5th edition

Unit 9 Grammar
Talking to my younger self  SB p90 Intermediate

life
n y’s
Je n

1 Jenny is looking back on different aspects of her life.

Match the two parts of the sentences to make third conditionals.

1 If I’d gone to a different primary school, … a I couldn’t have bought a flat.

2 If I hadn’t rebelled so much at home as a teenager, … b I might have got a better degree.
3 If I hadn’t spent so much time partying at university, … c I wouldn’t have had my lovely son Luc.
4 If I’d worked harder at my languages, … d I might have had an easier relationship with my parents.
5 If I hadn’t saved up all through my twenties, … e I could have got a job in the diplomatic service.
6 If I hadn’t married Tony, …. f I wouldn’t have met my two best friends.

My life
2 Use the sentence stems to write sentences about your life.
1 If  I’d …

2 If  I’d …

3 If  I hadn’t …
I might have
I couldn’t have
4 If  I hadn’t …
I wouldn’t have
I could have
5 If  I’d …

6 If  I’d … I would have

I would have been able to

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 5th edition
Unit 9 Grammar Teacher’s notes
Talking to my younger self  SB p90 Intermediate

Pre-activity  (5 minutes)
Aim
• Explain that students are going to practise the third conditional form
To match sentence halves and then and then they are going to write their own sentences.
personalize by writing about your own life • Give each student the worksheet. Explain that Jenny is looking back on
Language her life and talking about how things could have been different. Ask
students to match the two halves of the sentences. Check the answers.
Third conditionals
might/could/should have
Procedure  (20 minutes)
Skills • Tell students an anecdote about a day that started really badly, e.g. I
Reading and Speaking forgot to set my alarm clock and so I woke up half an hour late. I missed
breakfast and ran to the bus stop. I hadn’t listened to the news so I didn’t
Materials know that there was a bus strike. I ended up getting a taxi to work that cost
One copy of the worksheet per student £30 and my boss was angry with me for being late.
• Write sentence stems on the board and elicit a range of sentences:
If you’d set your alarm clock, (you wouldn’t have woken up late).
If you’d rung your boss, (he might not have been angry).
Answers If you’d cycled to work, (you could have arrived on time).
1 f • Tell students to look at My Life on the worksheet. Explain that students
2 d are going to look back on their lives so far and talk about things that
3 b could have been different. Ask students to look at the sentence stems.
4 e They should write their own examples for the beginning of each
5 a
sentence next to 1–6.
6 c
• Give students time to write their sentences. Put students in pairs and
ask them to take it in turns to read out the first part of a sentence and
their partner guesses how the sentence is completed e.g.
A  If I hadn’t failed my exams last year, …
B  …you wouldn’t have had to do them again?
A  Yes, that’s right.

Extension  (15 minutes)

• Give students the starting point of a story – Henry used to be a
millionaire, but now he’s poor. Ask students to describe how Henry had
a lot of money and then lost it. Ask them to write a short letter to the
young Henry from the older, wiser, poorer Henry commenting on the
episode using the structures from Unit 9.

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 5th edition
Unit 9 Vocabulary
Which word?  SB p96 Intermediate

Part 1 Section A 1 rent hire lease

A price fee fare 2 guest visitor customer

B borrow lend loan 3 benefit advantage favour

4 rob steal burgle
C beat win  succeed
5 lose fail miss

Section B 1 invent discover find

2 cook cooker chef

3 check control review

4 wash clean clear

5 hope expect want

Section C 1 dish plate meal

2 professor teacher lecturer

3
sensitive sensible sense

4 bring take carry

5 remember remind recall

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Unit 9 Vocabulary Teacher’s Notes
Which word?  SB p96
Aim
To develop good dictionary skills for
understanding the difference between
similar words: this activity has a longer
preparation stage as it develops learner-
training techniques and extends on the
words in the SB
Language
Vocabulary on p96
Skills
Speaking
Materials
One copy of the worksheet per student, a
monolingual dictionary or thesaurus per pair
of students
Answers
Pre-activity
A price/fee/fare:
price = general word, collocations = a fair price,
low/high price, cut price, a price rise, at a price;
fee = for a specific, often professional, service;
fare = for a journey, e.g. bus fare, NOT bus price.
B borrow/lend/loan:
borrow = general verb, action by the taker,
borrow sth + from sb.;
lend = general verb, action by the giver, lend sth +
to sb or lend sb sth.;
loan = transitive verb similar to lend, i.e. action of
the giver, but more commonly used in situations
involving money, common in both active and
passive, also a noun, common collocations = a
bank loan, on loan.
C beat/win/succeed:
beat = transitive verb, used in passive and active,
irreg past beat/beaten.
win = intransitive verb, only used in active, irreg
past won/won;
succeed = intransitive verb, only used in active,
regular past. More general than ‘win’, meaning to
achieve or do well at sth.
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Intermediate
Pre-activity  (20 minutes)
• Write the following sets of words on the board and ask students What’s
the difference between each word in each group? At this stage, students
shouldn’t use a dictionary and it’s not necessary to specify if the
difference is defined by grammar, use, context, register, etc.
A price/fee/fare
B borrow/lend/loan
C beat/win/succeed
• Do feedback together, making notes on the board, then put students in
three groups, give out a dictionary or thesaurus to each group and ask
each group to research one set of words – A, B or C – in more detail.
• Ask students to find out as much as possible about each word.
Depending on the level of your group, write on the board: What part
of speech is the word? Is it a general or specific word? Is it a transitive or
intransitive verb? Is it formal/informal/slang? What does it collocate with? Is
it used in a specific context? How do the words translate into your language
– are there three different words or not?
• Ask a student from each group to present their ideas to the class and
add notes to the board. Give out the worksheets and ask students to
make notes in Part 1.
Procedure  (20 minutes)
• Explain that each group is going to research another set of words and
then share their ideas with students from the other groups. Make sure
you have the same number of students in each group. If you have a
large class, students can work in pairs in each group.
• Allocate a set of words – A, B, or C – to each group. Encourage them
to refer to the same prompts as before (on the board) to make notes,
to create examples, and to discuss their answers within the group.
Monitor and help as necessary, checking their work so that there is
no misinformation in the next stage. Early finishers can write example
sentences or research collocations with their words.
• Regroup the students in threes, so that there is one student from each
group A, B, and C. If you have a weaker class, you may wish to have two
students from each group A, B, and C. Tell students that they are going
to exchange the information they have found out.
• Demonstrate how each group (A, B, and C) is now the ‘teacher’ or
‘knower’ of the words they have researched. Tell students that you are
Student A. Ask the class What’s the difference between rent, hire, lease?
and indicate the first set of words for section A. All A students should
listen while B and C students discuss their ideas together. Elicit ideas
from B and C students in open class and award a point for correct
information, good examples, collocation, register, grammar, etc. When
B and C can’t tell you any more, give any further relevant information,
and B and C make notes. Student B then takes their turn to ask about
invent/discover/find and C follows with dish/plate/meal. The team with
the most points at the end wins.
• Monitor and help as necessary. Encourage students to ask each other
questions and discuss the words together, rather than looking in
dictionaries. Deal with any questions in whole class feedback.
Extension  (10 minutes)
• Students can choose a set of words and make a poster to illustrate them.
• Students test each other by playing their favourite vocabulary/guessing
game, such as Taboo or Back to the board.
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Unit 9 Communication
Heads or tails?  SB p97
START
1 2
Your cousin is going abroad
for the first time and wants
advice about money abroad.
B = cousin
‘Too many people
spend money they haven’t
earned to buy things they
don’t want to impress
people they don’t like.’
16
A relative has an important
birthday next year. You are
not wealthy, but you want
to plan a special holiday to
celebrate. Talk to two friends
about how to save up and
get the best deal.
B/C = friends
15
‘Never spend
your money
before you’ve
earned it.’
14
You’re shopping with a friend
and you can’t decide between
two jackets you really like,
one cheap, one expensive.
Talk about the options,
decide, and buy one.
B = friend, C = shop assistant
13
12
Your want to buy a
new computer/tablet/
smartphone, but you
can’t really afford it.
Talk to your friends
for advice.
B/C = friends
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‘A bank is a place
where they lend you an
umbrella in fair weather
and ask for it back when
it begins to rain.’
17
You’re a checkout assistant in
a large supermarket. A customer
has just unloaded a trolley full
of shopping at your checkout
and you need to take payment.
B = Customer
FINISH
‘Time is money.’
24
You and your partner/friend
have just arrived at a hotel for
a weekend. Check in and find
out about gym membership,
Wi-fi and other hotel services.
B = friend, C = receptionist
24
23
22
‘A fool and
his money are
soon parted.’
11
You want to buy a book, but the
only copy in the shop is slightly
damaged. Talk to the shop
assistant about a discount.
   B = shop assistant
Intermediate
3 4
You went overdrawn by
a small amount last month.
You phone your bank manager.
B = bank receptionist,
C = bank manager
18
Last month, you
lent some money to
a friend who promised
to pay you back
when he/she was paid.
You now need the
money urgently.
B = friend
19
You have just moved to an
English-speaking country to
start a new job and you need
to open a bank account.
B = bank clerk (What services
does your bank offer? What
information do you need?)
20
‘There’s no such thing
as a free lunch.’
21
You are visiting a museum
with a friend. When you buy
your tickets, the cashier gives
you too much change.
B = friend, C = cashier
10
‘Money can buy you
a fine dog, but only
love can make him
wag his tail.’
5th edition
‘I’d like to live
as a poor man
with lots of
money.’
5
It’s your first day in the
UK. You want to get on a
short bus ride from your
host family to the language
school, but you only have
£50 notes.
B = bus driver
6
‘Never confuse
the size of your
paycheck with the
size of your talent.’
7
You have driven to a new
town and need to pay for car
parking at a parking meter.
You don’t have the right
change so you ask a passerby
to help you.
B = passerby
8
‘Whoever said
money can’t buy
happiness simply
didn’t know where
to go shopping.’
9
You bought a new jumper last
week, but it shrank in the wash
the first time you washed it. You
return it to the shop for a refund.
B = shop assistant
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 5th edition
Unit 9 Communication Teacher’s notes
Heads or tails?  SB p97 Intermediate

Pre-activity  (15 minutes)

Aim
• Ask students to try and remember as many words or phrases related to
To play a board game to practise vocabulary money as they can from SB p97. Write them on the board as students
on the topic of money through role-plays call them out. Check spelling and pronunciation.
and discussions • Divide the class into two teams and place two chairs at the front of the
Language class, each one facing a team. Invite a student from each team to sit on
the chair facing their team with their back to the board. They must not
Vocabulary and famous quotes about money
look at the board.
Skills • Circle or point to a word or phrase on the board. Each team must
Speaking describe that word without translating, spelling or gesturing, e.g.
(for credit card) It’s a piece of plastic that you use to pay with … The first
Materials player to guess the word wins a point for their team. Encourage team
One copy of the worksheet per group of members to work together and think about how to describe words by
three or four students, one coin per student giving examples, parts of speech, etc.
• Both players change places with someone else from their team for a
new word, whether they won the point or not. Continue until you have
revised several words from the board. The team with the most points
wins. Clarify any misunderstandings in meaning or use.

Procedure  (20 minutes)

• Explain that students are going to practise the words from the board in
role-plays. Write heads or tails and odd/even number on the board, and
ask students if they know what the phrases mean. Show a coin or just
explain that British money has the monarch (the head) on one side and
a picture on the other (the tail) and that often we toss a coin to decide
between two options, e.g. which team starts a sports game.
• Put students in groups of three or four and give each group a copy of
the board game. Tell them that they are going to move around the
board by tossing a coin and either role-playing the conversation in
the square according to the instructions, or discussing famous quotes
about money. Some of the conversations are for two people, others are
for the whole group. The student who lands on the square is always A
i.e. ‘you’ in the instructions on the square. Other students in the group
take turns in the role of B, C, etc. If students land on a quote square,
they should discuss the quote together: what does it mean, do they
agree with it, who do they think might have said it?
• Students should place their coins on the START square. They must
take turns to toss their coin to move forwards. If it’s ‘heads’ they move
forward one square, if it’s ‘tails’ they move forward two squares. If they
land on a square that they have already used for a conversation with
another player, they can toss their coin again and move to the next
unused square.
• Monitor and help as necessary. Encourage students to ask you for any
new words they need.
• Do feedback together as a class on any common errors.

Extension  (10 minutes)

• Students choose one of the role-plays to act out in front of the class.
• Students choose one of the quotes and find out who said it and why.
• Students imagine that they have been asked to write a financial advice
leaflet or create a short video/radio infomercial for a particular group of
people, e.g. teenagers going on a trip abroad, young adults going away to
university, older people learning to use mobile banking. Students work in
pairs, plan the advice and present it in their chosen format.
D000971

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