturenofe.)Ask studentsto dectdeif the article
stereotypes Chinesetourists.(Notreally,it useswordsand
phraseslike:someof them, hardly ever,sometimes,often,
usually,quite often,rarely.)
5 Put studentsinto pairsto answerthe question.Ifthey have
beento Britain or are studyingin Britain,they can talk about
what they havedoneor did. Monitor and help as necessary as
studentsdiscussthe topic.Ask for volunteersto tell the class,
and encouragestudentsto comment on eachother'sideas.
! Grammar adverbsof frequency
Go through the instructions and direct students to the Iast
column in the box. Ask them to read the phrases.Check
understanding and elicit or explain that the final words in
each line rhyme and that the completed text is a poem about
tourists in Britain in generai (not the Chinesetourists in the
article). Students do the activity individually before comparing
in pairs. Do not go over answers at this point as they will listen
to check in exercise8.
2B.1Play the audio for students to listen and check answers.
usually often sometimes never
PIay the audio a secondtime for students to mumble along
with the recording. Tap out the rhythm if necessary to
encouragestudents to keep time.
Extra help
Students read alternate lines, in pairs or smaI1groups.
10 Go through the instructions and do the activity as a class.
1 before 2 after 3 after
ll Readthe instructions and sentencesr-6 as a class and check
vocabulary. Monitor and help as necessary before students
compare their ideas in pairs. Go through each item as a class,
asking for volunteers to explain their sentences.
Extra plus
Students write a short verse about visitors to their country
uslng exercrse7 as a model.
F
tL
Listen for detail
-n this section, students listen intensively to short descriptions of
:c'.rr countries.
12 28.2Go through the instructions and ask students to read and
-:sten to the flrst clue. Play the audio and pause at the end of
:::e f.rst clue.Ask students which words give them clues about
:ountry (mountains,famous, Eiger,Matterhorn).
-.:
1-: :i-,:ough the example conversation as a class, pointing
: :: --l'.e.;se of I think, maybe, and I don't think as phrases to
-:::: j:. cpinion. Continue with the audio, pausing after
--': : :r: :-,,"-:clues for the first country. Give students time
:: :-.r::-r:,:: -:eas and elicit suggestionsafter each one. Piay
--:: :-:-: ::r.tinue with the activity. Elicit and confirm
L-j4-:--: ::-.:--:: ::.: :f each set of three clues.
-19 !l
Teaching tip
At the end of the activity, point out that sometimes the main
topic is not clear at the beginning of spoken or recordedtexts.
Explain that it's a good idea to ihink about the general idea
flrst, and to continue listening to confirm an idea.
t3 Direct students to the topic words in exerciser. Tell students
to listen again and write the topic words for each country. Go
over answers as a class or direct students to audio script 28.2
on >>p.15rto check answers in pairs.
1 geography,food, souvenirs 2 food, placestourists visit,
famous people 3 geography,famous people,placestourists
visit 4 food, placestourists visit, famous people
t4 Read the instructions and example to demonstrate the activity.
Monitor and help as students continue in pairs, checking they
are using note-making strategiesfrom Unit r.
15 Put students into groups of four and remind them to use
frequency adverbswhen they describetheir countries.
Encouragestudents to repeat words and phrases to check they
have understood correctly.Monitor and make a note of any
problems with uses of frequency adverbsto go over as a class
at the end. Grve praise when students give interesting clues.
Extra activity
Studentsrepeat::.t activity with a different pair.
BC Put it all together
16 Go through the instructions. If you have a monolingual class,
ask students to choose a region of their country. Tell students to
think of three or more clues and monitor and help as necessary,
checking students are writing notes rather than full sentences.
17 Put students intc pairs to do the activity. Tell the students
who are listening to make a note of the topics in exerciser as
their partner gives information. Students tell each other which
topics they ta.xed about at the end and see if they were correct.
Student performaace
Students shcuri be arie tc elve a short factual presentation from
memory.
You can use thrs checklist to monitor and give feedback or to assess
students performance.
Content talkaboutthreeormoredifferent
Dostudents topics?
15
exercise
Interaction askforrepetition
Dostudents orclarification
if necessary?
l5
exercise
Grammar mostlyuseadverbs
Dostudents offrequency inthecorrect
position?
exercise
1l
I can talk about tourism.
Students tick on my own if they have given two or more clues
without using their notes. They tick with some help if they have
looked at the board once or twice for ideas.
Early finishers
In parrs, students repeat exerciser7 without their notes. Partners
make a note of how many frequency adverbs they used.
As a follow-up project, students could do some Internet research
to find out more about another place.
Additionalmaterial
for extrapracticeactivities
www.oup.com/elt/result
wwwoup.com for extrateacherresources
/elt/teacher/result
How to describeobjects

Srientation Readfor detail

I
I ::.text
- ---:s lesson,students will practise describing objectsthey don't In this section,studentsreadshortdescriptions
for gist and detail.
.---,'.'thewords for. 1 Readthroughthe instructionsand examplesand check
- -: rruseum catalogue describesflve artefacts from different vocabularyas necessary. Put studentsinto pairsand set a two-
, -:.lries. The names of the atticles have been removed.
or three-minutetime limit for them to continue.Draw three
: -::cs a-l show different obiects from around the world. columnson the board and elicit suggestions.Write the words
on the boardand checkany new vocabularyas necessary.
rguage
Suggestedanswers
axus words material:leather,
rope material: cloth, plastic, glass,cardboard,china
shapeand size:curved,Jlat,long,narrow,round,wide shape and size: square thin, round
partsof an object:handle,side,top (part) parts of an object: leg, top, bottom
:xus phrases statements:
a kindof,covered
with,lt's...usedas,looks
like, Go through the instructions with the class and direct students
madeof, usedfor to photos a-l on >> p.zo. Elicit or give the following phrases lt's
questions: Whatdoesit looklike?,
What'sit used
for?, made of ...,It's got ...,It's usedfor ... and write them on the board.
Where'sitfroml, etc.
Do one or two examples together to demonstrate the activity.
iecognition words:animolskin,baseballglove,dish,driedgourd,drum,
Go through each item in turn, eliciting suggestions and helping
'.(abulary fshing Jloats,hollow,matdcupandstraw,metalplates, students to get their ideas across.Do not expect students
potatomosher,silver,surface,tube,woodenheadrest
phrases:insteadof to name the objects in the same way they are given in the
answer key. Help students get the general idea across.
iecycled words:cordboard, china,cloth,container, glass,metal,plastic.
anguage square,thin,wood a fishing net b drinking gourd with straw c boxing glove
phrases: it'smadeof ...,it'sgot ...,it'sused
for ... d antique potato masher e leather wine drinking pouch
Srammar: wh-question forms f wooden African three{egged stool g glass fishing floats
'onunclauon stressof prepositions: What'sit usedfor? h: lt'susedfor h ceramicvase i glassperfume bottles
cuttingfruit./fal 2C.1 I wooden African headrest k wooden African d:lr.
I baseball glove
..anguage note Readthe instructions and titles r,viththe class ir.:cu:ase
' :: grammar words (artlcles,conjunctions,and prepositions)like
students to use words or Dar:s c: ',.,-:r:s:i^.er--<:.:.,'.'::-.:ie
:. and, or, to, of are usually unstressed.This lessonfocuseson t i t l e s a n d t e x t s t o C c : : . e a : : : - , ': : ', 'l : : : : : : : : : : . . : : : : : e x : r r :.
- ;nstressedforms of for, of,from, an-das when thev :c:-:r .i ::'.. P '. e c e s '.i r t r . '- i . 2 J n '. : :>>
. p . 2 o a : . : : : : : . : : . : - . : - : : - . a s a :- a ss::
: :f a sentence. ae::. : l s: r a:e :i.e a:::','::'.' S:::e:.:s a: :r:::. ;e :.n:';duaiiy anci
::::.:e:e ::.:ails e-1'eans\yersancito
i.i product ^sk:::',':.::.:e:ls::
exp-a::','.-h:chrrlrds 3: pa:ls helped :her, find the answers.
- :'.tt it aII together,students,,vork:r.
8r3u9s.-ls-l-.l::.. :i::: s ::. ','.-:::e:. :ea::es: I 3ase'ca..C-:ve 3 ?oiatc Nlasher
:: 'lork on >>p.r27to ask questionsand icienttiy ar, c-:.e::.i:le,; -
( \lere (irerar
' .'.': rehearseda similar conversationin exercisers. * Frqhrno Fln:r< frrn :nd

Tell studentsto find one photo (a-l) to match with eachtext

?reparation
; ..: the Teachingtip afler exercise Familiarize yourself with the
5.
- ,:mation inPairwork, Object A >> p.rz6 and Object B on >> p.r33
" ,: =xerciser4. Take dictionaries to class.
,Varmer
- - - : se an item from photos a-l on >>p.2o. Tell students that you
. .: :ne of these objects when you were moving house recently
: - - :rey have to guesswhich one it was. Put them into two or
-::: teams to prepare five yes/no questions to ask you about the
: =:: Give students these categoriesto think about before they
-.- material,shapeand size,parts ofthe object.Tell them they can
- , iuess after they have asked all their questions.Teams take
-r:: to ask questionsand guessthe object.
: -.=llow to describeobiects on the board.
on >>p.2o.Nominate studentsto give answers.Referto the
information in the texts to help studentsunderstandany
mistakes.
lj 21 3d 4g sb
To demonstratethe activity, write the word tubeson the board
ask studentsto find it in text z on >>p. zo. Ask studentsto
readthe first two sentencescarefully to underline clueswhich
would give them an idea of the meaning of the word. (Clues:
kind of glove,Ieather,
Jourfngers and thumb) Ask studentsto
repeatthe activity with a different word beforecheckingthe
meaning in a dictionary.
Teachingtip
Put studentsinto pairsor small groupsto tell a partnerabout
the word they chose,how they guessedthe meaningand rf
they were (moreor less)correct.Studentsmay be awareof
somestrategies for guessingthe meaningof words By gi'.'.r;
studentsthe opportunityto exchangeideas,they might ler::
otherways of guessingthat are suitablefor wordsin cirfe:::.:
contexts,e.g.usingpartsof words,lookingat Ianguage er::.t:
sideof an unknown word for cluesor to seeif the ',..'crc;s :;::
of a phrase.

T20
 ! Vocabulary phrasesfor describing objects 12 2C.2Go through the instructions and play the audio.Play the
audio a secondtime if necessary.
Go through the instructionsand the exampleas a class.Ask 13 Ask studentsto read questionsr-5 and checkvocabulary.Ask
studentsto read sentencesz-6 and checkvocabulary.Tell studentsto answer the questionsfrom memory and compare
studentsthat they might flnd more than one possibleanswer answersin pairs.Playthe audio again if necessary.
(especiallyif they usetheir imaginations!).
Monitor and help
Nominate studentsto give answers.At the end, askIn which
as necessaryas studentscontinueindividually.Nominate
other country do peopleuse thesecups?(Brazil.)Do you think the;,
studentsto give answers
havethe sameproblems?lMhy?Why not?
Suggested answers
1 the southof Brazil 2 mixing sugar
2 b , e 3e, h, i 4k 5 c ,1 5 f:
3 you get the (tea)leavesin your mouth
Tell studentsthey will find the phrasesin greenin morethan 4 it will fal1over (soyou don't put it down)
onetext. Monitor and help as necessary, showing studentsthat 5 put more hot water in the cup.
sometimesthey will have ic lo:k acrossa coupleof wordsto
14 Go through the instructions and direct As to ObjectA on
flnd the phrase,e.g.in text : userhisglovefor).
>>p.126and Bsto ObjectB on >>p.r33.Monitor and help
1 made of: :3x: -
-
:' studentsmake notesto answerthe questionsas necessary.
3 use d as,:::i: - i = 15 Gothrough the instructionsand put studentsin pairsto take
5 kin o :: :.i.: : : : turns and do the activity.Remindthem they can repeatwhat
Readthroug:. ::.: ::.s::-i:::::.s a:.: ::.e :xa::-:.e as a c-asst: th.eythink their partner saidto checkthey haveunderstood
demonstla'ie ::-e a:::-,-::'.'i:.::.< s:::::-:: i:.;ers:aa.1 :i.e ',r'crd Ask studentsto point out the objectat the end of
correct^y.
nrlinrr. a''.-'_'_
r...-,,.-----.
i:-__ __ _:r _ricrtrfrr
- , : : . : : : - i a- _: _-_i: : : : : : . ev _- . ..- *- . . . . - r eachturn.
the o':'ec: ; Extra plus
Ask s:;::r.:s :3 :eaa ::en^s2-4 and check vocabulary before w n:e f pa:.::l :i ' .;::r:l ar to Obj ect
S tuderrrs A on >>p. 126and
ther' :::.:::.'-i: -r. pairs. i\lonitor and heip as necessary.Ask ObjectB on >>p.133 to iescr.L,e or.eof the objectson >>p.2o.
f:r '.'oj::.:eers tc explain the difference between the pairs of Therr
----J
reed
----'
thc
-..-
de<crir-
_-----/LIUjl ^* t-'
:Ul -L
.ILtr Lld>> -"^lc
LU BUtr)J the nhieei
(rLL VUJLL(.

serite.,ces.Point out or eiicit that the phrases used as, Iooks like,
m.adecj, and usedfor are very useful when you can't think of
or don t know the exact words or name of something. BC Put it all together
I b lr rsnt a glove,but it looks similar. 3 a Onlythe outside is
rnade of leather. 3 b The whole object is made of leather.
15 Direct studentsto Guessthe Objectson >>p.122.Go through the
4 a It isn't a water carrier but it can contain water. instructionsand put studentsinto small groups.Givethem a
short periodof time to choosethree or four objectsand think
2C.1Draw two columns on the board. Write the title and copy aboutthe answersto the questionsin exercise14.Students
the first example from each column. Read the instructions. continue,guessingthe objectfrom the labelledphotos.
Play the audio and underline the stressedprepositions in each
Student performance
column as students listen.
Studentsshouldbe ableto give short factual descriptions.
Play the audio a second time, pausing after each sentencefor
students to repeat. Monitor and nominate individuai students Youcan usethis checklistto monitor and give feedbackor to assess
to say sentences,giving extra practice as necessary. students'performance.

Extra help Dostudentsanswertheirpartner's

questionsappropriately
14
exercise
Choosesome items in the ciassroomand ask studentsto ask
you questions using the questions in the flrst coiumn in the Dostudentsmostlyanswerquestionswithouta lotof
box in exercise 9. Students repeat the activity in pairs. hesitation?
exercise
10

lO Put studentsinto pairs and nominate one pair to readthe Dostudents

usedifferent
sizeandshape
wordsto answer
questions? 2
exercise
example.Direct studentsto the photoson >>p.2o and the
phrasesin exercise9. Remindthem to pronouncethe preposition
appropriately.Givepositivefeedbackon pronunciation. I can describeobjects.
Studentstick on my own if they have answeredquestionsto
Extra activity describetheir objectusing their notes.Theytick with somehelp
In pairs,studentstake turns to sayflve sentencesaboutthe if they have iooked at the phrasesin the box in exercise9 a few
items on >>p.2o.Their partner guessesthe item. Theylook at times for help.
the sentences in exercise6 to help with ideas.
Early finishers
Studentsthink of objectswhich are typical of a placethey know
Listento a descriptionof an object (eithertheir country or a regionof their country,or another
C
rb countrythey know).They make notesand describeand explain
In this section,studentspredictwords they expectto hear in a what they are usedfor. Othersin the groupdecidewhich objects
conversationbeforelistening to checkpredictionsand noting arethe strangest,most useful,or most interesting.
detail.
11 Readthe instructionsand direct studentsto photo b on >>p.zo.
In pairs,studentswrite six words they expectto hear. Additionalmaterial
Extra help www.oup.com/elt/result
for extrapracticeactivities
!--,.: s.:ggestlonsaroundthe class.Write them on the board www.oup.com /resultfor extrateacherresources
/elt/teacher
::: r.r: ::.e classto vote on the best Sixwords.

- :' 2C
 to tell an anecdote

**F? - AYl

fl Readan anecdote
In this section,studentsskim the first part of a text for specific
- .-
l
-::::; '.'.'rllpractisetelling anecdotesusing the information.Theypredictthe contentofthe secondpart, before
:-: ::!: ::r.tin uo us . readingto confirm.
:
-:: . ---:s:rate the main events in the story Culture
Gothrough the instructionsand the example.Put students
:=: j:r.3n Kerrigan, describescultural mistakes he
into pairs and monitor and join in with the conversations.
.::.^r::.: ',vith his friends in Japan.
Nominateindividualsto tell the classabouttheir experiences
: . : .: l:me expressionsare grouped according to three
-=:=:::r^.g
and help students get their ideasacross.
to periods of time, reiating two events or
' ' -:
--....:- : tn ti me and scnr r encinq er r ents Readthe instructions. Ask students how they are going to read
the text to find the answers.Quicklyor slowly?(Quicklyand then
slowlywhen theyfind wordsconnectedwith the idea.)Go over
: ; s t s im ple
andp a sct o n ti n u o u s answers as a classand help studentswith any new vocabulary.
: mephrases: a bitlater,
a couple ofyears
ago,aftersome bad thing: had a cold goodthing: learnt to use chopsticks
c,actice, beforeit gotcold,duringthefrst week,fora quickly
noment/while, in theevening, whenI returned
Direct studentsto the photos and tell them to coverpart z of
,,'tords: chopsticks,cultureshock, tissue
the story.Ask them what they can seein eachphoto and write
phrases: blowmy/your nose, pleased
bowlof rice,feeling
useful vocabularyon the board,e.g.chopsticks, bowl.
withmyself, in public,mynosewasrunning, Japanese-style
words:shoulders,beard In pairs,studentsguesshow they think the story will continue.
pastcontinuous a longeractionin
to describe Monitor and encouragethem to justify their ideasas they
Srammar:
progress,
regularand uregulor (asked,
pastparticrples invited, discussin pairs.Ask volunteersto explain how they think the
started,
went,knew,etc.) story will continue and why. Takea vote on the best idea.
time sequencers:
firsttime,then,nexttime,in theend, Direct studentsto part z of.CultureShockon >>p.z2.Readthe
questionsand checkstudents understand.Give students a few
conversation
markers: youknow,
well,oh,uhhuh,anyway, minutes to talk about the first questionbeforenominating a
mmm few studentsto sharetheir answerswith the class.
Direct studentsto the photos one at a time and elicit the events.
;"- f- : Ee notes
' a drinking tea b somethingfunny c a personblowing
-::su/f Pre-intermediate,students were introduced to the
:-: and past continuous when a shorter action interrupts their nose d leavingchopsticksin bowl of rice e a finger-
rinsing bowl
-:.:. Here,the past continuous is also used to set the scene
: :f a story. Readquestionsr-z and checkvocabulary.Monitor and help as
:: some languages use durlng to express how long necessaryas studentsdiscussthe questionsin pairs.
= took, rather than when it happened, e.g.they might say
Ask for volunteersto give their opinions.Monitor for the use
:) Franceduring two weeks.
of the past simple and past continuous and make a note of
any problems.Do not correctfor accuracyat this point as the
: ,- : tll together,students te1l a partner an anecCoteusing their grammar is studiedin the next section.
- , . ::
-ldents use conversation markers in audio script 2D.1.both
:..,::rs and listeners.
Grammar past simple and past
i:eparation continuous
: . :ve countries your students know about if you plan to Direct studentsto the first box and write the sente:.::-.:: -.::
' '-: ,Varmer(seebelow). Take recordersto classif you want to board.Underlinethe verbsand ask studentsto ice:.: '-,':: =
- . . : :.:,efinal activity. Take dictionaries to class. past simpleand past continuous.Labelboth ter.s='
Ask questionsto focus on the different mea:',:
/r aJmel
tenses,e.g.Whichverbtensetellsus about t'..e:
- := :he names of flve countries on the board, e.g.Alaska, France, beginningofthe story?(Pastcontinuous) !-:::: :: =, :
- ::-: Barbados and Australia. Pair the countries at random and dotsindicatethe contextof the story r',rir: ',';
.::lents for similarities and differences between them. at the beginning)and the arrowsi:::::.:: :::
-' .:;lents to imagine a person from one country went on story(whicharetold in the pasl s.:::.= :.:.'
' ::',' to one of the other places.Seeif they can think of any of eventsi nthe storyand mcr.::::::: ::::::: -j : :- - -
- : ::;:1ng storiesthe tourists might have to tell when they get simple, e.g.he blew his nosei::;.= ::: : -: ,i-- --- -':
' : , i ' a.C me.
- .--:
-iow to tell an anecdoteon the board.

T22
 i--r:e-p
- -:r-::-
: s . n t he boar d.
---::: ::-:::.:= :: i:- '-:: CultureShockon >>p.zzand ask
:j::- :: -:: . a:-: ;:.:er.ine examplesof the past simpleand
:::: ::::-:.-::: i^:crtanswersas a classand monitorfor
:i-,'.'regularand irregular past participlesand
, - - -r =,-.'--r:-,
.:::: :; :.:.:ssarv Ask studentsto continuewith Part z of the
:: ,.: -:.:--.--l-:a--v. studentscompareanswersin pairs.
l: :::::::r-. ::.e tnstructionsand do items t-3 in the first
:::::..:: :. ier,onstrate the activity.Ask studentsto read
::-= ::):: a:.1 :heck vocabularyas necessary. Remindstudents
::.': :.:t- :an find and checkthe past tenseand participlesof
:=::-:: a:.i irregularverbsin their dictionaries.Put students
-::: :a-:s to continueand monitor and help as necessary.
::.::l< arsrvers,readthe text aloud and pauseat the verb part
::: to call out the answersas a class.
'::cents
. .. , i 2 was re a d i n g 3 g o t 4 w a s w e a ri n g 5 stood
' : : : ing
: ,:.: 7 noticed 8 had 9 saw 10said 11had i2 sot
'I . --< o n i n o 1 4 rzme 1S r nr ac r r r nnino
Extra help
',',-:i:e
1 was coming to classwhen ... on the board. Ask each
-ldent to make a sentence about something that happened to
-:
::.ern one day.
C Vocabulary time expressions
Direct studentsto Timeexpressions on >>p.22to flnd and
underlinethe expressions in CultureShock.lf necessary,
write
the title of eachgroupof expressionsand copythe diagrams
on the board.Checkstudentsunderstandthe meaning ofthe
phrasesusing sentencesin the text, e.g.a coupleof yearsago
links now (whenthe writer wrote the text) to an unspecified
time in the past.
Elicit or point out that the extra facts help the listenerbecause
i nltrrl ininothtr
.,....o.'.. they make it easierto understandand more inlsrectino
Extra activity
Studentsusethe notesin exercisero and take turns to reteil
the story addingthe extra detail.
t2 Readthe instructionsand the words beforethe box. AskWhat
do they mean?and elicit or explain that theseare words and
phrasespeopieuse in conversation. Ask studentsto guesswhc
saidthem and comparein pairs.
13 Direct studentsto audio script 2D.1on >>p.151
to checktheir
answers.
story teller: well, anyway (threetimes),you know (twice)
Iistener:oh (Ohyeah?- twice, Oh no - once),uh huh, mmm
To
14 Do the activity as a class.Readthe instructionsand options
a-c. Ask studentsto saywhich option is best.Elicit or explain
why the other optionsare wrong.
b I n',ir.reres:ed
Extra activity
Readthe siorytelierrcle and askthe classto readthe listener
rol e.S tudentscorr.r.-: -:. :a::s.
BCD Put it all together
15 Go through the instructionsand explain to studentsthat
their storiescan be about everydayevents,e.g.problemswith
an umbrella on a rainy day or bumping into somebodythey
haven'tseenfor a long time. Incouragestudentsto checkthat
their noteshave answeredthe questionsand remind them to
use phrasesfromTime expressions on >>p.22.Givestudents
time to rehearsetelling their storiesfrom their notes.
16 Put studentsinto pairs to tell their anecdoteand to show they
are interestedlisteners.Checkstudentsswap roles.

Extra help Teaching tip

Substitutiondrill. Saythe following time phrasesfor students Youcould recordyour studentstelling their storiesand usethe
Io sayduringorfor: fve years,the summer,December, the night, recordlngsto discussaspectsof students'spokenproduction.
six weeks,threehours,a moment.
Student performance
10 Gothrough the instructionsand checkstudentsunderstand Studentsshould be ableto tell a short narrative.
the activity.Ask studentsto readthe sentences and check Youcan usethis checklistto monitor and give feedbackor to assess
any vocabulary.Readthe first few sentences to the classand students'performance.
eiicit suitabletime phrases(thereis more than one possibility).
Studentscompietethe activity in pairs. Monitor and help as include
Dostudents extradetails? 1l
exercise
necessary. Tell studentsto take turns readingtheir story.
Extra activity
Studentscan readtheir storiesin sma]lgroupsand vote on the showtheyareinterested
Dostudents listeners? 14
exercise
most interesting.
Extra plus I can tell an anecdote.
In groups,studentstell storiesfrom memory.Listenerscount Studentstick on my own if they have told the story using their
rhe numberof time expressions. notes.Theytick with somehelpif they have lookedaI Time
expressions onceor twrce.
Early finishers
f,) tisten to an anecdote Studentstel, their storiesfrom memory.
.:r.this section,studentslisten to a short narrativefor specific
:r.formationand to identify conversationmarkersusedby both the
speakerand listener.
Additionalmaterial
U 2D.1Go through the instructions.Readthe exampleand check
www.oup.com/elt/resultfor extra practiceactivities
understandthe activity.Ask studentsto readthe story
:ia-:. www.oup.com/elt/teacher/result for extra teacher resources
-;ients:n exercisero and to make notes as they listen. Play the
: r-r: S::rdentscomparein pairs and listen a secondtime if
":s=s-:--; )irect studentsto audio script 2D.1on >>p.r5rto
:flI _ir,_::S.
rlr-p-rtation
11rdrmr: a-:; LangUage
.rx :-* 3i:.::. s:udents write a story to describe an intercultural
1r:ti':b(: ::--:.:r personai or about someone else.
hrqtnF',words:barman,beer,pub
i Dhrases:
tableservice
words:abroad,Christian, colleagues,
container,
corner,ethnic
bockground,fork,gender,glove,handle,leather,pointed,pot,
: region,teabag,traditionol,troy
phrases: home-madefood, pickup
time expressions:lastyear,suddenly,
then,while
Stammar: p1stsimpleandcontinuous
llimr 3;g-;91
'r i.- : ,.. tcAether,students write a narrative of about
90 words
ur-:- -----:. raragraphs. They foilow the organization in exercise6.
-------; :eview each other's writing for organization and detail.
ffiarmer
,r^":: -':z,culturalexperienceand Britain and Brazil.Put students
-- : ':-:': groupsto discusswhat peoplefrom both countries
* -: :-:.i strangeor differentif they went to the other country.
u
---' = '::kespersonfrom eachgroupto tell the classtheir ideas.
, -': l-l:.t to write a descriptionof an interculturalexperienceon the
- 1. -! -:
f, Vocabularyreview
. l:a'.r' three columns on the board: people,places, things. Eliclt
example for each. Set a short time limit for students to copy
-::
-. tabie and classify the words. Check answers.
:eople: Christian,colleagues,ethnic background,Muslim,
.=:.Cer places: East Africa, region, The Middle East,tour
. -:de, tourist attraction things: container, fork, glove,
: ::.dle, leather. weather
I i::dents add three more words to each column. Monitor and
--:ect students to earlier lessonsfor ideas.Ask each student to
::-3osea word and to say which column it belongs in.
E
v
Readand understand a nauative
: :--,:ssection, students read a narrative for gist and detail.
! i.ead the instructions, stressingthat students should choose
:ie besttitle. Set a short time limit of about three minutes.
lake a vote on each title and nominate a student to explain
:heir answer. Help students get their ideas across.
- A Different Way of Doing Things. Option 1 doesn't cover the
=vent itself, and option 3 only refers to part of the story.
{ 3o through the instructions and example. Ask students to
:ead sentencesr-7 and check vocabulary. Monitor and help as
students continue individually. Check answers, asking students
:c explain why a statement is false.
2 False.(The story is about her flrst visit abroad.) 3 Doesn't say.
-i True. 5 Doesn't say. 6 False.(He pointed to the table in the
;orner of the room.) 7 True.
C Organizeyour writing: paragraphs
-- :his section,studentsanalyseparagraphstructurein a narrative
_- 3xerclse?.
Go through the exercisewith the class,referring back to
Monica's story in exercise3 to check students understand.
l three (Draw students' attention to what a paragraphlooks like.)
2 more than one 3 the context (Ask studentsfor examplesof
information that Monica mentions:the time and piace.)
4 the main event (Ask for a volunteer to tell th.."story.)
5 the result of the main event (Ask for a voluntee: t: say what
the result was: Monica learned what to do in th.e future.
Direct students to the three sections and check vocabulary. Ask
students to read the story again and identify the information
Monica included.
Para 1: the place,what I knew about the place before I r,,,-er.:
Para 2: what I didlsaid, what other people didlsaid
Para 3: what happened ln the end, what I iearned
f,) Get ideasto write about
Put studentsinto small groupsto exchangestories.Directthem
to the topicsin exerciser, and suggestthey look againat the
objectsin lessonzCto helpwith ideas.Oncestudentshave
chosenthe beststory they usetheir ideasto makenotesnext
to the headingsin exercise6. Theycan write their ideasas a
mind map.
Pair studentsso they are working with a student from another
group.They tell their storiesand, as they listen, make a note of
any details they want to know more about.Studentsanswer
their partner'squestionsand make notesto includemore
information about a topic.
BCD Put it all together
9 Students write their story of about 9o ..v:r:s i.::--::.r ir.€rri io
use the past simple,past contini.is a:.: :--.. ex::ess:3is.
lO Ask students to revreiv tl-.e::','.':-:-:.a::: :::a:- ar.: :rganization.
S u s s e s t h e v .'n :.."_
-_oo_-".'_,
; k : -.; : . : : = : : : : . ', ' : : . : : . ; : i a : : - a . : : i . e : e xt.
11 Studer,.ts s',1,'a:s:::-:s ::.: ::.-:.t: ,i::: a:.','enra ietail they
',y:a.::: <:.:-,'.'l:.:: ::::: : ::-.a:::a:-','e a:rncsphereand ask
>:j.13:.:s:: ::.::.-<e::: ::i.:: f-::::.ey have given feedback.
Student performance
5ir-icenissr.cu-ci'le ab.e :o prcduce a short, logically paragraphed
You can use this checkiist to monitor and eive feedback or to assess
students' performance.
Havestudents
included
enoughdetail?
followedthe paragraph
Havestudents 5l
in exerc,se
structure
I can write a descriptionof an intercultural experience.
Studentstick on my own if their partnerhas answere:).: -.. -.:.
questionsin exercisett. Theytick with somehelpt! ::.e': :.::: ::
changethe organizationor add moreinformaticr.
Eady finishers
S tudentsw ri te a second
draftof thei rsi ::' .'::: ...,-,..
Additionalmaterial
www.oup.com/elt/result-' .' -
w w w . o u p . c o m / e l t / t e a c h e . 'e s:-
2t T24
Warmer ! Vocabulary
Rememberwhere
4 Peopleand places2A exercise1
Ask students to write the name of the place from lessonsA-D.
Readsentences1-1obelow,for studentsto answerin pairs or small Warm-up: Saythe placenames on >>p.r7,exercise8 for students::
classify.
Sroups.
t Chinesetouristsgo there. z Peoplefrom this country call Big Ben'the Set-up:Readthe instructions and point out that there are two of
big stupid clock'.3 Peoplewho live in this country usea driedgourd eachof the things in the list.
with a straw to drinkfrom. 4 Peoplefrom this country sit and sleep nationalities:French,Moroccan religions:Christian,Muslim
on the samethings. 5 TheMaasaipeoplelive in this country. 6 In this continents:Europe,Asia countries:Argentina,Bolivia
country,peopledon't blow their nosesin public. 7 TheAymarapeople regions:The Middle East,North Africa
live in this country. 8 Youcanfind the Louvrein this city. 9 Thereare types of environment:mountain, desert
lotsof canalsin this city. to Theyhave 'tapas'in this country.
Follow-up:In pairs,studentswrite the anagramsof three places
l London 2 China 3 Brazil AZambia 5 Kenya 6lapa:. they know. They swap with another pair, who flnd the names anc
7 Bolivia 8 Paris 9 Amsterdam 10Spain saywhat type of piacesthey are.
5 Wordsand phrasesfor describingobjects2Cexercise6

1[ Grammar ',!a::r-up: Write sporranand samovaron the board.Ask studentstc

:se ihe phrasesin the exerciseto describeeachone.
I the beforegeographicalnames 2A ex:::..: S Se:jp: Ask studentsto readsentences r-7 and checkvocabulary.
Warm-up:Draw two columnson the boardanc -a:e- ::.:::- Srgges:s:udentsunderlinethe nounsto make it easierfor them tc
countriesand rivers.Put students inio sr'.all :ea:T.sa:.: ::: : :.'.': - ::':--< a'cci: lvhich phraseto use.
minute time limit for them to thir.k c: as ::.:.:.'.--.'.'--:::as :i-:"' for 4 usedas 5 lookslike
can for eachcolumn.Go over s''.ia;esl:::.s a--<1.-: :: '.::c:,::)
Jor mostcouai..s Asi a: : ::-.::::..: i:: i::::i: :'
(thefor rivers,
names,e.g.mountainrar.g:s s-:.:.: :--:-:.:a::-; ::::::: :-:::s ::: ::--:',.'='*: S::.l;er.tsrvcrk in groupsof four. Eachone choosesan
Studentsreviseti'.eE:a::.::.::l:r --:.>>P.17::i:::.-r: ! -::.:::-.;::-_. ::-e:: >>p.2ofor ihe cthersto ask questionsto flnd out what
S
J s Lp t _ sP l - ) r r;F :.--
t r. n . vv <.--=:.:: :: : :- ::- .
:: :: -:::.
6 ll :r.::--se,i
l:.::',eexp:essions
,r,-ar:r.-.rD:
)rarv ihree cclurnnson the board.Labelthem time
Foilc.,v-'::, S::::::.:; -,'.-:-:::: - t:::: : - a: e s : i e v
perioci,relatvtgtwc times,andputting eventsin order.In pairs,
knc','.""'-e-- -1-.:',-s-,'.-a:'.',--::.l
studentsthink of phrasesto write in eachcolumn.Directstudents
2 Ad v::' : : : : : : e: . ; e: . c v l : ...::-.. - lo Timeexpressions on >>p.22to checktheir answers.
\fa:r:.-';:, 3::<s c'csei.Wrrtethe wordsfrom the flrst item on the Set-up:Ask studentsto read the story and say what happened
b:ar::;: siudentsto makethe sentence. on the holiday. Go through the flrst item together and remind
Ser-;p:Ask studentsto underlinethe verbsin items z-7. studentsto look at the words before and after the blank to heln
them flnd the answer.
:arents nevergo to the cinema.
: .'.'-',-
: l: *:-=:shardlyevervisit my town. 2 while 3 first 4 after 5 later 6 evening 7 then 8 when
= - ;s:ally readthe news on the Internet. 9 finally 10 end
: :.'.:p
:omptimesso to the mountainsat the weekend. Follow-up:In small groups,students take turns to tell each other
5 -\1yfather quite often singsin the shower. about their week. They count and seewho can use most time
7 It rareiy ralns in the AtacamaDesert. expressions.
Follow-up:Studentsmingle to seeif they can f,nd a personwho Early finishers
has written the same information for two or more items. Studentswrite sentences about personalpossessions, using each
3 Pastsimple and past continuous2D exercise6 ofthe phrasesin exercise5.They underhnethe prepositionswhich
are unstressedat the end of the sentence(see>>p.zr,exercise9).
Warm-up: Write the following words on the board for students
to make two sentences;started,myselJI, then,problems,with, the
quite,was,pleased,feelinq.Tell students to checktheir answer on
>>P.23,exercise6.
Set-up:Direct students to the pictures and ask studentsto say two
verbsin the past tensefor eachone.
2 Someoneknockedon the doorwhiie we were havins dinner.
3 TheIight brokewhile I was reading.
4 A fish bit my toe while I was swimming.
5 We were watching TV when a thief camein through the
rvindow.
6 i was drlving when a dog ran acrossthe road.
- i rvas standingat the bus stop when somebodystolemy

i':-crv-up: In pairs, students write three pairs of verbs for another

:a-: :3 r..ake sentencesusing the past simple and past continuous.

R2
How to talk about your schooldays

}rientation I Reada short story

::::ert
In this section,studentsread a story for gist and detail.
,- ',--' lesson,students will practise using usedto to talk about
-::-.::ies of school. I Gothrough the instructions and checkstudentsunderstand
the opinions.Put studentsinto pairs to discussthem.
: i:'nedette, the writer recounts primary school memories and Monitor and encouragestudentsto give examplesto justify
- .--:-re secretly loved. When he was older, he traced the girl, their opinions.Respondto interesting commentsand make
:-:--.:dette, through an Internet site, and met her for coffee. contributions.Ask for volunteersor nominate studentsto share
- ::::ry gives the meaning of some key words. their ideaswith the class.
--: :',\'o photos show typical British primary schoolstwenty years 2 Put studentsinto pairs and readthe instructions.lncourage
. i : ::.d today. studentsto usetheir dictionariesto f,nd new words.
--.:: is also a song about Bernadette on the audio, 3A.1.
Go through eachcategoryas a classand checkstudents
understandany new vocabulary.
i:.guage
schoolsubject* Geography, Chemistry,Physics,Languages,etc.
;m$grammar usedto: I usedto sing.,I didn't useto sing.,Didyou useto things in the classroom:desk,chair,noticeboard,etc.
sing? assembly,etc.
eventsin the school day: classes,
rcus words schoolsubjects:Chemistry, Ceography,History,Languages, placesin school:classrooms,canteen,hall,stafroom, eIc.
Maths,Physics, etc. 3 Direct studentsto Bernadetteon >>p.26.Readthe instructions
thingsin the classroom: chair,desk,noticeboard
blackboard,
and descriptionsa-c with the class,checkingstudents
eventsin the schooldayandyear:lssembly, break,classes
placesin school:clnteen,playground,hall
understandvocabulary.Point out that they should choosethe
best option to describethe text, and be preparedto saywhy
tcognition words:clarinet, currous,
confessed, exchange,
fancy,fghts, other options are not appropriate.Tell studentsthat you will
r.-rbulary grades,heater,
invrstble,
memories, pupils,
perfect, shy,sweat, deal with any new vocabularyiater.
uniform
phrases:correct
onswers,fall in love,makecontact,
teacher's Takea classvote to seewhich descriptionis the most popular.
pet,toogoodto betrue,topof theclass Nominateor askfor volunteersto saywhy they chosetheir
Itcycled grammar:regularandirregular pastparticiples descriptionand why they didn't chooseone of the others.
aguaSe everyday,whenwe were..., lastSaturday,
time phrases: Help studentsget their ideasacrossbut do not overcorrect for
todoy,etc. accuracyat this point.
pro nu nciatio n:
r , and r : , . ' . i b is the bestoptior.Opticr.a ts:-: aprr:priatebecause the
*onunciation rhythm:ro lO oO lO oo O 3A. 2 r,..riter s :eeirrgsur-.:ilhe met up with
d:cr.l kr.:',.,'3e::.ace:::
j-.e:-a:e:.Op:-::.: -s:.: a9!r:i:-a:e 'ceca-rse
the writer doesn't
- -nguage note the sirengthof his jovefor
::.al<:a :J::.iar:s3:.:e:',.,'eer.
--= . ' erbuse dto o nly exists in t he pas t .The ques t ior ,: s : ; : . r . . ' , ' 3:::.a:e::e;:.: :ti e:.;ves.
- . r: using the auxiliary do Did you use to stng?,rather than ,Jsei
4 Ask studentsto readquestionsr-5 and checkvocabulary.
. - :c sing?In this structure, use is pronounced tr . and used Monitor and help as necessaryas studentsanswerthem in
. This contrasts with the pronunciation of use as a main verb pairs.Nominate studentsto give answers.
- ::.e presentand past tense iu:2,and iu:zd.
1 He mentionsthe canteen,playground,class,playingfield.
ld product 2 Shewas goodat everything(all schoolsubjects.
music,
- -:'rt it all together,students tell each other (in pairs or small sports).
.: : :ps) about three or more school memories using their notes. 3 Sheignoredhim (neverlookedat him).
l::;' can use audio script 3A.3for help. 4 No,he doesn't(whenhe met her,he couldn'tbelievethat
he usedto fancy her).
Warmer 5 Shesaid sheusedto love hlm too.

'':-:e Schoolstoday are better than twenty years ago. on the board.
. -: students into small groups and set a time limit of about three
:--:.utes for students to talk about how schoolshave changed.Take
: -.':te on who agreeswith the statement and encourage students
:: =:ve reasonsfor their opinion. Monitor for the use of irregular
:::: rarticiples and write them on the board as you go aiong. Ask
-' ':ldents are still in contact with friends from their last school.
i:'-:e How to talk about your schooldayson the board.
Extra activity
Encouragestudentsto think about and try out different ways
of guessingthe meaningsof wordsin a text. Write these
phraseson the boardand askstudentsto find the words:the
favourite studentia sport;an adjectivefor something
teacher's
that peoplecan'tsee;fnally or in the end;feel attracted;tell a
secret.Inpairs,studentscompletethe activity.Go overthe
answers,asking different studentsto explain how they guessed
eachone.Point out that studentscould use these different
ways of guessingbeforethey checkin a dictionary.

T26
 ! Gramman usedto Direct studentsto audio script 3A.2on >>p.151.Do the activity
as a whole class,divide the classinto AIB and ask studentsto
Write the sentenceHe usedtoJancyher on the board.Underline say alternativelines of the verse.Tapalong with the audio to
usedto and ask studentsto find other examplesof usedto in help studentsmaintain the rhythm.
the text. Extra activity
usedto sit (line 4) usedto love (line 8) usedto sing (line 9) Put studentsinto pairsto saythe verseor singthe songand
dldn't useto get tired or sweat(iines12-13) usedto smile monitoreachother'spronunciation.
(line 14) usedto fancy (line 29) usedto love (lines35,39)
Gothrough the instructions and do the exerciseas a class.
p tisten for generalmeaning
1D ta
In this section,studentslisten to descriptionsfor gist and detail.
Readthe instructions and ask studentsto answer the ouestions
individuallybeforecomparingin pairs. 15 lA.3 Go through the instructions and ask studentshow they
are going to listen. Foreveryword or generalideas?(General
Correctrules:2,4 ideas.)PIaythe audio.Checkanswersand elicit reasons.
Direct studentsto the grammar box and elicit answersas a Antonia: No. (Sheusedto sit and look out of the window, she
class.Write the sentenceson the board for studentsto copy. usedto hateMaths,usedto get extra homework.)
+ Sheusedto sing - Shedidn't useto sing. ? Did he useto Jeremy:Not really.(Heusedto hate goingoutsidein the rain
love her? for the breaks,and the schooluniform. He usedto enjoythe
schooltrips.)
Go through the instructions and remind studentsthat they
cant use usedto if the action only happenedonceand it's 16 Readthe instructions and checkvocabulary.Elicit suggestions
still true now. Do the exampleas a class.Ask studentsto read around the classand write them on the board.Ask students
sentences2-6 and checkvocabulary.Monitor and help as if they agreewith the suggestions,and put a questionmark
studentscontinueindividually. Checkanswers,asking students by any they aren't sureof. Playthe audio a secondtime if
if it is possible(not)to use usedto for eachitem and askthem necessaryfor studentsto listen and check.
to explain why.
subjects(worst),teachers,
the building,specialevents,
3 Shedidn't useto speakto me when we were at school. the classroom,
clothes
4 Not possible
. IastSaturdayindicatedthat the action
l? Readthe instructions and put studentsinto pairs to complete
happenedonce.
the activity. Monitor and checkfor accurateuse of usedto.
5 Did you useto fancyanybodyin your class?
PIaythe audiofor studentsto listen againand check.Direct
6Not possible. Theactiononly happened once.
studentsto audioscript3A.3on >>p.151-52 if necessary.
10 Directstudentsto the pictureson >>p.z5and askstudents
where the schoolsare.(Britain.)Go through the instructions
and example.Put studentsinto pairs to find differencesand set BCD Put it all together
a short time limit of about three minutes. Elicit suggestions.
18 Go through the instructions and direct studentsto exercisez.
differences:
uniforms,schooibags,desks,classroomfurniture Monitor and help with ideasas necessary.
19 Put studentsinto pairs or small groupsto do the activity. As
Pronunciation rhythm groupsfinish, ask which schoolsoundsbest and why.
C
rb
Studentperformance
11 3A.lReadthe instructions and checkstudentsunderstand Studentsshouldbe ableto give a short factual description.
the activity. Give studentstime to rereadthe story beforethe
listening. Playthe audio,pausingat the end of eachverse Youcan tise this checklistto monitor and give feedbackor to assess
for studentsto make notes.Ask studentsto comparewith a students'nerformance.
partner and play the audio a secondtime if necessary.
Contsnt Dostudents
talkaboutthreeormoretooics?
exercise
17
not mentioned:vegetablesmellsin the canteen;gamesand Vocabulary Dostudents
haveenoughvocabulary
to talkaboutthe
fights in the playground;Bernadettedidn't useto get tired; topics? 2,4
exercises
he usedto standby doors;what they did when they met
recentiy pronounce
Pronunciation Dostudents used
to reasonably
clearly?
exercise
i4

12 Go through the instructions and checkstudentsunderstand I can talk about my schooldays.

what is meant by rhythm. Copythe pronunciationbox on the
board and usethe examplesto illustrate eachof the patterns. Studentstick on my own if they have donethe activity using their
Monitor and help as necessaryas studentswork individually. notes.They tick with somehelpif they have usedtheir notesand
Ask studentsto comparetheir answersin pairs. Iookedonceor twice at the grammar box for extra help.

13 3A.2Playthe audio,pausingafter eachitem for students Early finishers

to listen, checkand repeat.Ask for volunteersto give more Studentschooseone topic they didn't talk about in exerciser9 and
examplesof.usedto phrasesfor the middle column.Monitor for repeatthe activity.
correctpronunciationof the unstressedto ltal
1 last week 2 get it wrong,teacher'spet,make mistakes
3 front of the class Additionalmaterial
lt for extrapracticeactivities
www.oup.com/elt/resu
wwwoup.com/elt/teacher/resultfor extrateacherresources

T27 ?A
How to talk about your achievements

h,entation
fl Vocabulary achievementwords
:=::xt
Gothrough the instructions and exampleswith the class.
.- - --; -esson,
studentswill practisetaiking aboutrecentand past Put studentsinto pairs to continuethe activity. Monitor and
r-- -:-.-::nentS. commenton interesting achievements.Ask for volunteersto
--. ::.<: is about an 85-year-oldAfrican man, Kimani Ng'ang'a who sharetheir achievementswith the class.
. -:-:.rs becausehe is the world's oldest primary school pupil. Gothroughthe instructionsand items r-6 as a class,checking
-. :::ears in the GuinnessBook of Records. vocabulary.Direct studentsto Dictionary entrieson >>p.z8 and
, :.:;7 givesthe meaning of some key words. do the first item together as a class.Taik studentsthrough the
"-. :-::ures show Kimani's classmatesand Kimani on a school entry for achievement and checkthey understandthe foiiowing
-- features:pronunciation,word class,the countability code,the
abbreviationssth,and the examplesentenceshowing how the
- :- :-.aryentrieslists the key vocabularyof the lesson,showing
'-.- ' ::onunciation,form, and meaningare givenin dictionaries. word canbe used.
Monitor and heip as studentscontinue individually. Go over
i,-iJage
answersas a class.Checkany information in the entriesthat
"@I58rammar present
perfectandpastsimple:
Sheachieved
...,She's studentsare unsure of.
achieved
...
2 pass 3 give up 4 success 5 successful 6 manage
krkw to pass,hesucceeded
gerundandininitive:hemanaged in
lEmmar getting,etc. Extra activity
Ask studentsto look up the samewordsin their dictionaries
brswords achievementwords:achieve, fail,monage,
achievement,
p ass,
succeed,
success, uI
successf and comparehow the informationis recorded, e.g.in some
phrases:
giveup sth,keepdoingsth dictionariesthe phrasalverbgive up might be a separateentry,
in othersit might be included under the entry for give.
br phrases time phrases:
afew minutesago,in 2002,in thelastfew
you started,thisweek/year,today,
minutes,lastweek,since Gothrough the instructions as a class.Ask studentsto read
when...,yesterday sentencesr-5. Checkvocabularyand do the first item as a class,
trognition colonial,colony,compensation, fees,fought,freedom, pointing out how the exampiesentencern Dictionaryentries
t -rbulary independence, rebels,the bible iilustratesthat the word manageis foilowed by to + infinitive.
lrryled words:Maths,puptls, Science, subjects
since, Monitor and help as necessary.Studentscompareanswersin
definitionphrases: oJ,theopposite
thenoun/adjective oJ pairsbeforecheckinganswers.
-guage Srammar: posttenseandporticrples
regulorandrrregulor

- -'guage note ::- - : -:^-- -- i ::

- :1 - :.::: - - ::::-
--: : rt s are intro du ce dto no uns m ade f r c r . i' e: ' ost . i. , i: : : = . i - I :- = :.a : - :=:. :- - - :::-
^- -

--'-':-<s.In the examplesin this lesson,the stresscicesn:l :i^.ar;:

--
-' -s shown in Dictionaryentrieson >>p.28.
i-l product
,- ,::it it all together, students have a conversation about various
: -: -evementsin their lives.
heparation
- - : < at how the wordsrn Dictionaryentriesarerecordedin
:-::-cnariesyour studentsuse.
Warmer
,':-:e the following activities on the board: make a cup of coffee,
- -.o a mountain, learn to play an instrument, use a mobilephone.
-ji: students to rank them according to how diffcult they are.
-.'-1ents compare lists in pairs and then small groups.
-jr: for volunteers from each group to tell the class and compare
'--,'Cifferences.Encouragestudents to give an explanation. Do not
--,-::correctfor accuracybut help students get their ideas across.
--::: cr tell students about the GuinnessBook of Records(in which
..::.d recordsof different types of activities are kept). Ask which of
--:: activities on the board might be an entry.
'::'-:eHow to talk about your achievementson the board.
Teaching tip
Use the dictionary entries to show students that the position
of the stress in the following verbs and nouns does not change
achieve- achievement,success- successJul. This will prepare
them for lesson 3D, in which they look at nouns and adjectives
in which stressdoes chanqe acrossword classes.
Reada newspaperarticle
!
In this section,studentsanticipatethe contentof a newspaper
article from pictures.They readfor gist to checkand for detailed
understanding.
4 Direct studentsto the photosand askwhat the article might be
about.Elicit ideasaround the classand help studentsget their
ideasacross.Do not comment on the accuracyofthe guesses
for the moment.Write notesof different ideason the board.
5 Ask studentsto readthe article quickly,ignoring new
vocabulary,to checktheir guesses. Gothrough the points on
the boardto seehow much the classguessedcorrectlyand Sive
positivefeedbackwhen they were correct.llicit the following
key information as you go along:the nameof the man: Kimani,
age:85,nationality:Kenyan,famous because: theoldestprimary
schoolpupil in the world.

T28
 Go through the first item as a class.Ask studentsto read items Extra plus
2-6 and checkvocabulary.Tell studentsto make a note of why In pairs,studentssaya time phrasefrom the box for a partner
a sentenceis false and monitor and help as necessary. to make a sentence.
2 True. 3 False.(Thechildrenteachhim games.) Extra activity
4 False.(Hewants to learnto readit.) 5 True. Studentswrite two questions,
usingthe pastsimpleand
6 False.(Hewants to marry a rich woman.) presentperfectand an appropriatetime phrasefrom the box in
Readthrough the instructions and questionsr-3, checking exercise8. Theymingle and askothersto find two peoplewho
vocabulary.Put studentsinto pairs to discussthe questions. gavethe sameanswerfor eachquestion.
Monitor and encouragestudentsto give detailedanswers.Elicit 1l Readthe information and the instructions.Gothrough the
answersand explanationsaround the class. exampleas a class,checkingstudentsunderstand.Direct
1 He believesin the importanceof free education- his parents students' attention to in the lastfew minutes and in my/your
wanted him to go to schoolbut they couldn'taffordto pay. Irle.Elicit verbsto describethe types of eventsthat we usually
2 He has achievedso much. talk about for the different times (in the lastfew minutes:phone,
3 Because it meansall childrencan qo to schooland learn. lose,called,madesometea etc.in my life: beento a place etc.lso
studentssensethe differencebetween a simple recentevent
lxtra activity which is important now and a life experience.Gothrough the
Ask studentsto find nounswith the foilowing meaningsin examplesand rules together as a class.
the text: a studentat school(pupil);the nounfrom the adjective a 1.4 0 t.7
important (importance);the moneyyou payJor servi.ces (fees):
the bossof a school(headteacher);a countrywhichis ruledby a t2 Ask studentsto draw two columns:experiences and recent
foreign government(colony);the childrenof grandchildren(great- events.Ask them to think ofthree examplesfor eachcategory.
grandchildren); the nounfrom the adjectivefree (freedom).Go Monitor and help as necessarywith ideasand suggestions.Put
over answersas a classand askstudentsto saywhich parts of studentsinto pairs to exchangeinformation and monitor and
the text helpedthem guess. make a note of any persistenterrors.Ask for volunteersto tell
the ciassabout their experiencesand recentevents.Go over
any languageproblemsat the end.
presentpedect and past simple
C Grammar Extra help
Studentschangepartnersand repeatthe activity.
Direct studentsto the grammar box and copythe sentences
at the top of eachcolumn onto the board.Underlinethe verb Extra plus
forms. Ask about eachtense,the name and how it is formed. Studentschangepartnersand repeatthe activity from
Ask for examplesof negativeand questionforms, reminding memolv.
studentsof how the different auxiliary (beand have)is usedfor
eachtense.Gothrough the sentencesin eachcolumn eliciting
the missing words to completethe sentencesin the box. BC Put it all together
past simple:I didn't study I visited . did you learn ...? 13 Go through the instructions and the exampleconversation.
presentperfect:Haveyou achieved...? I've phoned... Point out how As secondquestioncontinuesthe topic. Ask
...haveyou learnt ...? for volunteersto have the exampleconversation,encouraging
Readthe instructions.Gothrough eachof the time phrases them to continuefor a couplemore turns. Studentscomplete
in the grammar box in exercise8, one column at a time. Ask the activity in pairs.
studentsto respondas a class,calling out if the expressions Studentperformance
refer to finished or unfinished time. Write_fnishedabovethe Studentsshouldbe ableto developa topic of conversation.
first sentenceon the board, and.unfi.nishedabovethe second.
Gothroughthe rulestogether. Youcan use this checklistto monitor and give feedbackor to assess
students'performance.
Rules:pastsimple- finishedtime presentperfect-
unflnishedtime Dostudents
talkaboutdifferent
topics?
exercise
12
Extra help Dostudents
usea varietv
oftenses?
exercise
12
Saythe time phrases.Studentssayfnished or unfnishedas a Dostudents
useachievement
wordscorrectlv?
exercise
3 i
classwithout lookingat their books.Studentstest a partner.
10 Readthe instructions and do the first item as a class.Point out I can talk about my achievements.
that if studentsfocus on the action at the end ofthe sentence, Studentstick on my own if they have donethe activity using their
then this will help them decideon the correcttense.Ask notes.They tick with somehelpif they have usedtheir notesand
studentsto readsentencesz-4 and checkvocabulary,Point out iookedonceor twice at the grammar box for extra help.
the differencebetween when and sincein sentences3 and 4. larly finishers
Monitor and help.Direct studentsto the grammar box as Studentschoosea different time period and repeatthe activity.
necessaryas they continue individually. Checkanswersas a Theycompeteto seewho can askthe most questions.
classby nominating individual students.
2 had 3 didn't achieve 4 hasn'tachieved
Extra help Additionalmaterial
Saya time phrasefrom the grammarbox.Students,in teams, for extrapractice
www.oup.com/elt/result activities
make a sentence.Givetwo points for eachcorrectanswer. www.oup.com /resultfor extrateacherresources
/elt/teacher

T29
'B
How to offer hospitality
rir;it;i
.l;i.iiiri
'. ir',i i: ill',1

Crientation
I Reada photo story
-riext
In this section,studentsuse visuals to guessthe generalcontentof
: ---:s lesson, students will practise using offers and suggestions a story before reading for detail.
is :.:spitality phrases to make a guest feel welcome.
I Gothrough the instructions and statements1-3 in both
1:: :roto story is about a teenage boy who dreams of an ideal sections.Checkany vocabulary.Put studentsin pairs to discuss
-= ::1e
'
in which his mother does the opposite of what she the statementsand monitor and help as necessary.
m: j normally. For example, instead of telling him to get up, she
i.;E:sts he stays in bed and that she'll come and wake him when Ask about eachstatementin turn. Ask for a show of hands
:e ::otball starts. His mother even defends him when his sister to show who agreesand disagreeswith the statements,and
::-ains about the state he's left the bathroom in. encouragestudentsto say why/why not. Seeif studentscan
add to the list.
:cr:ality phrases gives some key phrases for suggestions and
*:s. 2 Direct students to TeenDream on >>p.3o.Ask students to look
quickly at the pictures and encouragethem to explain the title.
Strture note (Danny'sa teenagerwho hasa dream)
:Ei-Ilg rituals are different for people of different ages and in
At the beginning he lookshappy,but this starts to change
:i:::nt cultures.
during his dream.
-.8€uage 3 Gothrough the vocabularyand ask studentsto match each
f,nrgrammar phrasal verbs:makeo storyup,mokeupa story, mokeit up word/phrasewith a picture to explain how Danny feelsin each
situation.Do the activity as a classif studentsdont know or
hr phrases phrasal verbs:canyon,fedup,growup,makeup,putoway,
puton,takeofi takeup,tellof, tidyup,turnon,turnup, can't rememberthe vocabulary.
wokeup 1fed uplunhappy 2 angry 3 surprised 4 happy/surprised
hospitality phrases:Don'tworryabout...,Helpyourself to 5 happy/surprised 6 happy/surprised Z unhappy/fedup
...,l'll...ifyoulike.,
lseverything
olright?,ShollI ...?,
Whydon't 8 happy/pleased 9 unhappy/angry 10happy/pleased
you...?,Would youlikemeto ...?
Drognition words:thedishes, tottoo,telly,troy
spoilt, Extra help
phrases: heavy metalmusic,supposed to Write the phrasalverbfed up on the board.Ask students
which word is a verb and which word is a preposition.Focus
ry€d
bT'age
angry, bathroom, clean,
furniture,happy, housework,
on the meaning.Tell studentsthat, although/edis the pastof
parents, pleased,
should, teenagers,
surprised, unhappy
feed,when it's usedwith the prepositionit has a completely
:ntuage note different meani.rrg.
--::: f,resome phrasalverbs in which the noun or pronoun { 3C.lGo through the instnrctions and sentencesr-6. Ask
:--::: be placed before the particle, e.g.looh aJter the baby r.o: icck students to fnd the sentencesin the photo story. Ask students
-. :toy after.lhese are studied later in the course.Other phrasai to idmtify the phrasal verb in each sentenceand write them
-=:: are normally intransitive (don't take an object),e.g.hurry up. on the board- Play the audio, pausing after the fust item to
l--::-:raries show how phrasal verbs are used. demonstrate the activity. Point out the difference in word
order.Continue with the audio, and pause after each item
;# product for students to make notes.Play the audio a secondtime if
: -::,;:it all together, students take turns to role play being a host necessarybeforegoing over answersas a class.
-":: :. visitor to a friend's house. The role play is based on audio
.lr=: 3C.2.Students are given time to prepare. 2 I'll put your clothesaway. 3 I'll turn the telly on.
4 Takeoff your trainers. 5 ...turn your musicup?
6 We'Il put heavy metal music on.
Preparation
::--*iarize yourself with the Pairwork activity on >> p.rz7 for Extra activity
:{=::se 14,Put it all together. Ask studentsto give examplesof what Danny'smum doesin
the dream which are the oppositeof what shewould normally
do, e.g.she sayshe can stay in bed late. Shedefendshim to his
tlarmer sistet tells him not to tidy up; offers to put his clothes away;
--- to imagine they are having a guest to stay for the offersto turn the TV on for him; tells him to take his shoesoff
-.rdents and put his feet up; ofers him somecrisps;ofers to bring his
',r-iend. Put them into small groups and allocate a different
-;:e :f guest to each group, e.g. a flve-year old cousin, an uncle, a lunch on a tray; tells him to leavethe dishes;suggestshe turns
==.:.:parent, a good friend. Ask students to write a list of things to his music up, take up electricguitar get a tattoo; she'shappy
:c :: nake the guest feel welcome. One student from each group for him to have 3o friends around for a party.
e:'. their list and the class guessesthe guest.
lxtra plus
'1,=3 r-Iow to offer hospitality on the board. Ask studentsto find three ways Danny'smum refersto him
and seeif studentscan suggestwhy. (DanielPeterMarston,
Danny,Danny Marston.Sheusesthe longer versionsof his name
when sheis angry with him. The shortestform isfriendlier)

T30
 Grammar and vocabulary phrasal verbs
! sofa. 3 Would you like me to make you a cup of tea?
5 Go through the instructions and point out that the two words
togetherare calledphrasalverbs.Explainthat ail the phrasal
verbs are in the story.Ask studentsto flnd the first one in the
text and do the exampleas a class.Readmeaningsz-6 to check
vocabularybeforestudentscontinueindividually. Monitor
and help as necessary. Ask studentsto comparein pairs before
nominating studentsto give answers.
2 turn on 3 put away 4 take off 5 turn up 6 put on
Go through the examples and do the activity as a class. Ask
students to find the nouns and corresponding pronouns it and
them in the two sets of sentences.Ask students for examples of
particles in the sentences (up, of| Elicit the rules.
He took them off. He took offhis shoes.
Rules: Nouns can go before OR after the particle.
Don't put pronouns after the particle.
Go through the instructions and the example as a class. Ask
students to read sentences r-5 and check vocabulary before
students continue individually. Monitor and refer students
back to the text and exercise 5 for help if necessary.Ask for
volunteers to give answers.
2./ 3 ,/ 4,x turn it up 5 I take them off
Read the instructions and do the first item as a ciass, showing
or eliciting from students that they should look at the pictures
to find the topic (in the example, picture 3) and then read the
photo story to find the phrasal verb. Monitor and help students
as necessaryas they continue individually. Nominate students
to give answers.
2 wake up 3 hurry up ;:ake ue ! ::-- :i 5 carrr' ::.
7 grow up
Go through the instructions and ask students to read sentences
r-6 to check vocabulary. Do item r as a class,telling students
that the other words in the sentence will give them clues about
which verb to use and what tense it should be in, present or
past. Monitor and check for common mistakes to go over at the
end of the section. Ask students to compare in pairs before you
nominate individuals to give answers.
1 grow up 2 wake up 3 made it up 4 told me off
5 take your jacket off 6 carry on
Extra activity
Ask students to use three phrasal verbs and to make three
sentencesabout themselves,two true and one false. They tell a
partner, who guesseswhich sentenceis false.
G
rb
Listen for detail
In this section,studentslisten to a conversationand identify
hospitality phrasesas they hear them.
10 3C.2Readthe instructions to the class.Playthe audio.Ask for
voiunteersto givethe answersand seeifthe classagrees.
Shewants to seeDanny.
Jessica.
1l Gothrough the instructions and direct studentsto Hospttality
phraseson >>p.3o.Playthe audio.Ask studentsto comparein
pairs and play the audio a secondtime if necessary.
T31 3C
i i'll take your coat if you like. 2 Just leave your bag on the
4 Why don't you watch TV for a bit? 5 Shall I change the
channel for you? 6 Help yourself to some of these biscuits.
7 Don't worry about the dog. 8 Do you need anything, or is
crrcrrrihino elriohf)
Xxtra activity
lumble the wordsin someof the hospitalityphrasesDanny's
mum usesfor studentsto makethe phrases,e.g.if takecoatI'il
your likeyou. (I'll takeyour coatif you like.)
Extra plus
Booksclosed.Write the followingwordson the board:DonI
Studentswrite Hospitalityphrases
Help,I'il, Shall,Why,I,4/ould.
they would like somebodyto sayto them when they get home
t2 3C.3Playthe audio,pausingfor studentsto repeateach
sentence.Monitor for intonation and checkstudentsuse an
'inviting'tone.Encourage studentsto run wordstogetherto
soundmore fluent.
t3 Direct studentsto audio script 3C.2on >>p.152.Ask students
to find the hospitality phrasesand decideif Danny'smum is
making a suggestionor offering to do somethingto checkthey
understandmeaning.
Divide the classinto A/B halvesand readthe conversation
as a class.Ask studentsto smile as they read so they sound
friendly. Put studentsinto pairs to practisethe conversation
and checkthey swap roles.Monitor and give positivefeedback
for friendly-soundingconversations.
BC Put it all together
14 Put studentsinto pairsand directthem to Pairworkon >>p.122.
Monitor and help as necessaryas studentsplan what they will
sayto their guest.
15 Ask for two volunteersto readthe exampleand point out that
B thanks A for the offer.Tell studentsto include 'small talk', e.g.
How wasyourjourney?to make the conversationsoundnatural.
Put studentsin pairs to do the role play and checkthey swap
roles.Remindstudentsto smile and soundfriendly.
Studentperformance
Studentsshouldbe ableto make offersand suggestions.
Youcan ose this checklistto monitor and give feedbackor to assess
students'performance.
Dostudentsuseandrespond phrases
to hospitality
appropriately? 13
exercise
Dostudents phrases
usehospitality withouta lotof
hesitation?
exercise
l3
I can offer hospitality.
Studentstick on my own if they have donethe role play mainly
from memory.They can tick with somehelpif they have looked
occasionallyat Hospitalityphraseson >>p.3o.
Early finishers
Studentsswappartnersand repeatthe activity.
Additionalmaterial
www.oup.com/elt/resultfor extra practiceactivities
www.oup.com/elt/teacher/ resultfor extra teacherresources
How to talk about your educationand career

lientation Vocabulary education

I
:=:=xt
Readthe questionand put studentsinto pairs to compare
- ----=-:sson,studentswill practiseusing educationwordsto talk
notes.Ifyour studentsare from the samecountry, askthem to
* . -- = :ealor imagrnededucation and career,
startingin their listen carefully and checkthe information is factually correct.
" ,- ::itllly

--. :-;.:azine article, LeavingSchool,is designed as a maze. It Extra help

If studentsneedmoreideas,write thesecueson the board:
-- --. :he possibilities of a r6-year-oldperson who has studied
.- l ,:::n. There are several points at which a decision has to be Ieaveschools, end oJ schoolexam,certifcate,examto go to
* .'= :nd the readeris directedto a new stageintheir careerafter university, Name a topic and askfor volunteersto
free schools.
:-:- :.tl'e made a choice. tell the classabouttheir country.

*l;lzre note Gothrough the namesof British qualiflcationsand elicit or

give the full form for abbreviations(A' = advanced,GCSE =
- -. :::iions ln different countriesand educationsystemsmay GeneralCertifcateof Secondary Education,BA = Bachelorof Arts,
- . .,::-rlar names, but the duration of coursesand the level of
-- - -':es might be different.In Britain, GCSEs BSc= Bachelorof Science). Studentscompletethe activity in
are qualiflcatrons
' : ---::entsubjects,taken at the end of compulsorysecondary pairs. Go over the answersas a class.Ask studentsabout the
',,-::-:n. Thereis no school-leavrng equivalentsin their country and if any words are cognatesor
exam. A levelsare usually
false friends.
. . - ::ter a further two years of study and are required for
- .::.ty entrance. 2 A level 3 degree 4Masters 5 doctorate
i:-fia8e Readthe instructions.the words and the first item with the
'A'level,chemistry,
class.Ask studentsto read items z-8 and checkvocabulary.
fu,r3wordS qualiications andeducation: (BA
degree
Encouragestudentsto use their dictionary to checktheir
or BSc),deportment,doctorote,education,
faculty,GCSE,
M0sters,nightschool,photography, publicity,professor, answersat the end. Studentscontinue individually and
qualif cation,technology comparein pairs.Checkanswersas a classand point out
collocations,e.g.night schooland eveningclasses.Ask studentsif
furs phrases education:
evening
class/night schoolteacher/
school, they have thesewords in their language,and if they mean the
universityprofessor
same(cognates) or somethingdifferent (falsefriends).
Lognition words:application,competitive, current,electrician,
dulary equivalent,Erasmus,graduate,Iectures,programme,place, 2 faculty 3 college 4 classes5 schccl 6 professor
quit,self-employed,tutorials,wel|-paid 7 teacher 8 schcol
phrases: advertisingagency, tn-servtce job centre.
training,
old-people'shome,stgnon.secure tob,teteci'arescles
operctor Readand make decisions
!
education: career,
classes. ecoron 35.:ur''o,
coltege.
dary school.sL/
educotion.history.secon blec!.:e0cr e' In this section,studentsreada mazeand make decisionsat each
university point which directsthem to the nert part of the text.
grammarpostsimpletense 4 Directstudentsto text A inLeavingSchoolon >>p.32.Ask
aluunciation -tion,-ogy,ophy,tty
wordendingswhichcanaffectstress: studentsto readthe text and elicit one advantageand
3D.1 disadvantageofthe two options.Put studentsinto pairs to
continue and monitor and help as necessary.
'-rgu.age
notes
Suggestedanswers
' -: = ield of education, students often flnd that there are both
Option 1:leavingsomethingyou'renot goodat/don'tlike, can
. .:es and false friends between their languageand English,e.g. get ajob, be independent
: . : :, <.ca reer professor, doctorate.colleg e. Option 2: with further qualificationsyou might havebetter
- -. -tron changesthe meaning of a verb.The noun describes job opportunities,it givesyou time to decidewhat you want
- -ffx
' : :::cess or result of the action,e.g.educationis the processor to do next
: - -,i rf the action to educate.The suffix -ogy is used for the study
- , -:-.ething. 5 Readthe instructions and checkstudentsunderstandthe
activity. Tell them to imagine that their educati.ontook place
:-.' product
in Britain. Monitor and help as necessary.Encouragestudents
.- .--: it all together,students teil a partner about their real or to guessnew vocabulary.Tell studentsto write letters of their
--.:-red education and career using their notes. This is based on route with their notes.
.-:-: script 3D.2and exerciser4.
5 Put studentsinto pairs to comparewhat happensto them in
the end.Ask for a show of handsto seewhich studentsare
Warmer happy and which aren't.Ask studentsto explain why. Help
,:: these stagesof education on the board: primary school, studentsget their meaning acrossbut do not overcorrect
. -:-.7ary school,universfty.Ask students to write the usual agesof for accuracy.
:=::-e who go to them. Ask for volunteers to give examples and Extra activity
: :-: extra information about other educational institutions, what Tell studentsto flnd five new wotds in the texts they read and
:=::-e study,and how old they are. guesstheir meaning beforecheckingin a dictionary.
:-:--How to talk about your educationand careeron the board.

r32

rb Pronunciation word endings which can
G on >>p.32and read questionA and options r and z. Elicit the
affect stress
I Readthe sectiontitle and ask studentsif suftxes are usedto
changetypes of words in their language.Ask for examplesand
seeif studentscan explain how they are used.Gothrough the
information in the flrst box as a class.Write the verb and noun
in the first exampleon the board and copythe stresspattern.
Point out how the stressmovesposition in the noun. Model
and drill both words for pronunciation.Repeatwith the second
set of words.Write the next two words on the board and elicit
or ask for volunteersto saythe nouns with the stresspattern
indicatedin the box.
Go through the secondbox in the sameway, this time pointing
out the different word endingsand that the words in the first
column are both nouns and adiectives.Ask studentsto spell
the words.
8 3D.1PIaythe audio,pausingfor studentsto repeatand copythe
stresspattern. PIaythe audio a secondtime if necessary.
Extra activity
Studentswork in pairs and test a partner.Theychoosea word
from the first column of eachbox for a paltner to say a noun.
9 Go through the instructions together as a class.Direct students
to the first box and eiicit the answer.Repeatfor the examples
in the secondbox.
1 -tion 2 -ogy,-aphy,-ity
lO Go through the instructions and elicit one or two more
examplesfor eachword ending.Tell studentsthat they can
think of any words,not only words about education.Put
studentsin pairs and encouragethem to use a dictionary to
checkany words they think might exist in English.Ask for
suggestionsaround the class.
Suggested answers
-tion: action,attention,calculation,communication,
connect- connection
-ogy:psychology, theology
sociology,
-aphy:biology,geography
-ity: activlty,university
Extra activity
Encourage studentsto copythe tablesand stresspatterns.They
can add morewordsasthev studvthe course.
notes
f,| tisten and make
In this section,studentslisten to a short monologuefor key
information and detail.
U 3D.2Readthe instructions and the two questions.Playthe
audio.Elicit answers.
1 No. 2 Headofthe designteam in an advertisingagency.
12 Gothrough the instructions and remind studentsto note key
words and the first part of words, e.g.uni f.oruniversity,Iangfor
Ianguage.Playthe audio and ask studentsto compareanswers.
PIaythe audio a secondtime if necessarybeforechecking
answersas a class.
first job: in an old people'shome further education:night
school,marketingand publicity currentjob: headof design,
internationaladvertisingagency
T33 3D
13 Go through the instructions.Direct studentsIo LeavingSchool
option Karim chose(Q/.Do the first stageas an exampleto
demonstratethe activity. Studentscontinuethe activity in
pairs,using their notesfrom exerciserz. Monitor and help
as necessary.To go over answers,elicit eachstageand check
studentsunderstandthe answer.Checkany new vocabulary
as you read eachstageand the options.Referstudentsto audio
script 3D.2on >>p.r52to help if necessary.
Q,S ,R ,M
Extra activity
Ask studentsto look at audioscript3D.2on >>P.152 and point
out the placeswhereKarim hesitates, useswordslike you knou
anyway,and repeatswhat he'salreadysaid.Elicit or explain
that speakers do thesethings to get time to think, and to signa-
to their listener that they haven't finished speaking(they wan:
to keeptheir turn). Put studentsinto pairsto practiseusingthe
audioscript.
14 Readthe instructions and direct studentsto their route
in exercise5.In pairs,studentsdescribetheir careers. Ask
studentsto make a note of eachother'sroute and to show their
partner at the end.Checkstudentsswap roles.Monitor and
give positivefeedbackwhere studentshave used conversation
fillers to hold the floor. Ask for volunteersto tell the classabout
their partner'scareer.
BCD Put it all together
15 Gothroughthe instructionsand checkstudentsunderstand
that this time they talk about their real educationand career
in their own country.Point out that they can extend their own
experiencesto include what they hope to do in orderto get
their idealjob. Encouragestudentsto usetheir dictionariesand
monitor and help as necessary.
16 Put studentsinto pairs to talk about their educationand career
using their notes.Checkstudentsswap roles.They make a note
of similarities and differencesand report back to the classor
another pair of studentsat the end of the activity.
Studentperformance
Studentsshouldbe ablegive a short,factually-baseddescription.
You can use this checklistto monitor and give feedbackor to asses
students'performance.
Dostudentstalkabout theireducation
andcareer inlogica
order? 14
exercise
Dostudentskeep talkinganduseconversation
fillersto
thefloor?
keeo exercisel3
Dostudentsusevocabulary to describe
theireducation
exercise
accurately? 3
I can talk about my educationand career.
Studentstick on my own if they have donethe activity using
their notes.They tick with somehelp lf.they have lookedat the
vocabularyin exercise7 onceor twice for help.
Early finishers
Studentsrepeatthe activity without using their notes.
Additionalmaterial
for extrapracticeactivities
www.oup.com/elt/result
www.oup.com for extrateacherresources
/elt/teacher/result
Orientation 2 phrases 3 facts 4 informative 5 carefully written and
:'rir-{t and LangUage checked The reader wants to be able to find relevant
informatron quickly so he/she can decide whether or not to
: : = ^esson,students practise writing a CV.Here the CV begins
call the applicant for interview.
i-= r personai prof,le, followed by education (in reverse order)
;:; ;.;crk experience, and ends with the applicant's interests and
'1!::ts. A CV is often referred to as a r€sum6 in American English.
G
rb
Text buildins
bhguage words:accounta nt,applicont,computertechnician,hard-
working, web-designer 5 Go through the instructions and ask students where they will
phrases:workexperience find the information in the sentences (PersonalProfle). Copy the
sentence onto the board and point out the use of the comma
ryd words:'A'level,career,cycling, lazy,
faculty,foil, 6CSE, andwith and and to highlight how information has been added.
rlnte manager, profle,skills,
technicalassistont
phrases:badat (Moths), self-employed Ask students to read the sentences in items r-3 and check
brief,bulletpoint,conversational, highlyskilled, vocabulary. Students continue individually. They compare in
bgnition f rst-oid, pairs before checking answers as a class.
refprpc< rpfprpnrp<
5Fge ' -J - --'t

hsne text buildingwithwith andand 1A reliable,punctual graduate with a driving licence anci a :a:
2 A qualifled, experiencedflight attendant with good first-aLc
hd product skills. 3 A trained, highly-skllled computer technician witr.
good qualifications and references.
: -:'; rf all together, students decide on a job they would like and
ry-::: a CV This is based on the model in exercise?. 7 Read the instructions and give students time to add more words
to the tabie in exercise 1 if necessary.Students complete the
Hirmer activity individually. They show their bullet points to a partner,
and give each other advice. Students choose one point to tell the
itr-=: CVon the board. AskWhat rsit7 and What do you put in it?
class.The class says if it is correct and suggests any changes.
+:r ;clunteers for ideas.
hr=e -FIowto write a CVon the board.
BC Put it all together
1f, Vocabulary review 8 Readthe instructions and put studentsinto pairs to exchange
ideas.Monitor and help as necessarywith vocabularyand
I 3: through the instructions and check vocabulary. Ask encouragestudentsto checkvocabularyin their dictionaries.
to write two or more words about themseives, using
9 Tell studentsto write a CVto go with an applicationfor a job in
--reir
-udentsdictionaries. Monitor and help. Ask volunteers to tell the
-'ass about the words they have added. their country.They usetheir own namesfor qualifications.
10 Ask studentsto checkspellingand punctuation.
education: geography,bad at Maths, facuity work: manager,
personality: lazy interests: drawlng, cycling 11 Put studentsinto pairs to swap CVs.They shouldtell eachother
':-f-employed the job they have decidedto apply for and if they will get the
i iead the instructions and put students into pairs to discussthe job. They explain why/why not.
;uestion. Monitor and join in discussions before nominating
Studentperformance
-:.dividuals to report to the class.
Studentsshouldbe ableto write a short CV.
Youcan usethis checklistto monitorand givefeedbackor to assess
E Reada CV students'performance.
J

: --:js section, students analyse why a CV is organized this way. Cdttent Havestudentsincludedallthe sections?
3 -{sk students to look at the information in the CV.They Cq&ttglee Havestudentswrittencoherentbulletpointsto describe
:ecide which four pieces of information should be cut. Set a theirprofile?
5!r.orttime limit to encourage them to scan the text. Students Voarbulary their
to describe
Havestudentsuseda varietyof adjectives
:cmpare in pairs, before discussing as a class. oualities?
..lt very communicative in the mornings, Geography Fail,
-108 to present: unemployed, interests: graffiti painting I can write my CV.
Students tick on my own if they have included all their notes in
-lsk students to read the careers and check vocabulary. In pairs, exercise8 in the CV.They can tick with some help if they have
lrey discuss which careers are appropriate for Patricia and
missed one or two piecesof information.
:xplain why they think a certain career would be good.
Early finishers
Suggestedanswers
::mputer technician (she has the qualifications and the work Booksclosed.Studentswrrte a CV for another iob.
:rperience); web-designer (shehas technical qualiflcations and
.: s one of her interests)

Read the instructions and ask students to read items r-5 and Additionalmaterial
jreck vocabulary. Go through the example to demonstrate the
www.oup.com/elt/resultfor extra practiceactivities
activity. Students continue individually. Check answers as a www.oup.com/elt/teacher/resultfor extra teacherresources
:.ass before putting students into pairs to discuss why they
i.ink a CV is organized in this way. Ask for volunteers to make
i'ro o c s t i o n s

3E T34
 Warmer ! Vocabulary
Rememberthe places
4 Achievementwords 38 exercise2
Booksclosed.Copythe cluesbelow onto the board.In pairs or
groups,studentsfind the namesof the placesin the unit. Seta Warm-up:Reviewvocabulary.Ask studentsthe questionsin
time limit of aboutthree minutes.Groupsswap answersand read exercise2 on >>p.29.
the texts in lessonsA-D againto checkeachother'sanswers. Set-up:Direct studentsto readthe text and saywho wrote it.
t schooldining room z play areaoutsidea schoolbuilding 3 thefrst (A teacher.)Pointout that studentswill needto usethe past tense
schoolyoung childrengo to 4 a place with lots of faculties 5 where of most of the verbsin the list.
Englishehildrentake GCSEs6 you canstudy thereat night 7 doctors 2 passed 3 managed 4 succeeded5 kept 6 achievement
work there 8 whereyou lookfor a job 9 whereyou can take technical 7 successful 8 failed 9 give up
pet sits
qualifcatians to wherethe teacher's
Follow-up:Studentswrite a similar text a teachermight write
1 canteen 2 playground 3 primary school 4 university about them, using positivewords only.
5 secondaryschooi 6 night school 7 hospital 8 ajob centre
9 further educationcollege 10the front of the class 5 Hospitality phrases 3Cexercise11
Warm-up:Write the following words on the board,:don't,you,
would,worry,like,why,help,I, shall,yoursefiL Put studentsin pairs
1[ Grammar and give them two minutes to write hospitality phrases.Direct
them to Hospitalityphrdseson >>p.3oto checktheir answers.
I usedto 3.Aexercise9
2 me 3 Why 4 Help 5 if 6 alright 7 Shall 8 Don't
Warm-up:Direct studentsto the picturesof the classroomson
>>p. 26.Seta time limit of two minutes for them to find the Follow-up:Studentsimagine Bernadetteinvited her schoolfriend
differences.Monitor for accuracyas studentsgive answersand to her home.Theywrite their own seven-lineconversationwith
direct them to exercise8 on >>p. z7 if necessary. five gapsfor another pair.
Set-up:Readthe instructions to the classand go through the first 6 Xducation 3D exercise3
two examplesto demonstratethe activity. Warm-up:Write the numberson the board:3, 6, to, t5, t8, zo, 28.
3- 4 - 5 usedto get 6 didn'tuseto be 7 usedto have Ask studentsfor the namesof educationplacespeoplego to at
8- 9 didn't useto want theseages,and what they can study there.
Set-up:Ask studentsto readthe cluesand checkvocabulary.
Follow-up:Studentswrite five truefalse sentencesabout
themselves.Theyreadtheir sentencesto a partner who guesses 2 department 3 playground 4 evening 5 secondary
which onesare false. 6 lecturer 7 maths 8 faculty 9 break 10arts 11deeree
12professor
2 Presentperfect and past simple 38 exercise12
Warm-up:Write thesetime words and phraseson the board:this Foliow-up:In pairs,studentschoosefive words from LeavingSchool
year,in 2oo5,10 minutesago, in the last rc minutes,whenyou were on >>p.32and write clues.Studentsswap clueswith anotherpair.
on holiday,Iastmonth.Ask studentsto decideif they are usedwith Early finishers
the past simple or presentperfect. Studentsreview the unit and write a list of educationwords they
Set-up:Remindstudentsto look at lrregularverbson >>p.r48for want to remember(or forget!).Theyuse a dictionary and mark the
help if necessary. stressedsyllable(s).
2 went 3 haven'tbeen 4 bought 5 phoned 6 Has/phoned
7 Have/bought 8 Did/go 9 didn't have 10hasn'tgiven
Follow-up:Studentschoosefour sentencesfrom r-ro and change
them into questionsto ask a partner.
3 Phrasalverbs 3Cexercise7
Warm-up:Write the following phrasaiverbson the board and ask
studentsto give the namesof things (nouns)we can usethem
with: put away,put on, take off, turn on, turn up.Direct studentsto
>>p.3r,exercise5,ifnecessary.
Set-up:Do the flrst exampleon the boardwith the class.
b I'11turn the heatingup.
c Why don't you take them off?
d I've put them away.
e You shouldput your coat on.
f I'll turn them off.
2 d 3 b 4f 5e 6c
Follow-up:In pairs,studentsuse different phrasalverbsfrom
Iesson3Cand write five similar questionsfor anotherpair.

T35 nt
How to say how you feel about things

Crientation
I Readfor detail
l:ntext
In this section,studentsuse illustrations to predict the general
-- :ris lesson,students will practise using adjectivesto describe contentof texts beforereadingfor detail to do a jigsaw reading.
t:.at they do when they experience certain feelings.
1 Gothrough the instructions and checkvocabularyin the hobby
l-.: illustrated article, What's your idea oJfun? contains four
categories.Put studentsinto pairs to talk about what they do in
::-::riptions of hobbies which may not appeal to everyone. Each
their free time. Monitor and help studentsget their ideasacross
:.::son explains why they enjoy the hobby, but admits that others
--:rt find them terrifying (BASEjumping, jumping off cliffs),
and respondto what they say.Usesomeof the lessonadjectives
to tell them how you feel about their sport.Ask for volunteers
=,-..:arrassing(Karaoke,singing in front of people),dlsgusting
or nominate studentsto tell the class.
: : :ybuilding), boring (Sudoku).
lrguaSe
2 Direct studentsto What'syour ideaoJfun? on >>p.36and
photosa-d. Ask studentsabout the activities,e.g.Is thisyour
Fcusgrammar -ed and-ing adjectives: - disgusting,
disgusted terrifed- ideaofJun?Haveyou everdonethis?Wouldyou like to?Why?
terrifying Why not?Tell studentsnot to readthe texts but askthem to
Focus
words -ed and-ing adjectives:onnoyed,boring,embarrassed, match the photoswith the heading.Checkanswers.
excited,foscinated,satisfying, worried a Karaokeb Sudokuc Bodybuildingd BASEjumping
bcognition w ords:ashomed,bodybuiIding, clffi , concerned, enthusiastic,
3 Put studentsinto pairs.Ask student A to read about Chuckand
uabulary karaoke.unoleosant
pnraSes: 6A5L Shanias hobbiesand student B to read about Petraand Jake's.
lUmptng
ftcycled words:achievements, afraid,angry,appeal,bridges, Ask studentsto look at the topicsin the exerciseand check
vocabularyas necessary. Explainthat they shouldmake notes
urguage fontastic,happy,hobby,horrible,interested,
collections, spare
time,sports,stupid,sudoku,uninteresting about the peopleand their hobbies.Tell studentsthey can use
phrases:ort ondmusic.outdooractivities but encouragethem to try and
their dictionariesif necessary,
lronunciation -ed en din gs:
guessthe meaning of words they don't needto understand.
tl , t , r r l 4A. l
Monitor and help as necessary.
i:lBuage note Extra help
',ronunciationof -ed endings in passiveadjectivesfollows the Put studentswho ha're read the :ar
.
- - r'nnrrne':tjr- rrr'eq,tq rpp n r o6L Sllllgr t c o m D a r en o t e s t c a : . : a ( : a . a '.
I nl r\t '-a.-
' - rr,likelyto b e mtsun de rs t c oa' , , . ' l. .ten h€: vr . i: i ' i, - r ' .r : l -:tL - ,-c.
i-
. :':- ! :: _

r ' ::lvesin co nte xi rf the t' i.r - . i - -r r -r : . : il : l. : , . -. Put students into pairs to tell theu partner about the hobbies
: . : rnthe fina l t c: .i r - .j . they read about. Monitor and help as necessary.Ask students to
explain to the class which of the hobbies they would like to do
product
and why. Listen out for the use of -ed and -fng adjectives, but do
: :-Lt it all together,students write things they do at certain times
--d not corect at this stage as this is the focus ofthe next section.
-- :airs, they ask and answer about how they feel when they are
::-:.9 the activities. Ask for information about the four activities using the topics in
exercise3.

Preparation
---:< at Pairwork 4A on >> p.t27 to heip students with exerciserr,
: :.ecessary.Take dictionaries to class.
'rVarmer
..:.:ethese words and phrases on the board: sports,outdoor
:':.','ities,games and puzzles.Ask students to use their dictionaries
. - : to write two examples for each category,two they enjoy and
,',-:they don't. Elicit examples for each category around the class,
. -: askstudentswhy they like or don'tlike the activity.
;:-.eHow to sayhowyoufeel aboutthingson the board.
Suggestedanswers
Chuck Calderon: BASEjumping, jumps off buildings, cliffs,
bridges,likes being terrified, terrifying, dangerous,jumped
from three different places
Shania Brady: Karaoke,sings in front ofpeople, fantastic,
embarrassed,people worry about what other people think,
won a place in a national competition
Petra Bruneau: bodybuildng, lifts weights, enjoys the gym,
dlsgusting, don't go out at night, had photo printed in several
magazines
Jake Daniels: sudoku, doing number puzzles,satisfying,
boring, it's a mathematical puzzle,finished in the top ten of a
national competition

T36
 Grammar and vocabulary -ed and,-ing
adjectives
G Pronunciation -ed endings lo
9 Direct studentsto the phonetictranscriptionsof the adjective-,
cd
Readthe title of the sectionand point to examplesof -ed and Ask them to say eachone and to checkin their dictioniries.
-ing adjectiveson the board.Elicit or explain that adjectivesare Direct studentsto the pronunciationbox and the phonetic
usedwith the verb to be.Go through the instructionS. symbols in each column. Explain that amazed is in the first
column because the -ed ending is ,dr
Do item r togetherand show studentshoq in BASElumping
on >>p.36,there are words and phraseswhich help students Ask studentsto put the other words into the correctcolumns
find the adjective.Readthrough items z-ro and tell students accordingto the pronunciationof the final -ed.Monitor and Tl
that they will look for words with similar meanings.Encourage help as necessaryand elicit answersto write in three columruo,
them to try and guessthe meaning of the vocabularyfor parts on the board.Ask studentsto checktheir spelling ;I
of the words they alreadyknow, and to look in the texts for a Ask IMen is -ed pronounced iicll?(When the infinitive of the verl
word with the samegeneralmeaning.They should only use a ends in the letter I or d.) ^,
o
dictionary if necessary.
d bored t embarrassed icl excited, fascinated, T
Studentscontinuethe activity in pairs.Monitor and help as disgusted, interested
necessarytoguide studentsto the generalmeaning ofthe o
words and the correspondingadjectivesin the texts. 10 4A.1Playthe audio for students to listen and repeat. Give extra
U
practice as necessary.
BASEjumping: 2 terrified Karaoke:3 embarrassed 4 worried S
5 excited Bodybuilding:6fascinated 7 disgusting Extra help S
Sudoku:8satisfying 9 boring 10annoyed Remove the words from the board and number the columns I
r-3. Say the words for students to say the number of the
Ask studentsto find the first word, amazinq,in their column accordrngto the pronunciati,on of the ending. Studer:g l
dictionaries.Elicit or explain that the information in a continue testing a partner.
dictionary often tells them which part of speechthe word '
is, how to pronounceit, what it meansand how it is usedby Extra plus
giving an examplesentence.Monitor and help as necessaryas Wrlte the following pairs of words on the board: bored,bougi':: '
studentscheckdictionariesfor the words in exercise5. played, plate; stayed, state; weighed, weight; Iived, Iift. Ask
students to test a partner to see ifthey can pronounce and h.ee
Teachingtip the difference between the fina1 id, and rt:'sound.
Whilethey aredoingthis exercise, studentslvill naturally
encounter -edand -ingforn".s neareachctherir,'ihe.r
dictionaries. BC Put it all together
Directstudentsto the two setsof cartoonsand elicit what they
can seein eachone.Pointout that in eachset,one cartoon 11 Tell studentsthey will follow the instructions and write the
focuseson the personshowing how they feel.The caption namesof different things on a pieceof paper.Put studentsintQ _
beginsHe's/She's. In the other cartoons,the captionbeginsIt's A/B pairs and direct thJm to thi appropriite Pairworksection.
t
and this relatesto the causeof the feeling. Ask for volunteersto readthe exampleconversation.Encourag{
Elicit which word matcheswith which cartoon.and ask them to keepthe conversationgoing by asking and answeringj
studentsto spellthe word beforeyou acceptthe answer. more questions.Studentscontinuein pairs.
I
Completethe rules togetheras a class. Studentperformance I
2 disgusted 3 terrifying 1 terrified 4 disgusting Studentsshouldbe ableto give short explanations. ,
Rules:-ed,-fng
Youcan use this checklistto monitor and give feedbackor to
Direct studentsto the definitions in exercise5 and point out students'performance.
how somethingandJeelingrelateto the -ed and -ing endings.
Cantent givedetailintheiranswers?
Dostudents exercise
4
Tell studentsthat the sentencesin the exerciseare about the
four peoplein What'syour ideaoffun? Ask studentsto read Vocabulary Dostudentshaveenoughadjectives
to describe
their
feelings?
exercise
5
sentencesr-4 and to ignorethe blanks.Checkvocabulary.Do
the first item togetheras a class,askstudentsto sayifthe word pronounce
Pronuncirtion Dostudents adjective
endings
clearly?
exercise
9
in the blank is about the person'sfeeling,or the causeof the
feeling.Monitor and help as necessaryas studentscontinue I can say how I feel about things.
individually. Checkanswers. Studentstick on my own if they have answeredmost of their
1 terrified 2 exciting,embarrassed3 disgusted,
fascinating partner'squestionswithout looking at the lesson.Theytick with
4 satisfled,bored somehelpif they have lookedat the vocabularyin exercises5 and
9 a coupleof times for help with vocabulary.
Extra help
using -ed and -ing Early finishers
Ask studentsto rewrite the sentences,
adiectivesto describetheir own feelinss. Studentsswapinstructionsand write their notesin a different
order.Theyaskand answeraboutthe activities.

Additionalmaterial
for extrapracticeactivities
www.oup.com/elt/result
www.oup.com for extrateacherresources
/elt/teacher/result

T37 4A
How to talk about music

]rientation Readand respond

I
In this section,studentsreadfor detail to do a magazinequiz.
,- .:.is lesson,students will practise using comparatives and
-ntext
I Studentsanswer the questionin pairs.Monitor and encourage
-:::-atives to exchangeopinions.
*:: studentsto give details about the type of music,their favourite
:llustrated music quiz Are you into music?invites readers
": 1:.swer various questions to examine how much they enjoy singersand composers, where and when they listen to it. Ask
- -':c. The Answer Key on >>p.r27 provides scoresfor each of the for volunteersto tell the classabout their partner.
;-:'tions individually. 2 Direct studentslo Areyou into music?on >>p.38and askthem
j:rguage to look at the title, pictures and the introduction to decide
what the quiz is about (how muchpeopleenjoymusrc/.Elicit or
Foo.rs
grammar comparative
andsuperlative Theguitaris
sentences: explain that to be into meansinterestedin or enthusiastic about.
cheaperthan the piano.,Thebestinstrument,Themost
Ask studentsto do the quiz. Tell them to guessthe general
popularcomposer.
meaning of new words in the quiz, and remind them that they
Eocuswords comparative andsuperlative adjectives
andadverbs: good, will look at the vocabularvin more detail in the next section.
better,best;easy,moreeasily,mosteasily
quantifiers:a bit, a lot,far,slightly,much Teaching tip
eventsandvenues: c/u| concertholl,stadium Comprehension ofthe text doesnot dependon pre-teaching
instruments andmusicians: cello,composer,boss,
drummer, vocabulary.Readingthe music-related wordsin contextwill
guita rist,keyboord,recorder,saxophone, violin remind studentsof wordsthey may alreadyknow passively.
musicproducts:CD,iPod,headphones, MP3player,records,
speakers, stereosystem,tapes 3 Put studentsinto pairs and direct them to Ihe AnswerKey on
stylesof music:classical, country,jazz,operz,pop,rap, >>p.r27.Ask studentsto readthrough the instructions and
reggae,rock checkthey understandthat there are different instructions for
different questions.
lecognition words:autograph,conduct,entertainment, fan, massive,
uabulary noise,obsessed,
podcast,symphony, track,venue Ask questionsto help them guessnew vocabularyin context,
phrases:oirguitar,tapyourfeet e.g.write the word obsessed on the board and ask What type
lrycled words:boring,conven ient,interested,
internet,invented, of word is it: noun,verb,or adjective?
Doesit describea feeling or
tnSuage souvenir thecauseofthefeeling?Is it positiveor negative?Canyouthinkof
anotherword to replaceit?
Pronunciation comparative
-er4B.1
Ask studentsto swap booksand calculateeachother'sscore
and readthe result to their partner.Monitor and help as
-anguage note
-- n t e s l t a 'i a r- r n d
necessaryasking studentsifthey agreedwith the resultsand
'. r: . i l - r: -:
'l h c r n m na r:*-\/p 1 . ;e l '- : L\ . .. encouragingthem to comment.Ask volunteersto tell the class
about their resultsand if they agreewith them.
. , t .r *-
r ,< r r l l > hl e e i fh p h, lnning(
...---'S ..
- . h
-. nhreccc
Pr"d)rr
nn
utt nlA cnnn
uru rurty uL '
^" u urq-.' >Lttgc.
: j like an oldersongot a b[ggerstage Vocabulary music
!
ird product
4 Ask studentsto readitems r-6 and checkvocabulary.Do the
:. Put it all together,studentsexchangeopinions about arts and
first item as a classto demonstratethe activity. Readthe flrst
.:.:ertainment.Studentshavelistenedto two peopledoing a
item and ask studentsto identify key words to help them find
:-:r.ilaractivity in audioscript48.2.
the answer (song,instrument).Tellstudentsto look over the
quiz again to identify the generaltopic of the question.Point
Preparation out that sometimes,as in this case,it might be easierto decide
l:.:nk about one or two well-known or local singers or pieces in which questionsthey won't find the answer,e.g.questions
-. :nusic for the different types of music if you want to do the t, 3, 6, 8. Now ask studentsto readthe other questionsand
';irmer. Look at Pairwork 48, Music >> p.128 so you can help answersmore carefully to flnd the answer.
:::dents with exerciser4, if necessary.Take dictionaries to class Monitor as studentscontinue individually, helping them locate
: recessary. the parts of the text where they might f,nd the answer.Ask for
volunteersto give answersand saythe questionnumber in the
Warmer quiz where they found it. Model pronunciationas necessary.
l:am game. Write the following types of music on the board: 2 symphony 3 track 4 conduct 5 autograph 6 venue
: assical,country, pop, jazz, opera, rap, rock. Put students into small
::ams and set a time limit of about three minutes for them to Extra help
of as many examples as they can. Elicit examples for the Beforestudentsdo the quiz,askthem to matchthe following
-'Jerent types and ask the class if they agree.Award one point for
-.:nk topicsand questions. This will help them locatethe places
:::h acceptableanswer. wherethey might find the answersmore quickiy.Peopleand
't;!ite what they do (Q,placesto listento music(8),typesof listening
How to talk about music on the board.
materials(z),stylesof music(7),waysoJlisteningto music(t),
travellingand listening(g),movingto musicQ),instruments(1,
whatpeoplecollect(6).

T38

Go through the instructions and items 1-4, checking
vocabulary.Elicit one more examplefor eachcategorybefore
studentscontinue individually. Monitor and help as necessary.
Nominate studentsto give examples.Ask studentsto add more
words to the lists or set this task for homework.
instrumentsand musicians:composer, guitarist
country,jazz,opera,pop,rap
stylesof music:classical,
musicproducts:MP3player,records,tapes
eventsand venues:club,concerthall
C Grammar comparatives and superlatives
tb
l) Predict and listen for key words
In this section.studentspredict the main ideasin a conversation
beforelistening to check.
11 Tell studentsthat they will listen to a conversationin which
two peoplecompareCDsand MP3players.Checkstudents
understandwhat eachthing is and put them in pairs to list
somegood and bad points. Ask for suggestionsaround the class
and write somenotes on the board.
12 48.2Readthe instructions and play the audio.Remind students
to think about a topic beforethey listen, as this will help them
be more effectivelisteners.

5 Direct studentsto question5 in Areyou into music?to remind 13 Readthe instructions and direct studentsto the table.Check
studentsof the conceptand form. Ask Which sentence is any new vocabularyin the first column, e.g.iPod,speakers,
comparingone thing with another?Comparingone thing with all headphones. Playthe audio and give studentstime to make
othersof the sametype?How do you make the comparative? How notes.Studentscan comparein pairs and listen a secondtime
do you makethe superlative? if necessarybeforeyou go over answersas a class.
Readthe instructions and ask studentswhich instrument Andrea:prefersCDs,prefersstereosystem- more comfortable
they prefer.Theguitar or piano?Studentsreadthe text to check - bettersound
listenrnpnreferssneakers
vocabulary.Remindthem to ignorethe blanks.Monitor and -
Jan:prefersMP3s;iPod- smaller,much better;headphones
help as necessaryas studentscompletethe activity, making you can play musicmoreloudly
a note of commonproblems.Go overanswersas a class,
Extra plus
clarifying any areasof difficulty and checkingthat students
rememberthe differencebetween adjectivesand adverbs. Studentswrite the reasonsthe speakersgivefor not liking
somethingand iisten againto check.
2 smaller 3 more convenient 4 more easily 5 better
6 smaller 7 best 8 more clearly 9 cheaper
10moreconvenient 11mostpopular BCD Put it all together
7 Saythe adjectivesin the text for studentsto call out 14 Direct studentsto Musicon >>p.rz8 and readthe instructions.
comparativeor superlativeas a class. Monitor and help as necessarywith ideasas studentsmake
8 Ask studentsto underline the words in the text in exercise6 notes.Studentsdiscussthe topic in pairs or small groups.
and elicit the rules.
Studentperformance
Rules:1 much,far, a lot 2 slightly,a bit Studentsshouldbe ableto use short statementsto give andjustify
9 48.1Direct studentsto the pronunciationbox. Ask them to their opinions.
readthe phrasesin both columns and say what the difference Youcan use this checklistto monitor and give feedbackor to assess
is between them. (Thephrasesin columnA describeonething, students'performance.
whereasthephrasesin columnB comparetwo things.)Readthe
mostlyusecomparative
Dostudents phrases
accurately?
instruction and play the audio for studentsto say A or B as a
exercise
8
class.Put studentsin pairs to test a partner. Monitor and give
positive feedbackfor clearpronunciation. usea variety
Dostudents of music
words? 5
exercise
A , B A , B B , A B,A A,B Dostudentspronounce
thefinalsyllable
ona comparative
audibly?
adjective exercise
10
Extra help
Playthe audioa secondtime and askstudentsto write A or B. I can talk about music.
Theychecktheir answersusing audioscript48.1on >>p.152to Studentstick on my own if they have explainedtheir opinion usin;
identify any phraseswherethey didn't hearthe difference.Say their notes.They tick with somehelpif they have lookedat one or
three phrasesfrom columnA and onefrom column B slightly two quiz questionsto help with vocabulary.
more slowlyto heip studentshearthe contrast.Repeatwith
three phrasesfrom columnB and onefrom columnA. Repeat Early frnishers
the activity with the audioand pauseafter eachpair to give Studentschooseanothertopicto discuss.Thevmake notesand
studentstime to reflect. repeatthe activity.
1O Readthe questionand give studentsone or two minute's
thinking time beforethey do the activity. Remindthem to use
the words and phrasesin exercise8. Put studentsinto pairs to
talk about which instrument they prefer.Monitor and go over
Additionalmaterial
any repeatederrors at the end ofthe activity. for extrapracticeactivities
www.oup.com/elt/result
www.oup.com for extrateacherresources
lelt/teacher/result

-: ; {B
How to compareand discusspreferences ",11
, L<
_
crrentation Vocabulary expressinglikes and dislikes -
fl -
l:ntext
Ask studentsto read statementsr-4 and checkvocabulary.Put
--. :ris lesson,students wiil practise using phrases to make and studentsinto pairs to discussthe statementsand monitor and
-:::cnd to suggestions.
make a note of any problemswith the following phrases:can't
l:.: illustrated magazine feature, RestaurantReviews,gives stand+ noun/gerund,don't mind what/gerund,absolutelyadore
--..:rmation about seven restaurants (the food, place, service, size, + noun/gerund,not too keenon + noun/gerund Contributeto
::-:es and opening hours). The review Home SweetHome is a joke. students'discussionsas you monitor.
l'.rlture note
' i- n- . 1 :-L
Extra help
nla, , . .h imn^rJ \nr nayi
--;-+i^ - iit LiL6r r s t l dtl llLtPUt tdtt( ri n
rL n a l t l A n e << Fn r
PI dy > Pdlt
Write the foilowing phrasesin a jumbledorderon the board,
, : ' .ple,when a p elson refu s esan of t er or r ejec t sa s ugges t jon
' ch might be co nside redim pollt e) ,dis agr eem enris us ually absolutely adore,Iove,like,don'tmind,don't like,hate,can'tstand
Studentsplacethem in orderon a verticalline. Reviewverb
=:-:iled by a hesitant-soundingvoice.Often, the intonation
patternsas necessary.
: .:rn in Erm, well,I don't know is enough to reject a suggestion
.:..rut causingoffence.(SeePronunciationbelow.) Ask studentsto underline the phrasesfor expressinglikes and
dislikesin exerciser. Readthe instructions and example.Ask
lnguaSe studentsto use the expressionsto tell a partner what they like
and don't like about restaurantsand food. Monitor and help
Focus
grammar comparing
with as:astastyas,isn'tasquickas,aren'tos
with vocabulary and pronunciationas necessary.
big as
Focus
words adjectives:bright,busy,cheerful,generous,
Ask for volunteersto sharetheir opinionswith the class
elegant,
impressive,
popular,stylish,sweet,tosty for eachofthe statementsin exercise1.Encouragestudents
food and places:cafeteria,lndian,restaurant,
snack,toke- either to explain why or to give an exampleof when they
away,three-course meal,etc. experiencedfood they liked and disliked.
Focus
phrases expressinglikesand dislikes:obsolutelyadore,can'tstond, lxtra plus
don't mind,hate,love,like,not too keenon Studentsdo exercisez in sma1lgroups.
Recognition words:atmosphere, chat,complain,desserttrolley,mild,
rocabulary reasonable, saladbar,skip,servings,
starters
phrases:bewarned,cookedto perfection,fullybooked,
! Readfor detail
highlyrecommended, soveyour appetite,self-service,
small
charge, undernewownership, valuefor money In this section,studentsread short reviews for gist to identify a
joke entry beforescanningfor detail.
lecycled words:big,cheop, pleosant,
expensive,frtendly, plenty,smoll,
language traditional 3 Direct studentsto RestaurantReviewson >>p.4o and ask
phrases for makingsuggestions: iet'5,Shollwe .?,What them where they would find thesetexts. (A localnewspaper
about...?,
Howobout...?,Whydon'twe..? supplementor a regularentertainmentguide) Put studentsinto
Pronunciationintonation:disagreeing
politely4C.2 pairs and ask them to say how they would readthis type of
text if they were looking for somewhereto go for a meal at the
ird product weekend.Ask for suggestions.(Theywould.probablylookquickly
at the informationin eachtext to decidewhichplacessounded
-:. Put it all together,studentswork in small groupsto agree
placeto go to for dinner.Students'conversations good beforereadingin detail)
' arebasedon
.idio script4C.3. Checkstudentsunderstandthe instructions and tell them to
look at eachtext quickly to find the joke review. Go over the
Warmer answer as a classand ask studentsto saywhat information in
',\'rite the text helpedthem decide.
the following foods on the board and ask students to put
-:.em in order according to whether they love or hate them: pizza, HomeSweetHome.Thetext describes variousaspectsof
,egetarianfood, traditional home cooking,giant-sizesteaks.Ask eating at home,for example,advantagessuch as favourite
ludents to find two people who share their opinions, one who recipes,no chargefor openingwine, no time limit on how long
::a11yloves the same food, and another who really hates it. Write you stay,and the disadvantageof having to do the shopping.
:.umbers r-6 on the board and ask for a show of hands for foods
Teaching tip
rrd how students feel about them. Write absolutelvadore for
Students oftenfail to usethe samereadingtechniques they
: csition t and can't stand for position 6.
','.'rite usern their own languagewith differenttext types.Pointing
How to compare and discusspreferenceson the board. out that they shouldchooseappropriateways to readtexts
accordrngto drfferenttypeswill help improvestudents'success
and confidence in reading.
4 Go through the instructions and checkstudentsunderstand
that they shouldfind two examplesfor eachperson(what they
would and wouldn't like).Go through the examplewith the
classto demonstratethe activity and explain that students
will scanthe reviews for the key words from exerciser. Ask
studentsto find the restaurantwhich Johnwould like, ones
which are arent busy or noisy.(CaJdParadisoin the evening)

T40
 Point out that there might be more than one possibleplace,
and that studentscan use the symbolsunder eachreview to
find out more information about the places.In pairs, students
continue the activity. Monitor and help as necessary.Nominate
different studentsto give answersand seeifthe classagrees.
Johnwould \ke CafdParadisoin the evening,TheRedLion;
wouldn't like TheChestnutor El Paso.
Aii would like TheRedLion,EIPaso:shewouldn't Iike Chez
Dominique.
Suewould like CafdParadiso,shewouldn't like the others.
Dickwouldn't llke BombayPalace.
Ask studentsto read sentencesr-7 and checkvocabulary.
Point out that studentsshould only use Doesn'tsayif there
is no information given in the review.Monitor and help as
necessary. Ask for volunteersto give answersand elicit reasons
why a statementis true or false.Checkstudentsunderstand
vocabularyas you go over the reasons.
2 True.Theyare often fully booked. 3 False.Thewaitresses
like to stopand chat. 4 Doesn'tsay. 5 False.Youshouldn't
skipthe starters. 6 True.Thestaff are frtendly. 7 Doesnt say
?
rL
Grammar comparing with 4s
6 Readthe instructions and ask studentsto flnd the first
examplein the reviews (Caf€Paradiso). Ask studentsto read
items z-9 and checkvocabulary.Monitor and help as students
continuethe activity individually. Ask for volunteersto say in
which review they found the information when they give the
answers.Monitor answersfor accuracy.
2 astasty as 3 isn't as quickas 4 asbig as 5 aren'tasbig as
6 as pleasantas 7 as hot as 8 isn't as expensiveas
9 as long as
7 Readthe instructions.Ask studentsto read sentencesr and
z and the options.Checkvocabularyas necessary. Write the
sentenceson the boardwhile studentsanswer the questions
individually. Go through the answerswith the class.
1b 2b
Extra help
Ask studentsto makepositiveand negativesentences similar
to thoseon the boardto comparetwo restautantsusingthese
adjectives:small,expensivebusy,noisy.Givethe following
example:Theold Pekingis as smallas TheBombayPalace.
8 Go through the instructions and items 1-4 and check
vocabulary.Studentscontinuethe activity in pairs. Give
positivefeedbackfor accurateor creativecomparisons.
information
f,l Listen for specific
In this section,studentslisten to a conversationbetween friends
for key words and specif,cinformation.
I 4c.1Readthrough the instructions and ask studentshow
they are going to listen. ?o everywordorfor the namesof the
(Namesof restaurantsJ
restaurants? Tell studentsto tick the
placesthey hear.Playthe audio.
Caf6Paradiso TheOld Peking TheBombayPalace
ChezDominique The Chestnut
10 Go throughthe instructions and checkstudentsunderstand
the activity. PIaythe audio again. Studentscan compare
answersin pairs and listen again if necessary.Checkanswers.
T4l 4C
Caf6Paradiso: full of children TheOld Peking:Sarahisn't too
keenon Chinesefood TheBombayPalace:Tomisn't sure
(but doesn'tsaywhy) ChezDominique:too expensive
1l Readthe instructions and the phrasesfor making suggestions.
Direct studentsto audio script 4C.1on >>p.152to underline the
phrases.Checkanswersas a class.
t2 4C.2Readthe instructions.Explainthat, in English,speakers
use intonation to soundpolite,especiallywhen they rejecta
suggestionmade by another person.Direct studentsto the face
icons and the intonation contoursfor eachone.Playthe audio
and pauseafter eachphrasefor studentsto hear the intonation
pattern. Playthe audio a secondtime for studentsto repeat
eachphrase,encouragingthem to copythe pattern. Giveextra
practiceas necessary.
13 4C.l Go through the instructions and checkstudents
understandthe activity. Ask studentsto listen and identify the
tone of voice.PIaythe audio,pausingafter eachconversation
for studentsto call out the answer as a class.PIaythe audio a
secondtime if necessary.
1 disagree 2 agree 3 agree 4 disagree
Extra help
Playthe audioagair.frr studentsto repeatthe melodyat the
e n d o f e a c h c o f l V e r 'd t r o r 1 .
Extra activity
Students take turn to test a partner by humming the tone.
The partner says if they are agreeing or disagreeing.
BCD Put it all together
14 Readthe instructions and checkstudentsunderstandthe
activity. Suggeststudentslook again atRestaurantReviewson
>>p.4o for ideas,if necessary.
15 Put studentsinto small groupsand readthe instructions.Ask
two studentsto readthe exampleand invite a third student
to agreeor disagreewith B'sopinion. Studentscontinue.At
the end ofthe activity, seewhich restaurantsstudentshave
decidedto go to.
Studentperformance
Studentsshouldbe ableto give short explanations.
You can use this checklistto monitor and give feedbackor to assess
students'performance.
usea variety
Dostudents exercise
of adjectives? 8
I can compare and discuss preferences.
Students tick on my own if they have explained their point of
views using their notes. They tick with some help if they have
looked at the phrases in exercise12once or twice.
Early finishers
Tell students that the restaurant they have chosen is fully booke:
They repeat the activity to agree another place to go.
Additionalmaterial
/elt/r esultf or extrapracticeactivities
www.oup.com
www.oup.com
/elt/teacher/result for extrateacherre5ources
How to explain what a film is about

frientation
I Vocabulary films
Readthe instructions and put studentsinto pairs to do the
- ::.rs lesson,students will practise using defining relative clauses
-:ltext
': :--,'einformation about a film (without mentioning the name).
activity. Tell studentsthat they can use the namesof the
film in their own languageor explain what it's about.Ask for
-- = :.lm posters in His
flm or herflm? on >>p.42 are: 1 The Queen volunteersto tell the class.
. ;'!nrix 3 The Lord of the Rings 4 Mr Bean 5 Mission Impossible III
Direct studentsto Typesofflm and the postersin Hisflm or
: ;,l1mma Mia! 7 Bridgetlones' Diary. They illustrate the vocabulary
herfiIm? on >>p.42.Seeif studentsknow the namesof the
-- -7pes of flm. fllms in the posters(seeContextopposite/.
; ,-;iers' Reviewshas three different reviews and star ratings of the
..::.e film, Bridget lones. Studentscontinuethe activity in pairs.Encouragethem to use
their dictionariesif necessary.Monitor and make a note of
inguage
any problempronunciationof the words in TypesoffiIm. Go
Fcusgrammar subjectandobjectdefiningrelative a womanwho
clauses: through eachposter,eliciting the answer.Model and help with
isunhappy,thingsthat happento women,a mon (who)she pronunciationas necessary.
goesout with,a situatton(thot)sheisin
1 drama 2 scienceflction 3 fantasy 4 comedy 5 action
iocuswords films:action,comedy, drama,fantasy,musical,romance, 6 music 7 romance
sciencefction
others:oction,attracttve,brilliant,character,classic,
dialogue. Extra help
emotton,excitement, ps,plot,
f ghting,literature,relationshi Saythe numberof a posterfor studentsas a :-assto callout
situations.speed the film type.
lecognition words:
selfsh Extra plus
rccabulary phrases: good,identifywith,goesout
chickflicks,feeling
with In palrs,studentssaythe posternumberand g::-.:: Their
partnerrepeatsif the informationis correctancisla-vssilentif
fecycled ng, entertaining,fu nny,love
words:boring,embar rassi it lsn't.
enSuaSe can'tstand.don'tlike
ohrases:
Draw two columns on the board,labelledmen andwomen.
ird product
Readthe instructions and askfor the most popular type of
film for men and women. Do not comment at this stage.Ask
: ->utit all together,students work in pairs and give a description
studentsto write their own lists in order of popularity.Put
:: a film: the characters and action. The description is based on the
-:.{s ln Readers'Reviews
studentsinto pairs or small groupsto comparetheir lists.
on >>p.42.
Direct studentsto Research resultson >>p.128.Givethem time
to comparetheir lists with the researchflndings and ask for
Preparation commentsabout similarities and differencesaround the ciass.
.:.:nk of the names of recent films your students will be familiar
,,-::hfor Ihe Warmer and exerciser. If you have newspaper or
-.agazine adverts of some latest releases,you could use these for
! tisten to a radio programme
':: Warmer.ReadResearchresulfson )) p.rz8 so vou are familiar
,,,--:hthem for exercise4. In this section, students discuss the topic and anticipate what they
expect to hear, before listening to a radio interview.
Warmer 5 Read the instructions and ask students to check vocabulary
,'i:ite the names of some different types of recent national and in their dictionaries if they need to. Monitor and help as
,--.:ernationalfilms on the board and ask for a show of hands to see necessary. Go through each item as a class, asking for a show of
,',':.ohas seen them, plans to see them, or definitely doesn't want hands. If students are not sure or do not agree, encourage them
:: seethem. Encouragestudents to say why or why not. to explain why.

::.courage students to give their reasons,and help them get their
,:eas across,supplying vocabulary as necessary.Do not overcorrect
::: accuracy at this stage.
','i:ite
How to explain what a flm is about on the board.
6 DJ Explain that a team of university professors researched
this topic in the r99os. Point out that the radio interview is
mainly about women's films, but they do talk a little bit about
what men prefer. Play the audio for students to tick the words
they hear.
/ relationships dialogue action attractive men

Extra help
If necessary,pause the audio after each question to give
students time to make notes.
Teaching tip
Point out that when we listen to the radio in our own
langtrage,we usually have an idea of the type of information
we will hear. Tell students that thinking about a topic before
they listen will help them understand peoplespeakingEnglish.

T42
 Go through the instructions and ask students to read questions 12 Readthe instructions. Ask students to read sentencesr-7 and to
r-4. Checkvocabulary as necessary.Play the audio for students tell you the name of the film (Bridgetlones).Checkvocabulary.
to listen and make notes.Ask students to compareanswers and Do item r as a classto demonstratethe activity. Monitor and
play the audio a secondtime if necessary.Nominate students help as necessary.Put students into pairs to compareanswers
to give answers and seeif the classagrees. before checking as a class.
1 They focus on peopleand dialogues. As you go over answers,point out how the subjectsand objects
2 a They are fllms which have women as the main characters referred to by the relative pronouns are very general,e.g.the
and women can identify with. guy, a situation, the actress,everything, the guy, the actor, and
b The men women find attractive. these are typical topics we use to talk about films.
c An exampleof a fllm from classicliterature. Pronounscan be cut from sentences3. 5.6.
3 No,there are too few women'sfilms.
4 Sheprefersreadingbooks. Extra hclp
rrsk studentsto think of their favo:lrite nlms and to rvrite
Extra activity sentencessrr.ilar tc ihc:e in eretctserz about a woinan, an
Strrderrts :clld listento c: reacithe text again.Theyteil a actcr,and a situatj.cnrr;rn8 reiatil-epror.ouns.}"lcnito: anCr.s -
partnerif t,revaliee r''it;- -iin:t lna'.vs cpirrionar,dsavvr,'hy
ot . 1 , l e a e s s 2 r V A s k s t U . _ e ; t t tSC l e a i t n C t : S e n t"r '"t"q toa n a n r p
\,\,'nyr.Cr. Ti^.epartnel guessesthe nin.
Direct studentsto the film posterson >>p.42.In pairs or smali Extra pLul
groups,students discusswhich of the film postersare women's .,rrite a short paragraph s:mrlar Loone of lhe Readers
StLrden+s
films. Monitor and help with ideas,encouragingstudents to
Revieil,.ron >> r!.42 Tl'.e'.'read their paragraph tc tl'.e group or:
give examplesand extra details. Monitor for use of defining
class.The ctr.ers gu:s! ine ilr..
relative clausesbut do not correct for accuracyat this stage.
Ask for a spokespersonfrom each group to report their ideas
to the classand encourageother to expressagreementor BC Put it all together
disagreement.
13 Go through the instructions and monitor and help with ideas
as necessary.Tell students not to use the names of people or
defining relative clauses
C Grammar places,and to use vocabulary f.rom Typesof fiIm. Direct them to
Readers'Reviews and the sentencesin exercise12for ideas.
Direct studentsto Readers' Reviews on >>p.42.Ask studentsto
14 Put students into pairs and checkthey understand the activity.
say what they think the writer's opinion is from the titles and Readthe beginning of the opening sentenceand remind
symbols.Studentsreadthe reviews.Answer item r together students to use relative pronouns so their partner doesn'tfind
as a class.(Bridgetlones.JPut students into pairs to answer the
out the name of the film too easily.Give students a little more
questions.Monitor and help with vocabuiaryin the texts as
thinking or rehearsaltime if necessary.
necessary. Go through eachofthe questionsin turn, askingfor
volunteersto sharetheir answerswith the class. Studentscompletethe activity in pairs. Checkthey swap roles.
Tell students that if they can't guessthe film, they can ask
1 BridgetJones'Diary 2 Student'sown answers. their partner questions,e.g.IUhat3 the name of the actor who
3 Suggestedanswers:text 1 female;text 2 male; text 3 either livesin ...?
10 Ask studentsto underline the relative pronouns in the text and Student performance
go through the rules together as a class. Studentsshould be able to give a short description.
Rules:that which who You can use this checklistto monitor and give feedbackor to assess
11 Direct students to the pictures and read the sentences.Ask students'performance.
students what the verb is in the words in red. Write like on the giveenough
Dostudents information
aboutthefilm?
board. Do items r-z and completethe rule together as a class. 9
exercise
1 d 2Rule: objec t mostlyusedefining
Dostudents pronouns
relative whoand
whichaccurately?
exercise
12
lxtra hclp
haveenough
Dostudents vocabulary
to talkabouta film?
a-d, encouragLrgstudenti to tui. phrase:rth;r:h
Drili serLtenres
exercises
1,5
inc lr r d e t h e r e l a t i v p n :o n o :r n to p ^ th e r tr , so ' r itd fl' r :n t.

Extre activity I can explain what a film is about.

Drarv tlrree coluinns on the b.ra.rd,labeilerl v'th:',that, ar.d
lrhrch. Ask stuients tc lcok again at Readers'Reviets and rr.a!.e
a notc :f generai sut.rectsand obje:ls rn oach cclu:,rn. (Who = a
sLaclet1o,n6n, a. \ucman, one guy, another rJd'i,6.nEnglish womcn:
d r1at1:That = things, the cctress,a ilm; \;h:ch = situction, f-irns )
P:ttt cut that all the a'crds are general.They dc not tell us
:::::tj'.",vhlch l',rcrlan. 11an.irin'.,etc. thLeu"'rlieris tllking
r--:'-:". Ask siudents ',vtLichrelative pronouns car..be cmitted.
l.t,- - s:aLc,tiontlwht:n) the'aitrnait Text 3: mar. (whrtt she.)
Studentstick on my own if they have describedtheir film using
their notes.They tick with somehelp if they have looked at TypesoJ
flm and sentencesa-d in exercise11once or twice for help.
Eerly finishers
Studentsrepcatthe i'clr- .ty'arilh a tirffere;rtnlrr,.Tl.eyhaverc '.,.
f;ve relative nionriunslrr iheir d:scrip-.iorrs.

Additionalmaterial
for extrapracticeactivities
www.oup.com/elt/result
www.oup.com fo; extrateacherresources
/eltlteacher/result

-r; s
Orientation
Sqrtext and Language
:,'Jris lesson,studentsanalyse,write, and review a descriptionof
i jlm or book.
kview thedefinite
article
sd words:amusing, cheop, comedy, funny,horror,
frightening,
hguage setting, spiders,tenifying
grammat-edond-ingadjectives
tognition words:deadly,keycharocters, relevznt,spoils
brguage phrases: takesover
- thefilm
Ecourse substitution to avoidrepetition:Arachnophobio
Iad product
:- Put it aII togethel students write a description of a film or book
know. After reviewing a first fuaft for organization and a second
-y grammar and spelling,partnerscommenton the description.
:-
Warmer
A'nte film types from 4D on the board.In pairs, studentschoose
:-ro and write associatedvocabulary.Go through eachone
.-:citing examples.Studentsreadthe vocabulary,the clas*guesses
-:e film type.
A-riteHow to write a descriptionof afiIm or bookon the board.
1[ Readandorder
:. this section,studentsanalysecontent and coherencein a film
:cription.
1. Direct studentsto the picture.They discussthe questionin pairs.
Ask for a spokespersonfrom eachpair to report their opinions.
I Gothrough the instructions and the paragraphstructure.
Checkvocabulary.Ask studentsto readthe sentencesfrom the
description.Studentsdo the activity in pairs, remind them to
ignorethe highlighted words. Checkanswers.
2 lt's a comedy... 3 leff Daniels.. 4 He plays...
5 When the old doctor... 6 However,his patients...
7 Themost frightening ... 8 I nearly... 9 But the fllm is ...
I Readthe instructions and go through the exampleas a class.
Studentscomparein pairs beforeyou checkanswersas a class.
Ask why the writer has not repeatedthe same words. (The
writer and readerboth know what is beingtalkedabout so the
topicsdon't needto be written in JUIIagain)
He = JeffDaniels the fllm = Arachnophobia
the old doctor= DoctorMetcalf lt's = Arachnophobia
{ Readthe instructions and ask studentsto read sentencesr-4.
Checkvocabulary.Direct studentsto reasonsa-d. Go through
eachone in turn to checkunderstanding.Do the first sentence
together as a classto demonstratethe activity. Students
continue individually. Checkanswers.
1 b .d 2 b. c 3d 4a. c
! Contentand organization
:. this section,students sequencea descriptionaccordingto a
'-:ree-paragraphstructure.
I Readthrough the instructions and items r-3. In pairs, students
continue the activity. Checkanswers.Readthe modified text
aloud,so studentscan hear how coherentand logically
orderedit is.
1 informationout of order:It's a veryfrighteningflm... (should
be in paragraph3) 2 irrelevant / unnecessarydeIail: the DVD
wasverycheap;theDVDshop 3 pronoun,or the + noun:
paragraph1:'Jaws'- the film paragraph2: the girl - her
paragraph3:the shark- it
Direct studentsto the paragraphstructure in exercisez and
put them into pairs to checkto seeif there is any information
missing.Go through eachof the points in turn, and ask for
examplesfrom the text (the main actors, final opinion).
Tell studentsto write a better version ofthe text, using the
structure in exercisez and their notesfrom exercise6. Put
studentsinto pairs to comparetheir version and to say why
they think it's betterthan the text in exercise6.
C Getting ideasto write about
In this section,studentsfocus on text organizationand grammar.
8 Go through the instructions and tell studentsto look back at
lesson4D for ideas.Point out that the flrst thing to do is to get
their ideason paper.Explainthat it's more difhcult to make
changesto organizationthan grammar and vocabularyoncea
text has beenwritten. Monitor and help with ideasas necessary.
9 Put studentsinto pairs to read their texts aloud.Ask the
student listening to say ifthe text is easyto follow and
understand.Monitor and contribute to students'discussions.
BC Put it all together
1O Readthe instructions to the class.Suggeststudentswrite
numbers next to the sentencesto show the orderthev want to
use when they rewrite their text.
11 Ask studentsto checktheir grammar and spelling, and to
checkthey have used pronounsand the + noun to refer back.
Encouragestudentsto use symbolsfor any mistakes.
12 Studentsswap descriptionsand say if they would like to see
the fiim or readthe book.
Student performance
Studentsshould be ableto producea short descriptionof 9o words.
You can use this checklistto monitor and give feedbackor to assess
students'performance.
Content Have
students themainooints?
included
Organization Havestudents theirwritinglogically?
organized
Cohereme referred
Havestudents backto nouns
correctlv?
I can write a description of a film or book.
Studentstick on my own if they are happy with their description
after they have reviewed it for organizationand accuracy.They
can tick with somehelpif they would Iike to make one or two more
changesafter doing exerciserz.
Early finirhers
Stucients 'r;rte a flnal draft of their text for display.
Additionalmaterial
/elt/ resultf or extra practiceactivities
www.oup.com
www.oup.com
/elt/teacher/result for extrateacherresources
4E rM
 Warmer
Rememberthe questions
Put studentsinto small teamsto write as many questionsas they
can using the words below.Seta three-minutetime limit.
what, is,are,your, meal,why, does,idea, not, her,out, watching, shall,
don't,you, oJ make,his,try, into, we,about, music,or, something,film,
move,a, different,go,for, where,Jun.
Studentscan usethe words as many times as they want. Givea
student from eachteam a turn to say a question.Ask the classto
decideif the questionis correct.If it is, award two points.If it isn't,
award a point to the first team to correctthe question.
Suggestedanswers
What is your ldeaof fun? Are you into music? Doesmusic
make you move? Why not try somethingdifferent? His fllm
or her film? What about watching a film? Why don't we
try somethingdifferent? Shallwe go out for a meal? Where
shallwe go?
I Grammar
| -ed and -ing adjectives 4A exercise5
Warm-up:Reada few of the definitions from exercise5 on >>p.3Z
and elicit -ed and -ing adjectives.
Set-up:Go through the exampleand checkstudentsunderstand
the activity.
2 boring;bored 3 excited;exciting 4 disgustir,q:
d^sg::srec
Follow-up:Ask students,in pairs or small groups,to write five
questionsfor a suwey calledWhat'syour ideaoffun? The questions
are basedon the activities in lessonsA-D. Studentsinterview four
or five others and seewho likes and dislikesthe samethings.
2 Comparatives and superlatives-1Bexercise6
Warm-up:Ask Cinema,theatre,or concert?Ask studentswhich they
prefer and why.
Set-up:Go through the instructions and the example.Xxplainthat
studentschooseone ofthe topicsafter the list ofthings.
Suggested answers
2 Instant coffeeis a bit easrerto make./ Realcoffeetastesmuch
betterthan instant coffee.
3 Reggaeis much betterto danceto. / Rockis far moreexciting.
4 Seeingfilms on DVDis a lot cheaperand moreconvenient.
5 A weekendbreakin the city is much morerelaxing.
6 An email is much cheaperto send./ A text message is a bit
quickerto write.
7 Cardsare slightlyeasierto learn./ A gameof cardsis played
morequicklythan a gameof chess.
Follow-up:Studentschoosetopicsfrom Unit 4 and askfor a
partner'sopinion. They must useslightly,much,far, a bit, or a lot in
their answers.
3 Comparingwith as 4C exercise6
Warm-up:Wfite Saxophone or recorder?on the board and ask
studentsto make sentencesabout the two instruments with as.
Set-up:Ask studentsto readitems z-4 and underline the nouns
that are being compared.
2 A hamburgerisn't as expensiveas a steak.
3 Driving isn't as goodfor you as cycling.
4 Foikmusicisn't as complicatedas classicaimusic.
T45 n{
Follow-up:In pairs, studentschoosetwo items and write
comparativesentences. They swap items with another pair, and
write sentences.At the end of the activity, they comparesentencer
4 Defining relative clauses4D exercise12
Warm-up:Readthe first part of the sentencesin exerciserz,
>>p.43,pausingbeforethe relative pronoun for the classto say
which word comesnext. Direct studentsto exercisero, >>p.43to
reviseif necessary.
Set-up:Ask studentsto readsentencesr-4. Ask for the name of the
fim. (Titanic)
2 They'reon a shipthat's crossingthe Atlantic.
3 He meetsa woman who can seethe future.
4 Theysayhe'll nevermarry the girl he loves.
Follow-up:In pairs, studentswrite four setsof sentencesabout a
film. Pairsswap sentencesand join them together.They guessthe
name of the fllm.
! Vocabulary
5 Music 48 exercises
4, 5
Warm-up:Seta two-minute time limit for studentsto write as
many words as they can connectedwith the theme music.They
look back at lesson48 and checkspellings.
Set-up:Readthe instructions and ask studentsto readthe clues.
Checkvocabulary as necessary.
2 cirummer 3 musiclan 4 saxophone 5 keyboard
6 composer7 guitarlst 8 track 9 stadium
Hiddenword:orchestra
Follow-up:In pairs,studentsusetheir dictionariesto write clues
for five more words connectedwith music.They swap clueswith a
partner and seewhich pair can find the answersfirst.
6 Expressinglikes and dislikes 4C exercises1,8
Warm-up: Write the following words on the board for students to
make phrasesthey could use to talk about likes and dislikes:not,
absolutely,
can't,too, don't,keen,stand,mind,adore,on. Students
look back at lesson4C,exerciser to checktheir answers.
Setup: Gothrough the examplewith the class.
2 not too keenon 3 absolutelvadore 4 can'tstand
5 don't mind
Follow-up:Studentschoosea restaurantfromRestaurantReviewson
>>p.4o and have conversationswith othersin the classto seehow
many peoplethey can get to go to dinner with them.
7 Films 4D exercise2
Warm-up:Saythe namesof different films for studentsto call out
the type. Usethe flms on >>p.42 or local films your studentsare
likely to know.
Set-up:Go through the examplewith the class.
2 sciencefiction 3 fantasv 4 musical 5 action 6 drama
7 comedy
Follow-up:Studentswrite sometrue sentencesabout their own
opinions of the films, without mentioning the type. They swap
sentenceswith a partner and guessthe flm types.
Early finishers
Studentsreview the unit and make a list of adjectivesthey want
to remember.Theywrite a sentencefor eachone.
How to talk about countries and governments

lrientation Read for specific information

f,
I ::.text
' ::.s lesson,students will practise using politics vocabulary to In this section,studentsread an article for specificinformation
beforefocussingon vocabulary.
. r ieout their own country.
- -. I Direct studentsto the photos on >>p.46,the title, and sub-titles
-..ustrated article, Symbolsof Power,describessymbols that are in Symbolsof Power.Inpairs, studentstalk about what they
'-.:ron to many countries. The photos show: I casting a vote in a
can seein the photos.Monitor and help as necessary.Elicit
. - :oarent ballot box z directionsleft and right (symbolsfor political
information around the classabout eachphoto.
'..cns) 3 a United Nations soldierwith a light blue beret 4 a poster
, -.1people to vote 'green'(for the environment) 5 the Parthenon, SeeContextfor answers.
.'.::e 6 soviet-stylebuilding inWarsaw 7 star symbols (onflags and
2 Readthe instructions and set a short time limit to encourage
. =:n) 8 a lion statue 9 an eagleon aflag.
studentsto scanthe article.Tell them to continue individually
- -::jitict phonetic transcriptions of key vocabulary rs given. and to ignore any unknown vocabulary.Put studentsinto pairs
to exchangeinformation and monitor for pronunciation.
-::.8uage
Ask studentsto chooseone fact they know, and one they don't.
:ccusgrammar theor noarticlein namesof institutions
Nominate studentsto tell the classand help them get their
.'eYrew the passive:
areusedas.waschosen ideasacross.Do not overcorrectfor accuracv.Monitor and make
E-ammar a note of vocabularyin Politfcson >>p.46 which might need
:xus words politicscapital, conservative,democrocy,
elections,
head extra pronunciationwork in sectionB.
of state,national,political,prestdent,
represent,
republic, 3 Ask studentsto read sentencesr-6 carefully and checknew
socialist,UnitedNations vocabulary.Do item one together,eliciting the reasonwhy the
ixognition words:ancient,ballotbox,elect,electronic,enemy, answer is false.(Thetext saysmany ballot boxesaretransparent,
,ccabulary environment,headquarters,honesty,impressive, massive, implyingsomearen't.)Monitorand help as necessaryas
military,protective,represent,
strength,transparent,vehicles, studentscontinue individually. Checkanswersas a class.
vote
phrases;left/right wing,peacekeeping 2 False.(Theywere usedafter the FrenchRevolutionin 1789.)
forces
3 True. 4 True. 5 False.(Thestarsrepresentmembernations.)
;ecycled capitallettersfor propernouns(names, countries) 6 True.
anguage thebeforegeographical names
)'onunciation the:thepresident , theEnglish 5A.4 4 Readthe lnstructionsand meaningsr-4 with the class.Eiicitor
explainthat the questionsask aboutword class,e.g.educate(v),
1:.d product
education(n).Write the wordson the boardto show students
that thinking aboutthe type of word and its relationshipto
- .:'"itit alltogether,studentsgive a short presenta:rontc a pa:::.e:
anotheris a useful strategyfor guessingmeaning.
,::.rt politics in their own country or one they know about They
' .'.'e previously rehearsedthe presentation and use therr notes. Do the first item togetherto demonstratethe activity. Monitor
and help as studentscontinue individually. Ask for volunteers
to give answersand to spellthe new word. Write the answers
?reparation on the board beforestudentsfind them in the text.
-::v the place names from exercise 8, lesson zA onto the board
2 symbolism 3 protective 4 ancient 5 strength
.::re students arrive if you want to do the Warmer.Think about
- rssroom organization for the group work activity in exercise7. Extra activity
-:--ect answers for different countries to the questions on >> p.rz8 In pairs,studentsfind and underlineother relatedwords,e.g.
-': :xercise 16 if you feel your studentswill need extra help.
transparent - transparency.
Encourage them to guessmeanings,
using their existing knowledgeand the context.Studentscan
iVarmer checkin a dictionaryfor homework.
-:rrn game. Direct students to the names of places on the board Teaching tip
:: Preparation).Put students into small teams to decide if the Studentsoften believe a text is too diffcult for them to read
.::graphical names need the definite article. Glve one point for when they come acrossa word they don't know, even in their
-::ect answers and award another point if teams can give you an own language.Raisingawareness to strategiesfor guessing
fact about the places. meaningmight stopstudentsgiving up too easily,and so
- '..:a
':--ie developtheir readingskills.
How to talk about countriesand qovernmentson the board.

! Vocabulary politics
5 Direct studentsto Politicson >>p.46 and readthe instructions.
Sayeachword and ask studentsif a similar word exists in their
language. Usethe transcriptionsto draw attention to word
stress.Model and give pronunciationpracticeas necessary.

I46
 5 Ask studentsto readthe text, ignoring the blanks.Check
vocabulary.Studentscontinueindividualiy and comparein
pairs.To checkanswers,readthe text aloud and pausebeforea
blank. Elicit the answer and monitor for pronunciation.
1 president 2 republic 3 democracy 4 elections 5 political
6 socialist 7 conservative 8 capital 9 UnitedNations
10represent 11national
lrtra activity
In pairs, studentsfind one true and one falsefact about their
own country.Theytell a partner.
F
rb
Listen for kev information
In this section,studentsuse kev information to understandshort
quiz questions.
7 5A.1Readthe instructions and checkstudentsunderstand.
In small groups,studentsread and listen, ignoring any new
vocabulary.Playthe audio and ask studentsto comparetheir
answer with other membersin the group (c/.
8 Readthe instructions and direct studentsto the questionin
exercise7.In pairs,studentsunderline the key words.Check
answers.To help build students'listening confidence,remind
them that it is not aiways necessaryto understandevery word.
key words: country,1893,first, women, vote
Teaching tip
Studentsmight want to underline more words.Elicit or explain
that although it might help to understand_J1rst
nation,or vote
in an election,
understandingthe wordsfrst and voteare more
important.We can guessand rememberthe restfrom context.
9 5A.2Ask studentsto write their answersafter eachquestion.
Playthe audio,pausingfor studentsto reflecton the question
and giving them time to write their answer.Studentscompare
answersin pairs.Playthe audio a secondtime if necessary.
Do not checkanswersat this stageas studentswill listen and
checkin exerciseto.
10 5A.3PIaythe audio for studentsto checktheir answers.See
who has the highest score.
2b 3a 4a 5c 6 a 7 b 8 c
1l Readthe instructionsand directstudentsto audioscript5A.3
on >>p.153.
Monitor and helpas necessary.
13 Gothrough the instructions and the example.Point out the
use of fhe beforc namein the example.Remindstudentsor
elicit that we use the in this casebecausewe are talking about
somethingunique.Studentscontinue individually.
Nominate studentsto give answersand askthe classto listen
and say ifthey agreeor not. Focuson question6 and check
studentsunderstandwhy presidentoJTanzaniais precededby
the (the word presidentis usedas a generalnoun here).
2 the leader/theConservative3 the headquarters/the
United
Nations 4 - Prince/theUnitedKingdom 5 the Czech
Republic/theEuropeanUnion 6 - President/thepresident
Extra help
Studentsfind and underline examplesof titles, positions,and
organlzations inSymbolsofPoweron >>p.46.Theycan revise
the grammarin lessonzA.
14 Readthe questionand direct studentsto the information in the
box. Point out or elicit that Europeanstarts with a consonant
sound,despiteits spelling.
Ihe is pronouncedthee,rr beforea vowel sound.
15 5A.4Directstudentsto exerciserz. In pairs,studentsdiscussthe
pronunciationof the.PIaythe audio,pausingafter eachitem for
studentsto checkand repeat.Giveextra practiceas necessary.
Extra plus
In pairs,studentsdecldehow the is pronouncedin the
questionsin exerciser3.
BCD Put it all together
16 Readthe instructions and direct studentsto the questions
on >>p.rz8.Studentscan look back at SymbolsofPoweron
>>p.46 and the information in audio script 5A.2for extra ideas.
Studentscompletethe activity in pairs.Monitor and help as
necessary.Checkthey are writing notesnot sentencesand give
studentstime to rehearsetheir presentationstogether.
17 Put studentsinto different pairs to tell a new partner about
their country.At the end ofthe activity, askfor volunteersto
say if they learnedanything surprising or interesting.
Studentperformance
Studentsshouidbe ableto give a short factual presentation.
Youcan q-sethis checklistto monitor and give feedbackor to assess
students'performance.

Grammar the ot no article in names of Gramrnar Dostudents

mostly
usethedefinite
article
correctly?
institutions exercise
13
Vocabulary havesuffcient
Dostudents vocabularv
to dothetask?
t2 Do the activity as a class. Direct students to the grammar box exercise
6
and say a category word, e.g. individual people. Elicit an example Pronunciation Dostudentsmostlypronounce
theconectly?
exercise
l5
and ask The or no the? Continue for each ofthe categories and
ask students to copy the table and add the information at
I can talk about countriesand governments.
the end. Guide students to the use ofthe definite article as
necessary as they write the name in the appropriate column. Studentstick on my own if they have given their presentation
Ask students to complete the rule in pairs and check as a class. using their notes.They tick with somehelpif they have lookedat
Politicson >>p.46 occasionally.
individual people: King Richard III, Queen Elizabeth
positions: the Australian prime minister, the head of state Eady finishers
organizations: the Irish government, the Liberal Party Studentstry to do the activity from memory,using the photoson
Rule: Use fhe with positions and organizations but not >>p.46 to heip.
with individual people.

Extra help
Show students how the rules are generative. Ask students Additionalmaterial
to give more examples for each column from non-political for extrapractice
www.oup.com/elt/result activities
contexts, e.g.The Beatles,The Simpsons. www.oup.com for extrateacherresources
/elt/teacher/result

T47
'A
IHow to talk aboutrules and laws
I
I

Orientation Vocabulary permission words

fl
Context
-:. this lesson,students will practise using modals of obligation to
:a-k about what can and can't be done.
on >> p.48 illustrates the meaning of some of the dictionary
-::gtns
:rtries.
- he illustrated magazine article Lawsfor Paws describesweird and
',','onderfullaws in different US states.
J.ossaryexplains some key vocabulary.
Culture note
',','e
often assume that rules and laws in different countries, e.g.
.rout animals, driving or throwing away rubbish,are the same.
;rliteness.In English,we often use the phrase1 don't know lo
.-gnal that we are unsure of somethlng rather than not actually
:::,owing about it. This phrase and others are used to invite
::nflrmation from the listener (seeFocusphrasesbelow).
Readthe instructions and put studentsinto pairs to talk
about the topic. Monitor and join in with conversations.
Help
studentsexpresstheir ideasbut do not overcorrectfor accuracy.
Ask for volunteersto tell the classanything interestingthey
found out about their partner.
Direct studentsto Sgnson >>p.48.Ask what they can see
in eachpicture and where they might seethe sign (ignore
the captionsfor the moment).Ask studentsto look at the
dictionary entries and checkthey understandthe abbreviations
sb (somebody)and sth (something).
Gothrough eachpicture and askthe classfor suggestions.
Suggested answers
1 Feedingthe birdsis forbidden. 2 Youarepermitted/allowed
to continue,but you shouldbe careful. 3 Dogsareforbidden/
prohibited.

Language
Direct studentsto the dictionary entries on >>p.48 and read
through the definitions.Direct studentsto the table and check
Focus
grammar modalsof obligalion:must,mustn't,haveto,don'thaveto, they understandthe conceptof formality. Ask about how
can,can't peoplespeakor write to others:friends,family, colleagues,a
Preview theoassive:
it'sforbidden boss,an important person.Point out the headingsof the two
Srammal gerunds:
parkiig,smoking, takingphotographs,
etc. columns.Do the activity as a class.
question
tags:lt isn'tallowed,
isit? you can do it: permit you can't do it: forbid, prohibit
Focus
words allow,forbid, illegal,permit,prohibit
Extra help
phrases expressing
Focus uncertainty: I don'tknow.,lt isn't...,
...isit?,I'm
not sure. Ask studentsto saywhich of thesepairsof contextswould
containformallanguage, a parenttalkingto a childor an oficial
Recognition words:olligator,barber's,
camel,caution,
cemeteries,
chase, document: a stgnor a postcard:
a S'tndaymagazine or a law;
vocabulary chick,
duckling, dog,hunting.leadint.
dye,guord/gutde go\/ernn'.en:
ri,ebsrie
3, -1.f,p4jly entai.
licence, permissian,
locol,obligotion, Det.0roceeC.rycccr rai
rubbish.shoot,skunk, watntrg.,\e '1
smetty. Readthe instructions and ask students to read sentences1-4.
phrases:get ridof,giveaway,keepundercontrct.idKei,\r). Check vocabulary as necessaryand ask students to suggest
tnrowawov where the signs might be found (government buildings, schools,
Recycled law,lift,prefer,
words:dangerous, roof,steol clubs,restaurants/.Go through the example as a class, pointing
language pnrases:
clean
up out the use of fsnt Monitor and help as necessary as students
grammar:superlatives write the sentences. Go over answers as a class.
Discoutse givingexplanati
onswith because 2 Parking isn't permitted. 3 Mobile phones are forbidden.
4 Taking photographs is prohibited.
End product
-.nPut it all together,students talk about laws they know about
:n their own country. They give short expianations and invite ! Readand interpret
:onfirmation. Their conversationsare based on audio scriot 5B.1.
In this section.studentsthink aboutthe reasonsbehindvarious
facts in a magazinearticle.
Preparation
5 Direct studentsto Lawsfor Pawson >>p.48.Ask them to look
lhink about classroom organization so students can work in at the title, headline and pictures and suggestwhat the text
groups for exercise6 andlq,.Take dictionaries to class if necessary. is about.Checkthey understandthat, in this context,a law is
nationally binding (ratherthan a rule for a particular place).Go
Warmer through the instructions and descriptionsa-c and set a short
Show or draw a simple sketch of a mobile phone on the board.
time limit to encouragestudentsto readthe text quickly.Read
)raw two columns, one with a tick and the other with a cross.Ask
eachdescriptionand askfor a show of hands.Nominate a few
students to write a list of laws they would like to see for the use of studentsto explaintheir reasons.
nobile phones. Put students into small groups and set a short time b Optiona isn't the bestas the text isn't aboutall animals
.imit. Ask for a spokespersonto read out the group list. Monitor in the USA.Optionc isn't the bestas the text only mentions
and make notes of students' use of modal verbs. Ask the class to somelaws,thosewhich arefunnv
vote on the best law, and nominate individuals to say why.
Write How to talk about rules and laws on the board.

T48
 5 Givestudentstime to readthe text in more detail beforeputting a secondtime if necessarv.Givethe answer and ask students
them into pairsto compareideas.Direct studentsto the giossary how they guessed.
on >>p.48 and remind them to usetheir dictionariesto help
2 (keywordsin question:throw away;key wordsin audio:
with key words only. Studentsexchangeopinionsin groupsof
rubbishbins,take it away)
four. Monitor and encouragequieterstudentsto join in.
7 Gothrough the instructions and the exampleconversation. 13 Checkstudentsunderstandthe questionsbeforeyou playthe
Elicit other possibleexplanations.Put studentsinto pairs audio again.Put studentsinto pairs to compareanswersbefore
to continueand checkstudents'explanations are logically goingoverthem as a class.
connectedto the topic. After a few minutes,nominate students l Youcan'tdo that, it isn't allowed. 2 No. 3 The
to shareideaswith the class. shopwherehe boughta new fridgetook the old one away.
Ertra plus 14 Readthe instructions and direct studentsto audio script 58.1on
Studentscan discusswhich rulesthey agreewith (why and >>p.153.
why not) in groupsor as a class.
Extra activity
Studentsuseaudioscript5B.1on >>p.r53to practiseusingthe
G
rL
Grammar modals of obligation phrases. Theyswaproles.
15 Gothrough the instructionsand checkstudentsunderstand.Ask
8 Elicit the law about dogsand hairdressersand write You for volunteersto askyou the questionsin exercise12.Respond
mustn'ttakeyour dog into a barber's.on the board.Ask Haveyou using someof the phrasesfrom the listening to show you'renot
got a choice?What wiII happeniJyou do?Readthe instructions. sure.Studentscontinue in pairs.Givepositivefeedbackwhen
Monitor and help as studentscontinuethe activity studentsuse appropriatephrases.
individually. Do not focus on the meaning of thesemodals as
studentswill talk about this in the next activity. Extra activity
Write thesequestionson the board:Are therelawsabout:taking
9 Ask studentsto look at statementsr-6 and checkvocabulary.
childrenin carsand wearingseat-belts?
Cancyclistsride sideby
Go through the exampleto demonstratethe activity. Point out
side?Studentsdiscussin pairs.
that studentscan f,nd the information in the text by using
key words in the questionand they can use the picturesto
help locatethe answer.They shouldthen read more carefully.
Monitor and checkthey are using appropriatereading
BCD Put it all together
strategies,and offer guidanceas necessary.Nominate students 15 Put studentsinto pairs to discussthe topic.Encouragethem to
to give answersand seeifthe classagrees. usethe ideasin Lawsfor Pawsand exercises:.r and rz. They can
2 False.(Youhaveno choice.Yo:umustn'ttake your dog in a lift.) make notes,and should add explanationsfor the laws. Refer
3 False.(Youcanwaik your dog as long asthe leadis short.) them backto exercise7 for further help with explanations,if
4 True. 5 True. 6 False.(Youcan (if you want) kill onebefore necessary.Monitor and help with ideas.
2 a.m.but you must kill it after 2 a.m.) 17 Reorganizestudentsinto small groupsand so they are not
working with the samepartner from exercise16.Tell students
10 Direct studentsto the grammar box and readthe instructions.
Referstudentsbackto their answersin exercise9 and Lawsfor to explain the laws to others,sayingwhen they are uncertain
Pawson >>p.48.Do the exerciseas a whole class. oftheir reasons.Ask a spokesperson from eachgroupto give an
exampleof a useful law to tell a visitor and why.
forbidden:mustn't;can't an obligation:must; haveto
not an obligation:don'thaveto Studentperformance
Studentsshouldbe ableto make short factual statementsand give
11 Gothrough the instructions and ask studentsto readrules explanations.
r-7. Do the flrst item as a class.Studentscontinueindividually.
Youcan'lse this checklistto monitor and give feedbackor to assess
Monitor and direct studentsback to the grammar box as
students'performance.
necessary.Elicit answersand encouragestudentsto sayfull
sentenceswhen they answer. Coherence Dostudentsgivelogical
explanations
forthelaws? 7
exercise
2 don'thaveto 3 haveto 4 must 5 can 6 haveto 7 can Gnmmar Dostudentsusea varietyof modals
totalkabout
exercise
obligation? 11
Extra help
Studentswrite out the correctversionofthe rules. Vocabulary Dostudentsusephrasesto indicate
theyareunsure?
exercise
15
lrtra plus
Studentsusetheir dictionariesand write sentencesabout rules I can talk about rules and laws.
in their country.Someshouldbe true, othersfalse.They read Studentstick on my own if they have given rules and explanations
them in small groupsfor the othersto guesstrue orfalse. looking up from their notes a coupleof times. They tick with some
helpif they have mostly lookedat their notes.

! tisten for the generalidea Xarly finishers

Studentsrank Lawsfor Pawsfrom the point of view of a visitor,
In this section,studentsidentify the main idea of a conversation, starting with the most usefui ones.They comparewith a partner.
beforelistening for detail.
12 5B.lReadthe sectiontitle and instructions for the activity. Ask
studentshow they needto listen to understandthe general
idea.(Listenfor key wordsandphrasesin the questions) Additionalmaterial
Checkstudentsunderstandvocabularyin questionsr-4 and wwwoup.com/elt/result
for extrapracticeactivities
askthem to underline key words and phrasesto listen for. Play www.oup.com
/elt/teache(resultfor extrateacherresources
the audio.Ask studentsto compareanswersand play the audio

T49rl
 l, .i

How to talk about storiesin the news

Orientation Vocabulary crime verbs

fl
Ccntext
Read the questions and put students into pairs or small groups
-: :his lesson,students use the passive to talk about events in to exchange information. Write the following cues on the
-..'rrchthe object of an action is more important than the subject.
board: Read- every page, some articles, some sections?Monitor
-:e style of British newspaper headlines sometimes results in a and join in the discussionsbefore bringing the class together to
:=:<twith two meanings. The illustrations in Captionsshow the exchange information.
',.':cng meaning of typical ambiguities
causedby prepositional Go through the instructions and direct students to sentences
::.Iases.
r-4 and the three verbs. Explain that these verbs have
i:.e newspaper article, Cow CabsAgainst Crime, repofis the story similar meanings and ask students to look them up in their
:: how a Chilean taxi driver decoratedhis taxi so everyone would dictionaries. Go over the example with the class and put
::tice it. His purpose was to deter potential robbers. students into pairs to continue the activity. Check answers and
Culture note elicit or explain that we use rob when people steal something
in a violent way.
I ,:',vspapershave different journalistic styles for headhnes in
: ierent countries.In British newspapers,journahsts aim to make Continue section by section. In sentences 5-7 elicit or explain
:--:ir headlinesas short as possible.They achievethis by deleting that murder is used to describe a planned action. Model and
: :r-essentialgrammatical words like articlesand auxiliary verbs, give pronunciation practice as necessary.
',.':.rchsometimescreateamusrng ambiguities.
2 attacked 3 stole 4 robbed 5 murdered/killed
i,anguage 6 killed/shot 7 shot 8 kidnapped t hijack 10 arrested
Focus
grammar activeor passive:
A womanhasshota robber.,
A robberhas Read the instructions for the activity. Direct students to
beenshotbva woman. Captions on >> p.5o and the caption below the first picture. Go
Focus
words crimeverbs:arrest,ottack,criminal, escape,
hijack,kidnap, through the example as a class.Elicit or tell students that the
kill,murder,rob,shoot,steal,thief,victim phrase by a tree could either mean that the tree is the subject
Focus
phrases prepositional
phrases: of the verbfnd, or by could mean near
by a cashmachine,
by a tree,witha
baseball
bat Check vocabulary in the captions. Students continue the
Recognition words:alarms,cab,cow(moo),cowhide,customrze, earrings, activity in pairs. Monitor and help as necessary.Check answers.
vocabulary imagination,impressive,
lined,naked,neonltghts,specifcally, 2 The cash machlne didn't attack the man The man r,vas
steering
wheel,valuable,
youths,zebro n e a r t h e c a s h n a c h t n e '. , , 'n e nl ^ e . , . 'a s. i : t r c k e d .
phrases:
switchof,
3 T h e i '. ': r . a : . i i c r : : s e : : . e o a s e : a ^ ^: a : t : s h o o t t h e r o b b e r .
Recycled wOrds:already,celebrtties. ceitinS13v'2,aui:Jn.a/: ia aaa l : '. : : : - : : =: ', '. 'r ; : : t t - , '. : . ; : : . = : : ; : : ; - - r a : .
language gallery,guards,manoged.,\'arir
| m ple Or A Dr e S:":Ae r - ' :::
E t A f n m i l :P A SS
Pro.rr.lrti* compound nauns:
sportscora .,
! Readfor detail
botO o c,birthdoy
baseball portyO r o o 5C.1
In this section,studentsanticipatethe content of a newspaper
End product article, using the photo and headline,beforereading and inferring
-:. Put it all together,students role play being a radio news reporter information.
trd give the latest news report for one story. This is based on audio 4 Readthe instructionsand direct studentsto the ohotosand
::rlpt 5C.2. headlineon >>p.5o.Put studentsinto pairsto answerthe
question.Ask for volunteersto report their suggestionsand to
Preparation give a reason.Takea vote on the most popular or entertaining
suggestionsbut do not comment at this stage.
-:.ink about ciassroom organization for exerciset4. Take
:-ctionariesto class. 5 Readthe questionand checkunderstanding.Tell studentsto
readthe article carefully,ignoring any new vocabulary.
Warmer Geraldo'slife has improvedbecausehe hasn'tbeenattacked
,','ritethe following words on the board: attack, baseballbat, again,his businesshas grown and he now has sevencabs.
::sh machine,earrings,found, robber,police oficer, shot,thieJ tree. 5 Ask studentsto read sentencesr-6 and checkvocabulary
i-it students into small groups and set a time limit of about four as necessary.Do the first item togetherto demonstratethat
for them to write a story using as many of the words sometimesstudentsneedto think carefully about what isn't
-.rnutes
;s they can. A spokespersonfrom each group tells their story to saidin the text, e.g.the text doesnt sayanything abouthis car
::.e class.Ask students where they might find stories like these. being stolen,but it does sayhe drovehimself...
-.. newspapersor on the radio.)
Monitor and help as studentscontinue individually. Go
;',':ite How to talk about storiesin the news on the board. through the answersas a class,askingfor reasonswhy if a
statementis false.Takea vote on how many studentsthink
Geraldo'sideais a goodone,and if they would usehis taxi
service.
2 True. 3 True. 4 False.(Heput them on the ceiling.) 5 True.
6 False.(He'sthinking of making one in the future.)

T50
 Extra activity
Studentsf,nd wordsin the text with the following meanings:
with no clotheson (naked,para 1);changeor decorate your own
car (customize,para z); coveredon the inside(lined,para z);
amazing(impressive, para 3).They chooseflve more unknown
wordsto guessthe meaningof, checkingin a dictionary.
Extra plus
DiscussionIopic.Robberswon't robyou if everybody's
looking.
Workwith a partner and think of someotherways a taxi
driver couldmake everybodylook.
G Pronunciation compound nouns
tb
7 5Cl Direct studentsto the words abovethe box and elicit or
explain that they are all compoundnouns (two nouns which,
when usedtogether,refer to one particular thing). Check
studentsunderstandthe meaningofthe compoundnouns.
Copythe stresspatternsontothe boardand numberthe
columnsr, z, and 3.Readthe instructionsand play and pause
the audio after eachone for studentsto savwhich stress
pattern it is.
Playthe audio a secondtime, pausingfor studentsto repeat.
Encourage studentsto run the two wordstogetherand give
extra pronunciationpracticeas necessary.
1 earrings,headline,sportscar 2 cashmachine,steeringwheel
3 birthday party,taxi driver
8 Readthe information and ask studentswhere the main stress
falls. (Onthefrst syllable.)Explainthat, in compoundnouns,the
stressis normally on the first word. However,if the first word
in a compoundnoun is the material,e.g.strawhat,neonlight
then both wordsare stressed.
Extra activity
In pairs,studentssaythe numberof a columnfor a partnerto
saya compoundnoun with the corresponding stresspattern.
Studentsswaproles.
p Grammar active or passive?
Readthe section title and the instructions. Ask students
to underline the verbs attack, steal, and throw in the flrst
paragraph of Cow CabsAgainst Crime on >> p.5o. Write the
following sentences from the text on the board: He has been
attackedJour times already. His car was stolen.He was thrown
into a blackberry bush. Go through questions 1 and 2 as a class.
1 attack - robbers;steal - robbers;throw - robbers
2 a (He is in subject positron, even though he's the object of
each of the verbs.)
10 Readthe instructions and do the example as a class.Elicit or
explain that the bike is in subject position in the sentence. It
didn't do the action (steal) so we use the passive.
Ask students to read sentences z-6 and check vocabulary.
Monitor and help as necessaryas students continue
individually. Nominate students to read the whoie sentence as
you go over the answers. Check students understand why the
tense is used in each sentence.
2 robbed 3 have arrested 4 was taken 5 has been hiiacked
6 was killed
T51 5C
Extra help
Transformationdrill. Usethe informationin exercisez. Make
cuesfor studentsto sayor write sentences usingthe activeand
passive.T man/rob/Iady SSA man robbeda lady.T A lady SSA
Iadywas robbedby a man. etc.
1t Gothrough the instructions.Readthe flrst part of the text
aioud and then ask studentsto readthe nouns and verbs.
Checkvocabularyas necessary. Direct studentsto the example
and elicit one or two examplesentencesto checkstudents
understandthe activity. Put studentsinto pairs to continue
and monitor and help as necessary.
Readthe secondsentence, beginningSomenews...and elicitthe
final sentenceof the news report.
t2 5C.2Readthe instructions and play the audio.PIaythe audio
a secondtime if necessary. Ask for volunteersto tell the class
about any differencesin their story and the audio.Point out
that the story shouldinclude the foliowing information: when
and where the event happened,who was involved,how it
happenedand includedetails.
Extra help
In pairs,studentstake turns to roleplay beinga radiopresenter
and readthe news report.
Extra plus
Booksclosed.Studentsroleplay beinga radiopresenterand tel]
the storyto anotherpartner.
BCD Put it all together
13 Gothrough the instructions and put studentsinto pairs.Direct
them to the headlineson >>p.128and checkany vocabulary.
Readthe questionsand checkstudentsunderstandthe activity
Monitor and help with ideasas necessary. Encouragestudents
to practisetelling their storiesto eachother.
14 Put studentswith a new partner or into groupsto teil their
stories.Ask studentsto tell the classabout interesting news
storiesthey were told.
Studentperformance
Studentsshouldbe ableto tell a short narrative.
Youcan usethis checklistto monitor and give feedbackor to assess
students'oerformance.
giveallthemainpoints
Dostudents ofthestory?
exercise'1
I can talk about storiesin the news.
Studentstick on my own if they havetold their story using their
notes.Theytick with somehelpif they have pausedon several
occasionsto think about vocabularv.
Early trnishers
Studentschoosea differentstoryfrom Headlineson >>p.rz8.They
makenotesand then taketurns to tell a partner.Partnerscount
how many times they hearthe passive.
Additionalmaterial
for extrapractice
www.oup.com/elt/result activities
www.oup.com resultfor extrateacherresources
/elt/teacher/
How to talk about past events

Orientation
Context
-:. this lesson,students practise using the past perfect and past
.:mple to connect past events in a narrative.
lre illustrated text, Mystery in the Tower,recounts the main events
surrounding the murder of two young English princes around the
-ate r5thcentury. The murderers still haven't been identifled.
Slossarygives the meanings of some key words.
Language
fl Readand understand reasons
In this section,studentsthink about the contentof a history text
usingvisuals,beforeinterpretingdetail.
1 Readthe instructions.Studentsdiscussimportanthistorical
datesin pairs.Ask for volunteersto say datespeopletalk about
in their country for the ciassto guessthe event.
2 Direct studentsto the picturesin Mysteryin the Toweron
>>p.52.Elicit ideasabout the contentof the text and write
key words on the board.

grammar pastperfect:Richard
Focus 3 Go through the instructions.Elicit or explain that the section
hadkilledthem.,Hehadn'tkilledthem.,
Hadhekilledthem? headingsin the exercisearethe sameas thosein the text on
>>p.52.Tell studentsto readquestionsr-8 and checkvocabulary.
Focus
words war and power:army,battle,confess,
enemy,govern,protect,
rebel(n,v),takepower Ask studentsto read questionsr and z again,beforereadingthe
correspondingpart of the text to find the answers.Do the flrst
Recognition belonged,bones,deformed,evil,forced, historian,monster,
questiontogether as a class,and direct studentsto the family
vocabulary orders,rebellion,solved,torture,ugly
tree at the bottom of >>p.52.
Recycled words:answer, happen, prince,
power,
kill,king,murder,
language shouIder,stai rs,uncle Go over answersat the end of eachpart. Monitor for the use of
grammat: p0stpasstve the past perfect,but do not correctfor accuracyat this stage.
nounsandverbs:battleO o, become
Pronunciationstressin two-syllable Possibleanswers
o tl 1 Theywere brothers.Theirfatherwas King Edwardand their
rrnnle t/fefhev'c hrnfhor\ rrre< Pinharrl

Language note 2 He was too young; he disappeared;Richard took power.

-n two-sy1lablenouns, the stress is usually on the first syllable.
-n two-syllab1everbs, it falls on the secondsyllable.This is
lemonstrated with rebe1, which can be both noun and verb.This is
a useful pattern to use to predict the pronunciationof new words.
Jo w evP r f he re a rc cxren tlon s e
s m ut der .hnnpen n, r s we,t v hitl t
.b'-'..''.r:''
cccur in Mystery in the To,.ver.
End product
In Put it aII together,students work with a partner to tell a storv
from picture prompts and notes. They have discussedthe contents
of the story during the lesson.
Preparation
Think about significant dates of past events which could include
Iocal events, e.g.the end ofterm or an exam to include in the
Warmer. Read Mystery in the Tower and audio script 5D.1so you are
familiar with the story.
Warmer
Write some significant dates on the board (or you could use the
following significant English historical dales:to66 - the French
invade England, ry64 - William Shakespeareborn, fio5 - the Gun
Powder PIot, tgtz - the Titanic sinks,t9t9 - first Jltght acrossthe
Atlantic).Put students into pairs or small groups to see if they can
name the event.
Write How to talk about past eventson the board.
3 They thought he was a murderer.
4 He killed King Richard.
5 No, some thought they were ahve
6 Sir JamesTyrell confessedHe murderedthe boys on
Richard'sorders.
7 Students c\vn ans\Yers
8 Pe::ie i..3is..t a :eforr,ec ::d',"...'asa sign of an evil mind.
'.'.-as
.\r-:ree'.'-::r.c: :a:i R:ci'.a:G lh.e murdererl
Extra activity
Write the following key dateson the board: 1483,t485,and i5oz.
Ask students what happened and write notes on the board.
(King Edward IV died and Richardgoverns the country. Richard
was killed and Henry VII became King of England. Sirlames Tyrell
confessedto murder.)
! Pronunciation_stressin two-syllable
nouns and verbs
Readthe section heading and instructions. Direct students to
the words above the box and the glossary on >> p. 52. Point out
that the word rebel is a noun and a verb. Draw two columns
and the stresspatterns and examples on the board.
Monitor and help by modelling the words as students continue
individually. Check answers.
O r body, happen, power, rebel (n), shoulder
r tl complete,confess,protect, rebel (v),return

Readthe instructions and do the activity together as a class.

Go over the answers and point out that the rule is a general
one. There are some exceptions.
The words with O r pattern are nouns. The others are verbs.
The first syllable is usually stressedin nouns. The second
svllable is usuallv stressedin verbs. Happen breaks the rule.

T52
 Extra help
Do a minimal pair driil with rebel(n and v).Facethe classand
say'rebel(n) severaltimes and then re'bel(v) as a verb.Sayeach
word alternatelyto help studentshear the difference.T\rrnyour
backto the classand changethe pronunciationat random.
Studentssaynoun or verb.They continuein pairs.
Extra plus
Studentstake turns to saya word from exercise4. Their
partnersaysif they heardthe correctpronunciation.
e
t-
Predictbeforeyou listen
In this section, students anticipate the content of a radio interview
before listening to check.
6 Go through the instructions and ask students to read questions
r-5. Check vocabulary as necessary.Do the first item together
as class. Monitor and join in, as students continue in pairs.
Encourage students to give reasons for their answers.
Suggestedanswers
1 They supported Richard'senemy, Henry.
3 No, only the bones were found.
A
.- +.,.-
A r r av At r a
La
.JXr,yes.
+a
+r
5 Students'own answers.
7 5D.1Read the instructions and play Part r of the audio.Ask
studentsabout their predictionsfor questionr in exercise6.
PlayPart z ofthe audioand askaboutstudents'predictions
for questionsz and 3.PIaypart 3 ofthe audioand check
predictionsfor questions4 and 5.Ask studentswho they think
killed the princes.Richard,Henry,or SirlamesTyrell?
Teaching tip
Givestudentspositivefeedbackand expiainthat by thinking
aboutwhat they will hearbeforethey listen,they have
managedto understandthe main detail in a difficult text.
Point out that doingthis will helpthem becomemore
successful Isteners.
Extra activity
Directstudentsto readaudioscript5D.lon >>p.153-54 and play
the audioagain.Ask studentsto underlinethe parts of the
interviewthey guessedbeforethey listenedto it for exercise7.
p Grammar past perfect
Copy the time line onto the board and go through the exercise
with the class.Read sentencesr and z, and elicit or explain
that both sentences could be true, depending on who killed the
princes. AskWho killed the princes in sentencei (Henry.) And
sentencez? (Richard.)Guide students to match sentences r and z
with times A and B and check thev understand the answers.
1B 2A
Go through the exercise with the class, to check they
understand the sequence of events. Elicit or explain that we
use had + past participle to show that one event happened
before another in the past.
lathe nb 2 bth en a
10 Direct students to the grammar box and write He had killed
them. on the board. Underline had and killed. Tell students that
this tense is called the past perfect. Elicit the negative and
question forms and write these on the board for students to
copy into the grammar box.
- He didn't kill them. ? Had he killed them?
T53 5D
11 Ask studentsto flnd six examplesof the past perfect in Mystery
in the Tower.Studentscan comparein pairs beforeyou go over
answers.Nominate studentsto readthe sentencesand monitor
for accuracyof form.
Ixtra help
Askyes/noquestionsto checkstudentsare clearaboutthe
form, e.g.Da we usethepast of the auxiliary have to makethe
pastperfect?Do we make the questionfor thepast perfectwith
thepast of do?Do we usethe negativeafter the auxiliary had.?
Da we usethepast tenseof the main verb?
t2 Readthe instructions and ask studentsto read sentencesr-6.
Checkvocabularyas necessary.Do item one together as a
class,reminding studentsto look at lrregularverbson >>P.r48
to checkpast participles.Monitor and help as necessaryas
studentscontinue individually.
Put studentsinto pairs to comparetheir answers.Nominate
individuals to give answersand to readthe completesentence.
Seeif the classagreesbeforegiving feedback.
i had killed 2 killed,took 3 put, had died 4 died,put
5 began,had spent 6 examined,had changed
Extra help
Studentschoosethree items and copythe sentences. Theydran'
a time line (seeexercise8)for eachitem and mark the events.
Dxtra plus
Studentsusethe facts in Mysteryin the Tower,to make three
similar itemsfor a partner.
BCD Put it all together
13 Gothroughthe instructionsand checkstudentsunderstand.
Gothroughthe examplewith the classand elicit the end of the
sentence.Give studentstime to make somenotesabout eachoi
the picturesand monitor and help as necessary.
Put studentsinto pairs to continuethe activity. Monitor and
checkstudentsswap roles.
Studentperformance
Studentsshouidbe ableto presenta short part of a narrative.
You can use this checklistto monitor and give feedbackor to asses:
students'performance.
usethepastperfect
Dostudents occasionally? 12
exercise
I can talk about past events.
Studentstick on my own if they have talked about the pictures
using their notes.They tick wfth somehelpif they have lookedat
the sentencesin exerciserz for help.
Early trnishers
Studentstake turns to tell the whole story of Mysteryin the To*e'
usingtheir notes.
Additionalmaterial
for extrapracticeactivities
www.oup.com/elt/result
www.oup.com for extrateacherresources
/elt/teacher/result
I
I
)rientation Ask studentsto identify the tensesof the verbsin greenin
exercise6. Explainthat using different tenseshelpsmake the
f*.tt a Language story more interesting.
"t
I ::-s lesson,studentspractiseusing different past tensesto
a pastsimple b pastperfect c pastcontinuous
ts--::t eventsin a narrative.
Gothrough the exampleto demonstratethe activity. Nominate
rbnguage burglor,to return(givebock),weapon studentsto say different ways of narrating the two events.
rydcd words:attack,breaks, concert,
robber,saJe Monitor for accurateuse of tensesand linkers.
EUaSe phrases: pedestrian areo
listened to the radio and then I made lunch.
Stammat: pastsimple, pastcontinuous andpastperfect
discourse: Iistened to the radio after I'd made lunch.
ffir, because,but,so,then,until,while
listened to the radio while I was having lunch.
ngnition words:ottacker, night porter,sca
footsteps, red read the newspaper and then I travelled to work.
[ua8e ohrases: darkcorner read the newspaper after I'd travelled to work.
Etammar postperfectcontinuous
read the newspaper while I was travelling to work

ld product
!, irt it aII together,studentswrite a story in about roo words, G Think about vour reader
c.:.9 narrative strategiesin exercise5 and the model in exercisez. tt

9 Gothrough the instructions and readthe text aloud to the

freparation class.Ask studentsto readthe strategiesin exercise5,before
they rewrite the story.Givepositivefeedbackfor accurateuse
EzJNarratinga story on >>p.r28so you can help studentswith
of the grammar,linkers, and strategies.
r::cise ro. Think about classroomorganizationif you want
trixentsto work in groupsfor exerciser3. lO Readthe instructions and direct studentslo Narratinga story
on >>p.128.Monitor and encouragestudentsto be positive
about their own writing.
f,armer
sk What do you lookfor in a good book?Put studentsinto groups
: exchangeideasand askfor a spokesperson from eachgroupto BC Put it all together
il the class.Help studentsget their ideasacross.
ftite How to narratea sfory on the board. In pairs,
1l Readthe instructions and the three sentences.
studentschoosea topic and make noteson the main events.
12 Ask studentsto write their stories,making them as
I Readand identify narrative strategies entertaining as possiblefor their reader.
13 Put studentsinto small groupsto exchangeand read each
r this section,studentsanalysea story for strategiesa writer uses
other'sstories.Ask them to stop about two or three sentences
r entertaina reader.
beforethe end and to guessthe ending.
Put studentsinto pairsto discussthe question.Encourage them
to give examples. Studentperformance
Ask for volunteersto suggestreasons.
Studentsshouldbe ableto narrate a story of about roo words.
Ask studentsto read answersa-c. Direct them to the text. Take
a vote on the best answer (c),and nominate studentsto explain You can use this checklistto monitor and give feedbackor to assess
why. Checkvocabulary. students'performance.
Readthe instructions.Ask studentsto readthe sentencesand Cslter* Have givendetails
students aboutthemostexciting
checkvocabularybeforethey continue individually. Students moments?
compareideasin pairs.Checkanswers. Organieation Have
students
toldtheeventsinaninteresting
way?
2 Joworkedlate. 3 Joheardbreakingglass. Grammar Havestudents of pasttenses
useda variety appropriately?
4 Jothought it was a burglar. 5 Johid.
6 Jo'smobilerang. 7 Tomasked,'Is that you,Jo?'
I can narrate a story.
Readthe secondversionofthe story.In pairsor small groups, Studentstick on my own if they followed the narrative strategies
studentsdiscusswhy it is lessinteresting.Elicit ideas. in exercise5.They can tick with somehelpif they would make one
Suggested answers or two changeswhen they write a seconddraft.
Theeventsarewritten chronologically; thereis no detail; Early finishers
it isn't written from the point of view of a personinvolved;
Studentsreview their writing and make notesabout what they
there areno adjectivesand adverbs;thereis no directspeech.
would change(if anything) if they were to write a seconddraft.
Readthe instructions.Ask studentsto look at strategiesr-4
and say what narrativestrategiesmeans(waysof tellinga story).
Go through eachone,eliciting an examplefrom exercisez.
Additionalmaterial
for extrapracticeactivities
www.oup.com/elt/result
N Usenarrative tensesto order the story www.oup.com for extrateacherresources
/elt/teacher/result
Gothrough the instructions.Do the examplewith the classto
demonstratethe activity. Studentscontinue in pairs.Monitor
and help as necessary.Checkanswers.
2a 3 c

T54
'I
 Warmer 4 Pastperfect 5Dexercise12

Rememberthe topic Warm-up:Copythe time iine from >>p.53,exercise8. Write the

f,rst part of sentencesr and z and elicit the secondpart.
Write the unit letters and the following topicson the board:
A Countriesand governments, B Rulesand laws,C Storiesin the news, Set-up:Ask studentsto readthe text and say what happened.
D Pastevents. 2 had been 3 (had)walked 4 went 5 was
Readthe following sentencesfor studentsto call out or write the 6 had broken 7 had stolen 8 phoned
Ietter of the topic. Follow-up:In pairs, studentsdraw a time line to show four
r Youcan't hunt on Sundaysin Virginia. z TheNetherlandshasthe different datesand events,similar to the one on >>p.53,exercise8.
symbolof a lion on itsflag. j Greenis the colourmainly concerned They swap with another pair and write three sentencesto describe
with the environment.4 luan Geraldohas beenattackedfour times. the story.
5 Richard's enemy,Henry Tudorhad spentsometime in France.6 A
man hasbeenattackedby a cashmachine.7 Youmust leaveyour
dog outsidethe barber'sin Alaska.8 RichardIII becameKing of ! Vocabulary
England.9 In the USA,manypublicbuildingslook like buildingsfrom
ancientGreece and Rome.rc Expertsdiscovered that somebodyhad 5 Politics 5A exercise6
changedthepainting. Warm-up:Booksclosed.Write Politicson the board and set a two-
1 B 2A 3A 4C 5 D 6 C 7 B 8 D 9 A 10D minute time limit for studentsto write words connectedwith the
topic. Studentscheckwith the vocabularypanel on >>P.46.
Set-up:Ask studentsto readthe cluesand checkvocabulary.
fl Grammar 2 capital 3 national 4 left 5 represent 6 president
7 democracy 8 state 9 election 10conservative 11political
I the or no article in names of institutions 5A exercise13
12republic
Warm-up:Draw three columns on the board:individualpeople,titles
Elicit an examplefor eachcolumn.
and positions,and organizations. Foilow-up:Studentsmake anagramsof flve Politicswords and
Direct studentsto >>p.47,exerciserz, to revisethe grammar if swap with a partner.
necessary. 6 Permissionwords 58 exercise4
Set-up:Gothrough the instructions and example. Warm-up:Put studentsinto pairs to choosefour sentencesfrom
2 th e 3t he 4- 5- 6 th e T th e 8 th e 9 - exercisez. Studentsrewrite them using the wordspermit, allow,
forbid, andprohibit They can refer to >>P.49,exercisero, if
Follow-up:In pairs,studentspreparefive similat sentences.
They necessary.
swapwith anotherpair and then correcteachother'sanswers.
Set-up:Ask studentsabout the topicsof the illustrations.Go
2 Modals of obligation 58 exercise11 throughthe examplewith the class.
Warm-up:Write the following animal words on the board:dog,cat, 2 Feedingthe birdsis prohibited. 3 Takingphotosis not
skunk,pet rat, racoon,camel,ducklings,alligators.In pairs, students permitted. 4 Bicyclesareforbidden. 5 Foodisn't allowed.
try to rememberthe laws about them. Direct studentsto Lawsfor
Pawson >>p.48to checkhow many they rememberedcorrectly. Follow-up:Studentswrite three laws for peoplecoming to live
in their country.They tell a partner the topics,for the partner to
Set-up:Do the examplewith the class.Elicit another possible guessthe laws.
answer.(Youcan wearyour seatbelt.)TeIIstudentsto write as many
possibleanswersas they can. 7 Crime verbs 5Cexercise2
2 Youmust switch off.../Youcan'tuse ... 3 Youcan put .../ Warm-up:Ask studentsto look at the words in the word pool and
You don't have to put ... 4 You can't leave... 5 You don't have write thg past tense and past participle.They checkin lrregular
to have... 6 Youmust show... 7 Youcan'tuse ... 8 Youcan verbson >>p.48.
use.../Youdont haveto use Set-up:Go through the first item. Remind studentsto think about ]
Follow-up:Studentswrite four questionssimilar to those in which verb is usedwith the noun. I
exercise12on >>p.49 to ask a partner about rules in their country. 2 attacked 3 robbed 4 killed 5 hijacked 6 shot 7 arrested I
Q lzidnennorl
3 Active or passive?5Cexercise10 I
Warm-up:Write the following words on the board for studentsto Follow-up:In pairs, studentswrite three gappedsentencesfor I
make a sentence:dog,by,boy,bitten,the,was,the. another pair. Theywrite the verbson the paperand swap with I
anotherpair. I
Set-up:Go through the exampleas a classto demonstratethe
activity. Early finishert
I
2 Thefilm was watchedby the girl. 3 Theman was hurt by Studentschoosea grammarpoint they want to rememberfrom I
the falling rocks. 4 Thethief was caughtby the police. Unit 5.They write an exampleof a positive and negativesentence I
5 Youwere burnedby the midday sun. and translateeachone into their own language I
T
Follow-up:In pairs, studentswrite five jumbled sentencesfor I
another pair. II
I
T
II
I
II
I
II
T55 n5 I
I
How to expressstrong feelings

3rientation Read and follow meaning

I
l: ntext
In this section, students read a conversation for gist before
- ::.is lesson,students will practise using extreme adjectivesto
inferring meaning from context.
- . -:: about experiences.
I Read the question and go through the example as a class.
- :re photo story Crash!,Suzi crashesinto Paul's car. They used
'- :: a couple,but Paul left her for a model called Mercedes (a Put students into pairs to discuss tips for driving safely and
monitor and contribute to discussions.
"::rish Christian name and the make of a car - MercedesBenz).
2 64.1Direct students to the title and pictures in Crash!on >> p.56
- ,:. feigns delight at meeting up, and suggeststhey celebrate.This
and ask them to say what's happened. Do not conflrm students'
- :3r way of exacting revenge as, when the police arrive, Paul will
. . rspectedof drink-driving. suggestionsat this point.

: ,:'zme adjectivesshows syllable stress in key vocabulary. Go through questions r and z. PIay the audio while students
read the conversation. Elicit answers around the class and see
-=8ua8e if others agree or disagree. Encourage students to give reasons.
-!(us Srammar soandsuch:l'm soexhausted.,
lt'ssuchan amazinqstorv. 1 He left her for a super model named Mercedes.
:xus words extremeadjectives:
amazing,awful,brilliant,dreadful, 2 She encouragesPaul to drink some champagne so that when
enormous,exhausted,
fa ntastic,fu rious,terrible,terrif ed, the police arrive, he'll be in more trouble.
wonderful
3 Go through the instructions and questions r-5. Check
:xus phrases Really?,
Yeah,I know.,Wow!Sounds
good.,Oh no!,Pooryou! vocabulary as necessary and do the first item as a class.
iecognition words coincidence,
fa ult, afool, unbelievable Encourage students to give reasons and guide them to see that
ocabulary phrases:
absolutelyamozing, splitup they will have to flnd meanings that are not directly explained
Te<ycled superlatives:
thebest/worst in the text. Monitor and help, making sure students explain
f Im
aqSuaSe their answers. Nominate students to give answers.
:'onunciation highintonation
6A.2 1 Yes.Paul is angry with her. 2 No. She'sstill angry with him
and wants to take revenge. 3 Yes.Paul refers to leaving her.
:rguage notes 4 No. She says this to make him feel comfortable with her so
,:rs like amazing,brilliant,fantasfrq he won't suspectwhat she'sabout to do. 5 No. He drinks the
and wonderfulare close
. :nyms. They have similar meanings but are often used in champagneand offers Suzrmore.
: =:ent situ atio ns(collo ca t ion)Dic. t r onar iesus ually pr ov r de 4 Put students into pairs to discusswhat they think will happen
' ..::.plesentenceswhich illustrate the kinds of contextsrr. ',r']rLch next. Monitor and respond to students' reasons,saying if you
- - ntensifvins ad ipr'ivesland r dv "' l- . r : - h- - t - . : i agree or not and why. Put students with a different partner or
. ,' cften used with a that clauseto suegestthe caise :: ,:. into small Broups to compare their answers. Ask for volunteers
- j-
-:., e.g.He was so tired that hefell asleeprnt,,',eri::it.J. to tell the class.
-. : : st s his tired ne sswa s th e c aus eof h. isf allr r g as ieep
Extra activity
'-.: product Students read the conversation between Suzi and Paul, and
- .ri it all together,students have a conversation about a good continue for two or three turns.
" :aC experience.They ask questions and express sympathy to
'- -'--rrase
- _ '* b' their nartner to continue.The conversationis basedon
. - --: script64.3. Vocabulary extreme adjectives
!
Ask studentsto look at the title of the sectionand say what
?reparation they think extremeadjectivesare.Elicit or give one or two
--::.. to audio script 64.2 so you can point out intonation patterns examples.Direct studentsta Extremeadjectiveson >>p.56and
-- listen in exerciserr. Look at TeIIa story on >> p.rz8 to point out or elicit that the stressedsyllableis in bold.
':-:-:;dents
:tudents with exercise16.Take dictionariesto class. Gothroughthe instructionsand the exampleas a class.Check
vocabularyas you do eachitem. Monitor and give extra
rVarmer pronunciationpracticeas necessary.
:,:: the following nouns on the board: car,flm, meal, driver, very tired - exhausted very frightened- terrified
. ::y. Set a short time limit and put students into small groups very angry - furious very surprising- amazrng
. -:.rk of as many adjectivesas they can to describeeach ltem.
Do the activity as a class.Direct studentsto the diagram and
- : : :deas around the class and monitor for pronunciation of
' ::::Tle adjectives.Do not overcorrect for accuracy at this point. make phrasesusing the words at either end of the line to help
studentsunderstand,e.g.say a wonderfulday,and ask if it was
:.--=llow to expressstrong feelings on the board. good,say a terribleday, and ask if it was bad.Explain or elicit
that the words in between are usedto describethings which
are not so extreme.
Direct studentsto Extremeadjectivesagain on >>p.56to flnd
the synonyms.Monitor and give positivefeedbackfor accurate
syllablestress.As you go over answers,ask studentsto read
any examplesentencesin their dictionaries.Usetheseto point
out what type ofthings the adjectivesare usedto describe.
T56
 terrible: awful, dreadful
wonderful:amazing,brilliant,fantastic
Gothrough the instructions and do the first item as a class
to demonstratethe activity. Ask about people'sfeelings
about high buildings,e.g.Do they makepeoplefeel exhausted
orfurious?Monitor and help studentsmake effectiveuse of
the information in their dictionaries.To checkanswers,ask
for volunteersto readthe whole sentenceand seeif the dass
agreeswith the suggestedanswer.If there is a difierenceof
opinion, guide studentsto the answer by eliciting information
about what the adjectivescan be usedto describe.
l terrified 2 exhausted 3 brilliant 4 an amazing 5 furious
Sxtra activity
Draw students'attention to the word absolutelyin CrashlAsk
What worddo we useinsteadof very beforean extremeadjective?
Studentsfind it in the storv.
rL Grammar
F so and such
8 Do the exercisetogether.Readthe rules aloud (ignoringthe
blanks for the moment)beforedirecting studentsto readthe
three sentences.Ask studentsto underline a noun (driver),two
adjectives (happy,awJul),and an adverb (badU. Elicit the rules
and point out the indefinite article after such.
Rules:Usesuchto make a noun more extreme.Useso to make
an adjectiveand adverbmore extreme.
9 Ask studentsto look at Crash!again to find and underline
examplesin the conversation.
1O Readthe instructions and the exampleto checkstudents
understandthe activity. Ask for volunteersto make the
sentencesmore extreme.
2 It's suchan amazingstory. 3 I'm so exhausted! 4 Why do
you drive such an enormouscar? 5 Why do you drive so fast?
11 5A.2Play the first two sentences,pauslng after each one.To help
studentshearthe intonation pattern,trace it in the air asthey
Iisten.Continuewith the audio,pausingafter eachsentencefor
studentsto repeat.Giveextra practiceas necessary.
lxtra activity
Ask studentsto look back at the photo story and make
sentences, e.g.Suzi'sso beautiful.Paul'ssucha typicalman. Suzi's
plan is sa clever.Paul is so stupidto drink the champagne.etc.
p tisten and identify the topic
In the main listening activity, studentslisten to short
conversationsto identify the topic before identifying specificwords
and phrases.
U 6A.3Tell students they will listen to three different
conversations.Readthe instructions and ask students to
brainstorm somewords associatedwith eachof the topics.
Play the audio. Ask for volunteers to say the topics of each of
the conversationsand seeifthe classagrees.Playthe audio a
secondtime if necessary.
1 a f ilm 2aholida y 3 e x a mre s u l ts
13 Readthe instructions and go through the exampleto check
studentsunderstandthe activity. Playthe audio,pausingafter
eachconversationfor studentsto make notes.Ask around the
classfor words and phrasesassociatedwith the topic.Playthe
audio again if necessary.
T57 6A
Conversation1: seeit again Conversation2: it, a
brilliant time, the place,go againnext year,maybeI'll go
Conversation3: them, awful, parentswon't let me, have to
do them again,spendall summerpreparing
Teaching tip
Sometimes,a goodIistening strategyis to have a topic in minc
beforehandand then to listen for cluesto confirm or change
your idea.Pointing out this strategyhelps studentsseethat
listening is not a passiveactivity, and that they shouldn't give
up easily.
t4 Readthe instructions and checkstudentsunderstandthe
activity. Direct studentsto audio script 6A.3on >>p.r54and
go through the first conversationto demonstratethe activity.
Monitor and help as studentscontinue individually. Check
answersas a classand play the audio again for studentsto
listen and read.
Conversation2: Oh really? Soyou liked the place,then?
Conversation3: Sohow are thev? Oh no! What - were the.,'
soterriblethen?
15 Readthe instructions.Ask for two volunteersto readthe
first conversationto the classand remind them to use high
intonation to show interest.Monitor and give praisefor the
use of high intonation as studentscontinue in pairs. Check
studentsswap roles.
ABCD Put it all together
t6 Direct studentsto lell a storyon >>p.r28.Go through the
information and checkany vocabularyas necessary. Tell
studentsto make notesto preparefor the activity and monitor
and help as necessary.Givestudentstime to rehearseby
mumbling the story to themselves.
tl Go through the instructions and put studentsinto pairs to tell
their stories.Checkstudentsswap roles.
Student performance
Studentsshouldbe ableto show they are interestedlisteners.
you can use this checklistto monitor and give feedbackor to asses:
students,performance.
usephrases
Dostudents theirpartner
to encourage to
continue?
exercise
l5
attempt
Dostudents to usehighintonation? 11
exercise
I can expressstrong feelings.
Studentstick on my own if they have usedphrasesto encourage
their partner to continue a conversationfrom memory.They tick
with somehelpif they have lookedat their answersto exerciser4
or the board onceor twice for help.
Early finishers
Studentstell their storiesfrom memory or chooseand preparea
different topic from TelIa story.
Additionalmaterial
for extrapracticeactivities
www.oup.com/elt/result
www.oup.com
/elt/teacherhesultfor extrateacherresources
How to tell and show interest in an anecdote

Orientation Read and follow the main

lontext events in a story
.:. this lesson,students will practise telling an anecdote and being
.:. interested listener. In this section,studentsreadtrue storiesfor specif,cinformation.
l:.e two texts on >>p.58 are true stories which have several things I Readthe questionand put studentsinto pairs to tell their
,:. common. TWo people lost their wallets and never expected to stories.Monitor and join in conversations. Nominate students
.:e them again and both wallets were returned after a long period to tell the class.
:: time. There are photos of the people who lost the wallets. 2 Put studentsinto A/B pairs and direct them to the storieson
)::tionary extracts gives grammatical information about the use of >>p.58.Make surehalf the classreadsone story and half reads
:: + infinitive and gerunds after the verbs stop and remember. the other.Seta time limit of about three minutes to encourage
studentsto readfor the main ideasonly. Ask for suggested
lnguage titles and write them in two columns on the board.Do not
Focus
grammarinfnitivesandgerunds: comment at this stageif the titles are similar.
afterpaying,beforeberngmoved,
expectto see,kindenoughto look,remembers
takingout, 3 Readquestionsr-8 and checkvocabularyas necessary. Ask
stoppedto buy,too lateto go back studentsto readtheir text again,and encouragethem to use a
Preview reported
speech dictionary to flnd the meaning of essentialwords only. Monitor
Srammar and help ifnecessaryas studentscontinue individually. Ask
both A and B studentsto give answersto the questionsand
Focus
words verbs: decide,don'tmind,enjoy, expect,fancy,
fnish,forget,
hope write notesin the columns on the board.
Focus
phrases after/before...ing,it'sgreatto ...,kindenough
to ...,thanks text A: 1 He forgotto pick it up in a petrol stationin Utah.
for
...ing,toolateto... 2 Theowner of the petrol station. 3 In a drawer. 4 His wife.
5 $5cash,old stamps,a dry-cleaningticket,universityID card,
Recognition words:antiques,bomb,medics,notice,paperwork,praised,
vocabulary stamps,son-in-law
somephotosof friends. 6 On the Internet. 7 He was very
phrases:a completestranger,
dry-cleoning,
socialsecurity surprised. 8 39years.
card text B: 1 He lost it in Francein the SecondWorldWar.
2 Mr Breitenstein's father. 3 In a drawer. 4 Mr Breitenstein.
Recycled words:amazed,bankcards,cash,documents, drawer,
5 A few francs,somerecelpts,somephotos,a socialsecurity
language handbag,lD card,mobilephone,ticket,wonderful
phrases:
pickit up
card. 6 Onthe Internet. 7 Hewas very surprised. 8 62years.
Erammar: pastperfect;too...to,enough;gerund/inf
nitive 4 Gothroughthe instructions.In pairs,studentstell eachother
Discourse conversation
buildlng about the storiesthey read.Ask for volunteersto tell the class
about any similarities and differencesthey found.
Language note Extra help
.:.jormation and example sentencesusually given rn dictionaries Draw a verticaltime line on the boardand chooseoneof the
.'rll help students to decrdeif a verb ls followed by an infinitive or stories.Write man lostwallet,at the top, and man got wallet
. gerund. backat the bottom. Elicit eventsto add to the time iine and
.:',everbs stop and remembercan be followed by fo + infinitive or a monitorfor correctuseof the pastperfect.Reviewthe useand
.:IUfld, but with a differencein meaning. form of pasttensesif necessary.
!nd product Extra activity
-:. Put it all together,students use their notes to tell different stories Studentsdraw a verticaltime line and mark the main events
: ased on pictures in Pairwork.The conversation is based on audio for the other story.
':ript 68.1. 5 Readthe instructions,phrasesand examplewith the class.
Monitor and help as necessaryas studentscontinue in pairs.
Preparation Extra acttvity
:ead the phrases in exercise14 so you can use them in the Warmer. Returnto students'suggested tities for exercisez. Theclass
-:ok at the picture story on >> p.t2g so you can help students in voteson the besttitle for the stories.
.xercise 16,if necessary.Take dictionaries to class.

Warmer ! Grammar infinitives and gerunds

--skstudentswhen they last lost an everydayobject,e.g.an
-nbrella. Encourage studentsto tell the classabouttheir
.:<periences and askwh- questionsto elicit extra details.Use
::.rasesfrom exerciser4 to showyou are interestedin their stories.
'.','riteHow
to tell andshowinterestin an anecdote on the board.
6 Write this sentenceon the board:He didn't expectto seehis
walletagain.Underlinedidn't expectand to seeand ask if these
are /rounsor verbs.(Verbs.)Ask\Nhichverbis the to + infinitive
form? (Tosee.)
Direct studentsto the two columnsin the grammar box.
Tell studentsthat when two verbs are usedtogether,the flrst
verb might be followed by either an infinitive or gerund.
Ask studentsto find an exampleof a verb+ gerundin the
phrasesin exercise5 (remembers taking out).

T58
 Readthe instructions and checkvocabulary.Ask studentsto
find the verbs in the texts and to look at the form of the next
verb.Go over answersas a class,beforestudentswrite the
verbs in the appropriate column.
use a gerund after: enjoy,forget use to + infinitive after:
decide,expect,hope
Readthe instructions and sentencesr-8.Checkvocabularyas
necessaryand go through the flrst item as a class.Remind
studentsthat their dictionariesusually give information and
exampleswhich will help them decide if a verb is followed by
an infinitive or a gerund.Monitor and help studentsas they
continue individually.
Ask for volunteersto give answersand seeif the classagrees.
Ask students to find another example of a verb in items r-8 to
add to the grammar box in exercise5. {They adddon't mindto
the first column of the box.)
2 eating 3 to meet 4 driving 5 to look 6 going 7 doing
8 to take
Gothrough the examplesin the box together as a class,
focussingattention on the words in blue. Put studentsinto
pairs to underline or highlight examplesin the texts.
trxtra help
Write in_fnifive+ to (A) andgerund(B/on the board.Saysomeof
the verbs and phrasesfrom the boxesin exercises6 and 8 for
studentsto sayA or B. Studentscontinue in pairs.
Extra plus
In pairs, studentstake turns to say a sentencestem for a
partner to continue,e.g.A He didn't expect...B to passhisexam.
Tell studentsto readthe text, ignoring the blanks.Ask Did
the personfeel happy at the end?(Yes)and elicit why. Check
vocabularyas necessaryand do the exampletogether,
pointing out the prepositionaJterand directing studentsto
the information in the box in exercise8. Monitor and help as
necessaryas studentscontinue individually. To checkanswers,
readthe text aloud.Pauseat eachblank for studentsto saythe
answer as a class.
2 to return 3 going 4 bringing 5 helping 6 to know
Ttodo
TO Readthe information to the classand direct studentsto
Dictionaryextractson >>p.58.Ask studentsto find examplesin
eachofthe texts. Checkstudentsunderstandthe differencein
meaning by asking,in each caseWhichactionhappenedfrst?
text A: stoppedto buy, rememberto collect
text B: rememberstaking out, stoppedlooking
Extra activity
Readthe following situations and ask studentsto answer the
question What do you do?
r Youpassyour friend in the street.Do you Stoptalking or Stop
to talk?
z The exam'sstarting. Do you Stoptalking or Stopto talk?
3 What do you do beforeleaving a caf6?Do you rememberto
pay or rememberpaying?
4 After you'veleft the caf6,you think about the bill. Do you
rememberpaying or rememberto pay?
T59 6E
G
tI
Listen and show interest
In this section,studentslisten for detail and to identify how a
personshowsthey are interestedin a story.
11 Readthe instructions and ask studentsto make a list of items
peoplenormally have in a handbag.Remindstudentsthat it's
usually easierto understandif they think about things they
expectto hear.Elicit ideasaround the class.
12 58.1Playthe audio for studentsto tick the words on their list.
Playthe audio a secondtime if necessary.
13 Ask studentsto read questionsr-4 beforelistening a second
time. Playthe audio and checkanswersas a classat the end.
1Totell Benabouta similar experienceshe'dhad.
2 Sheleft it on a train. 3 No, shedidnt.
4 Shecancelledher credit cards.
14 Readphrasesr-4 and meaningsa-d and checkvocabularyas
necessary.Do the first item together as a classto demonstrate
the activity. Checkanswersas a class.
1b 2d 3a 4c
15 Readthe instructionsand direct studentsto audio script 5B.lon
>>p.r54to find more examplesof Ben showing he's interestedin
Julia'sstory. Monitor and help as students continue individually.
Playthe audio again for students to listen to Ben.Ask students
to take turns sayingthe conversationand checkthey swap roles.
FaBCPut it all together
15 Put studentsinto A/B pairs and direct them to the appropriate
Pairwork activity. Ask students to make notes about what
happened.Monitor and encouragethem to add extra details,
e.g.when and where the event took place,how they felt, etc.
Direct them to the questionsin exercise3 for ideas.
l? Readthe instructions and remind the listenersto sound
interested.Ask the story teller to tell their partner if they felt
they soundedinterested.Checkstudentsswap roles.
Student performance
Studentsshouldbe ableto tell a short narrative and respondas ar:
interestedlistener.
You can usethis checklistto monitor and give feedbackor to asses:
students'performance.
givesufficient
Dostudents detail? 3
exercise
showtheyareinterested
Dostudents listeners? 1!
exercise
I can tell and show interest in an anecdote.
Studentstick on my own if they have had the conversationusing
their notes.They tick with somehelpif they lookedat the gramma:
boxesin exercises6 or 8 on >>p.59occasionally.
Early finishers
Studentsretell the story without using their notes.Their partne:
asksfour questionsto flnd out more and to show interest.
Additionalmaterial
lt for extrapracticeactivities
www.oup.com/elt/resu
/elt/teacherhesultfor extrateacherresources
www.oup.com
How to talk aboutpeoplein your neighbourhood 't:::r:::.
,::i,t

]rientation
1[ Vocabulary behaviour
- -:text
Draw two columns on the board:positiveand negative.Dtect
- ::.rslesson,studentsusereportedspeechto explainwhat others
. -.--
studentsto Behaviouron >>p.6o and elicit a word for each
: --:l.
:5 dlu
column.Ask studentsto use their dictionariesand monitor and
- - photos illustrate the concept of problem neighbours in general. help as necessaryas studentscontinue individually.
-'
-: :;y's TV Choiceis an illustrated TV review of a new reality TV Checkanswersas a classand give extra pronunciationpractice
:: ::.mentary, Nightmare Neighbours.The programme explores the as necessary. Ask studentsto make sentenceswith the words
.. :-ict between two families, the Dicksons and the Lanes.The to checkthey understand.Listenand checkthey usethe word
=:.e, Love YourNeighbourq is also about the two families. There is correctly,e.g.tofght as a verb, roughas an adjective.
, .:rg version on the audio (6C.2).
positive:friendly,helpful,kind, polite,well-behaved
j:'.iviour gives phonetic transcriptions of some key vocabulary negative:a bully, naughty,noisy,nosy,rough,rude,to fight,
:.-:h is not obvious from spelling. to swear
;:8uage Gothrough the instructions and checkstudentsunderstand
=rcus
grammar pronounsin reportedspeech:
Hesayshe.,.,Hesays,'l..
the complaints.Monitor and encouragethem to talk about
their reasonsas they continue in pairs. Nominate studentsto
-fius woros behaviour:
bully, helpful,
fght,friendly, kind,naughty,noisy, explain their order and encourageothersto comment.
polite,rough,rude,sweor,
nosy, well-behaved
5C.1Readthe instructionsand askstudentshow they are going
lecognition words:bark,drspute,
documentary, grafiti,healthhazard, (Forkey wordsin the
to listen. Toeveryword orfor key word.s?
rccabulary mentioned,recommended,secu ritycamera
phrases: complaints)Playthe audio and ask studentsto compareanswers
occordingto,doingnothingwrong, feelsorry
for,
hadenough, separated in pairs.PIaythe audio a secondtime if necessary.Elicit answers
from,setfre to and give extra pronunciationpracticeof key vocabulary.
fecycled words:allowed,bored,complain,divorced,fascinating,
anguage garage,loud,Mr,Mrs, Ms,retired,single 1 noise 2 roughbehaviour 3 naughtychiidren 4 wails and
phrases:againstthelaw fences 5 car parking 6 animal problems 7 rubbish
gtammarpersonal andpossessive pronouns
Ertra activity
tonunciation andpronunciation
spelling gh
Ask studentshow the list comoaresto wherethev live.
liscourse In pronouns
conerence

larrguage notes Read a TV review

- :eportedspeech,when the reporting verb rs jn the preser.l
' --s e. t he tense of th e ren orte ds neeehis - l- e s : m e as : t \ \ ' as \ ' , ' n e r .
::ken. We deal with this area in the next lesson.
:: letters gh aren't usually pronounced. Occasionally,the letters
:-:n the consonant , , as in rough and enough ' .
ind product
..:.
Put it all together,students work in pairs or small groups. Using
::.eir notes, they report what another person has told them.
Preparation
?:-adAre you a good neighbour?on >> p.r29, so you are familiar
',';rththe activity for exerciser7. Think about classroom
::ganization for pair and group work in exerciser8. Take
:-ctionaries to class if necessary.
Warmer
',','ritethe word neighbourson the board. Set a short time limit for
::udents, in groups,to list good and bad points about living near
::her people.Elicit suggestionsand write five ideas for each on the
:card. Ask students to put the good points in order (starting with
:ne best first) and to compare ideas.
.,Vrite
How to talk about people in your neighbourhoodon the board.
!
In this section,studentsscana TV reviewfor specificinformation
beforereadingintensivelyfor detail.
4 Direct studentsto NightmareNeighbourson >>p.5o and askIs
it a dictionaryentry,a verse,or a TV review?(A TV review.)Direct
studentsto the picturesand askifthey think it is goingto be
about goodor bad neighbours.(Bad.)Seta short time limit for
studentsto readthe text and identify the peoplein the photos.
TheDicksons,
Mrs Lane'sson,Mrs Lane'sdaughter
5 Gothroughthe instructionsand the examplewith the class.
Ask studentshow they are going to readthe text. (Scanto fnd
the wordsJrom exercisez and then readthat part of the text
morecarefullyto check.)Ask studentsto continue,ignoring new
vocabularyfor the moment.Monitor and help if necessary.Ask
for volunteersto give answersand seeifthe classagreesbefore
giving feedback.
animal problems(line 28) car parking(line 27)
walls and fenceproblems(line 11)
noise(line 9) rubbish(line 12)
5 Ask studentsto readmeaningsr-5 and checkvocabularyas
necessary.Foreachitem, ask studentswhat type of word they
are looking f.or.(A noun,verb,or adjective.)
Do item r together
and ask studentshow they found the answer.Checkanswers.
1 a healthhazard 2 dispute 3 separated 4 bark 5 install

T50
 7 Readsentencesr-6 and ask studentsto say true orfalse fuom
memory.Write students'answerson the board.Ask students
to readNightmareNeighbours again to checktheir answers.Go
over answerstogetherand ask studentsto give reasonsif a
statement is false. Monitor for pronunciation of Mr, Mrs, and Ms,
2 True. 3 True. 4 False.(BothMr and Mrs Dicksonsaythey
can'tsleep.) 5 False.(She's
separated.)6 True (according
to
Mrs Lane).
8 Readquestions1-3to checkunderstanding.Studentscontinue
the activity in pairs.Monitor and join in with discussions.Give
positivefeedbackwhen studentssupporttheir opinion with
reasonsor examplesfrom the text. Bring the classtogetherand
go through the questions.Nominate a studentto sharetheir
opinion and invite othersto add their comments.
Extra activity
Ask studentsto choosethree new words or phrasesfrom the
text. They guessthe meaning beforecheckingin a dictionary.
pronouns in reportedspeech
C Grammar
9 Direct studentsto LoveYourNeighbouirs on >>p.6o.Ask them
about the text. Is it a dictionaryentry,a verse,or a TV review?
(VerseJCheckvocabularyas necessary. Tell studentsto
underline the verb to say and askDo thepeoplesay thesethings
onceor ofien?(Often.Theverbsayis in thepresenttense.)
Do the first item togetherto show studentsthat they might
needto look at the information beforeand after the blank.
Studentscontinue individually and write the missing
pronouns.Do not go over the answersat this stage.
10 5C.2Playthe audio for studentsto listen and checkanswers.
1 she 2 they 3 she 4 he 5 they 6 she 7 he
11 Draw two columnson the board:A and B. Copythe first
sentencefrom eachcolumn in the grammar box and askWhich
sentencereportsthe actual wordsMrs Dicksonsays?(A) lMich
sentencesimply reportswhat shesaid?(8.)Elicit or explain the
punctuation differencesbetweenthe two sentences.
Direct studentsto the grammar box and readthe sentences
row by row Do the activity togetherand checkstudents
understandwhy the missing pronounsare different. (Reported
speech,in column A, gives the actual wordsthe speakerused,
whereasin columnB thepersonreportingwhat wassaid isn'tthe
personwho spokeJCompletethe rule as a class.
He says,'I hearthem.' Shesaysshe saw ...
Rule:sometimeshaveto
lxtra help
SayI'm tired. and nominate a student to report what you
said.Ask the student to repeatthe statementI'm tired. and
to nominate anotherto report what was said.Monitor for
accuracyof changesin the pronoun for reportedspeech.
12 Gothrough the instructions and the example.Checkstudents
understand.Point out the pronoun change.llicit one or two
more examples.Studentscontinuein pairs.
Shesaystheir kids .../Shesays,'Yourkids ...'
Mr Dicksonsaysthey leavetheir rubbish .../Hesays,'You
Ieaveyour rubbish ...'
Shesaysshehearsthem .../Shesays,'I hearthem ...'
He sayshe hearsthem .../Hesays,'I hearthem ...'
Shesaysthey kick their .../Shesays,'Theykick their ball ...'
Shesaysshesawtheir .../Shesays,'I sawyour daughter...'
He sayshe hearsthem.../Hesays,'I hearthem...'
T61 6C
Extra help
Studentswork in pairs.Onereportswhat was said,the other
saysthe words in a complainingtone of voice.They swap roles.
Ertra plus
Studentsrole play the Dicksonsand Laneshaving an argument.
13 Readthe instructions and exampleand checkstudents
understandthe activity. Studentscontinuethe activity in pairs.
Ask for volunteersto tell the
Monitor and help as necessary.
classabout what peoplethey know often say.
l) Spelling and pronunciation gh
t4 Readthe instructions.Ask studentsto look at the phonetic
transcriptions and to listen to the words to hear the difference.
Sayft andfghf severaltimes for studentsto tune in to the
differencein pronunciation.Reada and b and askwhich one is
correct.(a.)Explainthat,infight, the lettersgh arent pronounced.
15 Direct studentsto LoveYourNeighbourson >>p.5o and ask
them to find the first exampleof a word containing the letters
gh. (In the trtle Neighbour./Studentscontinueindividually.
As you go over answers,askwhich two words end in the ,i'
sound(rough,enough).Studentsconfirm this by using their
dictionariesand checkingthe phonetictranscriptions.
neighbour (threetimes) rough naughty enough fighting
night daughter
Direct studentsto the verseon >>p.6o to practisesayingthe
lyric. Playthe audio again if studentsenjoy singing along.
BCD Put it all together
l7 Readthe instructions and direct studentsto Areyou a good
neighbour? on >>p.129.Usethe exampleand nominate a
student to ask you the question.Readthe reply.Ask studentst:
make notesof their partner'sanswersfor the next activity. Pu:
studentsinto pairs to do the interview. Checkthey swap roles.
18 Reorganizestudentsso they are working with a different
partner or in a small group.Readthe instructions and example
to demonstratethe activitv. Studentscontinue.
Student performance
Students-shouldbe ableto report short statements.
Youcan use this checklistto monitor and give feedbackor to asses:
students'performance.
usepronouns
Dostudents accurately?
exercise
13
I can talk about people in my neighbourhood.
Studentstick on my own if they did the activity without looking
at the grammar box in exerciserr. They tick with somehelpif.thet
have lookedat the grammar box occasionally.
Early finishers
Put studentsinto groupsof three.TWoare in an argument and
will not talk to eachother.The third acts as a go-between,takir-=
messages from one to the other.
Additional material
for extrapracticeactivities
www.oup.com/elt/result
www.oup.com for extrateacherresources
/elt/teacher/result
FIowto report what peoplesaid

l-entation Read and understand the

-:::--axt main ideas
'- :
-:>son,students will practise retelling a story using
: : -::: speech. In this section, students skim and scan an article for the main
' ideas, ignoring or guessing the meaning of unknown vocabulary.
: -:sirated text, ?he Man Who Soldthe Eifel Tower,tells the true
- :: ',rrctorLustig, an enterprising businessman who convinced I Direct students to the pictures and title of the article on
- , - -:: rlan Andre Pnisson,to buy the EiffelTower.Poissonwas >>p.62.In pairs, students predict the content ofthe story. Ask
: -:arrassed to go to the policeand Lustig disappearedto for suggestions but do not comment at this stage.
: ---: ',vith his money. The temptation for Lustig to try the trick 2 Ask students to read the article and answer the two questions.
:: -- -,'.-as great and so he returned to Paris a month later. He Set a short time limit to encourage students to skim the text.
- - : r'.anage to sell the tower this time, and had to escapeto
-.:-:a. He was eventually arrested for other crimes and ended Victor Lustig soid it. Andre Poissonbought it (or thought he
had, but he had a false contract).
, :;.-,-sin the famous Alcatraz prison.
3 Read the instructions and summaries a-f. Check vocabulary. Go
-L-,i.iage through the example as a class to demonstrate that students
tensesin reportedspeech:Hesaidhetriedto help., might have to think about the language in the summaries and
-.5gtammar Hesaidhe'dtriedto help,Hesaidhe'dtry to help. look for connected ideas in the text. Do the next paragraph
--JJ WOrOS soyandtell together if necessary, asking students to say which key words
in the questions and summaries helped them flnd the answer.
ks phrases lsaid(that)...,
ltold him to ...,lsaid,'Wewill
Monitor and help as necessary as students continue
Lrcgnition
vocabulary words:confessed,contract,dealer,estateagent,
individually. Elicit key words in the summaries and
maintain, neglected,
permanent
corresponding detail in the text as you check answers. At the
phrases:businessopportunity,in a hurry,scrap
metal,underthe table end ofthe activity, ask students iftheywould have bought the
Eiffel Tower and encourage them to give reasons.
kyrled language w ords:embarrosse
d, interested,secret,worried
grammarpastsimpleandpastperfecttenses; 2e 3f 4c 5a 6d
subjectandobjectpronouns
Extra activity
r-cnunciation 'd 6D.2
Ask studentsto flnd the following words and phrasesin the
lrscourse pronouns
in reported
speech text and to guesstheir meanings.neglected(paral, business
deal (para z), permanent lpara 31,tn a hurry (para 5), under the
-:..nguage note table lpera 5.'.StuCentschec< in their dictionaries. Put students
-' : .s t he first pre se nta tion into palrs ic conpare guessesand to checkin their dictionaries.
of t ens e s hr f t r n : eo: r : ed s pr : - :
- -v, amnlp sin the le ssnna r e r es t r t c t edt o t he s t r r c le f ^' - . Ask studentsto te1leach other how they guessedthe meaning
, - nresent an d frrtrrre Other s t r uc t ur eswr ll be f oc us edon and to decide which approach worked best and whv.
.:.ecourse.

i:d product
! Vocabulary say and,tell
- ->utit all together,students retell two parts of a connected story
: ?airwork from memory. They discusstheir answers to some Ask studentsto underline or highlight examplesof said and
-.-:stions to find out how their stories are connected and are told in the text. Direct studentsto sentencesr-3 and check
:-:ected to >> p.133to read the solution. vocabulary.Ask studentsto underline the correctword in each
sentence,using the examplesin the text to help.Point out the
Preparation form as you go over answers.Elicit or explain that fell always
has a personalobject.
::ad the Extraactivitynotesfor exercise3.Takedictionariesto
--rss,if necessary. 1 said 2 told 3 said
Ask studentsto readthe text and ignorethe blanks.Explain
Warmer any new vocabuiary.Readthe first two sentencesand elicit
or explain why told is the correctword. (Weusetellwith a
-.sk students to think about the last thing that somebody said to
personalpronoun./Studentscontinue individually. Monitor and
::.em just before they came to class,just before they Ieft home
::.is morning, last thing last night. Ask volunteers to tell the class.
help as necessary.To checkanswers,readthe text, pausingat
l,'.cnitor for the use of say and tell and use of tenses.Do not correct
the blank and ask studentsas a classto call out the answer.
::r accuracy at this stage. 2 said 3 said 4 told 5 said 6 told
','.'rite
How to report what peoplesaid on the board.

r62
 lxtra help
To help studentsunderstandthe differencein meaning
between say and tell, draw two columns on the board:A and
B.Write thesesentences: A Hello! and B Sitdownl Saythe
following sentencesand write them in column A: Hi; Goodbye;
Goodmorning;Goodnight.Oh na! Askstudentsto report what
you said,using say.
Saythe following sentencesand write them in column B: I
Ioveyou! It'sfve o'clock.It's late.He'sgot a new car.Gohome.
Ask studentsto repeatwhat you said,using telLMonitor for
accuracy.
Point out that we can use sayto report any kind of speech.We
use tell to report that someonehas given information, an order
or advice,e.g.teIIa partner is an instruction frequently used
in lessonexercises. Write scy in column A and tell in column B
and cleanthe board.Saythe sentencesrandomly for students
to sayA or B.
reportedspeech
C Grammar tensesin
6 Readthe instructions and direct studentsto the grammar
box and column headings.Copythe sentencesin the two
columns in the first row onto the board. Underline the verbs
in both sentences,'m, told, and was. Ask Which was saidfirst,
the sentencein direct or reportedspeech?(Directspeech)Elicit or
explain that we usually show this by changingthe tensein the
reporting verb (told),and the verb 'm in the example changesto
was.Readthe information in the third column.
Ask studentsto find the sentencesin the first column in
reportedspeechin the text. Remindstudentsto think about
pronouns.Go over answersas a classand elicit the rule.
reportedspeech:He saidthat they had ('d)askedhim to sell
it. changepast simpleto past perfect.
He said that he would (d) buy it. changewill Io would (d).
Rule: change
&dra ecfivity
Ask studentsto draw two columns (directand reportedspeech)
and to find other examplesin the text to completethem.
? Direct studentsto the grammar box and the column headings.
Ask studentsabout the tenseofthe three examplesin row
r for the verb try in the direct speechcolumn {present,past,
and future). Sayeach sentencefor the classto report what you
said,readingfrom the secondcolumn.Slicit or explain il in the
reportedspeechform rb and rc (in rb d is had,in rc iCis would).
Ask studentsto continuethe activity, looking again at the
sentencesfor try if necessary.
Monitor and help,making a note
of any problemsto review at the end of the section.
2 a needed b had (d) needed c would need('d)
8 6D.l Explainto studentsthat they might find it diffcult to hear
7. Readthe phrasesin items r and z. Playthe audio for students
to listen and tune in to the speaker'svoice.Playthe audio a
secondtime, pausingafter eachitem for studentsto repeat.
Giveextra practiceas necessary.
9 6D.2Readthe instructions and the exampleto demonstratethe
activity. Playthe audiq pausing after eachone for studentsto
say the letter. Give positive feedbackfor correct answers.In pairs,
students test a partner. Monitor and help with pronunciation.
1 b, a, c 2c , a, b
10 Go through the instructions and checkstudentsunderstand
small lies.Readthe actual words peoplesaid aloud and do the
f,rst item with the classto demonstratethe activity.
T63 6D
Ask studentsto readitems z-6 and checkvocabulary.Monitor
and help as studentscontinueindividually. To checkanswers,
askfor volunteersto readthe full sentence.Tell the classto
listen and say if they agreeor not. If there is disagreement,
explain the answer referring backto the grammar box in
exercise7.
2 ...he would (d) be flne. 3 ...he had ('d)boughtit.
4... SantaClaushad (d) broughtit. 5...shelookedlovely.
6 ...he didn't feei verv well.
Extra activity
Sayone of the items in exercisero, but with a different lie.
Cuestudentsto correctyou by sayingNo he didn't.He said...
Studentscontinuein pairs or small groups.
11 Readthe instructions and checkstudentsunderstandthe
activity. Put studentsinto pairs to decidethe order ofthe
lies, starting with the worst first. Monitor for accuracyand
encouragestudentsto give reasons.Nominate a few students
to tell the ciassthe order oftheir lies and encouragethem to
explain their order.Help studentsto expresstheir ideas.
Extra plus
Ask studentsto write the exactwords of five things that
somebodyhas said to them so far today.In pairs,they write
the sentencesin reportedspeechand tell a partner.
$lBC Put it all together
12 Readthe instructions and checkstudentsunderstandthe
activity. Put studentsinto A/B pairs and direct them to the
appropriatePairworkstory on >>p.r29and >>p.r34.Give
studentstime to make notesof key parts of the story and to
rememberit. Monitor and help as necessary.
Readthrough the secondpart of the instructions in Pairwork.
Ask studentsto discussthe answersto the questionsusing the
information from their stories.Bring the classtogether and go
over the answers.Finalli4direct studentsto >>p.r33to readthe
solution.Ask studentsifthey guessedthe solutionbeforethey
readit and encouragethem to explain how they worked it out.
Student performance
Studentsshouldbe ableto report short statements.
Youcan use this checklistto monitor and give feedbackor to assess
students'performance.
usepronouns
Dostudents appropriately?
exercise
l0
Dostudents
Dronounce
7 audiblv?
exercise
9
I can report what peoplesaid.
Studentstick on my own if they have mainly told their story to a
partner from memory.Theytick with somehelpif they have looked
at the sentencesin the grammar box in exercise7 occasionally.
larly fnishers
Studentsswap rolesand repeatthe activity in exerciserz.
Additionalmaterial
for extrapracticeactivities
www.oup.com/elt/result
/elt/teacher/resultfor extrateacherresources
www.oup.com
Crientation G
rb
Connectideas
3ntext and Language
6 Gothrough the instructions and example.Monitor and help as
-- -Jris lesson, students practise using connectors to write a'newsy' studentscontinueindividually. Studentscompareanswersin
==er to a friend. This is based on a model in exercise a. pairs.Elicit answersand write them on the board.
words:absoIutely,acquaintances,
diaIogue,exhausted, 2 I'm happy,althoughI'm very tired. 3 I don'twant it. It's too
neigh
bours,noisy,strangers expensive.Anyway, I don't even like it. 4 We did it, although
phrases:
splitup it wasn't easy. 5 It's boring.However,it's very well paid.
Slammat:50, SUC0 6 I don'ttake sugar.I don't like it. Anyway,it's bad for you.
discourse:
also,and,but

p Think about your reader

connectors: although,
cnywoy, bytheway,however
In this section,studentsthink about the similarities between face-
ird product to-faceconversationand an informal letter between friends.
:. Put it aII together,studentsreply to the letter in exercise4. They 7 Readthe instructions and do the activity as a class.Elicit the
best answer from students(b) and askthem to explain how
',,;ap letters and decideif it containsthe news they expectto hear.
they can tell that Ashley and Fran are goodfriends.
Warmer 8 Gothrough the instructions and readitems r-4 with the class.
Do the first item togetherto demonstratethe activity. Monitor
l:-l studentsto imagine they are writing a letter to a friend who
and help as necessary,guiding studentsto the relevant parts of
--:;esin a different town. Ask them to think about what they've Ashley'sletter. Checkanswers.
:een doing recentlyand what they could tell their friend about.
:--:tstudentsinto pairs or small groupsto exchangeideas.Elicit 2 AshleygivesinformationaboutGabi. 3 Ashleyexpresses
,:ggestionsaroundthe class. personalfeelingsabouthis new flat, his neighboursand the
',';ite How end of his relationshio. 4 He usesDearfor Hello and Love
to exchangenewsin a personalletteron the board.
fromfor goodbye.
9 Readthe instructions.Givestudentstime to plan their
1[ Vocabulary respondingto news conversationsand to think of answersto the questionsat the
end of Ashley'sletter. Remindthem to use someexpressions
I Go through the instructions and ask students to read the from exerciser. Monitor and give positivefeedbackfor 'newsy'
information in both columns and check vocabulary as conversationsand checkstudentsswap roles.Volunteershave
necessary.Put students into pairs to continue. Check answers. their conversationsfor the class.
2b 3a 4 c.e 5 a.f 6e

Extra activity BCD Put it all together

Say a sentencefrom news items r-6 and nominate a student to
respond.That student then says a different news sentenceand lO Gothroughthe instructionsand remind studentsto usethe
nominates another to respond. expressions
in exercise5.
2 Read the instructions and go through the example with the 11 Tell studentsto swap letters and imagine that they are Ashley.
class before students continue in pairs. Monitor and give Ask them to make a note of anv more information to asktheir
positive feedback for appropriate responses. partner at the end.
Student performance
E Reada Dersonalletter Studentsshouldbe ableto write a reply to a personalletter.
J'
You can use this checklistto monitor and give feedbackor to assess
:. this section,studentsuse a photo to guesswhat news a person students'performance.
:-vesin a letter beforeanalysingit for informal discoursefeatures.
Have included
students alltheinformation?
I Readthe instructions and direct studentsto the photo of Have writtenina conversational
students stvle?
Ashley'sflat. Put studentsinto pairs to compareideasand
monitor and contributeto students'suggestions. Coheicnte Have
students
connectedideas appropriately?
Ask studentsto readthe letter and checktheir guesses,
ignoring any new vocabularyfor the moment.Ask for I can exchangenews in a personalletter.
voiunteersto tell the classabout what they guessedcorrectly. Studentstick on my own if they think they have given the news
their friend would expect.They can tick with somehelpif they feel
Readitems r-4 and do the first item as a classto demonstrate
they needto add one or two more piecesof information.
the activity. Monitor and help as studentscontinuein pairs.Go
over answersas a class. Early finishers
1 although 2 however 3 by the way 4 anyway Studentsimaginethat a friend hasjust movedto anothertown.
They write a personalletter, giving and askingfor news.

Additionalmaterial
for extrapracticeactivities
www.oup.com/elt/result
wwwoup.com for extrateacherresources
/elt/teacher/result

6D, T64
 Warmer
Rememberwho
Read(or write on the board)the sentencesbelow from Unit 6.
In small groups,studentswrite down who said or wrote them.
Studentslook through the unit to checktheir answersat the end.
t Yourkidsare naughty. z I had a fuII headof hair backthen. 3 I'm a
governmentoficial 4 Lookwhatyou'vedoneto my car! 5I've moved
into my newflat and it's brilliant. 6 I'm sorry it took over6o years.
7 I'd like to buy the EifrelTower.8 Bad newsabout me and Gabi!
9 Let'shavea drinhto celebrate.to I couldhardlybelieveit.
l Mrs Dickson 2 DougSchmitt 3 VictorLustig 4 Paul
5 Ashley 6 Mr Breitenstein 7 Andre Poisson 8 Ashley
9 Suzi 10Mr Heilwasen
I Grammar
1 so and such 6A exercise8
Warm-up:Saythe following words for studentsto call out so or
suchto make a phrase:restaurant,big meal,tired, shortholiday,
frightened,wonderfulflm, bad interview,exhausted.Direct students
backto exercise8 on >>p.57to revise,if necessary.
Set-up:Studentsunderline the stressedword in the example.
2 We ate outsidebecauseit was such a beautiful day.
3 Why arefreshvegetables so expensivethesedays?
4 i didn't know it was sucha longjourney.
5I didn't know it was so far away.
Follow-up:Studentswrite somefactually true or false sentences
about Paul and Suziin Crashlon >>p.56.They saytheir sentences
for a partner.They repeatthe factually correctones.
2 Infnitives and gerunds 68 exercise7
Warm-up:Booksclosed.Draw two columns on the board:A usea
gerundafter ... andB useto + infinitiveafter ... Callout the following
verbsfor the classto say A or B: don't mind,fancy, want,fnish,
expect, enjoy, decided.
Set-up:Go through the instructions and point out the pairs of
similar sentenceendingsin a-h.
2 e 3f 4c 5g 6h 7a 8d
Follow-up:Write these pairs of sentencebeginnings on the board:
Doyoufancy ...?/Doyou want...?;I don'tmind.../I hope...;Don't
forget.../Haveyoufnished...TIn pairs,studentswrite similar
sentenceendingsfor eachpair. Studentschangethe order of their
sentenceendingsand swap with a partner to do the exercise.
3 Pronounsin reported speech 6Cexercise11
Warm-up:Ask studentswhat Mr and Mrs Dicksonsaid about the
Lanes.Direct studentsto LoveYourNeighbourson >>p.6o to check.
Set-up:Ask studentsto readthe paragraphand saywhat Holly
thinks of Justin.
Holly saysshesharesthe oftce with a man calledlustin.
Shesaysthey sometimeshavelunch together.Shesaysshe'll
introduceme to him one day.Shesaysshethinks he'sreally
funny.
Follow-up:Ask studentsto tell their partner why they think they
are goodneighbours.They changepartners and tell a new partner.
T65 n5
4 Tensesin reported speech 6D exercise6
Warm-up:Write the following sentenceson the board:I try to help.
andI needmoney.Ask studentsto write the sentencesin the past
and future, and then to write all of them in reportedspeech.Direct
studentsto the grammar box on >>p.63to checktheir answers.
Set-up:Go through the examplewith the class.
2 He said she'dbe fine. 3 Shesaidshehadn't studiedenough.
4 He saidshealwayspassedher exams. 5 Shesaidshehad
got a C in December. 6 He saidtherewas still time to study.
7 Shesaid shedidnt understandmaths. 8 He saidhed help her.
Follow-up:In pairs, studentswrite a similar short conversationfor
another pair to changeinto reportedspeech.
! Vocabulary
5 Extreme adjectives 64' exercise7
Warm-up:Readthe extreme adjectivesand elicit nouns that the
adjectivescould describe.
Set-up:Ask studentsto underline the noun in the example
sentence.
2 terrified 3 furious 4 enormous 5 amazing 6 exhausted
Follow-up: Studentswrite gap-fill sentencesfor a partner using
Extremeadjectiveson >>p.56.
5 Behaviour 6Cexercise1
Warm-up:Seta short time limit for studentsto study the
vocabularyinBehaviouron >>p.6o.Booksclosed.Studentswrite
as many words as they can rememberand comparewith a partne:
set-up:Ask studentsto readthe cluesand checkvocabularyas
necessary.
2 behaved 3 friendly 4 rude 5 noisy 6 rough 7 swear
8 fight t helpful 10nosy
Follow-up:In pairs, studentspreparea word searchfor another
pair, using the vocabularyon >>p. 6o. Tell studentsto draw a gnl
with rr columns and 6 rows. Thev write the words horizontallv
and vertically.
7 say and fell 6D exercise5
Warm-up:Saysentencesto different studentsand nominate othe-
to report.;rhat you said using say and fell. Suggestedsentences:
Yourbag'snice.Youlook tired.I workedhardyesterday.I'Il helpyou
Set-up:Ask studentsto readthe text and flnd the name of the dc';
2 told 3 said 4 said 5 told 6 said 7 said
Follow-up:Direct studentsto >>p.63,exercisero. In pairs, studer=
write three 'small lies' sentencesfor another pair to changeintc
reportedspeech.
larly finishers
Studentslook through the grammar in Unit 6 and write the
topicsin order of difficulty. They write five personalinformatic:
sentencesto help them rememberthe most diffcult area.
How to say how peoplelook

3rientation
f, Readfor detail
l:ntext
In this section,studentsread an article for gist and detail.
. :his lesson,students practise using adjectivesto describe the
,::racter, looks,and age of a person. 1 Readthe questionsand direct studentsto the photoson >>p.66
-:: photos show six people and Put studentsinto pairs to discussthe questions.Monitor and
dogs who closely resemble them join in. Listento students'use and pronunciationof adjectives.
-:: text Doesyour dog look likeyou?
discussesrecent research on Ask volunteersto sharetheir ideaswith the class.
-,-: topic.
-::d 2 Direct studentsto the text Doesyour dog look likeyou? on
stress is shown in the adjectives and noun phrases in the >>p.66.Readthe questionand answersa-d and check
- -abulary panels Character and looks. The phrases in Age give vocabularyas necessary.Seta short time limit to encourage
=,.:npies of how to refer to approximate age.
studentsto readfor gist. Takea classvote on the best option
l -.".lre note and nominate studentsto say why or why not (c).
-...n speakersoften use contrastivestressto clarify 3 Readthe instructions and ask studentsto read sentencesr-6.
:derstan din gs.It is mor e polit e as it av oidst elling a per s o n Checkvocabularyas necessary.Ask studentshow they will
. :iy that they are wrong. It can also be used to ask for readthe text. /Usekey wordsin the questionto helpthem locate
. :cation (seePronunciatlonbelow). the informationin the textl Monitor and help as necessary.Ask
for volunteersto say true orfalse and to explain reasonsfor any
;rguage
lfalseanswers.
>eview moybe,probably 1 True. 2 False.(Theyaskedother peopleto matchthe photos,
anguaSe
not the owners.) 3 False.(Mongrelsdon't.) 4 True.
:ccuswords looks:bushyeyebrows, clean-shaven, curly,fringe,ginger, 5 False.(Theyuseda more complicatedmethod.) 6 True.
highforehead,moustache, roundface,shoulderlength,
stroight,wavy Teachingtip
character:active,oggressive,
ambitious,a rtistic,confdent, Exercisesz and 3 requiredifferentreadingstrategresStudents
generous, imaginative,
kind,lively,nervous, outgoing,serious, often readtexts the samewav, lrrespecttve:f "rhy ihey are
shy,unfriendly reading.Explainthat th.eywill oe.cmemuch 3elterieadersif
:ocusphrases look andlooklike:Shelooksveryhappy.,Shelookslikemy they choosea sirateg-v '"rl ' ,1'.suits.;reiii-rirose.
grandmother. 4 Gothrough the instructions and exampleand check
age:in herlateteens,in hiseailytwenties,in hismid thrrttes, understanding.Put studentsinto pairs to continuethe activity.
aroundffty, in hisseventies
Monitor and give positivefeedbackfor interestingexplanations.
?ecognition circumstances,hairy,mongrel,pure-bred,resea rchers,smiie Go over answersas a class,nominating a different student
rc<abulary to say how they matchedthe dog with its owner.Listento
iecycled grey,hotr.
words:beard,black,brown,foce,frtendly, pronunciationbut do not overcorrectfor accuracy.
anguaSe intelligent, p0rents,
long,nose,owners, short,white
4and6 5and3 7and9 10and8 12and1
Srammar: closedquestions;
adjectiveorderin nounphrases
r'onunciation contrastive Hasshegot shortfoir hair?No,she's
stress: got
longfairhair.7A.4
B [?*n"ry looksand character;lookand
product
-.i
- .:'rt it alltogether, students work in small groups and ask closed
Direct studentsto the examplesentences. Ask studentsto find
" -:-<tionsto identify a picture. a noun (dog)and an adjective(friendly).Readsentencesr and z
and completethe ruiesas a class.
?reparation 1 look like 2 look
-.-,:: photos
of famous people to class if you want to use them
' .\e Warmer.Look at Portraits of Men on >>p.r29 to familiarize Languagenote
-:
, ::self with exercise15.Think about classroom organization for in rulesr and z in exercise5 it would be more accurateto say
.:: -ip work in exerciser5. Take dictionaries to class. noun phraseand adjectivephrase,sincethere may be other
wordsalongwith the noun or adjective,suchas herbefore
''Varmer a noun,or an adjective,e.g.He lookslikea niceman;or very
beforean adjective,e.g.He looksverynice.Polntout the extra
: wordsto your studentsas you checkanswers.
-: s:udents into small groups. Ask each one to choose a famous
::iln or a student in the class.The others have to ask yes/no Readthe instructions and go through the exampleas a class.
. ,:>llons about appearanceto identify the person. Monitor for Checkstudentsunderstandwhy /ookslike is the correctanswer
".. :i adjectives,but do not overcorrect for accuracy at this stage. and point out the s on the third person.Monitor and help as
:,:: an example question on the board, e.g.Has she got long studentscontinue individually. To checkanswers,nominate
-: ,.,nhair?
studentsto readthe full sentence.
:.:e How to say how people look on the board.
2 looks 3 looksiike 4 look 5 lookslike 6 look like

T66
 7 Direct studentsto Character,Looks,andAge on >>p.56.Put
studentsinto pairs and askthem to use their dictionariesto
match the words and phraseswith the peoplein the photos.
Monitor and help, eliciting suggestionsaround the class.Give
extra pronunciation practiceas necessary.Point out the syllable
stressin bold.
photo 2: (woman)late sixtles,curly hair, kind, generous,
active,lively
photo 4: (man)mid thirties, cleanshaven,round face,
high forehead,unfriendly,aggressive
photo 5: (man)seventies, shoulder-length hair, moustache,
beard,bushyeyebrows,lively
photo 7: (woman),early fifties, wavy hair, ambitious,confident
photo 10:(girl)Iateteens,earlytwenties,gingerhair, no fringe,
outgoing,imaginative,artistic
photo 12:(man)earlytwenties,straighthair, nervous,shy
8 Readthe instructions and the example.Ask studentswhich
photo the text describes(photo z).Studentscontinue the
activity in pairs. Monitor and give positive feedbackwhere
studentshave given two or more piecesof information. Make a
note of repeatedpronunciationproblemsto go over at the end.
Teaching tip
Listenout for Lr interference.Studentsmieht savHes aot zt. or
He's21years.
Extra activity
ln parrs.;mali groupsor as a :]ass,studentsdescribe a picture
and th.: other(s)guessr.vhichone is being described. If the
othe;/.)can'tguess,encourage the studentdescribing the
to pivemoredetarl.lrint out that studentscan also
nr,-ir;re
rr,.akenegativesenten.es" z, 'le ,:,sr': cat e beard.
G Listen for kev words
It
In this section,studentslisten to a short monologueand identify
the key words they needto identify the subjectof a description.
9 7A.1Gothrough the instructionsand checkstudents
understandthe activity. Playthe audio and give studentstime
to use their underlined words to identify the photo before
checkinganswers(phototz).To checkanswers,readthe text
aloud for studentsto indicate key words. Checkthe classagrees
beforegiving feedback.Ask studentswhich words arent key
words (articles,somepronouns,prepositions,conjunctions).
Suggested answers
man, earlytwenties,he, straight,dark,long face,noselong,
thin, eyes,wide open,surprised,shy
(Note:studentsmight underlinefewer than thesesuggestions.)
Teaching tip
This activity helpsto burld studentsconfld.:nce. M st students
find listeningvery difficult and often feel <iiscouraged
by what
they can'tunderstand.The underhnedwords and phrases
demonstratejust how much (or }ittle)they needto understand
to do the activity.
10 7A.2Go through the instructions and play the audio,pausing
after eachdescriptionfor studentsto identify the photo.
In pairs, studentscomparetheir answers.
a p hot oT bphot o l 0 c p h o to 4 d p h o to 2 e p h o to5
11 Readthe instructions and checkstudentsunderstandthe
activity. PIaythe audio.Checkanswers.
T67 7A
p Pronunciation contrastive stress
12 7A.3Readthe instructions and checkstudentsunderstand
the activity. Ask studentshow they will listen. (Forkey words,
pronouns,adjectives.) Playthe audio.Ask for answersand the
words which heiped studentsguess.
photo 5 (the olderman) (keywords = man, Iongwhite hair)
13 ih.4 Readthe instructions and direct studentsto columns A
and B. Explain that the sentencesare exactly the sameexcept
for the words in bold and these are the words the speaker
choosesto give prominenceor main stressto.
Ask studentsto listen and say A or B when you stop the
recording.Playthe audio,pausingat the end of eachitem.
1B ,A 2A ,B 3A ,B 4B ,A
Extra activity
1npa,rs,strrCent; test a partiLer.
Stuoenttaketu;ns to sr..
sen+ence f'on, the box the other saysA or B.
14 Readthe instructions and do the exampleas a classto
demonstratethe activity. Ask studentsto identify which sentence'
from exercise13(rA or B) answerseachquestion.Underlinethe
stressedword to show the relationshipbetween the questionand
answer.Put studentsinto pairs to continuethe activity.
Checkanswersas a classbeforestudents ask and answer in
pairs. Explain that using contrastivestressin answersis a
polite way of correctinginformation.
2A ,B 3A ,B 4B ,A
Extra activity
Students taketurns to askand answeraboutthe peoplein
,L.,-f\ r-1: Therr-: rarri,- l-heyhaven'theardthe informa;.
a:i,'-.i;. ;li as-ta que:.'?r tor conflrmation.
BCD Put it all together
15 Put studentsinto small groups.Direct them to Portraitsof Men
on >>p.r29 and go through the instructions and the example.
Tell studentsto take turns to choosea Dhoto.
Studentperformance
Studentsshouldbe ableto give short descriptionsin answersto
questions.
You can rise this checklistto monitor and give feedbackor to asses:
students'performance.
a variety
Dostudents of adjectives?
exercise
8
Dostudents
usecontrastivestress
accurately?
exercise
14
I can say how peoplelook.
Studentstick on my own if they have donethe activity without
looking at Character,Looks,and Age on >>p.56.They tick with some
helpif they lookedat the vocabularypanels occasionally.
Early finishers
Studentsdecidewhich dogthey think the peoplein Portraitso{
Men would choose.Theycomparewith a partner and expiain' '.
Additionalmaterial
for extrapracticeactivities
www.oup.com/elt/result
www.oup.com for extrateacher;esources
/elt/teacher/result
How to talk about fashion

3rientation
fl Vocabulary compoundadjectives
lcntext
Go through the instructions and remind studentsto use the
. :his lesson,students use wh- clausesand compound nouns to
adjectivesfrom lesson7A.Monitor and join in as students
:-;cussfashion.
continue in pairs.Ask for volunteersto describewhat another
l: e magazine article, Ihe Kings oJ Cool,is written by a journalist student is wearing. The classguesseswho it is.
.':.c has been studying a group of people,sapeurs.They come from
'::y poor backgrounds and yet go to enormous lengths to look Direct studentslo Compoundadjectiveson >>p.68 and ask
studentsto use the words to describethe peoplein the photos
.::d.
accompanyingthe article. Point out that they can use is/sn?
,- :he article, the journalist points out that wearing designer
Encouragestudentsto think about meaning by using what
--:thes can temporariiy change the way people feel about they alreadyknow about parts ofthe compoundadjectives,
-::mselves. In this case,they feel iike 'stars'.
e.g.clean+ shave= somebodywithout a beardor moustache.
-:npound adjectivesgives focus vocabulary from the article. Monitor for pronunciationand give extra practiceas necessary.
rnguaSe Extra activity
Focus
grammar wh-clauses: Givestudentsbrief deflnitionsfor studentsto saya word
I don'tcarewhatpeoplethink.,I don'tknow
howmuchanArmonrsuitcosts.I don'tmindwhatlwear., in Compound adjectives, in modernclothes=
e.g.interested
I knowwhichcolourslookgoodtogether.,elc. fashion-conscious.
Focuswords compoundadjectives: clean-shoven, Readthe instructions and demonstratethe activity by
fashion-conscious,
good-looking, Ioose-ftti ng, oldJashioned,wel|-dresse
d, well- describinga famous person.Monitor and help as necessary
known,well-mannered,well-off as studentscontinue in pairs.Nominate studentsto describe
peoplefor the ciassto guesswho they are.
Recognition accessories,
designer label,dusty,showofi unemployed,
rocabulary watchstrap Extra help
Recycled words:outft, rich,smort,tight In pairs,studentslook backat the picturesfor lesson7.Aand see
anSuage phrases:
looks +adjective,lookslike,suitme,tobeworthit who they can describe usingthe adjectives.
)ronunciation f at theendof a word78.2
Readfor detail
.'rage notes !
,-ausesofte nle -ale l' :,', ' : r . ' - a.: "' . ' : : . , , i . . : : : In this section,studentsreada magazinearticlefor specific
...dorr' tc are ,de .l,le e i.:-i: : . - : : .-, r. , ... - informationand infer for detail.
: lber, say,te il thrr,,:,.ii- , a. e: : : . . r -. . i.
-: -: r' lndno un s.Whe ttier !r r t - ' , ' 1. ' t : - , . . : : 4 Direct studentsto the photosand title inThe Kingsof Coolon
. r :-. >>p.68.In pairs,studentsanswerthe question.Elicit suggestions
lt d e: - : ' : l. l, - : : - . : . - - . . . : , - : - , - - - - .
t s often d illlcr-L to
and askwhat they think the title of the text means.
- -t ..
:nt informatton.
Suggested answers
:rd product the place:It's probablyBrazzaville,
Congo,it's poor.
.- Put it all together,students make a statement and justify it the people:They'rewell-dressed,wearing smart (not casual)
:-';ing reasons.This is based on audio script 78.1. Ioose-fittingclothes,etc.
5 Gothrough the instructions and ask studentsto read sentences
?reparation r-6. Checkvocabulary.Ask studentshow they are going to read
.:.:nk of a famouspersonto introduceexercise3.Takedictionaries the text. Wordby word or usekey wordsin the questionto locate
:: :lass,if necessary. the inJormationin the text?(Usekey words.)Encouragestudents
to guessthe meaning of any new vocabularyas they read or to
ignorethem.
'Varmer Do the first item as a classto demonstratethe activity.
:-=view clothes vocabulary. Set a time limit of about two minutes
Studentscontinue individually. Ask for volunteersto give
::.d ask students to write as many words for clothes as they can
answers.Checkthe classagreesbeforegiving feedback.
:=nember. Do a quick class brainstorm and write vocabulary on
:--.:board, checking students' understanding as necessary. 2 True. 3 False.(Theyare mostly poor and unemployed.)
-.;k students to talk about the clothes they're wearing at the
4 True. 5 False.(Manyhavespenttime in prison.) 6 True.
.:.lment, e.g.where they got them, if they prefer smart or casual, 6 Direct studentsto read questionsr-4 and checkvocabulary.
-:.eapor expensive clothes. Respondto students' comments by Explainthat studentsmight not find the answer in the text.
= ,:ressing your opinion and giving reasons. Do item r to demonstratethe activity. Monitor and help as
. ,':rteHow to talk about fashion on the board. studentscontinue individually.
Put studentsinto pairs to compareideas.Monitor for interesting
contributionsand give positivefeedbackwheneverpossible.
Checkanswers.

T68
 Suggested answers
1 His outflt is worth more than his house. It's not what you
expect to see in the Congo.
2 They walk with style, show off, compete to see who is most
elegant.
3 They stand out in a crowd and have become cultural icons.
4 The effort they make is useful if it makes them feel so good.
7 Go through the instructions and ask students to guess the
meaning of the words. Students compare their guessesin pairs.
Ask for volunteers to share their guesseswith the class, and
say how they guessed. If there is more than one suggestion for
a particular word, ask the class which one they think is best.
Ask students to f,nd the words in their dictionaries. Monitor
and help students find and notice how compound nouns and
phrasal verbs are listed in their dictionaries, e.g. designer label
may not be an individual entry but students could look up
design or designer.Go over answers as a class.
Teaching tip
Remind students that, to guessthe meanrngs of ',r,rords in a
text, they can think about the worC classor part of speech;
look at the unknown word in context and see rf it is part of a
larger phrase, e.g.show off and see if they already know a part
of the word. Point out that using more than one strategy will
help them become more successfulreaders.
G
rL
Grammar wh- clauses
8 Readthe instructions and direct students to TheKingsof
Coolon >>p.68.Askstudentsto readsentences r-7 and check
vocabulary.Direct studentsto the sectionheadingand elicit or
explain that a wh- word is a collectivename for interrogative
pronouns,most of which begin with wh.How is also calleda
wh word.
Do the flrst item togetherto demonstratethe activity. Elicit or
explain that the word in the biank relatesto the phrasewhich
follows it. Monitor and help,noting any common mistakesto
review at the end.Nominate individuals to say the complete
sentenceas they give their answer.
2 what 3 how 4 how 5 which 6 where 7 why
Readthe instructions and go through the example.Ask students
to readitems z-7 and checkvocabulary.Monitor and help
as studentscontinueindividually. Ask for volunteersto give
answersand seeif everyoneagrees.
I know/don't know:
2 why peoplebuy designerclothes.
3 what my UK shoesizeis. 4 where my shoeswere made.
5 how tall I am. 6 who inventedieans.
7 what colourssuit me.
10 Readthe instructions and askthe examplequestionto several
students.Elicit or explain that only the first part I don't know
changesto make the questionform. Do one or two more
examples,encouragingstudentsto add information, e.g.speaker
B could say,No,I don't.I've neverbought shoesin the UK.
Monitor and give positivefeedbackfor accurateword orderin
questionsas studentscontinue in pairs.
Extra activity
Openpairsquestions. Ask a questionand nominatea student
to answer.Thesamestudentasksanotherquestionand then
nominatesanotherto answer.Continue,encouragingstudents
to increasefluencywhen they askthe questions.
Youcould
clickyour flngersto suggestthey speakmorequickly.
169 TB
p tisten for specificinformation
In this section,studentsanticipatewhat a personwill say and
listento check.
lt Direct studentsto the photosof the three women and ask
studentsto describethem, using Shelookslike...and Shelooks...
Ask studentsto read sentencest-6. Checkthey understand
the differencebetween I don't mind. and I don't care.Check
vocabulary.Readthe instructions and do the first item as
a classto demonstrate.Go through eachsentenceasking
for volunteersto make suggestionsand give reasons.Do
not comment at this stageas studentswill listen to check
predictionsin the next exercise.
12 78.1Playthe audio for studentsto checktheir predictions.
Studentscomparein pairs and listen a secondtime or check
answersusing the audio script on >>p.155.
lWL 2H 3W t 4M 5W L 6M
Extra plus
Studentsdecidewho they agreewith most.Theycomparea:
explainwhy in small groups.
13 78.2Readthe instructions and direct studentsto the sentences
in exerciserr. Playthe audio,pausingfor studentsto repeat.
Ask about the pronunciationof t and elicit or explain that it
isn't pronounced,unlessthe following word beginswith a
vowel. Playthe audio a secondtime if necessary,encouraging
studentsto soundmore fluent.
$CD Put it all together
14 Ask studentsto read questionsr-6 and go through the
instructionswith the class.Monitor and checkstudentsare
making notesrather than writing full sentences.
15 In pairs, studentsmake their 'fashion statement'to a partner.
They swap partners or work in groupsto make their fashion
statementagain.Studentssaywhose opinion is similar.
Studentperformance
Studentsshouldbe ableto statetheir opinion and give short
explanations.
Youcan usethis checklistto monitor and give feedbackor to asses:
students'performance.
usea variety
Dostudents of wh-clauses?
exercise
10
Dostudents
useafewcompound
adjectives?
exercise
3
' -r- talk about fashion.
Studentstick on my own if they have made their statementusing
their notes.Theytick with somehelpif they have also lookedat th.:
vocabularypanel or exercisen occasionally.
Early finishers
Studentsmake a fashionstatementfor a sapeur,and comparev'-- -
a partner.
Additionalmaterial
www.oup.com
/elt/rcsultf or extrapracticeactivities
www.oup.com
/elt/teacher/result for extrateacherresources
How to talk about plans and intentions

Orientation Vocabulary body and exercise

fl
:ontext
Readthe instructions and ask studentsto look at the
-:. this iesson,students will practise using future forms to talk vocabularybox. Checkstudentsunderstandthe title of each
.rout their coming week
column by askingthem to give another word for eachone.
, re illustrated artiele My week of living differently, introduces a new Monitor and help as studentscontinue individually.
l'l series about people who have makeovers; temporary life style
To checkanswers,go through eachcolumn in turn and elicit
:aanges.The article includes Dwight's diary, in which he explains
answersaround the class.Checkand help with pronunciation
.rd comments on his different activities.
if necessarybut do not comment on silent letters as this will
lnSuaSe be focusedon in exercise3.
Preview maybe, probobly Ask for additional words and write them on the board.
language Encouragestudentsto checkfor meaning in their dictionaries
as necessary.
Focus
grammar futureintentions:l'm ...ing,
Areyou doing...?,
I'mgoingto...,
Areyou goingto ...?,
l'lldo ...,Willyou do ...? parts of the body: knee,limb, thumb, toe
Focus
words bodyandexercise:
climbing, gym,haircut,
comb,elbow, exerciseactivities:gym, jogging,steambath,walking, yoga
jogging,knee,
limb,massage,
shave,
steamboth,thumb,toe, body care:haircut,massage, shave
walking,yoga Readthe instructions and direct studentsto the example.Ask
Recognition w ords:mokeove r,scrufy, refreshed other questions,e.g.Do you evergo climbing?Monitor and help
vocabulary phrases: bodycare,boredoutof mymind,couch potato, as necessaryas studentscompletethe exerciseindividually. Go
wastetime over answersas a class.
Recycled words:active,appointment,arrongement,attroctive, Do you evergo: climbing,to the gym, to yoga,walking?
EnguaSe celebrate,bored, elegant,fashionable,
fantastic,ill,interested, Haveyou everhad a: massage, steambath?
plan,style,tired,untidy
phrases How often do you have a: haircut, shave?
:fa shion conscious
gtammar: present perfectandpastsimple; adverbs of Have you ever hurt your: elbow,knee,Iimb, toe?
frequency; reported speech Ask questionr and nominate different studentsto answer.
Fronunciationsilentletters: b,k,/ Remind studentsof frequency adverbs,e.g.sometimes,often
they could use to answer the questionsif necessary.Repeat
iuage note with question z, drawing attention to the type of answers
;h has no futu re ten se ir k e r . . . r r " : ' . . . r ' ^: . r . . . . 1": . - , ' :1-. for Haveyou ever...?questions(never,once,etc.).Put students
- norellrr rh n n co h o +rrT g e n the pr eSe:: Cat.:ti..- l;S . t:' - ^: :, .: _-- .
into pairs to ask and answer the questions.Monitor and note
'.."..-l
-re drs tinctionb etwe en t he t hr ee: or r s ls : . : : ' - - ' er . , sr Ll i : i e common pronunciationproblemsto go over at the end of the
section.Checkstudentsswap roles.
-ependson co nte xt an d what t he s peak er\ v dr . i5t - iJ nv c y
... gements are likely to be plans a person has had for a while, Extra help
' ::h gotng to and present continuousare possrble.However,
Reviewgo,have,do + sportsand activlties,if necessary.
JpmFnlc rrcrrrl l rr rn rrn l rrp nthpr ncnnle e o m ectino rl e
r ' " r ' _'
: time. g orn g some whe r ewr t h s om ebc c iys o t he pr e( Fn t
Extra activity
- uous can also be used rn these ccntexts.Cctng to is used for Ask a questionand nominatea studentto answer.The student
'.^;hrchare private and personalsuch as reada book because asksa differentquestionand then nominatesanotherstudent
- activities haven't been arransed r,vlthotners ro answer.
Go through the instructions and examplesfor eachletter.
lnd product Ask studentshow they can find out if letters are pronounced
-. Put it aII together,students plan a 'makeover' week for a partner. or not. (/n their dictionariesJMonitor and help as students
:.e partner explains this to another student. continue individually. Ask studentsto comparewith a partner
beforenominating individuals to give answers.Give extra
?reparation pronunciationpracticeas necessary.
-:.:nk aboutclassroomorganizationfor the stagesin Put it all silent b: comb.Iimb.thumb
', tether.Takedictionariesto class.Forthe next lesson,askstudents silent k: knee
-: rring a photo of a room in their house. silent l: walking

,Varmer
','::teNext week?on the board.Givestudentstime to think about
.':.atthey will be doing and askfor volunteersto tell the class.
'-:nitorfor the use of future forms but do not overcorrectfor
: -: rracy at this stage.Seewho hasthe most excitingweek ahead.
i:'-teHow to talk about plansand intentionson the board.
! Readand infer
In this section,studentsread a magazinearticle for gist before
inferring information not directly statedin the text.
4 Readthe questionand direct studentsto My weekof living
differentlyon >>p.Zo.Seta time limit of about two minutes to
encouragestudentsto skim the text to answer the question.
Put studentsin pairs to sharetheir information with a partner.

T70
 Readthe instructions and questionsr-4 with the class.Direct
studentsto the title of the sectionand askthem what it'er
means.Elicit or remind studentsthat it refersto a reading
activity we do when we think about information that isn't
directly statedin the text. Ask studentsif they do this when
they readtexts in their own language.
Do questionr together as a classto demonstrate.Ask How do
we knowthat Dwight enjoyeddancingtango?(Hesaysit was
greatfun.)Ask studentsto find two more activities that Dwight
enjoyedand ask studentsto explain why (Pilates. He saysit was
quite relaxing.Tltrkishbath.He saysit wasfantastic.)
Tell studentsto ignore new vocabularyfor the moment and to
readthe text again to find the answersto questionsz-4. Ask
for volunteersto explain their choices.
2 Tango.He saysit lookscool when you can do it well.
3 Noneof them. The experiencewas a week of living differently.
4 TheMakeoverDay.He sayshe was bored.Thai BoxingDay.
He sayshe doesn'tthink he'IIdo it again.
Go through the instructions and do item r as a classto
demonstratethe activity. Direct studentsto the word scrufir
(in the first paragraph).Encouragestudentsto readbeforeand
after the word to flnd information which will heip them guess
the meaning of the word. (Hedoesn'tthink much about his
image.)Askstudentsto usetheir dictionariesas necessaryto
help them choosethe best answer (untidy).
Monitor and help as necessaryas studentscontinue
individually. Ask for volunteersto give answersand to explain
which wordsand phraseshelpedthem guessthe meaning.
2 a personwho isn't very active(fromthe accompanyingpicture)
3 a completechangeof style(haircut)
4 very bored(spenttwo and a half hoursin the chair)
5 the oppositeof bored(brilliant,a new man)
Teachingtip
Successful readerslook at text surroundingan unknown word
or phrase.Studentsoften only focuson the precedingtext. If
they can'tguessmeaningthey might give up,thinking that the
text is too Clffcui. f:r them. Encouraging studentsto look more
widely rvrii neip t;:ic their confidencein dealingwith texts
t hev n e r c e i v e A c .' . ^ . - ' .:
i .' i:filcu lt.
Ask studentsto read questionsr-3 and put them into pairs to
discussanswers.Monitor andjoin in discussions. Bringthe
classtogether and ask for volunteersto tell the classabout
their activities.Monitor for the use of future forms. but do not
overcorrectfor accuracyat this stage.
F
rb
Grammar future intentions
8 Ask studentsto read sentencesr-3 and a-c. Checkthey
understandthe differencebetween an appointment (fxed day
and time) and a plan (or intentionwhich hasnt beenorganized
yetl. Monitor and help as necessaryas studentscontinue.Read
eachsentencein turn and askthe classto say a, b, or c.
lD la Jc
9 Go through the rules with the whole class.For eachone,read
the correspondingsentencein exercise8 and elicit the tense.
Rules:1 presentcontinuous 2 will 3 goingto
Extra activity
Ask studentsto askand answerthe questionsin exercise7
with a new partner.Monitor for accuracy.
T71 7C
1O Direct studentsto My weekof living differentlyon >>p.7oand
askthem to underline examplesof the future forms. Check
answersand ask if the sentenceis use a, b, or c.
1l Tell studentsto readthe conversation,ignoring the blanks to
answer INhohasthe mostexcitingweekahead?A or B?(B) Do
item r as a classand direct studentsto the rulesin exercise9.
Checkvocabularyin the rest of the conversation.Monitor and
help as studentscompletethe activity individually.
12 lc.1Ask studentsto compareanswerswith a partner.Playthe
audio and pauseafter eachitem for studentsto check.Ask
about the context.Is it a, b, or c?(in exercise8).
1 Are you doing 2 I'm doing 3 I'm goingto 4 you'renot
going 5 I'11 6 Are you doing 7 I'm starting 8 We're
Sorngro
Extra help
Draw three coiumnson the board:arrangement, plan, and
decidenow Ask stuCentstc copyan examplesentencefrorr,.'
weekoJlivingdiferentiyfor eachuseand to write their ans'.
f ron rxercise7 rn the appropriate
column.
Extra activity
Studentstaketurns to be A and B and practisethe conversa
Extra plus
Tnpai ;s,students
askandansw eraboutthei rpl ansand
arrangementsfcr the coming'uveek.
BC Put it all together
13 Readthe instructions and the exampleactivities.Check
vocabularyby eliciting someexamplesfor eachtopic. Set
a time limit of about two to three minutes for studentsto
make notes.Tell studentsto look back at sectionA for ideasif
necessary.Put them into pairs and askthem to swap diaries.
14 Go through the instructions and checkstudentsunderstand.
Remindthem of Dwight's normal week and the different
things he did. Studentswrite notesto preparea plan for a
partner.
15 Organizestudentsinto different pairs. Go through the
instructions and exampleand checkstudentsunderstandthe
activity. At the end, askfor volunteersto tell the classabout
the new plan and if they would like to do it.
StudentBerformance
Studentsshouldbe ableto make simple statements.
Youcan usethis checklistto monitor and give feedbackor to asses:
students'performance.
Dostudentsusea rangeoffutureformsto talkabouttheir
intentions? 11
exercise
Dostudentsusefutureformsappropriately?exercise
l1
I can talk about my plans and intentions.
Studentstick on my own if they have donethe activity using the
notes.They tick wifh somehelpif they have lookedoccasionallyat
exercise6 or the notes on the board for help.
Early finishers
Studentsrepeatexercises
r4 and 15with a differentpartner.
Additionalmaterial
wwwou p.com
/elt/ resultf ar extrapra.trceactivities
www.oup.com
/elt/teacher/result for extrateacherresources
How to expressguesses

lrientation
f, Readand find reasons
l:ntext
In this section,studentsread a descriptionfor gist and detail.
- :his lesson,students will practise using modal verbs and
.:-,'erbsto talk about deductions and to speculate. I Put studentsinto pairs to describetheir bedroom.Monitor and
encouragestudentsto give detail. Ask for volunteersto teli the
;::m Detectivesinvites a reader to make guessesabout people
classabout their partner's bedrooms.
-:::n what they have in their room. In Room l the writer is
:::ulating about the owner of bedroom in the first picture, 2 Direct studentsto RoomDetectiveson >>p.?2.Ask them to look
. ::om Van Gogh shared with others when he lived in Arles at the picture and readRoomt to decideif they agreewith
-:',','ardsthe end of his life). Room z shows a different bedroom the writer's guessesor not. Seta short time limit to encourage
studentsto read for gist. Put studentsinto pairs to exchange
irlguage ideasand elicit suggestionsaround the class.
:ocusgrammar modalsof deduction;musl miqht,can't 3 Ask studentsto read questionsr-7 and checkvocabulary.
:ocuswords perhaps,
forguessing:
adverbs maybe,probably Studentsread the text again, ignoring new vocabularyfor
the moment. Put studentsinto pairs to answer the questions.
tecognition words:bowl,common, detectives, jug,mess,
hanging, neat, Nominate studentsto give answersand invite other students
rocabulary old-foshioned,portrait,shutters,simple to say if they agreeor disagreeand say why/why not.
phrases: electrical
equipment, graduation photo,running
water the furniture is cheapand simple.
2 Because
fe<ycled bathroom, bedroom, behind, chair,cheap,cleonandtidy, the room is tidy and there'snothing on the floor.
3 Because
4 Because
there isn't much light in the room.
anguaSe clothes,comfortable,doors, expensive,Jloor,mirror,neat,
poor,rich,soap,toble,window, wooden there are paintingson the wall.
5 Because
6 Because
there aren'tmany books.
.'- , :age note there'sno electricityor running water.
7 Because
. n { q n e rrrl rti n r c o ntnhnhlt, rre tt<pd ln' ndicate how 4 Direct students to TheBedroomin Arleson >>p.t3o.They read the
+^ . - . ,
)
f, n Fr<^n
1\ i r ur . r< : n^r r t d: AauAutLt rLl rt u
uc a .nr . ID rtnuhuauhul t lr l<
'r
r! t>q
. ^ /ur LU \dy
r i ..-
L l l Jl information and decidewhich of the writer's guessesit conflrms.
' : n o i r l i kcl ri rn h p l rrre nr lilzclv to hr nncn Ppr hnn< i< t t<el '
',''b '- ''''.
' l-, : r . n ' n e t h i r o
i . n r . csih r c n r th r l lh
1It was a man'sroom.
' ' ' 'e sn e "a ke l i5 n o t certarn
"r ' _
om er h i n g . M a y b e s u ' e d to sa y th a t ) o m e th in g L s p o s srbl e
2 The man isn't rich (VincentVan Goghwas poor).
5 Theman might be an artist (VincentVan Gogh).
. . ht be t r u e .
7 This might be a long time in the past (1888).
=.C product
I rtra .rctinrt y
studentsmake deductionsand speculateabout
-rutit all together,
' - -. ownersof roomsin Pairwork.Theychecktheir guessesat the in the textsand lookfor clues
:-.-?*.::-,.-:se hve r.:'"^,-,,,'crds
*Fev
. - : of the activity,using information on >>p.r34.
+-
__-ff5rh
'-:-r''o(c ro( rherlr in: dictinner'

.-'reparation musr'
8 ?;ffi{;!"*modals ordeduction
- - :-<at Two rooms - the photos on >> p.13oso you are familiar with
- = activities in exerciserc. Take dictionaries to class.
Go through the instructions, sentencesr-3 and options a and b.
''Varmer Readsentencer and options a and b to the class.Direct students
to the first paragraphto decidehow surethe writer is. Elicit
:-:e the title Room Detectiveson the board, and put students the answer (a) and a reason.(Thewriter saysthereare men's
-:: small groups to discuss what it means. Do not respond to clotheshangingbehindthe bed) Studentscontinue individually,
-r:estions at this point. ignoring any unknown vocabularyfor the moment.
;:.rdents have brought photos of a room in their house, collect 2 b Thefurniture is cheapand simple. 3 b It's possiblethat
.--- redistribute the photos. If students haven't brought photos in, the man likespaintingsratherthan paints himself.
..r: ihem to choose a room in their house and to make some notes
,: ::: what it looks like. Collect and redistribute the notes. Copythe time line onto the board and do the activity as a
whole class.Tell studentsthat the line representshow certain
: -lents deduce information about the owner and guess who Iives
we are of something and elicit or give two examples,one for
. .:e and report back to the class.
eachend of the line, e.g.Thisis Juan'sbook.Thisisn'tJuan'sbook.
:'.:eHow to expressquesseson the board.
Readthe instructions and direct studentsbackto exercise5
to help them decidewhere the modals should be placed.Elicit
answersand write them on the board.
can'tbe might be must be
Extra activity
Put studentsinto pairsor smallgroups.Seta shorttime iimtt
for them to make more deductionsaboutthe room'sowner.
Askfor suggestionsaroundthe classand seeif the othersagree
or disagree.

T72

7 Go through the instructions and ask studentsto read sentences
r-6. Checkvocabularyas necessary.Do item r togetherto
demonstratethe activity, and elicit a couplemore suggestions,
e.g.Shemight beAmerican.Shemight beAustralian.
Studentscontinue in pairs. Elicit a few suggestionsfor each
item, encouragingstudentsto use a rangeof modals (musf
might,cant along with is and isn'fl.Ask for suggestionsabout
who the personis. Direct studentsto the answer on >>p.134.
Suggested answers
2 Shemust be married.Shecan'tbe single.Shemight have
children.
3 Shemight be a foreignjournalist.Shecan'tbe a waitress.
4 Shemust be Australian.Shemight havelived in Australia
for a long time. Shemight havelearnedEnglishin Australia.
5 Shemust be famous.Shemight be marriedto a memberof a
royal family.
6 Shemust be an actress.Sheisn't a housewife.
8 Direct studentsto the picture of Room2 on >>p.72.Readthe
instructions and checkvocabulary.Readthe exampleand point
out that it containsa guessand a reason.Put studentsinto
pairs to continuethe activity. Make a note of any common
mistakesto go over at the end ofthe exercise.
To checkanswers,ask for volunteersto give information about
the personand the reasonwhy they've reachedthis conclusion.
Seeif the classagrees.Encouragestudentsto talk about their
different deductions.Do not confirm answersat this stage.
Extra activity
P r rtstrrd en tsin ln n . aif st o c hoos eanot hef f am or r snc r s n n : n d
to write srmilar statementsto thcse in exercise7. Point out
how the sentencesbegin wirl' genetal 9t2i3;1cni5ani beccn-.e
more info rmatt.reat t i^. eer ' . 1 . ' - ' : . . i: i. a- ; : , - ^' * - . , : s l : . , : "
rea d th eir sen ten ac s. c a : s ' , ' . . pa.. . , ' . . - : . .
using modals of deductron.
F
rb
Listen for detail
In this section,studentslisten to a descriptionto identify main
points and detail.
9 7D.1Readthe instructions and checkstudentsunderstandthe
activity. Playthe audio.Ask pairs to say if the speakeragreed
with any of their ideasin exercise8.
1O Readthe instructions and checkvocabulary.Playthe audio a
secondtime for studentsto make notes about what the speaker
saysabout eachofthe topics.Pausethe audio occasionallyto
give studentstime to make notes.Studentscompareanswers
in pairs.
Bring the classtogether and elicit what the man said about
eachpoint. Ask for volunteersto say if they agreewith the
deductionsor not. Encouragethem to give reasons.
birthday: perhapsher 18thor 21't(animportant birthday
becausethe dressesare expensive)
party dresses:shemust be having a party; must be deciding
which oneto wear
graduation photo: might be a student
babies:shemust like them
portrait: might be her sisteror a friend
11 Readthe instructions and ask studentsto completethe blanks
from memory.Monitor and help as necessary.Direct students
to audio scdpt 7D.1on >>p.r55to check.
T73 TD
l) Vocabulary adverbsfor guessing
12 7D.7Readthe information to the class.PIaythe audio,pausing
for studentsto repeatthe sentences.Encouragethem to sound
more fluent by running words together.
13 Readthe instructions and direct studentsto the sentencesin
the box. Elicit or explain thal maybeandperhapsare adverbs
which are alsousedwhen a personisn't certainof something.
Probablyis an adverbusedwhen a personthinks that
somethingis likely to happen.Readthrough rules a-c as a clas,
and elicit answers.
a after b before c more
14 Ask studentsto read sentencesr-5 and checkvocabulary.Do
the flrst item as a class.Monitor and heip as studentscontinue
individually. To checkanswers,nominate studentsto readthe
full sentenceand seeifthe classagrees.Directstudentsbackt:
the examplesentencesin exerciser3 if necessary.
1 probably 2 Maybe 3 Perhaps 4 probably 5 probably
Extra activity
Studentsuseperhaps,maybe,andprobablyto makethree
moresentences aboutthe personwho owns Roomt ln Roc;'
l)efcrfwc<Thev hasethejr sentenceson what thev can see
the picture.Ehcit suggestionsaround the classand ask oth.
studentsto say if they agreeor not and why.
3CD Put it all together
15 Direct studentsto the photosof two rooms on >>p.r3o.Read
through the instructions and the exampleconversationto
demonstratethe activity. Remind studentsto talk about the
. . : . ''. . topicsin exercise8. Studentscontinue the activity in pairs.
At the end of the activity, direct studentsto Two rooms- the
peopleon >>p.r34to flnd out about the people.
Studentperformance
Studentsshouldbe ableto make short hypothetical statementsan:
supportthem with reasons.
You can use this checklistto monitor and give feedbackor to asses!
students'performance.
Dostudents
usea variety
of modals
to talkabout
deductions?
exercise
7
Dostudents
haveenough vocabulary
to dothetask?
exercises
3.14
I can express guesses.
Students tick on my own if they have explained their reasons for
guesseswithout a lot of hesitation. They tick with some help if. they
have looked at the diagram in exercise 6 or the box in exercise r3
occasionally for help.
Early finishers
Studentsimagine another room in the house of one of the peo1.
from the Patrwork photos. They make some notes and compare
lhpir ideec ...-r a8ree.
tn cee if thprr
Additionalmaterial
www.oup.com/elt/result for extra practice activities
www.oup.com/elt/teachedresult for extra teacherresources
Crientation paragraphL:an - and;wood - would
paragraph2: too - two; cloths- clothes
lontext and Language
paragraph3: he - the; you're- your
:. this lesson, students write a letter of application to appear on a
A computerspellchecker doesn'tshowwordswhich are
::. a TV reality show, responding to a newspaper advertisement.
correct,but which may be wrong in a particularcontext.
participate
wotds candidate,dyed,enclosed, 5 Readthe instructions and put studentsinto pairs to discussthe
phrases:yo ursfa ithJuIly rules of a formal letter. Monitor and guide studentsto pafts
words:appearonce,apply,application,backg round, ofthe text, e.g.the position ofthe address,the greeting and
confdent,imoginotive,immigront, lively,outgoing, closing.Elicit suggestionsaround the class.
personality,
slim,variety
wh-clouses Put your own addresstop right; put the datebelow your
Srammar: address,put the reader'saddresstop left; :useDearSiror
words:attitude,avaiIabiIity,brief,f reeIance,handwr itten, Madamif you don'tknow who you arewriting to; giveyour
unusuol.
viewers reasonfor writing in the first paragraph;if you don'tknow
phrases:
brightred,mokea goodimpression, medium height, who you are writing to, closewitl:rYoursfaithfully.
spellchecker,
votedoff

ind product
:. Put it aII together,studentswrite a formal letter of application
p Get ideasto write about
:asedon a model letter. Studentsexchangeletters and decideif 5 Direct studentsto the table and the information in the first
--:-eirpartner would be chosenfor interview.
column.Tell studentsto look at the information about Edith
and to completethe missing information. Studentscompare
Warmer ideasin pairs.Checkanswers.
.--jt studentsinto small groupsto discussreality TV shows.Choose appearance: medium height,slim,roundface,dyedhair
:-,voor three questionsand write them on the board.Brihg the clothes:unusual,imaginative
- asstogether and askfor volunteersto report the group'sopinions. personality: lively, confident,outgoing
,',-riteHow to write a letterof applicationon the board. availability: easily available
7 Ask studentsto completethe secondcolumn with information
about themselves.Remindthem to look at Characterand looks
I Readand think about context on >>p.65and to usetheir dictionaries.
:. this section,studentsskim and scanajob ad to find key
:-formation.
SCI! Put it all together
1 Readquestionsr-3 and direct studentsto the advertisement.
Seta short time limit to encouragestudentsto scanthe ad 8 Readthe instructionswith the ciass.Monitor and encouragea
to find the answers.Ask studentsto comparein pairs before collaborativeworking atmosphere.Remindstudentsto use Why
askingfor volunteersto give answers. don'tyou...?and Youcould...to make suggestions.
1Theyare lookingfor i5 peopleto take part in a reality TV Ask them to follow the rules in exercise5 and review their
show.Theyofferbig cashprizes. 2 It is an advertfor people letters for content and accuracy.
to take part in a competition,ratherthan work for a salary. 9 Tell studentsto imagine that they work for ChangeYourLife TV.
3 To apply,you write a brief handwrittenletter describing Ask them to readtheir partner'sletter and tell their partner if
your appearance and personality. they would be chosenfor interview.
Student performance
D Think about the content
v
Studentsshouldbe ableto write a formal letter of applicationof
about rzo words.
:. this section,studentsreview a letter of applicationfor detail.
Youcan usethis checklistto monitor and give feedbackor to assess
2 Readthe instructions and checkstudentsunderstandthe students'performance.
activity. Studentscompletethe activity in pairs.Elicit answers,
encouragingstudentsto give examplesfrom the letter. Content Have
students
includedalltheinformation?
Have
students
writtenina conversational
stvle?
I Readthe instructions and ask studentsto underline the
instructions in the ad beforethey look at Ediths Ietter in more Vocabulary Have
students
speltwordsconectly?
detail.Tell studentsto use their dictionariesto help with
vocabularyin Edith'sletter. Monitor and help as students I can write a letter of application.
continueindividually. Students tick on my own if they have included all the points. They
Nominate studentsto give an instruction from the ad and to can tick with some help if they have forgotten to include a piece of
explain in which paragraphEdith givesthe information. information.
Early finishers
Students rewrite their letters to include any missrng information
? Checkspelling and structure
rb r\ and correct spelling. They add two more pieces of information
{ Gothrough the instructions and checkstudentsunderstand about thelr appearance,personality, or attitude.
the activity. Studentscontinue individually. They compare
answersin pairs and discussthe question.Elicit the spelling
mistakesand write the correctedwords on the board. Additionalmaterial
for extrapracticeactivities
www.oup.com/elt/result
www.oup.com for extrateacherresources
/elt/teacher/result
7E T74
 Warmer
Rememberthe situations
Write lessonsA-D How to titles on the board:A ...say howpeople
Iook,B ... talk aboutfashion,C ...talk aboutplansand tntentions,
D ...express guesses.Saysentencesr-ro below for studentsto call
out the lessonletter.
t I don't think I'il do that again! z He looksa bit shy and nervous.
3 I don't mind what I wear. 4I'm startingdanceclasses on Thursday.
5 She'sin her earlyfJties. 6 He can't havea lot of money. 7 He knows
which colourslook good together. 8 It must be a man's room.
g I don't know how muchan Armani suit costs.to He doesn'tlook
Iike his dog!
1C 2A 3B 4C 5 A 6 D 7 B 8 D 9 B 1 0 A
I Grammar
I wh- clauses78 exercises
8, 9
Warm-up: Write wh- words (what,why, where,which, how) onthe
board.Studentsmake sentencesaboutsapeurswith eachone once.
Set-up:Go through the exampleand remind studentsthat they
flnd the sentencesby looking horizontally and vertically.
2 Doeshe know why you left him?
3 Do you know wherePanamais?
4 I don't know who you are.
5 I know what happened.
6 Sheknows how to look after herself.
7 I don't know where he went.
Follow-up:Studentsuse the questionsin exercise4, >>p.69 to help
them write a fashion statementfor a famous person.In groups,
they readtheir statementfor the othersto guesswho.
2 Futureintentions7Cexercise''
Warm-up:Ask studentsto write three sentencesabout an
appointment,a plan, and somethingthey've just decided.Direct
them to >>p.7r,exercise8 to checktheir use offuture tenses.
Set-up:Go through the instruction and checkstudentsunderstand
the activity.
2 I'm goingto 3 I'm going 4I'm goingto buy 5 I'il help
6 They'recoming
Follow-up:Studentswrite their plans for next month. In groups,
they comparetheir plans to seeif anyonesharesthe samehobbies
and interested.
3 Modalsof deduction7D eier:,ses,, i
Warm-up:Copythe diagram from >>p.73,exercise6 onto the
board.Write is and isn't at either end and ask studentswhere you
shouldplace must,might, andcan't.
Set-up:Ask studentsto readthe text and sentencesr-6 to check
they understandthe activity.
2 can't 3 must 4 can't 5 might 6 must
Follow-up:In pairs,studentswrite a similar paragraphand
exercise.They write the answer key on a different pieceof paper.
They swap with another pair and completethe sentencesbefore
checkingtheir answersagainstthe key.
T75 R?
! Vocabulary
4 Looksand character7A exercise7
Warm-up:Draw three columns on the board: Character, Looks,and
Age.Seta short time limit for studentsto write words and phrases
they can remember.Direct studentsto >>p.66 to check.
Set-up:Ask studentsto readthe crosswordcluesand check
vocabularyas necessary.
2 mid 3 active 4 outgoing 5 confldent 6 generous
7 wavy 8 artistic 9 ginger 10nervous 11aggressive
Hiddenword: imaginative
Follow-up: Studentschoosesomebodythey know in the classand
write adjectivesto describethe person.They tell a partner the
name of the personand their partner writes adjectives.Students
comparetheir lists at the end.
5 Compoundadjectives78 exercise2
Warm-up:Booksclosed.In pairs, studentsthink of compound
adjectivesthey could use to describeTheKingsof CooI.They
comparewith the list on >>p.68.
Set-up:Ask studentsto readthe words and checkvocabulary.
2f 3d 4e 5g 6a 7c
Follow-up:Studentsdescribeone of the women on >>p. 69 for a
partner to guesswho it is.
6 Bodyand exercise7Cexercise1
Warm-up:Booksclosed.Studentswrite a list of activities Dwight
did in his week of living differently.They comparewith a partner
beforecheckingon >>p.?o.
Set-up:Gothrough the instructions and tell studentsto think
carefully about spelling.
2 massage 3 elbow 4 haircut 5 knee 6 jogging 7 toe
8 yoga 9 climbing
Follow-up:In pairs,studentsdesigna word searchusing the
vocabularyon >>p.21,exerciser. They write the number of words
in the word searchand swap with another pair.
Early finishers
Studentslook backat lesson7C,exercises
8 and 9. Theywork u -
a partnerand exchangeideason dlfferentthings they coulddc
rememberthe grammar.
 :,:::l,:,.l
:ilr'r:'::l

How to talk on the phone

Orientation Readand think about the situation

Context
-n this lesson,students practise using telephone words and
:hrases.
.-hotosr-7 in On the Phone on >>p.76 show people in different
.:tuations making telephone calIs. Speechbubbles a-f contain
.'.'hatthe callers and answerers in photos z-7 say.
?nrasalverbsin the dictionary lists key vocabulary and deflnitions
.','hichstudents will match and use during the lesson.The following
.rformation is also given: if a phrase is formal or informal; how it
.; usually used; other words it is used with; and whether a noun or
::onoun can or must be used after the verb but before the particie
-.rown by the use of sb,with or without brackets).
-anguage
Focus
grammar phrasal cutmeoff,getaway,
verbs: getthrough,hondover,
hangon,hangup,ringmeback,ontheline,putthrough
Focus
words telephone:
businessdeal,busy,calledbypublicphone/called
go
by thismorning,connect,earn,engagedsignal,extension,
ahead,messaqe, mobile
Focus
phrases CanI helpyou?,Hello,canyou ...?,Coahead,l'm calling
from ...,I'mcallingto...
Recognition words:client,engine,spraypaint,urgently,vehicle
vo<abulary phrases: callout service,
emergencyservices
Recycled words:colleague, golf,interrupt,mechonic,
pretend
ianguage phrases:breokdown,collbacklater,escaping, get cut of,
holdthe line,I'm sony,leavea message, putyou through,the
line'sbusyright now,wrongnumber
Pronunciation stressin phrasal
verbs:I calledby thismorning.8A.2
l-anguage note
--: languagepresented
in this lessonreviews and builds on rvhat
:lents studied in lesson 6A. EnalishResultPre-intermediate.
:rd product
-: -)ut it all together,students role play being a caller and answerer
,:^ng the information in Phoning Frank on >>p.13o.The conversation
: :ased on audio script 8A.3.
Preparation
.:.:nk about classroom organization if you'd like students to sit
-.:k-to-back in exerciserz. ReadPhoning Frank on >> p.r3o so you
.:: familiar with the task in exercisere. Take dictionaries to class.
Warmer
'.':ite the following words on the board: a, at, back,busy,call, cut,
-.: hang, hold, later,leave,line message,moment, number,off, out,
- -:. the, through, up, wrong, you. Ask students to guess a topic that
,::.nects all these words. (Telephoning.)
. -: students into pairs or small groups to write telephone phrases
-,-:v remember from English ResultPre-intermediate.Set a short
-.::.e limit. Elicit suggestionsaround the class and write the
-:.:aseson the board.
;:'-:eHow to talk on the phone on the board.
fl
In this section,studentsreadshortparts oftelephone
conversationsfor detail.
I Readthe questionsand put studentsinto pairs to discusstheir
answers.Monitor and contributeto the conversations.Listen
out for interestingcommentsand nominate studentsto tell the
class.Encourageother studentsto add comments.
2 Direct studentsto photo 1 in On the Phoneon >>p.75.Read
questionsr-3 and checkvocabularyas necessary.Students
continuethe activity in pairs.Monitor and encouragestudents
to use maybe,perhaps,possibly,couldbe,might be, and can't be
in their discussions. To checkanswers,askfor suggestionsand
reasons. Seeif the classagreesbeforegiving feedback.
1 Theyare friendsor businessassociates. Theyare in a bar.
2 He is talking to a friend,partner,or colleague.
3 Maybe- it dependson what his relationshipis with the
woman and who he'stalking to.
3 Readthe instructions and direct studentsto photos 2-7 and
speechbubblesa-f in On the Phoneon >>p.76.Go through the
exampleto demonstratethe activity. Direct studentsback to
questionsr-3 in exercisez and point out that they can also
use cluesin the photos,e.g.the man in photo z is writing
somethingon a pieceon paperas he's speaking.Students
completethe activity.
Studentscompareanswersin pairs.Do not go over answersat
this stageas they will listen and checkin exercise4.
8A.1Piaythe audio and pauseafter eachitem. Elicit answers
and askfor words,phrases,and any cluesin the photoswhich
helpedstudentsflnd the answers.Checkvocabulary.
3 b can'tget through,get cut off, anothernumber
4 a hospital,had the baby,beautiful
5 d extension483,I'11put you through,the line'sbusy
6 c emergency, rescue,car'sbrokendown
7 e spraypaint, ordered,call by
Ask studentsto read descriptionsr-6 and checkvocabulary
as necessary.Do the flrst item togetherto demonstratethe
activity. Put studentsinto pairs to continue.Monitor and
help,encouragingstudentsto give reasonsfor their answers.
Nominate one studentto give an answer and another to
suggesta reason,if they agree.
2photo3 3photoT 4photo6 5photo2 6pho t o5
Readthe instructions and ask studentsto readmeanings1-8,
ignoring the blanks.Checkvocabulary.Do the exampleas a
classto demonstratethe activity. Explainthat someanswers
are phrasalverbsand remind studentsthat sometimesthe verb
and particle can be separated,e.g.put you through.
2 get through 3 engaged 4 calling 5 busy
6 leavea message T let you know 8 pick it up
lxtra activity
In pairs,studentstake turns to give a partnerthe meaningof a
phrase.Thepartnersaysthe phrase.

T76
 Grammar and vocabulary phrasal verbs (z)
! the first telephoneconversation.Elicit the name of the garage.
? Readthe instructions and ask What'sa phrasalverb?(A verb
and a particle which havea particular meaning)Direct students
to Phrasalverbsin the dictionary and On the Phoneon >>p76
to read the Iist ofphrasal verbs.Elicit or explain that, in
dictionaries,sb refersto somebody.Itshowswhen a verb can or
must be separatedfrom a particle by a noun or pronoun.Ask
studentsto find an examplein speechbubble a (handyou over).
Direct studentsto read definitions a-j and checkvocabulary as
necessary.Tell studentsto find the phrasal verbs in the speech
bubblesto help them guessthe meaning. Monitor and help as
necessaryas students continue individually.
To go over answers,say the phrasal verb for the classto call
out the letter ofthe definition. Checkstudentsunderstand the
extra information given with someof the phrasalverbs (see
Contextlas you go through the answers.
break down c call by g cut sb off d get away h
get through f hang on i hang up b put sb throughj
ring (sb)backe
Teaching tip
Studentsmight fail to recognizephrasal verbs in a text if they
don't Iook beyondthe flrst word after the verb, e.g.in handyou
over Encouragingstudentsto look for phrasesacrossseveral
words will help them understandtexts more easily.
8 Ask studentsto read the text and say how many times
Stephaniemade a phone call. (Four)Checkvocabulary.Students
continue individually. Monitor and checkstudents are using
the past tenseform ofthe verbs.To checkanswers,readthe
text aloud and pausefor studentsto call out answers.
2 c all 3Hang 4pu t 5 c u t 6 g o t T h a n d e d 8 c a l l thung
8A.2Do the exerciseas a class.Direct studentsto sentence
a and ask What doesby mean?(Touse.)Playthe audio for
studentsto listen to the pronunciation ofthe sentencesand
read the rule to the class.Point out that by is a prepositionhere.
Readsentenceb and ask studentswhat the phrasal verb called
by means.(A shortvisitJ Point out that by is a particle in this
sentence.Playthe audio for studentsto listen to stressin the
phrasal verb in the secondsentence.
Playthe audio a secondtime for studentsto listen to both
sentences.Tapthe deskto help studentshear the difference.
Extra help
Direct studentsto audio script 8A.1.In pairs, studentsfind
and underline the phrasal verbs and mark the stresson the
particles.Monitor and help as necessary.
Extra activityr
Studentsunderline the particles in speechbubblesa-f. In pairs,
they take turns to read the information and listen to seeif
their partner stressesthe particle correctly.
r Go through the instructions and play the audio,pausing after
Continuewith the audio for studentsto make notes about the
new information. Direct studentsto audio script 8A.3on
>>p.155to checkanswers.Nominate studentsto give answers.
/ 7 Max Motors 2 side of main road near Stratfordupon
Avon 4 the engine won't start
t2 Ask for two volunteersto readthe conversation,encouraging
the student playing the role of Stephanieto sound more
desperateas she makes eachnew phone call. Remind students
to ask for clarification or repetition when they are on the
phone.Elicit a few phrases,e.g.Sorry,canyou say that again,
please?and write them on the board.
Put studentsinto pairs to role play the conversation.Monitor
and give positive feedbackwhen students speakwith attitude
Checkstudents swap roles.
Extra activity
Studentsrepeatthe role play,looking up from their booksas
much as possible.
Extra plus
Studentsrepeatthe role play, sitting back-to-backand looking
at their booksas little as possible.
BC Put it all together
13 Go through the instructions and checkstudents understand.
Direct studentsto PhoningFrankon >>p.r3o and check
vocabulary if necessary.Give studentstime to plan what they
will say beforethey do the activity. Checkstudentsswap roles.
Student performance
Studentsshould be ableto talk about serviceson the telephone.
You can use this checklistto monitor and give feedbackor to assess
students'performance.
usemostphrasal
Dostudents verbsaccuratelv? 12
exercise
pronounce
Dostudents particles
clearly?
exercise
12
I can talk on the phone.
Studentst-ickon my own if they have given the necessary
informatio'n to their partner. They tick with somehelpif they
have forgotten to give information and a partner has had to ask
questionsonceor twice.
Early finishers
Studentschoosetwo situations from On the Phoneon >>p.76and
role play the telephoneconversation.

Additionalmaterial
G
t-
Listenfordetail for extrapracticeactivities
www.oup.com/elt/result
www.oup.com for extrateacherresources
lelt/teacher/result
In this section,studentslisten to the start oftelephone
conversationsfor specificinformation and detail.
10 8A.3Readthe instructions and checkstudentsunderstandthe
activity. Ask studentsto read items r-5 and checkvocabulary
as necessary.Playthe audio.Ask studentsto comparein
pairs and play the audio a secondtime if necessary.To check
answers,ask about eachitem in turn.
2 ,/ 3x 4, / 5X

T77 8A
How to talk about ability

-rrientation I Readand summarize

: ntext
in this section,studentsread different articles and summarize
:r.is lesson,students use can, could, be able to, and manaqe to
information in note form.
:elk about ability.
I Put studentsinto pairs to discussthe question.Monitor
: two magazine articles are about animals with amazing
'-uage skills. Smart Alex, a parrot, can identify objects,answer and encouragestudentsto think aboutanimalswhichcan
communicatewith peopleand animalswhichare usefulto people.
:stions, and make requests.Rico, a dog, is able to remember new
-abulary. He can also use simple logic and think. Ask for volunteersto sharetheir ideaswith the classand
encouragestudentsto respondto eachother'sopinions.
::rguage
2 Put studentsinto pairs and direct them to the texts on >>p.78.
rcusgrammarability:can,could,beableto, manageto Ask As to readSmartAIex,and Bsto readCleverRicoto f,nd the
:cuswords adjectivesandnouns: able- ability, - activity,
active curious most interestingfact. Tell studentsto guessthe meaning of
- cu.riosity,
popular - popularity,
possible real-
- possibility, unknown but important words at this stage.Remindthem to
reailtv look at words and phrasesaround the words they are unsure of.
:cognition words:actual, ancient, coIlection, compIicated,fetch, Ask for volunteersto tell the classwhich fact they found the
:cabulary laughter,logic,occasion,random,sheepdogs, sociable, most interesting and to saywhy. Monitor for the use of modal
stimulate,surprisingly,suspicious, tapping,trained,toys, verbsto talk about ability but do not correctfor accuracyat
whistles
this point as studentswill focus on this in the next section.
phrases:hangingupsrde down,starpupil
3 Direct studentsto the box and ask them to readthe first
:cycled amazed,clever, bored,enjoyed,eyebrows, fo mous,fu n,
lrguage intelIigence,interested, screntrsts,shape
column. Checkvocabulary.Checkstudentsunderstandthe
activity and monitor and help as necessaryas students
rnunciation stressin wordsending-lty: abilitySB.l continue individually. Do not go over answersfor exercise3 at
'1 product this point, as studentswill tell a partner about the text they
readin the next exercise.
]'-it it alltogether, students use their notes to teli a partner about
:re when they were or weren't able to do something. SmartAlex CleverRico
human use:pets human use:rescuedog
languageability: can languageability: canunderstand
reparation identify 50 differentobjects, morethan 200words
',
at ldeas on >> p.13oso you are familiar with the task in can answerquestions why famous:finding the correct
: :rse rz. T aked ictio na riesto c las sif nec es s ar y why famous:he'sa star toy from many
pupil who studied it: Julia Fischer
,Iarmer who studiedit: other animal: CleverHans (horse)
Trcnc Pcnnerhero
.:e the following nouns on the board: a bike, chess,clothes,a other animal: N'kisr
'tuter, crosswordspuzzles,dinner, golJ guitar, jigsaws, a horse,
Ertra help
: tennis.
Put studentswho readthe sametext into pairs to compare
.','.'four columns: make, do, play, others.Put students into pairs their answers.Monitor and help as necessary.
.assify the words according to the verbs they are used with.
, ;tudents to add four more activities they can or can't do to the Readthe instructions and the example.Put studentsinto A/B
..tnns. pairs and monitor and encouragethem to make eye contact
with their partner as they exchangeinformation (sothey are
:ents tick the things they can do and note when they first listening to eachother rather than copying eachother'snotes).
:.t to do them. Ask students to flnd out four other students' Givepositivefeedbackwhen studentslook up from their notes.
.:ies.Monitor and join in, iistening for students' use of modal
:s. Do not overcorrect for accuracy at this stage. Extra activity
Ask studentsto coverthe notesthey made in exercise4. Put
:.e end ofthe activity, ask for volunteers to tell the class
studentsinto pairs to tell a partner about their animal using
:ring interesting they found out about others.
the subtitleson >>p.78.Partnerslisten and tick the information
-.: How to talk about abilitv on the board. in the box that their partner remembers-
In pairs, studentsdecidewhich of the two animals is more
amazing and why. Ask for a show of hands for eachanimal
and nominate studentsto explain why. If there is a difference
of opinion between students,nominate individuals with
opposingviews to discussthe topic further.
Ertra activity
In pairs,studentschoosefive new words and guessmeaning.
Thevcheckin their dictionaries.

T78
 Grarnmar ability can, could,,be able to,
manageto
Direct studentsto the grammar box. ,A.skthem to readthe
examplesand checkvocabularyas necessary.Studentsthen
underline the verbsin the sectiontitle.
Ask studentsto flnd the sentencesin the texts on >>p.78and
to match rules r-4 with the verbs in a-d. Monitor and help
as necessary.Checkanswersas a classbut do not go into
differencesin meaning between managedand be ableto at this
point as this will be dealt with in the next level.
1 c 2d 3a 4b
Ixtre hdp
Ask students to underline examples of can,could,managedto,
and be able to in Smart AIexand CleyerRr'co.They identify the
rule and write a number from r-4 next to eachsentence.
Extra activity
In pairs, studentstake turns to tell eachother about the animal
they readabout,using the verb forms in a-d.
Ask studentsto read sentencesr-7 and checkvocabulary.Go
through the first item as a classand point out that there might
be more than one answer.Studentscontinue individually.
Monitor and guide them to use the correcttense as necessary.
Studentscompareanswersin pairs.Nominate studentsto give
answersand encouragethem to readthe full sentence.
2 could,was ableto 3 can,is ableto 4 be ableto
5 managedto, was ableto 6 could,were ableto
7 been ableto
lxtre activity
Write thesecueson the board: now,Iast week,whenyou werea
child.Ask studentsto write a note of one exampleof an activity
they could or couldn't do for eachtime period.Put them in
pairs or small groupsto tell eachother about their abilities.
lxtra plus
Booksclosed.Studentsmingle and tell eachother about their
abilities past and present.They seeif they can find anybody
who can and can't do the samethings.
Xxtra help
Put studentsinto pairs and askthem to underline the stressec
syllablesin the words in the table in exercise8. Monitor and
encouragestudentsto use their dictionariesto checktheir
ideas.Elicit answersas a classand give extra pronunciation
practiceas necessary.
pqrular - popularity agtive- activity curious- curiosity
real- reality possible- possibility
11 Demonstratethe activity by saying an adjectivefor the class
to saythe noun. Repeatwith one or two more examplesbefore
putting studentsinto pairs to continue.Monitor and give
positivefeedbackfor accuratepronunciation.Checkstudents
swap roles.
$rtra help
Put studentsinto different pairs to repeatthe activity.
E:rtra plus
Ask for pairs of volunteersto repeatexerciserr for the class.
The classdecidesif the studentssaythe words with correct
syllablestress.
€3C Put it all together
12 Readthe instructions and direct studentsto ldeason >>p.13o.
Checkvocabularyas necessary. Make sure studentsunderstanc
that they shouldwrite notesfor eachof the points and
that thesewill help them tell a story about somethingthat
happenedin the past.Tell studentsto use their dictionaries
to help.Encouragethem to practisesayingtheir storiesto
themselveswhen they have finished making notes.
Put studentsinto pairs to teII their stories.
Studentperformance
Studentsshouldbe ableto relate a short narrative.
Youcan use this checklistto monitor and give feedbackor to asses:
students'performance.
Dostudents
usemodal
verbsaccurately?
exercise
7

Dostudentstryto place
stress
onwordsending
in-rty
C Pronunciation stressin words ending -ity conectly?
exercise11

Readthe instructions and the table headings.Go through the I can talk about ability.
first exampleand point out the spelling change.Ask students Studentstick on my own if they have told their story using their
to continuewith the activity and monitor and encouragethem notes.They tick with somehelpif they lookedat the grammar box
to checkspellingsin their dictionaries.Elicit answersfrom the in exercise6 onceor twice for help.
classas a whole and nominate individuals to spell the word.
larly finishers
adjectives:active,curious
nouns: popularity, reality, possibility Studentschoosea different topic from ldeason >>p.r3oand repear
the activity.
8B.lPlaythe audio,pausingafter eachset of words for students
to repeat.Nominate different studentsto saythe pairs of words
and monitor for correctsyllablestress.Playthe audio a second
time to give extra pronunciationpracticeif necessary. Additionalmaterial
10 Go through the exercisewith the class.Saythe words ableand www.oup.com/elt/result
for extrapracticeactivities
ability, and exaggeratethe stressedsyllableto help students www.oup.com/elt/teacher/result
for extrateacherresources
hear the difference.Readrules a-c and elicit the answer (c).

T79 83
How to report an interview

]rientation Readand predict

l::text
.- --:.:.s
lesson,students practise using reported questions to talk
.:: -lt an interview.
-- = :llustrated newspaper article, Two Guys in BBCsurpriseon
r.8o, reports on what happened when two men with the same
--:-stian names, Guy, were waiting for an interview at the BBC.
-:: was there for a job interview, the other (a British technology
:,:ert) was waiting to be called for a live TV interview about
:--re music downloads. The wrong 'guy'was taken to the studio
-:: :he TV interview, which was broadcast live as planned on BBC
':-:'rision. The headline of the article plays with the name Guy and
'--: ivord guy, which is informal for man.
fl
paragraphto predict content.
I Seta short time limit. In pairs, studentsbrainstorm a list of
interview questions.Monitor for word orderbut do not correct
at this stage.Elicit suggestionsaround the classand write the
questionson the board.
2 Go through the instructions and ask studentsto read questions
r-3. Checkvocabularyand direct studentsto the first paragraph
of Two Guysin BBCsurpriseon >>p.8o.Studentsanswer the
questionsin pairs.Nominate studentsto give answersand
checkthe classagreesbeforegiving feedback.

ixguage 1 Guy Goma,Guy Kewney

2 They are waiting for an interview Guy Gomais waiting
.cusSrammar reportedquestions:I asked himwhere hewos from.,I asked for a job interview and Guy Kewney is waiting for a live TV
himif hewas6uyKewney. interview'
:mts words:candidotes,company, post,solary,
CV,expert, staff 3 The wrong man will probablybe calledfor the live TV
cabulary phrases:workfor somebody interview The cluesin the text are: in the title Two Guys,
lt<ognition w ords:accou
ntant,oJterwo rds,approach,broodcast, referringto the coincidence of the two names;and in the
cabulary celebrity,
computer technician, courtcase,expert,graphic first sentence,'he didn'texpectto become...'suggests that he
guy,hilarious,
designer, identity,
interpreter,
lifeguord, will, in fact, becomea TV celebrity.
microphone,nurse,reporter, sauno,starsign,taxidriver 3 Direct studentsto the secondparagraphto read and answerthe
phrases:become clear,linedup,onlinedownload
questions.Tell studentsto ignore any new vocabularyfor the
fecycled words:appear,mistake, pointed,replied,
said,surprised, moment.Nominate studentsto suggestanswers.
anSuaSe thought,unfortunately
Brammat pronouns in reported speech Two misunderstandings: Thereceptionistconfusedthe two
men and Mr Gomathought the BBCman couldn'tpronounce
i:d product his name correctly.Mr Gomagoesfor the TV intervrew.
studentsreporta job interviewthey role
- ?ut it all together, Direct studentsto the third paragraphand askthem to read
:-:ved in exercise14.Theactivity is basedon audioscript8C.1. questionsr-3. Checkvocabularyas necessarybeforestudents
continue readingto answer the questions.Go over answers
Preparation beforestudentsreadthe flnal part of the story.
;:ad the Teachingtrp after exercise Think about different ways
5. 1 He probablyfelt nervous.
: - guessingthe meaning of vocabulary for the words in exercise 2 Theinterviewerbeganto understandthe mistakeas Guy
, -: you want to do the activity with the class.Think about how Goma'sanswersto the questionswere very short.
,.;dents will change partners for exercisesr3-r5. Take dictionaries 3 Students'own answers.
:: classif,necessary.
Gothrough the instructions.Put studentsinto pairs and ask
them to choosefour words from the word pool.Ask studentsto
Warmer find the words in the text and to guesstheir meaning.Monitor
.-:t students into small groups. Ask them to make a note of what and help studentsexplain what they did as necessary.
::cple do before they go for a job interview. Elicit suggestions Teaching tip
.:cund the class and encourage students to add details about how Bring the classtogether.Ask studentsto choosea word and to
::.e person being interviewed might feel. tell the classhow they guessedthe meaning.Write notes of
=;k students to teil the class about any experiences they (or anyone different ways of guessingon the board.Ask studentsto choose
::.ey know) have had at interviews. Monitor for the use of past anotherword and to try to use a different way of guessing.Go
:=nsesand reported speech.Do not overcorrect for accuracy but through the list of ideason the board and point out that it's a
::lp students get their ideas across. goodideato use more than one strategyto guessand checkthe
.i;:ite meaning of a word.
How to report an interview on the board.
Ertra artivtty
Put studentsinto pairs or small groupsto discussthe event.
Write the following questions on the board: Do you think the
story isfunnyl Why?Why not?How do you think Mr Gomafelt:
during the interview,when the interview ended,when he saw
himself on TV?How do you think the BBCreceptionistfelt?
Bring the classtogether.Ask studentsto report any interesting
commentsmade by another student in the group.Monitor for
reported speechbut do not overcorrectfor accuracy.

T80
 ! Grammar reported questions
Direct studentsto the grammar box and the column headings.
Ask studentsto readthe sentences.Elicit or explain that open
questionsare questionswhich have many possibleanswers.
Copythe sentencesin row A onto the board and go through
questionsr-4 as a class.Highlight the word order in reported
questionsand point out that the position ofthe subjectand
verb doesnot changeas it doesin normal questions.
1.open question:after reportedquestion:before
2 open question
3 No. The verb and subjectare in a different order.
4 No.Theverbsin the openquestionsare in the presenttense,
whereasthe verbs in the reported questionsare in the
n r<i e i mn l e
Ertra activity
Ask studentsto find two examplesof reported open questions
in the text. (...askedwhereGuy Kewneywas....askedMr Goma
what he thought about the resultof the case).
Readthe instructions and go through the example as a class.
Point out the use of ask as the reporting verb for questions.
Remind studentsthat pronouns and tensesoften changein
reported speech,dependingon the context.
Monitor and help as studentscontinue individually. Ask
volunteersto give answersand monitor for accuracy.
2 Sheaskedme what I did. 3 Sheaskedme where I worked.
4 Sheaskedme what mv nationalitv was. 5 Sheaskedme
who I wanted to see.
Extra activity
Studentswrite the questionsthey talked about in exerciseI in
reportedspeech.
Checkstudents understandthe term closedquestions(questions
beginwith verbssuchas Are, Was,Do, Did, Can,Will etc.and
haveonly two possibleanswers,e.g.yes/no,big/small, driving
or walking/. Put students into pairs to look at Two Guysin BBC
surpriseto completethe sentences.Go over answers as a class.
He askedhim if he was Guy Kewney. Shewanted to know if
he was surprisedat what happened. SheaskedGuy if more
peoplewould downloadmusiconline.
For closedquestions,we use iJ + ... afler the reporting verb.
Explain that questionsr-8 are real questionsthat candidates
have askedat an interview. Go through the questionsand
checkvocabulary.Ask studentswhy the questionsare strange
and help them expresstheir ideas.Go through the example and
put students into pairs to continue.Nominate studentsto give
answers and ask the classifthey agreebefore giving feedback.
2 He askedme why I wanted his CV.
3 Sheaskedme what my star sign was.
4 He askedif he couldbring his dog to work.
5 Sheaskedme if shehad to wear shoes.
6 He askedme if I was happily married.
7 Sheaskedme if we had a saunain the building.
8 He askedme where the company golf coursewas.
lxtra help
Backchaindrill. Help studentsrememberreportedquestions.
Usethe answersto questionsr-8. Saythe last word and
add one word at a time for studentsto repeat.This will help
increasestudents'fluency.
lxtra activity
Put studentsin pairs to role play Mr Gomatelling a friend
about his interview. Checkthey swap roles.
T81 8C
G
r-
Listen for detail
In this section,studentslisten to an interview for gist and detail.
10 8C.lReadthe instructions, and play the audio.Takea yes/no
vote and ask around the classand ask for reasons.
No. Shecouldn'tthink of answersto the interviewer's
questions.Shedidnt havethe skills required.Sheexpected
too high a salary.The interviewersuggestedshewouldn't.
11 Ask studentsto read sentencesr-4 and checkvocabulary.PIay
the audio.Ask studentsto compareanswersand play the audic
a secondtime if necessary.
2 True. 3 True. 4 False.(Cathaskedfor f30,000a year.)
12 Direct studentsto audio script 8C.lon >>p.155.Ask studentsto
read it through silently and checkvocabulary.Point out the use
of different reporting verbs (asked,said, wanted to know told,
thanked)in the audio script. Go through the instructions and
checkstudentsunderstandthat they role play the interview
not Cath and Richardsconversation.Ask for two volunteersto
readthe example.
,'3C Put it all together
13 Readthe instructions and encouragestudentsto use
dictionariesif necessary.Put students into pairs to choose
and make notes about a job. Monitor and direct studentsto
exercises7 and n for ideas.Give studentstime to practise
asking eachtheir questions.
14 Put studentsinto new pairs.Ask them to tell each other
which job they are being interviewed for beforethey ask their
questions.Monitor and checkstudents swap roles.
15 Go through the instructions and ask for two volunteersto read
the example.Encouragethem to continue by eliciting a follow-
up question,e.g.What did you say?Pair studentswith their
original partners to talk about their interview.
Student performance
Studentsshould be ableto talk about an interview.
You can use this checklistto monitor and give feedbackor to assess
students'performance.
useappropriate
Dostudents reporting
verbs?
exercise
9
I can report an interview.
Studentstick on my own if they have told their partner about the
five questions.They tick with somehelpif they have looked at the
grammar boxesoccasionally.
Early finishers
Studentschooseanother job and repeatexercisesr3-r5.
Additionalmaterial
for extrapracticeactivities
www.oup.com/elt/result
www.oup.com/eltlteacherlresultfor extrateacherresources
How to report a conversation
;ir:*5
. ',i!:tY::
::t,1.

Orientation Readand follow a story

I
3ontext
In this section,studentspredict contentusing photos
-:. this lesson, students use different reporting verbs to talk about a readingan article for gist and detail.
:cnversation.
Direct studentsto the photoson >>p.82.Ask studentswho
- re travel magazine article Vikram's Story on >> p.82, recounts an they can see.(Ayoung man,probablyIndian) In pairs, students
:xperience he had when travelling to Paris, a trip he often did for
continue discussingthe other photos.Monitor and help with
;','ork.On this occasionhe was tricked out of ten euros by a man
',','hopretended to have been robbed. The next day, Vikram realized vocabulary.Nominate studentsto talk about eachphoto in
turn, inviting eachother to add information.
--.ehad been tricked when he saw the same man doing the same
::.ing to another unsuspecting tourist. The photos show the main clockwise:railway station (Garedu Nord, Paris),a Eurostar
:vents in the story. train ticket,Vikram,one€10note,a Eurostartrain with
passengers getting ofi a cup of coffeeon a bar,two €50 notes
?eporting yerbs lists key verbs and definitions which students will
:.atch and use during the lesson. The following information (often Gothrough the instructions and answersa-c. Checkstudents
-:und in dictionaries) is also given: whether a noun or pronoun is understand the meaning of tricked and robbed.(A trick involves
:sed after the verb but before to + inf.nitive (shown by the use of morethan just takingsomethingfrom somebody)
. r) and the position of nof when the reporting clause is negative, if
Direct studentsta Vikram3Storyon >>p.8z and ask how they
--:.eword is used to talk about somebody sb or something sfh.
are going to read the text. CareJullyor quickly?(Quickly) SeLa
JnSuaSe short time limit to encouragestudentsto readfor gist. Take
a vote on the best answer,encouragingstudentsto add some
Focus
grammar reportedimperatives
andrequests:
Heoskedmeto help facts from the story to explain their choicefa).
him.,I told him not to worrv.
Readquestions1-5 and checkvocabulary.Tell studentsto read
Focus
words reporting
verbs:
advise, invite,offer,promise,
agree, refuse, Vikram'sStoryagain and to ignore unknown vocabularyfor
w0rn
the moment.Do the first item as a classand elicit or remind
Recognition w ords:homeless,tricked studentsto use key words in the questionto locatethe parts
vocabulary phrases:leavemeolone of the text where they might find the answers.Point out that
Recycled words:approached, crowd,lie,robbed,say,tell,thanked, they will also needto read carefully as someinformation is not
hnguage thieves,victim directly statedin the text.
grammarpost tenses: pastsimple,pastperfect,past
Monitor and help as studentscontinue in pairs.Ask for
continuous; pronounsin reportedspeech,
sayand tell
volunteersto give answers.Help studentsget their ideasacross.
Pronunciation linkingafteraske
d andtold 8D.1
1 To checkthey couldunderstandeachother,maybeto seeif
Discourse pronouns imperatives
in reported andorders Vikram might be sympatheticto his situation.
2 Togive Vikram the impressionthat he was honest.
Ianguage note 3 To make out that he was going to buy the train ticket that
,:.e reporting verbs studied in this lesson are more descriptive he'dneededthe money for.
-.:.a say, csh and tell as they give information about the function 4 He saw the sameman the following day.
:: rvhat was said. 5 Students'own answers.
lnd product lxtra actirityr
'.:.
Put it aII together, students recount a conversation they had with Studentswork with a partner and find three new words in the
::mebody they didn't know. They can use their notes. text. They guessthe meaning and check in a dictionary.

Preparation
-:ck at Questionson >>p.r31so you are familiar with the task in
B Ctl1mar reportedimperatives
anc requests
::ierClse15.
4 Direct studentsto the grammar box. Ask studentsto look at
Warmer the examplesentencesand elicit the differencebetween a
.'.:rtethesewords on the board: agree,invite,offer,promise,suggest. requestand an imperative.(A requestis askingsomebodyto do
.:: studentsinto pairs or small groupsto write the wordsa person something,orfor permissionto do something.An imperativegives
:--ght say when they want to do thesethings, e.g.agree:Yes,I think an orderor advice.)
.:L'reright. Direct studentsbackto Vikram'sStoryto find and underline
:--:it examplesfrom a spokesperson in eachgroup.As you do so, the two sentencesand to copythem into the reportedspeech
::rrinate anotherstudentto reportthe previousstudent'sanswer. columns.
l:.:ourage them to use the reporting verbsrather than say,ask,or
-....Monitorfor accuracybut do not overcorrectat this stage.
',:-.teHow to reporta conversation
on the board.

T82
 Answer the questionsbelow the box as a class.Point out that
askcan be followed by the object+ to + infinitive, and that not
in a negativeimperative is placedafter the objectpronoun and
followed by to + infinitive.
He askedme to help him. I told him not to worrv.
a ask b told
5 Go through the instructions and do the first item as a class.
Monitor and help as studentscontinue individually. Nominate
studentsto give answersand seeifthe classagreesbeforeyou
give feedback.
2 Shetold me not to wait. 3 I told him not to go.
4 He askedme to go
6 8D.l Readthe information about pronunciationand play the
audio,pausingafter eachsentencefor studentsto repeat.Play
the audio again and give extra practiceas necessary.
7 Ask studentsto read conversationsr-4 and checkvocabulary.
Gothrough the exampleas a classto demonstratethe activity
and remind studentsof changesin pronounsin reported
speech.Monitor and help as studentscontinue in pairs.
Nominate studentsto give answers.Reviewany general
problemswith the classat the end,referring backto the
grammar box. Revisethe grammar of askand tell as necessary.
2I askedhim to tell me the way to the stationand he told me
to follow him.
3 He told me to be careful and I told him not to worry.
4 Sheaskedme to give her €10and I told her to leaveme alone.
Extra help
Transformationdrill. Nominate different studentsand make a
requestor give an imperativefor studentsas a classto report,
e.g.T Pablo,canyou helpme?SSShe/HeaskedPablo/himto help
her/him.
Reportedrequests:Canyou wait please?;W\IIyou go please?;
Canyou help me,please?;Canyou showme the way to the
station?;Canyou give me €rc please?
Reportedimperatives:Don't worry!;Don't wait!;Don't go!;
FoIIowme!;Be careful;Leaveme alone.
Extra activity
Saythe imperativesand requeststo different students.
Encourageanother studentto askWhat did shefhesay?so the
original student is cuedto report what you said.
C Vocabulary reporting verbs
8 Direct studentsto Reportingverbson >>p.82.Go through each
one and draw attention to the grammaticalinformation given
in the list, e.g.advisesb (not)to tells us that advisemust be used
with a pronoun,and that the negativeis placedbetween the
pronoun and to. Direct studentsto Vikram'sStoryto find and
underline examplesof the reporting verbs.
9 Ask studentsto read definitions a-g and checkvocabulary.
Put studentsinto pairs to match the reporting verbsand
definitions.Monitor and help as necessary.To checkanswers,
readthe definitions and askthe classto saythe letter of the
definition. Checkstudentsunderstandthe information about
howthe verbsare used (seeContext).
agreec adviseg invite b refusee promised warn f
lO Ask studentsto read sentencesr-3 and checkvocabulary
as necessary. Do the first item as a classto demonstratethe
activity, encouragingstudentsto think about was actually said
and to decideif it is advice,a warning, or an offer.(Advice)
Studentscontinueindividually and comparein pairs.
1 advised 2 invited 3 offered.refused
T83 8D
11 Direct studentsto Reportingverbs.Do the first two items
togetherto demonstratethe activity. Monitor and help
as necessary.Studentscontinueindividually. Give extra
pronunciationpracticeof the past tensesverbsif necessary.
3 offeredto come 4 refusedto come 5 invited her to come
6 agreedto go 7 advisedhim to go/come
p tisten and show interest
In this section,studentslisten for gist and detail in a conversation
about Vikram'sStory.
12 8D.2Readquestionsr and z and checkvocabulary.Playthe
audio.Ask studentsto compareanswersand play the audio a
secondtime if necessary.Checkanswers.
1 He was very kind. 2 He was right to do it.
13 Readthe instructions and direct studentsto audio script 8D.2
on >>p,155.Elicit one or two more examplesas a class.Monitor
and help as necessaryas studentscontinue individually. Check
answersand explain that theseare ways of showing interest
and developinga conversation.
questions:So,did you give it to him? Did you say anything?
comments:That was very nice of you. Uh huh. Mmm.
Sothat story about...was a lie. Quiteright tool
14 Put studentsinto pairs to practisethe conversation.Check
studentsswap rolesand give positivefeedback.
BCD Put it all together
15 Readthe instructions and direct studentsto Questionson
>>p.131.
Checkstudentsunderstandthe activity and monitor
and help with ideasif necessary.
16 Put studentsinto pairs to exchangestories.Remindthem to be
interestedlisteners.Checkstudentsswap roles.
Student performance
Studentsshouldbe ableto recount a conversation.
Youcan usethis checklistto monitor and give feedbackor to assess
students'Derformance.
usepronoun5
Dostudents appropriately?
exercise
7
Dostudents phrases
usereporting withouta lotof
hesitation?
exercise
6
I can report a conversation,
Studentstick on my own if they havetold their story without
looking at Reportingverbs.They tick with somehelpif they have
lookedat the vocabularypanel onceor twice for help.
larly finishers
Studentsimagine they are Vikram. They tell their story to their
partner.The partner Iistenscarefully to pronounsand saysifthe
story was easyto follow or not.
Additionalmaterial
for extrapracticeactivities
www.oup.com/elt/result
www.oup.com
/elt/teacheilresultfor extrateacherresources
Orientation
Context and Language
r this lesson,studentsuse reportedquestionsand answersto
rrrite a survey report.
words.apologize,
invite,message
phrases:
communicotion hobits,switchof
grammarrcpoftedquestions ondonswers
words:convenient,
info, post,
survey,textmessage
phrases:
controstingfact,passon
because,
however,if, so,suchas
End product
-n Put it aII together,studentswrite a report of a classsurvey
'Jteyconductedin exercise9. Their report is basedon a model in
:xercise6.
Preparation
Write somepossiblequestionsin advanceto give studentsideas
fcr exercise5.Think about classroomorganizationso that students
:an conducttheir classsurvey in exercise9 and readeachother's
:eportsfor exerciserr.
4 paragraph3 = conclusion
Warmer
Nominatevarious studentsto answer one or two questionsfrom
.:xercise5.Ask studentsfor reasonsor to give an examplewhen
-Jreyanswer the question.Encouragestudentswith contrasting
,deasto discusstheir opinions.Make a note of different answers
:n the board and take a classvote for the most popular suggestion
at the end.
iVrite How fo write a report on the board.
I tisten to a survey question
-n this section studentslisten to a personbeing interviewed for a
;uwey for detail.
I Readthe instructions and direct studentsto the table.
Ask them to look at the information in the first column and
acrossthe top row and checkvocabulary.Studentstick the best
ways of doing things and compareanswersin pairs.
2 Direct studentsto the notes and go through eachof the forms
of communicationin exercise1 and take a classvote on each
one.Ask studentsto explain their choicebut do not comment
on the answer at this stageas studentswill listen to checkin
the next exercise.
3 8E.lTell studentsthey will listen to Sandrainterviewing a
personfor her survey.Playthe audio and elicit the answer
(text/.Playthe audio a secondtime if necessary.
Readthe instructions and questionsr and z. Playthe audio,
pausingoccasionallyfor studentsto make notes.Direct
studentsto audio script 8E.1on >>p.r55-55to checktheir
answers.
Readthe instructions and topicsr-5 with the classand check
vocabularyas necessary.Monitor and help studentswith ideas.
Checkanswers.
! Readareport
In this section,studentsanalysea survey report for the use of
discoursemarkersand paragraphorganization.
6 Gothrough the instructions and put studentsinto pairs to do
the activity. Remindstudentsto readwords beforeand after
the blanks and to look at punctuation to help them find the
correctword or phrase.To checkanswers,readthe report and
pauseat the blanks for the classto say the answers.
1 However 2 because 3 suchas 4If 5 So
Gothrough uses1-5 and checkvocabularyas necessary.
Ask studentsto match the words and phrasesand uses
individually, beforecomparingin pairs.Checkanswers.
l because 2 suchas 3 so 4 however 5 if
Extra actirity
Ask studentsto underline reportedquestionsand answersin
the text and to changethem into direct speech.
Readthe instructions and example.Ask studentsfor the first
two words of eachparagraphbeforethey continue individually.
Checkanswers.
paragraph2 = the question,the results
lxtra help
Put studentsinto pairs and askthem to find and underline any
useful phrasesand sentencesto use in a report.
AB Put it all together
9 Gothrough the instructions and monitor and help as necessary.
Ask studentsto interview five or more peoplein the class.Tell
them to make notesof the answerslike those in exercisez.
1O Tell studentsto chooseone or two questionswith the most
interesting answers.Encouragethem to review their interview
notesand to find and underline a reason,an example,and a
contrastingfact beforethey write their report.
ll In small gtoups,studentsread and comment on eachother's
reports.Bring the classtogether and askfor volunteersto report
any interesting or surprising survey results.
Student performance
Students should be able to write a report of a survey.
Youcan use this checklistto monitor and give feedbackor to assess
students'performance.
Have
students
included
thenecessarv
information?
Have
students theirinformation
organized logically?
Have
students
usedsomediscourse
markers?
I can write a report.
Studentstick on my own if they wrote their report following the
structure in exercise8. They can tick with somehelpif they looked
at the model in exercise5 occasionallv.
larly fuddrers
Studentschoosea secondtopic and ask questionsto the peoplein
their group.They report eachother'sanswersto the group.
Additionalmaterial
for extra practiceactivities
www.oup.com/elt/result
wwwoup.comleltlteacheilresultfor extrateacherresources
ttr T84
 Warmer ! Vocabulary
Rememberthe sentences
4 Phrasalverbs 8A exercise7
Write the following reporting verbson the board:advise,agree,
Warm-up:Booksclosed.Seta short time limit for studentsto write
ask,Invite,offer,promise,refuse,say,teII,warn. Saythe following
phrasalverbsthey rememberfrom the unit. Direct studentsto
sentencesfor studentsto match with the reporting verbs:
Phrasalverbson >>p.76to check.
t What'sthe time? z Wouldyou liketo havedinnerwith me?
Set-up:Gothrough the examplewith the class.
3 I thinkyou shouldleaveearly. 4 Don't touchthat pan. It's hot!
5 Yes,I thinkyou'reright. 6 I'Il helpyou with that. 7 Goodmorning. 29 3e 4a 5d 6b 7h 8c
8 No,I don't want anothercup of tea, thankyou. 9 I'II pay you back
Follow-up:In pairs,studentstake turns to readthe sentencesand
next week.to I'm going to the north eastoJBrazilJormy holiday.
monitor for correctstressofthe particles.
1 ask 2 invite 3 advise 4 warn 5 agree 6 offer 7 say
8 refuse 9 promise 10teli 5 Telephonewords and phrases 8A exercise6
Warm-up:Readitems r-8 in exercise6 on >>p.71and ask students
to write the telephonephrases.Direct studentsbackto the exercise
fl Grammar to checktheir answers.
Setup: Gothrough the exampleand point out that the first letter
1 Ability: can, could,be able to, manage to 88 exercise6 of eachmissingword is given.
Warm-up:Ask studentswhat they can rememberabout Ricothe 2 Who'scalling 3 line'sbusy 4 engagedsignal
collie,AIex the parrot, and Hans the horse.Direct studentsto 5 leavea message 6 let (her)know
IntelligentAnimalson >>p.78to check.
Follow-up:Studentslook at the speechbubblesa-f on >>p.76and
Set-up:Remind studentsto look at the information beforeand after write similar gap-fill sentencesfor a partner.
the blanks.
6 Reportingverbs 8D exercise11
2 managedto 3 ableto 4 can 5 ableto 6 can
7 managedto 8 could Warm-up:Ask studentswhich of the following verbsare usedwith
a pronoun: agree,advise,invite,offer,refuse,promise,warn. Direct
Follow-up:Ask studentsto write f,ve sentences,sometrue and studentsto Reportingverbson >>p.8zto checktheir answers.
somefalse about Rico,AIex, and Hans using can,could,be ableto,
and managedto. Studentsreadtheir sentencesto a partner,who Set-up:Point out that studentsare given a choiceofverbs in the
correctsthe factually incorrect sentences. flrst part of the text. In the second,they must choosefrom the
three verbs abovethe text.
2 Reportedquestions 8Cexercise5
2 agreed 3 promlsed 4 warned 5 promised 6 advised
Warm-up:Booksclosed.Write the following words on the board: 7 refused
from, you, where,really,are,do, know,to, want Ask studentsto make
two questions.Direct them to the exampleconversationto check. Follow-up:in pairs, studentsreview the unit and write an example
direct speechsentencefor eachword in exercise6. They swap with
Set-up:Go through the exampleand remind studentsto think another pair and report the sentencesusing the correctverbs.
about word order.
Xarly trnishers
2 He askedme if I was married.Sheaskedhim why he was
Ask studentsto look at their can do bars and to tell a partner or
asking. 3 He askedher whereshe'dgot her bag.Sheaskedhim
write sentencesabout their languageability using can,could,be
if he liked it. 4 He askedher how she'dmadethe cake.Sheasked
ableto, and managedto.
him if he'dlike a piece.
Follow-up:In pairs, studentswrite three strangeinterview
questionssimilar to those in exercise9 on >>p.8r.They swap
questionswith anotherpair and write reportedquestions.
3 Reportedimperatives and requests 8D exercise4
Warm-up:Ask studentsto changedirect speechto reportedspeech
Don't worry! Canyou help me?Direct studentsto
in these sentences:
exercise4 on >>p.83to reviseif necessary.
Set-up:Gothrough the instructions and remind studentsto think
about the changesin pronouns.
2 He advised/asked me to fastenmy seatbelt. 3 He told me not
to smokein the taxi. 4 I askedhim to go a bit slower. 5 He
askedme to tell him the addressagain. 6 I told him to stopat
the corner.
Follow-up:In pairs,studentswrite similar sentencesfor cabin
staff and passengerson an aeroplane.Theywrite an answer key
on a separatepieceof paper.Pairsswap sentencesand write the
reportedimperativesand requests.At the end of the activity, they
swap answer keys and check.

T85 n8
How to make small talk

3rientation
1[ Vocabutary weather
l:rtext
Direct studentsto Weatheron >>p.85 and readthe instructions.
- ::.is lesson,studentswill practiseusing tag questionsto start a
Elicit or explain how to recognizenouns,verbs,and adjectives.
: ::.','ersatron. (Nounsmight end in -s and they can be madeplural; verbsmight
-:: :llustratedmagazinearticle,Fourgoodreasons to talk aboutthe end in -s,-ing, or -ed; adjectivesmight end in -y or -ing)
" :;:her on >>p.86takesa look at why many peopleusethe topic Do one or two examplesas a classto check students
. -.. conversationopener.Thetwo photosbelow the article show understand beforethey continue in pairs. Monitor and help as
=---knownsayingsaboutthe Englishweather. necessary.Draw three columns on the board and elicit answers
accompanyingWeather
illustrateskey words for the around the class.Go through eachone and checkstudents
_-,r.?"*. understand meaning.
l:lture notes nouns:heatwave,showers,cloud,gales,floods,lightning
-:--{:ngaboutthe weatheris often consideredan exclusively verbs:shining,snowing,pouring,blowing
::,:.sh thing to do.In fact,talking aboutthe weatheris adjectives:mild, stormy,windy, boiling, soaking,freezing
:::ething that peopleof most culturesdo as it is an easytopic of
9A.1Go through the exampletogether.Monitor and help as
:.-,'ersationto havewith peopleyou don't know necessaryas students continue individually. Elicit one or two
.i:rguage answersbeforeplaying the audio for studentsto listen and
check.Play the audio a secondtime, pausing after eachitem for
locusgrammal tagquestions:
isn'tit?,isthere?, dowe?,
oren'tthey?, don't studentsto repeat.
we?
:ocuswords 2c 3b 4a 5d 6f
weather:
autumn,blowing,boiling,
cloud,floods,
freezing,
gales, mild,pouring,
heatwave,lightning, shining,
showers, Readthe instructions and ask studentsto read sentencesr-5,
snowing,
sooking,
spring,
stormy,summer,windy,winter ignoring the blanks. Checkvocabulary as necessary.
words:olternotives, chatting, clues, Go through the first item as a class,and demonstratethat if
tecognition cheerful, fa rmers, floods,
cabulary heatwove,lifetime,morvellous,mood,sailors, soyings, shore, they decideon the type ofword, e.g.a noun, verb, or adjective,
snowstorms.sociable.tornados it will be easierto find the answer.Monitor and help as
phrases:conversotionstarter,
cutoff,seasonal ofective necessaryas students continue individually.
winterblues
disorder, Nominate studentsto read the completesentenceto check
fecycled words:omazing, celebrate,
chats,city,comploin, answers.Seeif everyonein the classagrees,before conflrming
inment,extreme,fascinoted,fo recast,fo rest,hi||s,
enterta the answer.Give extra pronunciation practiceas necessary.
-tuage insects,
mountains,perhaps, probably,seo
1 showers 2 pouring,soaking 3 boiling,freezing
*onunciation tag questions
9A.3 4 stormy,lightning 5 blowing, shining

.errguagenote Direct studentsto the picture in Weatheron >>p.85 and ask

- - =:eis a iimited presentationof tag questionsin this lesson. them to name the different places (sea,city, hills, mountains,
-.=s using other verb forms wiII be dealtwith later in the course. forest).Go through the example and ask studentsto use
words in Weatherto describe parts of the picture. Set a short
product time limit beforeputting students in pairs to compare.Elicit
-.d
- -:rit it all together,students start and continue conversations suggestionsaround the class.
-::. severaipeoplein the class.The conversations are basedon Suggestedanswers
. -::o script9A.3. It's boiling hot overthe sea.
Thereare a few cloudsover the city.
?reparation It's pouring down in the hills.
- It's stormy in the mountains.
-rk aboutclassroomorganizationfor the mingle activity in It's freezingcoid in the mountains.
,:rciser5.Takedictionariesto class,if necessary.
- It's snowing in the forest.

Warmer Dxtra hdp

:-tethe following questionson the board:Whenyou'restanding
' . queue something,do you talk to peoplenext to you? What
for
.:::s doyou talk about?Put studentsinto small groupsto discuss
-. questions. Monitor and join in the discussions.
Ask for a
--:ent from eachgroupto reportbackto the class.Takea vote on
'= nost and Ieastinterestingtopic.
':'-:e
How to makesmall talk on the board.
Make true or false sentencesabout the weather in the picture.
The class repeatsthe sentenceswhich are factually correct.
Readthe questionsand checkstudentsunderstand mood (how
youfeel, happy,sad,etcJ.Studentsdiscussthe questionsin
pairs. Monitor and give positive feedbackfor detail in answers.
Studentstell the classabout themselvesand their partner.
Ixtre ecdvity
Put students into small groups to talk about the current
weather. Ask the following questions: Do they like it? Why? Why
not? How doesit mahe themfeel? How important is a wmther
forecast?Is it always right?

T86
 ! Readand understand reasons
In this section,students read for gist, and scan an article for
general information and detail.
6 Direct students Io TaIkabout the Weatheron >>p.86.Ask them
to read the introduction and say what the article will be about.
Ask students to look at summary sentencesa-d and check
vocabulary.Do the first item together to demonstratethe
activity. Point out or elicit that students should identify key
words and ideasin the summary sentencesbefore looking
for the reasonin the article. Tell students to ignore any new
vocabulary for the moment. Monitor and help as students
continue individually. Checkanswers.
a 3 b4 c2 d1
7 Readthe instructions and point out that students answer the
questionsaccordingto what the writer said in the text. Ask
students to read questionsr-5 and checkvocabulary.Remind
students to use key words in the questionsto find information
and then to read carefully. Monitor and help as students
continue individually.
Ask for volunteersto answer the questions.At the end ofthe
activity, help increasestudents'confidenceby pointing out that
they have understoodthe main points in a diffcult text.
1 Sailorsand farmer are interestedin the weatherbecause
they work outside. 2 Not everybodyknows about art.
3 Sayingspassedknowledgebasedon previousexperiences
beforethere were weather forecasts. 4 The weather is
important becauseit can changeour moods,it can cause
crimes,it's fascinatingand can be entertaining. 5 We say
things like that to tell somebodythat we'd like to talk to them
G
tI
Listen to conversationsabout the weather
In this section,students identify key phrasesand functions in
short conversations.
8 9A.2Readthe instructions and checkunderstanding.Elicit
or give the names of the four seasonsand write them on the
board. Ask students about what typical weather they associate
with each seasonin Britain and their own country.
Go through the example and advise students to listen for
key words or phrases.Play the audio and pauseafter the
first conversation.Elicit more phrasesto add to those in the
example (snowstorms,heaviest snow).
Continuewith the audio, pausing after each conversationto
give students time to completetheir notes.Play the audio a
secondtime if necessary.Ask around the classfor answers.
2 spring:lovely day,mild, showers 3 summer:hot, hottest
August,no wind, heat wave,over 45 degrees 4 autumn:
ciear (not cloudy),cold already,nice and sunny tomorrow
9 Readthe instructions and items a-g with the class.Check
vocabulary,making sure that students understand the activity.
Go through the example and explain that there might be more
than one answer for eachitem.
Play the audio,pausing after each one to give students time to
note their answers.Ask students to compareanswers and play
the audio again if necessary.Direct students to audio script
9A.2on >>p.r56 and go through answers as a class.
b2 c 1. , 2, 3, 4 d1.,3 ,4 e 2 f1 ,2 ,3 ,4 g 1 ,,2 ,3
Extra help
Put students into pairs to underline one example for each of
the items a-g in audio script 9A.2.
T87 9A
p Grammar tag questions
lo Do the exerciseas a class.Write lt's a lovelyday, isn't itl on tr
board and ask the classto saytrue orfalse for items r-3. If th
is disagreement,encouragestudents to explain their answer
Direct students to the title ofthe section and tell them that
these types of questionsare called tag questions.
r lrue. I False. J lrue.
11 9A.3Readthe instructions and information to draw student:
attention to the intonation in tag questions,Play the audio, :
pauseafter each item for students to repeat.Tracethe rise-fa
intonation pattern by moving your finger in the air as stude
repeat.Mark the intonation pattern on the sentenceon the
board. Give more practice as necessary.
t2 Direct students' attention to the sentenceon the board.
Ask what they notice about the verb fo be in the question.
Readsentencesr-5 and checkmeaning. Monitor and help as
students continue. Nominate students to give answers and
monitor for pronunciation. Ask a volunteer to add a reply.
2 aren'tthey? 3 don't we? 4 is there? 5 do we?
Extra help
In pairs, students take turns to say the first part of the tag. .
partner continuesthe tag.
l3 Go through the exercisewith the class,eliciting answers.
1 If the sentenceis positive,the tag is negative.If the senter
is negative,the tag is positive. 2 If the sentencecontainsL.
the tag is do.If the sentencecontainsother main verbs,the
tag is do.
t4 Ask studentsto read sentencesr-5. Checkvocabulary.Monitc
and help as students continue individually. Checkanswers.
2 isn't it? 3 is it? 4 do you? 5 don't you?
gBCD Put it all together
15 Go through the instructions and point out that students
should think about the type ofweather before they start the-
conversations.Remind them to use appropriatevocabulary
for that season.Put students into small groups or ask them t:
mingle and have conversationslike Susanand Tom.
Student performance
Studentsshould be able to start and continue a short conversatrc
with a stranger.
You can use this checklist to monitor and give feedbackor to ass:
students' performance.
Dostudents questions?
usethreedifierenttag exercise
l2
Dostudentsusedifferent
weatherwordsandphrases?
4
exercise
Dostudentsuseweatherwordsappropriately?
exercise
8
I can make smdl talk.
Studentstick on my own if they have had two or three
conversationswithout looking at exerciserz. They tick with some
helpif they have looked at exercise12once or twice.
Early trnlshers
Volunteersact their conversationsfor the class,books closed.
Additionalmaterial
www.oup.com/elt/result for extra practiceactivities
www.oup.com/elt/teacher/resultfor extra teacherresources
How to talk aboutyour future

Orientation
f, Readfor detail
- r ntext In this section,studentsreada popularsciencearticlefor gist and
' :his lesson,studentswill practiseusingthe future perfectto detail.
: ,.:hangeideasabouthow they imaginethemselvesat somepoint
- :he future. 1 Direct studentsto the photoson >>p.88.Put studentsinto pairs
and set a shorttime limit for them to write a list of the names
. :he illustrated popular sciencearticleMy Bodyin FiveYearson for parts of the body.Eiicit vocabularyaround the class.Write
, p.88,the writer talks aboutchangesin our bodieswhich happen
any new words on the board and give pronunciationpractice
-'.-:rfive years. as necessary.
future,the four speechbubblescontainstatementsmadeby
-\,4y 2 Readthe instructions and items a-d and checkvocabulary.
- - = nennlc in nhnfn< r-r
Ask studentshow they are going to readthe text. Quicklyor
;n8ua8e carefully?(Quickly.)Seta short time limit for studentsto do
the activity. Go through eachitem in turn and ask if it is an
:ocusgrammat futureperfect:My hairwillhavegrown.,Thrngs
won'thave appropriateanswer.Encouragestudentsto saywhy or why not.
changed
much.
:ocuswords c (chatty,non-technicalvocabulary,an everydaytopic)
attitude adverbs:defnitely, ly,proba
hopeful bly,
unJortunately Extra activity
partsof thebody: brain,eyebrows, eyelashes,f ngern ails, Ask studentsaboutthe purposeof the text: Wasit writtento
nails,ringfnger,skin,teeth,toenails
olhers: beat,blink,breathe inform,advise,or entertain?(Entertain.)
:ocusphrases Bythistimetomorrow 3 Gothrough the instructionsand items r-3. Checkvocabulary
...,lnfve years'ttme,...,fve years
from
now and make sure studentsunderstandthat there is more than
one pieceof information for eachitem. Monitor and encourage
tecognition words:maintain,medical,organ,outerlayer,renew,replace, studentsto use what they understandand to ignore unknown
.ocabulary retire,stuf
vocabulary.Ask for volunteersto give answersand checkthe
phrases: a newheadof hair,fromthetop,my ownplace,
popularsoence
classagrees.Givepronunciationpracticeas necessary.
iecycled words:beauty,body,fashion,
head,hair,heart,maybe, I hair,eyebrows,
eyelashes,nails,skin 2 blinks,breathes,
anguage perhaps heartbeats 3 teeth,brain
nhrrcp<. <rionro 6rtinn
Readthe instructions and ask students how they are going to
>ronunciation sentence My hait willhavegrown.98.1
slress: read the first paragraph. Quickly or carefully? (Carefully.)Monitor
word stress:definitely,hopefuIly,probably,unfortunately and help with vocabulary. Elicit answers around the class.
Write the answers on the board for section B.
i:.d product
sure: body will have changed, will have grown new hair
: ?ut it all together,students work in pairs and use their notes to
unsure: perhaps have a newjob, maybe be in another country
- =;:ribe what they think they will be like in f,ve years' trme.
-.
: activity is based on audio script 98.2. Extra activity
In pairs, students find five new words in the text and guess the
meaning. If they don't know the meaning by the end of the
'Varmer lesson,they should check in a dictionary for homework.
-.-:cse a time of day and ask students around the class what they
::e doing yesterday.Refer to the same time for tomorrow and
.,:. for information. Monitor students' use of future tenses but do
! Grammar future pedect
:: overcorrectfor accuracy at this stage.Repeatthe activity, use
-.-: same time but refer to next week or next month. Listen out for
Write the sentence In fve years' time, my body will have
. : : ortunities to rephrase what students say to bring in tlnefuture changed. on the board. Underline the verb form and elicit or
-.'.'ect form. Ask the classto say who they think has the most explain that it's called the/uture perfect. Copy the time line
. ' ::iing life. onto the board and go through the exercisetogether.
::e How to talk about yourfuture on the board. Read rules a-c, directing students to the sentenceand time line
to help them understand the differences.
Rule: b
Ask students to underline more examples of the future perfect
in My Body in Five Years.Monitor and help as necessary. Elicit
examples around the class and complete the rule together.
Rule: will (or won't) + have + past participle

T88
 Readthe instructions and copy the phraseBy this time
tomorrowonto the board. Checkunderstanding by asking
students what time tomorrow the phraserefers to. Go through
the example with the class.Remind studentsthat they can
look at lrregular verbson >>p.48 or checkin their dictionaries
to find or checkpast participles.Monitor and help as students
continue individually.
Nominate severalstudentsto give their answers and encourage
them to begin with By this time tomorrow.Respondto students'
statementsusing phraseslike Oh really?or Me too!
2 I'll have sleptfor ... 3 I'll havehad ...cupsof coffee.
4 I'll havewatchedTV for ...hours.
98.1Go through the instructions and read sentencesr-4. Play
the audio for students to underline the stressedwords. Do not
go over answers at this stage.
Playthe audio for studentsto checktheir answers.Elicit or
point out that only the nouns and past participle of the/ufure
perfectare stressed,we use the short form of will (il), andhave
is pronounced/hev/.Play the audio again, pausing for students
to repeat.
Teaching tip
Direct studentslo Pronunciation>>p.t49 for rules on which
kinds ofwords are stressedor unstressed.
Extra help
Chain drill. Choosea sentencefrom exercise7 and nominate
a student to make a new sentence.Monitor for pronunciation
and give extra practice as necessary.
10 Readthe instructions and checkstudents understand the
activity. Give students a coupleof minutes to think of answers
and monitor and help with ideasif necessary.Monitor as
students continue in pairs and give positive feedbackfor
pronunciation of 'Il have.
lxtra activity
Repeatexercisero as an open pair activity. Nominate two
students to comparethings they will have done beforethey go
to bed. The classdecideswho they are most similar to.
C Vocabulary attitude adverbs
11 Go through the instructions and direct studentsback to My
Body in Five Yearsto find the sentencesin paragraph 4 which
include the adverbs.Point out or elicit that these adverbsadd
attitude (they show how someonefeels about something).
Readquestionsr-3 and ask students to look at the sentences
in the text to answer the questions.Put students into pairs
to comparebefore going over answers as a class.Monitor for
pronunciation and give extra practice as necessary.
I'll probably... Unfortunately,someparts ...
Sentences:
Hopefully,I'll still ... becauseI definitelywon't ...
1a hopefuliy b unfortunately c definitely dprobably
2 unfortunately, hopefully 3 before
t2 Ask studentsto read sentencesr-5 and checkvocabulary.Go
through the example to demonstratethe activity. Put students
into pairs or small groupsto sharetheir opinions on the topics.
Monitor and join in conversations.Ask for volunteersto share
their ideaswith the class.
T89 9E
p tisten to people talking about their future
In this section,students listen to short monologuesfor key words
and detail.
13 Direct studentsto the photos in My future on >>p.88.Ask
students to read speechbubblesa-d and to look at photos r-4
Checkvocabulary as necessaryand do the first item as a class
to demonstrate(a-q).Ask students how they guessedwho
made the statement.
b1 c3 d2
14 95.2Readthe instructions and ask studentsto look at photos
14in My future. Play the audio.Ask studentsto comparethei:
answers in pairs. Play the audio a secondtime if necessary.
Ask for volunteersto give answers and reasons.Seeif the clas.
agreesbefore giving feedback.
Speakerl: photo 4. Shementions her age,that she doesn't
want to retire,and what othersof retiring agewill be doing
Speaker2: photo 2. Shetalks about her agein flve years'time
her studies,and plansfor the future.
15 Direct students to the table and the key words. Play the audio
while students listen and tick the topics they hear. Students
compareanswers in pairs. Play the audio a secondtime if
necessarybefore checking answers as a class.
Speakerl: family, health, peopleat work
Speaker2: home,marriage,studies,transport,work
15 In pairs, students discusswhat they can remember about wha:
the speakerssaid about the topics.Monitor and give positive
feedbackwhere possible.Direct studentsto audio script 9B.2c:
>>pJ56 to check.
3CD Put it all together
TI Go through the instructions and give students time to make
notes.Remind them to add attitude adverbsfrom exerciserr.
18 Put students into pairs to talk about what they imagine they
will have done in five years'time. Ask for volunteersto tell th.e
classabout any similarities they have.
Student performance
Studentsshould be ableto give short personaldescriptions.
You cangse this checklist to monitor and give feedbackor to asses,
students'performance.
Dostudents
useattitudeadverbs
to showhowtheyfeel?
l2
exercise
Dostudentshaveenough vocabulary
to talkaboutthreec.
moretooics?
exercise16
say'//hayewithoutstress?
Dostudentsusually exercise'10
I can talk about my future.
Studentstick on my own if they have talked about three or more
topics using their notes.They tick with somehelpif they looked at
section B onceor twice for help.
Early finishers
Studentsrepeatthe activity, talking about three things they thin':
will have happenedin the world five years from now.
Additionalmaterial
www.oup.com/elt/resultfor extrapracticeactivities
www.oup.comlelt lteacher/ result for extra teacher resources
 t::::iiia

How to give advice

3rientation
1[ Vocabulary direction of movement
-:rtext Direct studentsto DirectionoJ movementon >>p.9o.Ask them
- ::.is lesson,students will practise usingif clausesto give advice
to match picturesa-j with the words in the vocabularypanel.
: langerous situations. Ask studentsto comparewith a partner beforenominating
- -:
-liustrated quiz, Nature'sNightmares,on >>p.9o, invites a studentsto give answers.Seeif the classagreesbeforegiving
-'.::r to identify the worst things people can do in various feedback.Monitor for pronunciationof the f,nal s and give
: :: gerous situations. extra practiceas necessary.
, ..=rams a-j illustrate the meaning of the words tn Direction of a forwards b towardsyou c backwards
' ' . e ment .
- d upwards e downwards f inside g outside
_:rguage h uphill i downhill j along

-c(u5grammar1stconditional; lfyourun,thebearwill
i/clauses: probobly Readthe instructions and questionsr-3, checkingvocabulary
runafteryou.,lf you'renota goodswimmer,
youshouldstay as necessary.
Studentsdiscussthe questionsin pairs.Monitor
nearthebeach. andjoin in whereyou can.Elicitsuggestions aroundthe class
:xus words and encouragestudentsto explain why.
directlonof movement: downhill,
along,backwards,
forwards,inside,outside,towardsyou, uphill,
downwards, Extra help
upwards In pairs,studentstake turns to point to a picturea-j, for a
:ccusphrases Don't...,walkslowly...,you should...,you shouldn't partnerto saythe word or phrase.
iecognition aggressive,avalanche,basement, bear,bell,blocked,current,
.ccabulary ditch,encounters,Jloat,Jlow,gills,lie,mattress,noise,pack,
parallel,paraphrase,paws,pipes,quicksand, ranger,root, ! Readandrespond
single,spray,stream,stuck,volcano
In this section,studentsusecluesto guessthe meaningof new
iecycled conidor,door,exhausted, J1oor,lift, probably,school,should, vocabularybeforereadingfor detail.
.anguage shouIdn't, tornado, workpIace,window
3 Direct studentsto Nature'sNightmareson >>p.9o and photos
i:.d product
a-h. Ask studentswhat they think the title meansand help
- .rut it all together,students work in small groups and use their
them expresstheir ideas.Readthe two questionsand askfor
- -::s to give advice to people who might flnd themselves in opinions around the class.Do not explain new vocabularyat
this stage,as studentswill focus on this in the next activity.
: tangerous situation. Students have practised this activity in
: ..:IClSe 1J. 4 Directstudentsto the quiz questions. Readthe first one and ask
studentsto guessthe correspondingphoto number.Students
work individually and comparein pairs.Nominate studentsto
?reparation give answersand seeif the classagrees.
:.zC SafteyLeaJletsA and B on >>p.r3r and >>p.r35 so you can
- =.p students with exerciser3 if necessary.Think about classroom 1c 2b 3a 4h 5e 6f 7d 8g
.anization for the group work activity in exercise16.Take 5 Readthe instructions and ask studentsto underline any
:,::ionaries to class. new words in Nature'sNightmares. Ask studentsto guessthe
meaningsof the words and to compareguesses with a partner.
iVarmer Directstudentsto questionr and optionsa-d. Ask studentsto
':-te
the following weather conditions on the board: lt's ...freezing choosefour wordsand to tell eachotherhow they guessed.
. : ). boiling hot, pouring down, blowing a gale.Put students into Monitor and make a note of different strategies.Ask students
if they thought their strategywas a goodone or if they would
-.::s to say what advice they would give to a person who was
.::ut to go out in these weather conditions. Ask for suggestions chooseanother.
.::und the class and take a vote on the best idea. Monitor for Encouragestudentsto checkthe meaningsof wordsthey still
:lents' use of the flrst conditional, but do not overcorrectfor dont know or areunsureof.
:--JlaLy ^+ +Li^
dL Lr rrJ >Ld6q.
-+^^^
Teaching tip
,'rrteHow to give advice on the board. Exercise5 presentsstudentswith three ways of guessing
meaning,which shouldhelp increasetheir confidence when
deallngwith new language.If studentssuggested different
strategies,make a noteofthem on the boardand suggest
they try a differentstrategynext time they needto guessthe
meaningof a word.
5 Go through the instructions and put studentsinto pairs to do
the quiz. Monitor and help them expresstheir ideas.
Go through eachquestionin turn and elicit suggestionsaround
the class.Encourage other studentsto add their comments.Do
not comment on correctnessat this point.

T90
 9C.1Ask studentsto listen and checktheir answers.Plavthe
audio,pausing after eachone as necessary.
1 b 2b 3a 4c 5b 6c 7a 8c
Readthrough the instructions and checkvocabulary in
sentencesr-5 if necessary.Do not explain the form of the frst
conditional at this stageas this is the focus of section C.Play
the audio and pauseafter the first item to checkstudents
understand.Remind studentsto listen for key words and
continue with the listening. Ask studentsto compareanswers
in pairs and play the audio a secondtime if necessary.
Nominate studentsto give answersand ask them to readthe
completesentence.Monitor for the use of the rst conditional,
but do not correctfor accuracyat this stage.
2 ...pull you downwards. 3 ...filled with snow.
4 ...getexhausted. 5 ...downwards.
G
f
Grammar rst conditional; if clauses
9 Direct studentsto the grammar box and the headingsin the
two columns.Copythe sentenceonto the board and underline
the verbs in both clauses.Put studentsinto pairs to match
questionsr-3 with answersa-c. Go over answersas a class.
1 presenttense/will future
2 the main clause
3 c to warn of a danger
1O Ask studentsto read sentencesr-4, ignoring the blanks and
checkvocabulary as necessary.Go through the exampleto
demonstratethe activity. Remind studentsabout the use of do
to make negativesfor most verbs in the presenttense.Monitor
and make a note of any problemsto go over as a classat the
end of the exercise.Ask for volunteersto give answersand
monitor for accuracy.
2 isn't careful; 'll hurt 3 gets;won't be able
4 don't hurry up; it'll get
11 Readthe instructions and direct studentsto the grammar box
to match the sentencehalves. Checkanswers,pointing out
that we can use not in either the f clauseor the main clause.
Go through questionsr and z as a class.
1 b 2d 3c 4a
1 1 presentsimple,presentsimple
2 presentsimple,shouldn't+ infinitive
3 presentsimple,should+ infinitive
4 presentsimple,imperative
2 a give advice
12 Go through the instructions and checkany new vocabulary in
situations r-5. Point out that in situation 5, when can be used in
placeof f Give studentstime to think of at least two ideasfor
eachsituation and remind them that they can make positive
and negativemain clauses.Monitor and help as necessary.
Put studentsinto pairs to exchangeadvice.Ask studentsto
choosethe best pieceof advicefor each situation. At the end of
the activity, ask each student to tell the classthe best pieceof
advicethey were given. The classguessesthe situation.
Sxtra hdp
Studentschoosethree situations from exerciserz and write the
sentences.
T91 9G
p Readand paraphrase
In this section,studentsread and summarizethe main points in
an explanation.
13 Put studentsinto A/B pairs to readSaJetyLeafletsA and B
inPairwork. Readthrough the questionsand checkstudents
understandthe activity. Ask studentshow they are going to
read to answer the questions(Iookfor key words)and direct
them to the sectionheading and elicit or explain the meaning
of paraphrase.Explain that studentswill use their notes to give
their partner advicein the situation, so they should write key
words only.
Encouragestudentsto use their dictionariesonly when they
can't guess.Monitor and help as necessary.
14 Remind studentsto use different ways of giving advice,e.g.
don't,you shauld,you shouldn't.Give students somerehearsal
time beforeyou put them into pairs to do the activity. Monitor
and give positive feedbackwhen studentsuse difierent ways o:
giving advice.Ask for volunteersto tell the classthe situation
and the advicethey were given. Encouragestudentsto make
other suggestions.The classvotes on the best pieceof advice
for each situation.
Extra activlty
Put studentsinto pairs or small groups.Studentswrite two
other dangeroussituations and swap with another pair or
group.Studentsgive eachother one pieceof advicefor each
situation. They can use dictionaries.
BCD Put it all together
15 Readthe instructions.Ask studentsto chooseone of the
activities from the list and make notesto answer the questions
in SafetyLeaJIetA on >>p.131. Remind studentsthat they can
make positive and negative statementsand use different
verb forms like those in the grammar box in exercise1r.Give
studentstime to rehearse.
16 Put students into small groupsto give eachother advicefor
their dangeroussituations.
Student performance
Studentsshould be ableto offer advice.
You can use this checklistto monitor and give feedbackor to assess
studentslperformance.
Dostudents
usefclausescorrectly? 12
exercise
Dostudents formsto siveadvice?
usedifierent exercise
14
I can give advice.
Studentstick on my own if they have given advicefor dangerous
situations using their notes.They tick wifh somehelpif they have
looked at the grammar box in exercise11onceor twice for help.
lady finishers
Studentscan repeatthe activity, choosingdifferent situations fror
the list in exercise15.
Additionalmaterial
for extrapracticeactivities
www.oup.com/elt/result
www.oup.comleltlteache(resultfor extrateacherresources
 .ti

How to talk about unreal situations

Orientation Vocabulary compoundnouns

I
lontext
Readthe questionsand checkvocabulary.Ask studentsto put
.:. this lesson,students will practise using the znd conditional to
the items in order,starting with the most important first.
:alk about things they would like to have.
Put studentsinto pairs to compareand explain their order.
- re illustrated regular website or magazine feature, High-Tech,on Monitor and give positive feedback.Invite volunteersto tell the
>>p.9z describesvarious devices on show at three technology fairs. classabout the most and least important devicesin the list.
.-:sitorCommentsgive the reactions some visitors have sent to the Encouragestudentswith different opinions to respond.
'.',-ebsite.
Two of the reports do not relate to the devices described in Readthe instructions and direct studentsto the exampleto
::.e article.
demonstratethe activity. Write phonebookon the board and
'.cssary
gives the meaning of some key vocabulary. elicit or explain that thesetypes of words are calledcompound
nouns.Ask questionsto guide studentsto understandhow
-anguage compoundnouns are formed. AskWhichwordanswersthe
Focus
grammar 2ndconditional:
ifwe all hoda personal
helicopter,there question'What is it?' (Thesecondword.)Whichwordanswersthe
wouldbetrafic chaos.,Whatwouldhappenif we all hada question'Whatkind of ...is it?' (Thefrst word)
personalhelicopter?
Monitor and help as necessaryas studentscontinue
Focus
words compoundnouns:llarm+ nouns,adjectives + alarm; individually. To go over answers,ask studentsto call out the
book+ nouns,nouns+ book;computer+ nouns,adjectives answer for eachitem as a class.Give extra pronunciation
+ computer;phone+ nouns,adjectrves+ phone;servtce
+ practice.(Note:cellphoneis Americanfngliih.)
+ service;
nouns,odjectives + nouns,adjectives
science +
science phonebox,phonecall,car phone,phonecard,cell phone,
Focus
phrases Whatwouldyou do?,Whichonewouldyou choose?, mobile phone,phonenumber,public phone
Where
wouldvouao? Readthe instructions and checkstudentsunderstandthe
Recognition words:chaos,coral,device,dimensions,
disabled,
edition,fair, first words in items r-5. Monitor and help studentsfind the
vocabulary idiot, reactio ns,wheelchair compoundsin their dictionariesas necessary.
phrases: bumpingintoeachother
1 computer+ technology,programmer,keyboard,
Recycled words:coreful,crashi
ng,entertai
nment,
fa ntastic,
interesting, graphics laptop,desktop,personal+ computer
languaSe president,recognize,
rich,secretly,
shark 2 alarm + clock,bell fire,burglar,smoke+ alarm
Srammar: wh-questions 3 science+ flctron,teacher,
faculty computer,medical+ science
Pronunciationlinkingin questions:
wouldyou 9D.2 4 service+ charge,station room,health+ service
5 book+ shop,fair,club address. text,phrase+ book
exercise,
I;rnguage notes
Teachirg tip
:':ne grammar referencessuggestthat wereis used rn the znC
::nditional r/clause.In everyday speech,it rs at ieast equa.ly This sectionteachesstudentshow compoundnounsare
,:rnmon to say was.
formed.It's usefulfor studentsto be awareof this as it
',','.,en
demonstrates that they needto look acrossword boundaries
a main clause comes before an i/clause in a conditional to identify meaning.This is alsoa usefulreadingstrategy.Tell
.::ltence,it is not necessarvto use a comma. studentsthat it wiil heip them becomebetterreaders.
ind product
.:. Put it all together,students have a conversationsin pairs about
! Readfor generalmeaning
'.-rat they woujd do if they had three different things. The
::nversation is based on audio scriot 9D.2. In this section,studentsuse pictures,sub-headings,and key words
to identify generalmeaning,beforereadingfor detail.
Preparation 4 Direct studentsto the pictureswhich accompanythe article
, ake dictionaries to class,if necessary. High-Techon >>p. 9z and elicit or explain what the title means.
(Thelatestin technology)Ask them to readthe flrst paragraph
and checkvocabularyas necessary. Ask studentswhere they
Warmer might flnd this information. (Ona websiteor in a magazine.)
-.sk students if anybody has ever been to a technoiogy fair and Gothrough the instructions and checkstudentsunderstand
''.'r.athappens there. Elicit or explain that they are usually very
,1bke. Ask them how they can find the answer.(Bylookingat
: -g exhibitions which people visit to flnd out about the latest the titles,pictures,andfocusing on key wordsin the text.) Point
:ventions. Put students into groups to discusswhether or not they out the glossaryand advisestudentsto use the pictures and to
.,'ruld go to one of these events and to exchange ideas.Ask for
guessor ignore other new vocabulary.Seta time limit of about
::inions around the class and encourage students who have been three or four minutes to encouragethem to scanthe texts to
:: a technology fair to tell the class about their experiences.Help find the answer (inflatablecomputer).
.:-rdents expresstheir ideas as necessary.
trxtra actlvity
,',':iteHow to talk about unreal situations on the board.
In pairs, studentschoosefive new key vocabularyitems and
usedifferentstrategiesfiom Iesson9Cto guessthe meaning.
Thevcheckin their dictionaries.

T92
 Go through the instructions and direct studentsto Visitor
Commentson >>p.92.Tell studentsthat two of the texts are
not connectedwith deviceson display at this particular fair.
Ask studentshow they will match the commentsand the
devices.(Bylookingfor similar key wordsand phrasesin both)
Monitor and help as studentscontinue individually.
Checkanswersas a classand encouragestudentsto explain.
l Walking Chair 3 Brain Keyboard
4 PersonalHelicopter 6 DreamProgrammer
The two devicesnot on display at the fair:
2 a kind of mask 5 a type of mini submarine
Put studentsinto pairs to tell a partner which devicethey
would like to have and why. Monitor and respondto students'
ideas.Ask for volunteersto tell the class.
Teaching tip
At the end of the activity give positive feedbackand build
students'confidenceat having understoodthe most important
points in a difficult text.
G
tL
Grammar znd conditional
7 Go through the activity as a class.Readthe instructions
and direct studentsto the grammar boxesand example
sentences.Copythe sentencein the first box onto the board
and checkvocabulary.Ask studentsto read options a-c and
to choosethe best one to describewhat the sentencesmean
(c/.Ask questionsto checkstudentsunderstand.Have we all
got personalhelicoptersnow?(No.)W\II we all havepersonal
helicoptersin thefuture? (No)
Direct studentsto the secondbox and point out how the order
of the clauseschangesin the questionform.
8 Ask the classabout the f and main clausesin znd conditional
sentences.Elicit or explain that when the verb in the f clause
is in the past simple,the verb in the main clauseis would +
infinitive. Highlight the comma after the f clause.
9 Direct studentsback to VisitorCommentsto find sevenmore
examples.Monitor and help as studentscontinue individually.
Checkanswers.
1 If they had one of these,they would be ableto ...
2 If you wore it on your face,your friends wouldn't ...
3 If you had one of these,youd haveto be ...
4 ...what would happenif I was ...?
5 ...if we all had one,there would be ...
6 If I had one of these,i d go ...
7 If I had one of these,I d sleep...
Extra help
Chaindrill. Usingone of the pictures,askIf you had oneof these,
what wouldyou do?and name a student to answer.Encourage
studentsto reply in full sentences.That student then asksabout
another picture and nominates a different student to reply.
10 Ask studentsto read sentencesr-4 and checkvocabulary.Go
through the exampleas a classand remind studentsto look at
the grammar boxesin exercise7 if necessary.Monitor and help
while studentscontinue individually.
To checkanswers,ask for volunteersto readthe whole sentence
and seeif the classagreesbeforeconfirming answers.
2 would be, didn't have 3 would you do, attacked
4 couldhave,would you choose
11 Ask studentsto read sentencesr-4. Elicit one or two other
examplesfor the first item beforeputting them into pairs to
exchangeideas.Monitor and comment on interesting ideas.
Nominate studentsto sharetheir ideaswith the class.
T93 9D
p Pronunciation linking in questions
t2 9D.l Go through the instructions and checkstudents
understand.Playthe audio and ask studentsto comparetheir
ideawith a partner. Playthe audio a secondtime lf necessary.
Checkanswersand point out that using fillers like I don't know
and ehm is a good strategyto keepyour turn in a conversation.
Nicolasoundsmore sure.Shehesitateslessand doesn'tuse
fillers like OhI don'tknow,andehmto give her time to think.
13 9D.2Readthrough the instructions and point out how would
you is linked with ldgl and soundslike one word. Playthe audic
and pauseafter eachitem for studentsto repeat.Tap out the
stresson a table to help studentsmaintain rhythm and link
the words. Give extra practiceas necessary.
14 Readthe instructions and ask studentsto saythe verse
together at normal speed.Ask them to say it a coupleof times,
encouragingthem to say it faster eachtime.
Extra help
Studentspractisethe conversationwith audio script 9D.1on
>>p.156.
Extra activlties
Studentssay the rhyme in exerciser4 with drd instead of
would,e.g.tNheredid you go? elc.
Studentsask and answer in pairs about the topicsin exercisen
..BCD Put it all together
15 Go throughthe instructions and checkvocabularyas
necessary.Ask studentsto think about their answersto the
questionsin exercise14.Studentscould work in pairs.
16 Remind studentsto use I don't know.and ehmto keeptheir
turn. In pairs, studentsask and answer about the things they
would like to have.They repeatthe activity with another
partner. At the end, ask studentsifthey spoketo anybodywho
chosethe samething and if their ideaswere similar.
Studentperformance
Studentsshouldbe ableto ask and answer about hypothetical
situations.
Youcan use this checklistto monitor and give feedbackor to assess
students'performance.
Dostudentsusea variety ofquestions? 13,14
exercises
DostudentsusefillerslikeI don'tknowandehnrto keeo
theirturn?
exercise12
I can talk about unreal situations.
Studentstick on my own if they have askedand answeredwithout
a lot of hesitation.They tick wffh somehelpif they have lookedat
the grammar box in exercise7 onceor twice.
Early finishers
Studentsrepeatthe activity using items in exercise3.
Additionalmaterial
www.oup.com/elt/result
for extrapracticeactivities
www.oup.com
/eltlteacher/resultfor extrateacherresources
]rientation greenstar Junel't : a, b mickey June3'd: c, b greenstar
l:rtert and Language June3'd:a, b peggysueJune4'h:a, c
- lesson,students follow a paragraphstructure to express 5 Ask students to write a comment for the discussionlist.
-:::
-,isopinion. 5 Put students into pairs to read each other's comment and
decideif they followed the structure in exercise4. Volunteers
wotds:buses, disabled,
enemy,fares,government, nature,
plane,surfng,technology, can read their paragraphto the class.Who has similar ideas?
trofic, troins,transport,travel
Srammar: lstand2ndconditionals
discourse:also,and,as,becluse,but,such
G
t
Use adverbs of aftitude
words:banned, benefits,
boring,consequences, convenient,
destroy,
equipment, heolthy,planet,probobly, rurol,simple, 7 Readthe instructions with the class.Monitor and help as
solution,
sufer,tax students continue individually. Elicit answers and ask students
phrases:gIobaI warming
about any similarities between the adverbs.(Theystart a
signalling
opinion:cleorly,
obviously,
option,unfortunately sentenceand arefollowed by a comma)
clearly a obviously a unfortunately b
::d product
- ?at it aII together,students add comments to those of other 8 Tell students to read the paragraphand say if the writer
- thinks travelling by plane is good or bad. Studentsrewrite the
-1ents. They follow a paragraph structure they have practised in
::cise 5. The group comments on the clarity of their opinions. paragraphusing adverbsof attitude. Point out that there is
more than one way of writing the paragraph and monitor and
help as necessary.In pairs, students compareparagraphs.Ask
'Varmer for volunteersto read different versionsto the class.
:--reTechnologyis making the world a betterplace.Give students
': minutes to decideif they agreeor not with the topic and to
:-<ea note of two reasonswhy. Ask for volunteers to say if they ,BC hrt it dltoget"her
:.:e or not and to give reasons.
:--reHow to write about my opinion on the board. 9 Put students into groups,read the instructions and check
they understand the different topics.Eachstudent choosesa
different topic writes their opinion on it.

fl Readopfurionson an Internet page l0 Studentsgive their pageto another student in the group and
add their comment. Remind them to choosea different name.
:ris section,students read short opinion paragraphsfor gist.
11 Monitor and check students passtheir pagesaround.
Put students into pairs to talk about how much they use the
12 Readthe instructions and ask students to review their own
lnternet. Bring the classtogether and nominate students to tell
writing. Ask them to read the discussionto the group and to
the classhow much they use it and what they use it for.
decidewhich points of view are the clearest.Bring the class
Direct students to the title and checkvocabulary.Tell students together and ask for a volunteer from each group to read one of
:hat the texts are part of a discussionon the Internet. the discussions to the class.
Seta short time limit of about two minutes for students Student performance
:o decideif they agreewith any of the points of view. Tell Studentsshould be able to write an opinion paragraph,starting
studentsto guessthe meaning of any new vocabulary. with a topic sentence.
Go through each of the comments in turn. Ask for a volunteer You can use this checklist to monitor and give feedbackor to assess
:o summarize what each point saysand seewhose opinion is students' performance.
:he most popular.
Readquestionsr and z and checkvocabulary as necessary. Adstt Havestudents theirpointofviewandgiven
supported
?ut students into pairs to discussthe questionsand monitor examples?
and help them expresstheir ideas.Bring the classtogether and Havestudents
useda topicsentence?
askvolunteersto suggestanswers.
@d0*,,. Havestudents
usedadverbs
of attitudeappropriately?
Suggested answers
- Peopleuse false namesto protecttheir identity,maybefrom I can write about my opinion.
friends,family and peopleat work.
Studentstick on my own if they written one or two paragraphs
I easyrider'scommentprobablyisn't serious.He/She makes
without looking at exercise4 again. They can tick with somehelp if
an extremestatementand givesan exampleof an extreme
they have looked at exercise4 once or twice.
situationto show he/she doesn'tthink the topic is
important or to make the discussiongroup angry. De*yGriclhem
Students choose another topic from the fist in exercise 9 and write
an opinion paragraph-They readtlreir opinions to the grorp, who
! Organize information in a paragraph decides which one they would replyto.
':.is section,students analyse opinion paragraphs,identifying a
: sentenceand the functions of following sentences.
Readthe descriptionsand check students understand each of
Additionalmaterial
:he points. Studentschoosean opinion text and find examples wwwoup.com/elt/result for extra practiceactivities
:f the points. Monitor and help as necessaryas students www.ou p.com/elt /teacher/ result for extra teacher resources
:ontinue individually. Checkanswers.

tt r94
 Warmer
Rememberthe situation
Write lessonsA-D How to titles on the board:A ...makesmall
talk,B ... talk aboutyourJuture,C...giveadvice,D talk about unreal
situations.Saysentencesr-ro below for studentsto saythe
lessonletter.
t By this time tomorrow I'II have hadfour cupsoJcoffee.
z If you had morefree time,what wouldyou do with it?
3 If there'slightning,don't standundera tree.
4lt's a lovelyday, isn't it?
5 What wouldyou do if a sharkattackedyou?
6 If it sfoggy, you shouldn't drivefast.
7 If you seea tornado,you shouldn'ttry to escapein your car.
8 Thedaysaregetting shorter,aren'tthey?
9 If we all had a personalhelicopter, therewouldbe trafic chaos.
to By this time nextyear, there'Il be lessiceat the North PoIe.
1 B 2D 3C 4A 5C 6C 7C 8A 9D 108
fl Grammar
1 Tag questions 94,exercises12,13,14
Warm-up:Write these words on the boardfor studentsto make a
sentencewhich includesa questiontag: no, is,wind, there's,aII,at,
there.Direct studentsto >>p.87,exercise12to checktheir answer.
Set-up:Go through the exampleand remind studentsto think
about nof in the tag.
2 aren'tyou? 3 is it? 4 are you? 5 don'tyou? 6 do you?
Follow-up:Studentswrite five sentencesfor a partner to finish
with a tag question.They checkanswerstogether.
2 Future perfect 98 exercise5
Warm-up:Write By this time next weekon the board,and ask each
studentto say one true sentenceabout themselves.Direct students
to >>p.89,sectionB to reviseifnecessary.
Set-up:Go through the exampleand remind studentsto use the
past participle of the verbs.
2 won't have finished
3 'll havegone
4 'll have left; 'll have found
5 'll haveused;'11havefound
6'll havemissed
Follow-up:Studentswrite four sentencesfor the peoplein My
future on >>p.88.Theyswap with another student,who guesses
who said the sentence.
3 1stand 2nd conditional; r/clauses 9Cexercise9
Warm-up:Ask around the classfor studentsto give you advice
about what to do when you miss the last bus home.Direct
studentsto >>p.9r and >>p.93sectionC to reviseif necessary.
Set-up:Do the examplewith the class.Remind studentsto think
carefully about the verb tense in the r/clause and main clause.
2 meet 3 d stop 4 see 5 lost 6 d learn 7'll miss
8 don't forget 9 wasn't /weren't
Follow-up:Studentswrite four jumbled conditional sentencesfor a
partner to write out in full. Studentscheckeachother'sanswers.
T95 R9
! Vocabulary
4 Weather 9A exercise2
Warm-up:Seta short time limit for studentsto write words
connectedwith vocabulary.Direct studentsto Weatheron
>>p. 86 to check.
Set-up:Ask studentsto readthe cluesand checkvocabulary.
Across4boiling 5showers 6snowing 8dry gfreezing
Down 1 ciouds 2 blowing 3 lightning 5 stormy 7 gale
Follow-up:In pairs, studentswrite five sentenceswith one gap for
anotherpair to complete.Theyusethe words in exercisez on >>p.87
5 Attitude adverbs 98 exercise11
Warm-up:Saythe following sentenceBy the time I go to bed,I
probablywon't havefinishedreadingmy book.Ask studentshow you
feel about it. Youwant it to happen,you'revery sureit wiII happen,
you're unhappyabout it,you're not 1oo%sureabout it? (You'renot
J.oolosureabout it.)
Set-up:Direct studentsto the exampleand remind them to think
about the position of the adverbsin the sentences.
2 It will probablyrain on Saturday.
3 Unfortunately,I left my umbrella on the bus.
4 It definitely won't be dark at five o'clock.
5 Hopefully,the train won't be late.
Follow-up:Studentswrite sentenceslike those in exercise7 on
>>p.89 and swap with a partner.Eachstudent guesseshow their
partner feels about the facts and writes full sentencesusing
attitude adverbs.Studentsreadtheir sentencesto eachother and
saywhether they agreewith the 'attitude'.
5 Direction of movement 9C exercise1
Warm-up:Write theseletters on the board and set a short time
for studentsto write words for directionoJmovement:a b c df g h
i k I n o p r s t u w. They can use the letters more than once.Direct
studentsto Directionof movementon >>p.9o to checkanswers.
Set-up:Ask studentsto look at the pictures.Ask what they can see.
2 downwards 3 downhill 4 uphill 5 along 6 backwards
7 forwards 8 towards you
Follow-up:In pairs, studentswrite gap-filt sentencesto describe
five of the pictures.They swap with another pair and completethe
sentences"-from memory with booksclosed.
7 Compoundnouns 9D exercises1,2
Warm-up:Choosetwo first parts of compoundnouns from
exercise3 on >>p.93and elicit examplesof compoundnouns
aroundthe class.
Set-up:Checkstudentsunderstandthat they use a word from each
Iine. They use eachword once.
2 credlt card 3 DVD player 4 mobile phone 5 room service
6 computerprogrammer 7 text book
Follow-up:Studentswrite a similar exercisefor a partner.
Early finlshers
Studentsreview the unit and make list of the different strategies
they can use to guessthe meaning of words they don't know. Ther-
put the strategiesin order,staning with the one they use the mos:
How to exchangeopinions

Orientation
f, Readand infer
lontext
In this section,studentsread a verseand work out information
.:. this lesson,students practise using phrases to introduce their
whi.chis not directly stated.
:pinion in a discussion.
1 Readthe questionsand checkvocabulary.Put students
zath of the High Streeton >> p.96 is a verse which describeswhat into pairs to discuss.Monitor and join in with students'
-::al shopkeepersthink when they hear rumours that nearby land conversations.Bring the classtogetherand askfor volunteers
; reing sold and developed.The illustrations show the different
to sharetheir opinionswith the class.Encouragestudentsto
,:.opkeeperson the high street. Glossaryexplains some key words.
respondto eachother'sopinions.
:we your say! is a discussionforum. The pictures show how things
2 10A.1Readthe instructions and ask studentswhat they think
::.tght change and readersare invited to share their opinions on
the title DeathoJthe High Streetmeans.Do not confirm
::,e topic. TWo opposing opinions are printed.
students'suggestionsat this point. Remindthem that they will
'rrre note considerthe topic from the point ofview of shopkeepers.
. in8 d i5a gre eme ntmig ht c dur p of lenc eand s o Englr s h Direct studentsto the verseon >>p.96.Playthe audio.Elicit
<ersuse a fali nse intonation pattern to sound more poiite suggestions,encouragingstudentsto explain their opinions.
.,s isn' t used ,a p ersonmight s ound r ude or r ggr es s iv elSe e
Theshopkeepers
fear it becausethey expectto loseall their
,nciat[on below )
customers.
inguaSe
3 Ask studentsto read questions1-8 and checkvocabulary.
rocusgrammar articles:the,a, an Direct studentsto the sectiontitle and remind them that they
Preview will needto think about information that is not clearlystated
quantifiers:little,lotsof,some
in the text. Do the flrst two questionsas a class,pointing
Erammar
out the iine numbersto help studentsfind the information
rocus
words baker,butcher,cashier, greengrocer,
chemist,engineer, grocer, quickly.Monitor and help as studentscontinue in pairs.Ask for
news-stand,optician volunteersto give answersand seeifthe classagreesbefore
rocus
phrases agreeinganddisagreeing:
lthink...,ln my opinion...,Yes. confirming. Encouragestudentsto give reasons.
maybe,but...
1 Shopkeeperson the High Street. 2 Thefarm.
?ecognition alarm,abandon,bulldozer,
checkout, jarl,
convenient, 3 They'regoingto build a jail. 4 Buildinga jail.
rocabulary produce(n),progress,
modernization, sand,shoppingmall, 5 FarmerJones'land. 6 Toshowthesearethe wordsactually
truth
spoken(directspeechis usedto makethe text moredramatic).
lecycled words:defnitely,department lrbrary.
store,Jruit, lorry. 7 No. 8 Because shopkeepers losetheir customers.
anguate market,milk,newsagent's,
supermarket,vegetobles,vehtcle
Srammar: comparatives
>ronunciation agreeinganddisagreeingintonationICA2
! Vocabulary shops
liscourse pronouns, determiners, Thepeople
andellipsis: on thehigh
streetsoythere'snothingworse, Go through the instructions and items a-c, eliciting another
example for each category. Put students into pairs to continue.
.,:ragenotes Monitor and help. Draw three columns on the board and copy
the examples into each. Ask for suggestions and add them to
: ' . : ain, High Stre etis a str eetwher e m os t of t he s hopsar e
the appropriate column. Elicit other words and phrases for each
:rtrated in a town. It may not have that narne oltcrally.
column and check vocabulary as you go along.
.' USA,the equivalent rs Marn Street.
e r i c r n F n sl rsh stn rp rc r r r ed r nqlc,.l ..f ,hnn a bread shop, clothes shop, etc.
b grocer's,chemist's, optician's,newsagent's,baker's
i:rd product c bank
. ?ut it all together,
studentschoosea topic and havea group
Read the instructions and go through the example. Ask
:.;cussion. Theycanusetheir notes.
students to read items z-5 and check vocabulary. Nominate
students to give answers and see ifthe class agrees.
?reparation
-:.-nk about classroom organization for the final group work 2 supermarket You pay for things at different places rn a
market. 3 news-stand A newsagent's is a shop but a
.:::vity in Put it all together,exerciser5. Take dictionaries to class. newsstand is in the street. 4 library A bookshop sells books.
5 shopping mall A department store is one big shop owned by
one company.
'Varmer
..:te the following topic on the board Shopping:a necessaryevil?
Extra activity
.::ninate a couple of students to answer these questions:Do you
Students write the heading shops and draw a table with
, - ty shopping? Why? INhy not? Canyou avoid shopping?How can
three coiumns. They use headings a-c in exercise4 and
- -; make it easy?Put students into small groups to exchange their record examples in each column. Ask for suggestionsof other
: : -rions. Bring the class together and ask for one spokesperson
information that could be added to the table, e.g.translation,
:::r each group to report their discussionto the class.
marking pronunciation. Ask students to choosea focus for a
':'-le
How to exchangeopinions on the board. fourth column and complete this for homework.

T96
 G
tb
Grammar articles the,a, an shoppingcentresare a long way out of town, it's easyto park
the car,it doesn'thelp peoplewithout a car,better servicein
6 Direct studentsto conversationsa and b and ask ifthe speakers smallershops,
know eachother. (a Yes.b No.)Askfor two volunteersto read
11 Readphrasest-8. PIaythe audio and checkanswers as a class
the conversations.Go through questionsr and z as a class.Elicit
or explain that deciding which article to use (theor a/an) often 2 Amrita 3 Jerry 4 Amrita 5 Jerry 6 Amrita 7 lerry
dependson context rather than a grammatical rule. 8 Amrita
Direct studentsto look at conversationb again, and ask why t2 Readthe instructions and items a-c. Do one or two examples
speakerB sayson the corner.Elicit or explain that there might to demonstratethe activity. Monitor and help as students
only be one corner near where the speakersare.Alternatively, continue individually. Put students into pairs to comparethefi
speakerB might be pointing as he/she saysoverthere.In this answers.Play the audio again and pauseafter eachphrase an,
case,both speakersknow which corner they are talking about. elicit the answer.
1 a 2 In conversationa, the referenceis specific,to one only. a6 b2,4,5,8 c3,7
In conversationb, the first speakerasksabout no particular
shop. 13 10A.3Explain that Englishspeakersuse intonation to sound
polite, especiallywhen they disagreewith somebody.Play the
Extra help audio,pausingfor studentsto repeat.Tracethe pattern in the
In pairs,studentsask and answeraboutplacesin their local air, along with the phraseson the audio,to make it clearerfor
environment.They rolepiay being ftiends and a visitor asking studentsto hear and copy.Give extra practiceas necessary.
for information about loca1places. Extra help
? Ask studentsto read the summary of.Death oJthe High Street Dividethe :]assin haif, for the As to readAmrita'spart ..
and checkvocabulary.Do the example and one or two items Bs to readJerry'susing audio script104.2on >>pl16-r7.
together beforeputting students into pairs to completethe
activity. To checkanswers,read the text aloud and pauseat a Extra activity
blank for the classto say the missing word. Referto questionsr Studentslisten again and mark the intonaticn patterns' "
and z in exercise6 again if necessary. phrasesin exerclsett. They say a number,for a partner'--
th.ephrase.
2 t he 3t he 4t h e 5 a n 6 a 7 a 8 T h e 9 th e 10a 11a
Extra help
Ask studentsto underhnethe artrclesin Decthof the Hoh
FCD Put it all together
StreefCheckunderstancinq 14 Readtopics r-3 and checkvocabulary.Put students into pairs t
Extra activity make a note oflor and againstfor eachtopic. Monitor and help
Playaudlo script 104.1againforjtuCel '3 r' ::'-A a'' !.'- with ideasif necessary.
15 Put studentsinto small groupsto chooseand discussone ofth.
topics.At the end ofthe activity, ask a spokesperson
to report
p tisten to people exchanging opinions backto the class.
In this section,students listen to a conversationfor key words and Student performance
phrasesfor agreeingand disagreeing. Studentsshould be ableto participate in a short discussion.
8 Direct studentsto Haveyour say! on >>p.96.Ask studentsto You can use this checklistto monitor and give feedbackor to asses
read the first paragraphand checkvocabulary.Ask where they students'performance.
would find this text. (Ona websiteor in a maqazine.)
usea variety
Dostudents of agreeing
anddisagreeing
Readthe instructions and ask studentshow they are going to ohrases? 13
exercise
read the texts. Qurcklyor very carefullyT(Quickly,and ignoring
new vocabulary)Seta short time limit of about three minutes
to encouragestudentsto read for gist. Put students into pairs
to exchangeopinions.Monitor and join in with the discussions. usually
Dostudents useopinion
intonation? l3
exercise
Ask for volunteersto say who they agreewith and why and
encourageothers to respond. i can exchangeopinions.
Readthe instructions and go through the exampleto check Studentstick on my own if they have had the conversationwithou-
students understand the activity. Monitor and help as students Iooking at the phrasesin exerciserr or the vocabulary in exercise:
continue individually. Elicit examplesof key points and check They tick with somehelpif they have looked at the lessonnotes a
vocabulary as necessary. coupleof times.
Amrita: shoppingcentres:get everythingin one place,quicker, Elrly finirhers
easierto park the car,more up-date-stuff,moreto choosefrom, Siudentsrepeatthe activity ,,n,'ith
a differenttopic frr;m ev.;r
cheaper
Jerry:high-streetshops:better,shopkeepers friendlier,
better service,fresh produce,differentfrom seasonto season,
not imported,near,keeptown centresalive Additionalmaterial
10 10A.2Readthe instructions and play the audio.Play the audio /eltlresultfor extrapracticeactivities
www.oup.com
a secondtime if necessary.Elicit answersaround the class, /elt/teacheilresultfor extrateacherresources
www.oup.com
helping studentsto get their ideasacross.

T97 10A
How to talk about your shoppinghabits

Srientation Vocabulary packaging

fl
I cntext
Direct studentslo Packagingon >>p.98 and the photosin The
:his lesson,students practise using quantifiers to talk about RubbishRevolution. Put studentsinto pairs to find examplesin
_ _ noc therr hrrrr
the photos.Monitor and help as necessary.Checkvocabularyas
-': RubbishRevolution necessaryas you elicit examplesaround the class.
article on >>p.98 is about the amount of
:ste produced by packaging and how consumers can take direct 10.8.1Ask studentsto readphrasesr-ro and checkvocabulary
.::,on to tell supermarkets that they don't want it. The article also as necessary.Do the example,pointing out that the first letter
-:ntions action which has been taken in Bangladesh.The photos
of the word is given.Monitor and help if necessary.
,:.:w various types of packaged goods found on supermarket
-: : l ves.
PIaythe audio,pausingafter eachitem for studentsto check
:;:kaging lists vocabulary to describe shopping items in the
their answers.Nominate studentsto saythe item and give
pronunciationpracticeif necessary.
::.f,tos.
2 packet 3 box 4 carton 5 pot 6 tin 7 bottle 8 bag
-anguage 9 tube 10tub
-o(u5grammar quantiiers: afew, a little,a Iot of,any,hardly any,too much, Readthe instructions and elicit one or two items before
toomanv.toolittle studentscontinuein pairs.Ask for examplesaround the class
:ocuswords bag,bottle,box,can,carton,jar, ketchup,lid,margarine, and write any new words on the board.
packet,plastic,pot, recycled,
rubbish,tin, toothpaste,
tub,
tu0e l jar: jam, mayonnaise, etc. 6 tin: beans,fruit
:ocusphrases ajar of coffee, 2 packet: nuts, cigarettes,etc. 7 bottle:water,beer
a packet
of biscuits,
a tubeoftoothpaste,
etc 3 box: cereal,soappowder,etc 8 bag:apples,crisps
?ecognition words:ban,brave,cardboard, consumer, environmentally- 4 carton: fruit juice, tomato 9 tube:tomatopuree
rocabulary friendly,recycled,
revolution,rubbish,tills,unnecessary, juice, etc 10tub: cream,ice cream
valuable,waste 5 pot: cottage cheese
phrases:Bestbeforeend...seelid,Storein a cool,dryplace,
etc. Readthe instructions and say one or two phrasesfrom exercise
?ecycled words:advise,bin,biscuits,
cofee,complain,cutlery,eggs, 3 to illustratethe shortform of of .Play audioscripti'r6.1
anSuaSe milk,perhaps,
experiment, potatoes,tap,tomatoes,weight, again,pausingfor studentsto repeat.Giveextra practiceas
yogurt necessary.
phrases:
go a stepfurther,government minister
grammar:comparativesand superlatives
. - - .- , - . , , : , - . - : . . . - . : i , 1 , : a l 1 : r . . - i . e _ ,.'a l ( et U I n St J p o L n ttO
rronunciation o/ rr rhythm
10ts' - 1 : r . . - r i . . : t l - . - - i J :J n ) > P . 9 u. c r a p a r t n e r t o n a m e r h e m .
5 Read the instructions and ask students to look at the short
:rd product pieces of information. Ask Where would you find them and what
->utit all together,students have a conversatlon about their do they mean? Go over the example and one or two more items
.::pping habits.It is basedon audio script i0i3.2and studentscan as a class and help students express their ideas. Put students
-.: their notes to help. into pairs to continue. Monitor and help as necessary. Go
through each item in turn, eliciting answers.
?reparation Best before end ... see lid: You can't use this after the date.
-:ie real examples or photos of different packaging to class for the on food
,'i'mer (optional).Read the Extra activity which reviews countable Store in a cool place: Keep in the fridge. fresh food, vitamlns
'-- I uncountablequantifiers at the start of section C. Keep out of reach of children: Don't keep them where children
can get them. medicrnes
iVarmer May contain nuts: It's possiblethat there are nuts.
pre-preparedmeals
-.:-<students to imagine they are going to the supermarket and to Suitable for vegetarians: There's no meat. pre-prepared meals
.-:rtea shopping list. If you have any photos or examples of real Smoking kills: Smoking is deadly. cigarette packets,tobacco
=ns, elicit vocabulary connected to packaging. Put students into Do not exceed stated dose: Do not take more than the
- arrs or groups to compare their llsts and see who plans to buy the instructionssay. medicines
--:st and the least. Avoid contact with eyes: Do not let any get in your eyes.
',':-teHow to talk about your shoppinghabrtson the board. cleaning products

Read for general meaning

!
In this section,studentsread a magazinearticle for gist and detail.
6 Gothrough the instructions and ask studentsto read items
a-d, checkingvocabularyas necessary. Direct studentsto
TheRubbishRevolutionon >>p.98 and askthem how they are
going to readthe Iext. (Quickly,
for the main idea) Seta short
time limit of about three minutes to encouragestudentsto

T98
 skim the text. Readeach option and ask for a show of hands,
encouraging students to give reasonsfor their choice (b lhe
environment).
7 Go through the instructions and ask students to read
sentencesr-8. Checkvocabulary. Do the example as a classto
demonstrate that students should look for key words in the
item and the text. Tell students to guessthe meaning of new
words as they read.
Monitor and help as students continue the activity in pairs.
Go over answers as a classand give positive feedbackat the
end as students will have understood the general meaning of
a difficult text. Suggestthey checkthe meaning of any words
they guessedin a dictionary for homework.
2 True. 3 False.(A lot of the rubbishwe produce...)
4 True. 5 True. 6 False.(Onebig packetis better ...)
7 True. 8 False.(...they have decidedto keep it ...)
quantifiers
C Grammar
Ixtra activity
Guessir,ggarr.e.Draw twc cclurnnson the board:A and 3.
Begrnb1;;ayir.g the fcllc'wlng quantlfiet'"r'crdi ar.d ph.ra;:r'
muci.,mar,y tf:€r€rs,ihe'e ere.'rtfriter'Jor,isu.sedwlti, co'-rntabl.e
i.ou;r; irr :cltrmn A, an,i those r-..sed
'with r.rncouniabie
nour.c
lr. cli,-r.r.nB. Continuewith the following wrrds and ask the
rlass whlch colunrnyou should write them in: a lot of, a httle,
a feN/,too much,too many,tcc ltttle,sory:e, any At the end, agk
studentsfor tities of th.ecolur-Li,alri i.r-: .f.e :errr,scoun:tbre
i j L d u i :t-',; ..u '.i e
Go through the instructions and check students understand.
Set a time limit of about two minutes for students to work
individually. Monitor and help by suggestingstudents imagine
the words with a plural -s. Ask Do you often seethis word in the
plural? Tell them that if they do, then it's countable.Go over
answersas a class.
countable:bottle, cardboardpacket,jar, plasticbag,rubbish
hin rrn o rrrf nnf
uncountable:packaging,plastic,rubbish,water, yogurt
Readthe instructions and do the examples as a classbefore
students contlnue individually. Monitor and help as necessary
before checking answers.Direct students to the quantifiers in
blue, and encouragethem to use the sentencesto decidewhat
types of nouns they can be used with.
3d 4h 5g 6b 7 e 8 c
countable: a few, many uncountable: a little, much
both: any, a lot of
10 Ask students to read sentencesr-6 and check vocabulary.
Go through the example with the class,and check students
understand the different between a little and very little. Direct
students to find the sentenceinThe RubbishRevolutionand to
check their answer. Monitor and help as necessaryas students
continue individually before checking answers as a class.
2 too much 3 A lot of 4 too little 5 hardly any 6 too many
Extra help
Saythe foliowing words and phrasesfor studentsto say
countable,uncountable, or both: very little,enough,not much,too
Iittle, too much, hardly any, toofew. Point out that ycu can put
very or too beforefew and litfle to amplify its neaning.
11 Put students into pairs. Go through the instructions and
example as a class.Monitor and help as students continue.
T99 108
Extra help
Ask studentsto give examplesof world problemstoda:' I'
on the board.itudents add cuantifiersas tirey dlsc:,.
Extra plus
Studentscan grve explanationsfor scrneof the rror.
rherc are,eg.tcc manycars= nncrepcilulicn.
f,l tisten for specificinformation
In this section,students predict the answers to interview questior
before listening to check.
12 Readthe instructions and questions r-5. Tell students they wir
listen to the interview. Ask them to predict what the shoppers
say.Draw two columns on the board and elicit suggestions
around the class.Write key words on the board.
13 10ts.2Play the audio for students to listen and check,pausing
occasionallyfor students to add to their notes.PIay the audio a
secondtime, pausing to elicit answers around the class.Point
out that the person answering gives informative answers.
Mark: 1 packetof pasta,a loaf of bread,a coupleof toilet roils,
a tin of tomatoes,a bag of carrots,a jar of honey,a bottle of
wine, somefresh fruit and veg 2 Martin normally buys thesi
items. 3 two or three times a week 4 sometimes 5 cash
Linda: 1 a twolitre bottle of mi1k,eight cartonsof yogurt, a
box of cereal,somepacketsof kitchen paper,a bottle of olive
oil, two big bottles of water, someboxesof tissues
2 Linda normally buys these items (but fresh fruit in the
greengrocer's) 3 oncea week 4 yes 5 debit card
Ertra activiiy
-. :' . , , e.-;-..-
.l-'iL. l-i3.^jon >/ p.r5?.Ask stu.l
^ "- :. :
..' 'l r'' * sh,:'nrieL
rr the'r familv) are most like.
3CD Put it all together
14 Readthe instructions and give students time to make notes to
answer questionsz-5 in exerciserz.
15 Tell students to interviewthree or four others to seeif anvone
has the same shopping habits.
Student performance
Students should be able to respondto survey-type questions.
You can use this checklist to monitor and give feedbackor to asses:
students' performance.
ro\1correctly?
mostlypronounce
Dostudents exercise
3
i can talk about my shopping habits.
Studentstick on my own if they have answered the questions
without a lot of hesitation. They tick with somehelp if they have
given some answers with several pausesto think.
larly finishers
Siudeniswrite questlr'nsfor a survey cn The Rtibbtsl,Revo'.c'
airi asi:ihre€ li ,?ui others.
Additionalmaterial
www.oup.com/elt/result'cr s xti; praI t' cc actl"'itres
wwwoup.comlelt/teacher/result fcr extia teacher ie5ourcss
How to talk about recent activities

3rientation
fl Readand follow an€:ctrtlanation
lcntext
In this section,studentsread and follow a conversationfor specific
. :his lesson, students practise using the present perfect information and detail.
. -:.tinuous to talk about recent activities.
1 Readthe question and statementsa-d. Checkvocabulary as
.: :he sketch, The Salespeopleon >> p.roo, the boss (Ms Sayles) necessarybeforeputting studentsinto pairs to discussthe
':nts her employees to explain what they have been doing to sell
best ways of selling.Monitor and encouragestudentsto talk
-:: sunshades.She offers a bonus to the salespersonwho can sell
about different types of products,e.g.a raincoat or a bank{oan.
:: most in the next month. The team meet one month later and Ask for volunteersto sharetheir opinions with the classand
.,:plaln their selling strategies. encourageothers to respond.
lnSuaSe Extra activity
Eocus
grammar presentperfectcontinuous: lt hasn't
lt'sbeenraining., been Studentsdecidewhich techniquesare most effectrvein their
raining.,
HaveI beensleeping? own countries.
3ocus
words approximatetimesandamounts: more
about,almost,lately, 2 lCC.lReadthe instructions and direct studentsto lhe
or less,nearly,or so,recently Salespeople on >>p.loo. Tell studentsto listen and read carefully
Recognition words:bonus, cheap, counter, queuing,
outof contact, as the salespeopledon't use exactly the samewords as in a-d.
rocabulary saIespeople,sunsha des Play the audio.
phrases:
wastrng time To checkanswers,say the names of the peoplefor students to
Recycled words:advertising,already,customer, piono,
Jlatmate, call out a letter. Ask studentsto explain their answers and help
anguage product,
thecoast, trumpet,quality,umbrellas,windsurf
ng them expresstheir ideas.
ohrases:
amazina
Winston:c Janet:d Charlie:a
grammar: time/hrases: for tenyears,ninemonthsago,one
monthlater,sincefour o'clock;presentperfect;
compor1tives Ask studentsto read questionst-6 and checkvocabulary as
rronunciation whento stresshave/has10C,2 necessary.Do the example to demonstratethe activity, and
ask studentswhat Janethas done (advertisedin the daily paper
:rd product and phonedpeopleat home).Monitor and guide studentsto the
answers as necessarywhile students continue individually.
: Put it all together,studentsrole play a conversationabouttheir
-=:entactivities.Theirconversation is basedsn srdin scrint Ask for volunteersto give answersand checkthe classagrees
beforeconfirming.Ask studentsto explain their answersusing
Preparation the information in TheSalespeople.
-,.<edictionariesto class. 2 CharlieHe'ssold2,000.
3 Winston He hasn'tsoldany sunshades.
4 Winston He'sbeensellingtwo for the priceof one.
,Varmer 5 Ms Sayles,
the boss.
';:iIe What?,Where?,
and How?on the board.In groups,students 6 Janet She'sdonea lot of work but not sold any sunshades.
:,-< abouthow many times peoplehavetried to sellthem things
Put students into pairs to discusstheir reasons.Monitor and
: :he past month and what they were doing at the time.
help students expresstheir ideas.Elicit suggestionsaround the
-.:< for volunteersto tell the classwhat where,and how.They classand note students'use of the presentperfect and present
,::uld sayif and why they bought or didn't buy the item. Do not perfect continuous.Do not overcorrectfor accuracyas this is
.','ercorrectfor accuracy,but help studentsexpresstheir ideas. the focus of the grammar section.
','riteHow to talk about recentactivitieson the board.
Winston: He hasn'tbeensuccessful. He sayspeopledon't like
the designofthe sunshadesand he hasn'ttried any ofthe
techniquesin exercise1
Janet:Shehasn'tbeen successful,eventhough she'sbeen
contactinglots of people.Shehasn'tbeenusing the right
strategies.
Charlie:He'sbeenvery successful.He'sbeensellingthe
sunshadesoutsidethe stationwhen it's beenraininq.
Extra help
Stucientsrole play the conversationin groupsof four.
Extra activity
In pairs or smali groups,studentsdiscusswhat thev wouid Co
if they workedfcr IvIsSayles

T100
 Vocabulary approximate times
and amounts
Readthe sectionheadingand copythe table onto the board.Go
through the instructions and checkthat studentsunderstand
the column titles. Ask studentsto underlinethe words and
phrasesinThe Salespeople and.to write them in the appropriate
columns.Encouragethem to checkmeaning in their dictionaries.
Monitor and help as students continue individually. Elicit
answersand write them in the table on the board.
Completesentences1-3 as a class,checkingstudents
understandthe conceptas you go through eachone,e.g.for
item r, askDo we know when the action happenedi;for item z
Are we interestedin whenyou bought the CDs?Is the sentence
about thepast, thepast up to now,now or thefuturel; for item 3
Do you think thepersonstill worksat the sameplace.Is tenyears
a long time?Do not focus on the form of the presentperfect at
this point as it will be coveredin the next section.
a little lessthan: nearly
in recent times: lately,recently
approximately: about,more or less,or so
1 about 2 recently 3 or so
Ask studentsto read items r-4 and checkvocabulary.Monitor
for accuracyand offer help as studentscontinue individually.
Ask studentsto choosea statementto make to the class.
Extra help
Review;forand since,if necessary.
Extra plus
Directstudentsto the text to fir'.danotherph.rase
',vhichrefers
to approximatetime, e.g It'sbeenyz:n;-.i-'^* veeb:?:':.: ^':.'
that the usingplurals,e.g.days,week; m:r.'-': ei- - 1r.:":-
way of referringto approximatetime.
rL Grammar
G presentperfect continuous
7 Write lt's beenraining.on the board.Direct studentsto the
grammar box and ask them to name the tense used in the
sentencesin the three columns (presentperfectcontinuous).
Underlinethe -ing on the board.
Ask studentsto completethe sentencesin the grammar box.
Monitor for accuracyand make a note of any problemsto
deal with at the end. Checkanswersand elicit and write an
exampleof a negativeand a questionform on the board.
Remind studentsofthe form ofthe presentperfect (have+
beenlif necessary.
+ I've beenwaiting. - I haven'tbeensleeping. Youhaven't
beenwaiting. ? Hasit beenraining?
8 10C.2Direct studentsto the stresspatterns at the top ofthe
columns in the grammar box in exercise7.Ask studentsto
underline the stressedsyllablesin the sentences.Playthe
audio,pausingafter eachsentencefor studentsto check.Play
the audio a secondtime, pausingfor studentsto repeat.
9 Write both sentenceson the board.Ask studentsto read
questionsr-4 and checkvocabulary as necessary.Students
answer the questionsin pairs. Point to eachsentenceon the
board as you go over answerswith the class.
1 presentperfectcontinuous 2 presentperfectsimple
3 presentperfectsimple 4 presentperfectcontinuous
10 Ask studentsto read sentencesr-7 and checkvocabulary.Do
the flrst two items with the class.Ask studentsto underline
the time and amount words and phrasesbeforethev decideon
T101 10C
the correctanswer.Monitor and help.Ask for volunteersto reai
out the completesentencewhen you checkanswers.
1 sold 2 beenselling 3 beensitting 4 phoned
5 beenraining 6 seen 7 beenwaiting
lxtra activity
Studentstell a partneraboutfive things they'vedoneor bee.
doingthis week,usingthe time and amountphrasesin exer.l,
p Listenfordetail
In this section,studentslisten to a conversationfor detail.
11 10C.3Readthe information about Simon and Teresaand check
studentsunderstandthat they are friends who haven't seen
eachother lately.Playthe audio for studentsto make notes.
Ask studentsto compareanswersin pairs and play the audio a
secondtime if necessary.Nominate studentsto give answers.
Simon:'s beenworking at a travel agent's,hasn'tbeengoing
out much
Teresa:'s beenlearningto play the trumpet, 's beenliving on
her own for nearlya year,'s beengoingaway most weekends,
's beenwindsurfing
12 Direct studentsto audio script lOC.3on >>p.r5?.Ask for two
volunteersto have the conversationfor the class.The class
Iistensto decideifthey soundpleasedto seeeachother.
Put studentsinto pairs to practisethe conversationusing their
notes.Monitor and encouragethem to look up from the page
occasionallyand make eye contact.Givepositive feedback
when they sound reasonablyfluent. Checkstudentsswap roles
BCD Put it all together
13 Studentsreadthrough the list and add to it using their own
ideas.Monitor and help with ideasif necessarv.
14 Go through the instructions and ask for two volunteersto read
the exampleconversation.Encouragethem to smile and sound
pleasedto seeeachother and to add another turn each.Put
studentsinto pairs to continuethe activity.
Student performance
Studentsshould be ableto have a short, informal conversation.
You can.gsethis checklistto monitor and give feedbackor to assess
students'performance.
soundpleased
Dostudents to seetheir'friend'?
exercise
12
Dostudents usethepresentperfect
continuous
withouta
lotof hesitation?
exercise
8
I can talk about recent activities.
Studentstick on my own if they have had the conversationlooking
at their notes occasionally.They tick with somehelpif they needto
look at the grammar box in exercise7 onceor twice.
Early finishers
Booksclosed.Studentsstandup and roleplay the conversation.
Additionalmaterial
for extrapracticeactivities
www.oup.com/elt/result
www.oup,com for extrateacherresources
/elt/teacher/result
How to ask about productsin a shop

3rientation
1[ Readand respond
lcntext
In this section,studentsreadfor detail and answer questionsin a
: :his lesson,students role play asking questions about products personalityquiz.
.. a customerin a shop.
:.,sonality Quful invites the reader to answer questions about what
I Readthe instructions and checkvocabulary.Elicit a few
suggestionsfor the first item around the classand put students
,-:y do when they are buying the items in the pictures. into pairs to continue.Monitor and help studentsget their
l:.e answers determine what kind of shopper a person is. The ideasacross.Ask the classfor suggestionsfor eachitem.
. =ider can calculate their scoreusing the information in Pairwork
.:. >>P.131. 2 Direct studentsto readPersonalityQuiz!on >>p.ro2.Point out
the glossaryand encouragestudentsto use their dictionaries
: :ssary gives the meaning of some key vocabulary in the text. to help with vocabularyif necessary.Remindthem to make a
:,ying a camera has the conversation between Tina (the customer) note of their answersas they do the quiz.
.:.1 Dan (shop assistant).Students will sequencethe parts of the
3 Direct studentsto >>p.r3rto calculatetheir scoreand read
, : :]versatlon. about their shoppingpersonality.Encouragestudentsto guess
lnguage the meaning of new words beforecheckingin a dictionary.
Monitor and help as necessary.
{cu5Srammartimeandconditionalclauses:
aslongas,0ssoonas,if, when,
until,unless Ask for volunteersto tell the classabout their shopping
:ocuswords personality.Do not overcorrectfor accuracybut help students
available,
bargain,buy,cash,cheap,cost,creditcard,deliver, expresstheir ideas.Encouragestudentsto add examplesof
guarantee,included,pay,PINnumber,queue,receipt,
things they do and dont do.Ask them if they agreewith the
reduced,repoir,reploce,
sale,spare,spend,voucher
resultsof the quiz.
:ocusphrases bringback,Doesthat include...?,freeof charge,keepit in
case,pay by cosh,whileI'm here...
Recognition words:bookvoucher, browse,competitive,discount,match
! Grammar time and conditional clauses
rocabulary (v),options,professio
na ls,upgrade
phrases: bargainhunting,bestdeal,cheaprubbish, evenif, Direct students to the sentences and go through the two
get moneyof, good tastes,in cose,kindof,quolityproducts, questions as a class. Check students understand the difference
readthe smollprint,well-knownmakes in meaning between tf andwhen.
Recycled words:borrow,def nitely,delete,
fridge,guitar,instrument, I b Maybe.
anSuaSe maybe,perhaps.printer,queue, reviews 2 c Yes definitely. Shes expectingto have the money in the
phrases:
colourscheme, moreor less
future Sheuses',vhento show she is confidentthat this will
Srammar:lst condition
oI
happen )

. lage note I rtr.r helF

,r as rs a partral synonym Icr ., r. : - . -:' ..,:-..-. , .
:sts on tmmediately.
:rd product
?ut it all together,students take turns to be a customer and
. -:p assistant.
?reparation
- : :k at Personality Quiz! on >>p.r31in Pairwork so you are prepared
', relp students calculate their scoresand plan their conversations
. exerciser4. Take dictionaries to class.
',Varmer
,-:rtethe following question and statements on the board: What
, '.C of shopper are you? a) You don't like spending time shopping.
'!ou only buy good quality things. c) You only buy things when you
-.:C them. d) You always compare prices in diferent shops beforeyou
: -;,. e) You always buy more than you plan to.f) You only buy things
;..ch look good together.
: :airs, students discusshow they shop. Put pairs together to
*;ke small groups and ask for a spokespersonfrom each group to
-.-- the class any interesting facts they found out about each other.
;:'-le How to ask about products in a shop on the board.
- ': :L: i::. :.i.es rn exerclse4 to do a backchaindrill. As a claSs,
;i;;er',ti rcpcatfrom the last word, adding one word at a time
rrtrl they say the whole question,e.g.T good SSgood T they're
good SSthey're good T if they're good SStf they're good, etc.
Extra activity
Direct students to look at the pictures in PersonalityQuiz! Ask
students to write two sentencessimilar to Anne and Beth's
using if/when for each of the items in the pictures. Monitor and
help as necessary.Focus on each picture in turn and nominate
students to say what they would do. Monitor for accuracy.
Read the instructions and example sentences before directing
students to the grammar box. Check students understand the
meaning of synonym and opposite.Elicit or explain that the
time phrases relate to the condition not the result. Go through
the activity as a class.
if: opposite = unless
when: synonym = as soon as; opposite = until
Read the instructions and the example to check students
understand the activity. Monitor and help as students continue
individually. Ask students about the tense ofthe verb in the
condition clauses (presentsimple tense).
Extra activity
Ask students to highlight the conditional phrases in their
answersto the questionnaire.

T102
 Readthe instructions and direct students to the languagebox.
Checkvocabulary as necessary.Ask for two volunteersto read
the example conversationto demonstratethe activity. Put
students into pairs to continue the activity. Monitor and give
positive feedbackfor accurateuse of time phrases.
Nominate students to make statementsabout themselvesand
remind them to usetime phrases.Encourageothersto respond.
Extra help
Transformationdrill. Nomtnatea studentto make a sentence.
The ciassreportswhat he or siresaid,e.g.A I won't buy a jacket
unlessit s cheap.SSShe/Hewon't buy a jacket...,etc.
Extra activity
Ask studentsto write sentencesabout their shopping
personalitres for eachof the time clauses.
C voqabgyy
an(l sel[ng
words connectedwith buying
Direct studentsto the photo in Buying a cameraon >>p.to2.Ask
Who'sthe customer?(Tina) Who'sthe shop assistantT (Dan.)and
checkstudents understand their conversation.Elicit the kinds
ofthings customersand shopassistantssay.
Put students into pairs and direct them to the start ofthe
conversation(F).Ask studentsto ignore new vocabulary for
the moment and to find the next part (B).Monitor and help
as students continue the activity. Encouragethem to read the
conversationtogether to checktheir order makes sense.
10D.1 Play the audio, pausing after eachpart to elicit the next
part. Encouragestudents to say why one part follows another.
Play the audio a secondtime for students to follow the whole
conversation.
28 3D 4A 5I 6C 7G 8H 9E
Extra activity
StuientssaytlLeconversatron ir, pairs,takirLgt.lrirs ro Le the
customera:rd shopass.stant.
10 Readthe instructions and ask students to guessand compare
their ideaswith a partner, before checking in a dictionary.
Monitor and help as necessary.Go over answers as a class,
helping students expresstheir ideas.Monitor for pronunciation
ofthe key vocabulary and give extra help as necessary.
1l Readthe instructions and the words and phrases.Ask students
to read questionsr-7 and ask who sayseachone,a customer
or shop assistant?Checkvocabulary as necessary.Students
completethe exercise.
To checkanswers,ask for volunteersto say the complete
question.Seeifthe classagreesbeforegiving feedbackand give
additional pronunciation practice as necessary.
2 cost 3 free of charge 4 spend 5 pay 6 guarantee
7 price
Extra activity
'ffork in pairs.They chcosean iterirrc talk about,
Strrder.ts
e.g one of ',1,cthrrig: in the p,ctuireL()rL>>p.roz.Theytake
lu,Ls +obe a customerand a shopassistar,t,askingand
ansi,,'erlnguslngthe questionsin exelciseu
T10310D
12 Direct students to the conversationgrid and read the
instructionsto the class.Direct studentsto Buyinga camera
and the Startbox. Elicit the words a shop assistantusesto offer
help. Ask students about the next step in the conversation
(customer- say what you want) and elicit what the customer
saysin Buying a camera.Tell students that they can move
horizontally or vertically to flnd the next step in the
conversation.Monitor and help as students continue in pairs.
Go over answersas a class.
C saywhat you want S askhow much C wants to spend
C say how much you want to spend S offer product
C askwhat's included S saywhat's inciuded
C acceptproduct, askfor spares S explain about spares,offer
extra goods C refuseextra goods S askaboutway ofpaying
C choosea way of paying S take payment,give receipt
C say goodbye
Teaching tip
When checkrngthe ansrvers, eLcitphrasesfor askingar.,^
li : ;eri-rqf r "]^'.'.ri th€ trlrfls V'/rttothe kr-.,'.,'rl:Cs
for "
.tar-':of the ,r-'-rt..atio:rcn the bcar; as stucieirtsul,ilfr'
the --.extext. -iJ--
13 Go through the instructions and put students in pairs to role
play the conversation.Monitor and encouragethem to make
eye contact and sound friendly. Checkstudents swap roles.
Give positive feedback.
BG Put it all together
14 Go through the instructions and direct students to the picturei
on >>p.r31.Elicit the names of the different items in the
pictures to checkvocabulary.Ask for two volunteersto have
the example conversation.Put students into pairs to continue
and checkthey swap roles.At the end of the activity, ask
students iftheir shop assistantssoundedfriendly.
Student performance
Studentsshould be ableto have a short transactional conversatior.
You can use this checklist to monitor and give feedbackor to asses
students'performance.
Dostudents
askandanswer
appropriately? l3
exercise
Dostudents
soundfriendlv?
exercise
l3
Dostudents
usea varietyof shopping
words? 10.'
exercises
I can ask about products in a shop.
Studentstick on my own if they have had the conversationusing
the grid in exerciserz occasionally.They tick with somehelp if lhe-,
have looked at the board or Buying a cameraonceor twice.
E arl y6ni rhers
Stlde:,, ?t?-tw 7 |.tT-y:i',a.'ror
alrcut :n:rncr tttrn ;lc-n rhe -
cr. )) ; :.rz ,'n.l.o;t l-ol:utgal their bcoks
Additionalmaterial
wwwoup.com/eltlresultfor ext'a practi.eacii'/rtres
www.oup.com
/elt/teacher/result fcr e;.'trateacherresourcer
Orientation Direct students to Tipsfor writing a letter of complaint and ask
them to read and underline any new vocabulary.In pairs,
Context and Language studentshelp eachother with new vocabularyand answer the
-n this lesson,studentspractisewriting a formal letter basedon question.Elicit suggestionsaround the class.
a model.In the letter, Marcus Pagehas written to Ms Parchment
n Paperbooks Express,to explain a problem.Both names add a Beingmore aggressivemight upset the reader.They might not
humouroustouch to the situation. solvethe problemquickly or effectively.
nTips for writing a letter af complaintstudentsare encouragedto Readthe instructions and put studentsinto pairs to underline
:cnsiderthe letter from the receiver'spoint of view the four tips. Checkanswersas a class.
Readthe instructions and point out there are three paragraphs
words:complaint,package, refund in the letter. Studentscomparein pairs. Checkanswers.
phrases:
placeanorder,telephone service
paragraph1: He explainsthe problem.
words:angry,catologue, excellent, immediately,
misunderstonding,recently,ti ps,unfortunotely paragraph2: He givesdetailedfacts.
phrases:
aslongos,yourssincerely paragraph3: He complimentsthe companyand stateswhat he
grammar: lstconditional; rcported speech would like Ms Parchmentto do.
discour
se but,so,then
words oggressive,
briefly, compliment,impatient,imp ressi
on,

phrases:
parchment
negotive,
colmdown,firmbutfriendly,touch of humout,woy
C Get ideasto write about
8 Ask studentsto read questionsr-6 and checkvocabulary.Put
studentsinto pairs to discussthe facts of a possiblesituation.
Endproduct 9 Elicit or explain that the answersto questionsr-6 describethe
r Put it aII together,students write a letter of complaint about an situation. Monitor and guide studentsto find similar information
=naginary product or service. in the letter. Put students into pairs to compare.Checkanswers.
Ask studentswhy they should think about organizingthe order
Warmer of their information beforethey start writing. (ft'sdificuft to
makechangesoncea letterhas beenwnffen./Ask what other
].rt studentsinto groupsto discussthe types of things they information they can find (date,greeting,and closingl.Elicit or
:cmplain to others about and how they complain. explain that studentsshouldfollow this format for a formal
'Nrite How to write a letter of complaint on the board. letter.

fl Reada letter of complaint '.1( Put it all together

-r this section,studentsread a letter of complaint for speciflc 10 Gothrough the instructions and remind studentsto follow
rformation. their order in exercise9 and to write in paragraphs.
I Put studentsinto groupsto discussthe questions.Monitor and 11 Ask studentswhat types of things they will checkin their
help with vocabularyas necessary.Ask for a volunteer from writing (grammar,spelling,capital letters,and punctuation).
eachgroup to summarizethe groups answersfor the class. 12 Ask students to imagine that they work for the company that
2 Direct studentsto the letter of complaint.Ask studentsto read has been responsiblefor their partner'sproblem,and they
it quickly,ignoring new vocabulary,to answer the question. receivedtheir partner'sletter.
Thetitles are very similar: LordoJthe RingsandLordsoJ Things. Student performance
Students should be able to write a letter of complaint which will
I Ask studentsto read questionsr-4. Checkanswers.Students
have a positive effect on their intended reader.
continuethe activity in pairs.Monitor and help,encouraging
studentsto guessnew vocabulary. You can use this checklistto monitor and give feedbackor to assess
students'performance.
1 The personhe spoketo at the company'stelephoneservice
probablytold him. 2 PaperbooksExpress 3 He'salready &tt&tt"j' Havestudents
included
alltheinformation
a reader
would
readit. 4 He'sbeen away for two weeks,and the book expect?
arrived while he was awav.
efan usedparagraphs
Havestudents appropriately?
Havestudents
followed
theletterformat?

I Think about the reader I can write a letter of complaint.

Studentstick on my own if their letter would have a positive effect
:: this section,studentsanalysethe letter to seeif it follows the
on their reader.They can tick with somehelpif they have lookedat
rriting tips.
Marcus Page'sletter or Tipsfor writing ... occasionally.
{ Readdescriptionsa-c and checkvocabulary.Elicit or explain
the meaning of eachdescription.Ask studentsto readthe letter Early finishers
again to find the best descriptionfor Marcus Page.Takea class Studentswrite a seconddraft oftheir letter,includingany changes
vote on the best description,encouragingstudentsto explain. suggested by their partner.
c Firm but friendly. He statesclearlywhat he expectsto
happenand saysnice things about the companyPaperbooks
Express. Additionalmaterial
for extrapracticeactivities
www.oup.com/elt/result
www.oup.com
/elt/teacherlresultfor extrateacherresources

10t Tl04
 Warmer
Rememberthe places
Write the placenamesfrom lessonsA-D on the board:A TheHigh
Street,B A supermarket, CMs Sayles'company, D Thecamerashop.
Saysentencesr-ro below for studentsto call out where people
were when they said them, or which placethey are about.
t If there'sa choice,choosea product with lesspackaging.
z We'IIrepair itfree of charge.3 What haveyou beendoing to seII
more sunshades, Winston?4 Farmerlones is going to sellthefarm.
5 How much doyou want to spend?6 How long haveyou been
workinghere?7 Peoplehavebeenqueuingto buy them. I We'regoing
to loseour customers.g Doesthat include the batteries?
n Buy a biggerpacket if you think you will useit aII.
1 8 2D 3C 4A 5D 6C 7C 8A 9D 10B
1[ Grammar
1 Articlesthe,a, an 10Aexercise7
Warm-up:Ask studentsfor directionsto different placesnear your
school.Monitor for the use of articles and direct studentsto
>>p.97exercise6 if necessary.
Set-up:Studentsreadthe conversationand saywhere B'smap is.
2 th e 3a 4an 5a 6 th e T th e
Follow-up:Studentswrite two short conversationsabout directions
to placesfrom where they are now They removethe articles and
swap with a partner to completethe texts.
2 Quantifiers10Bexelcises9,1C
packaging,
Warm-up:Write the following words on the board:..1food,
packets,
people,rain, rubbish,shops,water.Studentsdecideif they
are countableor uncountable.
Set-up:Ask studentsto read sentencesr-7. Checkvocabulary.
2 mu c h 3lit t le 4a fe w 5 m a n y 6 fe w T Al o to f
Follow-up:Studentspreparea similar exerciseand swap with a
partner.
3 Presentperfect continuous 10Cexercise9
Warm-up:Direct studentsto As first two sentencesand askwhy
the presentperfect simple is usedin the first one,and the present
perfect continuousis usedin the secondone.Direct studentsto
>>p.ror exercise9 to reviseif necessary.
Set-up:Point out the negativein item z and remind studentsto
think about where to put it.
2 've not beengoingout much 3 've beentrying
4 Have(you)beenwatching 5 've beenreading
6 have (you)beendoing 7 've beenlooking
Follow-up:Studentstalk to three or four other studentsto flnd the
personwho has been the busiestrecently.
{ Time and conditional clauses10Dexercise5
Warm-up:Write the following words on the board:as,I'il, it, cheap,
as, it's,Iong,buy. Askstudentsto make a sentenceusing all the
words.Ask studentsto rephrasethe sentenceusing f and unless.
Set-up:Do the example.Remind studentsthat unlessmeans trfnof.
2 I won't buy it until I get paid. 3 Start as soonas you're ready.
4 Don't buy it unlessyou like it. 5 You can leaveas soonas it's
finished.
Follow-up:In pairs,studentswrite another questionfor the
PersonalityQuiz!on >>p.1o2.They swap with two other pairs.
T10snlo
S Vocabulary
5 Shops10Aexercise4
Warm-up:Call out the following words from roB for studentsto
give you the packagingwords associatedwith them: cofee,blscuits
eggs,milk,yogurt, tomatoes,ketchup,potatoes,toothpaste,margarine.
Set-up:Go through the instructions and ask studentsto readclues
r-ro. Checkvocabularyas necessary.
2 butcher's 3 shoppingmall 4 news-stand 5 library
6 market 7 newsagent's 8 bank 9 greengrocer's
10department store
Follow-up:Studentsmake anagramsof the names of six types of
shopsand swap with a partner.
6 Packaging108exercises
1,2
Warm-up:Ask studentsto flnd an exampleof Packagtngwordsin
the pictures on >>p.98.
Set-up:Go through the instructions with the class.
horizontal:packet,bottie,pot vertical:bag,carton,lid, tube,tub
diagonal:can,tin
Follow-up:In pairs, studentspreparea similar exercisefor another
pair. They write f,ve sentencesto describesomeof the things they
can seein one ofthe pictures on >>p.98.
7 Approximatetimes and amounts 10Cexercise5
Warm-up:Write the words almost about, and nearlyon the board.
AskWhat'sthe time?and ask studentsto say it in three ways,
using the words on the board.Elicit other words for approximate
times and amounts.
Set-up:Ask studentsto read sentencesr-5 and say if they are abou:
times or amounts.
2 recentiy 3 or so 4 nearly 5 about
Follow-up:Studentspreparefive similar sentencesabout things
they have been doing recently.Four sentencesshould be true, one
false.They swap with a partner and completethe sentences.They
ask and answer togetherto f,nd the false fact.
8 Wordsconnectedwith buying and selling 10Dexercises lC
Warm-up:Put studentsinto pairs to write questionsthey would
ask a shopassistantif they were buying a digital camera.Direct
them to audio script 10D.1on >>p.r57to check.
Set-up:Ask studentsto readthe tips and checkvocabulary.
2 prices 3 guarantee 4 included 5 cost 6 receipt
Follow-up:Direct studentsto exercisesro and rr on >>p.1o3to
write three more tips using different vocabulary.Booksclosed.
Studentsswap sentencesand completethem from memory.
tarly fi.nishers
Ituoents copythe namesof the grammarand vocabularypoi:
Unit ro from the Contents page.Theygivethemselvesa mark c . -
flve for how well they think they can useeachone.
 ,,:::

How to give and ask about directions

Crientation
fl Vocabulary the street
-:ntext Put studentsinto pairs,readthe instructions,and directthem
- :ris iesson,students practise using indirect questions to ask
to pictures t-5. Checkstudentsunderstandthe following
,:.:tely for travei information. vocabularyby askingin which picturethey can seecrossroads
-.-: tour guide leaflet, The ShakespeareTrail,gives historical $) and a zebracrossing(q).Do the exampleas a classand
:::rmation about the various placesconnected with Shakespeare, monitor and help as studentscompletethe activity. Ask for
-,. family, and his life. Students will mark the route of a tour on answersto picturesz*5 aroundthe class.Elicitotherphrases
-,-: illustrated map of central Stratford-upon-Avon. and checkunderstandingas necessary.
lulture note 2 turn left 3 go straightacrossat the crossroads
-:.rect questionsbegin with a polite expressionand are followed 4 crossat the zebracrossing 5 go alongthe street
. a question whlch has no subject-verbinversion. An English others:down,up, over,turn right, etc.
- =akerwould tend to ask Canyou tell me where the station is? Gothroughthe instructionand put studentsinto pairs.Saythe
.::.er than the more direct Where'sthe station?,especially when
-. : k i n o
namesof a few streetsto familiarize studentswith the map
t n q tr2 n o crc
and do one or two examplesas a class.Monitor and help as
inSuaSe necessary,
encouragingstudentsto dictionariesto checknew
vocabulary.Givepronunciationpracticeas necessary.
-ocusgrammar openandclosed indirect questions: Canyou tellme/Doyou
knowiJ(orwhether)there'sa taxrranknearhere?, Canyou Extra help
tell me/Doyou knowwhereChapelStreetis? As you go overanswers,elicitdirectionphrasesthat canbe used
:ocuswords with eachone,e.g.an alley- along,down,up;a bridge- over,
alley,bridge,canal,dead-endstreet,ferry, monument,
pedestrian street,T-junction, zebra crossi
ng across;a canal- along.Studentssay a word and test a partner.
iocusphrases directions:carryon,continue along,goacross,
goalong,go Extra plus
straight keepleft,pass,
across, theothersideof,turnright, Practiseusing stressin namesof places.AskWhichof these
etc. wordsis not stressed whenyou saystreetnames?Road,Street,
?ecognition bandstand,baptised, birthplace,bowlingclub,chapel,coach or Lane?(Streetisn't stressed;
Laneand Roadare-)Model some
vocabulary terminal,grave,guide,lock(canal),
memorial,playwright, examplesto demonstrate: ChapelStreet,ChapelLane,Warwick
puttinggreen,route,trail,town council,various Road,HenleyStreet, BirminghamRoad,BridgeStreet, Mill Lane.
lecycled bridge,buried,busstop,carpark,chemist,church,coffee
anSuaSe shop,crossroads,destinatton,garden,hall,lrbrary,
market,
Read and follow directions
museum, postofice,restaurant, river,roundabout,school, !
shoppingcentre,site,taxi rank,theatre
In this section, students read information about a guided tour for
gist and detail.
inguage note
.lrrect questions can be either closedor open. A closedquestion, 3 Readthe question and set a short time limit of about three
. :- Is there a taxi ranh near here?is one which can be answered minutes to encourage students to read for gist.
: a few words (yes,no, or a short phrase).The answer to an open Peoplewho want to know more about the route of a tour of
, -.:stion, e.g. Where'sChapelStreet?is likely to contain more detail. famous places associatedwith William Shakespeare.

:nd product Go through the instructions and direct studentsto The

. Put it all together,students use two versions of the same map to
'-:.d information about various places.
Preparation
-:.eck the location of the places in exercise2 so you can help
,::dents with the activity. Take pencils and rubbers for students to
-'e for exercise4. Alternatively, you can copy the map and route
-:.io a transparency to give answers. Take dictionaries to class.
Warmer
!:'r the names of placesnear your school.Put studentsinto pairs
:: Cecidewhich direction phrasesthey would use to help someone
.-r.dthe place.
';:ite How to give and ask about directionson the board.
Shakespeare Trail on >>p.ro6. Ask students which words they
will focus on to do the activity (names of streets,places,and
directionphrases).Monitor and help as necessaryas students
continue the activity. Encouragestudents to use the pictures on
the map to help them guess new vocabulary.
Put students into pairs to compare. Show the route on a
transparency, ifyou have prepared one earlier (seePreparation)
or go through the tour information with the class.
Readthe instructlons and check students understand the
activity. Ask students to find the Holy Trinity Church on the
map. Readthe flrst part of the directions and ask students
to follow the route. Elicit the next instruction before putting
students into pairs to continue. Monitor and help as necessary
before putting students together with another pair to compare
their answers.
Extra plus
Ask students to find words and phrases with these meanings:
way or path (trail); another word for church (chapel);the place
where a building was or will be (site);continue (carry on); a place
wherea body is buried (grave).Students check answers in their
dictionaries.

Tt05
 C Listen and follow directions
In this section,studentslisten for key words in directions
conversations.
6 Go through the instructions and ask studentswhere they start
from and where they want to get to. (TouristInformation Centre,
Shakesp eare'sBirthplace)
In pairs, studentsunderline key words which helpedthem frnd
the place.Monitor and help as necessary.Checkanswers.
key words: door,right, keepleft, Bridgefoot,crossroads,
straight across,straight along,BridgeStreet,roundabout,
straightacross,two streets,left, HenleyStreet,right, up
Henley Street,past post oftce, library, house,right
7 nA.l Readthe instructions and items r-3. Ask studentsto listen
and find out where the peoplewant to go.Elicit or remind
studentsto focustheir listening on key words only and play
the audio.Pausethe audio after eachspeakerto give students
time to mark the place.Ask them to comparein pairs and play
the audio a secondtime, if necessary.Do not checkanswels at
this point as this will be donein exercise8.
Teaddng tip
Listeningto directionsis particularly diffcult for language
learnersas there is usually little redundancyin the text. You
could pausethe audio at points during eachconversation.
Chunking the text to allow studentsto processthe information
bit by bit can help maintain students'motivation.
8 Direct studentsto audio script llA.I on >>p.r5?to checktheir
answers.Point out how both speakersrepeatplacenamesto
checkunderstanding,and give information pieceby piece.
I the policestation 2 ButterflyFarm 3 the hospital
Extra help
Playthe audio again for studentsto read and listen. They take
turns and usethe audio script to practisethe conversations.
p Grammar indirect questions
Point out the sectionheading and elicit or explain that these
are a more polite way of asking somebodyto do something.
Direct studentsto the grammar box and elicit or explain the
differencebetween open and closedquestions(seeLanguage
note/.Readboth types of open and closedquestions,direct and
indirect questions,and focus on the differencein word order.
For closedquestions,point out that Canyou tell me and Do
you know canbe usedinterchangeably,and the use of fand
whether(whetheris usedwhen the expectedanswer might be
no).Readthe rules and elicit answers.
1 closed 2 indirect
10 Readthrough the instructions and point out or elicit that
questions1-4 are all direct questions.Direct studentsto look
again at the grammar box in exercise9 and elicit the answer
to the first question.
Monitor for accuracyas studentscontinuethe activity
individually. Ask for volunteersto give answersand the class
to say ifthey agreeor not beforeyou give feedback.
1 Canyou tell me .../ Do you know wherethe Royal
Shakespeare Theatreis? 2 Canyou tell me if/where .../ Do
you know if/whether there'sa bus stopnearhere? 3 Canyou
tell me .../ Do you know wherethe town hall is? 4 Canyou
tell me iflwhere .../ Do you know iflwhether there'sa
shoppingcentrenearhere?
n07 uA
Extra help
Usethe indirect questionsto do a backchaindrill. As a class,
studentsrepeateachword starting from the last one and
adding one word at a time until they saythe whol.equestion,
e.g.f rsSSrs T Streetrs55 Streetis T ChapelStreetls SSChapel
Sfreetn etc.
lxtra activity
Booksclosed.Ask the classdirect open and closedquestions
like those in exerciseto, for studentsto make them more polite
11 Readthe instructions and askfor two volunteersto readthe
exampleconversation.Remindthe classthat we useExcuse
me,...7to attract attention. Ask studentswhat they would do
if they didnt understandthe name of the placetheir partner
wants to go to. {Askfor repetition or repeatwhat they think the
speakersaidto askfor confrmation.)
Studentscontinue in pairs.Monitor and checkthat students'
instructions are clear and that both studentsunderstandeach
other.Give positivefeedbackwhere possible.Ask eachpair to
chooseone of their conversationsto act out for the class.
Extra plus
Ask studentsto make eye contactwhen they have their
conversations,and encouragethem to try to do them without
looking at the examples.
*+BCD Put it all together
12 Gothrough the instructions and put studentsinto A/B pairs
to look at their maps.Checkstudentsunderstandthat, for each
turn, they choosea number on the map as a starting point and
give studentstime to decidewhere they will start from for
eachone.
Studentperformance
Studentsshould be ableto ask for and give explanations.
You can use this checklistto monitor and give feedbackor to assess
students'performance.
Dostudents questions
useindirect polite?
to sound
exercise
11
Dostudentscheckandconfirminformation
when
necessarv?
exercise
11
Dostudents phrases
usedirections accurately?
exercise
l
v
I can give and ask about directions.
Studentstick on my own if they have askedabout and given
directionsto one or two placeswithout looking at the example
conversationin exerciserr for help.They tick with somehelpif they
lookedat exercisetr for help on two or more occasions.
Early fnishers
Studentstake turns to role play being a tourist askingfor
directionsto placesin their area.Alternatively,they can repeatthe
activity starting from diferent places.
Additionalmaterial
www.oup.com/elt/result
for extra practiceactivities
wwuoup.com/ eltlteacheilrcsult for extrateacherresources
How to talk about holiday accommodation

Orientation
f, Vocabularpr.describinghotiday
Context accommocatlon
-r this lesson,students practise usinghave something done to talk
about hotel services. Put studentsinto pairs. Gothrough the examplevocabulary
and checkmeaning.Seta time limit of about three minutes for
-he two advertisements describethe location, meals, activities, studentsto brainstorm vocabulary.Elicit suggestionsaround
:nd servicesavailable at two different hotels. The second the classand write any new vocabularyon the board.
:,lvertisement, FishHead 1nn,is a joke.
'.:. Readthrough the instructions.Direct studentsto
Accommodation adjectives,the phonetic transcriptions show Accommodationadjectiveson >>p.to8. Ask if the words are
:ronunciation which is not always obvious from the spelling. positive or negative.(Positive.)
Studentscontinue in pairs.
-anguage Put studentsinto groupsoffour to comparesuggestions. Elicit
Focus
grammar to havesomething suggestions for eachword and checkstudentsunderstand
done
the generalmeaning of the adjectives.Usethe phonetic
Preview haveto - obligation transcriptionson >>p.1o8and give extra pronunciationpractice
grammar as necessary.
Focus
words chefs,comfortoble,delicious,delightfuI,documents,efi crent,
perfect, comfortable(agood,physicalfeeling):chair,bathroom,sofa
elegant,
fnest,friendly,luxury,magnifcent,
qualifed,safe,service,
secluded, valuables delicious(a greattasteor smell):food,coffee delightful
(afeelingof happinessor enjoyment):food,people,room
Recognition words:abandoned, bufet, coralreefs,desolate,
appreciated, efficient(quickly,organized):
service,staff elegant(attractive
vocabulary greeted,ideal,nuclearpowerstation,rainforest,selection,
appearance): furniture, room,restaurant friendly: guests,
snorkeIIing, tempIe,terroce
phrases:
staff magnificent(beautiful,to be admired):gardens,hotel
drippingtaps,hangout,hotelgrounds, run-down,
servicewith a smile,wdcomecocktail,whitewaterraftinq
building secluded(quiet,away from people):hotel,building
Recycled words:ancientruins,attic,bring,church,cuisine,day-trip, Extra help
language fetch,forestpaths,guide,luggage,narrow,nationolpork, Checkstudentsunderstandthe adjectivesby usingthe brief
riding,pool,seoside wildlife,youth hostel
resort,sightseeing, definitions given above.
phrases:greasyfood
Srammar: comparatives;conditionals Teachingtip
If studentsare keepingvocabularynotebooks, suggestthey
language note write severaiexamplesof noun phrasesin which the same
l:ny words show people'semotions or feeling towards what the adjectiveis usedto describesimilar things.
:rd refers to. The vocabulary items in Accommodatlon adjecttves
. , have a positive connotation.
Read holiday accommodation adverts
lnd product !
':
Fut it all together,students describe accommodation to others in In this section, students read two holiday adverts for gist and
:.:ir group. They can use their notes. They decide which hotel they detail.
':uld like to visit.
Teaching tip
You can use the two texts as ajigsaw reading. Ask A students
?reparation to read Punta Paloma and Bs to read Fish Head lnn. Ask students
: =adthe Teachingtrp before exercise and decide if you would to make notes about the service,activities, and meals, using
3
,j.? to use the texts on >> p.ro8 for a jigsaw reading activity. Think their dictronaries to heip with vocabul.ary.Monitor and help as
.: :ut classroom organization for the group work in exercisesz and necessary.Put students into A/B pairs to do exercise7.
.: Take dictionaries to class.
3 Direct students to Punta Paloma Resorton >> p.ro8. Readthe
introduction and check vocabulary. Ask students to underline
Warmer words which helped them decide on the title. Check answers.
,.::tethe words holidaysand tourism on the board. Elicit the
2 meals 3 activities 4 service 5 summary
-.ierence and put students into groups to talk about the types
.,-:Lacesthey stay in and the things they do on holiday or when 4 Do questions 1-2 as a class.Cuide students to the answer, if
'-:y visit foreign places.Ask for voiunteers to tell others about any necessary,by giving different options, e.g.question 1, suggest a
:eresting or different hoiiday or travel experiences. worker or a guest; question z, suggest entertain or inform.
,.:.1eHow to talk about holidav accommodationon the board. Read question 3 and elicit one or two examples to check
students understand. Put students into pairs and monitor
and heip as students continue. Nominate different students
to give examples, encouraging them to use the vocabulary in
Accommodation adjectives.
1 a guest 2 to inform 3 magniflcent, service with a smile,
welcome cocktail, secluded,delicious, elegant, delightful,
exotic, friendly, efficient, ready to help in any way, enjoy, ideal

T108
 Direct studentsto FishHead Inn on >>p.to8 and set a short
time limit for studentsto readfor gist. Elicit suggestions.
The location in the photo doesn'tlook attractive, nobody
would chooseto stay here for a holiday.The placedoesn't
sound attractive, it soundsdiftcult to get to, the location
is not nice,the food is boring,the servicedoesn'tsound
friendly, there'snothing to do,the weather doesn'tsoundgood.
Go through the instructions and the example.Make sure
studentsunderstand w}:ryonlyfour hoursfrom Manchesteris
bad. (Thehotel isn't within easyreachof the airport) Monitor and
help, encouragingstudentsto guessthe meaning of unknown
words and phrases.To checkanswers,go through each
paragraphand ask for volunteersto readphrasesor sentences.
Exampleanswers
paragraphl: You'll have to carry your own bagsup ...
paragraph 2: If you don't like it, there'sa flsh and chip shop
just down the road. paragraph3: There'svery Iittle to do
during your stay ... paragraph4: ...don't expectany help
from the hotel staff.
Put studentsinto pairs and read the example.Encouragethem
to use vocabulary in Accommodationadjectives. Monitor and
give positive feedbackfor interesting comparisons.Ask each
pair to give one comparison.
?
rb
Grammar to have somethingd,one
8 Direct studentsto the pictures and askthem to match them
with sentencesr and z. Go through the rule as a class.Copythe
sentenceI had my photo taken.onlo the board,and elicit the
namesfor the following parts of the structure:the infinitive
have,the noun, and the past participle. Point out that the
subjectofthe sentenceis Iand the sentencecontains no
information about who did the activity.
1b 2a Rule:subject+have+ object+pastparticiple
9 Readthe instructions and elicit or explain that sth is the
dictionary abbreviationfor something.Direct studentsto Punta
PalomaResortto completethe activity. Monitor and help as
students completethe activity individually, directing them
to the Inegular verbson >>p.48 and information in their
dictionariesif they needto checkpast participles.
Studentscomparein pairs beforeyou checkanswers.
have your dinner/drinks served;have breakfastbrought;
haveyour phototaken;haveyour hair cut and styled;
haveyour clotheswashedand ironed;haveinternational
newspapersbrought
10 Direct students to look at the advert for TheHotel Paris and
checkvocabulary.Ask them to look at the nouns in eachline
and the verbswhich follow. Elicit or point out that the sentence
halves are mixed up.
Do one or two examplesto demonstratethat studentsmust
think about the nouns and verbs to do the activity. Monitor
and help as studentscontinue individually. To checkanswers,
say a number for studentsto saythe whole sentence.
2h 3a 4f 59 6 d 7e 8b
lrtra help
Testa partner. StudentA saysa number, StudentsB saysthe
sentence.Studentsthen swap roles.
11 Ask studentsto read sentencesr-5 and checkvocabulary.Go
through the example and elicit or explain that the subjectof
the verb (builders)is omitted from the havesomethingdone
sentence.Monitor and checkfor accuracyas students continue
individually. Nominate studentsto give answers.
T109 ltD
2 I have my car servicedoncea year. 3 I had my backteeth
taken out when I was a child. 4I had my breakfastbrought
to my room. 5 I'm goingto have my computerrepaired.
Extra help
Studentssay sentencesr-5 in the past and with going to future
p tistenfordetail
In this section,studentslisten to a conversationfor gist and detail.
12 118.1 Readthe instructions and play the audio.Ask a volunteer
for the answer and checkthe classagrees.PIaythe audio a
secondtime if necessary.
Becauseshestayedthere last year.
13 Put studentsinto pairs and read questionsr-3. Tell studentsto
Iook at the text to underline words and phrasesas they hear
them. Playthe audio.Studentscompareanswersin pairs. PIay
the audio again if necessary.Direct studentsto audio script
llB.'l on >>p.158to checkparts of the text they have underlined
and ask for volunteersto answer questionsz and 3.
1 Caribbeancoast,rainforest,nationalpark,secludedcabins,
cuisine,garden,breakfast,the pool,the staff,having clothes
washed 2 There'snothing to do during the day. 3 Probably
not.
14 Readthe instructions and put studentsinto pairs to plan a
similar conversationfor the FishHead Inn They can use the
topics from TheHotel Parisin exercisero. Monitor and give
positive feedbackas studentshave their conversations.Ask for
volunteersto have their conversationsfor the class.
BCD Put it all together
15 Go through the instructions and monitor and help students
with ideasif necessary.Remind studentsto use the vocabulary
in Accommodationadjectives. Give them time to rehearse.
16 Put studentsinto small groupsto describetheir
accommodation.At the end of the activity, ask for volunteerstc
tell the classabout the best and worst place.
Student performance
Studentsshould be ableto give a short description.
You canbse this checklistto monitor and give feedbackor to assess
students'performance.
talkaboutallthetooics?
Dostudents 14
exercise
Dostudentsusetohavesomethingdoneappropriately?
exercise
l4
usea varietv
Dostudents of adiectives?
exercise
2
I can talk about holiday accommodation.
Studentstick on my own if they have done the activity using their
notes.They tick with somehelpif they looked at Accommodation
adjectivesonceor twice.
Early firrishers
In pairs, studentsgive their descriptionswithout using their notes
Their partner ticks the topics in exercisero they talk about.
Additionalmaterial
for extrapracticeactivities
www.oup.com/elt/result
www.oup.comleltlteache{resultfor extrateacherresources
How to give health advice

Orientation Vocabulary health

I
iontext
Readquestions 1 and 2 and check vocabulary. Monitor and join
-:. this lesson,students practise using modal verbs to give advice. in students'conversationsas they discussin pairs,encouraging
,:.e leaflet, Health Precautionson >> p.11o,lists the types of health- them to give details.Bring the classtogetherand askfor
::-ated questions people should think about before they travel. volunteersto report their answers.
- rese are illustrated in photos r-8. Direct studentsto HealthPrecautionson >>p.uo. Ask students
-sk
the doctor is a website advice page. Dr Sharma answers what type of document it is. A letfer, an information leaflet,or
i:acey's questions and gives detailed advice. He uses the generic a newspaperarticle?(An informationleaflet) Readthe questions
,:u, which is typical in tips and advice.The doctor does not mean and set a short time limit for students to read quickly for gist,
--:.atthese things apply only to Tracey, but to people in general. ignoring new vocabulary at this stage.Ask for a volunteer to
suggestan answer and seeif the classagrees.Do not correctfor
lnguage
accuracyat this stage,but help studentsget their ideasacross.
Focus
glammal haveto, needto,should,oughtto
Waysto avoid future problemsand dangers.
Focus
words certifcates,
emergency,frst
oidkit,injections,
insect
repellent,
medicol
insurance,
mosquito net,pilk,sunblock, lxtra hdp
tapwater,vaccinotion If studentsare finding this diffcult, write thesealternativeson
Recognition words:cough,disinfectont,fl u,germs,ideally,mouthwash, the board:waysto avoidfutureproblemsand dangers;problems
rocabulary precautions,steam,ttssues,throat,travellers'
cheques,troy you havewhenyou travel; thingsyou shoulddo tf you get ill and
toble askthem to choosethe most appropriateanswer.
phrases:in advance,cotcha cold,get up ondgo,health risk,
loseswoter,100timesmorechonce
Direct studentsto photos1-8 on >>p.rro and askthem to find
the namesfor the items.Usethe exampleto show that the
Etammar:conditionals
words they need are in bold in HeakhPrecautions.To check
Recycled words:busy,cancel,
cash, documents, guide
foce,Jlight, answers,saythe photo number for the classto saythe answers.
language books,
luggage,mosk, meals, possengers,
possport,
rules,
snqcKs,
vtrus 2 sun block 3 tap water 4 (malaria)pills 5 injections;
phrases: little,probably
a lotof,less, vaccinationcertificates 6 insectrepellent 7 first aid kit
Pronunciation mainsentence
stressl1C.l 8 emergency
Discourse linkers:
a/so,
and,because,
but,fnally,however,
so Readthe instructions and put studentsinto pairs to exchange
information. Tell studentsto give details about the type of
ind product place,e.g.seaside,mountains, and the seasonof travel. Monitor
:. Put it all together,
studentsdiscussstatementsaboutdifferent and encouragestudents to say why. Ask for examples.
'::itudes and ways of preparingto travel.Theywork with a lrtre hdp
:-ferent partneror group,describingthe type of holidaythey have Testa partner. StudentA saysa photo number,StudentB says
:.anned,and askfor advice. what it is. Studentsswap roles.
$ttra plus
Preparation Studentsusethe photosto test eachother on the vocabulary
:;.miliarize yourself with the two stages of Travel advice on from memory.
,) p.132so you can help students as necessaryin exercise16.Think
.:cut classroom organization for both stagesof the activity for Put
: tll together. Take dictionaries to class. Pronunciation the main stressin a
sentence
Warmer
t;:Ite What kind of travellerareyou? on the board. Ask students to llC.l Direct studentsto the questionsin HealthPrecautionsand
:.:r the following descriptions of types of travellers in order: I don't readthe instructions.Playthe audio and pausefor studentsto
repeatthe questions.Give extra practiceas necessary.
-'zpare for holidays in advance.I always get travel insurance before I
-ivel. I always visit a health centre before I go to exotic countries. Put Tcaching tip
r::dents into pairs or small groups to compare their list and ask for The whole word or compoundnoun is in bold rather than just
.':.unteersto explain their order to the class.Encouragestudents to
the stressedsyllable.This is becauseanalysing syllablestress
:;pond to each other's statements, saying if they agree or disagree herewould distract attention from main sentencestress.
.:.J why and why not.
',:ite How to aive health advice on the board. Readitems r-3 and checkunderstanding.Ask studentsto
look at photo r and the correspondingprecautioninHealth
Precautions.Guide students to the answer items r-3 for Should
you carry a mosquito netl Monitor and help as students
continue answeringthe questionsfor eachprecaution.Check
answers.Play audio script llC.l again if necessary.
I FaIS e. I l rue. J l rue

n10
 7 Readthe instructions and questionsr-4. Check
11C.2
vocabulary.Monitor and help as studentscontinueindividually,
beforeplaying the audio to checkanswers.Playthe audio
a secondtime for studentsto repeat.Giveextra practiceif
necessary.
1 passport 2 documents 3 guidebooks 4 travellers'cheques
8 Put studentsinto pairs to do the activity. Monitor for accurate
sentencestressand give positivefeedback.
Readfor the main points
e
U about strong obligation.
In this section,studentsreada websitearticle for the main points
and detail.
9 Readthe questionsand put studentsinto pairs to discuss.
Monitor and encouragestudentsto give examples.Ask
volunteersto tell the class.
1O Direct studentsto Ask the doctoron >>p.rlo. Ask WhoSwriting?
(TraceyWilliams) Who's shewriting to| (Dr Sharma.)Why?(She
wantsadvice.)
Readthe instructions and set a short time limit for students
to scanthe doctor'sanswer to find the two reasons.Encourage
studentsto guessthe meaning of new vocabularyas they read.
Elicit answersaround the class.
The air is very dry and you can catch a cold more easily.
Thereare lots of peoplesitting closetogether.
11 Readsummariesa-c. Direct studentsto Ask the docforand ask
them to readit again to choosethe best summary.Ask about
eachalternative and elicit someexamplesof what peoplecan
do to make flying more healthy.
b Youcan drink water,wash your hands,cleanyour mouth,
wear a facemask.
12 Direct studentsto the table and go through the information
in eachcolumn to checkvocabulary.Studentscontinuethe
activity individually. Encouragethem to usetheir dictionaries.
Monitor and help as necessary.Put studentsinto pairs to
comparebeforecheckingErnswers as a class.
washing your hands: catchcold from touching, getting out
of your seat using a mouthwash: kill germs,going to the
bathroom,hand luggagerules wearing a mask: stop germs,
Iook funny
lxtra activity
Ask for volunteersto tell the classabout a time thev or
someonethey know was ill after a flight.
p Grammar have to, need to, should,,ought to
l3 Readthe instructions and ask studentsto read sentencesr-8.
Checkvocabulary.Gothrough the examplewith the classto
demonstratethe activity, pointing out the verbsin the heading.
Monitor and help as necessary. Ask for volunteersto give
answersand seeif the classagrees.
2 I neededto relax. 3 Youdont needto cancelyour next
holiday. 4... you shoulddrink... 5 ...you shouldn'tdrink
coffee... 6 ...you oughtto wash ... 7 you will needto go ...
8 you shouldn'tpasson ...
t4 Gothrough the instructions and put studentsinto pairs to
answer the questions.Go over the answersto eachof the
questionsas you work through the activities.
For questionr, item a, guide studentsto the answersto item z
and 6 in exerciser3.Ask them to flnd other examplesof need
T111llc
to and ought to and other examplesin Ask the doctor.For item
b, guide studentsto item r and 5 in exerciser3 and repeatthe
activity. Monitor and help as studentscontinuethe activity.
For questionz, go through the exampleand ask studentsto
continue in pairs.For question3, checkstudentsunderstand
the questionand monitor and help as necessary.
1.a needto is usedto talk aboutsomethingyou want or you
think is necessary;oughtto is usedwhen we want to explaln
the corrector bestthing to do,what is right or appropriate.
7 b haveto is usedto expressan obligation(or not) to do
something;shouldn'tis usedto give strongadviceor talk
2 b Youdon'tneedto ... c Youshouldnt ...
3 need- needed(needcanbe a full or modalverb)
15 Ask studentsto read items r-6 and checkvocabulary.Go
through the exampleto demonstratethe activity. Monitor and
checkfor accuracyas studentscontinue individually. Nominate
studentsto give answersand monitor for correctsentence
stress.Elicit reasonsas you checkanswers.
2 You don't needto print your ticket. 3 Youought to buy a
guide book. 4 You shouldn'tcarry lots of cash. 5 Youhave to
take your passport. 6 Youdon'thaveto take a lot of luggage.
lxtra help
Put studentsinto pairs to decidea country or placeto travel to
They ask and give eachother adviceusing the words in bold in
HealthPrecautionsand the travel tips in exerciser5.
Extra plus
Put studentsinto pairs to think about advicethey would give
to a personwho is goingciimbingin the AIps;to be a volunteel
in Africa;campingin Scotland;who thinks they'regetting'flu.
3CD Put it all together
15 Direct studentsto Traveladviceon >>p.132and go through
statementsr-5 to checkvocabulary.Ask studentsto tick the
statementsthey agreewith beforediscussingin small groups.
Readthe instructions for the secondpart ofthe activity and
tell studentsto choosetwo holidays.Studentswork with a
different partner or groupto ask for and give advice.
Student performance
Studentsrhould be ableto make short statementsand support
them with reasons.
Youcan use this checklistto monitor and give feedbackor to assess
students'performance.
usea variety
Dostudents of modal
verbs?
exercise
15
tryto usemainsentence
Dostudents stress?
exercise
8
I can give health advice.
Studentstick on my own if they have given two or three piecesof
advicewithout looking at HealthPrecautions. Theytick with some
help if they have looked at Health Precautionsonce or twice.
Early trnishers
Studentsrepeatthe activity for a different holiday.
Additionalmaterial
for extrapractice
wwwoup.com/elt/result activities
www.oup.com for extrateacherresources
/elt/teacher/result
How to give extra information

Orientation
1[ Vocabulary travel problemg,:
lontext
Direct studentsto pictures t-6 in Travelproblemson >>p.112.
-:. this lesson,students practise talking about journeys using non- Ask them to describethem usingthe verbsand nounsin the
::fi ning relative clauses.
vocabularypanel.Gothrough the exampleto demonstratethe
'avelproblems gives common verb phrases using run out, activity and monitor and help as necessary.Ask for volunteers
-'.tss,lose,get, and have.The phrases related to car journeys are to give answersand checkthe classagrees.
...ustratedin pictures r-6.
2 get lost 3 get stoppedfor speeding 4 losewallet
- re photos in A Terriblelourney tell the story of a difficult journey 5 missyour plane 6 havea breakdown
=r.dprovide additional information about the people,the places,
::.e weather, and the problems. Readthe questionsand direct studentsto Travelproblemsto
decidewhich phrasesare connectedwith car travei. Monitor
-anguage and helpwith vocabularyas necessary.
Focus
grammar non-def ning relativeclauses Ask studentsto tell their partners about their car travel
Focus
phrases get lost,get stoppedfor speeding,
get stuck,havean accident, experiences.Monitor and comment on students'anecdotes.
havea breakdown, haveaJlat tyre,loseyour way,missyour Nominate studentsor ask for volunteersto tell their storiesto
turning,run out of petrol,etc. the class.
Recognition words:shortbread(biscuits),
spare(extra),unfair car travel problems:run out of petrol,missyour turning, lose
vocabulary phrases:
in themiddleof nowhere, stolenvehicle report, your way, get lost,get stuck,get stoppedfor speeding,havea
no-parkinazone flat tyre, havea breakdown,havean accident
Recycled annoying,bustickets,cold,Jlatmate,lD card,membershi
p
anguage card,mobilephone,receipt,setoff,youth hostel
Extra actlvity
Testa partner.StudentA saysa noun and StudentB saysthe
Pronunciation non-defi
ninsrelative 11D.2
clauses
completephrase.
:nd product
'..
. Put it all together,students use their notes to tell others in a
! tisten for factual information
.::up about a bad journey they have had. They can ask for help
'.':th words they can't remember, based on audlo script 11D.1. In this section, students listen to a conversation for specific
information and detail.
Preparation Teaching tip
::ad the Teachingtip and familiarize yourself with audro script As an alternative to exercise3, ask students to look at the pictures
').1 if you want to do the alternative activity for exercise Think and ask you questions to find out about the story using the topic
3.
.: cut classroom organization for the group work in Put it all words in exercise3. You can only answer yes or no, e.g.S Was
- tether, exerciser5. Duncan the driver?T Yes.he was.

Direct students to A TerribleJourney on >> p.1r2 and the four

Warmer
.;l students into smali groups and set a short time limit of about
:.ree minutes for them to brainstorm the types of problems people
.n have when they travel by car. Elicit suggestionsand write
-.3m on the board.
',-:lte who, where, what, when, why, and how on the board and ask
: idents to tell each other if thev or someone thev know has had
.:.y of the problems.
'.':ite How to give extra information on the board.
topics. Demonstrate the activity by asking students to use
the pictures to find out the places involved (Edinburgh,Perth,
Stirling).
Put students into pairs to continue writing notes for the
remaining topics. Monitor and help as necessary.Nominate
students to give answers and ask them to say the number of
the picture in which they found the information.
people: Duncan McDonald, Feliks Nowak weather: wet
problems: ran out of petrol, petrol on coat, parking ticket,
mobile phone flat, car stolen, cold
11D.1Tell students that they will listen to Feliks telling his
friend Fiona about what happened. Ask them to tick the words
they hear in their notes in exercise3. Play the audio, pausing
occasionally to give students time to remember what they
heard and tick the words.
Read the instructions and play the audio, pausing occasionally
to give students time to make notes. Play the audio a second
time if necessary.Elicit answers around the class.

T112
 Edinburgh: Iived there, with friend The Highlands: drove
there,stayedin youth hostel,it rained,decidedto go home
Perth: ran out of petrol, walked to the petrol station, got wet,
got petrol on coat,got a parking fine Stirling: stoppedat a
servicestation,had somethingto eat,car stolen,walked to
phone box to cali the police,f,lled in a report, caught the bus
home
Go through the instructions and direct studentsto audio script
'11D.1
on >>p.r58.Do the first item together to demonstratethe
activity. Elicit answersaround the classand write them on
the board.Elicit or point out that although Feliksdoesnt know
the words, he doesnt stop speaking.He finds another way of
explaining what he means and asksfor help by asking How do
you say ...?Point out how Fionahelps leliks, and Feliksrepeats
the phraseto show he'sunderstood.
t how do you say ...the petrol finished 2 how do you say ...
not there 3 had no power ...ehm
Readthe instructions and ask for or nominate a volunteer to
do the first item with you to demonstratethe activity. Ask
studentsto read sentencesz-4and checkvocabulary.Put
studentsinto pairs to continue the activity and monitor and
checkstudents ask and give help. Give positive feedback.
clauses
C Grammar non-defining relative
8 Direct studentsto the grammar box, and say eachof the
sentencesin turn. Ask Which sentence describesthe time
by explainingwhat was happening?(a ...whenI was living in
Scotland.),andWhich sentencegives the exad time? (bfour years
ago).Readquestionsr-3 and elicit or explain answersas a class.
1 a when (that)I was living in Scotland;b 2 b
3 non-deflning
fanguage note
If a non-defining clauseis in the middle of a sentence,use
commasbefore and after it.
9 Direct studentsto the relative pronouns and ask what they
are used to describe (where= place, which = thing, whose=
what a person owns,when = time, who = person).Point out
that these are the types of things that peopleoften needto
define by giving extra information. Go through the example
to demonstratethat the pronoun usually relatesto the type of
information beforeit (Edinburgh= place= where).
Ask studentsto read sentencesz-5 and checkvocabulary as
necessary.Monitor and help as students continue individually.
Ask for volunteersto give answers and to read out the complete
sentence.Checkthe classagreesbeforegiving feedback.
2 when 3 who 4 which 5 whose
10 11D.2Direct studentsto the pairs of sentencesin the
pronunciation box and checkvocabulary as necessary.Go
through the first pair and elicit or explain the difference
between A and B. (In A, the tyre which was flat identifieswhich
of thefour tyreswaschanged.In4 the tyre, which was flat gives
extra infomvtion about the tyre (why it was changed)
Ask studentsto listen to the first two sentencesand say what
differencethey hear.Playthe audio and elicit or explain
that there is a pauseafter the comma in a non-defining
relative clause.Play the audio from the beginning, pausing
at the end of eachsentencefor studentsto repeat.Give extra
pronunciation practiceas necessary.
T113llD
lxtra help
Saythe sentencesin the audio script, leaving a slightly longer
pausebeforethe comma precedingthe non-defining clause,tc
help studentshear the difference.Repeatexerciseto.
lxtra activity
on >>p.r58and put them
Direct studentsto audio script 11D.2
into pairs to test a partner.
Ask studentsto read the information about Feliksand check
vocabulary as necessary.Ask studentsto read sentencesr-5
and say who the writer is. (Duncan)
Go through the exampleto demonstratethe activity. Monitor
and help as necessaryas students continue individually. Ask
for volunteersto give answers and checkthe classagrees
before giving feedback.
2 ...where he works as a nurse. 3 ...when he comesto
Edinburgh.4 ...which he bought Iast month. 5 ...who Iive by
the seaside.
Go through the instructions and direct studentsto A Terrible
loumey. Studentscontinue the activity in pairs. Remind them
to help eachother with vocabulary if they canlt remembera
word or phrase.Monitor and give positive feedback.
.tBC Put it all together
13 Readthe instructions and suggeststudentsinvent a story
relating to someof the pictures in Travelproblemsand the
notes from the Warmerif they can't think of one.Monitor and
checkthey make notes on all the topics.
14 Go through the instructions and exampleto demonstrate
the activity. Direct studentsto exercise9 for further help if
necessary.
15 Put students into small groupsto tell their story. Remind therr
to ask for help when they can't think of a word.
Student performance
Studentsshould be ableto tell a detailed narrative.
You can use this checklistto monitor and give feedbackor to asses
students'performance.
giveextrainformation?
Dostudents exercise
ii
askforandgivehelpwhennecessary?
Dostudents 7
exercise
I can give extra information.
Studentstick on my own if they have told their story using their
notes.They tick with somehelpif they have lookedat the gramma:
box in exercise8 occasionallyfor help.
Early finfuhers
Studentstell their storiesagain without using their notes.
Additionalmaterial
www.oup.com/elt/resultfor extra practiceactivities
www.oup.com/eltlteacher/resultfor extrateacherresources
Orientation where:Crete,west transport:bus,ferry need:goodshoes,
sun hat, food do: swim, picnic problems:crowded
Context and Language
see:abandonedvillage,walls of rock
-:i this lesson, students analyse paragraph organization and text
:uilding words to order events and contrast ideas. Gothrough the instructions and tips r-5 with the class.
.4.travel recommendation is an illustrated website about the Greek
Studentsdo the activity individually. Monitor and help by
of Crete.
directing studentsto different parts of the mind map as
-land necessary. Put studentsinto pairs to compareideasand to
wotds:beoch, coost, crowded, guidebooks,
enormous,ferry, explain why they think the tips are not good.Checkanswers
island,mountains, poth,picnics,sunhat,transport,
villoge, as a class.
walkingshoes, west,wildlife 3 If you write a iist of ideasfirst you might forgetsomethings
grammar: modals (need to,don'tneedto,oughtto);non- you want to include. 5 Goodhandwriting isn't necessary as
definingrelativeclauses
the map if only for the writer to use.
words:excursion, recommendation, rucksack,
spectacular,
springs Extra activity
phrases:abandoned village,clearlymorked,
halfwayolong, Ask studentsto matchthe main wordsin the mind map to the
headofthegorge, massive wallsof rock,nanowgap, paragraphsin A travel recommendation.
organizedtours,tiredlegs
Readthe instructions and checkstudentsunderstandexcursion.
frst of all,then,afterthat,fnolly,unfortunotely,
however
Put studentsinto pairs to draw their mind maps and remind
them to follow the tips in exercise5.
Endproduct
-n Put it all together,studentswrite a recommendationfollowing Extra activity
-cgicalparagraphorganizationand using a mind map. They swap Put pairs of studentstogetherto comparemind maps.
-vriting and checkhow easythe recommendationis to follow.

Warmer AB Put it all together

lell studentsto imagine that they are on holiday but they dont 7 Readthe instructions and checkstudentsunderstand.Remind
<now what there is to do. In pairs,studentsdecidehow they could them to think about topics and paragraphs.They dont have to
aetmore information. Pairsof studentscompareideas. use all the information in their mind maps.
.VriteHow to write a websiterecommendation on the board. 8 Go through the instructions and ask studentsto swap their
recommendationswith a different partner. Studentsread each
other'srecommendationand tell their partner if it was easyto
Read for general information read and gavethem sufficientinformation.
f,
Studentperformance
-n this section,studentsstudy paragraphorganizationand detail
:n a websitearticle. Studentsshouldbe ableto producea logically-organized
recommendation.
I Gothrough the instructions and checkvocabularyas
necessary.Put studentsinto pairs to discussthe question.Ask Youcan usethis checklistto monitor and give feedbackor to assess
for volunteersto tell the classabout the ways they decideon students'performance.
holidayplacesto visit.
Content Havestudentsincludedsuffcientinformation
for theirreader?
Readthe instructions and questionsa-d and checkvocabulary.
Ask studentshow they are going to readto flnd the answers. OrganirationHavestudents theirparagraphs
organized logically?
(Usethe key wordsin questionsa-d and eachof theparagraphs.) D{'cs Have
students to helptheirreader?
ideas
usedtext-building
Do the first item as a class,asking studentsto guessthe
meaningsof important new vocabulary.
I can write a website recommendation.
Studentscontinue individually. Ask for volunteersto give Studentstick on my own if their recommendationfollows the
answersand checkstudentsagreebeforegiving feedback. paragraphorder in exercisez, and they have usedtext-building
a2 bl c 4 d3 ideas.They can tick with somehelpif they have iookedoccasionally
at exercises z and 3.
Readthe instructions and questionsand checkvocabulary.
Direct studentsbackto exercisez. In pairs, studentscontinue. Early finishers
Elicit answersas a classand checkstudentsagreebefore Studentsreviewtheir recommendations and underiineany
giving feedback.Ask studentsto underline the words in the informationthev would add or cut.
paragraphs.
group1:What will I be ableto seeand do?(d)
group 2: Are there any problems(c) Additionalmaterial
www.oup.com/elt/result for extra practiceactivities

! Brainstorm ideas www.oup.com/elt/teacher/resultfor extra teacherresources

4 Readthe instructions and direct studentsto the mind map.

StudentsreadA travel recommendation carefully and do the
activity. Put studentsinto pairs to compareanswers.To check
answersas a class,go through eachof the words radiating
from the topic, in a clockwisedirection.
Ask studentswhv the writer didn't include all the information.

lll T114
 Warmer
Remember the situations
Write lessonsA-D How to titles on the board:A ...give and ask
about directions,B ... talk about holidayaccommodation,C ...give
healthadvice,D ...give extra information.Saysentencesr-ro below
for studentsto call out the lessonletter.
t Youshouldn'tdrink a lot of cofree.z Canyou teII me whereChapel
Streetis? 3 Haveyour breakfastbroughtto your room. 4 Youought
to washyour handsbeforeeating meals.5 Do you know whereM1II
Lane is? 6 It wasfive yearsaga,whenI was living in Scotland.7 Have
your valuablesput in the hotelsafe. 8 Theystoppedthe driver,who
wasspeeding.9 Haveyour clotheswashedand ironedovernight.
to Canyou teIIme whetherthere'sa taxi rank near here?
1 C 2A 3B 4C 5 A 6 D 7B 8D 9B 10A
1[ Grammar
I Indirect questions 11Aexercise9
Warm-up: Booksclosed.Copythe words for item r onto the board
for studentsto do in pairs.
Set-up:Remind students to add the question mark at the end of
each question.
2 Do you know where platform four is?
3 Canyou tell me if there'sa bank near here?
4 Do you know whether the shopsare opentomorrow?
Follow-up:Studentswrite four more jumbled sentencesfor
questionsabout placesnear their school.They swap with another
student. They write the questionsand answersand return papers.
2 to have somethingdone 118exercise8
Warm-up: Booksclosed.Ask studentsto write down the things
that they rememberabout what you can have done at the Hotel
Paris.Studentscomparein pairs before checkingon >) p.1o9
exercisero.
Set-up:Do the exampleas a classand checkstudentsunderstand
why the verb form (haven't+ had)is in the past tense.
2 have my hair cut 3 having my photographtaken
4 to have my nails cut 5 had my breakfastserved
Follow-up:Studentschangethe sentenceswhich are true for them
They readtheir sentencesin small groupsfor the others to guess
the false sentence.
3 have to, need to, should.,ought to llC exercise13
Warm-up:Ask studentsto think about the type of things they have
to, needto, should,and ought to do beforemaking a trip to Ethiopia.
Set-up:Go through the example as a class.
2 have 3 have 4 should 5 need 6 should 7 ought
Follow-up:Studentswrite fi.vethings peoplehaveto, needto, should,
and ought to do when travelling to their country.
4 Non-defining relative clauses lLD exercise8
Warm-up:Write the following words on the board: Tbrkey,was,as,
I, where,working, a, in met, Annie,teacher.Students put the words in
order to make a sentence.
Set-up:Ask studentsto checktheir answer to the jumbled sentence
activity.
T115nll
2 I shareda flat with John,who was from Portsmouth.
3 We lived in lzmir, which is on the west coastof Turkey.
4 I left Ttrrkeytwo years later, when my contract finished.
Follow-up:Studentswrite four sentencesabout themselvesand
swap with a partner. They ask each other for more information
and then rewrite the sentencesusing non-defining relative clauses
Vocabulary
!
5 The street 11Aexercise2
Warm-up: Draw a simple plan of a placenear to where you are
now on the board.Elicit directions from the class.
Set-up:Checkstudents understandthe symbols on the map.
2 bridge 3 canal 4 path 5 park 6 rank
7 roads 8 street 9 roundabout
Follow-up:Ask students,in pairs,to draw an imaginary plan of a
very small town. They should mark the tourist information offce,
and the names of five other places.They swap with another pair
and ask for and give directionsto the placesmarked on their maps
6 Describing holiday accommodation 118exercise2
Warm-up: Tell studentsto imagine that they stayedin a fantastic
hotel last month. Seta short time limit for them to write
adjectivesthey could use to describeit to a friend. Direct them to
Accommodationadjectiveson >>p.1o8to check.
Set-up:Ask studentsto readthe nouns in the secondcolumn and
checkvocabulary as necessary.
3b 4h 5a 6c 7f 8e
Follow-up:In pairs, students make a similar exercisefor another
pair, basedon FishHead Inn on >>p.ro8.
7 Health and travel l1Cexercise3
Warm-up: Studentswrite a list of all the things they have to do
beforethey go on holiday to an exotic place.
Set-up:Do the examplewith the class.
medicalinsurance tap water localfoods sun block flrst aid
kit insectrepellent mosquitonet
Follow-up:Studentswrite five piecesof advice as True/False
sentencesfor a placethey know. Their partner readsthem and
guessesthefalse fact.
8 Travel problems llD exercise1
Warm-up:Write the following verbs on the board: run out, miss,
Iose,get, and have.Set a short time limit for studentsto write
phrasesassociatedwith travel problems.Direct them to >>p.rrz
to compare.
Set-up:Ask studentsto readthe passageand say what tense the
verbs should be in. (Thepast)
2 missed 3 ran out 4 got 5 missed 6 lost
Follow-up:In pairs, studentswrite a similar gap-fill exerciseand
swap with another pair.
Early finlshers
Studentswrite five sentencesusing the verb phrasesassociated
with travel problemson >>p.r12.They write a translation of eaci^.
sentence.
How to explain your point of view
. r
*-. : :a';,-,1
'-- l -,l
_ :i :::: :

Orientation Readand follow

I
lontext
In this section,studentsuse key words to focus on the actionsof
,:. this lesson,students practise using linkers to express causes, the main charactersin a story.
::sults, and purposes of actions.
I Direct studentsto the photoson >>p.rr6 and elicit suggestions
1e two illustrated stories were both written by Nigerian authors. of what the storiesmight be about.Write ideason the board
- rey tell the tales of how one person was judged to have been and check any new vocabulary as necessary.Do not comment
-rnecessarily wronged by another. Both stories end with a moral. on answersat this stage.
Culture note 2 Put studentsinto A/B pairs.Readthe instructions and check
::,glish speakerstend to stretch sounds in words to keep the floor vocabularyin the story titles. Monitor and help as necessary.
'.'henthey speak.Doing this gives them time to think and signals Checkanswersas a class.
::.at they haven't finished speaking. Everyone involved in the same
The BreadSeller'sTrick: breadseller,meat seller,other sellers
,:nversation respectsthis convention, and they would be unlikely
The Smellof Soup:poorwoman,rich woman,chief
:: interrupt the speaker.This convention might be different for
.:eakers of other languages.(SeePronunciationbeiow.) 3 Direct studentsto the box and checkvocabulary.Go through
the instructions and direct studentsto the box to completethe
ianguage
information about the story they read.Encouragestudentsto
Focusgrammar because,(inorder) to,so checkimportant vocabularyin their dictionariesand monitor
and help as necessary.
focusphrases opinion phrases
: I think...,I don'tthink...,Tome..., ln my
opinion.... Extra hdp
Recognition words:afford,basket, belong, bushes,deserve,
dishonest, Put studentswho have readthe samestoriesinto pairs to
vocabulary moral,ploce,
hiding, punish, selfsh,
seller,
shadow,stick, compareanswers.
support 4 Ask studentsto usetheir notesto tell their partner about the
phrases:identifcation collar,wondered story they read.Remindthem that they can askfor clarification
Recycled words:ongry,check,complain,download,email,hungry, or spellingbeforethey write the notesin the box. Ask students
language lazy,market,neighbours, povement,private,rubbishbin, to comparetheir information at the end of the activity before
smell,steol,stupid,tap water,trick,valuable,videocamero, you go over answers.
villoge
phrases: wireIessinternetconnection The BreadSeller'sTrick
linkers:after that,fnally, however 2ndwoman: meat seller 2nd woman'saction:took somebread
Pronunciation keepingyourturn
12A.3 lst woman'sresponse: askedfor somemeat final result:other
sellersdecidedbreadsellerdidn't deserveto be paid
The Smellof Soup
End product
2nd woman: rich lst woman'saction:askedfor somesoup
-r Put it all together,students discusstheir points of view on lst woman'sresponse: stayedto enjoythe smellof the soup
:ifferent situations in pairs or small groups.They indicate when 2ndwoman'sresponse: went to the chiefto complain
:rey need time to think to avoid being interrupted or losing their
:lrn in the conversation. 5 Ask studentsto readquestionsr-3 and checkvocabulary.Put
them into pairs to discussthe questionsand monitor and help
Preparation studentsexpresstheir ideasas necessary. Ask for volunteersto
give their opinions and give reasons.Monitor and listen to see
i.ead both stories on >> p.rr6 so you can monitor and help if students use so,because,and in order to. Do not overcorrect
;:udents as they do the jigsaw reading activities in exercisesz-4. for accuracyat this point as using linkers is the focus of the
:amiliarize yourself with Is it stealing?on >> p.r3z for Put it aII next section.
:cAether.Take dictionaries to class.
Bring the classtogetherand askfor volunteersto give answers.
Encouragestudentsto comment on eachother'sopinions.
Warmer
Students'ownanswers.
lhoose one of the situations in Is it stealing2 or think of another
:cntemporary discussionpoint. Write the situation on the board lxtra activity
ind draw two columns, one for points in agreement and the other Ask studentsto readthe other story again and to guessthe
:cr points against. Put students into pairs and set a short time meaning of three new words.They comparewith a partner
-:mit for them to think of arguments for and against. Elicit ideas and can checkin a dictionary ifthey have difierent ideas.
around the class.
$<tra plus
'i'lrite
How to explain your point of view on the board. Ask studentsto tell the classabout similar storiesin their
culture or country.Ask them to saywhy they think stories
with morals were written. (Toentertainor to teachpeople)Do
not.overcorrectfor accuracy,but help studentsget their ideas
across.

T116
 (in order)to
Grammtt so,because, Extra activity
! Studentstake turns to read the parts of Sergeand Luciain
Go through the activity as a class.Direct studentsto the two conversationsin audio scriptsl2A.'land 12A.2.Monitor and eive
boxesand the titles of the columns.Readthe sentencesand positive feedback.
elicit or point out that the causeand resulfclausescan vary
t2 12A.3Readthe instructions,the example sentences,and rules a
in position. Checkstudentsunderstand that in orderis often
and b to checkstudentsunderstand the activity. Play the audio,
omitted if it is easily understoodin the context.
Put students into pairs to compareideasbeforegoing over
Readthe rules,pausing at eachblank to elicit answers. the answer fal with the class.Play the audio a secondtime if
2 so 3 (in order)to necessary,and ask studentsifthey do this in their language.
13 Play the audio,pausing after eachsentencefor studentsto
Readthe instructions and go through the first few sentences
repeatthe phrases.Give extra practiceif necessary.
in the first story with the class.Monitor and help as necessary.
Go through the remainder of the storiesto checkstudents have Ertra help
noticed the clauses.Help with new vocabulary as necessary. Put these simple sentencehalves in jumbled order on the
Readthe instructions and go through the exampleto board:I think she'svery/ very beautiful;I think he'svery/ very
demonstratethe activity. Elicit one or two more examplesfrom clever;Shesaw the/ the basket;It's like ehm/ readingsomeone
the information in item y e.g.I didn't sleepweIIso I'm going else'sbook;5heshouldpay or / ar at leastapologize.Nominate
home.I want to go home becauseI needto rest Monitor and studentsto match the halves,encouragingthem to make
help as necessaryas students continue individually. Ask for the sound of the last word in the first part Iongerto give
volunteersto give answers. themselvestime to think.

2I passedthe examsso I'm happy.I'm happybecauseI passed 14 Readthe instructions and direct studentsto audio scripts 124.1
the exams.I'm happy so I'm going out. I'm going out (in and 124.2on >>p.r58to find and underline the sentenceswhich
order)to celebrate.etc. give opinions.Checkanswersas a class.
3I'm running becauseI'm late.I'm late so I'm running. I'm lxtra activity
running to catchthe bus.etc.
Put students into pairs and ask them to talk about the stories
lxtra help using their notes in exercise3. Encouragethem to use each
Write these sentencestemson the board for studentsto opinion phraseonce.
complete:I'm studying English...;fve got a ...;I don't like ...;I've
neverbeento ...;I want to go to ...
Extra activity
ABC Put it all together
Ask studentsto write sentencesabout two or three things 15 Direct studentsto Is it stealing?on >>p.r3z.Ask them to read
they did yesterdayand why they did them (similar to the ones situations r-ro and checkvocabulary.Tell studentsto decide
in exercise8).Put students into pairs to swap sentencesand their answersto the questions.Monitor and help as necessary.
to write longer sentencesusing so,because, and (in order)to.
Put students into pairs or small groupsto discusseach
Studentsswap sentencesagain for their partner to check.
situation and explain the reasonsfor their points of view
Student performance
points of view
C Listen for Studentsshould be ableto expresstheir opinions.
You can use this checklistto monitor and give feedbackor to assess
In this section,studentslisten to conversationsfor gist and to students'performance.
identify strategiesfor keepingtheir turn.
12A.1Readthe instructions and checkvocabulary as necessary.
Ask studentswhat words they will listen for. (Thenamesof the
people,and if Sergeusesagreeingor disagreeing phrases.)Playthe Dostudents to keeptheirturnwhen
usestrategies
audio,pausing occasionallyfor studentsto make notes.Play necessarv?
exercise
13
the audio a secondtime if necessary.Elicit answers around the Dostudents
usea variety
of connectors
to explain
reasons?
classand help students expresstheir ideas.Direct studentsto 8
exercise
readthe audio script and checkvocabulary as necessary.
Luciathinks the rich woman is selfish;the chief is very I can explain my point of view.
clever;stealinga smell is stupid.Sergeagreeswith her. Studentstick on my own if they have given an explanation for
eachpoint of view. They tick with somehelpif they explainedtheir
10 124.2Readthe instructlons and play the audio.Elicit the topic point of view for someof the situations.
of conversation (using other people'sInternet connections)and
help studentsexpresstheir ideas.Play the audio a secondtime Early finishers
for studentsto follow the conversation. Studentsrank the situations in terms of their seriousnessand
11 Put studentsinto pairs to discussSergeand Lucias opinions. comparewith a partner.
Monitor and help students get their ideasacrossif necessary,
Ask the classifthe speakersagreefYes,they do.)and elicit
reasonsthey give to explain their point of view. Ask students
to say what they think and to give their reasons.
Additionalmaterial
for extrapracticeactivities
www.oup.com/elt/result
www.oup.com/eltlteacherlresultfor extrateacherresources

T117lZA
How to talk about hopesand wishes
::ir]:r-:i*#

Orientation Vocabulary wish,

[
lontext
1 Direct students Io ThreeWisheson >>p.rr8 to match the
:, this lesson,students practise using wish, hope, andbe gladto picturesand the text. Ask studentsto comparein pairs and
-:-k about and compare their feelings.
to say which words helpedthem choosea picture. Nominate
l:.e three children s drawings in Three Lllishesillustrate wishes students to give answers and explain which words helped
--3. The cartoon sfory, Desert Island loke, tells the tale of two them guess.Checkvocabularyas necessary.
:ripwrecked men, Lofty and Shorty. They find a bottle containing a Ask studentsif they think these are typical children'swishes.
::nie, who grants them three wishes. Encouragethem to respondto other students'commentsand
lanSuaSe help them expresstheir ideas.
Focus
grammar wish a5 D _t ct

Focus
words wish,hope,beglad Go through the exerciseas a class.Ask studentsto read
Focus
phrases lwishldidn't...,lwish
she...
definitions r-3 and checkvocabulary.Go through the first item
as a classand ask studentsabout the other def,nitions.
Recognition words:coconut,desertisland,
delighted,disappeared,
vncabulary fghting,genie,monkey, peoce,signal,stuck,
upset,
war 2 wish 3 glad
phrases: drive(sbd)
a milliondollars, crozy Direct studentsto the box and checkvocabulary.Give students
Recycled words:borrowed,bottle,probably time to think beforeputting them into pairs to tell a partner.
tanguage Btammarcan,could,beobleto; haveto, hodto; conditionals Monitor and comment on interesting ideas,or hopesand
Pronunciation contrastive 128.4-5
stress wishes you share.Ask for volunteersto tell the classabout a
partner and listen for the use of the past tense after wish.Do
language note not overcorlectfor accuracyat this stage,as this will be the
l:.is lesson deals with present wishes rather than regrets about focus of the grammar section.
::,rngs in the past. It is not necessaryto discusstense changes,e.g, Extra activlty
,r'ishI hadn't done that, as this wi]l be studied in the next level. Studentsmake more sentencesabout the topicson the board
.',:sh,hope, and be glad share similar meanings but are used from the Warmet
:.ferently. The tense change with wish doesn't occur with hope or
:: llad. Hope is normally used with will future or present tenses.
'.:d
is an adjective.
! tisten and predict
lnd product In this section,studentsare guided,stageby stage,to predict the
'.:.
Put it all together, students ask and answer about their hopes, content of a joke.
."-:shes, and feelings about possessionsand actions. They have 4 Direct studentsto DesertIslandlohe on >>p.rr8.Ask them to
::eviously prepared a grid of topics to talk about. look at the pictures and say what they think the story is about.
Point out the names of the charactersin the first picture. Put
Preparation studentsinto pairs to compareideas.Elicit suggestionsaround
the classbut do not comment at thls stage.
-:ck at Wishbox on >>p.r33so you arefamiliar with exerciser7.
5 Readthe instructions and ask studentsto read sentencesr-7
Warmer and checkvocabulary.Go through the exampleto demonstrate
the activity. Ask students why lofty probably said this. (Because
i;:tIe Unhappyl on the board. Put students into small groups to he doesn'tlike Shorty'sguitar playing) Monitor and help as
:*.akea list of things people tend to want to change, now, or in necessaryas studentscontinue individually. Put studentsinto
::.e future. pairs to compareanswersbeforeasking around the class.Do
::-ng the classtogether and brainstorm a list of topics on the not comment at this stageas studentswill listen to check.
::ard. Check vocabulary as necessary.
Teaddng tip
,'irrte How to talk about hooes and wishes on the board. Studentsoften understandindividual words in a listening text,
but not the overall meaning.Focusingon what the characters
might saybeforelistening helpsstudentsunderstandthe
biggerpicture.
5 l2B.lTell studentsthat they will listen to the joke in three parts
and not to worry about words they don't understand. Play the
audio with the fust part of the joke, pausing for students to
checktheir answersto exercise5.
Direct students to look at the picture again and elicit
predictions for the next part. Write notes on the board and take
a vote on the different predictions.
2 S (he lookshappy playing his guitar) 3 L (he'sunhappy and
w antstol eavethei sl and)4both 5S 6L 7S

Ttl8
 128.2PIaypart z of the joke for studentsto checktheir
predictions.Pauseoccasionallyfor studentsto look at the
suggestionson the board.Ask studentsto predict how the joke
ends,but do not comment at this stage.
128.3Play the audio for studentsto checktheir predictions.Give
positive feedbackby pointing out that understandingjokes in
another languageis a dificult task. Ask for a show of hands
to seewho thinks the joke is funny. Askwhy/why not and help
students expresstheir ideasas necessary.
C Grammat wish
9 Readthe instructions and direct students to audio scripts l2B.l-
3 on >>p.r58-59 and underline examplesof wish.
I wish I was somewherefar away. (verb)
I'll give you three wishes.(noun)
Extra help
Saythe first line of eachconversationfor students to read B
Iines as a class.
Extra activity
Put students into pairs to practisethe conversations.Studer,
swap roles.
15 Readthe instructions and ask for two volunteersto read the
exampleto demonstratethe activity. Remind studentsto use
wish,hope,and be glad.Monitor and give positive feedback
when students use contrastive stressclearly.
Extra help
Studentschangepartners and repeatthe activity.
Extra plus
Studentschangepartners and talk about three hopesand
wishes from memorv.

lO Do the exerciseas a class.Write I un'shI had a new guitar. onthe

board and go through items r-3 to establishthe meaning and i:.BCD Put it all together
use of wish.
17 Direct studentsto Wishbox on >>p.r33and read the
t hasn't 2 now 3 present
instructions to checkstudents understand the activity. Ask
11 Direct studentsto the grammar box, and the f,rst sentence studentsto completethe sentencesabout themselvesand
in both columns.Point out that after wish we can use wds or transfer the key words into the box. Monitor and help with
werebut that most speakersuse wcs.Studentscompletethe ideas as necessary.
sentencesin pairs. Monitor and help as necessary.As you 18 Write or elicit an example conversation,e.g.A Oh, haveyou
go over answerswith the class,draw students' attention to got a motorbike?B No,but I wishI had one.A ReaIIy?I'm glad .
the use of the past tense for wish in positive and negative haven'tgot one!B Why?...Put students into pairs to continue
sentences,and the changein the modal can andwill. the activity.
real situation: I work in a shop. They won't/don't listen to me. Student performance
wish: I wish I had a car. I wish I could speakGerman.
Studentsshould be able have a short conversationexpressing
t2 Ask studentsto read conversationsr-5 and checkvocabulary. contrast.
Go through the examplewith the classto demonstratethe You can use this checklist to monitor and give feedbackor to ass.
activity. Monitor and help as students continue individually. students'performance.
Ask studentsto comparein pairs before going over answers
as a class.To checkanswers,ask for pairs to volunteer to Dostudents
talkaboutmostofthetopics? 3
exercise
read their conversations.The classlistens to decideif the usea varietyof wordsforwishes?
Dostudents 1€
exercise
conversationsmake sense.Give extra practice if necessary^
try to usecontrastive
Dostudents stress? 16
exercise
Direct studentsto the sentencesin exercisez and elicit or point
out that there is no change in tense after hope and be glad.
I can talk about hopes and wishes.
2 had/didn't have 3 could/could Studentstick on my own if they have talked about some of the
4 was (were)/wasn't(weren't) 5 would/would topics without looking at the grammar box in exerciserr. They
lxtra hdp tick yith somehelpif they have looked at the grammar box
occasionally.
Ask studentsto write a true sentencefor themselvesabout
eachof the topics in exerciserz. They tell a partner and seeif Early finishers
they share any of the samewishes (positive or negative). Studentshave a imaginary conversationbetween lofty and Shc
using the pictureson >>p.rr8.

p Pronunciation contrastive stress

13 128.4Readthe instructions and the example conversation.Play Additionalmaterial
the audio and elicit or explain that B stressesI and didn't to for extrapracticeactivities
www.oup.com/elt/result
show that shethinks the opposite.Point out the title of the www.oup.comleltlteacheilresultfor extra teacherresources
section heading.Ask studentsto read B'sparts and play the
audio a secondtime.
t4 Go through the instructions and direct studentsback to B's
Iines in exerciserz. Do the f,rst one as a classto demonstrate
the activity. Explain that students look frst at what A said, so
they can find the contrast.Ask studentsto comparein pairs.
l5 128.5Direct studentsto audio script 128.5on >>p.159and play
the audio for students to listen and check.Play the audio a
secondtime, pausing as necessaryfor studentsto repeat.Give
extra practice as necessary.

T119128
How to describethe plot of a story

fl Readplot
Orientation
lontext
In this section,studentsuse illustrations and their general
-:. this lesson,students will practise using -ing and -ed clausesto knowledgeto guesswhat novelsmight be about beforethey read
:.-k about stories they have read or seen in f,lms.
for detail.
.;.e BookshelfDetectiveiists questions we could ask about people's
1 Direct studentsto TheBookshelf Detectiveon >>p.rzo.Ask
::okshelves in order to flnd out a little about the person.
them to readthe first sentenceand questionsr-ro and say
-:.e book covers,a-d, in Antique Book Coversare well-known or where they think they would flnd this text. In a dictionary,
'.nous genres.Texts 1-4 contain the back cover blurb for each of an encyclopaedia,or a magazine?(Magazine.)Askstudentsto
::.e books. answer questionsr-ro with the help of their dictionary.
lJrguage Put studentsinto pairs to ask and answer.Monitor
and encouragethem to give examplesand join in their
Focus
grammar -ing and-edclauses:Theman wosa hunterlivingin Africa., conversations.
Thepassenger
wasa womancolledMolly.
2 Readthe instructions and the exampleto demonstratethe
Focus
words action,adventure,best-
sellers,bookshelf,chorocter, activity. Ask studentsto saywhat they think their partner's
collections,
covers,
fontasy,fction,genre,horror,mystery,
bookssay about them. Ask for volunteersor nominate students
manuals, plot,romance,
organized, setting,sets,
western
to tell the classabout their partner.
Recognition words alley,antique,opproach,attacked,chorming,
vocabulary civilization, compete,demon, diomonds,dictatorshi p, expert, 3 Gothrough the instructions with the class.Direct students
ta AntiqueBookCoverson >>p.r2o and elicit or explain the
ferce, hunter,lndians,ivory,mines,neighbourhood, razor,
rescue, similar,skilful,suspect,
trail,treasure,violent,wagons, meaning of antique.Ask around the classfor suggestionsabout
warnors eachof the storiesand help with vocabularyas necessary.
phrases:codemessage, heartof Africa,killervirus,shapeof Ask studentsto readquestionsr-3. Studentscontinuethe
thingsto come,widevariety activity in pairs.Monitor and help as necessary.Go through
Recycled ottroctive,
borber's,
boker,
clues,
desert, journey,
dreoms, king, eachof the booksin turns, eliciting answersto questionsr-3.
hnguage mountai ns,murderer, passenger,
owner, perho
ps,predrctions, Do not comment on answersat this stagebut help students
wstv with pronunciation.
Pronunciation wellandanywayl2C.2
TheCoveredWagon:Indian, love,wagon,western
SweeneyTodd:barber,murderer,murder mystery,razor
ind product KingSolomon's Mines:adventure,diamonds,hunter,ivory,
'.:.
Put it all together, students describe the genre, setting, character, treasure.war. warriors
.:.d plot of a story they know Their description is based on audio TheShapeof Thingsto Come:dictatorship,
killer, science
;::ipt l2C.l. fiction,virus
Seta short time iimit of about three or four minutes for
Preparation studentsto match the booksand coversto checktheir guesses
::ad the Extraactivityafter exerciser3.Think aboutclassroom in exercise3. Tell studentsto usetheir dictionariesto help with
::ganizationif you'dlike studentsto do the Put it all together vocabulary but only if they can't guessthe meaningsof words.
::rivity in groups.Takedictionariesto class.
1c 2b 3d 4a

Warmer Ask studentsto read sentencesr-8 and checkvocabulary

',';rite
a list of the following types of books on the board:
;'itobiography, cookery book, encyclopaedia,computer manual, and
-:vel. Ask students to choose one to take with them on a long train
:-rrney. Elicit suggestionsaround the class,encouraging students
:: explain why they chose that particular book. If students chose
. rovel, ask them about the types of stories they prefer to read.
i;:1te How to describethe plot of a story on the board.
as necessary.Go through the exampletogether and remind
studentsto use key words in the questionto help them locate
the story and information in texts r-4. Monitor and help as
studentscontinue individually, checkingthat they use doesn't
say if there is no information in the text..
Ask volunteersfor answersand seeifthe classagreesbefore
giving feedback.Encouragestudentsto give reasonsfor their
answers.
2 Doesn'tsay. 3 True. 4 True. 5 True. 6 Doesn'tsay.
7 False. 8 Doesn'tsay.
Put studentsinto pairs to tell a partner which one they would
Iike to read and why. Ask for a show of hands to seewhich
book is most and leastpopular with the class.

T120
 ! Gramnat -ing and -ed clauses
Direct studentsto sentencesr-5 and checkvocabulary.Read
the instructions and go through the flrst item to demonstrate
the activity. Monitor and help as necessary. Ask for volunteers
to readout the completesentencesto checkanswers..
2 They seecustomersgoing into his shop,but nobodycan
rememberseeingthem comeout. 3 This book,written in 1933,
is full of predictions... 4 Sheis a pretty passengercalledMolly.
5 Allan Quartermainis an Englishhunter living in Africa.
Direct studentsto the grammar box and readthe example
sentencescolumn by column.Elicit or explain that the subject
of eachclausemust be the samebeforewe can join the clauses
to make a longersentence.
Ask studentsto look at sentencesr-5 below the box and
checkvocabulary.Go through item r togetherto checkthey
understandthe activity. Remindstudentsthat an -edclause
includesany past participle,e.g.taken.Monitor and help as
students continue individually. Ask students to comparein
pairs beforenominating individuals to give answers.
2 He seesa thief stealingthe diamonds. 3 He finds a box
coveredin gold. 4 It's about a civilization destroyedby
war. 5 It's about two men flghting for survival.
lxtra plus
Ask studentsto make one sentencefor eachofthese pairs of
sentencesf.rom AntiqueBookCovers: t TwowagonsleaveKansas.
Theyare headingwest.z Thecharmingcaptaindrivesa wagon.
He is calledSam.3 Theirjourney is dangerous.It includeslots
of dangers.4 AIIanQuartermainis approached by a man.He is
calledHenry Curtis.
lrtra actlvity
Studentswrite five sentencesabout booksthey have reador
songsthey like, starting with ltis about .... Monitor and help as
necessary.Put studentsinto pairs to tell a partner.
plot description
C Listento a
In this section,studentslisten to a descriptionof a plot for gist and
detail.
9 l2C.lReadthe instructions and play the audio.Put students
into pairs to answerthe questions.Ask if anybodyknows the
title and who has read it (or seenit - it was made into a film
bythe samename).
TheDa VinciCodeby Dan Brown.
10 Go through the instructions and ask studentsto write notes
to seewhat they can remember.PIaythe audio a secondtime,
pausingoccasionallyfor studentsto checktheir notes.Elicit
answersaround the class.
genre:murder mystery,adventurestory set in: mainiy Paris
characters:RobertLangdon,languageexpert and Sophie,the
daughterofthe deadman start ofthe story:a deadbody is
found in a museum,he has a messagein codeon his back
ll Put studentsinto pairs to talk about what elsethey can
remember.Remindstudentsthat they can make words sound
longerto show that they havent finished speakingand to give
them a little more time to think. Ask for volunteersto tell the
classand give positive feedbackin general.
T121t2C
! Pronunciation well and anway
on )> p.r59to underline
12 Direct studentsto audio script 12C.1
examplesof well and anyway-Readmeaningsa and b to the
classand go through the examplesin the audio script to guide
studentsto the use of eachword in a conversation.Playthe
audio again for studentsto focus on the use of the two words.
a anyway b well
13 12C.2 Readthe instructions and explain that well and anyway
are said in a high voiceso the listener can tell what the speake:
is going to do.Playthe audio,pausingafter eachsentencefor
studentsto repeat.Encouragestudentsto use a high voiceby
pointing upwards.Giveextra practiceas necessary.
Extra activity
Get studentsto producea classdo-it-yourself murder mystery.
Ask them to take a pieceof paperand to write the information
you ask them to (seebelow).After they have written each
answer,they fold the paperand passit on. When they have
finished,they openthe papel readthe whole story and give
it a title. They then readit to the class,using weil and anyway.
The classvoteson the best story.
Information; a murdermysterysetin ...;a bodyisfound lying ...;
there'sa message nearbywhichsays...;cluesleadthe detectiveto
...;the detectivemeetsan attractive...;the hilleris ...
li{BCD Put it all together
14 Readthe instructions and tell studentsthat the story can be
a book or a film. Ask them to make notesand remind them to
use -fng or -edclausesin their notes.Give studentssometime
to rehearseby whispering or mumbling to themselves.
15 Put studentsinto pairs or small groupsto tell their stories.Ask
them to say if they knew the story and if they would like to
seethe film or readthe book.
Student performance
Studentsshouldbe ableto give a short descriptionusing
compoundsentences.
You can use this checklistto monitor and give feedbackor to assess
students'performance.
talkaboutallthetopics?exercise
Dostudents 11
usewelloranyway
Dostudents appropriately?
exercise
13
I can describethe plot of a story.
Studentstick on my own if they have told their story without a lot
of pauses.They can tick unthsomehelpif they have pauseda lot of
times while they have thought about what to say next.
Early finishers
Studentstell their storiesagain without using their notes.
Additionalmaterial
for extrapracticeactivities
www.oup.com/elt/result
www.oup.com
/elt/teacherlresultfor extrateacherresources
 r,ffar,:..

How to talk about important decisions

Orientation
fl Readfordetail
lcntext
In this section,studentsread short storiesfor gist and detail.
,:. this lesson,students use the 3rd conditional to talk about
.::ions and decisionsln the past. 1 Readthe decisionswith the classand checkvocabulary.Ask
studentsto orderthe decisionsfrom easyto difficu]t. Monitor
:.e artlcle, ExtremeDecisions,describessix different situations in and elicit reasons.Put studentsinto pairs to compareand ask
','rich people have been forced to make very difficult decisions.
for volunteersto tell the classabout their partner.
.:e photo reflects the seriousnessofthe situation in the first story
2 Direct studentsto ExtremeDecisions on >>p.r22and the
:.e illustrated maze,Karen'sLtfe Map, shows various things she illustration next to the title. Elicit or give one or two examples
r.:ght have done in her life had she made a different decision at of extreme decisionsand point to the picture in the article.
.:ch point.
Ask studentsto read sentencesa-f and checkvocabulary.Seta
-anguage time limit of about three or four minutes for studentsto do the
Focus
grammar 3rdconditional:
lf Neilhadstayedwithhim,hewouldhave
matching activity. Monitor and help as necessary,encouraging
diedtoo. studentsto guessnew vocabularyand to scanfor key wordsin
the statementsand stories.Ask for volunteersto give answers
Recognition words:decide,innocent,prisoner and seeifthe classagreesbeforegiving feedback.
vocabulary phrases:breaka promise, go straightto
donethesame,
keepquietabout sth,methodof survivol,movie
university, b2 c6 d4 e1 f5
playa part, takeayear off
business,
3 Readsentencesa-fwith the class,checkingvocabulary
Recycled words:arrested,appear0nce,daughter,happened,husband, as necessary.Go through the first item with the classto
ianguaSe parent,prison,probably,secretary,
shot,whether demonstratethe activity. Monitor and help as students
ohrases:bein a lot oftrouble continue individually. Ask studentsto comparetheir answers
Pronunciation wouldhave,r ,. .1i, 12D.1 in pairs beforeeliciting answersaround the class.Do not focus
on the form of the 3rd conditional at this stageas this will be
Language note donein the next section.
. .;touldhave can also be said l'd have ,..'. '... b6 c5 d1 e4 f3
!nd product 4 Put studentsinto pairsto discussthe questions.
Monitor and
'.:.
Put it aII together,students talk about decisionsthey have made help them get their ideasacross.Encouragestudentsto use
.:. their lives, and what would have happened if they had made a phrasesfor giving an opinionfrom lessonrzA.Bringthe class
:-fferent decision.The activity is based on audio script 12D.2. togetherfor volunteersto sharetheir opinionswith the class.
Extra activity
Preparation Tellstudentsto chooseonenew word in eachstoryand to
, r.ink about classroom organization if you want students to do the guessthe meaning.Theycompareideaswith a partnerbefore
..-tt it all together activity in exerciser5 in groups.Take dlctionaries checkingin a dictionary.
: : c lass.

Warmer ! Grammar 3rd conditional

l.-Ltstudents into small groups to think about the decisionsthey
: ave made so far today, e.g.what to wear, how to walk, what to
=at.Elicit examples around the class.
-.sk students to choose a decision and to make notes on the
::-lowing: the situation, their decision,whether or not they'd made
.:.e right decision and why/why not. Put students into pairs to tel1
.:.eir partner about their decision.Ask for volunteers to tell the
:-assabout thelr partner.
'.','rite
How to talk about important decisionson the board.
Direct students to the sentencein the grammar box and write
it on the board. Go through questions 1-5 as a class.Use the
sentenceon the board to highlight the verb tenses in r/ and
main clause.
1 N o . 2 Y e s . 3 T h e p a s t . 4 A n i m a g r n e dr e s ; . '-
5 a r/+ past perfect b would + presentpe:fec:
Ask students to read sentencesr-6 and check vocabulary as
necessary.Go through the first example with the class and put
students into pairs to continue the activity. Remind students
they can use their dictionaries or lrregular verbson >>p.148.
Monitor and help as necessary.
To check answers, ask for volunteers to read the full sentences
and check the class agreesbefore giving feedback.
2 had. been 3 said,have 4 would, hadn't
5 have.had 6 hadn't. would

T122
 Ask studentsto read sentencesr-3 and checkvocabulary.
Monitor and encouragestudentsto ask for help if necessary
as they continue the exercise.Ask different volunteersto tell
the classabout their schooldays and seeif anyone had similar
experiences.
Readthe instructions and go through the example to check
students understand the activity. Elicit a secondexample for
the oppositesituation, e.g.If I had beengood at maths,I would
havepassedthe exams.Monitor and checkfor accurateuse of
the negative.
Extra activity
Studentsswap sentencesand checkeachother'swork for
accuracy.
12DJReadthe instructions and play the audio,pausing after
each item for studentsto repeat.Monitor and checkstudents
run the words together,and give extra practice as necessary.
Ixtra help
Backchaindrill. Usethe sentenceI wouldhavedonethe same.
to help studentspractisepronouncingsayingwouldhave
iw:. ii:r', in context. T sameSSsameT the sameSSthe same
T donethe sameSSdone the sameT would have lwa Ce',rdane
the sameSSwould havedonethe sameT I would havedonethe
same.SSI would havedonethe same.Repeatthe activity, using
another sentencefrom exercise9, if necessary.
10 Readthe instructions and put students into pairs to talk about
ExtremeDecisions. Monitor and help with for pronunciation if
necessarv.Ask for volunteersto sharetheir ideaswith the class.
13 Go through the instructions and read the example sentence.
Do the activity as a class,eliciting sentencesabout her
decisions.Monitor for accurateuse of the 3rd conditional.
Extra activity
Put studentsinto pairs to test a partner.StudentA pointsto r.
picture. Student B makes a sentenceabout what would have
happenedif shed done something differently. Studentsswap
roles.
,3C Put it all together
14 Go through the instructions and ask studentsto note three
or four important decisionsor moments in their life. Give
some examplesif necessary(a dificult exam,an accident,a
relationship).
Ask studentsto make a note of key words and to rehearse
using these to make sentencesabout how their life might have
been different.
15 Readthe instructions and put students into pairs or small
Broupsto talk what would have happenedif they d made the
oppositedecision.
Student performance
Studentsshould be ableto hypothesizeabout the past.
You can use this checklist to monitor and give feedbackor to asses
students'oerformance.
abouta varietyofdecisions?
Dostudentstalks 13
exercise

G
It
listen for detail
try to pronounce
Dostudents wouldhoveandwouldn't
In this section,students listen to a descriptionand identify a route hoveasoneword whenappropriate?
exercise
9
in a diagram.
Teaching tip I can talk about important decisions.
Going through as many of the possibilitiesas possible,before Studentstick on my own if they have talked about two or three
students listen to the audio,will help familiarize them with decisionswithout looking at the grammar box in exercise5.They
some of the content of the text. This will give students a tick with somehelp if they looked at the grammar box more than
greatersenseof achievementand help with overall listening once.
motivation.
Early finishers
U Direct studentsIo Karen'sLifeMap on >>p.r22and go through Studentslook through the book and exchangeideasabout how
the example.Set a short time limit to maintain paceas things would be different if they hadn't learnt certain grammar,
students continue the activity in pairs. Elicit suggestions vocabulary or pronunciation, or read certain articles,etc.
around the classand ask studentsto explain their answers.
suggestions:was a successfulactress,left her job in the fiim
company,married Martin, etc.
Additionalmaterial
12 12D.2Readthe instructions and check students understand the for extrapracticeactivities
www.oup.com/elt/result
activity. Play the audio,pausing occasionallyto give students www.oup.com for extrateacherresources
/elt/teacher/result
time to mark Karens route Ask studentsto comparein pairs
and play the audio a secondtime if necessary.
Elicit answers around the class,using sequencingadverbs,
e.g.first, next,then,afier that. Checkstudents agreebefore
giving feedbackand ask students to make correctionsto their
route if necessary.
travelledto America,met Martin, got married,movedto
LosAngeles,got a job in a fllm company,offereda part in a
movie,becamean actor

T12312D
Orientation
! Think about paragraphstructure
funtext and Language
Ask studentsto coverthe story in exercise3. Seta short time
-:. this iesson,studentspractiseusing paragraphstructure to write limit for students,in pairs,to add any key words and phrases
: story with a moral. Storymorals are often well-known sayingsor from the story.Give studentstime to look again at the story
:roverbswhich have been passedon from generationto generation beforeeliciting answersaround the class.
ind give somekind of adviceabout how peopleshouldbehave,e.g.
)on't bite the hand thatfeedsyou. Sayingsand proverbsare usually para 1: not strong,window frames,couldn'taffordto,
:asedon collectivefolk-wisdom,e.g.An applea day keepsthe doctor wantedto sell,wantedto move
:eny, A watchedpot neverboils. para 2: upstairsnot used,decidedto rent,earn cash,
advertised,shavedhead,torn leatherjacket,brokennose,llke
words:baby,bite,bed,bird,book,broken, cover, criminal,egg, a criminal
enough, hand,houses,judge,lottery,nose, politician,rooms, para 3:three monthslater,Hilary visited,housebeautiful,
shaved, surprised,
upsto i rs,valuables window framespainted,Mick cutting grass
grammar: because, so,(inorder)to; 3rdconditional
Readthe instructions and checkvocabularyin the stories.
words:bothwater, basket, corrupt, daughter,
fi lthy,honifed, Gothrough the first story with the classto demonstratethe
invest,stones,torn,window fromes
phrases:oford to,couldn'tbelieve hereyes,
cuttingthegrass, activity. Elicit or point out that the paragraphorder is the same
rent(it)out as that in A Heart oJGoId.Studentscontinue in pairs, using
for certain,
goodcondition,
dictionariesas necessary. Elicit answersaround the class.
Endproduct Monitor and help as studentscontinuewith the other story
-n Puf it all together,studentswrite a story with a moral. They outlines.Ask for volunteersto tell their ideasto the class.
:eadtheir storiesto the groupfor othersto guessthe moral. Their Suggestedanswers
-,vritingis basedthe paragraphstructure in exercise5. 1 Thewoman lost everything. 2 Thepolicefound that the
politicianwho had complainedwas corrupt. 3 He couldn't
Warmer flnd anotherjob.
:licit or remind studentsof weather sayingsfrom lesson9A,
=.g.Redsky at night, sailor'sdelight.In pairs, studentsdiscussother
-.ayingsin their own language.Ask for volunteersto tell the class
AB Put it all together
aboutthe sayingsand what they mean.
7 Gothrough the instructions.Studentscompletethe activity in
iVrite How to write a story with a moral on the board. pairs.Remindthem they can usethe story outlines in exercise
6, write a story for another moral in exerciser, or think of
another story to end with a moral from their own language.
fl Reada story with a moral 8 Ask studentsto write their storiesbut remind them not to
include the moral at the end.Remindstudentsto use because,
-r this section,studentsreadfor gist and detail in sayingsand a
so,and (in order)to to join clauses,and -ing and -edciauses
-.hortstory.
when the subjectof two short sentencesis the same.
I Ask studentsto read sayingsr-6 and checkvocabulary.Go
through the instructions and the first example.Elicit or explain 9 Put studentsinto groupsto read and guessthe moral.
that they shouldchoosea word which is connectedto the Studentperformance
topic ofthe sentence.Tell studentsthey will think about the Studentsshouldbe abieto write a detailednarrative with a moral.
meaningin the next exercise.
You can use this checklistto monitor and give feedbackor to assess
Put studentsinto pairs and monitor and help as necessary.Ask students'performance.
for volunteersto give answersand seeifthe classagrees.
Cont€.rd Havestudentsgivensuffcientdetailto explainthe events
2 hand 3 eggs 4 houses 5 baby 6 book ofthe storv?
Readthrough questionsr and z beforeasking studentsto read Ugt{ffiiorl Havestudents theparagraph
followed structure?
meaningsa-f. Checkvocabularyand go through the example.
0b(ogre' ',,,fi1''tl (in
so,and ordedto to link
Havestudentsusedbecause,
Monitor and help as studentscontinue in pairs.Checkanswers
beforeasking studentsto tell the classabout sayingswith clauses?
similar meaningsin their language.
I can write a story with a moral.
a6 b3 c 2 e4 f 5
Studentstick on my own if they can write their story without
Gothrough the instruction and direct studentsto A Heart of lookingat the grammarareasin lessonsrzA and C beforejoining
Gold.Ask studentsto readthe story,ignoring new vocabuiary. clauses.They can tick with somehelpif they needto look at 12Aor
Studentscompareanswersin pairs beforecheckingas a class. rzCagainbeforejoining clauses.
Encouragethem to explain why the moral matchesthe story
Early frnishers
and help them get their ideasacross.
Studentsreadtheir text againand checkgrammarand vocabulary.
Moral: 6 Neverjudgea bookby its cover.
Readsentencesr-5 with the classand checkvocabulary.Do
the examplewith the class.Monitor and help,encouraging
studentsto usetheir dictionariesonly when they needto.
Additionalmaterial
Studentscompareanswersin pairs beforecheckingas a class. for extrapractice
www.oup.com/elt/result activities
www.oup.com for extrateacherresources
/elt/teacher/result
2 ...shedecidedto rent it out to somebody. 3 ...find somebody.
4 ...shethought Mick Iookedlike a criminal. 5 ...the next
time shevisited,Iots of work had beendoneto the houseand
garden.
121 T'124
 Warmer
Rememberthe story
Write the following story titles on the board:A DesertIslandloke;B
SweeneyTodd;C TheShapeof Thingsto Come;D TheCoveredWagon;
E King Solomon'sMines;F TheBreadSeIIer'strick; G TheSmellof Soup;
H Basiaand her daughter;I Thecruellandlord;I Karen'slife.
Saysentencesr-ro below for studentsto call out the story letter.
t Thisbookwaswritten in ryy and isfuII oJpredictions.z Oneof the
charactersin this storyfnds a bottle. 3 Thismurderstory takesplace
in a barber'sshop. 4 Thisstory is about a womanwho wantedsome
meat. 5 In this W story,the womanbecamean actress.6 In this
romance,MoIIy leavesKansasto fnd a new life tn the west. 7 This
story involvesthe murderof a cruellandlord. I In this story,a woman
savesherdaughterJromprison.9 Thisis an adventureabout an
Englishhunter living in Africa. to Thisstory is about a woman who
beata person'sshadow.
1 C 2A 3B 4F 5 J 6 D 7 T 8 H 9E 10G
4 ?td.conditional 12Dexercise5
Warm-up:Write I ate thefsh. on the board.Elicit examplesof
sentencesabout the oppositesituation beginning with If I hadn't
eatenthefish ....
Set-up:Remind studentsto think about positive and negative
clauses.
2 ...i wouldn't have bought it.
3 ...raining, we wouldn't have goneout.
4 If I hadn't hearda noise,I wouldn't havephonedthe police.
5 If they had studied,they wouldn't havefailed the test.
Follow-up:Studentwrite flve statementsabout somethingthey
have done.They swap with a partner,who writes or talks about
the oppositesituation,beforeswappingback and decidingif they
agreewith what their partner says.
! Vocabulary
5 wish,hope,beglad 12Bexercise2

fl Grammar Warm-up:Usethe cuesin exercise3, >>p.r19to ask studentsabou:

their feelings,hopes,and wishes.
I so,because, (inorder) fo 12Aexercise6 Set-up:Point out that item z is a dialogue.
Warm-up:Write the words tired,sleepwell,and reston the board. 2 I hope 3 I wish 4I wish 5 I hope 6 I'm glad
Ask studentsto write three sentences, using the words so,because,
and,in order to. Follow-up:Studentswrite a similar exercisefor a partner.
Set-up:Ask studentsto readitems r-6 and checkvocabulary. 6 Stories,books,fiction 12Cexercise3
2 so 3 because 4 (in order)to 5 (in order)to 6 so Warm-up:Seta short time limit for studentsto remember
vocabularyto describethe bookscoverson >>p.12o.Direct studem:
Follow-up:Studentslook again atAfrican Sforfesand write five to exercise3 on >>p.r2rto check.
gap-f,ll sentencesfor so,because,
and in orderto. They swap with a
partner and completethe sentences. Setup: Ask studentsto readthe cluesand checkvocabularyas
necessary.
2 wish 12Bexercise11
Across4 plot 6 adventure 8 set 9 character10story
Warm-up:Seta short time limit of about two minutes for students 11romance 12bestseller
to write sentencesabout Shorty and lofty using wish. Downl collection2 murderer 3 science5 western Ttreasure
Set-up:Ask studentsto readthe text and flnd four topics (placeto Follow-up:In pairs, studentswrite sentencesto describea famous
Iive,money,speaklanguages,world,peace).
book or fllm. Theytell another pair, who guessthe name.
2 didn't live 3 was/were 4 didn't have 5 couldspeak
Early finishers
6 would communicate
Studentsfind ten wordsconnectedwith stories,books,and fictior.
Follow-up:Studentslook at >>p.133and write their own desert that they want to remember.Theywrite a sentencewith eachone
island Wrshbox.Theytell a partner about their wishes and explain
why.
3 -ing and.-edclauses12Cexercise8
Warm-up:Write the following words on the boardfor students
to make a sentencewith two clauses:owner,man, the,is,called,
Sweeney, he,a, is,Todd.Tell them there are two words that they
don't need.(Theowneris a man calledSweeney Todd.)
Set-up:Go through the exampleand point out that the verb at the
end is usedtwice.
2 called,calling 3 written, writing 4 covering,covered
Follow-up:In pairs, studentswrite a short text about a book or a
film they know. Eachsentenceincludesan -edor -ing clause.They
swap with another pair and check.

T't25Rtz
 Grammar Bank Key
-4.. .

Unit I Unit 3 5.3 1

2
Guns were used by the robbers.
The customers were tied up.
1.1 1 object 2 subject 3 subject 3.1 1 usedto wear 3One woman was hurt.
1 ,,-^l +^ l^,,^L
4 subject 5 object 6 object 4 UJCU LU rdu6,rr
4The cashiersfilled bags with money
7 subject 8 subject 3 used to shout 5The robbers escapedwith the bags o:
1.2 l Where 2 Why 3 What 4 Did he use to teach money.
4 Which 5 When 6 Who 5 Did you use to go 6 The robbers have been arrested.
6 didn't use to get
1.3 1/ 5, / 5.41 stopped 2 hit 3 stole 4 called
2 myself 6 yourself 3. 27 a / b,/ 2 al bX 3 a/ bX 5 was taken 6 examined
3 himself 7 herself 4 a/ b,/ 5 a/ bX 7 wasn't badly injured 8 have sent
4 ourselves 8 each other 3.3 l met T left 5.5 t had seen/had put
1.4 1 Iove 2 's studying 3 don't see 2 hasn't talked 8 haven't had 2 became/had wanted
4 has 5 sometimes spend
? nrrf nn 9 've cieaned 3 returned/had spent
6 're having 7 'm sittlng 4 took 10 's done 4 took/had killed
8 are standing 9 do your cousins live 5 's grown 11 've achieved 5 continued/had murdered
10 is shining 11 are you wearing 6 have been 12 's enjoyed 6 confessed/had ordered
12 don't know 3.4 1 We didn't have a test this week. 5.5 l after 2 while 3 after
2 He's passed all of his exams this 4 and then 5 while 6 after
Unit 2 vear.
2.1 I The highest mountain in Africa is
3 ihe lesson finished a few minutes
ago.
Unit 6
Mount Kilimaniaro. 5.11 so 2 so 3 such 4 such
2 The United Arab Emirates and India 4 Have you learnt a lot since the
course started? 5 such 6 so
are countries in Asia.
3 They crossedthe Sahara on foot.
5 The school was closed last week. 5.2 l spending 7 driving
4,/ 6 Have they had a maths lesson today? 2 to feed 8 getting
5,/ 3.5 1 Hurry up! 2 turn up the radio 3 visiting 9 to see
6 Paris is on the River Seine. 3 wake me up 4 put on 4 finishing 10 lookingafter
7 My sister is working in the Far East. 5 take off 6 turn it off 5 lookingafter 11 to leave
6 qeffino nff
8 Cuba and the Bay Islands are in the - ---'^_'o -__

Caribbean. Unit 4 5.3 1 He says our children are badly

2.2 1 They often go to Spain on their 4.1 1 worried 4 annoved behaved.
holidays. I { ^ - - ;n ^ +;n ^ c
, disgusting 2 She says she doesn't like them.
2 I've never been to South America. 3 amazing 6 excited 3 He says we should move.
3 He rarely enjoys sightseeing. 4 She says my music is too loud.
4.2 1 noisierthan 2 the biggest 5 He says he can hear them arguing.
4 We hardly ever visit museums when 3 quieter 4 the worst
we go abroad. 6 She says they can't sleep at night.
5 the most unusual 6 the best
5 Tourists sometimes sav that Britain 5.4 1 would give 2 told 3 she d lost
is expensive. 4.3 l worst 2 harder 3 carefullv 4 didn't know 5 said 6 lived
6 The trains to London are ouite often 4 earlier 5 loudest
6.5 1 My new neighbours are friendly.
late. 4.4 1 Tom ate as much as Mike. However, they've got a big dog.
7 The weather is usually good in July 2 The cafeteria isn't as expensive as 2 We've just moved house. By the wa1'
and August. the restaurant. did I tell you I met Susan last week?
2.3 7 A kilt is a kind of skirt which is 3 The Italian restaurant is as busv as 3 I've joined a gym. However, i've onl.,'
sometimes worn bv Scottish men. the Chinese restaurant. been twice.
2 The floors in the house are covered 4 The strawberries aren't as fresh as 4 He plays his music very loudly.
with carpet to keep the rooms the melons. Anyway, I can't really say anything
warm. 5 Thai curries aren't as hot as Indian becauseI practise my trumpet everr-
3 DVDs Iook iike CDs,but you can curries. oav.
store more information on a DVD. 4.5 l who 2 where 3 where 4 which 5 W6 bought a new car, although we
4 These books are used for teaching 5 where 6 which 7 that couldn't really afford it.
English.
5 I onlv wear shoesthat are made of Unit 5 Unit 7
Ieather. 5.1 7 X The head of state is the Queen. 7.1 1 Does she know when the shops
6 Nowadays, the Internet is often used 2 X Do you know where the close?
as a way of sending messagesto headquarters of the UN are? 2 They know where to buy cheap
people. 3 I The government is worried about clothes.
2.4 1 living 8 didn't know the rate of inflation. 3 Do you know how much this dress
2 invited 9 was sitting 4 X GeorgeWashington was the flrst is?
3 arrived 10 noticed president of the USA. 4 I don't know why I bought this suit
4 were waiting 11 were looking 5 X Britain, the Republic of ireland, 5 Do you know which colours are
5 was wearing 12 were trying and Denmark joined the European fashionable?
6 started 13 explained Union in 1973. 6 We know how to dress well.
7 was 14 was holding 6/ 7.2t how 2 where 3 when 4 hor,t'
2.51 during 2 before 3 first 4 then 5.2 1 don't have to 4 don't have to 5 which
5 After 6 for a while 7 in the 2 must 5 can't
morning 8 when 9 In the end 3 have to 6 mustn't

160
?3 L Pauland Terryare visiting ...
) I think I'll stayin ...
3 Is Tom coming to the party?
4 What are you goingto do ...?
5 Who are Italy playing tonight?
6 We aren't going out. We'retoo tired.
I'm goingto
'4 1
t 'm seeing
J Are you doing/goingto study
4 aren't going to go
5 are you meeting/aren'tmeeting
6 'll pay
)-t b 2 a 3a4a5b
Unit 8
8.1 1 call back 2 hang up
3 hand vou over 4 cut off
5 put mi through 6 you hang on
8.2 1 Tobywas ableto walk when he was
ten months old.
2 My dog can walk on his backlegs.
3 We might be ableto win the
competition.
4 I1l b; ableto go to university next
year.
5 Shemanagedto arrive on time for
t h e m ce ti n o
6 We were ableto finish our
homework last night.
8.3 1 Shemanagedto complete...
2 We might be ableto come ...
3 My mum could dancevery well ...
4 He'snever been ableto learn Greek,...
5 Hollandmanagedto scorethree ...
6 Shecan cookvery well ...
8.4 1 ...to know my address.
2 ...me where I camefrom.
3 ...what my professionis/was.
4 ...when I left the USA.
5 ...why I moved to Australia.
8.51 ...where I went to school.
2 ...me if I was a goodstudent.
3 ...me what my favourite subjectwas.
9 ,4 2 c 3 f 4 e 5 d 6 b
9.5 1 A buy/had
2 didn't have/couldgo out
3 will belpass
4 had/wouldn't need
5 would you dolweren't
6 worked/ d get
Unit 10
10.1 1 a n 2 an3the4the5The
6 th e Tthe 8an9a10the
11 the 12 an 13 a 14 the
10.2 1 many 2 alittle 3 much
4 a few 5 a lot of 6 many
10.3 1 e n o ugh2few 3few
4 lot of 5 much 6 too much
10.4 1 've beenreading
havent beenworking
3 has Tom been going out
4 've been playing
5 hasn'tbeenraining
10.5 1 haven't been waiting
a 've written
3 Has he oassed
4 haveyou beenstudying
5 haven'tseen
10.5 I I'll leaveas soonas I flnc ...
z Dont buy it unlessyou'resure...
f You don't pay until you leave.
4 They'll replacethe cameraas long
as you show ...
5 She'llorderthoseshoeswhen she
gets paid.
Unit 11
11.1 1 Couldyou tell me where the tourist
information office is?
2 Do you know if we can take photos
inside the theatre?
3 Couldyou tell me if this is Bridge
Street?
4 Do you know how old that building
1 >!
Unit 12
12.1 I in orderto 5 so
2 because 6 so
3 so 7 in orderto
4 in orderto 8 because
12.2 1 I'm glad I don't sharea room ...
2 I wish the footballwasn't over.
3 i wish her friendswould stoP...
4 I'm glad we didn't go out.
5 I hopethey might buy ...
6 I'm glad it isn't raining.
7 I wish I couldflnd a nice boyfriend
8 I hopeour kids might stop ...
12.3 1 directed 4 talking
2 called 5 injured
3 taking 6 reading
12.42e3f4c5d6a
12.5 1 If I hadnt studied,I wouldn't have
donewell in my course.
2 If I hadn't savedsome/any money,
I wouldn't have spent a year
travelling around Africa.
3 IfI hadnt stoppedin Egypt,I
wouldn't have seenthe Pyramids.
4 If I'd goneto Kenya,I would have
climbedMount Kilimanjaro.
5 If I hadn't got a job in Botswana,I
wouldn't have met my husband.
6 If I hadn't written a book,I
wouldn't have becomefamous.
7 If I hadn't earned a lot of moneY,I
wouldn't havebought a big house.
8 If my wife had been happy,she
wouldn't have left me.

4 ...if I spokeany foreignlanguages. 5 Can you tell me when the library

8.6 1 to give 4 to turn off closes?
2 to show 5 not to smoke 11.2 1 Theyhad the houseredecorated.
3 not to leave 6 to help 2 Theyhad the heatingrepaired.
3 They'vehad an alarm systemPut
Unit 9 in the house.
9.1 1 aren't they 4 don't they 4 They'vehad a new garagebuilt.
2 is it 5 doesn'tit 5 They'rehaving the new carPets
3 do we 6 isn't it fitted today.
6 They'rehaving new curtainsmade
9.2 1 will have lost for all the rooms.
2 will have run
3 won't havepassed 11.3 1 You'llneedto packsomewarm
4 wont havedone clothes.
5 will have been 2 Is there anything which I shouldn't
6 will have driven put in my suitcase?
3 Youneedn'ttake your hairdryer.
9.3 1 If they dont give us a safetyleaflet, 4 PerhapsI shouldordera taxi.
we won't know what to do. 5 Whendo we haveto checkin?
2 What will he do if there'san 6 Youneedto relax.
emergency?
How will they find their way to the 11.4 1 Therewas a long traftc jam, which
campsiteif it's dark? meant I was late for work.
4 You'il get lost if you don't take a 2 Shemet her husband17years ago,
map. when shewas working in Paris.
She'llmake a camp fire if it's very 3 Anna, who is teachingme Arabic,is
cold. coming to visit me.
6 If you leavefood near the tent, it 4 I was on my way to Rome,where I
will attractthe bears. usedto live.
5 Alain, whose apartment I share,
lovesanimals.
Gra,mrnar Bank Key 161
 Unit 1 Test Peopleand communication Date:

Grammar Vocabulary
I Subjectand object questions Lookat eachstatement. 4 Ways of greeting Completethe way of greeting in
Completethe questionsabout Sally. eachsentence.
Example Sallymarriedsomeone. Example I always kiss my sisteron the c h e s L s
Who did SaIIymarry ? when I go home.
Sally loves someone. 1 Only my girlfriendkissesme on the l---.
Who a
L When I meet someonefor the first time I usually
Someone phoned Sally. s hands with them.
Who 3 Iw to mv friends when I seethem.
3 Sallyvisitedsomeone. 4 My Japanesefriendsb-- to their teacher.
Who 5 I h-- my parents when I comebackfrom
4 Someone likes Sally. holiday.
Who fE
5 Someone took Sally for a meal.
People in my life Choose the correct answer a, b, or c
Who

r I
My fa-,ly anA frienAs

Reflexivepronouns and eachother Completethe I My parents AivorceA five yeorr ago anAmy
dad marrieA again lasl year. Hiswife's name is
dialogueswith a reflexivepronoun or eachother. I
I Olqa. She was one of DaA'sr- when he
Example A Doesyour mother know a lot of people?
work"A allhebank.She's quife a nicez
B Yes,shealways introduces herseVto I
peopleat parties! \ anAI l ;ke l ;vi nqthere.' The 3 on DaA
\1
anA Olga's strlet are all really f rienAly,loo. Mr
myself each other himself
I Robron is the besf. fl'r w;fe Aied a lew years
lte+self eachother yourself 4-.
I a9o so fis'ga f)e co-et for dinner
1 My best friend and I speakto every day. | .very week anA he always lells interesting
sfories.lly s- is Emily. She Aoesn't
2 I paintedthis . Do you like it? I
I l i ve nerr me,6ut w e tal k on l he phoneor e m ail
3 My brother'stalking to again!
I every Aay. She's greal!
4 Sally and Joenever understand
5 Do you go to your Englishclassby Example a neighbours b cousins c pareftts
r 1 a colleagues b cousins c widows
Presentsimple and presentcontinuous Completethe 2 aneighbour bstep-mother caunt
email with the correctform of the verbs. 3 a acquaintances b step-fathers c neighbours
4 auncle bnephew cwidower
tr 5 a acquaintance b best friend c flatmate
HiJeremy,
Thanks foryouremail. Yes, I d loveto meetyourfriendfrom r
Mexico. Didyouknowthatl'mstudying(study) Spanishat
themoment? goodcourse.
lt'sa really Wet- (do)a
lotof conversation practice everyweek, somyspeaking
Pronunciation
2 (eet)muchbetter. Evervdav.I understand
a 5 The alphabet Think about the sound ofthese letters
lotmorewhenmyteacher 3- (talk)to
me.The of the alphabet.Circlethe letter which sounds
teacher isgreat.She'sBritish,butshe+- (speak) different.
Spanish well.I can'twriteanymorenowbecause
really I ExampleQ!) B C
(do)mySpanish
homeworkl
Seeyou
soon, lIYt 4DEF
Myra 2THV 5GKJ
3PQU
[E r

162 Photocopiable @Oxford University Presszoog

Reading and Writing Readthe emails of self-introductionon a friendship
A self-introduction email websiteand completethe table below.
I Readthe text. Choosea title for each paragraph. tr
a Advice for making friends _ Hi everyone,
b Other ways to meet people on the Internet _ l'm Francesca. l'm25,l'msingleandl'ma musicteacher in
c Making friends - the old way and the new way a bigschool. I reallylovemyjob andthe students aregreat.
Theotherteachers arenicetoo,but mostofthemareolder
d Don't foreet the real world thanme,l'dreallyliketo makenewfriendswhoarethe same
e Using Internet websites to meet friends _ ageasme.
I livewith mycolleague Meg.She's
r London,
fromthe northof
butwe livein a smallflatinthe middleof the city.
Weoftengo out to the cinemaor to concerts. Musicis my
mainhobby, but I alsoloverunning.I runin thecityparks
almosteverynight.
Thetraditionalwayto l'm looking for friendship onthiswebsite - butwho knows?
makenewfriendsis Perhaps I willfindsomeone here.lsthatyou?Why
special
by meetingpeople notsendmeanemailandintroduce vourself?
who areyourfriends' Francesca
friends.Inthe 21st
century,we have X !
anotheroption- we
HiFrancesca,
canusethe Internet.
Myname's Anthony.I'm28andl'msingle. gotajob
I haven't
WebsiteslrkeMySpaceandFacebook all work in the
sameway.A friendemailsyou and invitesyou to
atthemoment, butl'mstudying HotelManagement. I live
join.Yousenda description withmycousin CarlosinBrighton.
Ourhouse isbehind the
ofyoursellandthen
you cancommunicate with yourfriends.
soit'squitenoisy,
trainstation butI likeit!
Therearealsolotsof discussion groupson the
You'rea musicteacherandl'mlearningto playtheguitar
Internet.Youcanjoin oneandcommunicate with
atthemoment. l'mteachingmyselfsol'mmaking slow
peoplewho havesimilarinterests to you.
progresslWhatmusical instrumentsdoyouplay? Andwhat
Decidewhichtype of websiteyouwantto use sortoffilmsandmusic doyoulike?
andfollowtheseguidelines. Alwaysreadother Writesoon,
members'comments beforeyou write.Youcan Anthonv
seewhichtopicstheyareinterested in andwhat
styletheywrite in. Don'tgivetoo muchpersonal
informationaboutyourself,likeyourhomeaddress Francesca Anthony
andt elephon n e u mb e r. age 5
TheInternetisonewayto makefriends.Remember, job or I music_ 6studvi ns
you stillneedto go to realclubsand parties. You
studies Management
neverknowwhereyou'llmeetyournextfriend!
liveswith 2her_ I hi s
livesin lflat in the 8house t he
Readthe text again.Write T (true)or F (false)for
sentencesr-6. of London trainstation
hobbies q l i kesfi l msandmusi c; s learning to playthe
Example The articleis aboutfamilies. F
i n ci tvoarks
1 Thetext was written to advertise.
2 Membersintroducepeopleon Facebook. [E
3 Discussiongroupsare a goodway to find old Write an email of self-introduction
for a friendship
friends. website.Write 8o-roo words.
4 'one'(line t4) refersto a discussiongroup. [Iq
5 'they' (line zo)refersto topics.
6 Youcan only make friendsby goingto clubs.
fE

Photocopiable@Oxford University Presszoog 163

 Unit 2 Test People,placesand cultures Date:

Grammar Vocabulary
I the before geographicalnames Write fhe or 0 4 Peopleand places Match r-6 with a-f.
(no article) in the gaps. 1 Brazil,Tanzania,Canadal a part ofcontinent/
Example The SaharaDesertis in -@-North Africa 2 man, woman region
\
1 The Chalk Mountains are in _ United 3 Muslim, Jewish,Christian b ethnic background
\
States. 4 TheMiddle East,Central \c country
2 - EasterIsland is in the PacificOcean. America,North Africa d gender
3 Mount Fuji is in Japan. 5 mountain, desert,lake e environment
4 - CanaryIslandsare north west of Africa. 6 Bedouin,Berber,Maori f religion
5 - United Kingdom is in Europe.
fE
r Words and phrasesfor describingobjects Complete
2 Adverbsof frequency Rewritethe sentencesusing the descriptionof an objectwith thesewords.
the adverbsof frequency. madeof usedfor usedas kindof frc,m lookslike
Example Borisreadsguide books.(never)
Borisneverreadsouidebooks A'kotatsu'
1 The waiters here are very friendly. (usually) Witha 'kotatsu'you playgames,
canhavedinner, doyour
homework - andkeepwarmatthesametime!Whatisit?
2 We buy souvenirson holiday.(rarely)
a piece
A'kotatsu'is of furniturefromJapan. lt'sa
table.Whenyoufirstlookat it,it
3 Kevin takes photoson holiday. (hardly ever) a normaltable.
lt'sa lowandflatwith
fourlegs,
andit'susually r
4 I visit museumswhen I'm on holiday.(quite often) Butthistableisalsoa keeping thelegsand
feetwarm.Underthetopofthetablethereisanelectric
heater.
5 lason'sreally interestedin local food. (always) 'kotatsu'
A special blanket
isusedwiththetableforextra
warmth.Soa 'kotatsu'is
a oiece
offurniture
thatis
atableandalsoa heater.
D
Pastsimple and past continuous Completethe story
with the correctform of the verb in (brackets).
[E
Pronunclation
Thishappened to mewhen 5 c andg Thinkaboutthe soundof c andg underlined
I wasworking(work)in in thesewords.Tick/ the correctsound.
Hungary. OnedayI Examplegountry lkl Z lsl f
t-(walk)
to work.lt wasveryearlyand 1 Mongolia tst I t4/ Z
thecitywasquiet.I cameto 2 gity tkt a tst I
a streetthatI needed to 3 religion tgt Z t4/ l
cross.Thetrafficlightswere 4 Afriga tk/ /s/
ongreen, seeanycarsso| 2
butI couldn't a I
(start)
to crosstheroad. As| 3 (cross)
the
5 gender tsl Z /4t a
road,a policeoffcera_
Hecameandspoke to me.'Youcrossed
(see)me.
whenthelightswere
r
red,'hesaid,andhetoldmeto payhimsomemoney.
'Butthereweren't anycarsontheroad,'I said.He
s- (notagree)withme,soI paidthe
monev andwentto work.

r
164 Photocopiable @Oxford University Presszoog
Reading and Writing Readthe text. Write T (true),F (false),or DS(doecn't
An intercultural experience say)for sentencesr-7.
1 Readthe text and answerthe ouestions.

c3 Last yearI wentto Malaysiaonbusiness. Myhostswere

TheGoldMuseum(ElMuseodelOro) veryfriendlyandmostevenings theytookmeto diferent
restaurants andordered foodfor me.However, oneevening
Bogoti,Colombia I wentoutalone. I wantedto trythelocalfood.I founda
Therearemorethan33,000 piecesof pre-Hispanic
things osrestaurant with a wonderfularomaof spicyfoodsoI decided
madeof goldintheColdMuseum, Bogotd,Colombia. to try it.Ofcourse,themenuwasallwritteninMalaysian and
TheBankofthe Republic boughtthefirstpieceof goldin I didn'tunderstand anything.
1939.
Themuseumnowcontains the biggest
collectionin
Themanatthenexttablewaseating interesting.
something
theworld.Eachpieceisbeautiful,andthe museum isan
I called
thewaiter,pointed,andmadeeatinggestures
to show
placeto visit.
unforgettable
rothatI wanted thesamething.Thewaiterandthemanatthe
Whatto see nexttablelaughed andI felthappy.
Thewaiterbroughtme
. ThefamousQuimbaya poporowasthefirst piecein the thefood,a fruitjuiceanda bowlof water.
collection.
Poooros aresmallcontainers whichareused Themealwasexcellent. Themannextto mewaseating
for holdingthings.Thedesign of theQuimbaya poporo withhisrighthand,soI didthesame.WhenI neededto
issimpleandit lookslikea modernobject.However rswashmyfingers,I usedthesmallbowlof water.
lmmediately
it isactually
2,300yearsold.lt isa national
symbolin thewaitercameandbrought mea newwaterbowl.This
Colombia, andit'susedon coinsandbanknotes. happened several
times. Whenit happened
forthefifthtime,
. TheMuisca's GoldenRaftisa tinyboatmadeof gold heputthebowlon mytablewitha bang.
withfigureson it.Thissmallandincredibly beautiful I noticedthatthemanatthenexttablewasn'tusing the
objectcomesfromtheMuisca cultureof Colombia,which 20waterto washhisfingers - hewasdrinking
it.lfeltvery
existed600yearsago.lt represents an important tradition stupid.I wassorrythatthewaiterwasangry,butI didn't
in Indianculture.
Thefamousstoryof ElDorado comes knowhowto saythat.I gavehimsomeextramoney whenI
fromthistradition. paidformymeal.
. TheSalonDoradoisa soecial roomonthethirdfloorof
the museum. 8,000of the mostimportant worksof gold I Robertwent to the samerestaurant
inthe museum arekepthere.Twoguards allowjusta few L His hosts usually chosehis food.
visitors
at a timeto enter.Youwalkinside,the heavydoors 3 When he went out alone he wanted European food
closebehind you,andthenthe lightscomeon.Youare
surrounded byspectacular gold.
shining 4 He went to the restaurant becauseit was cheap.
Practical
information 5 He was happy when he ordered his meal.
ThemuseumisopeneverydayexceptMonday, from 9.00 6 He washed his fingers in the wrong bowl
a.m.to 5.00p.m.on Sundays.
a.m.to 7.00p.m.and 10.00 7 He didn't go to the restaurant again.
[E
Example How many pieces of gold are on display in
Readthe text again and answer the questions.
the museum? more than 33.ooo
Example When did Robert go to Malaysia? last year
r When did The Bank of Republic start the collection?
1 Why did Robert go to Malaysia?
1
Why didn't he understandthe menu?
z How old is the Quimbaya poporo?
3 What three thines did the waiter take to his table?
Which famous story is connected to the Muisca
4 Which hand did he eat with?
Golden Raft?
5 How did he feel about his mistake?
4 Wherein the museumis the SalonDorado?
[E
5 How many piecesare in the Salon Dorado? Imagine you are the waiter in 'WaterMix-up'.Write
the samestoryfrom your point of view Write 8o-roo
6 Which day is the museum closed? words.
rq
[E
Photocopiable @Oxford University Presszoog 165
 Unit 3 Test Educationand achievement Date'

Grammar Vocabulary
I Usedto Replacethe bold words with phraseswith 4 Education Match r-6 with a-f to completethe
usedto where possible.If it is not possible,write I. sentences.
Whenl was a teenager... t @ He teachesin the Geography-.
usedto ask 2 II learnt Frenchat evening -
. my parentsas*ed me to jobs around the house.
3 ll I'm studying maths at night
. my mother always'cleanedmy bedroom.
. + ! fhe Musicdepartmentis in the Arts
I 'had a big party when I was 16.
. I : didn't pay for my clothesand shoes. S l-l t reallv liked mv first school
. my father only agot very angry with me once. O ! Shewants to be a university
. When you were a teenager...5wereyou happy? a teacher
b classes
fE c professor
2 Presentperfect and past simple Readthe text and d department.
underline the correctform of the verb. e school
f Faculty
MoreHomeworkforVicky TE
VickyPhillips
isthirteen.Inmanywaysshe's atypical
teenager.
However, there'sonethingaboutVicky that'sverydifferent Achievement Completethe dialoguewith these
fromherfriend s.She never wentf 'snever beento school.Vicky words and phrases.Thereis one extra phrase.
isa 'homeschool'student - herparents rtaughtI havetaught passed succeededfailed managedto
herat homesince shewasfive.When Vicky wasyoung her achievementgiveup keeptrying
parentsdidn'tbelievethatthelocal school wasthebestplace Chris How is your Italian coursegoing?
forhereducation. Instead,thevchose toteach herthemselves
zstudied Rich Not bad thanks. I passed my exam last week.
andYicky I hasstudiedhappily at homefor eight How'syour Frenchcoursegoing?
5ofar,Vicky'sparents 3weref havebeenherteachers forevery Chris TerriblelI think I might'_. It's very
fromScience
subject, to Physical
Education. However,recently, difficult for me.
theyadecidedI havedecided to employa mathsteacher. Rich Really?I thought you were enjoying it.
'Vicky's
mathsisexcellent. Shetgot I hasgot99%inanexam Chris I don't know. I've got a big exam next week.
lastmonthandnowsheneeds ateacher whocanreally push I'- the practicetest last week,so I
her.Wesimply can'tdothatanymore!'they said. don't feel very good about it all.
Rich But exams aren't the only important thing.
[E I 3- understandmost of an Italian
Phrasalverbs Rewrite the sentencesreplacingthe film last night. It was a great
underlined words with it. Chris Yes,I know you're right really.I'll s
with my French.
Example I made up the storv. I madeit up.
1 Put your book away.
[E
Rhythm Think about the rhythm of thesephrases.
Write the phrasesin the correctcolumn.
2 Canyou turn on the TV?
use## get it wrong makemistakes
lastweek teacher'spet front of the class
3 He turned up the music.
ao OoO O..O
4 Takeoffyour hat. usedto sit

5 Put your iacketon.

fE
r

166 Photocopiable @Oxford University Presszoog

Reading and Writing A CV 2 Readthe email. Write T (true),F (false),
say)for sentencesr-7.
I Readthe text and choosethe correctanswer a, b, or c.
a
H i C harl i e,
I wonderif youcouldgivemesomeadvice? l'mtryingto decide
Learning usedto besimple.Youwentto schoolandthenyou
whatto dowith mycareer. WhenI wasyoungI usedto wantto
wentto college Youlearntmostof whatyou
or university.
bea racing driver. Well,l'vegotmyAdvanced Driver'sLicence
needed beforetheageof 21.Thenyougotajobfor lifeoryou
now- but I'mstilla taxidriveraftersixyears.
stayedat homewiththechildren. Inrecentyears,society
It'snotthatI haven't enjoyed thejob,but l'mgettingborednow.
osandtechnology havedeveloped rapidly.Asourworldkeeps
I leftschoolat sixteen andI didn'tgetgoodqualifications.
changing, we needto keeplearning,at homeandinthe
Theonlysubject I didwellin wasArt.I gotCin Historyand
workplace. just neverstopsl
Learning
Geography, butonlya D in Maths.
Janice Eagles,29,hasworkedfor aninternationaldrinks Before workingfor CityCarsI workedasa security guardinthe
company forthreeyears.Sheenjoysherwork,andsays, 'l've Carlton ArtCallery. Whataneasylife!| stilllikedrawing, and
to learntsomuchinthisjob- morethanI learnt at university! lastweekI soldoneof mypictures - whata greata sense of
l'vedonea timemanagement courseandlearntto usetwo achievement! 50,l'llapplyto art college.
newcomputer systems.l'veevenhadfreeSpanish lessons However, yesterday I sawanadvertisement for ajob asa city
because I sometimestravelwith myjob.' tourguide.I thinkl'vegottheskills for it. I certainly
knowthecity
Andit'snotjustpeople of workingagewhoarelearning for life. verywell- l'vedrivenon everystreet.I'velearnta lot aboutthe
r 73-year-oldRussell Leachhasbeenretiredforeightyears.He historyof Liverpool andI enjoytalkingto people.
usedto bea busyengineer, andnowhasa lotof sparetime.He Well,you'veknownmesincewewereat school. WhatshouldI
spends a lotof it studying withtheUIA- TheUniversityof the do- goto art college ortry to bea tourguide? Thanks!
ThirdAge.Thisisn'tactually a university,
butaninternational Nathan
learningorganization for peoplewhonolonger work.
20U3Agroups offercourses suchascomputing,science,art, Example Nathan is writing about his new job. F
history,
andlanguages to olderpeople.Therearenoexams, so
people whofollowthesecourses don'tgetqualifications.
They L He wanted to be a racing driver.
arejustforpeople's interestandpersonaldevelopment.'lt's 2 He has always hated being a taxi driver.
nevertoo lateto learn'the U3As websitesays. lt seemsthat 3 He has donethe samejob for three years.
r forallofus.thosewords haveneverbeenmoretrue!
4 He wasn't a goodMaths student.
5 His job in the Art Gallery was difficult.
Example What is this text?
6 He sold one of his picturesfor fr5o.
d an advert (b )an article c a story
7 He saw ajob advertinthe paper.
1 Why doeslearning'neverstop'thesedays?
a Peoplestudy longerat school. fE
b Peopleneed more skills.
Read the email again and complete Nathan's CV.
c More peoplego to university.
2 Where did lanice study time management? Personaf
Profile:Experienced
taxi driverwith
a at work b at home c at university t_ Driver's
Licence
3 Vt/hydid Janicestudy Spanish? 2 andreliable
a for a holiday
Education:
1994n999
Catacre
Comorehensive
5chool
b for her job
c for an exam ArtA
GCSEs: History'_
4 What does'retired'(line15)mean? C a
Geography D
a ill Workexperience:
2002to present:
Taxidriver,
CityCars
b looking for a job 1999-2002:5
Security
_: CarltonArtCallery
c stoppedworking
5 How was Russell'slife different beforehe retired? andpainting,
localT
a He taught with the U3A.
b He studiedwith the U3A.
c He didnt have much sparetime.
[E
6 What does'They'in line zz referto? Choosea job you would like and write your CV.
a exams b courses c qualifications [Iq
re
Photocopiable @Oxford University Presszoog 167
 Unit 4 Test Freetime activities Date:

Grammar Vocabulary
I Subjectand objectrelative clausesCompletethe 4 Music Completethe music word in eachsentence.
sentenceswith the words below. Example She'splaying a Mozart s y m p h o n ywlth
you which that who where who the orchestra.
Example Tom is the man who taught me French. 1 I love listening to my
M
1 The review I wrote is in today'spaper.
on the bus.
2 That'sthe caf6 I met my friend earlier. 2 Lastnight'sj---
3 That'smv friend met KateWinslet. concertwas great.
4 Is that the film saw last week? 3 Theguitars---was
5 I like films - tell a true storv. excellent.

r 4 My favourite Beatles
t-- -isYesterday.
2 -ed and.-ing adjectives Underlinethe correctword to 5 Morethan 4o,ooopeople
completethe conversation. went to the rock concertin
Carly I'm meeting Jamesagaintonight. thes- ---last
Ana Oh,that's excitinq/ excitedlHe seemsreally nice. night.
Carly I'm ablt'worried / worryingabout it. We didnt
have a very goodtime at the concertlast week.
D
Ana Why not? Expressinglikes and dislikes Completethe
conversationwith thesewords.
Car$ It wasz boring/ bored.All the songswere the
same. adore stand keen mind like l€ve
Ana Oh,that's a pity. Maria What do you in your free time?
Carly Then he wanted to dance.It was very Eric I love being outdoors- swimming in the sea,
1embarrassing / embarrassedl walking in the mountains.How about you?
Ana Sowhat are you doing tonight? Maria Well, I read a lot of books,and I absolutely
Carly We'regoingto the GreenTreeresturant. music and modern art
Ana I don't think that's a goodidea.I went there Eric I listen to music a lot, but I cant "-
a few weeksago.Thefood was t disgusting/ modern art. I just don't understandit!
disgustedand I couldnt get my money back. Tennis,skiing, football - they're my favourite
I was very sannoying/ annoyed. activities.
fE Maria Oh,I'm not 3- on sport really.
Eric But do you 4- being outdoors?
Comparativeand superlativeadjectives;comparisons
Maria Oh yes,I don't 5- walking in the
with as Completethe text with the correctform of
park or on the beach.
the adjectivesin (brackets).

RESTAURANT REVIEW: PINNOCCHIO'S PIZZAS

r
A newltalianrestaurant opened onSouthStreet lastweek.
Wewentto visitandhere's whatwethought. Pronunciation
At Pinnochio's Themenuisthelongest(long)
Pizzas. onel've 6 -ed endings Think about the sound of the -edending
everseen! Thepizzas aren't1- (big)asyougetin in thesewords.Write the words under the correct
otherrestaurants,buttheyarefreshandtasty. sound.
What's z- (good) thingaboutPinnocch io'sPizzas? bored disgusted embarrassed
Well,youcanlisten to livejazzmusicwhileyoueatyour fascinated amazed iffi
pasta.lt's3-(crowded)on Saturdaythan it ison
Sunday, sogoearlyif youwantto getatable. There's always a -d -t -id
greatatmosphere attheweekend. interested
Pinocchio a-
Pizzasis (expensive)
thanotherltalian
resturants intown.
It'scertainlys- (entertaining)
ltalianrestaurant in
fE
6.00pmtillmidnight
Opens

168
r Photocopiable @Oxford University Presszoog
Reading and Writing 3 Readthe text and answerthe ouestions.
A description of a film or book
c3
I Readthe text and choosea title for each paragraph.
A 'lt's not perfectbut I'm in somefilms!' Twofilms,onelovestory
B 'I can watch films while I work.' BeforeSunrise(1995)
andBeforeSunset (2004)aretwo
'It's hard work but very exciting.' romanticdramas setin Europe.
TheystarEthanHawkeand
D 'I don't evenmind the cleanine!' JulieDelpyasJesseandCeline.InBeforeSunrise,thecouple
spendjust onedayand nighttogether.ln BeforeSunset,they
[E havejustoneday.
ln Before
Sunrise,Jesse andCelinemeeton a train.Jesse is
goingto Vienna to fly hometo the USAthe nextmorning.
Celineisreturningto France aftervisitingBudapest.The
Manypeople lovefilmsanddream ofworking inthefilm couplestarttalking,andJesse convinces Celineto getoff
industry oneday. Twoyoung people whodream ofafuturein thetrainin Vienna. Theyspendtheirtimewalkingaround
filmstoldushowtheyarestarting out. thecityexchanging theirideasandopinions aboutlife.A
1 iames(17) loves filmsandwantsto beafilmdirector. Every romance develops betweenthem.
weekend heworks asa cinema attendant. Hechecks Viennaisanamazing location
forthefilmandHawkeand
people'stickets astheyarrive andhelps themfindseats. Delpyarebothexcellent actors.However,
the bestthing
Afterthat,I sitattheback ofthecinema andwatchthe aboutBeforeSunlseisthe dialogue.
Thecoupletalkabout
film.Lastweekend I watched thesame sciencefictionfilm everydaytopics,buttheirconversation
isneverboring.
sixtimes! Myfriends thinkthat'sreally boring,
but| findit
fascinating! | likemostkinds offilms,butl'mnottookeen ln BeforeSunset JesseandCelinemeetagainnineyearslater
onmusicals orromances!' in a bookshop in Paris.
Jesse (nowanauthor)istalkingabout
hisbook.Before Sunset isa goodfilm, but it isn'tasspecial
2 'When everybody leavesattheendofthefilmI tidythe asBefore Sunriseandthe dialogueisn'tasinteresting. Before
cinema. lt'samazing howmuchrubbish people leaveunder Sunriseis a moreunusualfilm andalsomuchmoremagical.
theirseats - sometimes it'sreallydisgusting.ButI don't Infact,it'soneof the mostromanticfilmsyoucansee.
mind. This job'sjustrightformeatthemoment.'
3 Annabel (20) worksina restaurant. Inherfreetimeshe Example What kind of films areBeJoreSunriseand
isafilmextra- anactorwhoappears inthefilm,but BeforeSunset?romanticdramas
doesn't usually speak. Mostextras don'tgetmuchmoney,
butAnnabel isa dancer soshecanearnslightly more. 1 How long are the coupletogetherin BeforeSunrise?
Sometimes extras speaka fewlines inafilm,andthese are
paidthemost. 'l'mnotfamous, of course,'saysAnnabel, 2 How long are the coupletogetherin BeforeSunset?
'butI have appeared inafewfilms.'
3 Where does Jesselive?
4 'Some people dothisworkforthemoney, butformeit's
4 Where does Celine live?
a hobby. I adore films,andld loveto actina comedy one q
day.A dayworking In Before Sunrise,where do Celine and Jessemeet?
asanextraismuchlonger thana dayin
therestaurant. lt'sveryhardworkandisn'twellpaid.
I nevergetbored asI reallylikewatching howtheactors In BeforeSunset,
where do the couplespendtheir
anddirector worktogether. lt'sfascinating.' day?
7 What does the writer like about BeforeSunrise?
Write T (true), F (false),or DS(doesn'tsay)for
sentences 1-7. 8 In Before Sunset,where do Celine and Jessemeet in
Example JamesdoesFilm Studiesat college.DS Paris?
1 James'sfriends don't know why he likes his job. 9 Which film does the writer prefer?
2 Jamesloves all kinds of films.
t The cinema is usually dirty at the end of a film. [E
4 Annabel works three days a week. _ Write a descriptionof a film or bookthat you like.
\ Annabel was an extra in a fantasy film. Includethe informationbelow.Write 8o-roo words.
6 Annabel earns more money as an extra because . the setting and main characters . how the story
she can also dance. begins . the bestthing aboutthe film or the book
Annabel has met some famous actors.

[E

Photocopiable@Oxford University Presszoog 169

 Unit 5 Test Power,law, and crime Date:

Grammar And finally, most countries give people'freedom of

speech- peoplesmust/have to / can say or write their
I the or no article in names of institutions Write the or opinions freely.
@(no article) in the gaps.
Example SheikhKhalifa is the Presidentof the fE
United Arab Emirates.
1 - Indira Ghandi was the Prime Minister Vocabulary
of India for fifteen years. 4 Countriesand government Match the definitions r-6
2 When will PrinceWilliam be - British with words a-f.
King? The city where the main
3 Who is the leaderof - Liberal Party? political buildings are.
4 The King of Spain is King Juan CarlosI. 2 president A country with no king or queen.
5 Who is the SecretaryGeneralof - United Socialist A head of state who is not a
Nations? king or queen.
elections The event when peoplevote to
E choosepeoplein government.
2 Active and passive Rewrite the news in the passive. 5 republic A right-wing political party.
6 capital A left-wing political party.
PAIilINGFOUilD
Policehavefoundafamouspaintingin a housein Bristol.
[E
Someone thepainting
stole fromtheCarlton Museum three the correctword to completethe
Crimeverbs Choose
yearsago.Thepolicehavearrested
two womeninconnection text.
withthecrime. two men robbed a bankin the city centre.
Yesterday
Afamouspaintingthasbeenlound ina housein TheY t the security guard and
Thepainting
Bristol. z fromthe 2 one of the bank workers in the leg.
CarltonMuseum threeyears
ago.Twowomen The thieves 3 more than f,ro.ooo.Police
3 inconnection
withthecrime. have a one man who they believe
is connectedwith the crime. One bank worker said
TOWTCEilTNE AITACI( afterwards, 'I was terrified. I thought they were going
Someone attackedtwo meninthecitycentrelastnight. tos someone.'
Afriendtookoneofthemento hospital. Someone hasgivena
Example a stole @)robbed c attacked d shot
of oneoftheattackers
description to thepolice.
Twomen4 inthecitycentrelastnight. L astole bhijacked carrested dattacked
Oneofthemens to hospital. 2 akidnapped bkilled cmurdered dshot
of oneof the men6
A description to 3 arobled bstole cshot dhijacked
police. 4 aarrested battacked chijacked dkidnapped
5 asteal barrest ckill drob
r r
Modals of obligation Underline the correctword or
phraseto completethe text.
Pronunciation
Why do laws exist?
All societieshave laws - but why do different laws 5 Stressin two-syllable nouns and verbs Think about
exist? the sound of thesewords. Underline the stressed
Most laws are made to keep peoplesafe.For example, syllable.
yoll mustn't/don't haveto /can kill or hurt another Example pewer
person.On the road,you ldon't haveto/ can't drive too 1 complete 4 happen
fast. 2 battle 5 return
Thereare also many laws to organizesociety.You 3 shoulder
zhaveto / mustn't/ can drive on the same side of the
road.You zhaveto /mustn't f can steal or damage
anotherpersonspossessions.
r
Other laws educatepeopleto do the right thing. In
somecountries,everybodyccan/must/doesn'thave to
vote in an election.

170 Photocopiable @Oxford University Press2oo9

Reading and Writing Narrating a story Readthe text and match the titles to the sections.
1 Checkyour car is lockedwhen you park-f]
1 Readthe webpageand choosethe best answer.
2 Neverleaveyour keys in the car.f__l
3 Know the history of a car when you buy it. L_l_
FIAGFACTS 4 Don't leavethings where peoplecan seethem. f__l
Flags powerful,
arecolourful, andsymbolic objects.
They 5 Jenny'sstory !!l
represent
countries,
institutions,
history,
andorganizations.
llationalflagr
[E
Themostcommoncolours usedon nationalflags
areblue,
yellow,red,green,
white,andblack.
Mostflagsarerectangular.
However, the SwissandVatican Jenny'scarwasstolenandshedidn'thavemuchmoney
Cityflagsaresquare.
Allthe sidesarethe samelength. to buya newone.Eventually, shefounda cheaponeand
TheLibyan
flagistheonlyonewith onecolour,
green. boughtit. Threeweekslater,the problemsstarted.Firstit
wasthe oil.Then,muchmoreseriously, the brakesstopped
Theflagsof MonacoandIndonesia
areidentical.
Theyarered
working.
andwhiteandhavethe samedesign.
Whenflagsfrom differentcountries
areflowntogether,
they tookit to a garage
Jenny andwasshocked
whentheytold
mustbethe samesizeandbeflownat the sameheight. hershehadbeen thevictimof a serious Her'new'car
crime.
hadoriginally
been twocars- partsoftwooldcarshadbeenl
Internationalflagr usedto make
a newone. I
TheUnitedNations flagwasdesignedabout50yearsago.
boughta newcar.Hewentto thepostoffceto pay I
Adrian
It hasa whitemapof theworldon a lightbluebackground.
hiscartax.Theassistantchecked
onthecomputerand told I
Thecolours anddesignof theflagaresymbols of
Adriantherewasa problem. Hisnewcarwasa stolencar.
internationalpeace.
Sheadvised Adrianto contactthe police.
JustlikeJenny,
Theofficialflag
of the OlympicCameswasdesigned by Adriandidn'tknowthetruestoryabouthiscar'spastwhen
Pierre
deCoubertin in 1911.
lt hasfivecolouredringson a he boughtit.
whitebackground. Theringsareblue,yellow,red,green,and
black.
Withthe whitebackground, theseformthe sixcolours Karen got intohercarandput herhandbag onthe passenger
whichareseenon mostnational flags. seat.lt wasa hotdaysosheopened thewindows.Whenshe
stopped at sometrafficlights,someone intothe car
reached
andstoleherhandbag.
Example This text is about
a countries b history @)flags Jimfilledhiscarwith petrolat thegarage. Whenhewent
insideto pay,he leftthe keysinthe car.Someone
stolehis
The writer wrote this text to carwhilehewaspaying for the petrol.
a tell a story b give information
parkedhercaroutsideherhouseoneevening.
Beverly lt had
c give an opinion
beena hotdayandBeverley hadopened thesunroof.She
NationalflagsDON'Toften usethe colour
checkedthedoorsandwindowswereclosed, butsheforgot
a yellow b orange c black
thesunroof.
Duringthe nightthieves
stolethecarstereo.
The Swiss and Vatican City flags are
a square b round c rectangular
The Libvan flae is Readthe text again and answer the questions.
a green b light and dark green Example Whose car was stolen? lenny's
c green and white 1 Why did Jenny have to buy a new car?
Theflagsof Indonesiaand Monacoare the 2 What two problems did she have with her new car?
same_. and _
a colour b design c colourand design 3 What was the problem with Adrian's car?
When two nationalflagsareflown togetherthey A
Where did Karen put her handbag?
must be the same What was Jim doing when someone stole his car?
a size b colour c design
TheUnitedNationsflag is 6 When did thieves steal Beverlv'sstereo?
a blue b white c blue and white
When was the Olympicflag designed? E
a About 50 yearsago. b In r9r3. c In 1945. Chooseone of the four stories,or anotherone.Tellit
How many colourshas the Olympic flag? in a more exciting way. Write 8o-roo words.
a four b five c six
fE
D
Photocopiable O Oxford University Presszoog 171
 Unit 5 Test Feelingsand behaviour Date:

Grammar Vocabulary
I 5o and such Completethe sentencesby putting so or 4 Behaviour Orderthe letters to make words.
suchin the correctplace. Example Miss Baxter is very#F* friendly . When
Example I'm so sorry about that. (so) I seeher she always says'Goodmorning'.
1 That is goodnews! (such) 1 The peoplewho live next door are very
2 That'sa stupid idea! (such) re-. They shout all the time.
2 I think Mrs Vealeaskstoo many personal
3 I'm a fool. (such)
questions.She'sveryffi
4 I'm angry with her. (so) 3 The children at number 29 arc terrible. They're
5 He was driving badly! (so) realyffi.]*
r 4 Mr Robson?He'slovely.He'svery ffi
if you have a problem.
2 Infinitive and gerund Underlinethe correctwords to 5 A lot of the neighbourshave cats.They oftenffiffi
completethe conversation. at night - it's horrible.
Judy I'm going now, Nick. It's been an excellentparty.
Thanks for invitinq / to invite me. r
Nick You'rewelcome.I'm glad you could come. 5 Extremeadjectives Completethe dialogueswith
Judy It was greatto meet your sister.I really enjoyed thesewords.
ltalking/ to talk to her. enormous furious exhausted
Nick That'sgood.I didn't expeclher 2comingf to come terrified awful wo,nde#ul
- shedoesnt usuallylike parties.
Example A Davina told me you had a goodholiday.
Judy Really?Sheseemedvery happy when I saw her
3leaving/ to leave. B It was wonderful ! Greathotel, good
food, perfect weather ...
Nick Good.NoW how are you going to get home?
Judy It's too late'getting / to get a bus.I'lI walk. 1 A You seemtired.
Nick Are you sure?Why dont you take a taxi? B I'm -. I've worked really hard today.
Iudy No,it's not far. I dont mind'walking/ to walk. 2 A Wasthe film good?

r B
3 A
No, it was -. I left beforeit finished.
Wereyou afraid when he shoutedat you?
Tensesin reported speech Complete B Yes,I was _
the reportedspeechsentences. 4 A Otto'snew houseis _!
Example Jamestook someflowers B I know. lots of really big rooms and a big garden.
from the neighbour's 5 A What's the matter?
garden.He said to his B Someone'sstolenmv new bike. I'm !
mother, 'I bought them in
a shop.' r
He told his mother he -
hadbought them in a
shoP.
Pronunciation
6 Spelling and pronunciation gh Think about the
1 I told the doctorI felt ill. Shesaid,'You'llbe fine.' sound of thesewords.Is gh not pronouncedor is it
Shesaidl-flne. pronouncedas the consonantsound/f/?Write NP
2 I met a man on the train yesterday.He said,'I'm a (not pronounced)or F.
famous actor.'
Example naughty NP
He told me he a famous actor.
Ryan said,'I dont feel very well.' 1 rouph a daushter
Ryantold me he very well. Z neighbour- s enoueh
'I'll help you paint the kitchen,' said Katy. 3 fight _
Katy said she
kitchen.
me paint the
r
5 Mia said,'I got the job!'
Shetold me she the job.
[E

172 Photocopiable @Oxford University Presszoog

Readingand Writing
Exchangingnews in a personalletter
I Readthe article. Choosea title for eachparagraph.
I Takecareof vour home 3 Befriendly _
2 Politeparkinp 4 Be quiet _
E anAhe's great! lle's lull ol energyanA really svteel,allhough
Being agoodneighbourhelps make yourlifemorepeaceful.
It canalsomakeyourareaa saferplaceto livein.Follow
this
adviceto avoidproblemswithyourneighbours.
A Whenyoumoveto a newhome, introduceyourself
os andaskquestions to learnaboutthelocalarea. Smile
andsayhellowhenyou seeyour neighbours. Offerto
helpthemifyoucan,
B Noiseisa common reason forcomplaintsby
neighbours.lfyoulistento loudmusic,
thinkcarefully
rc aboutwhereyou putyourmusic Your
system.
neighbour probablywon'tbeveryhappy if youputit
againsttheirbedroom wall.Tellthemifyouaregoing
to havea partyorinvitethemto cometoo.
C Yourhomebelongs toyou,butdon'tforgetthatyou
rs arealsopartof af Tryto keeptheoutsideof
yourhometidy.Yourneighbours maycomplain ifyou
leave
rubbishoutsidefortoo long.Fences andwalls
between housescanalsobeareas fordisagreement.lf a
fenceorwallnearyour homeisbroken, checkifyouare
forit.lfyouare,repair
20 responsible it assoonaspossible.
D Don'tleave
yourcarinfrontof someone house
else's
andparkquietlyif youarrivehomeearlyinthe
morningorlateat night.
Readthe article again and choosethe best answer.
Example This article _.
a tells funny stories (b)gives advice
c givesthe resultsof dlurvey
1 Being a good neighbouris _.
a agoodidea b aproblem c safe
2 Ask about local things to _.
a offer help b find information c say hello
3 The article givesadviceabout noisefrom _.
a children b animals c music
4 Beforehaving a party, ask if neighbours_.
a are happy about it b would like to come
c will be at home
5 A tommunity' (line 15)is a group of - in a town
or city.
a people b streets c houses
6 If a wall or fencenear you is broken,you should
a repair it b seewho owns it
c ask a neighbourto fix it
E
Photocopiable @Oxford University Presszoog
Readthe emails.Write T (true),F
say)after sentences1-1o.
Dear Robin,
llow are yov? I'n OK,bull couldbebetter!
llere'slhe goodnews.fve gota newdog! t1e'scalled llenry
oshe is a bit naughtytoo. he's alreaAyeatenmy shoesanA
r ui ned f h e gard en! We' re g elli ng I otsol ex e rcite faki ng hi m
lo r walksevery mor ni ngandevening.
AnA nowthebaA news-I'vebroken my{oot.lwas
deco r ali ng the kiicl'en a nA SlooA on a ch ai r lo get
10 somefhing.tlenryco^e inthe rcom andbarkedloudly.lle
surpriseA me andllell off the chair!
Itwas svch a slvpidthingto hayTenandl couldn't believeif
when lhe doclorssail it wasb roken.lt was poinlul soI knew
I' d hurtitbaAly,bvt not sobaily. Anywaytatleasll don't
15 havelo go to work{or a monfh, tol've gotlime lo wrile
letterslo myfriends!
O{ courte,l can'tfake llenry oulf orwalks atthe moment.
torfunaiely, Paul'gvery hapyyto Ao lhaifhe onelhing he
wontl do, however,isfinish Aecoratingthekitchen. Didl
zo tell you Paul'sgol a newjob? He wasvery vnhaTpyinthe old
one- verr/boring,loomuch work, anAnot enovghmoney.lle
aclo ally e iloys 9oing to vtork novt!
So,whal ab^ovtyournews?llow's everyoneinyourlanily
thesedaysl Lasllime you wroleyou were talkingaboul
n stu.dyhgChi^ete. Haveyov starleA classesyef, llovt's il
gotagl
Lovefrom Lavraxx
PSNy sisfertsgoinglo have ababy nexlyear.l'm goingtobe
an aunl! Iffeelr brillianfl
30 PPSDo you {ancy comingto slaylor a weekend?| need
visilors
Example:Laurais writing a letter of complaint. F
1 Laurawrites about good and bad news._
2 'We' (Iine z) is Robinand Laura.
3 The dog is very young. _
4 Lauradoesnt like Henry.-
5 Henry goesout for walks twice a day._
6 The kitchen chair'sbroken.-
7 Laurasoff work for a week._
8 Paul'staking Henry for walks. -
9 Paul doesnt like his new job. _
10Laurassister'shaving a baby in May. _
EO
You are Robin.Write a reply to Laura.Add news about
yourself and peopleyou know. Write 8o-roo words.
E9
173
 Unit 7 Test Appearanceand lifestyle
Grammar
I wh clausesAdd three words to the secondsentenceso
that it meansthe sameas the flrst two sentences.
Example How tall is he?I can't remember.
I cant rememberhow taII he is
1 Where doeshe buy his shoes?Id like to know.
Id like to know his shoes.
When'sher birthday?Do you know?
Do you know when
Why did she saythat? I don't understand.
I dont understand that.
Who gave me this ring? I've forgotten.
I've forgotten this ring.
5 What colour doesshewant? I don't know
I don't know what
Future intentions Underlinethe correctfuture forms
in this conversation.
Mia Have you got any plans for tomorrow?
Tom Well, \I'm having/ I wiII havea 'style makeover'.
Mia Really?I think 2I'mgoing to come/ I'II come and
watch. Id like to seewhat they do to you!
Tom Ive decided3I'mgoing to teII/ I'm telling
them exactly what I want. I dont want a stupid
hairstyle with strangecoloursin it.
I a'm meeting/ I wiII meetsomeimportant
colleagueson Monday.
Mia Sowhy sareyou having/ wiIIyou havethis
makeover?
Tom It's a presentfrom my girlfriend!
E biggest Ai{ference is our clothet.l feel comfortable
Modals of deduction Underlinethe correctword to
completeeachconversation.
Example A Let'stake a look at those designert-shirts.
B They miqht / must /can't be really
expensive.How much are they?
1 A Do you think that woman is a doctor?
B Maybe.Or shemight / must/ can'tbe a dentist.
A She'sfrom Switzerlandso shemust speakItalian.
B Well, shemight / must f can't speakFtench.
A I think Frank is about fifty.
B No, he might / must / can'tbe! He looksforty!
A Shespendsabout €5oo on clothesevery month.
B Yes,shemight / must / can't be really rich.
A That man wears sunglasseseven when it's
raining.
B He might / must/ can't be someonefamous.
fE
174
Date:
Vocabulary
4 Looksand character Completethe descriptionswith
the words below.Thereare two that you dont need.
bushy round nervous imaginative
Einger confident active ambitious
Example Amelia likes having ginger hair, but her
sisterdoesnt.
I Evahopesto do well in her exams.She's
2 Alan never gets angry or worried. He lookedvery
and relaxedafter the interview.
3 Stefan'sgot big eyebrowsand looks like his
dog.
4 Bethanyhas lots of good ideasfor storiesand
poems.She'svery
5 Nick lovesplaying football and cycling.He's
alwavs
D
Compoundadjectives Completethe compound
adjectivesin the text with thesewords.Thereis one
word you don't needto use.
fitting looking consciousshaven
fashioned o# dressed
Ae and-Tom
Tom anA I are good f rienls bul wetre completely
di{furent.Tom" a stuAenl aad he does,t'l have.mvch
mo^ey.l've got a good job andl'm quite well- aE.
People say f o^'s very lgood--: he's tall, with Aark
hair anA brown eyes.I'm short with blond hair.The
in2loote'- clolhes, anAI don't mind wearilq3olA--
things.Tom hatn't got mvch mot\eft but he is v2ry
4ashion'-. What's his secrel? he studies clofhes
in slyle magazines anA bvys things that look the same,
bul costless.As he says,'You doo't have lo be rich to
be swell--.'
Pronunciation
6 Contrastivestress Think about the soundsin each
reply.Underlinethe stressedword in eachreply.
ExampleHas she got short grey hair? No, long grey hair.
1 Is she in her early fifties? No, late fifties.
2 Has he got big blue eyes?No, big greeneyes.
3 Has shegot wavy fair hair? No,wavy dark hair.
4 Is he in his early twenties?No, ear$ thirties.
5 Has he got curly hair? No, straight hair.
fE
Photocopiable @Oxford University Presszoog
Reading and Writing A letter of application Read the letters of application from Adam and Myra
Complete the table with one word in each gap.
1 Readthe advert. Choosea title for each paragraph.
1 What happens on the show >EAY .SLT AY M Ad,AT '^,
2 How to applv t',ra.,trLlLw2la anFLALc apTeal
3 Appear on TV and change your life 4c.d, FeeL4ctd.
4 The prizes _ v d t w e w , ? / - ) i ; , , . . . "- -.'- ,'
t 't r n A c L s l ar L t aw , bu , l t 've L L e
"
E t)o0t:,.
- ) " '- ^"41)
t'r/r'"
./'I' ..\PrtLc-,/
a ) - - - " " - '- "
5L, taLL, ,rtLth
0,'a^:
^i.','./,--:
veru shcrL haLr.scw-e re:tl-, :t ,, '
,,'...1 :. .

LccQ.aa2ressLve,ball',ra. aclv-aLLuvery4 caLrr-2/-?. 2.. .a

-
t'n/,a ',eL+-evv"pLoged archLtect.

CHANNELT21islookingforten people to takepartin l't/wa bLl '.nuqal:tLw.esawd Ln rt-u f rU LLwreI it a:tt .: ?:

a newmakeover ihLwc'- aLcie, su"chas readLwo,LisLewLwqLc n-t'-t"c,,..-':
competition, Look6ood,FeelCood.
Weneedinteresting i oq o L w q . l , u ov - L dr t . a L t uL L t zL. ec . h a w q e t h e '/ / 0 ). t - ..,"-
candidates of different
ages, ' a i i + eit. Appear Lwo ol lh e pr r r, o r^i^
e,n,cr,Li ae a t', . 7-.
andpersonality.
appearance lfyouwantto change the chawc?lc do LnLs.tl:r,tou"Ld, heLr:vweto be v.r-cre cow{-J.:,',-
wayyoulookandfeelthenthisistheshowforyou! vthemI w.eelwe'rtpecpLe.I rp.alsuhapeq:.,,.,ttLt"cffer i.,.:
Thetensuccessful candidates willgoto Scotland a t L a c ea w d t L c c 'ef o r w a r d t : h V a r t n q - {r . n / ,t 4 0 ^ sr r /,.
wherethey'llstayin a hotelinthe country for six ycars faLt"r,{tJlu,
weeks.They'llbefilmedeverydayastheycomplete
Adavw ce'rtLg
exercises
to improve physical health,fitness,
and
waysof thinking.
Candidates will learnLatinAmerican
dancingandpractise yogarelaxation techniques. Dear Sir or llaAam,

Thereisa f10,000prizefor the person

whochanges I s a wy o v r a A v e r f i t e m e n t i n T i m e O f f m a g a z i n e a n d
woulJliketo agTlylobe a conletlanl o^lle show.
mostin sixweeksandtherearesomegreatsmaller
prizesfor weeklywinnerstoo.Theseincludemountain I'm an arl tludenl{rom Dublin,?S and single.Next
bikes,clothes,
andweekend holidays.
Eachweek, y e a r , 7 h o p e l o s l a r l w o r k a t a ^ i n t e r i o r A e s i g n e r .l l o o k
viewers willdecidewho hasmadethe mostprogress v e r y a r t i s l i c a n d l w e a r , n u t u a l c l o l h e s . l 'v e g o tl o n g
in seven . u ily h o; r. I' m liv ely a n d o ulgoi n g. I e nj oy .co oii n 9,
days.At the endofthe programme,theyvote
g o t n g f o n i g h f c l u b s ,a n d c l o l h e t s h o T T i n g !
for anoverallwinner- the personwho'schangedthe
most. I i r '; n k I ' I b e a a r e a t c a n d i A a l e {o r v o v r p r o e r a m m e .l
needlo 9et {1f, lnd be inAepeiAenf.T flink you,
Wantto apply? Senda handwritten lettertellingusa v i e w e r t w o u l d e n j o y w a-ore
lching me.
bit aboutyourlifestyle,
appearance,andpersonality.
f 6'r7ef aith{ully,
Describeyourselfin 80-100words,andexplain why
youwantto beonthe show.Enclose threerecent lu\yra l)oAen
photosof youdoingsomething typicalinyourfree
t im e.
Adam Myra
background Australian,
architect D ubl i n,6
Readthe advert again and choosethe best answer. student
Example How pqany people will appear on the show?
marital
status married,
threechildren,si ngl e,
25
a 6 ( b) ro c 2 t
andage t_

1 What does'take part in' (line t) mean? aPpearance tal l 2, - hair l ong hair
a appear on the show b apply for the show personality cal m.' , shv livelv.t
c watch the show
hobbies readi ng,
musi c cooki ngnight
, clubs,
2 What does 'where' (line 7) refer to? e
buvi ne
a a secret location b a hotel c Scotland
reasons
for bemore get ro . be
3 Who learns Latin American dancing and yoga?
applying ; more independent
a all the candidates b the ten successful
contestants c the winner
Who decidesthe winner of Look Good,FeeIGood? I]g
a The experts b Channel Tzr c TV viewers Imagineyou would like to appearon the programme.
What are'These'(line t4)? Write a Ietter of applicationof about9o-1oowords.
a prizes b mountain bikes c clothes
6 How should you contact the organisers?
[IO
a by letter b by phone c by email

[E
Photocopiable @Oxford University Presszoog 175
 Unit 8 Test Communication Date:

Grammar 5 A \ /hat happenedat the end of the interview?

1 Reportedimperatives and requests Rewritethe B Thev wanted to know I had anv
sentencesin reportedspeech. questions.
Example I / her 'Dont worry.' I told her not to worry fE
1 She/ him 'Openthe door!'
Vocabulary
2 | /you 'Dont call me at workl' 4 Telephonewords and phrases Usethe words below
to completethe phoneverbs.
3 He / them 'Pleasecan you not shout?' off th€,t€h over up through back
Example 'Ive tried to call David about six times this
4 She/ me 'Couldyou closethe windoW please?' morning, but I just can't get through ;
1 'Listen,I know youre angry but we needto talk.
5 He / me 'Be careful!'
Simon,dont hang , please!Hello?'
2 Millie's got someexciting news for you! Just a
r minute, I'll hand her _ to you.'
3 'Hello,can you help me?I was talking to someone
Ability: can,could,be ableto, managefo Underline calledAnne, but I got cut _.'
the best word or phraseto completeeach 4 'Hello,could you put me to the sales
conversation. departmentplease?Thank you.'
Example I managedto / coulL/ 'II be ableto ski when 5 'I'm really sorry,but I'm busy at the moment. CanI
I was younger,but I'm too old now. ring vou in fi.veminutes?'
I I can't / didn't manageto / couldn'tsing.
2 I'm sure we can / could/ 'II be ableto communicate
r
with animals in the future. 5 Reportingverbs Match r-6 with reportedspeecha-f.
3 My friend's got a dog and it'II be ableto / could/ r 'I'll go,I promise.'f
can danceto music! z 'I'll go,if you want.'f]
4 lwas ableto / wiII be ableto / couldfind the
information for the report on the Internet. 3 'Youshouldnt go.'E
5 I found a bag on the train last week. I gaveit to the 4 'No,ok, I wont go.'E
policeand they could/ managedto / canfind the 5 'No.I'm absolutelynot going.'I
owner. 6 'Wouldyou like to go?'!
t-E a He invited me to go.
Reportedquestions Completethe conversationsabout b I refusedto go.
job interviews with the words below. c Sheofferedto go.
would him t"hy could did were if d We advisedthem not to go.
Example A Did they askAnna about her current job? e He agreednot to go.
B Yes,they askedher why shewanted to f Shepromisedto go.
leave. [E
1 A Did you feel nervousin the interview?
B Yes.I askedif I - have a glassof water. Pronunciation
2 A How did you begin the interview with Sarah? 6 Stressin words ending -fty Think about the sound of
B We askedher what her goodpoints thesewords.Underlj4gthe stressedsyllable.
3 A Did the interview go well? Example ability
B Yes,they askedif I - be ableto start 1 popularity 4 possibility
soon. 2 curiosity 5 activity
4 A Did they askJohn any strangequestions? 3 reality
B Yes,they asked which star sign he
was.
fE

't76 Photocopiable @Oxford University Presszoog

Reading and Writing A report Readthe emails. Write T (true),F (false),or DS(doesn't
saY)'
I Read the text. Choosethe best title for each paragraph.
1 Becomins an inventor
2 Family life Hi everyone,
3 Helping students to communicate Canyouhelpmewithsomething? | haveto writea short
4 An early experiment in communication reportfor homework. I needyouto answer thequestion:
Whichanimalisthe mostintelligent? Why?Email youranswer
E quickly.
I haveto handit intomorrowmorning. Thanksl
Orla
D4
AlexanderCraham Bellisfamous
forinventingthe H i Orl a,
telephone.Bellwasbornonthe3rdof March,1847.His That'seasy!Dogsarethe mostintelligent because
animals
mother, Eliza,
wasalmost deafandcouldonly
completely theycanunderstand WhenI tellmydogto geta
everything.
heara fewloudsounds. Shehadn'tbeenableto hearsince ball,healwaysdoesit.
theageof four.Amazingly, beingdeaf,shecouldplay
despite Bye,Jake
thepianoincredibly
well.WhenhewasthirtyBellmarried IM

MabelHubbard, whowasalsodeaf.
D earOrl a,
Bellcouldreadandwritewhenhewasveryyoung, andhe That'sa difficultquestion! mean?
Whatdoes'intelligent'
hada clearspeakingvoice.Hefirstlearnt
to communicate Animals areintelligent
in different
ways.Somemonkeys can
withhismotherusinghisfingers. However, hereally
wanted communicate with humans. Therearealsosomebirdswhich
to speakto her.Heusedto speakverycloseto herheadin can talk- that'squiteclever! Dogsareveryintelligent
too.
a deepvoiceandshewasableto hearhim.Bellunderstood Policedogsandfarmdogsdojobsthat humans can't.Yes,I
thatthiswasbecause ofthevibrationsof hisvoice. thinkdogsarethe mostintelligent.
In1863Bellbecamea teacher.Firsthetaughtmusicand Seeyouon Thursday, Sheryl
language,thenhestartedworking ina school
fordeaf
B
children.
Bell's
deafstudents communicated withsign
language.However,
hebelieved thatdeafpeople should H i Orl a
speaklikeeverybodyelse,
usingtheirvoice.
Hetaughthis I don'tknow.I readsomewherethatcatsareveryclever
studentsa special
alphabet 'Visible
called Speech'. andhavegoodmemories. Also,
theylikeexperimenting
and
enjoyfindingsolutions
to problems.
20D Bellstarted
to becomemoreinterested inthescience
of
the humanear,andbetween 1872and 1874 heworkedat Allthe best,Ben
different
universities.
ln1874 hefirsthadtheideaforthe E
telephone.Twoyearslater,
on'lOth March,1876,Bellspoke H i Orl a,
someone onthetelephone forthefirsttime.Hephoned his AAnc f npnnl c ur i l l en<r r r er 'dno( ' I hel i pv p i h2f dnl nhi n q
Thomas
assistant. Watson. intheroomnextdoor. Another morei ntel l i gent
thanal lotherani malA
s.dol phi n
b r ainis
inventor,
Cray,invented
thetelephone at aboutthesame biggerthanthe humanbrain. Also,scientific
testsshowthat
timeasBell.However,Bellregisteredhisinvention
first.Bell theycanunderstand complicated ideas.
Coodluck!Megan
inventedmanydifferentthingsbefore hisdeathin 1922,but
healways remainedfascinated bycommunication.
Example Orla wants help with her homework. I
Readthe text again and answer the questions 1 Jake'sdog can understandinstructions.
2 Sherylsays'intelligent'hasdifferentmeanings.-
Example Bell was born in 1847 .
3 Policedogshavemore abilitiesthan farm dogs.-
1 Bell'swife had been deaf from the age of 4 Benhas eot a pet cat.
His mother was deaf, but could play the 5 Catscan rememberthings and experiment._
3 He sot marriedwhen he was 6 Meganthinks dogsare the most intelligent._
4 Bellfirst talkedto his mother using his _ 7 A dolphinbrain weighsaboutzkg._
5 Belltaught languageand _. E
6 Belltaught his studentsan alphabetcalled Imagine you are Orla. Write a report called Animal
7 In t872,Bell was interested in the scienceof the intelligence' in about 9o-11o words.
flo
8 In 1876,Bell invented the -.
9 Bell registeredhis invention before

[E
Photocopiable@Oxford University Presszoog 't77
 Unit 9 Test Scienceand nature Date:

Grammar Vocabulary
1 Tag questions Add the correcttag questionto each 4 Weather Choosethe correctword to completethe
sentence. weather forecastfor the coming week.
Example lt's cold today, rsn'tit ?
OnMonday it willbe dry in mostpartsofthecountry, with
1 Therearent any studentstoday, justa fewt- intheeast. Tuesdaywillbeweteverywhere
2 Youve got a mobile phone, inthemorning, withsome veryheavyz inthenorth.
3 They live in Mexico, Overnight it willbestormy, with3- andlightning in many
4 The mountains are beautiful. places. Wednesday willbea better Thesunwillshine
day. in
5 He isn't very old, mostplaces andit willbe+- Unfortunately, theclouds
returnonThursday andalsoverystrong
andFriday, winds.In
[E fact,therewillprobably bes- everywhere attheendofthe
rst conditional; r,fclauses Choosethe correctwords to week, sostayat homeif possible.
completethe fire safety advice.
Example a heat wave b soaking OUtt d gales
L afloods bshowers cshining dwindy
ln a fire 2 arain bblowing cmild dcold
lf youareI were/ willbeina burning
building, 3 apouring bcloud csnow dthunder
stayclose to thefloor. 4 alightning bmild cfreezing dwet
5 asun bhot cgales dblowing
Escape
lfyouleave
wouldclose
a burning
alldoorsbehind
youtshould
building, lwillI
you.lfyouclosethe
r
thefirezdoesn't
doors, 5 Compoundnouns Put the words in the correctplace
I wouldn't
I won'tspread
soquickly
throughthebuilding. to completeeachconversation.Thereare two extra
words.
Kitchen
pan,youtwillI wouldn't laptop book science eo4?nptrter
lf youhaveafireina cooking I don't
putwateronit.Cover addressservice call club
thefirewitha wetcloth.
Clothes Example A What's Millie's job?
+cotch
lf yourclothes totheground B I think she'sa computer programmer.
lwill catch
lcaughtfrre,fall
androll.lfyourun,thefiresshouldI will
I would
burnfaster. 1 I'm eoineto ioin a book
2 CouldI have an alarm in the morning?
fE 3 Is Dean'sphonenumber in the book?
4 How much is the - charge?
znd conditional Write the correctform of the verb in
(brackets). 5 I watch DVDson my - when I'm travelling.
Example A Id love to have a really big garden. D
B Really?lt wouldneed a lot of work. (need)
1 A Would you pay more than €8o for a meal in a Pronunciation
restaurant?
B Yes,if I - more money! (have) 5 Stressedand unstressedwords Think about the
stressedand unstressedwords in thesesentences.
2 A My friend has left her job to travel the world.
Underlineone more stressedword in eachsentence.
B Luckv her! If I did that. I to po back to
work again. (not want) Example She'llhave passedthe exam.
3 A Would your life be different if you were rich? i My body will have changeda lot.
B Yes,I think I happier.(be) 2 I'll have found a job.
4 A Would you like to have a pet? 3 Lucywill have cookedthe dinner.
B Yes,maybe- if I children. (not have) 4 They won't have grown much.
5 A Imagineif someone you €5o,ooo. 5 He'II have cut his hair.
(give)
B I know...I could buv a houseand a car. r
D

r78 Photocopiable @Oxford University Presszoog

Readingand Writing An opinion 3 Readthe article. Choosea heading for
1 Readthe safety leaflet. Choosethe best headingfor I Foodmodification- 3 Design
eachparagraph. 2 Weathercontrol _ 4 Bodyperfection?-
1 Where not to stand in a thunderstorm rE
2 Beautiful but dangerous
3 Get your body in a safeposition _
4 The home can be dangeroustoo _ andprogress?
Newtechnology
5 The'3o-3o'rule Astechnologyadvances, wefindmorewaysto change the
worldwelivein.Forsomepeople, developmentisprogress.
[E Forothers,
usingscience andtechnologyto changenatureis
wrong.Inthisarticle,
Dr.Nollagivessomeexamples of new
developments.
Thunderstorms canbeveryexciting-the rainisheavy, A Wearemaking progress because doctorstodaycanhelp
thethunder isloud, andthelightning canbefascinating babies,evenbefore theyareborn.Theycandiscover health
to watch.However, strongwindsandfloodscancause problems and- sometimes - theycanevenresolve them.
problems andlightning canbedangerous. lt hurtsandkills Parentscanalready choose to havea boyora girl,and
thousands of people everyyear.So,whatshould youdoif soonthey'llbeableto choose theirbaby'seyeandhair
youareoutside inathunderstorm? colour.
Some scientists
thinkwemightbeableto choose a
personalityandlevel of intelligence
forourchildren.
Firstofall,findouthownearthestormisbycounting the
timebetween thelightning andthunder. lf it islessthan B Another wayinwhichmedical scienceishelpingpeopleis
30seconds, thestormisverynearyou. Youshould find withcosmetic surgery.Doctors canchange mostpartsof a
somewhere safeto waituntilthestormpasses. Afterthe person'sfaceor bodyandthisisveryimportant for people
lastflashof lightning, wait30minutes before leavingyour whohavebeeninaccidents. Peoolecanalsousecosmetic
safeplace. surgeryto make themlookexactly howtheywantto.Inmy
lfyouareoutside inathunderstorm, dontstandinanopen
opinion,thiswillmake evenmorepeople unhappy
fieldorontopofa hill.Don'tstandnearatowerora single C Scientistsusechemicals to changetheweather andwe
tree.Youshould alsostayawayfromlakes, rivers,andthe cannowcreate raininsomeareas, andstopit inothers.
beach. lfthebeach iswetandthelightning strikes thesea, Controllingtheweather forsporting eventsisgreat. Making
theelectricity willtravel along thebeach. rainincountries withoutwatercanhelpmillions of people
withnothing to drink.
Tryandmake yourself assmall aspossible, sothereisless
chance thelightning willhityou.Putyourfeettogether, your D CMtechnology makes riceandpotatoes growbetter. Many
headbetween yourknees andyourhands overyour ears. peoplebelieve thatthiswillchange thenaturalenvironment.
Cetyourwholebodyasclose totheground asyoucan.lf However, thiscanalsohelppeople withnofood.
youarewitha groupof people, stay6mapartfromeach
other.Then, if lightning doesstrike a person, it won'tbeable Readthe articleand answerthe questions.
to travelto othersinthegroup. Example What can doctorsfind out about babies
Thebestplace to beinathunderstorm isinside. However, if beforethey are born? healthproblems
youareat homeanda lightning stormisnearhere's some
useful advice - don'tusethephone, thecomputer, ortheTV 1 Which two things can peoplechoosefor their babies?
anddon'ttakea bathorhavea shower. Mostimportantly, and
don'tgooutside to watchthelightning! 2 Accordingto Dr Nolla,who is cosmeticsurgery
goodfor?
3 How doesDr Nolla think peoplewho have cosmetic
Readthe text again.Write T (true),F (false),or DS
surgerywill feel?
(doesn'tsay)for sentencesr-5.
4 What do scientistsuseto changethe weather?
Example Lightning kills three peopleevery year. F
1 Most thunderstormsoccurin hot weather._ 5 What'sthe name of the way of making some
2 Thunder is more dangerousthan lightning. plants grow better?
3 Ifyou are in the sea,go to the beachfor safety.-
4 Lightning can hit more than one personif they
E
standtogether._ Chooseone of the topics (A-D) in the article. Write a
5 Lightning can hit you if you are in the bath. paragraphgiving your opinion in 9o-rro words.

r Eq

Photocopiable @Oxford University Presszoog 179

 Unit 10 Test Buying and selling Date:

Grammar Vocabulary
I Time and conditional clausesCompleteeach 4 Packaging Match r-6 with a-f to make the namesof
sentencewith a word or phrasefrom below. things you buy.
until as longas assoonas won't ffil€ss unless 1 a tin of_a tomatoes
Example Youwon't have any money unless you get 2 a jar of b margarine
a job. 3 a tub of c coffee
1 I'll do the shopping you pay for it. 4 a tube of d toothpaste
2 I- go home until I find somenew 5 a pot of e biscuits
snoes. 6 a packetof f yoghurt
3 Peoplewill stop using the Iocal shops D
the shoppingmall opens.
Wordsconnectedwith buying and selling Complete
4 I won't stop looking I find a dress. eachsentencewith a word or phrasefrom below.
5 I wont buy that camera it's reduced. buy price pay spend reducedreceipt
l-E
2 Articles the,a, an Completethe conversationwith
the,a, and an.
Tony How are you feeling?
Freda Not great.Are you going into the town
centre?
Doyouspend toomuchmoneywhen yougoshopping?
Tony No, I'm just going to '- post offce.
Hereissomeadvice to helpyoustop.
FredaOh,Id really like '- ice-cream.
Tony Well, I can go to :- supermarket,if you - Makea listbefore yougo.Decide howmuchyouwantto
want. foreachitemonthelist.
Freda Thanks!Canyou get me the new book by Ted - When youareattheshops, onlyz_ things that
Olsen,too? areonyourshopping list.
Tony I don't think I can get that in town. - lfyoulikesomething, check the3- before you
Freda Yes,you can.There's bookshopon the decidethatyouabsolutely loveandmusthaveit!
High Streetnear s_ bank.
- Forbiggeritems,visitdifferent Youmightfindit ina
shops.
r saleataa
- Remember,
orice.
Quantifiers Choosethe correctword to completeeach youcanalways backif you
takesomething
conversation. change yourmind. When youbuysomething,putthe
s- ina safeplace.
Example A How much rubbish do you throw away
eachweek?
a little b few c mueh d many fE
1 I always take - bagswith me when I go
shopping. Pronunciation
aalittle blittle cafew dfew
5 When to stressthe auxiliary have/ has Think about
2 A Do you drink bottled water?
the sound of have/ hasin these sentences. If it is
B Yes,but I don't buy - bottles. stressedwrite S.If it is unstressed,write U.
amany bmuch cany dalittle
Example We'vebeenworking. U
You can recycle packagingnow.
a too much b a lot of c a few d hardly any 1 They haven't been sleeping.
Very - peopleuse the new supermarket. 2 Has shebeenwaiting?
aalittle blittle cafew dfew 3 I've been thinking.
A There'sno milk for my coffee.
4 It hasn't been raining.
B I think there's milk in the fridge.
5 Have they been talking?
afew bafew clittle dalittle

r fE

180 Photocopiable @Oxford University Presszoog

 rF+

Reading and Writing A letter of complaint Readthe emails and

1 Readthe text. Write T (true),F (false),or DS(doesnt
say)for sentencesr-6. HiVernon,
Youknowthoseshoes I ordered ontheInternet? l'vebeen
having someproblems andlUlikeyouradvice.
Youbought a newtoyforyourchild andyou'vebeen trying I ordered size39andtheyanivedafewdayslater.I wore
to openit fortwentyminutes. You've usedyourteethand themto workandtheyseemed a bitsmall.I checked thesize
a knife,buti* toostrong. Yougetangry. Yourchildstarts - theyweresize38,not39.
to cry. First,
I sentanemailto thecompany, buttheydidn'tanswer.
osYouareexperiencing'packaging rage'-the angercreated by ThenI phoned thecompany. I explained thesituation and
packaging thatseems impossible to open.Overthelastten asked themto exchange theshoes forthecorrect size.They
years,manufacturers havebeenusingincreasing amounts saytheycan'tbecause l'vewornthem.l'msoangry. lt'stheir
of packaging onallproducts. Manypeople alsofeelangry mistake, buttheysayit'smyfault.l'vespentf60 ona pairof
abouttheeffects ofthisontheenvironment, shoes I can'twear!
ro So,whatkindsof products cause packaging rage?CDcases WhatdoyouthinkI should do?Should I make a complaint?
wrapped in plastic areoneexample. Inthebathroom, it's Byefor now,
bottles of medicines andboxes of washingpowder. Inthe Tess
kitchen,it'scartons of milk,tinsoffoodandpackets of
PSl'mgoingto localshops fromnowon!
biscuits.Even littlelabels
onapples canmakepeople angry.
t5Thismayallseemseemlikeajoketo somepeople, but tr
packaging ragedoeshavea serious Olderpeople
side. can HiTess,
haverealproblems tryingto openfoodandmedicines.
Tryingto openstrongpackaging withyourteethcan Yes,you shoulddefinitely
complainlThecompany made a
bedangerous too.lf youusea knifeandit slipsonthe mistake whentheysentyouthewrongsize. lf I wereyou,lU
zopackaging, it cancause serious cutsorotherinjuries.Around writea letter.
lt'smoreformalthan anemail.
60,000 British people ayearneedhospitaltreatment for I knowwhatyoumeanaboutusing thelocal
shops. Butthen
injuriescaused whentiey weretryingto openthings. I hada badexperienceinthelocalbookshop.
Seems likeyou
can'twinwherever youshopthesedays! Coodluck!
Example The writer bought a toy for his child. 7 Vernon
I Thewriter tried different ways to open the toy. _
2 Manufacturersuse more packagingnow than ten Example Where did Tessbuy the shoes?
vearsaso. on the Internet
3 Somepeoplefind jars of jam difficult to open._
1 What sizeshoesdid she order?
4 It's safeto open packagingwith your teeth. -
2 What size shoes did she receive?
5 5o,ooopeoplein Britain hurt themselveson
3 Where did she wear the shoes?
packagingevery year._
4 Why did shethink the shoesfelt small?
Somemanufacturershave oromisedto make
5 What did she do beforephoning the company?-
changesto their packaging._
6 Why wont the companychangethe shoes?
E 7 How much did Tesspay for the shoes?
Readthe article again. Choosethe best answer. 8 Where will Tessshopin the future?
9 What doesVernonthink Tessshoulddo?-
Example What does'it' refer to (line 3)?
a the knife b the scissors@ttre packaging 10 In which shop did Vernonhave a problem?

1 Peoplefeel angry becausepackagingis _. rc

a difficult to throw away Imagine you are Tess.Write a letter of complaint to
b bad for the environment c expensive the shoecompanyin 9o-rro words.
What does'it' (line 13)refer to?
a products b cartonsof milk c packagingrage flo
'This' (line r5)refersto -.
a anapple b packagingrage c ajoke
'they' (line zz)refersto _.
a old people b children c British people
E
Photocopiable @Oxford University Presszoog 't81
 Unit 11Test Travel and holidays Date:

Grammar 3 A Did you stay in a flat in New York?

B Yes.But I didnt seeGina, flat it is.
I Have somethingdone Addthree words to the second
sentenceso that it meansthe sameas the first. 4 A When do you usually go on holiday?
B In June, the weather isnt too hot.
Example Someonewashesour clothesevery day.
We haveour clothes washedevery day. 5 A Did you have a goodtrip?
B No.I lost my suitcase, was full of
1 Let'sask receptionto bring dinner outsidel presents.
Let's outsidel
2 Someonecleanedour houseyesterday. fE
We had yesterday.
3 Paysomeoneto cut your hair! Vocabulary
cutl
4 Someoneis translating our documents. 4 Travel problems Match r-6 with a-f.
We're- translated. 1 get ---------__ a your plane
\-
5 My neighbour'srepairing my car tomorrow. 2 run out of b stoppedfor speeding
I'm - repaired 3 miss c your way
tomorrow 4 lose d an accident
5 have e petrol
fE 6 have f. a flat tyre
Have to, needto, should,oughtto Choosethe correct
word or phraseto completeeachconversation. r
Example A I'm only going to drink bottled water 5 The street Completethe words in eachconversation.
when I'm on holiday. Example A We'll never get acrossthis road!
B Yes,and you needto / don't needto / B There'sab r i d g e overthere.Let'suse
shouldn'thave any ice in your drinks. that.
1 Youshould/ shouldn't/ don't needto take a bus.The 1 A The city is built on water, isnt it?
hotel'sonly roo metresfrom here. B Yes.Our hotel was on a c _ _
2 A I've got a really bad stomachache. 2 A Is there much traftc in the city centre?
B Youought to / haveto / don't needto stay in bed. B Yes,but there are lots of p - - - _ _ streets.
3 A What time shall we go to the airport tomorrow? 3 A Oh,the last bus has gone.Shall we get a taxi?
B I think we haveto / don't haveto / shouldn't B There'sa taxi r _ _ _ over there.Comeon.
checkin three hours beforethe flight leaves. 4 A Whatdoldowhenl gettothe c_ ______ ?
4 A I cut my leg when I was swimming on holiday. B Just go straight on. Dont turn left or right.
B Oh no! Was it a very bad? 5 A Excuseme! Is this the road to the station?
A Yes.I ought to / had to / shouldgo to hospital. B Yes,but there'sa quickerway for bicycles.Take
5 A Will I be safein the city centre? that p _ _ _ . It goesstraight to the station.
B Yes,but you shouldn't/ don't needto / don't have
to walk near the station at night. r
r Pronunciation
Non-defining relative clausesChoosethe correct
word below to completeeachconversation. 6 The main stressin a sentenceThink about the
where when whieh which whose who \r1/here
sound of these sentences. is the main
stress?Underlinethe word in eachsentence.
Example A I heard about your trip to China!
Example Can I drink the waterhere?
B Yes,it was an amazing experience,
which I'll never forget. 1 What do we do in an emergency?
1 A Are you going on holiday this summer?
2 Haveyou had your injectionsyet? &
II
3 Haveyou got your passport?
B Yes,to the village in France,_ we
usually go. 4 What pills do I needto take?
2 A Did you go to India alone? 5 How much is the insurance?
B No, I went with Billy, _
many years.
I've known for tI

182 Photocopiable @Oxford University Presszoog

Reading and Writing Readthe email. Write T (true),F false), or DS(doesn't
A website recommendation say)for sentences
z-ro.
I Readthe text. Choosethe best title for each problem
1 Too much sun _ 3 Insects bit me _ DearLee,
2 Not enough money _ 4 A bad cold l'vejustcomebackfroma luxurycruise in theAdriatic Sea.
Theshi pw asdel i ghtful . room- | meancabi nl
Our - wasver y
[E comfortable andthe staffwere friendly andeffcient.We
hadbreakfast servedin ourcabineverymorning. I hadmy
haircutandJohnhadhisfeetmassagedl
Therewereseveral dayexcursions to the Croatian islands
Areyourfriendsgoingon holiday whileyou'restillworking? andmainland. Thebestonewasto KrkaNational Park, which
Don'tworry,lifeisn'talwayseasywhenyou'reon holiday! isanareaof lakesandwaterfalls. Weeachpaid45kunas
Herearesomeholiday to makeyoufeelbetter.
stories (about€6)to go in,butthereislotsto seeonceyou'reinside.
A Hannah (19)MyfriendandI wentto Venice, ltalyfor a First,we wentto LakeVisovac inthe middleof the park.
week.lt'sa magnificentciiy,andwe lovedthe canals and There's a smallisland onthe lakewhichyoucanvisitby boat.
enjoyedgettinglostin allthe beautiful
backstreets. At theendof thedaywe swaminthe lake.lt wasbeautiful.
Unfortunately, lotsof otherpeople wereswimming there
However, we ranout of moneyafterthreedays.Wehad too,but it wasstilla goodexperience.
to leaveourelegant
hotelandstayin a reallycheapone.lt
Anyway,it'sbackto worktomorrow.College begins
wassofrustratingnotto beableto go shoppingor eatin
agai nandthenewstudents arearri vi ng.l ' mpl ann ingto
Wejust atepizzaoutsideeverydayl
the nicerestaurants.
takea groupon a tripto yourpartofthecountrynext
B James(30)| wentto Maltafor a week.Thefirstday summer. I needto plansomeexcursions inthearea.Can
wasgreat.I wentto the beachandintheevening I ate yourecommend anyplaces we couldvisit?lt couldbe
somedeliciousfoodin a seafront restaurant.
Thenext somewhere in thecountryside, or a town,or city.I wantto
morningI wokeupcovered in mosquitobites!They putthe information onthecollege website for students to
weresouncomfortable, andtheywereallovermyface.I readin advance.
boughtsomeinsectrepellent forthe nextnight.l'lltakea I lookforwardto yourreply
mosquito netif I goagainl H arri et
C Hugh(25)| dida reallystupidthingwhenI wason holiday PSWe'rehaving the housedecorated at the moment.I
in Spain.
I founda small, secluded beachnearthe hotel, thoughtthe painters wouldfinishthejobwhilewewereon
soltookmyclothes off.I fellasleep
withoutanysunblock holiday.Butno- they'restillhere.I needanotherholiday!
on.Of course,I got reallybadsunburn. My backandlegs
wereincredibly redandsore.I hadto spendthefirstfew Harriet went on a cruise in the Mediterranean Sea.
daysinsideuntilmyskinwasbetter.
D Alice(33)| hadn'thada holidayfor ages,soI wasreally Harriet was pleasedwith the service on the cruise.
excitedaboutthisholiday in Egypt.MyfriendandI had
planned lotsof divingtripsinthe RedSea.Onthesecond 3 The Krka National Park is about rookm'. -
day,I hada blocked I wasprobably
nose.I realized getting A
It costs about €6 to visit the National Park.
a badcold.ThenextdayI couldn't do anydivingbecause 5 You have to swim to get to the island on Lake
I couldn't
swimunderwater with mycold.ljust layonthe Visovac._
beachrestoftheweek.I guessI caughtit onthe plane. Harriet and John were the only people in the iake.

Readthe text again and answer questions r-7.
Example How long did Hannah go to Venice for? t
week
1 What did Hannah eat in Venice every day?
2 Where was Jamesbitten?
3 What did Jamesuse on the secondnight?
4 What should Hugh have used on the beach?
5 Which word in Hugh's story means 'painful'?
6 What did Alice have on the second day?
7 Where does Alice think she got her coid?
[E
7 Harriet works at an art school._
8 Harriet wants suggestionsfor excursions near
where Lee lives.
9 She'll put the information on a noticeboard.
10 The painters haven't finished decorating Harriet's
house.
E
Imagine someone is planning a holiday in your
country. Write a letter, suggesting placesfor them to
visit. Write 9o-11o words.
flo

Photocopiable@Oxford University Presszoog 183

 Unit 12Test Booksand stories Date:

Grammar Vocabulary
t so,because,(in ord.er)to Choosethe correctanswer. 4 Stories,books,fiction Readthe descriptionsand
Example I'm sad my friend is in hospital. match them with booksa-f.
a so b in orderto @because a romance b fantasy c western
1 I neededa book to the library. ffiitt*tc e science fiction f murdermystery
a in orderto go b so I went c becauseI went Example @ CarlHeller is hunting for an ancient city
2 Deniseworked hard - a lot of money. in the jungle, when his plane crashes.
a in orderto make b becauseshehad
f ! fhree woman are dead.DetectivePearsonmust
c so sheneeded
find the killer fast.
3 Jameswent to the city look for a job.
a because b to c so Z ! tn a universefar away,an evil ruler plans to
4 They were thirsty there was no water. destroyother worlds from his spaceship.
a so b to c because f ! It's 1876.Ned and his young wife face many
5 The breadsmelt very good _ it. diffculties as their wagon travels through the
a so I ate b in orderto eat c becauseI ate desertsof Arizona,USA.

r + I a new doctorhasjust arrived at the hospital.

Nina thinks she'sfalling in love again.
2 -ing and -ed clausesUnderlinethe correctword to 5 I A family spenda week in a remotehouse.Tim
completethe story. meetsa mysteriousman who takeshim to a
magicalworld.
TheHouse
intheWoods fE
AboycalledlcallingRalph iswalking inthewoods. Hefinds Wish,hope,beglad Completethe sentenceswith the
theruinsof house tdestroyedI destroyingbyfire.
Hehearsa correctform of wish,hope,or beglad.
childzcried
/cryinq.Hedecides to goinside.Heseesayoung
boywithblackhai3worn strange clothes.
Ralph Example I'm glad I work in a shop.I really like it.
lwearing
speaksbuttheboydoesn't answer. 1 It's raining! I - I had a car to drive you home.
Later,
Ralph meetsanoldwomanqwaked lwolkinginthe 2 Seth'sworried.He - he'll find a job soon.
woods. Hetellsherabout thehouse andtheboy.Shesays, 3 I- you enjoy the book.I thought it was great.
'Cometo myhouse. I wantto showyousomething.' 4 Now she- shed movedto the city.
5hesays,'Look atthispicturespainted I painting
bymy 5 I- I bought that new computer.My old one
father.
lsthistheboyinthehouse?' was so slow!
'Yes,'
saidRalph.'That's him.' r
'Frances
wasmybrother.
Hedied70years
agotoday.'
Pronunciation
r 5 Contrastivestress Think about sentencestressin
3rd conditional Choosethe correctword to complete speakerB'sreplies.Which word hasthe main stress?
eachsentence. Underlineit.
have youd had hadn't lvould wouldn't Example A I wish I was younger.
B Really?I wish I wasn'tso young!
Example A My friend found froo in the street.
Shetook it to the police. 1 A I wish he would talk more.
B Really?I would have kept it. B Really?I wish he would listen more!
1 If I - studiedFrench,I wouldnt be a 2 A I hope one day I have a lot of money.
Frenchteachernow B I wish I had a Iot of money now!
2 What would you - done if youd seenit? 3 A I'm glad I've got a mobile phone.
3 Ifshedseenyou havebeenintrouble. B Really?I wish I didnt have a mobile phone!
4 If he stayedin London,he would have 4 A I wish I couldspeakItalian.
missedthe party. B Really?I wish I could speakSpanish.
5 If IA known shewas rich, I _ have given 5 Alwishlhadadog.
her that money. B Really?I'm glad I haven't got a dogl

r r
't84 Photocopiable @Oxford University Presszoog
Reading and Writing A story with a moral Read the reviews again and answer the quefions-
I Readthe book reviews and choosethe best answer. Example Which word rneans'popular'? besttselling
1 Which word means'a true storv'?
2 Which word means 'how things work'?
a Which word means'the iournev down'?
Thisweekwe reviewtwo bestselline
stories
of real-life A What does'they' (line r7)referto?
adv ent urand
e d ra ma .
What does 'it' (line zo) refer to?
Theextremesituations experienced bythe menand 6 What does 'there' (line z7)refer to?
womeninthesetwo booksaredescribed in vividdetail. The 7 Which word means 'eo with'?
osaut hortsak ey o ui n s i dth
e e mi n d so f p e o p l ma
e k i ng
l i feor
8 Which word means 'bright, strong, and clear'?-
deathdecisions. These leave
stories youthankfulto bealive.
9 Which word means 'happy'?
II{TOTHINAIRbyJonKrakauer (1999)
Thisisanaccount on MountEverest,
of a disaster writtenby E
oneof the peopleinvolved. isa journalist
Krakauer working 3 Readthe text and complete the summarv below.
rofor Outsidemagazine. Hewantsto writea storyabout
thetourcompanies workingon MountEverest. Hejoinsa
climbingtourwith a company sohecanfindout abouthow
theyoperate. It hadbeena successfulyear
in hisvillage.
Theweatherhad
Krakauerisanexperienced
climber. However,
manyof other beengood,thewheatandcornhadgrownwell,andthecows
rs peopleinthegrouphavelittleor noexperience.
Theclimb andtheanimals werefat.Thevillage to have
chiefdecided
to thetop of Everest
issuccessful.However,
onthedescent, a partyto celebrate
andinvitedeveryone. Hesaidhewould
theyarehit bya stormandeightof theclimbers
die.Some provide meat,bread,
andcakes, andasked eachguesttobring
of thosewhodiedhadbeenclimbingfor manyyears. somewineto put intothe bigpot.
Thebookdescribesthe horroroftheexoerience.
At the Onemanwantedto goto the partybuthehadnowine.He
zosametimeit considers
thedecisionsandmistakes
madeby thought,'Whyspendmoneyonwineinorderto goto a party
theclimbersandandthetourcompany. whichisfree?lt wouldbebetterto buynewclothes forthe
party.'Then
hehadanidea. Hewouldtakeajarof waterbecause
ADABIACKIACK byJenniferNiven(2003) nobody wouldnoticea littlebitof waterin sucha lotof wine.
Thisisthetruestoryof a womanwhosurvived
fortwo
0n thedayofthe party,everybody putontheirbestclothes
yearson anArcticislandinthe1920's.
andwentto thechief'shome.Ontableswerethe bread, meat,
z sF ourCanadian a n dA m e ri c am
n e nl i v i n gi n N o meAl
, aska, andcakes thatthechiefhadpromised. Eachguestpoured the
plana tripto Wrangel lsland, Russia. Theyaregoingto live contentsoftheirjarintothe bigpotastheyarrived.
therefor a yearto showthat it'spossible to survive inthe
Thechiefordered hisservantsto giveeveryonesomewine
Arctic.Theycan'tcookor makeclothes, sotheyadvertise for r
and,w henhesi gnal l ed,
everybodytookthei rcupsa nddr ank.
someone to accompanythem. AdaBlackjack, a 23-year-old Totheirsurprise,
it was...WATERI
o ma ni,sth eo n l yp e rs ow
r oI nuitE s k imwo n h oa p p l i e S
s.hei s
hiredto cookfor the menandto repair theirclothes. IIORA: Dowhat'sbestforthegroup, andnotwhat'sbestforyou.

Afterseveral the groupfaceserious

monthsonthe island,
situation: A villaae chief decidesto have a party to
problems sothreeof the menleavethe island
to findhelp.
celebrate the good t of his village. He
Theyneverreturn.Themanleftwith Adadies,sosheisleft
says he'll provide meat, bread, and 2
ls to survive
alone.
He asksthe gueststo bring the :
One man doesn't want to spend 4
Example Krakauer goesto Mount Everest_. wine for the party
a for work b to learn how to climb action: He decidesto buy new s
A.
(9lor a no[oay for the party instead and takes to
Eight climbers die on Everestbecausethey have -. put in the wine pot.
a no experience b bad weather result: When the servants fill the cups from the wine
c the wrong clothes pot, it is water.
In Alaska, four men make a difficult journey moral: Do what is bestfor 7
a for work b for survival c to write a story
Ada Blackjackgoes on the trip
m
Write a short story of a bookor film you know, or
a to work b to write c for adventure invent your own. Write 9o-rro words.
Three of the men leave the island because
a they need help b Ada is ill c one dies Eg
E
PhotocopiableO Oxford University Presszoog 185
 Testskey

Unit I Unit 2 Unit 3

Grammar Grammar Grammar
I I doesSallylove 1 l th e 2@ 3@ 4The 5The 1 1 usedto clean
2 phonedSally 2X
I ...are usually very friendly. 3 didn't use to pay
3 did Sallyvisit
2 We rarelybuy... 4X
4 IikesSally
3 ...hardly evertakes... 5 Did you useto be
5 took Sallyfor a meal
4 I quite often visit ...
2 1 eachother 5 ...'s always really interested... t have taught
2 myself 2 has studied
1 was walking 3 havebeen
3 himself
2 started 4 have decided
4 eachother
3 was crossing 5 got
5 yourself
4 saw
31do 5 didn't agree I Put it away.
2's / is getting 2 Canyou turn it on?
3 talks Vocabulary 3 He turned it up.
4 speaks 4 2d 3 f 4 a 5 e 6 b 4 Takeit off.
5 'm / am doing 5 Put it on.
5 1 kind of 2 looks like 3 made of
4 used for 5 used as Vocabulary
Vocabulary
4 i l i p s 2s hak e 3w a v e 4 2b 3 e 4f 5a 6c
Pronunciation
4 bow 5 hug
5 1,tgl 2ls/ 3 l4l 4 tkt 5 l$l 5 1 give up 2 failed 3 managedto
5la 2 b 3c 4c 5b 4 achievement 5 keeptrying
Readingand Writing
Pronunciation I 1 1939 Pronunciation
5 1 r 2H 3P 4F s G 2 2,300(years) 6 oo l astw eek
3 (the story of) EI Dorado . o o Betit wrong, make mistakes,
Reading and Writing 4 (onthe) third / 3rd floor teacher'spet
L l ,c 2 e 3b 4a 5 d 5 8,000 oooo frontofthecl ass
6 Monday(s)
2 l Fa ls e 2T r ue 3F a l s e 4 T ru e Reading and Writing
5 False 6 False 2 I False 2 True 3 False 4 Doesn'tsay t l b 2a 3b 4 c 5c 6b
5 True 6 True 7 Doesntsav
3 1 teacher 2 colleague 3 middle I lrue z false J False
4 run(s)/ running 5 28 6 Hotel 1 work or business 4 True 5 False 6 Doesntsay
7 cousin 8 behind 9 guitar 2 written in Malaysian 7 Doesntsay
3 food,fruit juice, bowl of water
4 Students'ownanswers. 4 right I Advanced 2 Hard-working 3 C
5 stupid 4 Maths 5 guard 6 Drawing
Marking uidelines m a r KS
7 history
Task Havestudentsincluded Students'own answers.
allthe information?
Have Student'sown answers.
studentsorganizedtheir gui del i nes
M a r ki ng marks
ideaslogically? gui del i nes
Marki ng marK s
Task Havestudentsincluded
Cra m m a r Havestudentsused A Have
allthe information? Task Havestudentsincluded
t h ep r e s ensimt p lea n d studentsorganizedtheir allthe sections?
Have
continuousaccurately? ideaslogically? theywrittenrelevant
Havestudentsjoined information?
Cr a mmar Havestudentsusedthe 4
s i m p l es e n te n ce s pastsimpleandpast C rammar Havestudentsusedcapital 4
accurately? continuousappropriately? letterscorrectly?
Vocabulary Havestudentsspeltwords 2 Vocabulary Havestudentsgot enough 2 Vocabulary Havestudentsuseda 2
for hobbiesaccurately? vocabularyto express
their varietyof wordsto describe
Havestudentsusedcapital ideasclearly? themselves andtheir
lettersaccurately? interests?Havestudents
speltwordsconectly?

186
Unit 4 Unit 5 Itlif 6
Grammar Grammar Gramnar
l lth a t 2wher e 3who | 1 .4 2 th e 3the 4@ sthe I I That rs rr:. g:ff lrFE
4 you 5 which 2 That's suci' r r'4r[ ''*'
2 2 was stolen 3 have been arrested
3 I'm sucha:aci
2lwo rri e d 2bor ing 4 were attacked 5 was taken 4 I'm so angry r,'.-::-:e
3 embarrassing4 disgusting 6 has been given 5 He was dnvrng s =:r
5 annoyed
3 1 can't 2 haveto 3 mustn't 2 1 talking 2 to come 3 .€rsq
3 I a sb i g 4 must 5 can
4 to get 5 walking
2 the best
3 more crowded Vocabulary 3 l would /'dbe 2 was 3 :r:-:;-
4 more expensive 4 2c 3f 4d 5 b 6a 4w oul d/dhel p 5had i g-
5 the most entertaining
5 7d 2 d 3b 4a 5c Vocabulary
Vocabulary 4 l noi sy 2nosy 3naughty
Pronunciation
4 I MP3 player 2 jazz 3 solo 4 helpful 5 fight
4 track 5 stadium 6 1 comple'ls
2 battle 5 1 exhausted 2 awful 3 terrified
5 lad o re 2s t and 3k een 3 shoulder 4 enormous 5 furious
4like 5 mind 4 happen
5 return Pronunciation
Pronunciation 6 \F 2 N P 3N P 4N P 5F
6 Reading and Writing
-d -t 1 1 b 2 b 3a 4a 5c Reading and Writing
-id
6a 7 c 8 b 9 c I 1C 2D 3A 4B
amazed embarrassed disgusted
bored fascinated 2lE 2 D 38 4C 2l a 2b 3c 4 b 5a 6b
1 (her)Iast carwas / had beenstolen 3 1 True 2 False 3 Doesn'tsay
Reading and Writing 2 (the)oil (and)(the)brakes 4 False 5 True 6 Doesn'tsay
3 it was / had been stolen 7 False 8 True 9 False
L 7 8 2 D 3A 4C 4 on the passenger seat l0 Doesntsay
2 lTru e 2F als e 3T r ue 5 (he was) paying for petrol
6 (in the / at / during the) night 4 Students'ownanswers.
4 Doesn'tsay 5 Doesn'tsay
6 True 7 Doesn'tsay Students'ownanswers. Markingguidelines marKs

3 lad a ya ndnight 2ada y tas K Havestudentsresponded 4

Markingguidelines marks news?Have
to Laura's
3 (the)US(A) 4 France
Task ideas
studentsconnected
5 (on)(a)train 6 in a bookshopin Paris Havestudentsincluded A

allthe information?Have accurately?

7 more unusual and magical
studentsorganized their C rammar Havestudentsused
8 (in) (a)bookshop 9 BeforeSunrise 4
ideasto keeptheirreader questionformsaccurately?
5 Students'own answers. interested? Havestudentsused
Crammar Havestudents useda 4
in the correct
adjectives
Markingguidelines marKs of pasttenses
variety position?
Task Havestudentsincluded
the 4 appropriately? VocabularyHave used
students
mainpoints? VocabularyHavestudentsgot enough 2 phrases
conversational
G ramm ar Havestudentsused vocabulary to express correctly?
presenttenses theirideas? Havestudents
appropriately?
Have speltinegularpasttenses
studentsusedpresent correctly?
tensesaccurately?
Vocabulary Havestudentsuseda
varietyof adjectives?

lbltrKey 187
 Testskey
'::;"

Unit 7 Unit 8 Unit 9

Grammar Grammar Grammar
I 1 where he buys 2 her birthday is I 1 Shetold him to openthe door. I 1 are there 2 haven't you
3 why she said 4 who gaveme 2 I told you not to call me at work. 3 don't they 4 aren't they 5 is he
5 colour shewants 3 He askedthem not to shout.
4 Sheaskedme to closethe window 2l shoul d 2w on' t 3don't
2 1 I'm having 2 I'll come 5 He told me to be careful. 4 catch 5 will
3 I'm going to tell 4 I'm meeting
2 1 can't 2 'll be ableto 3 can 3 t had 2 wouldn't want
5 are you having
4 was ableto 5 managedto 3 d / would be 4 didn't have
3 1 might 2 might 3 can't 5 gave
4 must S mi o h f 3 l c o u ld 2w ere 3w oul d
4him 5 if Vocabulary
Vocabulary 4l .b 2 a 3d 4b 5c
4 1 ambitious 2 confident 3 bushy Vocabulary
4 imaginative 5 active 4 1 u p 2over 3off 5 l cl ub 2cal l 3addre ss
4 service 5 laptop
4 through 5 back
5 llooking 2f,tting 3fashioned
4 conscious 5 dressed 5 2 c 3 d 4e 5b 6a Pronunciation
5 l body 2j ob 3Lucy
Pronunciation Pronunciation 4 won't 5 cut
6 1 No, late fifties. 6 lpopularity 2curiosity 3reality
2 No,big greeneyes. 4 possibility 5 activity Reading and Writing
3 No, wavy dark hair. r 1c 2A 3D 4E 5B
4 No, early thirties. Reading and Writing
5 No, straight hair. 11D 2A 3C 4B 2 1 Doesntsay 2 False 3 False
4 True 5 True
Reading and Writing 2 1 four (4)
2 piano 31D 2C 3A 4B
I AAppearon TV and changeyour life
3 thirty (30) 4 t boy or girl and eye and hair colour
B What happenson the show
4 flngers 2 people(who have been)in accidents
C Theprizes
DHow to apply 5 music 3 unhappy
6 Visible Speech 4 chemicals
2 1 .a 2c 3a 4 c 5 a 6 a 7 human ear 5 GMtechnology
8 telephone
3 1 51 2 short 3 quiet 4jogging 9 Gray 5 Students'own answers.
5 confident 6 art 7 curly
8 outgoing 9 clothes 10 fit 3 1 True 2 True 3 Doesntsay gui del i nes
Marki ng marks
4 Doesn'tsay 5 True 6 False Task Havestudentsuse A
4 Students'ownanswers. 7 Doesntsay paragraphs accurately?
Havestudentssupported
Markinguidelines m a r Ks 4 Students'ownanswers. theirpointof view?
l asK Havestudentsincluded 4
information? gui del i nes
M a r ki ng marks C rammar Havestudentslinked
appropriate
Havestudentsused simplesentences
Task Havestudentsincluded
all 4 appropriately?
appropriate
openingsand Have
the necessary
information? studentsuseda varietyof
closings?
Cr a mmar Havestudentsuseda verbtenses?
Cr a m m a r Havestudentsuseda 4 varietyoftenses?Have
varietyoftenses?
Vocabulary Havestudentsused 2
studentsusedreported adverbsof attitude
Vocabulary Havestudentsused 2 speechaccurately? appropriately?Have
a varietyof /ooksand Vocabulary Havestudentsuseda 2 studentsuseda varietyof
characteradjectives varietyofwordsto talk topic-related
vocabulary?
appropriately? aboutabi l i ty?

188
Unit 1O Unit 11 Unit 12
Grammar Grammar Grammar
1 1 as long as 2 won't I t have dinner brought | \b 2a 3b 4 c 5a
3 as soonas 4 until 5 unless 2 our housecleaned
3 Haveyour hair 2 1 destroyed 2 crying 3 wearing
2 l th e 2 an 3t he 4a 5 th e 4 walking 5 painted
4 having our documents
3lc 2 a 3b 4d sd 5 having my car 31hadn' t 2have 3you' d
2 1 don't needto 2 ought to 4 had 5 wouldn't
Vocabulary
3 haveto 4 had to 5 shouldnt
4 2 c 3 b 4d 5f 6e Vocabulary
3 l w h e re 2 w ho 3w hose 4lf.2 e 3c 4a 5b
5 l p a y 2buy 3pr ic e 4 when 5 which
4 reduced 5 receipt 51wish 2hopes 3hope
Vocabulary 4 wishes 5 'm glad
Pronunciation
4 2 e 3 a 4c 5f 6d
61S 2 U 3U 4S 5U Pronunciation
5 l c a n a l 2pedestri an 3rank 6llisten 2 n o w 3 d i d n 't
Reading and Writing 4 crossroads5 path 4 Spanish 5 haven't
1 1 True 2 True 3 Doesn'tsay
4 False 5 False 6 Doesn'tsay Pronunciation Readingand Writing
5 1 What do we do in an emergencv? 1 1b 2b 3a 4a
2 7b 2a 3b 4c 2 Haveyou had your iniectionsyet?
3 Haveyou got your passport? 2 1 (an) account
313 9
4 What pills do I needto take? 2 operate
238
5 How much is the insurance? 3 (the) descent
3 to work
4 the group / the climbers
4 (because) they were new
Reading and Writing 5 the book
5 (sentan) email
L 1 ,C 2 A 3B 4D 6 Wrangel Island (Russia)
6 She/ Tesshasworn them
7 (to) accompany
7 f.60
2 1 pizza 2 face 3 insect repellent 8 vivid
8 (the)local shops
4 sun block 5 sore 6 blockednose 9 thankful
9 write a letter (to complain/ of
7 (onthe) plane
complaint) 3lfortune 2cakes 3wine
10 bookshop 3 2 True 3 Doesn'tsay 4 True 4 money 5 clothes 6 water
5 False 6 Doesn'tsay 7 False 7 (the) group
4 Students'ownanswers.
8 True 9 False 10 True
4 Students' own answers.
guidelines
M ark ing m a r KS 4 Students'own answers.
Task Havestudentsincluded the A guidelines
Marking marKs
informationa readerwould M a r kin g u idel i nes m ar KS Iask Havestudentsused 4
expect?Havestudents Task Havestudentsgiven A paragraphslogically?
Have
paragraphs
organized thei rreader enough studentsgivenenough
appropriately? information? Have informationT
G ram ma r Havestudentsusedpast 4
students organi zed
thei r C rammar Havestudentslinked 4
tensesaccurately? l etteri ntoparagraphs? clausesusingbecouse,so,
Vocabula
ry Havestudentsspelt I Cr a m m a r Havestudentsusedverb 4 and(inorderlto accurately?
vocabulary
correctly? tensesaccurately? Havestudentsuseda
varietyoftenses?
VocabularyHavestudentsa varietyof 2
wordsfor places
to visit? Vocabu
lary Havestudentsgot enough 2
vocabulary
to expresstheir
i deas?

TestsKey 189

OXTORD
UNIVERSITY PRESS
Great Clarendon Street, Oxford ox2 6Dp
Oxford University Pressis a department ofthe
University of Oxford. It furthers the University's
objective of excellence in research, scholarship,
and education by publishing worldwide in
Oxford NewYork
Auckland CapeTown Dares Salaam
Hong Kong Karachi Kuala Lurnpur Madrid
Melbourne Mexico-City Nairobi New Delhi
Shanghai Taipei Toronto
With offices in
Argentina Austria Brazil Chile CzechRepublic
France Greece Guatemala Hungary Italy Japan
Poland Portugal Singapore SouthKorea
Switzerland Thailand Turkey Ukraine Vietnam
oxFoRD and oxrono ENGLIsHare registered
trade marks ofOxford University Pressin the
UK and in certain other countries
@Oxford University Press2oo9
The moral rights ofthe author have been asserted
Databaseright Oxford University Press(maker)
First published 2oo9
2073 2072 2077 2O7O2OO9
709876 5 4 3 2 7
All rights reserved.No part ofthis publication
may be reproduced, stored in a retrieval system, or
transmitted, in any form or by any means, without the
prior permission in writing ofOxford University Press
(with the sole exception ofphotocopying carried out
under the conditions stated in the paragraph headed
'Photocopying'), or as expressly permitted by law or
under terms agreed with the appropriate reprographics
rights organization. Enquiries concerning reproduction
outside the scope ofthe above should be sent to the ELT
Rights Department, Oxford University Press,at the
address-above
You must not circulate this book in any other binding or
cover and you must impose this same condition on any
acquirer
Photocopying
The Publisher grants perrnission for the photocopying
ofthose pagesrnarked 'photocopiable' according to the
following conditions. Individual purchasers may make
copies for their own use or for use by classesthat they
teach. School purchasers rnay make copies for use by
staffand students, but this permission does not extend
to additional schools or branches
Under no circumstances may any part ofthis book be
photocopied for resale
Any websites referred to in this publication are in the
public domain and their addressesare provided by
Oxford University Press for information only. Odord
University Pressdisclaims any responsibility for the
content
rsBN: 978 o t9 4304849
Printed in Porhrgal by Maiadouro
A C K N O WL E D GE ME N T S
The authoB and Wblishtr ore gratefrl to thosewhohavegivm pemissim
to regoduce thefollming extractsand sdaptatiffi of aryight materioli
p18 Extract from 'Chinese tourists flock to UK in search ofclarks,
fog md the big stupid clock' by RichardJinman and HsiaGHung
Pai, 27 June, 2005, from Tft€Grcrdlbn @Gurdim News md Media
Ltd" 2005. Reproduced by pemission. p78 Extnct llom 'That dm
bird: A talk with Irene Pepperberg' fist published by Edge on the
website w.edge.org Copyright o 2003 Edge Foundation, Inc.
Reproducedby pemission.
S@res:w.bbc.co.uk
/news
nlwvatrore W i Davd Atkinson pp106, 107, 132, 135; Derek Bacon
pp26, 96; Jeremy Bau p12; Gill Button p50: Cyrille Berger p122;
Mark Duffin pp55, 105; Glyn Goodwin pp25,772,729,734: Aady
Hammond pp37, 109i Jomna Ken pp38 (musical instruments), 75:
NAF-representedby Meiklejohn Agency (DesertIslandJoke) p118i
18 Gavin Reecepp56; Mark Ruffle pp 43, 95.
ThePublishefrand Authofr wox4 akolike to thankthe followingforkrnd
pemissiffi to reproducephotographs:Namy Images pp8 (mother &
daughter geeting, Tukeyfimbe Wiedel Photolibrary), 8 (students
bowing/Christian Kober), 15 (Fifer 1866[he Print Collector), 16
(Masaiwomanll Mamhall - Tribaleye Images),18 (tourists/Ps/Dw),
18 (Karl Mail tomb/Charlie Newham), 20 (stools/blickwinkel), 20
(boxing glove/Juditl Collins), 20 (fishing net floavHigh Threfall),
20 (bottles/GabePalmer), 20 (headrest/SimonColmer and Abby
Rex), 20 (antique potato msher/Ktri Marttila), 20 (vaseflmageClick,
Inc.), 20 (carvedwooden drum/Edc Nathan), 22 (lndiil black tea
in white bowvRadek Detimky), 28 (schml children/Eye LJbiquitous),
34 (Girl portraivNick Emm), 36 (Multi BASEjmper/Christophe
Diesel Michot), 36 (ktraoke singerPYMCA), 36 (male bodybuilder/
Coverspot), 38 (listening to music/Jupiter Images), 38 (Kanye West/
DEK C), 38 (DaveGrohl onstage/ContentMine Intemational),
38 (singerA.edfems Music Picture Library), 40 (restaurant/
Directphoto.org), 40 (pub sign/picturesbFob), 40 (Indim restawt/
Directphoto.ory), 46 (Ghana voting/Julian Nieman), 46 (Road signs),
46 (UN PeacekeeperAdrian Bradshaw), 46 (vote Feen sign/Dayid
Robertson), 46 (The Parthenon in Athens Greece/Dayid l€venson),
45 (Poland Wmaw Palaceof Cultwftibor BogH), 46 (Pentagon
star amy jeep/3rian EUiott),46 (South Bank Lion lpndon/Hugh
Thelfau), 46 (Emblem of Austrian fl ag/imagebroker),48 Uudges
hammer/Jan Tadeusz), 48 (Do not feed seagulls sign/Chris Howes/
Wild Places Photography), 48 (alligator sign/Damen Baker), 48
(sign board/Pixoi Ltd), 48 (dog in barber chair/Colin Hawkins), 48
(Cat sitting on cu roof/IML Inage Group Ltd), 48 (raccoonFlolger
Ehlers), 50 (blackberrybrmbles/AndreaJones), 52 (TheTower of
London/Ardrew Carruth), 52 (fuchard III slain/Mary EvansPicture
Library), 52 (bones/PhilCawley), 54 (wonan leaning against walli
Peter Glass),60 (boy with balvimagebroker), 60 (teenagegiru
lapply picturest), 60 (rubbish sign/StreetsAhead/DenReader),
52 (Scrap/MichaelFoyle),66 (woman with long hair/Fashion
Beauty),66 (Afghm Hound/Juniors Bildarchiv), 66 (Chihuahua/
Annette Shaff), Alamy lmages p66 (mm with white hairPencho
Tiho): 66 (Elderly womanlbliclwirkel), 65 (English Bulldog/Andrew
Rubtsov), 66 (poodle/Ilime STIIE), 66 (miniatw schnauzer terier/
Isobel Flynn), 66 (Surprisedman/PoligonsPhoto Index), 68
(businesswomanflJberFoto), 58 (AsianwomaniSlend Images),
70 (couch potato/Lourens Smk), 70 (hairdresserlouens Smak),
70 (l]m at hairdresseslrurens Smak), 70 (runlrurens Smak),
70 (PilateslMl lmage Group Ltd), 70 (danceclass/OliverKnight),
70 (Thai boxing lesson[homas Boehm), 70 (Man in Turkish bath/
LOOKDie Bildagentur der Fotografen GmbH), 76 (shop assistant/
Steve Skjold), 78 (panot on laptop/Jmios Bildtrchiv), 78 (dog agility/
Arco Images GmbH), 82 (50 euo notePhotostmk - Burkhtrd Katz),
82 (crumpled 10 euro note/kolvenbach),82 (travel ticket/Wolf
Kettler), 82 (EspressocupsA4arcoSecchi),82 (Eurostar passengers/
Brotch Images), 84 (girls talking/Don Smetzer), 84 (Posting a l€tter/
mediablitzimages (UK)Limited), 90 (Creepshowfilm 1982Photos
12), 90 (bear/ScPhotos),90 (sharkMolfgang Pdlzer),90 (tomado
over fam/Jim Zuckeman), 90 (Puu Oo volcano/GregVaughn),
90 (danger sign/GilesBracher),92 (soft sculpture computer/Steve
Cavalier),96 (RyeHigh Street/PCL),98 (checkout/X.obWalls), 102
(vintage dance shoes[ony Rusecki),102 (Inkjet printer/D. Hurst),
102 (acousticguitar/music Alan King), 102 (PrestcoldFridgelan
Cartwight stiu-life), 106 (William Shakespeareportraitpictorial
PressLtd), 108 (Cumbria seafiont/travelibuK), 110 (glassofwater
from tap/David R Fruier Photolibmry, Inc.), 110 (tablets/?HOIOIAKE
Inc.), 110 (travel lnoculation/Woodystock), 110 (mosquito spray/
Niall McOnegal),110 (fi$t aid kir/PHOTOTAKEInc.), 114 (Samuia
C{rge Grece/LOOK Die Bildagentur der FotografencmbH), 116
(Ai:ican muketpm Cwingham Photo$aphic), 116 (Woman
preparing food/Robert Estall photo agency),118 (child's drawing/
Tallulah Tomey), 118 (child's drawingPurestock), 120 fwestem
artwork/Mary Evms Picture Library), 120 (Sweeney Todd coverMary
Evms Picture Library), f 20 (King Solomon's Mines/Mary Evans
Picture Library), 120 (H.GWells coverMary Ems Pictm Library),
127(nail clipp€rsMode Images Limited), 127 (Cordlesselectric
drill/DavidJ. Green - studio), 127 (tape mesure/Mode Images
Limited), 127 (cm opener/CabePalmer), 127 (scissors/D.Hurst),
127 (glasslemon squeezer/AndrewTlvort), 127 (paintbrush/Jon
Helgason),127 (disposablerazor/Andrew Paterson),127 (Icecubes
in trayicarol and Mike Wemer), 129 (Portmit of man/avatra
images), 129 (Businessmanflt4ode Images Limited), 129 (Happy
old mm/AndEs Rodriguez), 130 (Messyteenager's room/Janine
Wiedel Photolibrary), 133 (Ttaditional Russim samovar/Clive
Tully), 134 (Nicole Kidmanl-u.Foto); BBCstills p80 (Cuy C{ma
being intewiewed) Bridgeman Art Library Ltd p52 (ThePrinces
Edwud and Richard in the Tower, 1878(oil on cuvas), Millais,
SirJohn Everett (1829-96)Eoyal Holloway, University of London);
Corbis pp12 (Man and woman talkingA,I Thomsen/zefa),17
(Cheerfirl man/Pinto/Zefa),36 (Smiling man with backpack/Jason
Hosking/zefa),38 (Opera singer8obbieJack), 38 (ceorge Sffait/
Reuters),40 (Cmks preptring pizzas/Owen Franken), 40 (Restaumt/
Dan Forer/Seateworks),62 (Counterfeiter Victor Lustig/Bettmm),
62 (Deputiesescorting Victor Lustigtsettmm), 62 (Alcatraz/
Bettmann), 90 (Avalanche/GalenRowell); Getty Images pp6 (girl
with op/LwAyfhe Image Bank), 6 (woman/Pam Frmcis/X.iser), 6
(mm with mug/Michael CogliantryEhe Image Bank), 6 (couple/Seth
Kushnerfhe Image Bank), 6 (boy with tmpet/l.ussell Underuood/
fuser), 6 (mm in red sweater/Dima Kftnigsberg), 6 (couple with car/
Nick Dolding/Photographer's Choice), 8 (buiness/David Woolley/
Stone+),9 (woman in vineyard/Christopher Robbins), 1O(Las
Meninas, detail ofthe lower halfdepicting the family ofPhilip tV
(1605-65)ofspain, 1656 (oil on canvas)Diego Rodriguez de Silva
y Velasquezffhe Bridgeman Art Library), 12 (crossword puzzleilisa
Spindler Photography Inc.), 16 (Bedouin boy/NevadaWier/X.iser),
16 (Berber male/Hugh Sitton^iser), 16 (Aynara lndian woman/
Angelo Cavalli/Riser),16 (Wodaabeman/JasonDewey/Stone),16
(Guatemalan girlAaul Touzonfi.,lational Geoglaphic), 16 (Ymomamo
Indian/Ed George/NationalGeographic),16 (Inuit hunter/Gordon
Wiltsie/National Geogaphic), 15 (Huli man/Stefano Scara/Riser),
20 (baseballmittlDavies md Stm/Stone), 24 $oug businesswomm/
Tony Andemon), 28 (Kenym student Kimai Ng'mg'a/Stm Honda),
30 (Teenagersat house party/LisaPeardon),32 (studentswall .
West Rock), 33 (youngbusinessman/SethJoel),36 (sudoku
competitiorvNico Casanassima),38 (singer Ky-mani Marlel '.\.
40 (waiter carrying dishes/KerenSu),49 (Dogsin prison costu:
Pam Francis),59 (open hmdbagMark Weiss),60 (senior coup:r
windoqDan Kenyon), 66 (portrait mature woman/X.ogerWrir
66 (Border collie puppy/RonaldWittek), 72 (Van Gogh's Bedrc
at Arles 1889/Vincentvan Cogh|Ihe Bridgeman Art Library). --
(bedroom/R.osameOlson/Stone),76 (man in car/Antonio Mo,T-
76 (pilents with new bomlttlms Neleman), 76 (womm with heilu.
CharlesThatcheristone),78 (lrene Pepperberg/fime & life Picru:
82 (train station/PanoramicImages),86 (weather/Shape&Con(.
Stock Illustration Source),86 {scarecrowiJamesNelsoniStonet.-
(sunset/PatFridelvlllustration Works), 88 (woman morphing irl
mother's image/Xent Mathews),88 (girlEric McNatt/Stone+).S'
(teen girlKaran Kapoor/Stone), 92 (personal helicopterAlillenn r-
Jet), 92 (memory prctog.p€/Accenture T(hnolos/ Iabs), 92 (mot'r
robovYoshikuu Tsmo/AFP), 92 ('Dream Factory'lYoshikuu Tsrur,
AIP), 92 (EEGinvention/John MacDougalryAFP),97 (youg woman
witing/Erik Dreyer),98 (shopping basketA.oyBotterelvstone r.
110 (hotel room/Wonderlust lndustries), 110 (sunscreen/Doug.,
Waters),122 (life/deathbuttons/Christian Michaelsphotographe
Choice), 122 (chalk outline/Laurence Dutton/Stone), 126 (famil!
remion/Yellow Dog Productions),129 (young man wearing ll.r.
shirt/Catherine Ledner), 130 (Selfportnit, 1889/VicentVan Go!
130 (BedroomA.obertWanen); Jupiter lmages pp20 (wine flask
Hemera Technologies),69 (teen girvPolka Dot Images):Kobal
Collection pp42 (TheLordofthe RingslNewLine/SaulZaentz,{Vir:
Nut), 42 (TheMotrixlvmer Brothes),42 (BridgetJones'sDiarl
Mirmaduniversal),42 (The Queen/Miramil), 42 (Mirsion:Inilt i
3/Paramount Picturesl,42 (Mmma Mialluniversat),,14(Iaws,19;1
Univemal), (ArcchnophobiaFlollywood Pictures/Amblin): Ma$' E..
Picture Library p62 (Eiffel Tower c1908);M syndication p80 lC,.
Goma outside BBCstudios):OUPpp15 (cardboud boxAngam r. l
(Toy bus/Photodisc),35 (girl at keyboard/OJoImages),44 (spid(
Photodisc), 46 (EU flag/Eyewire), 72 (boy with magniffing glas:
Ingrm),74 (Por$ait of a yougwommphotodisc), 85 (telephoI
Photodisc),OUPp96 (lakeside Retail Park/Hufton + Crow): oL l
p127 (teaspoon/Stockbyte):PAPhotos pp58 (RayHeliwagen u r:
W\MI wallet/Amanda Stratford/AP),58 (soldier photo/Amand.l
Stratford/AP):Photolibrary pp8 (Woman greeting each other \
Steele),8 (Businesspeople shaking hmds/Radius Images),9 rcri
with barbeile/Ale VentLra), 12 (classroom/3lend Images). 12 : :
milket stalvsteila),14 (womu holding camera/?hotodiscj. 16
(Friendsdoing karaokelmage Source),36 (woman smiling
Medioimages),36 (smiling businessman/AdrianWeinbrecht
40 (Home Sweet Home Painting/SteveTaylor),48 (skunk/Co::
64 (Moving boxes in living room/Photodisc),66 (man shourj: -
Charlie Schuck),77 (car mechanic/JuiceImages),84 (studen:
mobile phone/i love images),84 (girl with mobile phone r. E=
(young woman with laptop), 93 (collegestudents in libran : :
Olsson),102 (salesman/R.adius Images),108 (tourist reson cl
lmages),110 (medical team/Creatas),110 (doctor/lmage So::
126 (Sponan/Photodisc),127 (handsaqPhotodisc), 127 LAC:..
bandage/Photodisc),127 (Paperclip/Corbis),127 (Corkscreh
Iconotec), 127 (Hairdryer/Photodisc),127 (Hole punch,/PhL-:
129 (Portrait ofman/Radius Images),129 (portait ofman
'r'-
Image Source),129 (middle aged man/moodboard), 129 r..
man smiling/Digital Vision): Picturetank pp58 (The Congi ...
SapeFldctor Mediavilla), 68 (The Congolese Sape/tldctor U{.
Punchstock pp (man with op/Stnkbyte), 6 (barber/Srock: -
6 (woman/Photodisc),6 (mother with baby/Valuelinej,6'.
with bumy ears/Valueline),8 (couple hugging each orhe:
Bananastock),8 (Asian woman/DAJ),9 (Smiling kids hua: _
Bananastock),16 (MaoriMelba Photo Agency),20 {ner,-d:..
Stock),20 (mate & bombilla/Valueline), 22 (Asian manlDe'.
22 lman with coldfstop), 22 (ricefoodcollection), 38 lu'on-.-..
listening to music/BrandX Pictures),38 (man doing air g.::'
image100),48 (puppylvlrxA), 48 (chick/Stdkbyte), 76 (cou:
Digital Vision), 76 (mm bycil/DigitalVision), 76 (broken di .
Comstock),82 (man with glasses/DigitalVision), 86 (man ',..:
umbrella hat/Creatas),88 (man with guitar/Digital Vision . '
(hotel omer/Digital Vision), 90 (lighming/Comstock). r It
man making face/Digital Vision), 129 (Youngman with t l
hairPhotodisc), 129 (Portrait of manPhotodisc): Reurersi:.
pp50 (Upholstered taxilvan Alvarado), 78 (Border collie \, :
Manuela Hartling); Rex Featurespp40 (Angus Steak Hou:.
restaurant/Alex Segre), 42 (Mr Bean'sHokdoyfilmflJnive rs;.
Everett): StockFoodtJK p22 (Finger bowls with lemon/Jar..
Westemann); The Royal Collection Picture Library p52 ,F...
IIIfIhe Royal Collection o 2008 Her Majesty queen Elizar(-
OUP pp163 (working with laptop/?hotodisc),164 (tram ir -
street/Photodisc),166 (Collegestudents/Somos),168 (Cirl ..
MP3 playerPhotoslndia.com LLC),172 (Tulips/Photodisc. : -
(fire extinguisherfln$am), 180 Uewellery shop windo\t' C
182 (Doctor with syringe/?hotodisc).
Cmnissionedphotographyby:Gareth Boden pp30, 31, 100.
MM Studios(GrahamAlder) p112
'lllrc Publisher and Authtrs are verygratefulto theJollowif,gfor :.
persml photograpls: Doug and Vickie Schmift and Natalie a
p58 (university ID card and photo ofcouple)
ThePublishersand Authffi wouw psrtiilIarly like to thank the.f| .
readrs ond teachm for their helpwith the initiol researchand ],i,
SandraMaria Andrin, Maggie Baigent,Jo Cooke, Rachel G(,.
AmandaJeffoies,Marisa Perazzo,craham Rumbelow, End: '
Joanna Sosnowska,Carol Tabor,Michael Terry.
Recudingsdirectedby: Leon Chambers
Engineered W : W ilfredo Acosta
Wordsffid muic in songsby: Mark Hancock
Musicalorangments by: Phil Chmbon
Vocalsin songsW: Cina Muray and Jo Setri
EnslishkSUIt
Help studentslearn the languagethey needand put it into
practiceimmediatelywith EnglishResult.
Teacher'sBook with DVD Pack includes:
InterleavedStudent'sBook pages
Full notes,including warmers, extra activities, and culture notes
Checklistsfor monitoring and assessingstudents' spokenperformance
PhotocopiableTestsfor every Student's Book unit

;?1 Teacher'sDVDwhich shows the Intermediate Student's Book

-&-
material in action, plus author commentary

English Result belongs to the Result super-series- three individual series

with common Resultvalues. Go to www.oup.com/elt/teacher/result and
find out more about English Result,Business Result, and Exams Result.
English Result Intermediate is designedto take a strong A2-level student to
I
81 or 81+on the Common EuropeanFramework of Referencescales.

oxroRD
1TNryERSITY PR.F.SS for allyour
II
laf testing needs
\- 17 onlinego to
www.oup.com/elt oxfordenglishtesting.com I