Lifestyle Elementary Teacher S Book

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Arri\lOls
AiIns and objec:tives
J '" Jackie, C - Chorus

J : Good evening, everyone. I'm Jackie Yang. I'm a
photographer for the Hong Kong Trendsetter Ma9azine.
Can I take a photo of all four of you together?
C: Yes, OK. I Sure.
Presen simple be
this lesson Ss will:

be introduced to and practise using the present simple be
practise greeting a:nd introducing themselves to others
Speaking: Mee't ing new people

Ex 1 Introduce yourself using Hello, I'm ... or Hi, my names ...
. " j give a little more information about yourself, e.g. I'm from
.....
R - Reporter; V - Victor
R: Hi! You must be Antonio Felipe Rivero, the Mexican
supermodel.
V: No, I'm not. My name's Victor 5errano. I'm Mr Rivero's
bodyguard, actually.
Ia:urtl'y). I'm a (job). A.sk Ss to do the same and introduce

themselves to others in their class. If Ss are from the same
co.nIJy. suggest they use I'm from (city) as an altemative.
R: Oh, sorry! I'm a reporter for Catwalk lV. Erm ... Could
I speak to Mr Rivero?
V: Sure. He is right here behind me.
Listening: Meeting at a fash ion trade show
Ex 3 )) 1.2 Ask Ss to read the article and find twc. differences

between it and the conversation. Ss listen and then check
answers with a partner before class feedback. If necessary, play
the recording a second time. Go through the rules for using
a/an in the 'alert box' with Ss.
Ex 2 )>> 1.1 Refer Ss to the photo at the bottom of the page

and ask what is happening in it. Check Ss understand the
jobs given and briefly focus an pronunciation before playing
!he recording. Ss decide which job each person has and then
a:mpare answers in pairs before class feedbadc:. Elicit Ss' jobs
and write these on the~ board if not already given.
Paul ana his Yfe are origi~~ from Toronto

Ottawo).
Paul., wife isn't an actress. $be.. 8 mak:;:e-."I'

:r........._
Track 1.2: 1A. Page 4, Exercise 3
M .. Matt, P - Paul
M: Hi, I'm Matt Heyns.
Trade 1.1; 1A, Page _4, Exercise 2
P: Pleased to meet you, Matt. I'm Paul
M ,.. Matt, P .. Paul
M: Pleased to meet you, too. So what are you he~e for; Paul?
Are you a journalist?
P: No, I'm not. I'm a creative designer for the C1~, Star label.
M: Mm, that's interesting. City Star is a Canadian brand, is that
right?
M: Hi, I'm Matt Heyns,

P: Pleased to meet you, Matt. I'm Paul Alexander.
M: Pleased to meet you, too. So what are you here for, Paul?
Jive you a journalist?
P: No, I'm not I'm a creative designer for the City Star label.

P - Pamela, T .., Tom
P: Excuse me. I can't find my pen. Could I use yours for a
minute?
Alexande~.
P: Yeah. Our headquarters are in Vancouver; but I'm from

Toronto originally, like Ana, my wife .
M: Is she in the fashion business as well?
P: Well, yes, she's a make--up artist. She works for two fashiOll
houses, and also for the Stanley Theatre. That's where she is
this evening, by the way!
T: Sure. Here you are.

P: lhanks a lot By the way, my name's Pamela. Pamela Elson.
T: You mean Pamela Elson, the Australian model?
P: Yeah, that's right
T: Oh ... Really? ... Erm ... Nice to meet you, Pamela. I'm
Tom.
Grammar: Present simple be

Ex 4 Ss complete the table on page S, alone or in pairs, using
the verb be. Check answers as a class and drill a few questions
to check Ss use a rising intonation at the end ofth,~m.
1 \
Z BrI't
3 is not
4 ....,~
5 ate ndt
ID
-----
1 Arrivals
Optional suggestion: Refer Ss to page 142 of the
4 Japan
Grammar reference and go through the information on be.

Draw attention to the different forms of be and the use of
contractions for informal usage. Allow time for Ss to discuss
5 the USA
6 Mexico
the examples and any problems they may have. Provide
7 Australia
additional examples
if needed.
8 Russia
Ex 5 Ss complete the website profile with the verb be, using
short forms where possible. They then compare answers in

pairs before class feedback. Check Ss' pronunciation and
Ex 9 Ss work in pairs and take turns to say what their three

favourite countries are from those listed. Briefly elicit answers
from around the class.
intonation by eliciting complete sentences of the text.
1 ~
-2 'm
3 'm
4 'm
5 is
.
...
6
7
~
'
an:Jn't
10
"
11 a~'t
U '
13 'm
,
14 T
15 ....
Optional homework suggestion
Speaking: Greetings and introductions

Ex 10 Ask Ss what they say when they introduce themselves
and elicit expressions. Then go through the phrases given.
As an example introduce yourself to the class. Ss then mingle
introducing themselves to each other. Encourage them to talk
to different people from that at the beginning of the lesson.
Alternatively, put them into groups of four.
Ss write five to eight sentences using to 00. Refer them to
the table on page 5 for ideas and encourage them to use

positive, negative and question forms.
Word focus: Countries

Ex 6 Ss look at the flags and discuss in pairs which countries
they represen t . Elicit suggestions and go through the answers
with the class.
A-'
B_
C C&nado
F Saudi Arabia
France
E~
Ex 7
1.3 Refer Ss to the countries listed and elicit the
number of syllables and the stressed syllable in two or three of
the words. Explain what 'Catwalk TV' and 'Urban Horizon' are
before Ss listen to the radio programme. Tell Ss not to worry
about unknown vocabulary at this stage and to number the
countries they hear in order. Do not give Ss the answers yet as
they will be checked in Ex 8.
Track 1.3: 1A, Page 5, Exercise 7
Good afternoon ... This is Catwalk TV live from the Urban
Horizon international trade show. With over 60,000 visitors
this year, Urban Horizon is probably the Number 1 event in
our city. Designers and business people from Brazil. Germany
and Turkey are here, and also for the first time from Japan and
the USA. Of course people come to a show like this not just
for the clothes, but also for the people who wear them on the
catwalk. This year, the supermodels from Mexico and Australia
are everybody's favourite topic of conversation. Two young
designers from Russia are also the focus of a lot of attention.
So many different people from the fashion industry are here
today ... you can feel a buzz of creativity everywhere ... it's just
incredible. Urban Horizon is absolutely unique!
Ex 8 )>> 1.4 Ss compare answers with a partner before class
feedback. Drill stress patterns if useful and ask Ss to add other
countries to the appropriate columns.
Track 1.4: 1 A, Page 5, Exercise 8

1 Brazil
2 Germany
3 Turkey
Optional suggestion: Write the word nationality on the

board and ask Ss what theirs is. Add these to the board. Look
at the list of countries in Ex 7 on page 5 and ask Ss to work out
the nationality for each of the countries.
- -- .. - ... - -J_- - - ......... I':
You could then write the following stress patterns on the

board:
e ' ..
Then add a range of nationalities, such as: Czech, German,

Indian, Swiss, Italian, Iraqi, American, Saudi, Senegalese,
Belgian, Portuguese, Japanese, Pakistani, Australian and
Chinese. Ask Ss to work in pairs and put the words under the
correct stress pattem. During feedback, check pronunciation.
e
"';'"
CiectI
Iii
'I
.-
F'
'-
SonoIAqi
:
-"
I "~
"
Ex 11 Put Ss into pairs (A and B). Explain that they will do mini
conversations about countries and nationalities. Go through
the points they should consider and ask them to turn to the
relevant pages for the information they need. Allow Ss time to
prepare bef ore starting their mini conversations. Monitor them
and help as needed. During feedback discuss any problems Ss
had. If time, ask a few Ss to demonstrate their conversations to
the class.
Stronger groups: Ask Ss what social network sites they
know about and find out which ones they use and like. Ask
what information they usually give about themselves and
what information they like to find out about someone when
they first start to communicate. Tell Ss that they want to join
Link up! (a social networking site). In pairs, they discuss what
information they could include in their profile to introduce
themselves. For homework, they write a profile similar to the
one in Ex 5. Set a word limit of no more than 100 words.
TALKING POINT
Ss consider their answers before discussing them in small
groups. You could give some ideas to get them started.
When they have finished, elicit some ideas from the class.
Homework suggestion
Ss write up their answers to the questions discussed in the
Talking point.
1 Brrlvals
,
,
Personal information
Ss write S-8 sentences about visito rs to and from their

country.
Aims and objectives
Listening: Num bers and letters
In this lesson Ss will:
,
,
discuss personal information needed by UK custom;

read about visitors to and from Britain
practise requesting and giving phone numbers and email
addresses
practise asking and answering questions giving personal
information
discuss when personal questions may not be appropriate
Reading: Arriving in t he UK
Ex 1 Go through the inst ructions and aUow time for Ss to

note their ideas before eliciting them from the class. During
feedback, compile a list of possible requirements on the
bo;"d.
1am
:i\1Ii~_
=:.'iIOiii;::::
..;;_
::'i(i=-'&6iit
~na
=
mes
:;j,).,:....
:::date
:;: :J!ii<l
piece of _ . 0<a.Ip0ti00 (. job/. ",,""'I;ty.
the UK. and.!i\JnoIlft.
;
;
;
;
;
;
;
"' ;n
Ex 2 Ask Ss to look at the title of the article and e licit the

difference between the UK (England, Scotland and Wa!es)
and Britain (the UK plus Northern Ireland). (Note that the UK is
commonly Known as Britain and the flag shown here is known
as 'the British flag'.l Ss read the text, and guess the co~rect
option in 1-5. Don't check answers yet as they will be doing
this in the next exercise.
Ex 3 ) 1.5 Ss listen to the recording and underline th.a
answers. Check answers, plus tho~ on the board, and correct
them as needed. Ask Ss if any answers were surprising and
why.
130 250 160 425 5

Track 1.5: 1B, Page 6, Exercise 3
;
;
;
,
;
,
;
,
,
,
,
Every year, about 30 million visitors come to Britain. About

SO per cent of them are from France, Ireland, Germany, Spain,
Italy and the USA.
Over 60 per cent of all visitors to the UK come for a holiday
or to visit friends and relatives, and 2S per cent travel on
business.
Visitors from outside Europe sometimes find it strange that
they need to fill in a 'landing card' before entering the UK.
But they just need to give basic personal details: family
name, forenames, sex, date and place of birth, occupation,
nationality, address in the UK, and a signature.
And what about British tourists, by the way? Where do they
go? The top destinations for British tourists are usually ...
Spain, France, the USA, Ireland, Italy and Germany!
Ex 4 Ss read the statements and decide, alooe or in pairs,
if they are true or false . Tell Ss to also correct the sentences
which are wrong. Discuss answers as a class. If time, ask Ss if
the same are true for their own country.
1 F~ "'fuiQ1_. i:boIai>d.
.~GOriilai)
~:;;Y.:s;;~r.J
I!oIy onctll\ellSAj
2T
3 F ~ rMledto . . . the addntIs In the OK on tnit
la_g COld)
4T
....._ _ __
Ex 5 Ss look at the list on the left and tick the numbers they
remember. Tell them not to write down any numbers yet. Ss
then add other numbers they know to the list on the right. For
feedback, you could get the student with the longE~t list to tell
the class what numbers they remember.
Ex 6 )>> 1.6 As Ss listen to the phone numbers and addresses,
ask them to focus on how '@'and '.' are said . Elicit ideas after
listening. This is a good point to introduce related lIocabulary,
such as undel'Stroke C l, forward slash ('/1. etc.
Track 1 .6: 1 B, Pa ge 6, Exercise 6
3498175
0495 122566
00 44 607 948 7843
ahmed@yahoo.com
laurie.brown@ntlworld.com
bressangf@tiscali.it
Ex 7 Ss write down three phone numbers and in p<3irs, tak.e
turns dictating them to each other.
Optio nal activity: To expand on this activity, ask Ss to write
down three email addresses or dictate a mix of ten different
phone numbers and email addresses to the class, vmich they
can they practise reading out afterwards.
Ex 8 Explain that family name is another way of sa)ling
surname and ask Ss to order the conversation, eithl:!r alone or
in pairs. Do not elicit answers at this stage.
See answen in the audio

Ex 9 >>> 1.7 Ss listen to the conversation and ched: their
answers. Go through the order with the class. Ask Ss to
underline the questions as these wilt be useful for them to
remember. This would also be a good place to e)(plain that
double is used before a number when the number is given
twice (i.e. double two - 22).
1"hec:omK1orde1fs:1 , 2t 10,6, 9.7J 5 4 81 3, 11213

Track 1.7: 1 B, Page 6, Exercise 9
W - Woman, j - jeff Uoyd
W: VVhat's your name, please?
J : Jeff Uoyd.
W: How do you spell ' Jeff'?
J: j-E-F-F.
W: J-E-F-F. Fine. Great. Could you also spell your !;urname for
me, please?
J: Sure. That's L-l-O-Y-O.
W: l-l-O-YO ... Thanks. And what's your phone number?
j : 3056697.
W: Sorry, could you say that again?
j : Yeah. 305 6697
W: Just one more thing. What's your email address?
J: It's jlloyd@gmail.com.
W: Great! Thank you.
11
1 Arrivals
Ex 10 Ss work in pairs and take turns practising the
conversation from Ex 8 using their own details, Monitor and if
time, ask a few Ss to do their conversation for the class. Check

on intonation.
Photocoplable notes 1.1 (pagE' 106)
Aims and objectives
Personal information exchange (Palrwork page
Speaking: Personal details

Ex 11 Elicit what a membership card is and when
yC)U
C Communication strat
Requesting
might
get one. Ss then fill in their details. Put Ss into pairs I[A and
B). Elicit the questions needed. Monitor Ss and help, when
necessary. During feedback, check question fOf'mati':)(l,
In this lesson Ss will :

discuss problems that may occur at an airport
listen to a conversation to find out what the problem is
practise using phrases to make and respond to requests
focus on the use of Could Ilyou for making Il!quests
compile useful requests for the classroom
spelling and pronunciation.
Culture and language
Ex 12 Pre-teach any potentially new words, e.g. neighbour
Requesting
To get someone to do something, English slPeakers
generally say things like Can you do it? or Could you
possibly do it? instead of a simple Do it. So we use
question forms where an imperative would be used
in other languages. These request forms don't always
translate easily into other languages. Failurel to use
them appropriately can create a negative impression.
The size of the request influences the form we choose,
i.e. we tend to use more basic forms such a:s Can /1
you ... ? for smaller or routine requests and longer request
forms such as Do you mind 1 Could you possibly ... ?
with requests that involve a larger imposition (i.e. asking
people to do more), Besides the size of the request, the
relationship between the speakers also influences the
form we choose. At elementary level Ss are taught very
basic request forms.
and (or or against. Go through the instructions and ask Ss to

tick which questions are or are not acceptable. Remind Ss not
to answer the questions.

Ex 13 Ss work pairs to compare answers, Open the
discussion to the class and determine which questions are
too personal and why. With a multi-national class discuss
cultural differences.
Ex 14 Begin by writing three sentences about your!;elf on the
board, using I'm ... Tell Ss that two of the sentences are true
and one is false. Encourage Ss to ask questions about each
sentence and to decide which sentence is false. Write the
questions asked on the board and elicit other possible ideas.
Give the false sentence.
Ss now write three of their own sentences. Encoura!;le them to
think of unusual information and check Ss use the artides alan.
Ss then work in pairs to take turns to ask their questions and
decide which sentence is false. Feedback by finding: out who
guessed correctly and eliciting some of the questions asked.
Ex 15 Write a number that is important to you on the board
and get Ss to ask questions to find out why it is important. If
necessary, revise the short forms Yes, it isand No, it isn't. Ss
then think of five numbers and, in pairs, take turns to ask each
other questions to find out why they are important. During
class feedback, elicit what Ss found out about their partner
and some of the questions asked.
TALK ING POINT
Please
In English, please tends to be positioned at the end
of requests and the start of invitations (A cup of coffee,
please. 1 Please sit down.)
Listening: The right person?

Ex 1 Find out how often Ss fly, why they fly and where they've
flown to. Add your own examples. Go through the instructions
and ask Ss to think of more ideas in twos or threes. For
feedback, elicit ideas, compiling a list on the board . Highlight
any new vocabulary, e.g. luggage.
Allow Ss time to think about their answers before they

discuss them in pairs or small groups. During feedb;3Ck elicit
ideas and discuss ways to remember numbers. Add your
own ideas.
~
Your flight is late; you lose your luggage; YOll have
problems at customs; you do not know what \he person
Homework suggestions
Ss write 5-8 questions to find out about personal details,
using to be.
Ss write a paragraph about the information they shared
with different people. Set a word limit of no more than
100 words.
Ex 2 )~ 1.8 Refer Ss to the photos at the top of the page and

ask what they show, writing new vocabulary on the board.
Explain to Ss they will hear a conversation at an airport and
ask them to listen for the problem. Allow Ss tim!~ to compare
answers with a partner before checking with the class. Discuss
what other names might also be confusing.
picking yOu up looks like, etc.
The driver thinks thEi woman is not the

thinks 'Nicota' is a !'flan's name.
11
ririgh1
9hii' ~;;;;;;;;;::'.;;1
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~
------------------------------------------------------~
::i
Getting together
~
~
....
--------------------------------------------~
Present simple
Aims and objectives

discuss special occasions and related vocabulary

read about Vietnamese New Year and compare it to other
New Year celebrations
be introduced to the present simple with I, you, we and

they
listen to people talking about festivals I celebrations
,Dffipare a short presentation on a special occasion
discuss the cultural significance of specific colours
:.l
they have before New Year because they think it is bad luck
to start the new year owing money. Add that for many,
birthday is more important than an individual birthday.
ret
Discuss any new vocabulary and point out the words in the
glossary. Then explain that we use How long in a question
to ask for the duration or the time something continues for,
and we use last in the answer, e.g. How long do the OlympiC
Games last? They last about two weeks. Explain that we
use take place, when we are interested in when or where
something happens, e.g. When do Eid ul-Fitr celebrations take
place? They take place at the end of Ramadan.
Vietnamese people do a lot-of"shoppmg, dean and

decorate the house, cook special food, wear new
dothes and invite friends' and relatives.
.~'.
.,.,
Word focus: Special occasio ns

Ex 1 Tell Ss that this lesson focuses on special occasions and
elicit a few examp les. Draw Ss' attention to the title of the unit
and explain that getting together means to meet (informal),
e.g. Lets get together at the weekend. Ss, in pairs. match the
occasions to the pictures and take turns to say what are their
favourite three. Check answers and find out which occasions
are the most popular in the class and why.
1E 21> 38 4A
se
With a weaker class this might work better as a teacher-led

activity, particularly if dictionaries are not available. However,
don't go into details about N ew Year celebrations yet, as this
will be dealt with in the Reading section.
st
4a
1 lit lasts t.h.re& 2m: or more.

2 People dean and decorate their ~ before Jit
3 Children 9" a red MweIope with 'lucky rrioney' in it.
4 People believe !Id is a ludcy colour.
S 6ftm: New Year's Day, peoele visit friends a.nd
relatives.
Ex 2 Ss match the verbs to the words and phrases, comparing

answers with a partner before class feedback. Elicit the
opposite of send (receive) in preparation for the reading text
in Ex. 4.
1 c. 2h
Ex 5 Ss read the article again and correct the statements. Ask

th em to check answers with a partner before going through
them with the class.
6b 7. a d
Ex 3 If you are from a different country to your Ss, choose a

special occasion and explain to the class how you prepare for
it. Ss then work in pairs. If possible, pair them up with a partner
from a different country. Ask them to take tums to tell each
other about their family's preparations for a particular special
occasion. Monitor and give help as needed. During feedback,
elicit ideas and discuss cultural differences.
Reading: Eve rybody's birthday

Ex 4 Ask Ss what the two photos show and what celebration
the text is about. Ss read the text and decide which things
from Ex 2 Vietnamese people do for New Year. Encourage Ss
to compare answers in pairs before class feedback. You might
want to point out that Vietnamese people payoff any debts
-r
6 After New Year's Day~ manY ~ go ~ ~

Optional activity: In pairs, Ss discuss similarities and
differences between New Year in their country and Vietnam.
Elicit ideas from the class and if Ss are living abroad, d iscuss
how New Year is celebrated in the host coun try. If Ss happen
to be in Vietnam, find a short article on New Year in another
country for Ss to read and use for comparison.
Grammar: Present simple 1

Ex 6 Go through the information on the present simple in
the table and ask Ss to complete the examples. Ss compare
answers in pairs before class feedback. Point out the
contraction don't which is used informally.
I dote
2~
3 doo'tUHI
, don't !!l'
Optional suggestion: Refer Ss to pages 142-143 of
Grammar reference and go through the additional information
on the present simple. Allow time for Ss to d iscuss the
examples and any problems they may have.
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e-oo
~
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':l
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:J
~
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:J
~
J
1'1
2 Getting tc)gether
Ustening: Get together now?
, dOO'\ Illte
Ex 7 Refer Ss to the phrases and point out the word miss in

the glossary. Check Ss understand what it means and elicit
examples of what the)' miss when they are away from home,
Then use the structurHS to talk about a special occasion you
don't like, adding rea~;ons why to the list. Ss then work in pairs
and take turns to tell ~~ach other about their ideas. Monitor
and help as needed. For feedbadc, elicit answers and get Ss to
expand the list of reasons.
Ex 8 )~ 1.9 Ss listen to Rob and Jill and decide which reasons
they give. Check answers with the class and play the recording
again if necessary.
it\,(>0rin9. (R)
r.,.,\
roIax. (Ill
~1 ~ some ofmy
==,=;;.;..;;=;;;;..:;..
s / relatives. (J)
Track 1.9: 2A, Page 11, Exercises 8 and 9
I = Interviewer, R - Rob, M - Mother-in-law, J
JII!
I: So, Rob, the holiday season is not far from us, but you
don't feel very happy about it, is that right?
R: Yeah, that's right. You see, my wife and I ... e rm ... we kind
of like our relatives, but we don't like those big dinners where
you just sit, eat and drink all day long. It's so boring! Imagine
15 people in a room who talk, talk, talk all the time and don't
listen to each other ... Terrible! I just can't relax! And then,
there's something else, you know, "m a taxi driver and my wife
is a telephone operator for the same taxi company. A lot of
our colleagues don't want to work when there's a holiday, but
we're OK with that. You know what? We like to work during
the holiday season b.~cause we get more money. And my
customers feel happy because they're on holiday, so they
often give me very big tips.
M: Rob! Dinners ready! ... Robert!
R: Yeah! Coming!
I: Your wife?
R: Nah. The motherinlaw .. ,
* ***
:;,
I: JiII ... You say you don't feel very happy when there's a
special occasion. Why's that?
J: Well, I don't feel very happy when I'm not together with
all my children and grandchildren. My children don't live in
England anymore, they're thousands of miles away, one in
New Zealand and one in Canada. We don't celebrate special
occasions together, ... ~ don't spend our holidays together.
So these days what 'lie do, my husband and I, when there's
a special celebration, we ... we just get everyone together
via the web. We're all on Skype, you see, and we've got this
fantastic computer with a webcam . ... Of course, we all know
the time differences .. .. We leave the computer on all day
long. We chat, or we just smile or just say 'hello'. That way we
don't miss each other so much!
Ex 9 )>> Ss listen to the conyersation again and complete the
sentences, comparin:3 answers with a partner before checking
them as a class. If USElful, play the recording a third time or
ask Ss to find the answers in the audio script. Then, say: You
organize a party for your {n"ends. You can invite Rob or Jil/.
Vv'ho do you choose? 'vVhy? Elicit answers from the class.
4 don't feel
'~ 10'
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don
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. ""_ _ _ _ _5
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'eave; say
~t~.;got
Optional activity: Tell Ss they are now going to write a short

email about a special occasion. Write the followin9 questions
on the board, ask them to think about their answers and to
make notes.
What is the special occasion?
Why do you like it?
How do you prepare for it?
'Nhat do you do on that day?
'Nho is it for?
Discuss appropriate greetings and endings, and .,ther useful
aspects relating to the emaiL Write the model beklw on the
board for Ss to use as a framework and encouragf! Ss to
include additional information in their emails. With a weaker
class, get Ss to work in pairs. During the activity, rnonitor and
help with language. Alternatively, with a stronger class, set this
as homework.
To: nabib@emirateS.net.ae
Hi Habib
Long time no hear! I hope you are well.
I'm fine . Here it's work as usual , but next week is our ...
It is a very special occasion for .. .
We usually ...
And what's your news?
Bye for now
Writing: A PowerPoint presentation

Ex 10 Find out who in the class has given a preSE!ntation
before and ask what they talked about. Tell Ss thE!y will now
prepare a short presentation about a special OCC<llsion. Go
through the instructions and useful language. Ch!Kk Ss
understand they are only writing notes at this point. If Ss are
the same nationality, suggest they choose different festivals or
one from another country. With a weaker class, S!; can work in
pairs. Monitor and help Ss prepare for their presentation.
Ex 11 Ask. Ss: Have you used PowerPoint (PP) before? If some
Ss have experience and others don't, get Ss to w.,rk in pairs
and help each other. Altematively, tell Ss the basi,cs and the
'dos' and 'don't' of writing PowerPoint slides. You could write a
short list of tips on the board. Ss then use their notes to create
some slides (this could be finished for homework>. If the re is no
access to PowerPoint, skip Ex 11 and go to Ex 12,
Speaking: Giving a mini-presentation

Ex 12 Decide if Ss are giving a 'traditional' or POlNerPoint
presentation and get them to take turns giving their

presentation either in small groups or to the class . Encourage
the other Ss to ask questions at the end of each presentation.
Monitor the Pffi5efltations, note good language use and
points to discuss. Feedback by asking Ss which presentations
were the most interesting and why. Praise good language use
and discuss any areas of difficulty.
TALKING POINT
Ss discuss the questiOl1s in groups or as a class. V.ou may

want to add ideas from your own experience to ~Iet them
started. For feedback, discuss ideas with the class.
11
2 Getting together
Ss write a description of how they prepare for a particular
special occasion in their family or country, e.g. a wedding. Set
a word limit of 1~130 words. Ask Ss to refer back to the text
in the unit to use as a model for their writing. Alternatively,
discuss a possible occasion as a class, making notes on the

boards for the Ss to write up their descriptions for homework.
Ss write about special occasions they do not enjoy and why.
Ss write a paragraph about the significance of particular
colours in their culture.
B Present simple: questi

Aims and objectives
discuss meeting colleagues after work
listen to someone talking about their life after work
practise asking and answering yes/no and 1o'Ih- questions in
the present simple
discuss unusual places for meetings and read about a
particularly unusual location
discuss their daily life
Word focus: Getting together after work

Ex 1 Start the lesson by getting Ss to discuss the questions
in threes or fours, before widening the discussion to the class.
Add your own ideas.
Ex 2 Check Ss understand informally and formally. Ss match
the sentences halves to complete the definitions, checking
their answers in pairs before class feedback. This might be
a good place to pre-teach: to dress formally (wear formal
clothes), to dress informally (wear informal clothes) and
informal dothes (casual clothes).
L: Erm ... Yeah ... Alright.

I: So .. . what's your name, please?
L: I'm L.aura.
I: Now then, Laura, do you go to work, or are )IOU a student?
L: I work. I'm a software designer for Grapple, the electronics
manufacturer.
I: Wow, that's interesting. Tell me, do you soml~times meet
your colleagues after woric?
L: Yes, of course. We meet two or three times al month, at the
end of the week.
I: And ... where do you get together?
l : Well, it depends. We go to a dub or a restaurant, or to
someone's home.
I: On those occasions, what sort of clothes do you wear? Do
you wear formal or informal clothes?
.
L: Well, again, it depends. If we meet straight after work,
then I'm dressed informally, because I wear informal clothes at
work. If we meet later, then I like to wear more formal clothes.
I: When you are together with your colleagues, do you
discuss problems you have at work?
L: No, we don't do that! Never. We have meetings at work to
discuss those problems ... And another thing I don't do, for
example, is make phone calls on my mobile ph'::)I1e. I answer
the phone if it rings, of course, oot I don't make, calls when
I'm with a group of people. After work, I just Wcllnt to relax and
have fun.
I: There's just one more question, Laura, but I think I already
know the answer to that one. Do you enjoy yourself when you
go out with your colleagues?
L: Yes, I do. I always have a good time. Some (If my
colleagues are really good friends. All of us have fun, we are
eay-going ...
Ex 4 )~ 1.11 Ask Ss to listen to Laura's five answers and match

them to the question. Encourage them to check answers with
a partner before class feedback.
Listening: Life after wo rk

Ex 3 ) 1,1 0 Tell Ss they will listen to an interview with laura,
a software designer. Ask them to read the five questions in
the table. As they listen, Ss tick the correct answers. They then
compare ideas with a partner before going through them with
the class Oust refer to the question numbers and answers, as
the 3tt1 person singular is not introduced until the next unit}.
Track 1 .11 : 2B, Page 12, Exercise 4

1
Of course we do! Men and women, juniors ancl seniors, we
don't make any differences. We're all in the same business. I'm
not one for the all gals' night out.
2
Well, alii can say is that I don't look at my watc:h and time
goes by really fast. So yes, sometimes it's past midnight by the
time I get home.
- .Ao
- .Ao
Well, if walking is a sport, then, yes, we do. WE~'ve got some

lovely hills just outside the city, and it's great to go hill walking
together in the summer.
4
Track 1.10: 2B, Page 12, Exercise 3

1 ~ interviewer, L - Laura
I: Hello. This is Radio 5, and it is now time for our special
edition of 'Life After Work'. In this programme, we want to
find out what people do after work. Do they go straight back
home? Do they go shopping? Or do they get together with
colleagues to have a bit of fun?
Let's find out ... Erm ... Excuse me ... Hello ... CO!Jld I just ask
you two or three questions for our radio programme?
No, not usually. We don't go to ei<pflsive plac:es. But If it's

someone's birthday, then I don't mind getting i!I really nice
present. So then, of course, I spend a bit more ..
5
Only with very good friends. And as I said some of my
colleagues are really great friends, so with therl1 it's OK to talk
about my family ... or about my partner ... things like that.
.-...
.-...
.....
2 Getting
t(~gether
Culture and I,anguage

Showing intere!.t
In any language te, sound friendly and to show that
Ex 3 Read through the instructions with the class and then

ask Ss to match the questions and answers, either alone Of' in
pairs. Elicit the answers from the class and highlight the use of
well. Provide additional examples as needed.
we are interested in a conversation, we do not answer

just 'yes' or 'no'. We give some more information to
keep the conversation going. When people give us
extra information, we react to this information to show
interest. We use various communication strategies to do
this. In this unit, Ss. are exposed to four ways of showing
interest, e.g. the
li~stener
can ask an extra question to
stimulate the speaker to carry on talking thus showing
interest. Or the listener can repeat some of the words

that the speaker h.as just spoken and in so doing again,
shows that he/she has both heard and is interested
in what was said. Alternatively, the speaker can use a
combination of repetition of words and asking followup questions. Certain phrases a re also used in English
to show interest in a conversation, e .g. Really?, That's
interesting. etc.
The word well can be a very useful word when
answering a question. Its function is to give the speaker
time to think, and it tells the listener that the speaker
wants to explain s,:lmething.
Listening: Developing a conversation
Ex 1
1.12 Tell Ss this lesson focuses on showing iflterest
and developing conversations. Explain that they will hear two
conversations between Helen and a new colleague of hers,
David. Ask them to decide which conversation they prefer and
why before playing the recording. Ss discuss answers briefly in
pairs before discussing their ideas as a class.
3i::1
48
5e
60
Ex 4 Ss work in pairs and take turns to ask and answer the

questions in Ex 3 (giving their OWl'l answers). Moniitor and for
feedback, ask Ss to say something they found out about their
partner.
Ex 5
1.13 Allow Ss time to read the questions and ask any
questions about their meaning. Ss then hear the clnswers to
the
match them to the correct question. After
before class feedback.
answers in
Track 1.13: 2C, Page 14, Exercise 5
a
Well, this year I have three weeks. I'm very happy about that.
b
Yes, I do. But I often go to work by train.
Yeah, I'm online all day long, at work and at home.
d
Wen, I speak French, and I want to speak English.
e
No, never. My weekend is for family and friends.
/
Well, never before eleven.
Track 1,12: 2C, Pa!:le 14, Exercises 1 and 2
Ex 6 Ss work in pairs (possibly in different pairs to the previous
H = Helen, 0 - Oavid
exercises), taking tums to ask and answer the questions.

Remind Ss to give extended answers and to use well if they
need time to think. Monitor and give help as needed. Finally,
elicit some responses and discuss any language issues.
Conversation 1
H: Hi! Is this seat freEl?
0 : Yes.
H: Do you work in Accounts, too?
0 : No.
H: Do you have lunch here every day?
0 : No.
Conversation 2
H: Hi! Is this seat freoe?
0 : Sum. Go ahead.
H: Do you work in Accounts, too?
0 : No, I don't I'm irl IT.

H: Really?
0 : Yes, I'm the new 'graphic designer.

H: Oh, that's interesting .... Do you have lunch here every
day?
0 : Well, not every day. Sometimes I just have a sandwich at
my desk.
Ex 2 )>> Ss listen to Conversation 2 again and complete the
gaps. Allow time for Ss to compare answers with a partner
before going throuflh them with the class. You could then ask
Ss to practise the conversations in pairs.
1 Sure
2 Really
11
1f 2 e
3 011; intentstil'l9
Well
Ex 7 Discuss the importance of showing interest when talking

with people and go through the instructions with the class.
Look at the first dialogue together. Ss then complete the
rest, alone or in pairs. For feedback, go through ,the answers,
providing extra examples of the strategies if useful. Point out
how intonation shows interest and if time, drill some example
sentences to provide practice. Point out how rising intonation
at the end of a question shows interest and again if time, write
some sentences on the board, with a line above them showing
the intonation being level until the last word, when it then
rises. Pronounce and then drill these example sentences to
provide practice. For example:
On a train?
Really?
do there?
Ex 8 Tell Ss to think about their favourite place for a holiday

and to make notes on it for a minute. Ss then work in pairs
taking tums to talk about their favourite place. Remind Ss to
use the strategies from the previous exercise to. show interest.
Monitor and during feedback, elicit some of the places
described and discuss the strategies used and which were
more difficult (and why).
2 Getting tOigether
Speaking: The conversat ion game
Ex 9 Explain to Ss they are going to play a game when~ the
idea is to keep the conversatioo gOing for as long as possible.

Put Ss into pail'5 (A and Bl. Tell Ss to start the conversation
with one of the 'starters' and go through the Instructions. With
a weaker class it might help to demonstrate the activity with
another student. You could also elicit possible questions for
the subject chosen.
M onitor pairs during the conversation, giving help as needed.
For feedback, discuss how the conversations went and how

interest was shown. Elicit questions asked, writing them on the
board if useful.
Ex 3 Ss discuss their results as a class and decide ..... thether

they agree or disagree with them. It may be useful to have
answered the questions yourself and noted what your results
say about you, so you start the discussion by sayin~1 what you
found out about yourself.
Ss write up their or their partner's answers to the!
questionnaire.
Ss (alone or in pairs) create a short questionnairE! of their
own (8-10 questions). The subject could be agreed on in
class or left open. Ss then ask other Ss their questic,ns in a
subsequent lesson and note their answers. This collld also
lead on to a short presentation of their results.
Ss write about their own or their partners answers to the
questions in Ex 3 and/or Ex 6.
55 (preferably in pairs) write a conversation using th!~
language and strategies introduced in this lesson. This could

be practised in the next lesson. Set a word limit of 100--120
words.
Photocoplable notes 2 2 (page 107)

Keep talking (Card activity page 120)
;
;
;
;
D Interaction Are you a

people person?
Aims and objectives
complete a questionnaire to find out if they are a pE~ple
pe"""
discuss what their answers reveal about them as a person

Refer Ss to the Reminder box and draw attention to the
language that the lesson will focus on. Check Ss can U'S6 this
language by looking at page 143 of the Grammar refe~rence
and at previous lessons of the unit.
Speaking: Questionnaire
Ex 1 Ex.plain to Ss that this lesson focuses on completing
a questionnaire to find Ol,lt jf they are a 'people perwn'.

Check Ss I,Inderstand what gl,lestionnaire and people person (a
sociable person) are.
Go through the instructions and if necessary, pre-teach any
potentially new vocabulary.
Put Ss into pairs to complete the questionnaire and remind
them to note down their own and their partner's answ'~rs.
Alternatively, Ss answer the questions on their own before
discussing them with a partner. If you feel Ss may be n:!luctant
to discuss the information given, get them answer the
questions and check the inteIPretation alone or for ho,mework
Monitor and help as needed.
Optional a ctivity: After Ss have familiarized themsellles with
the questions and answers, ask them to roleplay an interview
with a famous public figure of their choice. Stronger Ss might
want to provide their own answers to the questions.
Ex 2 Ss refer to File 4 on page 108 to add up their score to
find out what their answers say about them.
11
--
'=-.I
-----------------------------------------------------------------------'=-.I
'=-.I
'=-.I
'=-.I
A dream job
--
.=:J
-
-------------------------------------------------------------------------------~~
A Present simple 2
Aims and objectives
discuss jobs and people

read about a day in the life of Tom Gray
be introduced to and practise using the present simple
with he, she and it
practise asking and answering questions in the present
simple
discuss their dream job and those which are well paid or
Reading: A day in the life ofTorn Gra y

Ex 3 Ss read the story and answer the questions. Monitor and
help as needed. Encourage them to compare answers with a
partner before discussing them with the class. Alternatively,
project each part of the story on the board, reading it out
loud while the Ss read it, and at the end of each stage, elicit
responses to the questions.
Ex 4 Ss answers the questions, comparing ideas in pairs
before class feedback. With a weaker class, do this activity with
the whole class. Encourage Ss to undenine the answers in the
text and say where they found them.
useful
Word focus: Jobs and people

Ss then discuss in twos or threes what is more important to
them, a well-paid job, an interesting job or one for life, and
why. To start a class discussion, give your own opinion.
Ex 2 Ask Ss to close their books and, in twos or threes, make
a list of all the jobs they know. Then elicit ideas from the pair
Grammar: Present simple 2
or group with the longest list, writing ideas on the board. Ss

open their books and, in pairs, match the pictures to the jobs.
Ex 5 Explain what the 3n:1 person singular is and go through

the examples, pointing out how the present simple changes
and the spe!1ing rules. Ss then undenine fIVe more examples
in the text. Elicit ideas from the class, check pronunciation
and answer any questions Ss may have, providing additional
examples as needed.
1G 2J 3C
.E ~'
6'0 7 1 eH 9" 'OF
Optional pronunciation activity: When Ss have matched

the pictures to the jobs, elicit the number of syllables and the
stressed syllable in the first word {accountant = l. Ss then
work in pairs and do the same for the other words, checking
them as a class.
Optional activity: Ask Ss to work in twos or threes and
discuss who they know that does the various jobs in Ex 2 and
what people in their family do. Monitor and help as needed.
During feedback, elicit answers and write any new vocabulary
on the board.
-:i
=::i
~
~
~
~
Ex 1 Explain to Ss that a dream job is the perfect job for them.
With a weaker class, do the activity as a class, providing

additional information to help, e.g. A nurse works in a hospital
... HelShe helps the doctors. So which picture?; A mechanic
works in a garage. You go and see a mechanic when you have
a problem with your car. So which picture?, etc. Then ask Ss to
match the jobs to the categories they discussed in Ex 1.
~ofthefollowlng:
..
>'
shouts.lttir)ks. smiles. knows. looks at. says. enterS,sees,
. . -.oiis. puIS, bog'"

Ex 6 Explain that look for means - try to find and ask Ss to
complete the rules and examples, either alone or in pairs. Go
through the answers as a class. Point out the use of does I
doesn't in place of the main verb in the short answers given at
the end.
2 dOes
Optional suggestion: Refer Ss to pages 142-143 of the

Grammar reference and go through the information on the
present Simple. Allow time for Ss to discuss the examples and
any problems they may have.
:d=.J
::J
~
~
~~
.,:
.,:
fF
3 A dream job
Track 1.15: 3B, Page 18, Exercises 2, 3 and 4
Grammar: like, love, hate
Ex 5 Look at the emoticons and ask what they refer to. Ss

work alone or in pairs to draw the correct emoticon next to the
statements. Then check answers as a class.
I - interviewer, E - Enrica
I: Good morning, Enrica. I know the Marketing Department
is very busy this week, and you're the manager ... So, just two
or three questions about the things you like or don't like at the
office.
E: Oh, I like that! It's good to talk about those things,

sometimes. Well, fi rst, look at this photocopier. 1think it's
20 years old. It takes my assistant five minutes to make five
photocopies. It's terrible, rea lly. We need a new machine as
soon as possible. Another thing I don't like is queuing in the
cafeteria. Our cafeteria is beautiful, but the people there are
slow, and our lunch break is short, so that's a problem.

I: Any other pet hate?
E: Well . .. look at that desk over there. for example. Can you
see?
I: Erm ... Yes .. . Well, it's not very tidy .. .
E: You're very polite. That desk is so untidy, it's terrible. How

can anyone sit there and work?
I: Erm .. . Is that your assistant's desk?
E: No - it's mine!
2
1 = interviewer, S - Sergei
5: Yeah.
I: We know that in all jobs, there are always things we like,
and things we don't like. So ... p lease tell me: what do you like
and what don't you like at your workplace?
5: That's an easy question, thank you. I'm pleased it's not

about the global economic crisis! So ... things I like or don't
like ... Well, .. . we all have a mobile phone, that's OK, but
some people have very loud ringtones. That's terrible! I hate
those loud ringtones! ... Then, 1doo't like being late for work.
We start at nine, but I'm always there 20 minutes earlier or
more. Now, on the positive side ... well .. . I like my boss, she's
great ... And the colleagues in my department are great, too.
I love helping them.
Ex 3 >>> Ss read the statements and then listen to the first
interview again to decide if they are true or false. Allow time
for Ss to check their answers before class feedback, eliciting
what the correct answers are and briefly eliciting what a pet
hate is (a thing we love to hate I find really annoying).
: , '1
2 T
3 -F {She she doesn't like ~, but she tlilnlis the
cafatttria is beautifuJ.}
, F (He< deok ;. untidy.)
Ex 4 )) Ss listen to the second interview and complete the

sentences, comparing answers with a partner before class
feedbaclc:.
1 don't like
2 lib
3 love h elping
h(, ~
,.;.
,{
,(,-,,
_ _ _........._ ....
Ex 6 Ss look at the examples given and complete the rules,

comparing answers before class feedback.
12
24
3 "" "9
41
53
Optional suggestio n: Refer Ss to pages 158-159 of the

Grammar reference and go through the information on the
-;n9 form of verbs. Allow time for Ss to discuss the examples
and any problems they may have.
Ex 7 Ss work in pairs and take tums to ask and answer
questions about their work p lace I college. With a weaker
class, allow Ss time to prepare the questions first (alone or in
pairs) before starting the activity. Monitor and help as needed.
For feedback, ask Ss what they found out about each other
and discuss any language issues, writing any useful examples
on the board.
Reading: Pet hates in t he office
I: Sergei ... You work in a bank in the city centre, is that right?
"T
2 ,.)
Ex 8 Elicit what a 'pet hate' is and perhaps give one of your

own. Ask Ss to discuss their own ideas in twos or threes before
bringing the class together to compile a list of pet hates on
the board.
Ex 9 Ask Ss what a 'blag' is (a website or part of a website

where regular postings are added by individuals) and if they
have one of their own. Ss read the blag on pet hates in the
office to see if any match theirs. Alternatively, read out blags
to the class so they can read and listen simultaneously, and
check pronunciation. Elicit which are the same as theirs and
what new ideas are given. Discuss any new language or
questions Ss may have and draw attention to the expression
Well done! in the glossary at the bottom of the text.
Ex 10 Ss decide which statements are fa lse and rewrite them,
comparing answers with a partner before class feedback..
The three false statements are 2. 3 and 4.
s.mpIe _:en:
2 ~ko doMn't . . {or,..., having coffee at tI'ie
office,
3 Fira$" (orbw).la~ng with colleagues.
4 S'te'Ve loves his co/lea iJes.
Ex 11 Ss work in pairs to decide which problems from the
blog are small and which big, and discuss why. Monitor and
help as needed. For feedback, open the discussion to the
class. There are no suggested answers fOf this exercise as pet
hates are typically minor problems and may depend on culture
and individual attitudes on what is generally considered
acceptable.
Speaking: Empty chair

Ex 12 Ask Ss to work in pairs to compile a list of 8-12 questions
to find out about each others' likes and dislikes about their
workplace I college. Go through the example questions given
and remind Ss to use yes I no and wh- question~in the present
simple. Set a time limit and monitor pairs, helping with any
questions they may have. Remind Ss they are only writing the
questioos at this point, not answering them.
3 A dr0<:lm job
Ex 13 Put Ss into new pairs and explain that the 'empty chair'
techniq ue involves them talking to an empty chair, which they
imagine has someone else sitting in it. In this instance, they
should imagine that they are their partner and should answer
any questions from their partner's viewpoint. Ss take turns to
ask questions from Ex 12, noting answers. Ss then diSCUl5S the
answers given and how well thei r partner knows them. Then
ask which Ss know their partners well and elicit some of the
questioos asked and any interesting answers given.
TALKING POINT
Ss discuss the questions in threes or fours before opening

up the questions to the class. Compile a list of aspects
considered important and suggestions for the slogan Oln the
board. Decide as a class which slogan is the best and why.
Ss write 8--10 sentences about their likes and dislike;.
Ss write up their partner's responses to the question$ in
Ex 7 or Ex 12.
Ss write a short blog entry about their pet hates. Set a word
limit of 100-130 words.
Ss answer the questions they wrote for Ex 12 and write a
paragraph giving information about themselves.
like. love and hate (Group interviews page 120)
Communication strategi
Same or different?
Aims and objectives
,
,
,
,
,

discuss what they have in common with others
listen to two people talking about what they like and dislike
about their jobs
be introduced to and practise how to give the same or
different opinioos as others
write a message for an internet forum on their likes and
dislikes

Same or different?
There are other ways that participants in a convers,nion
can show interest apart from those Ss studied in un it 2.
In this unit Ss are exposed to the way participants in
a conversation show interest by using language that
expresses their own feelings or opinions about whelt the
speaker has said. The expressions used show whether
the opinion or feeling that the listener has is the same or
different to that of the speaker. Ss learn set expressions
that help them to keep the conversation running
smoothly by providing the speaker with feedback. If the
listener's opinion or feeli ng is the same, the speakm can
use the expressions Me too in response to a positive
statement or Me neither in response to a negative
statement. On the other hand. if the listener's opin ion
or feeling is different, the speaker can use such words

as Really? and a short response, So, for example, if
someone says I don't like this book, the listenew can
show interest but give a d ifferent opinion by saying
Really? I do.
Listening: Something in common?

Ex 1 Ask Ss what the photo shows and refer them to the
listening title. Explain that something in common is when you
share something similar with another person, e.g. Y':)U both
like the same music, you both have two sisters, etc. Remind
Ss to use the language from the last lesson and if useful, give
your own feelings on the first situation to start. In p<lirs, Ss
discuss how they feel about the situations given. Mo:mitor and
help as needed. For feedback, open the discussion to the
class, noting any useful language on the board.
Extra information: Although flexible hours, in the context
of this exercise, refers to irregular hours, it might be, useful to
tell Ss this could can be good or bad. The term is often found
in job advertisements. On the positive side, flexitime means
employees can choose their own schedule, whereas ability to
work flexible hours or willingness to work flexible hours refer to
irregular I changing hours and sound negative.
Ex 2 )~ 1.16 Ss listen to two people talking about the four
situations listed in Ex 1 and decide which order they talk about
them. Allow time for Ss to compare answers with a partner
before going through them with the class.
1
2
3
4
,..eIdog 00.;.... phone calls
_ .1>0...
.wortcin9 in a team
worlcing
- .......-
my;ng at the_ . tte. 6J:p:;;

o,""o_ _ _IL_ _,J
Track 1.16: 3C, Page 20, Exercises 2 and 4
o-
Oavide, 5 - Sarah
0 : Two weeks already! So, how are you, Sarah?
s: Very well. thanks. And you?
D: I'm alright. I think the salespeople are really nice .
S: Me too. And I like talking to customers on the phOfle ...
0 : Really? I don't. In fact, I hate doing business on the phone.
I want to be face-ta-face with my customers. That's the best
thing in our job,
S: Yeah, I know what you mean, but that's not alwa~fS possible.
For me the best thing in our job is teamwork I just love
working in a team.
0 : Me too. You know, I really hate working alone.
S: And what do you think of the hours?

0 : Well, I'm not too happy about the flexible working hours ...
S: Me neither. Four hours last Tuesday, and then twelve hours
the next day!
0 : Yeah, I know. I think it's stressful. I don't like staying at the
office after six. I want to go out with my friends.
S: Really? I never go out on weekdays. Only on Saturdays.
And sometimes ... That's your phone, Davide. Not ,a business
call, I hope , ..
Ex 3 Ss read the statements, deciding in pairs which are true
or false. Elicit answers from the class and ask Ss to correct the
false ones. Play the recording again if necessary.
1 T
c2 F (He says he hatosdoK>g ~on.""'P!>one. Ho
wants to be fac:e,.b)-,face With his eustomers.) ,
3 T
l'
*.
D Interaction Choosing a
candidate
4 F (He wants to go out with hiS fdends in theeYening,.l
Aims and objectives
5 T
Ex 4
Ss read the sentences and listen to the recording a
second time. With a weaker class, pause after each sentence
to allow time for Ss to write their answers. Alternatively, allow
Ss to compare answers before checking as a class. You may
need to explain that too can mean also as in the expression

Me too, or it can mean very, as in I'm not too happy about the
flexible working hours. If time, you could ask Ss to practise the
conversation in pairs.
1 Mo
2 Hko; don't",,"
3 (ove~Metoo
4 ' not;Me
, RNUy
Ex 5 Look at the information in the box on the right with Ss

and go through the explanation and examples, providing
additional examples as needed. Ss reread the statements

from Ex 4 and decide their answers. Ask them to check their
answers with a partner before class feedback.
, .....
2_
.,...,.....
-

be introduced to vocabulary relating to job advertisements
read a job advertisement and discuss what they like and
dislike about the job
listen to a job interview and complete information on the
responses given
share information on other job candidates and decide on
the best one
listen to the decision made by the company's manager and
discuss their opinion of it
language that the lesson will focus on. Check Ss can use this
language by looking at pages 142-143 and 158-159 of the
Grammar reference and at previous lessons of the unit.
Word focus: Finding a job

Ex 1 Explain to Ss that this lesson focuses on choosing a
candidate for a job. Ss complete the definitions using the
words given in the box. Du ring feedback, ask Ss to read ou t
the complete definit ions and check on the pronunciation of
application and advertisement.
3 ....
Speaking: The same or d ifferent?

Ex 6 Explain the situation and ask Ss to read and complete
the sentences using like or don't like. If useful, give some of
your own answers to introduce t he exercise.
Ex 7 Ss work in pairs and take turns to read and respond to

their sentences in Ex 6. With a weaker class you could help by
doing the first sentence for yourself before Ss try it. Monitor
and he lp as needed. For feedback, elicit some example

statements and responses. If relevant, disruss or demonstrate
the importance of intonation to show interest.
Ss write a short conversation where two people are talking
about likes and dislikes, and are expressing the same or

different opinions to each other. Set a word limit of 100-120
words.
Ex 2 Refer Ss to the internet job advertisement and check on

the meaning of candidate and salary. Draw their attention to
the glossary at the bottom of the text before asking them to
read the text and answer the questions. For feedback, ask Ss
if any of them have the relevant experience and what Ss like
and d islike about the job. Altematively, Ss close their books
and, in pairs. tell their partner three things they remember
from the advertisement before discussing their answers to the
questions as a class.
Listening: A jo b interview
Ex 3
1.17 Tell Ss that Rita Oliveria has applied for the job
and they will listen to her interview. Give Ss a minute to look
at the chart and check they understand the information given.
Ss listen and circle her answers, comparing answers in pairs
before going through th em with the class.
.. , ,,-'
55 write a message for the intemet forum about their
partner's likes and dislikes. A lternatively, they could write

about someone different.
Photocoplable notes 3.2 (page 107)
Agreeing and dlsagreemg (Card actIVity p age 121 )
I ',,,.
.....
~,
. ...
some'",
some "
in tOurist industry
~ .,."
.. "
dn.ing
..
~"'"
-09;
'"
(hoim! ~;'.
'."
:~ .
..
:),.
~(
- '-
"'.
:1
writing.;,; .........: ,''''''~' :..
11
!!Io .
'doing'buil/\ffi {ace to'face.. "
:Il
<IoH>g bUS;"""",",, the phone
:-11
. "".
'
3 A dre()m Job
Track 1.17: 3D, Page ,21 , Exercise 3 and 4
I - Interviewer; R ... Rita
I: Good morning, Ms Oliveira. Thank you for coming to the
interview. At Rihla, we don't do formal interviews, so just relax.
Alright?
R: Yes. Thank you.
I: Right. So I see from lfour CV here that you have some
experience in the tourist industry.
R: That's right, yes. Sometimes I work as a hotel receptionist in
the summer holidays.
I: Mm. I see .. . SummE!r jobs, then ... And do you travel a lot?
R: Well. not a lot. but I 90 back to Brazil every year to see
my parents. And then we often go to Argentina and Chile
together.
I: So, mosdy South America ... Now then, what foreigl'1
languages do you speak?
R: Portuguese is my mother tongue. I speak English and
Spanish. And then, I also have upper-intermediate level
Arabic.
I: So .. . Portuguese, English, Spanish and Arabic. Excellent.
Do you drive?
R: Ihave a driving licence, but I don't drive much because
I don't like driving. I think it's better to use public transport.
I: Maybe, but we can't ask our customer.; who arrive at Juan
Santamaria airport to w:ait for a local bus! Our tour manager
meets them there and drives them into the jungle three times
a week.
R: I understand. That's why the advertisement asks about
irregular hours ...
I: Exactly. How do you feel about working irregular hours?
R: Well, I do a lot of sport, so it's good to have the weekend
free.
I: I see. You're not very happy about irregular hours, then.
Erm . How about writing? Do you like writing?
R: Yes. I love writing, and 1have a lot of experience of writing
business letter.; ...
I: That's great. Finally; what type of communication do you
like?
R: Well, I think in business face-ta-face communication
is best, but of course it's not always possible. We also do
business with customers over the phone. In fact, I love all
types of communication. And as you can see from my CV,
I have experience of wc,rking as a personal assistant in a
global company ...
I: Yes, that's interestinSI. Could you tell me more about that ...
.o
Speaking: Choosing a candidate

Ex 5 Explain that two other candidates, Harish and 'Vun have
applied for the job. Put Ss into pairs (A and Bl. Refel' Ss to the
relevant files and ask them to look at the photos of Harish and
Yun and guess their age and nationality. Give Ss time to read
their information and prepare their questions. Remind Ss that
Student A starts and they must take turns to ask and answer
questions, noting answers in the tables. With a weaker class,
ask Student As and Student Bs to work separately in pairs or
groups of threes to prepare the questions needed a,nd have
them checked, before doing the pairwork activity.
Ex 6 Ss work in pairs to compare the information they have on
Harish, Yun and Rita, deciding which candidate they prefer and
why. For feedback, elicit their chosen candidate and discuss

why they are the best choice. Try and get the class to reach
consensus over which candidate gets the job.
Ex 7 1 1.18 Explain to Ss they will now hear John Rivas, the
manager of Rihla talking about the person chosen and his
reasons why. Play the recording and elicit who was ~;uccessfu l.
Ask Ss if they agree with the decision and why/why not.
Track 1.18: 3D, Page 21 , Exercise 7
Well , all three candidates are interesting. Rita is very energetic
and she is a very good communicator. But she doesn't know
the tourist industry very well. Besides, she doesn't lilke driving
or working at weekends, so we don't think she can be happy
in this job. Yun has a lot of experience and he is alsc) a good
communicator. But he also has a problem with working
irregular hours. We think Harish is the best person f()r this
job. He is OK with irregular hours and he loves drivi ng. Of
course, he has only two year's of experience and he says he
hates writing and phoning. But we don't believe experience is
everything. We believe people can leam, and at Ribla we help
our staff learn what they need forthe job.
Homework suggestion
Ss write a paragraph on the candidate they chose in
Ex 6, giving their reasons for their choice. Set a wonl limit
of 80-100 words.
Ex 4 ) Ss listen to the interview a set:ond time and read the

statements, deciding which are true or false and discussing
their answers with a partner before class feedback. For those
which are false, eHcit tht~ true answer.
11
We're all different

A
Adverbs of frequency

discuss the positive and negative aspects of studying or
working abroad
read blog posts on national stereotypes and com~ct
statements referring to them
be introduced to and practise using adverbs of froequency
discuss how doing business differs in other culturo:!s
write an email to a colleague explaining some business
norms for their countf)'
Reading: The power of difference

Ex 1 Ask Ss what the picture at the top of the page shows
and what they think it means, then refer them to the title of
the unit. Elicit the meaning of abroad and put Ss in pairs to
discuss the Guestions. Encourage Ss to make notes under two
columns: VVhat is e)(citing? and What is difficult? MOl1itor and
give help as needed. For feedback, elicit ideas, writil'g them
up under the two headings on the board.
Ex 2 Read through the rubric and ask Ss to read the blogs to
find ideas about people from other countries. Encourage Ss to
underline any new words. For feedback, elicit some ideas and
discuss any new words. Then ask Ss to read the statE~ments
and decide if they are true or false. Allow time for Ss to
compare answers with a partner before going throu~lh them
with the class, correcting those which are wrong. If time, ask Ss
which blog post is the most interesting and why.
, F (GUnter is sornetimM tate for meetings: I GUnter is

usuaRy on time for ~.)
2 T
3 F Co.udio loves Italian !cod but he hates J>iz<:a.1
thllt.all
3 Are stereotypes usually true?

Ex 3 Ss read the blog posts again and find the opposites,
comparing answers with a partner before class feedback.
Aims and objectives
4 F (Colin bel
2 Do yoo agree with this? (lNhytWhy not?)
are-diffetent.
Optional activity: To focus on cross<ultural awareness,

use the text as a starting point for reflection on discussing
stereotypes. You could then ask questions relating to a specific
nationality. For e)(3mple:
What do you think of the English?
2 How many English people do you know?

3 Are they aI/like your answef5 to the first question (i.e. fit the
stereotype)?
You could then focus on the Ss' own nationalities and more
general questions:
1 \!Yha! is the stereotype for people from your country?
1 . !way.
2 different
3 1ate
""",...
4 hate
Ex 4 Put 5s into twos or threes and ask them to write down
as many other pairs of opposites as they can. 5et a time, e.g.
three minutes, and begin feedback by eliciting ideas from the
pair or group with the most ideas. Add others they don't have.
Grammar: Adverbs of frequency

Ex 5 Introduce adverbs of freGuency by looking at the adverbs
given in the chart. Ask Ss to find three other adv.erbs in the
text and to write them in the diagram (100% to 0%). Ss work
alone or in pairs. Copy the diagram onto the board and elicit
the answers.
----
1 usually
2 often
3 ~~t~imoo
~~______~
Ex 6 Look at the information and e)(amples given and ask
Ss to complete the rules, allowing time for them to compare

answers with a partner before going through them with the
class.
2_
1 befonI
Optional suggestion: Refer Ss to page 144 of the Grammar

reference and go through the information on fre.::juency
adverbs. Allow time for 5s to discuss the examples and any
problems they may have.
Ex 7 Ss rewrite the sentences, making them true, for
themselves and adding two additional ones. Monitor and help
as needed.
Ex 8 Ss work in pairs and take tums to guess what their
partner wrote. Altematively, if Ss know each othe~r well, they

could rewrite the sentences about their partner first, and they
tak.e tums reading out their sentences to see wh.:) got the
most correct.
Ss write 5-8 sentences of their own using adve~)5 of
freGuency. You could choose a topiC for them to write about,
e.g. a nationality, a person (i.e. their boss, a friend) or their
working life.
4 We're 011 different

Speaking: Discoverin g cu ltures
1.19 Ask Ss to work in pairs and decide which

statements are false. You could set a time limit for this activity,
e.g. four minutes. Ss th'~n listen and check their answers. Ask if
they were surprised by any of the statements and why.
Ex 9
10.re.false.
1
True. People use both hands to show respect. In everyday life,
don't use your left hand when you give somebody something.
Use your right hand.
2
False. Business lunches in Italy are often quite long. But in the
company r work for; they are usually short. Too bad!
Ss write a paragraph to describe the stereotypes for their
own nationality or another of their choice, providing some
examples of what people usually or often do and saying
what they agree or disagree with and why. Set a word limit of
1~120words.
Ss write a paragraph about how they learn about other

countries and cultures. Set a word limit of 1~120 words.
How often. ?(Group interviews page 122)
B Talking about time

Aims and objectives
True. It's the same as in my fami ly in England!

4
True. Never use your left hand when you eat!
5
True. It sometimes happens. But my Brazilian colleagues never
ask me such questions.
6
True. 'You are my guest.' they say.
7
True. It happens to me not just sometimes, but very often.
Maybe because I don't like singing!

talk about what they do at the weekend and find out about
what other Ss do
look at magazine adverts and discuss the ones they like
and dislike
listen to other people talking about activities and match
them to the adverts
form questions to find out what is on
be introduced to prepositions of time and practise using
them
look at d ifferent ways of telling the time and discuss when
they do various activities during the week
False. But I know two or three German managers who always

keep their office doors open.
9
True. People in India often start a meeting with an informal
conversation. But not everybody does that.
10
False. In Japan, people usually use surnames in business
meetings.
Listening: What's o n?
Ex 10 Ss woric: in pairs to discuss what business life is like in

their own country, changing the sentences to make them
true for them. As Ss frolT! the same country often agree on
generalizations about other countries but may disagree on
what is customary in th!!ir own, this could lead to an interesting
discussion during feedback, when Ss are asked to present
some of their ideas and discuss them as a class.
Writing: Cultural information

Ex 11 Ask Ss if they write emails in English and how often
they write them. Explain the situation given and refer Ss to
the email sent. You could read through the email as a class
and discuss any questicons together first. Encourage Ss to
make some notes befole writing their reply, alone or in pairs.
Monitor and give help ilS needed. Alternatively, set this
exercise as homework
TALKING POINT
Ss discuss the question:;; in pairs or small groups before
opening up the questions to the class. Add in any additional
points you feel are relel/ant and build up a list of ideas on the
board for Ss to note down. Elicit what Ss' favourite ways to
learn about other countries and cultures are.
Ex 1 Explain to Ss what VVhat~ on? means (the activities there

are to do at the moment in their town or city). Refer them to
the list of activities and ask them to tick those they do at the
weekend and to add two more activities to the list.
Ex 2 Ss work in pairs and take tums to ask questions to find
out what their partner does at the weekend. Elicit some
example questions to check on the structures needE~, i.e.
Do you .. . ?, and remind Ss to find three things they both do.
Ex 3 Ss join up with another pair and take turns to discuss
the activities they and their partner enjoy at the weE!kend.
Go through the examples first and encourage Ss to note the
answers given. For feedbacK. find out what activities Ss shared
with their partner and which were the most popular amongst
their group. Elicit any additional activities Ss had added to the
list in Ex 1 and add a few of your own.

Ss write about what they and their partner like doing at the
weekend from Ex 2. Alternatively, they write about the Ss they
talked to in Ex 3. Set a word limit of 1~120 words..
Ex 4 Refer Ss to the headings of the adverts and ask them
what the pictures show. Get Ss to choose one activity they like
and one they don't. Ask them to discuss their ideas in dass.
Then elicit from the class which activities are popular and
which are not (and why).
Ex 5 >>> 1.20 Tell Ss they will now listen to four conversations
about activities and should match the conversations to the
adverts as they listen. Give Ss time to compare answers in
pairs before class feedback. Ss then listen to the cOlwersations
again, this time completing the gaps with information they
hear. Once again, allow time for Ss to check answer.; with a
partner before going through them with the class.
11
4 We're all different

1_4
Conversation 4
2 eonv.et"S8tion 3
3 conV8tS4tion 2
P - Philip Clifton, T .. Teresa Gonzalez
conver'l8tion-1
T: Si, Olil. Teresa Gonzalez, speaking. How can I help?

P: Hi, my name's Phi lip Clifton. I'm calling about your dance
1 SatJomay
2~
3 2
4 F!Idoy
5 Odober
.6 8
'1 Sinal!
. e.,
morning
9 evening;
.O~ l .
11 gonIoni,,!!
12 ~I
Track 1.20: 48, Page 24, Exercise 5
Conversation 1
o ., ()v...en Lewis; W ~ Woman

0; Hi, I'm Owen Lewis. I'm calling about the gardening club.
W: Sorry, can you repeat that, please? I'm in the garden on
my mobile.
0: Can you tell me about the gardening club?

W: The gardening club? Certainly. How can I help?
0: When does it start?

W: It starts in April and we have another club that starts in
May.
0: It starts in April?
W: Yes, that's right. And another club starts in May. It's lovely
to work in the garden in spring ... and in the summer, of
course . ... Yes, it's lovely to be outside.
0: OK. Thanks for your help.
Conversatio n 2
A: Hi, my friend and I are interested in your skiing course.
B: Great.
A: Do you have big or small groups?
B: Small. There are eight people in each group.
A: What day i5 the beginners' class?
P: Is that the Spanish dance school?
class.
T: Wonderful. How can I help? ... OK, everyone please

continue dancing. One, two, three ... one, two. three ...
P: Is there a class on Monday evening? I want a class after
work.
T: No, sorry. All the dance classes are at the weekend. And
one, two, three and turn.
P: So, what time does t he class start?
T: One, two, three ... one two, three ... now turn again.
P: Sorry?
T: Not you, my students. The class is on Saturday evening at
seven o'clock.
P: And is there an evening class on Sunday?
T: No, on Sunday the class is in the afternoon at two o'clock.
Oh, be careful Senor Drake! .
P: Thank you for your help.
T: Bye, I hope we see you at the class.
Ex 6 Go through the example with the class. Elidt how

the question is formed from the prompt and discuss some
possible answers. Ask Ss to form the questions from the other
cues. They then work in pairs, taking turns to ask and answer
them. Monitor, checking questions forms. With a weaker class
Ss could work in pairs to write the questions first, checking
questions before using them. For feedback, check on the
questions asked (if needed) and elicit some answers.
, ~ the
f\Ce 9~ OIl Friday?

No~ 'it's ~t the weekend.
2 ~ the con"';' on Thursday?

No, its on Friday and Saturday. "
3 Qoes the g;a;rd&ning club staft>in,July?
No, it starts il'! April.
4 When is the advaftoed *iing class?
It'S Nl"'the eveniryg.
5 What time ,is the dance class on Sunday?
It's-at two o'dock.
,,;
B: There's a class every morning.

A: What time does it start?
Grammar: Prepositions of time
B: Well, the beginners' class starts at 10 a.m. There's an

advanced class in the evening.
Ex 7 Tell Ss they will now look at prepositions of time and ask

them to underline examples of in, on or at in the adverts.
A: Oh no, the beginners' course is fine, thank you.
A : Hi, I'd like to buy tickets for Khaled's concert on Saturday.
1 et the Weekend; on Saturday; at 7 f).m.; Of' Sundly;

.. at 2 p .n;'I. ,
1<
it on ~ and ~Yi atgp.m.
B: One moment, please. The concert's on Saturday 22nd

October?
3 at 10 a.m.; ato6"'p.m.
4 in ~
f
and su.rnmer. ih April and May
Conversation 3
A: That's right.
B: Oh, sorry. It's sold out on Saturday.
A: What about Friday 21st October?
B: I can check. Yes, I have a couple of tickets for Friday.
A: What time does the concert start?
B: let's see. At eight o'clock.
A: That's fine. Can I have two tickets, please?
11
!'"
Ex 8 Ask Ss which preposition they need to complete the box

and go through the answers and examples as a class. Draw
their attention to the information on pronouncing years and
provide extra examples as needed.
~
Ex 9 Explain the situation and ask Ss to complete the email
using in, on or at. Then ask them to compare their answers
with a partner. For feedback, elicit answers. Alternatively, elicit
complete sentences to check on pronunciation and intonation.
4 We're 011 diflFerent

1 01'
2 a:t 3 at
!'n-
' at 100n
SIn 6 ... 70.

Ill'
~t'
If In
C Communication strateg
Ways of saying 'no'
Word focus: Te lli ng the time

Ex 10 Check Ss understand the difference between an
analogue dock and a di9ital clock and refer them to the

photos. Ask them which they prefer and why. In pairs, Ss then
match the times before checking as a class. Ask Ss which way
is easier to use and explain that both are acceptable.
1 c h lf4 6 5
6<1
a good time for

the various activities, noting their partners answers. Monitor
and give help as needed. During class feedback, elicit some
responses and discuss a$ a class the best time for certain
activities. You might like to add some of your ideas at this
stage (Le. do homework, go to sleep, etc.).
Ex 11 Ss work in pairs to discuss what is
Speaking: My w" ek
Ex 12 Introduce the activity by giving some examples of the
times you do different activities during the week, e.g. when
you get up, have breakfast, etc. Ss then work In pairs and take
turns to ask and answer the questions. Remind them to use an
adverb of frequency and a time in their answers. If homework
is linked to this activity, r,emind Ss to make notes of their
partner's answers. Monitor and help as needed. For feedback,
ask Ss to tell the class something about their partner and what
answers they found that were the most surprising.
You could finish the acti .... ity by asking Ss discuss in pairs how
they usually relax at the ,end of the day, then open up the
discussion to the class.
SIoidoit A
Aims and objectives

In this lesson Ss will;
listen to two meetings and discuss which is the most
successful and why
be introduced to and practise altematives to re5p:>nding
with just a 'no'
read about an international business negotiation and
discuss cultural differences regarding the use of 'yes' and 'no'
practise asking and answering questions using altematives
to 'no'

Ways o f saying ' no'
Different cultures communicate in different ways and
sometimes this can cause proble ms. In some cultures,
for example, the word 'yes' can mean 'maybe'. In
others, 'yes' only means 'yes'. Nodding and shaking
the heCld !;Cln have different meanings in different
cultures as well. It is advisable fo r any businessperson
going on a business trip to find out the communication
strategies used in the host culture in advance so that
communication remains effective.
In English speaking cultures it is not appropriBlte to
simply say 'yes' and 'no' directly in meetings because
it closes down the communication channels. Thi s
is particularly the case when a speaker responds
simply with 'no' and gives no further explanation . For
communication to be effective, if a speaker resp onds
with 'no', they need to provid e further informatkm to
explain why this is the case. In other cultures a simple
'yes' o r 'no' may be sufficient. In this unit Ss hea r two
meetings and are encouraged to analyze why one
meeting is more effective than another.
Listening: What d o you really think?
Ex 1
1.21 Tell Ss that the focus of this lesson is S<lying
'no'. Ss then listen to two meetings and decid e whicJh is more
successful and why. Allow Ss time to discuss their id eas with a
partner before discussing ideas a class.
",. aecond rNietjng is more aKCUlfuI

,&here
iI~ betV.;,. , thel., ~W. 1n
TALKING POINT
SS discuss the question in groups or as a class. You may want
to add ideas about how you like to relax after work to get
them started. End by eliciting ideas from the class.
Ss write 8-10 sentences, each using a frequency adverb
and a time expression.
Ss write a paragraph about their partner's week using ideas
from Ex 12. Set a word limit of 100-120 words.
Track 1.21: 4C, Page 26 , Exercise 1

Conve rsation 1
A: Right. That's it. Now, I'm sure you want to see our new
company magazine.
B: No. There is no time for that.
A: Oh, OK. Fine then. Before we finish, are there an}'
questions?
B: No.
A: Great. Now let's agree a date for our next meetin'~. Is 9;30
next Thursday convenient?
B: No.
11
4 We're all different

Conve rsat ion 2
C: OK. That's it. Now, I'm sure you want to see our new
company magazine.
D: Great. Could we took at it during the break?
c: Of course! Now, before we fin ish, are there any questions?
D: Well, t think we have all the information we need. Thank
you.
C: Great. Now, let's i3gree a date for our next meeting. Is 9:30
next Thursday convE~nient?
negotiation, agreement and not quite right. Ss then read the

text to find out what the problem is. Finally, find ,out whose
guess was right and discuss if this situation could happen in Ss'
own countries or the host country they are currently in.
Different cuItu!es c:ommunic:a$e in different

1IIiO
oauset p!ObIems.
Kurt doeSn't IcnOw tMt in some adtutes, '(

IIOm8timea means 'maybe', ~ 'no' I
Jh8 Malaysiln managers don't know that In ~
-.ti""'"
....,,,,,Iy_,y...
,or_. Alr._
D : I'm afraid ThUrsdilY is a bit difficult. But we are free on

Wednesday mominH.
means "/fIf/ bl,

(Bur remember: in a 0IItuIe you have ~ lot
Ex 2 )>> , .22 Ss read parts of the second c:ooversation and
~es
listen again to complete them, comparing answers in pairs
before class feeclba(:k. Explain to Ss that in some cultures (e.g .

Japan), the word no is rarely used on its own as it is too direct,
so other words are added or different expressions used. You
could refer back to L.esson A here and remind Ss that there
are a multitude of individuals within a culture and that some
Japanese people, fo-r example, are very direct and some
Russians are indirect. Also that what is direct in one culture
may be seen as indirect in another.
.,..
2 Well. I; T1Ian~1
3 I'm aftajCl
Track 1.22: 4C, Pa!}e 26, Exercise 2

C: "m sure you want to see our new company magazine.
D: Great. Could we look at it during the iYeak?
2
C: Now, before we finish , are there any questions?

D: Well, I think we have all the information we need. Thank
ye'.
3
C: Is 9:30 next Thu~day convenient?
D: I'm afraid Thursday is a bit difficult. But we are free on
Wednesday mornin~} .
Ex 3 Ss match the questions and answers in pairs before they
are discussed as a class. Check Ss understand the sentences
before continuing.
, d 21 , .
Optio na l suggestion: To help prepare Ss for the final
speaking task, extend the exercise orally by asking Ss a range
of questions which they must answer negatively without using
the word 'no'. Try to think of questions which your Ss would
say 'no' to, e.g. Do yo u usually drink coffee at night?
Do you like doing homework? At the end of the activity
discuss alternative rE1sponses that could be given in place of
'no' for each questioln to help Ss build up a range of ideas.
Reading: Where 'no ' isn't an answer

Ex 4 Discuss the qu,~stion as a dass and the reasons why
saying 'yes' or 'no' directly in a meeting might or might not
be acceptable, e.g. due to culture, status I role of the speaker,
gender, etc. Build up a list of reasons on the board.
Ex 5 Tell Ss they will read about an intemational business

negotiation and refe r them to the photo. Elicit ideas on what
the problem is and check they understand contract, nod,
11
Photocoplable notes 4 2 (p.3ge 108)

Communlc.3tlon difference!> (Information sw
page 123)
Speaking: Don't say 'no'!

Ex 6 Explain to Ss they are going to play a game and must
try and make their partner say 'no' to win. Refer them to the
examples and check Ss understand how to play the game by
answering some questions yourself from around the class. Use
this to revise various alternatives to saying 'no'. Give Ss time to
write their ten questions (and check them) befom starting the
actual game. Alternatively, with a weaker class prepare sets of
ready-made q uestions or cues that Ss could use to form the
questions from. Then put S!> into pairs (A and B). Remind them
that Student A goes first. Monitor and give help as needed.
Fo r feedback, find out who managed to not use 'no' and elicit
a variety of the questions asked, writing them on. the board for
revision . Discuss alternative responses to 'no'.
Ss write a short conversation for two people, using
questions and responses where alternatives to ' I1iO' are
used. Set a word limit of 100-120 words and a time limit
of 10 minutes. These can be practised and roleplayed in a
subsequent lesson.
Ss write up the Guestions and answers from Ex 6, replacing
any 'no' ansWers with altematives.
Interaction Arrangin
to meet
Aims and objectives

discuss whether they usually arrive on time or not for an
appointment
read about two colleagues and discuss the problems
they may have when arranging to meet due to perceptions
of time-keeping
listen and make notes on a conversation where two people
arrange to meet
predict what will happen on the day of the meeting and
listen to check
work. in groups to arrange a meeting date I time suitable to
all group members
practise apologizing and responding to apologies
4 We're all dufferent
,
,

language by looking at page 144 of the Grammar reference
Track 1.24 : 4D, Page 27, Exercise 6
Speaking: Different ideas of t ime
F: I know. It's OK. It's always busy on Friday mornings, and
Ex 1 Explain to Ss that this lesson focuses on different ideas

of time and as a class discuss the question. helping with
language as needed. Elicit responses from the dass. adding
your own. If time, you could widen the discussion to include
Ex 2 Ask Ss to look at the photos and match them to the

speech bubbles. Then elicit ideas on what problems could
occur when these two people arrange to meet.
ClJltlJral noons relating to punctuality.
A2
81
Ex 3 Ask Ss to discuss the questions in twos or threes before

class feedback. If time, briefly focus 00 stereotypes for
different nationalities n!garding time-keeping.
Listening: Let's meet

Ex 4
)) 1.23
Ss listen to Aisha and Femando's conversation
---
and complete the note.'S.

oftlco;; Friday; '00
Track 1.23: 4D, Page 27, Exercise 4
A - Aisha, F - Femando
A: Hi, Aisha . lt's Femando. Would you like to meet to see the
new designs for your office?
F: Hello, Femando. That's great. VVhen are you free?
A: Can we meet on Tuesday at 2 p .m.?
F: Sorry, I always have a team meeting on Tuesday afternoon.
VVhat about Wednesday?
A: I'm afraid I'm busy. I usually have my meeting with the
design department on Wednesday. Are you free on Friday?
F: Yes, Friday is fine . Morning or afternoon?
A: What about 10:30 at the Carlton hotel?
,
,
,
,
,
,
,
;
!,
F: Great. See you on Friday at 10:30.

Ex 5 Go through the situation with Ss and ask what they think
happens. Ss then read the text.. Check Ss understand the
message and ask whose guess was correct.
. rm late. See
in 3 0 _
)>> 1.24 Before Ss listen to the conversation when Aisha

and Femando meet, ask them to predict the answers to the
questions, eliciting ideas and writing them on the board. Ss
then listen to check thHir answers. For feedback, elicit the
answers and see whose predictions were right.
Ex 6
'_.The
2 $or<)i,I'm""
3 No
-.
A: Hi, Femando. Sorry, I'm late. The traffIC was terrible .

F: No problem, Aisha.
A: I'm not usually late for meetings.
it's also a public holiday today and there are lots of visitors in
town. Now, would you like a coffee?
A: Oh, yes, please. Oh, are these your designs? They're
wonderful.
F: Great, I'm really glad you like them.
Speaking: Are you free?

Ex 7 Explain to Ss that they are in a meeting with members
of their team and everyone has their diaries with them. Tell Ss
they need to arrange to have a regular meeting e ach week.
Put Ss into groups of fours, allotting roles A, B, C alnd D. Refer
them to the relevant files at the back of the book. Check Ss
understand what they are doing. Suggest they decide for
themselves on the best days and times for a meeting before
they start, and also to prepare questions and po5SIble answers.
Refer them to the examples and help with any questions. With
a weaker class, Ss could prepare with other Ss in the same
role.
Remind the dass that Student A starts the conversation which

continues until the date and time for the next meeting has
been agreed on. Monitor and give help as needed. Note
down any language to d iscuss during feedback. Ask Ss when
they have decided to have their next meeting and discuss any
problems.
p ' ...... torthe ............:

WUIftdly .I:T'4fnIItg and 1'hundey eftemooo'
..... onodeo<
looEx 8 Ss now imagine it is the day of the meeting. Allow
Students A and B, and Students C and 0 to work together to
prepare before starting the meeting. Monitor and 9ive help if
needed. For feedback, elicit the apologies made, the reasons
given and the responses to the apologies. Decide which are
the best apologies and reasons, and which would be more
acceptable in the Ss' rulture(s) (and the host countly's culture
if different). Point out how important intonation is to ensuring
apologies sound sincere.
Ss write about the attitudes towards time-keeping in their
culture and what you should say if you are late. Set a word
Ss write a conversation between 2-3 people (deCide which
is best) where people arrange to meet; one arrives late and
needs to apologize, one needs to respond to the apology.
This could be practised and roleplayed in a subsequent
lesson. Set a word limit of 100-120 words.
"6
The Review checks work covered in the previous four

units, including grammar, vocabulary, communication
strategies, collocations and pronunciation. It can be
approached in a number of different ways, depending
on classroom size and situation and time available, for
example:
~I~
.,:
,
,
"
with Ss in pairs or groups, followed by class feedback
,
e
as a test to be marked
as homework
"!""
1
.,1 are 2"s, 3 's 4'~ 5 Are 6 IS 7 Isn't:" 8, ~'r "'s
10are 11 is 12 '
13aren't 14'5. 15are 16 's
2_
"
i~
3 loves
"~
e
."
I,:
w
,
,
,
,,
I'"
,,
,
,
",
h
t
. ,
I '"
1 lives
, f
, m ,+' ,
, ,
as a whole-class activity
,,'1
";
I!
,
m
" ,:
,
",
. '.;
4 earns
5_~"""
6 don't see
7 talk
8 want
9 spend
10 . . .
00
00
Turkey
Japan
business
Brazil
evening
per cent
midnight
report
1 "
2 WN,>-
Poland
return
3 How
000
000
Italy
tomorrow
cinema
computer
Germany
occasion
manager
performance
Saturday
reception
4 ,.
500
6 What
7 Doe!
aAm
Why
10 W'here
" :M
8
1"",10<
2 if\; in
3 at;,;,
c-" fO~ on
5
1
2
3
4
5
5 At;to
6 0<;_
. '7 OIl
8 with; about
doyt>u; go
Ami .
does the film last
does the festival taI<e P.I~
Does yoUr ,.;r. spend
6 Do your chi!drQn ~
. , S j 6c '7b 8a 9 f 10 h
;.
Time of y~Dur life

A Comparative adjectives
Aims and objectives
In this lesson Ss wil1:
listen to a conversation between two people at work
be introduced to and practise using comparative adjectives
discuss what aspects are important in a job
read about two companies and people who work for them,
Ex 4 )>> Ss listen to Chris again, underlining the words he says.

Go through the answers as a class and find out who agrees
with the statements, eliciting their reasons. Encourage a wider
discussion on age and work.
, you
comparing their situations
discuss which is the best company and why

d iscuss and compare differences relating to WM and
decide which is better
Listening: Working togethe r

Ex 1 )>> 1.25 Ask Ss to look at the photos and say how old
they think each person is and who is the manager. Play the
recording for Ss to check their ideas. Tell Ss not to worry about
new vocabulary at this
Traek 1.25: SA, Page 30, Exercises 1. 2 and 4

Miles
I work in an office and my manager is younger than me. It isn't
a problem for me but I think it is for him. I'm 63 but I de)n't
want to stop work. I want to retire when I'm 70. I like my job
and I think I'm a better employee now. Experience is more

important than age. I enjoy my life. I'm happier now th.M at
21 and I'm probably a nicer colleague, too.
Chris
I' m younger than the other managers in this company. I'm 21.
Sometimes it's a problem because all of my employees are
older than me. Miles is in my sales team and he's over 60. He's
a g reat guy. But it's easier for younger people to learn new
things. And it's more diff'tcult to manage older people. Miles
does things his way and not my way. Sometimes I think it's
worse to be a young manager than to have a young manager!
Ex 2 )>> Ss listen to Miles again and complete the sentences.
They check answers in pairs before you go through therTl as a
dass.
Ex 3 Ask Ss to match a word from Ex 2 with the ones

given, then check answers in pairs. During feedback, check
pronun(:iation if needed .
retire b "'
em
"'p'-'l~
oy-..
-"'
ccoI
'-'le
:-ag
~u.-d,manager
Grammar: Comparative adjectives

Ex 5 Tell Ss that we use comparative adjectives when
comparing two things. Refer them to the examples and ask
them to complete the table, alone or in pairs. Then go through
the answers with the class. Briefly elicit some sentences using
the answers, writing them on the board, e.g. I am younger
than my sister. Alternatively, ask Ss to think of some sentences
in pairs before eliciting ideas.
ngEI!
2 easier
3 more difficult
'worse
Optional suggestion: Refer Ss to page 157 of the. Grammar

reference and go through the information on comparative
adjectives. Allow time for Ss to discuss the examples and any
Ex 6 Ss match the adjectives to their opposites, writing the
comparative form of each. Encourage Ss to check new WOfds
in a dictionary and to compare answers with a partner. During
feedback, elicit answers, checking spelling and referring to the
rules g iven in Ex 5 if needed. Explain what a prefix is and point
out the use of 'un' to make the negative of comfortable and
friendly.
1~
H~
Lr~_-~
~?,~~
~,--~--~--~,~--"
2 k (slow< - tastert
3 c (smafIer'- larger)
j---,""",~
1(,,_
ecmIortabie- ,""", uncomIurtabIe)
6 e (further I farther - nearer)

1 (frjOndlfer - mo!O unlijendly)
.. d (noisier - quieter)
9 ~ (01)0'''' -Ic>oge<j
IOb~-~
"
.ng - mc<e bon.,g)
Optional activity: Copy the text on the next page onto the
board and ask Ss to complete it using comparative adjectives.
Ask Ss to check answers in pairs before going through them
with the class. Check spelling and decide on the best options
for each gap. If time, discuss Ss opinions in relation to jobs
and age.
5 Time of your life

It's 1
to find a new job when you are young. Some
employers think that younger people learn new things
than older people. They also think that older people
are sometimes 3
than younger people. In my opinion
it is 4
to work with older people. That's why I prefer to
work with people who are 5
than me.
(Suggested answers: 1 easier 2 faster / quicker 3 slower

4 better 5 older)
Reading: A better place to work?
B Superlative adjectives
Ex 7 Ask Ss how many jobs they have had and what

things they think are important in a job. Refer them to the
suggestions given. Ask them to discuss ideas in pairs and add
more to the list. Alternatively, do the activity with the class. For
feedback. elicit ideas, compiling a list on the board. Add any
other ideas you feel are important.
Ex 8 Ss read the texts and answer the questions. Encourage

Ss to use dictionaries and elicit the answers once they have
nnished. Check on potentially new vocabulary, e.g. discover,
train, organize, raise money, client, trip, location, etc.
bU;I';;ng
rich
_and
concea.
hciopkaIs; tnming _ _
and ...... to . . . ""'""Y
Ss write ten sentences comparing their company (or schooO
with another one.
Ss write a paragraph about their company and what it does
and a paragraph about their role in th e company (as in Exs 9
and 10). Set a word limit of 100-120 words.
Ss write up their answers to the Talking point questions,
adding supporting reasons. Set a word limit of 100-120 words.
<><ganWnjl
_od f.1I!<IU8 ~ 0"""'- film ......
sin
buIinets
and
Aims and objectives

decide what a good age Is for a variety of life events and
the order in which to do them in their culture
be introduced to and practise using superlative adjectives
match activities with times in our life
briefly look at irregular plural nouns
discuss the best age to do particular things and report to
the class
Listening: The best time?

Ex 1 Refer Ss to the list of events. They then put them in
the order that they usually occur in their own country before
comparing ideas with a partner. For feedback, discuss the
order and any differences which occur.
1 __
Ex 9 Refer Ss to the photos of Alisha and Charles' offices and

ask them to describe them. Ss read about Ali sha and Charles,
discussing comparisons between their offices, salaries, etc. in
pairs. Monitor and give help as needed. For feedback, elicit
ideas, writing them on the board. Add additional points and
discuss vocabulary as needed.
Speaking: A good person for the job?

Ex 10 Refer Ss to the photo of Jess and explain that she
is looking for a new job as a project leader. Ask Ss to read
the information about her and the information on the two
companies again. In pairs, they discuss which company is
better for Jess and why. Elicit opinions and reasons from
the class and tJy to get Ss to reach a consensus on the best
company for Jess.
Ex 11 Explain to Ss that they want to work as a project leader
and briefly elicit what the job entails. Put them in pairs (A and
B). Remind Ss that Student A is saying why Horizons is better
and Student B,
NP Solutions is better. Refer them to the
examples given and remind them to use comparatives while
comparing the two companies. M onitor and give help as
needed. For feedback, elicit some of the comparisons made,
writing them on the board. Correct any mistakes as a class.
2.99"'U~~
3 get,job
4 get married
5 start... fa(n;Iy
Ex 2 Ss decide what age they feel is good to do these

things and then discuss their ideas with a partner. Open the
discussion to the class and build up a list of events and the
range of ages Ss feel are appropriate to each one and elicit
reasons.
Ex 3 )>> 1.26 Refer Ss to the photos and ask what they show.
Add any new vocabulary to the board Tell Ss to match the
speakers to the correct photo. Allow Ss time to compare
answers w ith a partner before eliciting responses from the
class.
vmy
Track 1 ,26: 58, Page 32, Exercises 3 and 4
A
TALKING POINT
Ss discuss the questions in threes or fours before giving
reasons for their answers. Then open up the discussion to
the class. Compile a list of pros and cons for each question
and add ideas to the appropriate columns as you discuss
each one. Add further ideas of your own at the end. Then
ask Ss which situations are true for them.
I know I put it in my pocket but it isn't here now. Oh no, this is

the worst time to lose something like this. Jessie is wonderful.
She's the loveliest girl in the world. And she's the nicest girl in
the world. Well. she is usually. Oh dear. This isn't the best way
to start married life.
5 Time of Y'3ur life
C Commlllnication strategies
Offering help
2
A: Would you like me to give you marlc:eting advice for your
new company?
B: That's rea lly useful. Thank you .
Aims and objectives

discuss who needs the most help in their community and
A; Hi, I heard that you want someone to help in your garden.

I'm a gardener and I work fo r a local charity for elderly people.
I could help you every week.
why
listen to five people making offers to help others
be introduced to ilnd practise language used to make and
respond to offers
do a role play whme they make an offer to help an
organization

offers
In this lesson Ss are exposed to a variety of common
expressions that can be used to offer help in English
and the variety of responses available, e.g. "d like
to ... ; Would you like me to ... ; I can help you . ..
Responding with thanks

When and how it is appropriate to express thanks
varies across cultures. In India, for example. formal
and elaborate expressions of thanks may be made

to passengers kept waiting at railway stations or bus
terminals. In the UK or the USA, such announcements
would be briefer; if made at all. On the other hand,
B: Thanks for the offer, but I'm fine , dear. t like doing the
gardening.
4
A: Do you need volunteers to visit people in hospital? I have
time on a Monday or Tuesday afternoon.
B: That's really helpful, thanks.
5
A: Can I help your organization deliver food? I have two hours
free every Thursday.
B: Thursdays are perfect. Thanks.

Ex 3 )>> Tell Ss they wilt listen to the five short conversations
again. If useful, pre-teach new language, such as donate.
charity, gardener and volunteers. Alternatively, see how Ss
manage first and deal with questions as they arise. Give them
time to read the offers and responses before playing the
recoroing. Ss complete the sentences using words they hear;
then discuss answers in pairs. For feedback, ask them to give
complete sentences and chedc on pronunciation.
thanking the cashier could be a normal part of a ritual

exchange in a shop in the UK or the USA, whife in India
no thanks may be required. So be aware that your Ss
may have d ifferent thanking custo ms.
Listening: Off"ring he lp
Ex 1 Ask Ss to look at the list of groups of people, checking
they understand who they refer to. Ss then tick the three
groups of people who they think need the most help in their
community. Then focus on how to give opinions and on
agreeing or disagreeing with someone else's opinion and write
the following on the board:
To give your opinion :
I think that the elderly are important
To agree:
To d isagree :
1agree 1 So do 11 Me too
I don't agree, I think (that) ...
because .. .
Ss then d iscuss their ideas in pairs, giving reasons fO( their

cnoice. Monitor and give help as needed. FOf feedback. elicit
who Ss feel needs more help and why.
Ex 2 ) 1.27 Ss listen to fo ur people and say which

conversation the speaker says that they do not need any help.
co. ....... ,
Track 1.27: se, Page 34, Exercises 2 and 3
1
A: Hello, I'd like to donate these to your charity.
B: That's very kind of you . What's in the box?
A: There are some children's clothes and adult clothes. They're
nearly new.
B: Thank you very much.
11
Speaking: Can I help?

Ex 4 Refer Ss to the photos and say what help the people are
giving.
Ex 5 Explain to Ss they will now do a role play in pairs. One
person makes an offer to help an organization and the other
(who works for the organization) responds. Go through the list
of organizations they can help and check Ss understand the
instructions. Remind them to use phrases from the previous
exercise when making o r responding to offers. PLrt Ss into
pairs. Allow them time to talk about their ideas. Monitor
and give help as needed. FOf feedback, discuss which
Ofganizations they will help and why. Discuss the offers made
and the responses given. You could expand the discussion
to find out what things Ss really do o r have done to help
ind ividuals Of organizations.
Homework sU9gestions
Ss write up their ideas from Ex 1, explaining who they think
needs the most help in their community and why. Set a woro
Ss write about the organization they will help, based on
Ex 5, and what they want to offer and when. Set <I word limit
of 100-120 wo rds.
Photocopl(lble notes 5 2 (page 109)
M(lklng and responding to offers (Roleplay p
1'J
-------------------------------------------------
You are here
'J
'J
'J
'J
----------------------------------------------~~
there is / there ore
Aims and objectives
Optional activity: Choose ten large numbers and tell Ss to

write them down as figures. Allow Ss to compare answers
before eliciting them and writing them on the board.
Ex 5 Ask Ss to find the locations of the three places on the
ship in the text in Ex 2.
discuss the facilities they like when away and a hotel they
in
know
read about a cruise ship, the facilities it has and where they
are located
be introduced to and practise using prepositions of place
be introduced to and practise using there is / there are
decide what facilities are needed for a short break with
some friends
write a formal email asking for more information on a hotel
Reading: A g reat place to stay

Ex 1 Draw Ss attention to the map and explain that this lesson
focuses on there is / there are to describe places and the
topic of holidays. Explain what facilities means, then ask Ss to

answer the questions in pairs. Monitor and help as needed
For feedback, elicit ideas and discuss what the differences are
between desirable facilities on holiday and on a business trip.
Highlight pronunciation and spelling as required.
Ex 2 Ask Ss what the photo shows (a large cruise ship) and
what facilities they think it has. Compile a list of facilities on the
board. Ss then read the article to check their ideas. Encourage
Ss to underline any new words. For feedback, elicit the
facilities mentioned and discuss new language.
Ex 3 Ss read the article a second time to answer the
questions. Encourage Ss to underline where they found the
information. Allow time for them to compare answers with a
partner before checking as a class.
1
2
3
4
65 port.
___
l'e$taurant
gym
pool
deck
' 7 1;It,
I ~ room
Ex 4 Go through the numbers with the class an d check Ss

understand how to write them using numerals. Ask where the
comma goes. Then set a time for Ss to find the numbers and
what they refer to, either alone or in pairs, before eliciting
their ideas. You could then practise the pronunciation of the
numbers.
1 1,300 seats In
2 2~ staff
thea:tre
3 6,296 p8 u ergen:
4 12,000 plan.. and."'" in !he part.
5 (It cost) $4Op m","", ~o build !he shiR.)
centra Of the
ship I opposite the shOpS and
ca~
b OPF.~!he 'PO
c on deck o~te the f?!rk
Word focus: Prepositions of place

Ex 6 Ss match the words to the pictures. Ask them to compare
answers in pairs before class feedback. If needed, briefly elicit
further examples of the prepositions, (e.g. Juan is sitting in
front of Marie) before going on to the next exercise
It. in'the centre .....
f:,
:\'~
next to
C behind
One..-
in IYoot of
F ~
Ex 7 Ss work in pairs and take turns to ask and answer the

questions. Monitor and give help as needed. During feedback,
elicit answers from around the class.
Grammar: there is / there are

Ex 8 Go through the examples in the table as a class. Ask
Ss to choose the correct option for the rules and aJJow them
time to find further examples in the article on page 36. Elicit
some more examples and use them to practise the positive,
negative and question forms as well as short answers.
1 tb8iio ~
2 there are
;;;...,_
.........

reference and go through the information on there is I there
are. Allow time for students to discuss the examples and any
Ex 9 Explain the situation and elicit what a passenger and
receptionist are, before Ss complete the conversation, either
alone or in pairs. If working alone, Ss compare answers with
a partner before class feedback. If time, Ss roleplay the
conversation, taking tums to be the passenger. Monitor and
check pronunciation and intonation.
.,. there aren't
65 ...
_ ~,
.
'J
'=::i
;j
d
~
~
J
~
J
~
~
~
J
~
~
~
'1
6 You olre here

Track 1.29: 6C, Page 40, Exercises 2 a nd 4
Speaker 1
A:. Can you help me? How do I register for the conference?
B: Sure, no problem. Go to reception and the conference
~ pc;iiiIibftl'
_'"Thonk.y<><> for ,.,....heIp. That's ..."I I1Ii
90 much, Ta
ResponOmg to thanks:-Not at alt, No probtem,

mention it. You're most welcome
registration is next to the cafe.
A: And can I get a conference badge there?

B: Yeah, they give you the badge after you register:
Ex 6 Put Ss in pairs (A and Bl. Go through the example with

the class and get Ss to practise this conversation first. As they
are practising their conversations, monitor and giVE! help as
needed. During feedback, discuss any problems or questions
Ss have. If time, some situations could be rolep!ayt:!d to the
class.
A: Oteers. Thanks for your help.
Speaking: Can you help?
B: You're welcome.
Speaker 2
A:. Where are the toilets, p!ease?
e, Sony?
A: Can you tell me where the toilets are, please?
Homework suggestion
8 : Yes, certainly. Right. Erm, let me think. There's an internet
Ss write a conversation between two people to pmctise the

language and functions of this lesson. This could be practised
and roleplayed in a subsequent lesson.
cafe next to the canteen and I think there are toilets opposite
the intemet cafe.
A: Many thanks!
B: My pleasure.
Photocopiable notes 6 2 (page 109)

Can you help me? (Card actiVity page 126)
Speaker 3
A: Tell me where the meeting point is.
B: Pardon me?
;
;
;
A: VVhere's the meeting point? I want to meet my friends.

B: I don't know.
A: Give me your conference programme. I want a map.
B: No!
A: Hey, you, give me your programme!
Aims and objectives
Speake r 4
A: Excuse me, can you teU me who the speaker is at the next
seminar?
B: Oh yes. It's Malco lm Gladwell. He's really good.
;
;
;
;
,
,
,
A: Wow, I have all his books. Where's his seminar?

B: He's speaking in the main hall after the lunch break.
A: Great, thanks.
B: Glad to help.
Ex 3 Ask Ss if they remember which speaker doesn't get

the information he/she wants and why. If necessary, play the
conversations again.
The.
,
;
L

revise language and functions introduced in Uni't 6 in
the context of a game, where they imagine they are at an
international trade fair
language by looking at pages 1S4 and 144 of the Grammar
reference and at previous lessons of the unit.
Board game: Trade Fair

Ex 1 Explain to Ss that in this lesson they will play ii game
which focuses on
a trade fair. Allow time for them to check
the meaning of the words given in the box, before asking
In
Ex 4 )) Ss read through the sentences in the table. If Ss

listened to the conversations again for Ex 3, they may not
need to hear them again. Alternatively, Ss work in pairs. and
guess the missing words before the recording is played
again to check answers. Pause the recording after each
speaker. If time, after checking answers, get Ss to pract.ise the
conversations.
C8<ta'
D Interaction Welcome
the trade fair
Stoll
6 ~.
Ex 5 Ss work in pairs to decide if the phrases are used to

thank or respond to thanks. Then ask them to think of
additional ones. Go through answers with the dass, adding
other phrases on the board. Discuss lNhich are more formal,
e .g. You're we/come, and informal, e .g . Cheers. You might also
want to mention which are used more in BrE, e.g. My pleasure.
and AmE, e .g. Glad tp help.
0.....(1)
Go'Ht, -
. (I)
Mcmy' ~anks (T)
wnich ones they go to for work You might want to widen the
discussion to discuss some of the events the y have been to.
Ex 2 Ask Ss to imagine that they are at an international trade

fair and to decide where it is.
Ex 3 Ss now play the game. Put Ss into twos or threes and
g ive each student a counter and each pair / group a coin.
Go through the instructions, pre-teaching any new language
and checking Ss understand what to do. Encourag':! them to
use their imagination and monitor groups as they play the
game. For feedback, ask who won the game and discuss good
language use and any problems they had. If time, 1~lidt some
examples of language from the game.
Ss write ten sentences based on their response!; to the
game's instructions (Including some requests for he,lpl.
Ss chose five of the instructions from the game-and write
short conversations (between two people), e .g . requesting
help and responding to the request. Set a word limit of
60-80 words for each conversation.
11
-----------------------------------------------------------,~
Buying and selling

A Countable and
uncountable nouns
M : And how many cups of coffee do you drink?

W: Hm, maybe two a day. I usually get one from the drinks
machine at work in the mornings and I sometimes have a cup
of decaffeinated coffee in the afternoon.
Aims and objectives
M: OK, this is question number five. What other hot drinks do

yOU buy? Not tea or coffee.
W: Erm, other hot drinks? Oh, I like hot chocolate. It's a good
drink on a cold day.
listen to someone completing a survey and note key details
what they drink

be introduced to and practise using countable and
uncountable nouns with and without How much and How
00
many
categorize food and drinks

discuss what they eat for breakfast and snacks and healthy
eating habits
do an information gap pairwork activity on eating habits

discuss why making a healthy choice can be difficult
Listening: Th e survey
Ex 1
1.30 Refer Ss to the photo at the bonom of the page
and ask them what it shows. Explain that they will now hear
a conversation between an employee of a drinks company
Cafe Sta!'bean and a woman. Tell tnem to listen to what the

employee asks the woman to do. Play the recording and allow
Ss time to discuss answers in pairs. Then elicit answers from
the class. Check Ss understand what a survey is and find out if
they have ever answered one.
He wants her to
soma uestions (for a survey).
Track 1.30: 7A, Page 42, Exercise s 1 and 2
M: And the final question is about cold drinks. What cold

drinks do you buy?
W: Well, I buy milk and water. Oh, and orange juice.
M: That's great, Thank you for your help. Here is a \IOucher for
a cup of tea or coffee next time you come to Cafe Starbean.
W: Oh, thanks. Bye.
Ex 2
Ask Ss to read through the questions and explain any
new vocabulary. Play the record ing again so Ss can note their
answers. Encourage Ss to compare answers in pairs before
going through them with the cl ass.
.-hot_. .
1 hot drinks
2 six.cups
3 green
5
6
m nt, water, OI'ange juice
Ex 3 Ss work in pairs and take turns to ask each other the

questions from Ex 2. Suggest they note down their partner's
answers. Monitor and give help as needed. For feedback,
elicit a range of answers, Alternatively, note Ss' answers on
the board and elicit some sentences about the class, Le. Most
M - Market researcher, W ~ Woman
people prefer.
M: Excuse me, t work for Cafe Starbean. t have a survey, can

t ask you some questions?
W: Erm, what's the survey about?

M : It's about what our customers drink.
W: I don't have much time. It's my lunch break. How many
questions are there?
M: There're six. It's a very quick survey.
W: Oh, OK. Vv'hat do you want to ask?
M: Great. Well, the first question is do you prefer hot or cold
drinks?
W: Er, I usually prefer hot drinks.
M ; And how much tea do you drink every day?
W: Hm, about six cups.
M: And question three is: Vv'hat type of tea do you usually
choose? Black or green?
W: Oh, I like green tea. It's a healthy drink so it's good for me .
Ss prepare a survey of 10-12 questions on either food

or a topiC of their choices. Refer Ss to Ex 2 for help. In a
subsequent lesson they ask other members of their class
their questions and then write about what they found out.
Grammar: Countable and uncountable

nouns
Ex 4 Refer Ss to the information on countable and
uncountable rules in the table and complete them as a class.
Explain that some dictionaries will have C after countable and
U after uncountable nouns.
an;
~ 1 - hot,J
cups.
.
Rule 2 -tea: hot~; millS water. ora~ juice
b1many
,
2 much
....
....
....
.-...
.-.,..
.....
.-....
.-....
7 8uying and selling

Optional suggestion: Refer Ss to pages 154-155 of the
Grammar reference and go through the information on
countable and uncountable nouns, and How much / How
many. Allow time for Ss to discuss the examples and any
Ex 5 Ss say whether the words in the box are countable or

uncountable.
i(fI'::IUHN.... the fruit; is countable, the juice from

~
uncountable)
Ex 6 Ask Ss to complete the sentences, comparing answers

with a partner before class feedback. Elicit that alan are used
when talking in general about singular countable nouns, with
an used before a noun beginning with a vowel sound. Expain
that no article is used when talking about things in general and
when using an uncountable noun. Discuss any problems and
provide additional examples if needed.
~;t. 20 30 ' an Sa 60
Ex 7 Ss work in pairs and choose the correct words to
complete the questions. Go through the answers as a class,
referring Ss bad< to the table of rules, and give further
examples if required.
many
""'' '
Word focus: Food and drink
Ex 8 Ask Ss to match the headings in the box to the groups
of foods and drinks in column B, checking answers with a
partner. For feedback, elicit answers and ask which words are
countable (C) or uncountable (U). Suggest Ss write C or U
beside each one. If time, Ss can add other items they know to
the lists. Focus on how we count uncountable nouns, e.g. a
kilo of meat, a leg of lamb, a glass of milk, etc.
Speaking: A healthy choice?

Ex 10 Ss discuss the questions in pairs before discussing them
with the class. Ask Ss to give reasons to support their opinions
and talk about their own diets and eating habits, comparing
them to those in their own country and to where they are now
(if they are in a different country to their own).
Ex 11 Put Ss into pairs (A and B). Refer them to the relevant
file at the bad< of the book. Allow them time to read their
information and prepare their questions. With a weaker class,
get As (and Ss) to prepare their questions in small groups.
Monitor and give help as needed. When Ss are ready, they
take turns to ask and answer their questions, noting down
the missing information . For feedback, e licit the completed
sentences and check on the questions asked.
_1
StudontA -""""
Hcwy much rice does N"ma eat?
How ri'lud> salad doe< ......, (a
How much water does she drink (a da.)')? I How man.y
bottles of water does she drink (a day)?
How mudi fish does she eat (a week)?
StudentB~
How much meat dOes Kart eat?
How many oranges does he eat?
How many glasses of water does he dri"" (a day)?
How much fruit juice does he drink (8 WMk>?
Ex 12 Ask Ss to think of five questions to ask their partner.
Allow them time to write them down and check them. Ss then
work in pairs and take turns to ask and answer the questions.
Remind them to note their partners answers. For feedback,
elicit some of the questions asked and get each S to tell the
class something about their partner. With a weaker class, you
could write some of the questions asked on the board, so Ss
have more examples to refer to when they review this lesson.
TALKING POINT
Ss discuss the questions in small groups before discussing
them with the class. Discuss what makes a healthy choice
difficult and how healthy Ss' diets are.
Ss write a paragraph about what they usually eat for
different meals and what their favourite foods are. Set a word
Ss write up what they found out about their partner in
Ex. 12. Set a word limit of 100-120 words.
Can you count It? {Card actIVity page 126)
Optional activity: Ask Ss what they can see in the photo

and write any new vocabulary on the board. Briefly elicit if the
items of food are countable or uncountable and check on the
pronunciation of any new or potentially difficult words. Then
ask Ss which headings from Ex. 8 they belong to.
Ex 9 Go through the questions with the class and put Ss into
pairs. Ss then take turns to describe to their partner what
they eat for breakfast and for snacks. Monitor and give help
as needed. For feedback, elicit Ss' answers to the questions.
Then elicit any additional items and add these to the lists.
Check pronunciation of the food words.
11
7 Buying and selling

Track 1.32: 7B, Page 44, Exercises 3 and 4
B some and onll
M "" Mystery shopper, 51 "" Shop assistant 1, 52 "" Shop

assistant 2
Aims and objectives

In this lesson Ss win:
listen to a mystery shopper talking to shop assistants
in different shops and answer questions based on her
conversations and experiences
look at questions used to find out more information about
an object
complete a short report for the mystery shopper

focus on language used to describe products and practise
M: OK. I'm in a shop called Fabio Furniture to look at

desks and report on customer service. Look, I can see some
shop assistants. I'll see if they can help me. Hi, I'd like some
information about one of your desks, please.
51 : Here! Look. at this text.
52: That's funny.
M: Excuse me. I'd like some information about one of your

desks, please.
using it
51 : What? Oh, right. How can r help?
be introduced to and practise using some and any
M: Well, the desk is still in the box. What size is it?
51 : Erm, It's desk size.
take turns to find out more information about a product
before guessing what it is
discuss whether having an office at home is a good idea or

oot
52: [laughs]
M : I want to know is it a big desk or a small desk. I have a

small office.
Listening: The mystery shopper
51 : Oh, right. Erm, It's small. I think.
Ex 1 )~ 1 .31 Refer Ss to the photo. Ask them what it shows

and what they think the woman's job is, referring them to the
title. Then play the recording. Elicit what job the woman has
and if she likes it and why. Find out if anyone in the dass would
like her job and why/why not Discuss any new vocabulary,
e .g . mystery, .secret, products, customers, polite.
M: And what shape is it?
Yes. She a~ . . lOrMthing"..andit's interesting.
51 : It's square.
52: No, it's not, it's rectangular.
51 : Oh, yea h.
M : What's it made of?
51 : Erm, plastic, I think.

M : Does it come in
any other colours?
51 : It comes in brown and black.

Track 1 .31 : 7B, Page 44, Exercis e 1
M: How much is it?
I don't usually tell people that I work as a mystery shopper.

Igo into shops and talk to the shop assistants and ask about
products. The shop assistants don't know that I'm a mystery
shopper. They think I'm a customer. Then I go home and
write a report about customer service in the shop and send
it to my company and they give the information to the shop
manager. My report answers questions like 'Are the assistants
helpful and polite?', 'Can they give me information about the
products?' That sort of thing. I like the job because I'm always
doing something new and it's interesting. So, next time you
are in a snap look at the customer next to you. It could be me.
Shhh! It's our secret.
51 : It's 145. look, do you want it?
Ex 2 Ss read the statements and in pairs, discuss if they a re

true or false. Then they listen to the recording again. During
feedback, elicit a nswers and ask them to correct the false
information.
%?
"_J.
3 F 1S1Ie ..... horfttport

4 F (1bo
g;.. the _ _ "' .... ""'"
-'iI'""\'
~
Ex 3 >>> 1 .32 Tell Ss they will now hear the mystery shopper
talk to a shop assistant Tell them to listen for the type of shop
she is in and the item she wants to buy. After listening, allow
time for Ss to compare answers in pairs before going through
them with the class. Elicit what a furniture shop is and ask Ss
for examples of furniture. Ask if the nouns furniture and desk
are countable or uncountable. If time, draw different shapes
on the board and elicit the words for them, (e.g. square,
rectangular, circular, ova~ .
2._
M: OK, I'll think about it. Thanks for your, erm, help.
51: You're welcome. Ha!, Look, here's anothertext.
52: Doh, let me see.
Ex 4 )~ Ss complete the questions, alone or in pairs, and then
listen again to check. Pause the recording after each answer
is given and elicit the missing word, checking on spelling and
pronunciation.
, ....
2 ~
3 made
4 """',,'
Ex 5 Ss wori< in pairs to choose the correct words to complete

the report. They then decide if the sales assistant gets a good
report or not. Check Ss understand the words in italics and
encourage them to use dictionaries if not.
No.1ho _
""""'"' dootn\ giw Iho _ - .
good NfC"'-
1 unhllpful
2bod
3 '~
Ex 6 >>> 1.33 Explain to Ss they will hear the mystery shopper
talking to a sates assistant in another shop. Allow them time to
read the questions before playing the recording. Encourage
Ss to compare answers with a partner before class feedback.
Explain how intonation affects politeness and if necessary, play
the recording a second time so they can focus on it. If time,
ask Ss to roleplay the conversation, taking turns to be the shop
assistant.
7 Buying and selling

Making suggestions
Ss may t hink that the way to make a suggestion or
recommendation in spoken English is to say I suggest
I propose .. ., o r I recommend .... It seems log ical. Using
these kinds of expression in everyday si tuations could
have the unintended effect of sounding formal, forcefu l
or even argumentative. In this unit Ss are exposed to
a couple of high frequency expressions used to make

S .., Shop assistant, C .., Customer
1
S: Hi,
do you want any help?
C: This is a nice jacket but f don't like the colour. f hate brown.
S: How about green?
C: Hm, I'm not sure about green.
S: We have it in blue.
suggestions that can be used in most everyday situations:

How about ... 7; You could .. .
C: Oh, O K, I like blue. That's fine. Can I try it on?
Responding to suggestions
S: Can I help, Sir?
Suggest ions invit e a response. English speakers rarely
C: I like this shirt but it's too big.
disagree with a suggestion bluntly. So rather than saying

I don't like it or I don't agree or I disagree, we're more
likely to soften our response and say something like I'm
not sure about that instead. When someone agrees with
a suggestion, again the response is informal, e.g. Thats
a good idea.
Listening: What can we do?

Ex 1 Ask. Ss to discuss in twos or threes where they buy
clothes and who they like to go shopping with . Start feedback
by giving your own answers and then eficit ideas from the
class. Find out who prefers shopping with their friends, family
or alone. Discuss where Ss buy clothes when abroad and at
home.
Ex 2 Refer Ss to the pictures and ask what the people are
wearing and what colour their clothes are. This is a good place
to introduce or revise items of dothing and colours.
5: You could try a smaller si ze.

C: Hm. That's a good idea.
S: Oh, sorry, we don't have it in stock.
C: Ah. That's OK. Thanks for your help.
3
B = Buyer, S .., Supplier
B: Hello, I'm the buyer for Kings Designs. I like your black
shoes.
5: Yes, they are really popular. We supply these shoes to
shops in New York and Paris.
B: Really? Do they come in any other colours?
5: We have red in stock.
B: Hm. I'm not sure about red. How about green or brown?
S: I'm afraid we don't have them in brown but we have green.
B: Yes, that's great.
Ex 4 )) Refer Ss to the table and go through the headings
with them, checking that they understand what they mean.
As Ss listen a second time, pause the recording after each
conversation so that they can write their answers. Allow Ss to
compare answers in pairs before going through them with the
class. If time, Ss practise saying the sentences.
Optional activity: Bring in objects of assorted colours or

d ifferent coloured pieces of card to stick 00 the board or walls.
Ss work in pairs and write as many of the colours as they can.
Elicit ideas from the pairs with the longest list. Add in any
missing colours and check on spelling. Ask Ss to take turns
telling each other what colours different items of their clothing
are. Alternatively, Ss revise colours and clothing by writing
down as many items as they can see in the class (in pairs),
i.e. blue trousers, yellow T-shirt, etc.
Ex 3 )>> 1.34 Tell Ss they will hear three conversations. Allow
them time to read the questions they need to answer, before
playing the recording. Check Ss understand what a supplier
and a buyer are. After listening, Ss compare answers with a
partner before class feedback
, ConvOiiOIIin ,: ~
c;onv...- 2: _
q,n...-3:_
"'-""'P
3 b
,_
2 .....
3 could
4 J'hot's
Ex 5 Ask Ss to look at the pictures again and work in pairs
to discuss what suggestions the shop assistants make and
the responses the customers give to the suggestions. For
feedback, elicit ideas from the class, writing them on the board
and discuss any language questions that Ss might have.
Ss write a paragraph describing where they usually buy
their clothes, who they shop with and the clothes they like
wearing when they go out and when they go to work. Set a
word limit of lQO-.120 words.
Ss write a conversation between a customer and a shop
assistant (either alone or in pairs) using language from t his
lesson. Set a word limit of 1(X}...120 words. This conversation
could be practised and roleplayed in a subsequent lesson.
Making and responding to suggestions
(Roleplay page 127)
11
>
7 BUl,ling and selling
D Interaction Asking about

products
Track 1.35: 7D, P<lge 47, Exercise 3

A: Hi, I have some questions about your products.
B: Certainly, how can I help?
A: I want to buy SOfTle olives from Spain.
Aims and objec1tives

discuss different food and drinks and the containers they

are kept in
read about an Expo and decide which companies from

their country it would suit
listen and complete a conversation between a buyer and a
supplier
practise conversations where they take turns to be a buyer
and a supplier
make up their own conversation between a buyer and

supplier, based on a company and product(s) they know

language that the lesson will focus on. Check Ss can use
this language by looking at pages 154-155 of the Grammar
refefeOCe and at previous lessons of the unit.
B: Sony, we don't have any Spanish olives in stock at the

momenl How abolJt some from Turkey? They're great. Here
you are.
A: Mm, They're good. Are the olives in tins or jars?
B: They're in glass jars.
A : Hmm, I'm not sure. I prefer tins. They're easier to transport.
B: Oh, I see.
A: lNhat size are the jars?
B: We sell small and large sizes. Here's a list of our prices.
A: OK, I'll think about it, thanks.
Ex 4 Ss now work in pairs to practise the conversation, taking

tums to roleplay thl~ buyer and supplier. Monitor; checking on
pronunciation and intonation. If time, ask a few pairs to act out
the conversation for the class.
Speaking: Explain what you want

Reading: Come to the Expo
Ex 5 Tell Ss they will roleplay a conversation between a
Ex 1 Explain to Ss that this lesson focuses on going to an

Expo. Explain that Expo is short for Exposition, meaning a
trade fair or show. Refer Ss to the photos and elicit the Items
of food and drink as wE~1I as the containers they are in. Write
answers on the board clod drill pronunciation of new words
as needed. If time, ask. Ss what other items they might find in
these containers and, in pairs, to write as many ideas down as
they can in two minute'S before class feedback.
-and'*""'.lMtJlOINei.bottle
apple Pte.-
~ 00, Jar. Ciwton
Ex 2 Ask. Ss to read thEl information and answer the questions,

either alone or in pairs. Discuss answers as a class and ask
for examples of companies from Ss countries which could
attend the Expo. Check Ss understand that 'the food and drink
industry' refers generally to any business dealing with food
and drink.
1 600
Z buy....",h..,,!'!....
3 the_and . .
Listening: I have some questions
Ex 3
1.35 Tell Ss they will now listen to a conversation
between a buyer and a supplier at the Expo. Allow time for
them to read the sentences and ask about any vocabulary they
may not know before playing the recording. After listening, Ss
compare answers with a partner before checking them with
the class.
ques1ions
....",..........,......
2 ean
3 buy
Bony
5 jars
6 glass
buyer and a new supplier at the Expo. Put them into pairs
and explain they will take turns at playing each role. Refer
them to the conversation they listened to in Ex 3 and to the
chart, checking Ss understand the different stages of the
conversation. Allow Ss time to prepare. With a weaker class it
mignt help for the buyers and suppliers to prepare separately
in small groups and to check their progress after the first
conversation. Monitor and give help as needed. Remind Ss
to swap roles.
Ex 6 Ss go to File 12 on page 110 to look at the information
chart for the second conversation. Remind Ss to swap roles.
Monitor conversations, helping and noting down language to
discuss during class feedback. lNhen they have finished, ask Ss
now the conversati':lns went. Discuss any difficulties and praise
good language USE!.
Ex 7 Ss now rolept.3y a buyer and supplier conversation for a

company and products they know. Remind them that it could
be a company they work for. Allow Ss time to make notes
for the different stages of the conversation. After they have
practised their conversations, ask a few pairs to roleplay their's
for the class.
Homework s ugHestion
Ss write up a convmsation between a buyer and supplier;
based on the one they practised in Ex 7. Set a word limit of
100-120 words. This conversation could be practised and
roleplayed in a subsequent lesson.
...
7not
9 _
.0 Iatge
11 "'iok
8 A question of s;urvlval
,
,

Ss write 6-10 sentences about rules and regulations either
at school, work or home, using the modals introduced in this
lesson.
Listening: I feel ill

Warmer: Put Ss into small groups to check their knowledge
of words to do with parts of the body. Include the words neck,
shoulders, ears, nose, mouth, back, legs, foot I feet anllS and
hands. Ask Ss to draw a body and to label it, using as many
parts af the body as they know (alternatively, provide a list of
words), This activity could be a race. Answers could be elicited
by touching the different body parts and asking what they are,
checking on spelling as you go.
Ex 6 Ask Ss to look at the heading of this section Ufee,1iln
and check they understand the meaning of this phrase. Refer
to the photos and ask Ss to work in pairs. Tell them to rnatch
the photos to the health problems. Encourage Ss to uso;! a

dictionary and give help as needed. During feed back, 1~ licit
,
,
answers. Check on pronunciation and drill any words needing

practice.
1e2f3c4aSl)6
Ex 7 ) 1.36 Explain to Ss they will now hear six people

talking about health problems at worlc:. Ask Ss to match the
health problems in Ex 6 to each speaker. They then compare
answers in pairs before class feedback. With a weaker dass,
play the recording again, pausing after each speaker bI~fore
eliciting the problem. With a stronger class, Ss could listen a
second time to check answers and note the reason given for
each problem, before answers are discussed with the class.
1 b 20 3d 4 . If h
,
,
,
,
Track 1.36: BA, Page 49, Exercises 7 and 8
S = Steve, G - Goran
Conversation 1
5: Goranl VVhat's the matter?
G: I've got a headache. It always happens when the air
conditioning is on.
S: I know what you mean. The air conditioning gives me
headaches, too.
G: A lot of people say that. But nobody switches it off.
S: Mm. Interesting, isn't it?
Conversation 2
J - Joan, P - Pete
J: So, how are you today, Pete?
P: Not very well, I'm afraid . I have a pain in my shoulder. It
really hurts. I can't move my arm. I think I should stay at home
tomorrow.
J: I'm sorry to hear that. You work 00 one of the new cutting
machines, is that right?
P: Yes, Ido. VVhy?
J: Well, you can't worlc: on those machines all day. You :should
take a ten-minute break every two hours or so. Everybcdy
does that.
P: And what do I do during the breaks?
J: Do what you like, but just don't move your shoulder.;;!
Conversation 3
C = Connie, J - Jeff
C: Hello, Jeff! Why are you crying?
J: I'm not crying. My eyes hurt. And I can't see very well.
C: It's because you look at your computer monitor all day long.
J: I know. Well, that's my job. What can I do?
Conversation 4
J "'" Julia, R - Richard
J: Hello Richard. Have you got a problem? You look terrible
today!
R: Oh, thank you very much. Very kind of you. I've !30t
backache. I can't sleep at night, and I can't carry anything.
J: Poor you, that's terrible! Is there something I can do?
R: Thanks for asking. Well, you see that box over there?
J : You mean the big brown box behind the desk?
R: Yeah, that's right. If you could just take it to Room 507 for
me. ON, with my bad back, I can't carry 30 kilos up to the fifth
floor.
J: Um.
Conversation 5
K - Ken, R - Rosa
K: Hi Rosa! Are you alright?
R: Not too bad, not too bad. But I have a pain in my wrists.
K: Urn. Too much tennis?
R: No, unfortunately. Too much typing on the computer.
K: Why don't you have a personal assistant?
R: I am a personal assistant!
Conversation 6
K .. Kate, L .. Lucy
K: A pain in the neck!
L: Who?
K: Me. I mean, my neck hurts. I feel ill.
L: Sorry to hear that, Kate. What does the doctor say?
K: He says I need a new desk. Or a new desk chair. Or both,
L: Mm. The office manager will be very pleased to hear that.
Word focus: Health pro blems

Ex 8 )>> Tell Ss that they will now be focusing on expressions
to use when ill. Give them time to read the incomplete
sentences before playing the recording again. Ss compare
answers in pairs before class feedback. Discuss which words
are verbs and nouns in each sentence and which nouns are
countable and uncountable. If time, Ss take tums tCI role play
the conversations using the audio script.
,2_
3_
4~
5_
6 ~
11
8 A question of survival
Speaking: My job, my health
Reading: Risks and rewards
Ex 9 Ss work in pairs and tell each about health problems in

Ex 8. Monitor and
give help as needed. FOf" feedback. ask each student to tell
the class one thing that their partner told them.
Ex 1 Refer Ss to the photo and briefly d iscuss the questions as

a class to introduce the topic of the lesson.
their worlc:places using the expressions from
Warmer: Provide Ss with a selection of illnesses and ask them

in pairs to suggest remedies for each one. Write suggestions
on the board during feedback and rev ise Maybe you could
(Unit 6) and I think you should . ... For example:
I've got backache ..... lie down I have a rest / stay at home I
take a day off I see a doctor / take an aspirin, etc.
Ex 10 Refer Ss to the example conversation and tell Ss

they will now practise talking about problems and making
suggestions. Elicit a few possible problems to continue the
conversation' and then some suggestions. With a weaker class,
do an example conversation with another student for the class.
Allow Ss time to check language before starting the pairwork
activity. Remind them to take tums being A and B. Monitor
and g ive help as needed. For feedback , elicit some of the
problems and the suggestions made, building up a list on the
board. If time, decide as a class which solution is best for each
problem.
TALKING POINT
A llow time for Ss to discuss the question in twos or threes
before discussing it with the class. Ask what issues are t he
most important. All altemative question could be What does
your company do (or health and safety at worlc:?
Ss write a conversation between a doctor and a patient.
Set a word limit of 100-120 words and ask Ss to practise
the conversation. They could roleplay the conversation in a
subsequent lesson.
Ss write up their own answer to the question discussed in
the Talking point. Set a word limit of 100-120 words.
Ex 2 Ss briefly discuss the questions in pairs. Don't check

answers yet. The questions are intended to arouse interest and
provide a purpose for reading.
Ex 3 Ask Ss to read the text to checlc th eir answers to Ex 2. Tell
them not to worry about any new language. Elicit the answers
and draw their attention to the definition of on I off at the
bottom of the text.
1 A wortman eams from $1 ,000-$1 ,500 per week.

2 lh"a W$eks.
~,
Ex 4 Ask Ss to find the miSSing words and phrases in the
leaflet, comparing answers wit h a partner before class
feedback. Check pronunciation and discuss which parts of
speech (i.e. verb, noun, etc.) each word is. Discuss any other
new language from the text.
Ex 5 Ask Ss to reread the text to find the answers, reminding

them not to give one-word responses. Allow time for Ss to
discuss their answers in pairs before going through them with
the class. Then ask the class if, after reading the text, they
would change their answer to the question in Ex 1. WhyNlhy
not?
_....
.1 No, they don
The company covers all tnIV
Z No: Only in some countries.

.
3 No. O1ly sometimes. .
.. No, ~ _can't. Three.weeb is the maximum.
Listening: Expe rt advice
B Modal verbs:
question forms
Aims and objectives
read about working on an oil rig
listen to a question and answer session at a career fair
be introduced to and practise asking questions using
modal verbs
discuss dos and don'ts at work
write an email to a friend describing some of the rights and
responsibilities at their place of work and explaining why they
should apply to work there
discuss their responsibilities at home or work
Ex 6 Explain the situation given to the Ss and then put them

in twos or threes to discuss their questions. Remind Ss to
write their ideas down. Monitor and give help as needed.
For feedback, elicit ideas, writing them on the board and
correcting them w ith the help of the class.
Ex 7 )>> 1 ,37 Ss listen to the conversation and t ick any of their
questions that are asked. Alternatively, ask Ss to'listen for any
of those on the board and for feedback, tick those asked
See ' uestions uoderlinei:J il). the audio sc~t 6e1Ow.

Track 1.37: 8B, Page 51 , Exercises 7 and 8
M = Human resources manager, R '" Rajit, B '" Bob
M: ... Right. So now you know about salaries and travel
expenses. Any other questions? t'm here to h elp and inform,
so just ask anything you like,
R: Well, I've got some more questions about safety.
I have to buy safety clothes mYself?
QQ..
M: No, you don't. You don't have to buy any safety

clothes. You get everything from the company - hard hat,
boots - everything.
11
8 A question of survlvol
B: How much luggage caD we take.

M : Just one middle-sized
by the way?
helicopter with the whole team, so you can't take a

R: Can we smoke OD board?
Grammar: Modal verbs: questjon forms
bag. Remember, you travel by

la~le
bag.
M : Yes. You can bring your clgarettes, but leave your matches
and lighters at home. There is a special room for smok.ers. You
can't smoke outside. And you can only use the special safety
matches that are in the smoking room.
3 hove",
. ......Id
M : No. You can take your ce\\phooe of course, but eVl~rybody
5 do
expensive. You should use a payphone. A lot of rigs have a

payphone onboard, and on some of them you can also make
calls via the Internet.
we take our own computeO

M: You can, but I'm not sure it's a good idea. Some ri~ls have
computers for their staff. Just ask before you leave.
R: How much mangy do we have to take with us?
M: Wbere do you think yoy can spend it? There's just ,a small
shop where you can buy sweets and soft drinks and things like
soap and toothpaste. And you can pay by credit card clnyway.
... OK, Gentlemen. Any other questions?
B: Well .. . erm ... not really.
R: No, I think that's all.
M: You mean you don't have any questions about the work
itself?
B: Should
Ex 8 'Tell Ss they will hear the conversation again and this

time they should complete the questions. Allow time for Ss to
compare answers with a partner after listening. Then elicit the
answers, writing them on the board.
.2
Ex 9 Ask Ss to match the questions to the answers, thE~n to

check ideas in pairs before class feedback. Help with language
as needed and write the answers next to the questions.
Speaking: Rights and responsi bilities

Ex 12 Ss now work in pairs, taking turns to ask and answer
questions on their rights and responsibilities at work, using the
modals given. Encourage Ss to add questions of their own.
If Ss are from the same department or company, or not at
woo, suggest they ask questions about another company or a
company they would like to work for. Monitor and ~3ive help as
needed. For feedback, elicit questions asked, writing them on
the board if useful, and discuss answers.
Writing: Dos and don'ts

Ex 13 Tell Ss that a friend wants to know about theirworlcplace.
Refer Ss to the email and go through the instructions and
check Ss understand them. Once again, if Ss are n(lt in work,
ask them to mink of the type of company they would like
to work for. Ss then complete the email with ideas of their

own. This could be set as homework Alternatively, if the
email is written in class, Ss could swap emails and ~live each
other feedback on whether they would like to work. for the
company mentioned, as well as what they found interesting
or surprising, etc. Key aspects could then be discu~;sed during
class feedbadc:.
Ss discuss their responsibilities in threes or fours before
discussing with the class. Compile a list of responsibilities on
the boord under two colUmns: Work and At home. Add extra
ideas to the lists to expand on vocabulary and the discussion.
Ex 10 Check Ss understand the word memory. Ask Ss how

good their memory is and put them into pairs. Referthem to
the photos and ask them to mark which items they can or can't
take on board. Set a time and elicit answers from the class.
Find out from the class who has got the best memory.
(JOij con
.. calli ... VfMY
~
l
Optional suggest ion: Refer Ss to page 152 of the~ Grammar

reference and go through the information on modal question
forms. Allow time for Ss to discuss the examples and any
TALKING POINT
A"
I Con
R: I see. Now, what about phoning? Should I leave m~

mobile phone at home too?
says you shouldn't use it offshore. Cans are very, very
I~~ A,
and explain they are now going to look at how to make

questions using those modals. Ask Ss to look at the table. Go
through the examples as a class and elicit the missing words to
complete the rules. Add further examples if useful.
2 SI>ouJd
Ex 11 Elicit from Ss the modal verbs they studied in
--',.j
~~
D'(
E , """-~.....
idN)
'
,,,,-I;utjt-jM't"'Ir-.
"
.
Home work s uggestio ns

Ss think of a job they would like to do or a company they
would like to work for and write ten questions (using modals)
to find out more information .
Ss write a paragraph explaining some of their ri~~hts
and responsibilities at work or at home. Set a word limit of
100-120words.
Rights, responSibilities and adVice (Gap fill pag
r
11
8 A question of survival
C Communication strate
Giving instructions
Aims and objectives
discuss whether it is easier to gi....e or follow instru.:tions
take turns to instruct others how to do something
listen to someone explaining how to set a burglar alarm
learn how to give dear instructions and check
understanding
practise preparing and ordering instructions
Ex 4 )) 1.38 Ask Ss to look at the photos and use them to

elicit: a burglar, a burglar alarm and an alarm keypad. Write
the words on tile board and get Ss to relate perso:::mally to the
subject by asking if they have a burglar alarm at home N'/hyl
Wny not?), ask them how you set it and if they ha,ve one at
work. Tell Ss they will now listen to two people e)tplaining
how to set one and ask them to choose the best explanation,
giving reasons why they prefer it. After listening, Ss discuss
their ideas in pairs before class feedback. Discuss what makes
one set of instructions easier to understand (i.e. at clear order,
linkers, etc.) With a weaker class, you may want Ss to look at
the audio script at this stage.
The ftm: ~on is better ('rt isdeer and Ai8II

oid8..d).

Giving instructions
Imperatives are used less frequently in English than

other languages. We often soften imperatives when
F .. Frieda, 51 - Service technician 1, 52 '" Service technician 2
we give instructions in English. So instead of saying Do

this, Do that, we say You have to do this, You have to do
that.
When we give instructions, it is often accompanied by
sequencing words such as First ... , Then ... , Aftf:.'( that ...
to explain the order to do things.

Another important element of instruction giving is
that the person giving the instruction checks that the
other person understands. This is a way to check if the
pe rson receiving the instructions has been listening .
Ss are exposed to a variety of ways in which checking
understanding can be expressed in English.
Listening: Coul d you show me how t o

do it?
Ex 1 Tell Ss that the topic of this lesson is giving instructions.
Ask Ss to discuss the questions in pairs before opening up the
discussion to the class. Ask how often Ss read instructions,
e.g. when they buy a new electronic product, and ast< if they
have ever had problems following instructions, i.e. tc> make a
piece: of furniture from a flat pack. Indude any experiences you
may have had.
Ex 2 Ask Ss to think of something they can do with their
bodies which is unique , e.g. wiggle their ears, simultaneously

tap their head with one hand while drawing cirdes on their
stomach with the other, etc. 1f possible, demonstrate a trick
to get Ss started. Alternatively, if you fee l Ss won't re:spond
well to this warmer, ask them to teach each other sornething
else, e.g. a word or greeting in another language. KE~p this
icebreaker activity brief and snappy.
Ex 3 Refer Ss to the illustrations and ask them to match them
to the verbs in tile box. Ss can either work in pairs or get them
to compare answers with a partner when they are finished.
Elicit answers from tile dass. As a possible follow-up activity,
agree on a gesture for each verb and revise the verb:s by
saying a verb and asking for the appropriate gesture from the
class.
A press
fIosh
11
Conversation 1
F: Excuse me. t have a problem with my new burglar alarm.
Wnat do I have to do when I leave the house? Could you show
me how to set it?
51 : Yeah, no problem. First, make sure all windows and doors
are closed. Then, this green light here has to be on.
F: Right.
51 : Then, you have to enter your user code.
F: OK. That's easy. But what happens if I make ,a mistake? Do
I just put my hands over my ears and run away?
51 : No. You just have to press 'clear' and enter your user code
again.
F: I see. Is that all?
51 : So you enter the correct code. Aft~r that,
flashes and the keypad beeps.
F: Oh dead
thEl
red tight
51: You then have 20 seconds to leave the hOU$4~ and lock the
door. And that's it! You want to try?
F: Oh, yes, please. I think it's better if I try wherl you are here
with me.
Conversation 2
F: Excuse me. I have a problem with my new burglar alarm.
Vv'hat do I have to do when I leave my house? Could you show
me how to set it?
52: Sure. It's very easy. Enter your user code and then
quickly get out of the house. Of course, a lot of people
make a mistake when they enter the code. You should really
remember your code. If you make a mistake, enter your code
again. Ar1y questions?
F: Erm ... Well ... is that all?
52: Yeah, that's all. Well, you know, before you enter your
code, the green light has to be on. Then after you enter your
code, the red light flashes. And the keypad beeps.
F: I see. Right. Thanks very much.
52: You're welcome. Oh, I forgot. Make sure you close all
doors and windows. That's the first thing you have to do.
F:
Right. Thanks.
Ex 5 ) Ss listen to Conversation 1 again and complete

the sentences, checking answers in pairs before c:hecking
them as a class. Draw their attention to the linkers used
which order instructions, and go through the examples and
'information given.
':l
':l
-----------------------------------------------,~
Favourite places
!i
A
much / monl,J,
o lot of / lots of
Aims and objectives

discuss what makes a city a good place to live in
read an article and answers questions on Coimbra, Portugal

be introduced to and practise using much, many, a lot of
and lots of
ask questions to find out more about a place and decide if
they would like to move there o r not
discuss whether Ijfe is better in a small town or large city
Reading: Discover Coimbra

Ex 1 Ask the class what makes a city a great place to live in
and refer them to the list, asking for other ideas. Tell Ss to
write the name of their favourite city in column A and to rate it
for each item (1 star - poor,S stars - excellent), Ss then work in
pairs, taking turns to tell each other about the city they chose.
Then ask Ss in pairs to choose another city, writing its name at
the top of column B and then rate it.
Ex 2 Ask Ss to look at the photos and elicit what they show.
Explain that the photos are of Coimbra in Portugal and ask Ss
to read the text. For feedback, find out who would like to go
there on holiday and why/why not. Discuss any new language.
Ex 3 Ss answer the questions and compare ideas with a
partner, before checking them as a class. You may wish to
pre-teach or elicit the meaning of lively before they start.
, Because tHere lite a lot of students from all over the

World.
2 _
the...- "'!J""!oo..Jot 01_ pe<ties
in May ana OctobeJ.
.
3 Because \he students ant o n holiday.
4 C_hoo.a.....t.mgfor_( .9 . h~,
.. culture,
ife, at food and a IotOf.sunshine).
H o m ewor k suggestion
Ss write about their favourite place (or their home town I city).
saying what there is there and why they like it, using the article
in Ex 2 as a model. Set a word limit of 100-120words.
Grammar: much / many, a lot of / lots of

Ex 4 Ss complete the table using examples found in the text.
This could be done as a class or individually.
\ . Iota!
'.
2 tKere is lots .
3 much
O p tional suggestion: Refer Ss to page 156 of the Grammar
reference and go through the information on much / many, a
lot of I lots of. Allow time for Ss to discuss the examples and
any problems they may have.
Ex 5 Ss choose the correct option in italics in the internet

posting. Then ask them to check answers in pairs. During
feedback, discuss any new language and check Ss understand
when to use the different expressions of qua ntity.
2
3
.4
5.
many
a lOt of
much
l6tsof
l6tsof
many
1 I""
a lot of
.. 89 alotof
~' O lots of
Speaking : My places
Ex 6 Draw Ss' attention to the sentence beginnings. Elicit
or g ive a few example sentences about the p lace where you
live using them. Ask Ss to write some of their ideas down. Tell
them that they can either write about the area they live in at
home or in their host country. Monitor, checking language use
and helping them as needed.
Ex 7 Put Ss into pairs. Explain that they are going t o take

turns telling each other about where they live. Allow them
time to prepare first and to think of some questions. Once Ss
are ready, they start telling their partner about where they live
and answer any questions their partner asks them. Encourage
Ss to take notes and monitor, helping if required.
Ex 8 Ss tell their partner whether they are happy living in the
area they are in now and to decide if they would prefer to live
in their partner's area and why. When they have finished, ask
Ss to tell the class a little about where their partner lives. Find
out who would like to move and why. If time, elicit some of the
questions asked in Ex 7, d iscussing language difficult ies and
praising good language use.
TA LKING POINT
Ss discuss the question in twos or threes. Ask them to
consider the positive and negative points for both places
before deciding which they prefer and why. As a dass,
discuss Ss' choices and reasons, making a list of the pros and
cons of each type of place. If time, encourage the class to
reach a consensus over which is best: a small town or a big
city. Include your own opinion and reasons.
9 Favourite places
Ss write 8-10 sentences using much 1 many, a lot ofl lots
of about a place they have visited. Tell them not to say where
the place is. In a subsequent lesson, Ss read out some of their
sentences and the rest of the class guess the place (asking
questions to find out more information).
Ss write up their ideas from the Talking point. Set a word
B hove got, need I need to

Aims and objectives
discuss household objects and which room they are usually
found in
decide which objects are the most important when you
move into a new home
listet'1 to conversations and decide which room each one is
be introduced to and practise using have got. need and
n<edto
describe a room they know well
discuss and plan their 'dream' office before doing a mini
presentation on it
write an email to a friend asking for information
Word focus: Ho me sweet home

Ex 1 Refer Ss to the title and explain that this expression is
used when you are pleased to be bad< at your own home
after travelling somewhere differenL Skit the main rooms
in a house, writing them on the board. Ss then discuss the
questions in pairs, noting their answef'S. Monitor and give help
as needed. For feedbadc:, elicit answers from the class, noting
useful language on the board (except for items listed in Ex 2).
Ex 2 Elicit which room each picture shows and ask Ss to
find the items listed, writing the number of the item in each
space. Encourage Ss to use a dictionary for any new words
and ask them to compare answers with a partner before
class feedback . Check pronunciation of any words difficult to
pronounce (e.g. cupbrurd, fridge, etc.).
Bedroom
, lamp
2 .,;"",
3 Cl.IItIin&
.. wardrobe
5"'9
U/Iiogroom
:1 shefvres
.it pt.n.
~I tola
1 i' armchair
KiId>en
.. fridge
I ' cupboo<d
13 c:ooI<o<
, ..
dishwa~
'5
mic~
6 desk
Ex 3 Ss think about the' three items they would choose. Then
discuss ideas in twos or threes. Feedback by finding out which
items Ss have chosen and which ones are the most popular.
Listening: What's your favo urite roo m?

Ex 4 1 2.1 Ss listen to four conversations and decide which
room each conversation takes place in. Ask them to compare
their ideas with a partnE~r. During feedback, elicit the clues for
each answer; e.g. living room - you relax, watch TV, ete. in this
room, writing useful language on the board.
, Rena1a: living roe
2 Nedlm:
3 Jack: garage
Meiyil:"g: kitchen
Track 2.1: 98, Pag e 59, Exercises 4. 5, 6 and 7

Conversation 1
M .. Martin, R - Renata
M : So, Renata, this is your favourite room?
R: That's right, yes. This is where I can relax in the evening
before going to bed. I watch TV or listen to music when no
one is at home.
M: I can see you've, got lots of COS.
R: Yeah. Over one thousand.
M: Wow! ... And you've got an interesting sofa ... I really
like it!
R: Do you? Well, you can have it if you want. It's very old.
I need to buy a new one.
Conversation 2
J .. John, N .. Nedfm
J : This is a nice room, Nedim. And it's got a terrace!
N: Yes, it's my favourite room in the house. It's the only room
in which I spend six houf'S or more every day. My job is very
stressful. but in this room I've got all the peace and quiet
I need at the end of the day.
J: You've got a lot of pictures. They're all very beautiful.
N: Thank you.
J : Tell me, why afElrl't there any curtains?
N: I don't need curtains. I don't like them. The first thing
I do when I get up in the morning is to look out of the window.
I love the view from this room.
Conversation 3
B Becky. J Jack
B: Hi Jack! Your mum says you're always down here!
J: Well, we've got two cArs. Someone needs to look after
them . Dad doesn't know anything about engjneS,bUtllove
them!
_
B: So, you don't spend much time in the living room, then?
J: That's right. ft's much better down here. I've got all the
things I need.
B: Erm ... Do you r,eed some help?
J: No. I'm alright. Thanks.
Conversat ion 4
F .. Freya, M - Meiying
F: Tell me, Meiying, what do you like most about this room?
M : You know, this room is the heart of the house. We're all
together in the morning and in the evening. This is where
we cook, eat and talk. t love it. We need to be together
sometimes!
F: The fridge is realty big!
M: We need a very big fridge because we are a big family.
F: Mm, t understand. But ... erm ... you haven't got a
dishwasher.
M: Well, I've got my husband!
Ex 5 )>> Allow Ss time to read the statements before playing

the recOfding again. With a stronger class you may prefer
them to discuss their answers in pairs instead, before checking
with the class. Encourage Ss to correct any false answers.
1 F (She watche lV and listens to COs when no one is

at home.)
2 F(The"_ _ asblM>ji . . .\_~_~

3 T
T
9 Favourite IPlaces
1 Good 00ld bot!_
2
iiGod_
3 Good~
4 Bad_
-5 Gc>od..,.r .... _
Track 2.2: 9C. Page 60, Exercises 2, 3 and 4
Conversation 1
B .. Ben, B - L..iz
B: Hi Liz! How are you?

L: Fine, thanks. And you?
B: I'm alright. You know what? My wife wants to go to P;3riS
this weekend.
l : Wow! A weekend in Paris! That's wonderful. You're a lucky

man.
S: The bad news is, I can't go.
L: What? 'vVhy not?
B: I have to be at a trade show in Frankfurt from Friday
afternoon till Monday morning.
Conve rsation 5
L ... Unda, R - Roger
l : I don't like our new cafeteria.
R: Really? That's too bad. VVhat's the problem with it?
L: They ha ...en't got any salads or health foods. Just
sandwiches and they all ha ...e meat in them.
R: Um. That's a problem if you're a ...egetarian.
l : It sure is. But the good news is, starting next month we have
45 minutes for lunch, not just 30.
R: That's great!
l : Yeah. So I think that's enough time to go to that Italian salad
bar down the road.
Explain to Ss they will hear Con...ersation 1 <:Igain,

but they must first put the sentences in the correct order,
either alone or in pairs. Play Con...ersation 1 again so Ss can
check their answers and then elicit the order. Mention that
the exclamation marks change intonation to show surprise or
shock. If time, Ss practise the con...ersations in pairs. Monitor,
checking on pronunciation and intonation.
Ex 3
L: That's a shame. Can't you go next weekend?
B: I'm afraid not. It's my mother's birthday next weekend.
Conversation 2
A - A1exey, B .. Belinda
A: You look happy!
B: Yes. I work in the new building now. My office IS very big
and it's got a beautiful view.

A: That's nice. Can you see the river and the old town?
Ex 4
Ask Ss to look at the expressions used to react
to news and check. they understand them before playing
con...ersations 2- 5 again. After the listening, encourage Ss to
compare answers with a partner. During feedback, draw their
attention to the point about asking a follow-up question to
show interest, and if time, ask Ss to practise the conversations.
B: Yes, I can. And another thing: there are only two other
people in this large office.

A: That's great. Are they nice?
B: Yeah, very nice. I think you know one of them. Nikola ..
Nikola Kos.
A: Nikola? ... Yes, of course! ... He's an old friend from
510...enia.
Conversation 3
5 - Sally, J .. James
5: I'...e got a lot of books about Turkey, as you can see.
J: Mm. That's interesting. Do you want to go on holiday there?
5: I often go there on holiday. But now I can go on an
exchange visit I'm so happy!
J: Erm .. . Sorry, I don't understand. VVhat's an 'exchange visit'?
s: Well, I can go and teach at the Uni...ersity of Antalya, and a
lecturer from Antalya comes here to work at our university.
J : Ah! I see. ...
S: And I know Antalya. I've got some friends there.
J: That's cool. Do they know about your plans?
Con .... rsation 4

C "" Colin, E - Elvira
C: EI...ira! VVhat's the matter?
E: It's my boss. He's always so rude to me!
C: That's terrible! VVhat do you want to do?
E: I don't know. Maybe I should look for another job.
C: Yes. Maybe You should.
E: Why is everything so difficult sometimes?
Ex 5 Ss look back at Exs 3 and 4 and discuss in pairs which

expressions are used to react to bad news. For feedback, elicit
the answers and drill them to practise intonation.
Speaking: Showing interest

Ex 6 Tell Ss they witl now practise giving and responding
to news. Put them into pairs (A and S). Go through the
instructions and remind them that Student A begins the
first con...ersation. Monitor and gi ...e help as needed. For
feedback, elicit the follow-up questions asked, discussing any
language issues. If time, ask a few pairs to act out one of their
con...ersations for the class.
Ex 7 Ss now do more mini con...ersations in pairs, using
their own conversation starters. With a weaker class, you
could elicit ideas and write them on the board befor,e they
start their con ...ersations. Monitor and gi ...e help as nE~eded.
For feedback. d iscuss what starters were used and h.:JW the
con...ersations went.
Homework suggestion
Write up a list of con...ersation starters and make a c"py for
each student (or ask Ss to copy them from the board). Ss must
write a response and a follow-up question for each ane.
Photocopl<lble notes 9 2 (page 112)
What's your news' (Card actl"'lty page 130)
9 Favourite places
D Interaction On the mo
Aims and objectives
discuss the importance of locations for various activities
read a report on a school and discuss the problems it has
listen to school directors discussing a potential site for a

new school
take turns to ask and answer questions about other
possible sites
compare sites and decide on the best location for the
.mool
listen to a sdleol directors opinion Of! the best si'te

language by looking at pages 156 and 145 of the Glrammar
Reading: Changing location

Ex 1 Explain to Ss that this lesson focuses on choosing a
location for a new school. Ask Ss to discuss the ques,tion in

twos or threes. Then elicit some of their ideas.
Ex 2 Ask Ss to read the report and underline all the problems
mentioned. Help with language as needed, being careful not
to focus on words coming up in Ex 3. Alternatively, p re-teach
any new vocabulary before reading. For feedback, ask Ss how
many problems there are and what they are.
the
building is very small
the rooms are on fOur dif"ferept floors
parldng ts a"PfPbIem for evening students ani:f for the
!'/i'fI
..it takeS 20 minutes to walk to"..e metro and 0 to a

bus stop
there is Only on. bus fNery hour
flats and houses in tl)e area am very"
. ~, so
teachers haveJo liVe far away i"om the sthoCil
Ex 3 Ss find the words from the report, comparing answers
with a partner. During feedback, elicit the parts of s!=Jeech and
check on pronunciation.
to compJain
1 elC;cellent
2 successful
3 floors
5 flats
6 suburbs
Listening: Long Park (Site # 1)
Ex 4
2,3 Tell Ss they will hear two school directors talking
about a building in long Park. Refer them to the table and
asJc them to make notes as they listen to the recording. Check
Ss understand what they are listening for before plalfing the
recording. Allow time for Ss to compare answers in pairs. Then
elicit ideas and write them on the board. Point out that Mina
Nasir says parking lot (which is normally used in Ami:) instead
of car park (BrE).
_,20
DIs1anco from .... city

km
Tf'IIftIPOIt Trains:.-very 1S,minutes, Buses: lOts'all day
_of_25
_
of """""" ~ ~bOllt '00
_...,_notmanyfl.... but lauol . , hou...

0Ih0r _ _ .... t>;g _,,;..J
~ pools - good forinterna't:iOnal studeiitS in
tbesummer

S - Simon Campbell, M - Mina Nasir
S: So, where exactly is thiS building?
M : Let's have a look at the map. You see .,. lon~l Park is
20 kilometres away from the centre of RedhilL TIlere's a fast
train to the city centre every 15 minutes and lots of buses all
day ...
S: Mm. Thats very good.
M: Yes. And the building in Long Park is very modem. We can
have 25 rooms there. Ten on the second floor and 15 on the
fourth floor.
S: What about parking places?
M : There's a very large parking lot next to the building. Eighty
places. maybe one hundred.
S: Are there a lot of houses and flats for our nelN staff?
M: There aren't many flats in that area, but there are lots of
big houses, a lot of them with their own swimming pool.
S: Well, that's not really what our teachers want .. .
M: No, but it could be interesting for our international
students in summer. They usually want to stay with a fam ily.
Speaking: Barbridge (Si te #2) and Peakside

(Site #3)
Ex 5 Tell Ss they will discuss two other possible sites for the
school. Put Ss into pairs (A and B). Refer Ss to th,:! relevant file
at the back of the book and allow time for them to prepare the
questions they want to ask each other. Check Ss understand
what they are meant to be doing. With a weaker class, Ss
could prepare first in pairs of As (and Bs). Monitor and give
help as needed. Note down any language problems to discuss
during feedback.
Ex 6 Ss work in pairs to compare their notes on the three
sites. Tell them to decide which site is the best and why. With a
weaker class you could elicit information on the three sites, to
check all Ss have the correct details. They then discuss which
they prefer. During feedback, find out which site each pair has
chosen and elicit their reasons, writing notes on the board for
each site.
Ex 7 )>> 2.4 Explain to Ss they will listen to one of the school
directors give her opinion on the best site. Ask them to make
notes on what she says. For feedback, elicit the site s/1e
chooses and why. Discuss if Ss agree with her choice or not.
Track 2.4: 90, Page 61 , Exercise 7
It was difficu lt to choose, because all three sites have got
good things to offer. In Long Park, public transport is very
good, and there are lots of parking places. In Barbridge, the
building is beautiful. and it's very near the city CEntre. But we
think that Peakside is best. Of course, it's a bit far from the
centre, and there are only 24 rooms in the building now. But
we can have more rooms next year if we need them. And
the metro can take you anywhere in just a few minutes. If you
drive, parking is not a problem, and if teachers want to move
near the school, it's easy to find a house or a flat.
Ss write a report on a building they know (through work
or studies), describing it and providing information on any
problems it has got. Suggest Ss use Ex 2 as a rl)odel and set a
word limit of 100-120 words.
Ss write a paragraph explaining which site th!~y d"iose for
the school and why, comparing it with the other two given. Set
a ward limit of 100-120 words.
10
Finding solutions
A Past simple be
Aims and objectives
discuss what they would want to find out about a hotel

before staying in it
read about a hotel and answers questions on it

be introduced to and practise using the past simple of be
complete a questionnaire on hotel experiences

interview each o t her about a bad hotel experience
discuss hotels they have stayed in and what they liked or

disliked about them
Reading: The worst hote l in the wo rld?

Ex 1 Ask Ss to imagine they are going to stay at a new hotel
and ask them what they would like to know about it. Allow
them to discuss ideas in pairs before eliciting them and
writing them on the board. Add any other ideas which may be
important.
Ex 2 Ask Ss to look at t he advertisements from Hans Brinker's
website and ask if they would like to go to this hotel. Ask
them to read a travel writer's review of this hotel and see if
any of their questions are answered. Before reading, check
Ss understand potentially new vocabulary, e.g. clever, .
disappointed and comfortable, and revise language from
previous units, e.g. worst, guest, shower and complain. For
feedback, discuss the questions asked and tick those on the
board which came up.
Ex 3 Ss answer the questions, comparing answers with a

partner before going through them as a class.
Because ~
say the hotel i$ very special ('the-worst

in the wbrkn so many pe;opte go there to find out
why it is terriblel
.
Z No. The writer. ~ the nK:eptlonistt we.en't
bad. Th. _ _ "'" 11;>0 staff are rude and
unfriendly:
3 The """" _ ....M. _
..... twooPl4i ill it; so ft
was hot: TheN. wnn't chair in it.
_
.... hotel ;. bettei than 1I;>ey~.
Ex 4 Ss discuss the questions either in small groups or as a
class, Add your own opinion and reasons if useful.
Grammar: Past simple be

Ex 5 Ss read the article again, underlining all examples of
the past simple of the verb be before completing the table.
Encourage Ss to compare answers in pairs before class
feedback . Briefly focus on the pronunciation of was and were,
i.e, strong and weak forms. With weaker Ss, you could do the
whole exercise as a class.
6
7
2
3 was
wasn't
5 ~
weron'
was not
9 Was
10 W.,.
Optional suggestion: Refer Ss to p age 148 of the Grammar

reference and go through the information on the past simple
be. Allow time fOf Ss to discuss the examples and any
Ex 6 Ss complete the conversation with was or were. Ask

them to check answers with a partner before going through
them with the class. Draw their attention to the exclamation
mark (!) and write one on the board. Remind Ss what this
punctuation mark is called and wh en it's used (to show shock
or surprise).
5 'w aS
~s
Z w.Je
6. was .
3 wem
7 was
~~
_ W8",' -__....___.....B
r.. were
Ex 1 Ss complete the sentences with the appropriate form

of be.
1 is: was
2 .went; was; won't

3 is; are
~l'
4 were,n't; were
5 alJ!; is
Ex 8 )>> 2.5 Play the recording for Ss to listen to the sentences

and check their answers. Pause after each item to elicit the
answer and discuss any language problems,
Track 2.5: 1 OA, Page 63, Exercise 8
1
A: Excuse me. I need to talk to the manager. Where is he?
B: I don't know, but he was here at ten o'clock.
2
Last year, we were at the Imperial. Our room was OK, but the
food wasn't very good.
3
Don't stay at the Astoria! The reviews say it is cheap, but the
people are very rude.
4
I phoned you yesterday, but you weren't at work \Nhere were
you?
S
A : You are in room 115. Here's your key.
B: Thank you.
10 Finding solutions
Speaking: Hotel experiences
Word focus: Something is not right
Ex 9 Ask Ss if they have ever completed a questionnaire and
Ex 1 Tell Ss that this lesson focuses on problems and refer

them to the table. Go through the list of items, checking Ss
understand them before they write their answers.
'Nhat it was for. Refer them to the questionnaire in Ex 9 and

ask them to complete it using the past simple of be. Ask Ss to
compare answers in pairs. During feedback, check on any new
vocabulary, such as staff and atmosphere. Alternatively, do
Ex 9 as a class.
What ~ the name Of the hotel'?
Whel"l3~ it?
Whin ~)'ou .there?
W!m you on holiday of on business?

I'Ylom the,_ polite?
Wu the room dean?
Ex 2 Ss go through their answers in pairs before discussing

them as a class. Elicit which are the main problems they have,
adding in your own answers.
Ex 3 Ask Ss to look at the pictures and match the sentences
to them, working alone or in pairs. Monitor and give help as
needed. Ask Ss to compare their answers in pairs before going
through them as a class. Go through any new vocabulary.
1 ~
:ie 3E 4e 5H 40 7F 8A
How !!lithe bed?
How .... t h e _ ?
Hqw _1hO fadimft? '
Ex 10 Tell Ss they will now take turns inteIViewing each other

about a bad hotel. Put Ss into pairs (A and BJ. Refer Student Ss
to File 43 on page 11 9. Allow time for Student Bs to read the
information given and check on any new vocabulary. Remind
the class that Student A starts and has to write the answers,
noting Ss' scores. Monitor and give help as needed.
Ex 11 Student Bs now interview Student As. Refer Student As
to File 16 on page 111. Allow time for Student As to read the
information g iven and check on any new vocabulary. Remind
Student Bs to write their answers and note As' scores. Monitor
and give help as needed.
Ex 12 Ss now work in pairs to compare the answers to their
questionnaires and decide which hotel is worse and why. For
feedback, find out which hotel Ss think is the worst and why,
and elicit the scores they gave to each place.
Ex 4 Ask Ss what Skype is and explain if necessary (online

communication connection where people can talk as if on the
phone). Ss complete the sentences, then ask them to check
their ideas with a partner. During feedback, encourage Ss to
read out the complete sentence to check on pronunciation.
1 missing
2notPigeno!lgh
-3 There's sOmething wrong with t 1'\1& got a problem
, doesn't Work
5 delayed
6 broken
Grammar: too + adjective / not + adjective
+ enough
Ex 5 Ask Ss to look back at
the class.
Ex 3 and elicit the answers from
TALKING POINT
Ss discuss the questions in threes or fours before discussing
them as a class. Compile a list of positive and negatives
aspects about the hotels and decide as a class which aspects
are the most important for them and why.
Homework suggestion
Ss write about a hotel they know and what they liked and
disliked about it.
B too small I not big enough

Aims and objectives
discuss how often they have problems with different places
and services
be introduced to and practise using too + adjective and
not + adjective + enough
decide what the problem is for a variety of illustrations
read a post from a shoppers' blog and complete it
listen to people complaining about products and decide
what each problem is
discuss prob lems office worke rs and Ss complain about and
discuss possible solutions
tell each other what they like and dislike about a room they
spend a lot of time in
Ex 6 Elicit the meaning of the words given before Ss complete

the rules. Allow time for them to compare answers in pairs
before going through them with the class. Provide additional
examples as needed and allow time for discussion.
1 haeiJy
3 bOfo<e
2 ~ain
wron
Ex 7 Ss look at the pictures and in pairs, discuss what the

problem is in each one. Monitor and give help as needed.
For feedbac k, discuss ideas, writing them on the board. Elicit
alternative interpretations and use this as an opportunity to
expand vocabulary and check on accuracy and pronunciation.
PusriIIkr_.wen:
A lI\e ch"';s '_Iow I not high,.,ough,
8 flis shirt is too small I rtOt bi9 8f'I049h.
C His chair is todJaraway fmmthe piano~ I He IS "0\;
ne.r enough to the piltnO
o The"r is 109 SlMIII not big enOugh.
E The sar is toO ~nsive I not Cheap enough.
F He Cs ~ tired. I The TV pr:pgra.mme isn't interesting
. en<>UgI>.
Reading: That's not good e nough l

Ex 8 Ask Ss to d iscuss the questions in twos or threes before
discussing them as a class. Compile a list of items and
problems on the board and elicit any personal experiences
from Ss regarding internet shopping. Include some of your
own and ask Ss about sites they like and why they like them.
10 Finding
Ex 9 Ss now read a post from a shoppers' blog and complete
it in pairs, using the phrases given. Go through the an:swers as
a class and highlight the differences between to complain and
a complaint (parts of speech and pronunciation).
,
,
,
Optional activities:
OQtioo 1 j Ask Ss if the following statements are true or false
and then read them out to the class. Tell Ss to note th4~ir
answers and allow time for them to compare ideas in twos or
threes before checking as a class.
1 Elza is often unhappy with the products she buys fi'Om

VB Crooks & Co.
2 The new jeans in the catalogue were too expensiVo~.
3 The man (rom customer service was not very polite.

4 Elza told the man he was stupid.
5 The man from customer services doesn't help Elza ..

(I F 2 F 3 T 4 F
5 1)
Option 2: Ss create a mini role play using language frQm the

text, where one speaker is the customer and the othe1" is from
Customer Service. Allow time for preparation and practise,
before selecting some to be acted out in front of the dass.
The preparation could be set as homework. Discuss good
language use and any areas to improve on during feedback..
Homework suggestion
Ss write a post for an intemet shoppers' blog on a company
(which is real or imaginary), using too + adjective and not+
adjective + enough. Set a word limit of 100-120 words.
In other words
(Card matctung page 1 30)
Listening: What's the problem?

Ex 10 )~ 2 .6 Tell Ss they will hear five phone calls where
people are complaining about a product. Ask them to write
the number of the call beside each one. Play the recol-ding
and allow Ss time to check their answers before checking them
with the class. Find out how often Ss complain about products
they buy. Tell them to say what the product was, what the
problem was and what happened.
.Can ~
bColl3 .ean2 d CoII' .catl"
Track 2.6 : 10B, Page 65, Exercise s 10 and 11

Call 1
C .., Customer, CS .. Customer Service rep
C: Hello. It's about my order for orange juice.
CS: Yeah?
C: I wanted it on Monday. That was the day before yesterday.
INhere is it?
CS: All orders are delayed. Sorry about that. I'm afraid there's
nothing we can do.
C: Well. that's not good enough. I want to talk to the
manager.
5(~lutions
Call 2
C = Customer, CS - Customer Service rep
C: Good moming. Is that customer service?
CS: Yes. What can I do for you?
C: It's about the jeans I ordered. I got two pairs but I only
ordered one pair.
CS: Can I have your order number, please?
C: Yes. It's JD413. And there's something else. n,ey are the
wrong colour.
CS: Oh, I'm terrib ly sorry about that. We can send you the
right jeans this aftern()()(l.
Call 3
C - Customer, CS ... Customer Service rep
C: Hello. Anne Jones here. Could I speak to Saralh Dennis,
please?
CS: Speaking.
C: Good afternoon. I'm calling about my digital camera . It's

the wrong model.
CS: You ordered a Weiss Xl Deluxe, is that right?
C: Yeah, that's right. But I got the Xl Powershot.
CS: I'm very sorry about that. Please return it. We can send
you the Deluxe early next week.
C: Thanks for your help.
Call 4
C '" Customer, CS '"' Customer Service rep
CS: Elelctrocentre. Good morning. How can I help you?
C: Hello . I've got a problem with my new radio. It doesn't
work.
CS: I'm sorry to hear that. Our specialist can look at it for you.
Is ten o'clock. tomorrow morning a good time?
C: Yes, it is. Thank you.
CS: Thank you for your call. Goodbye.
C: Goodbye.
Call 5
T .. Tariq Mirza, J ., Julie Leval
T: Hello. This is 'rariq Mirza. Can I speak to Ju!ie Leval,

please?
J: Speaking. How can I help you, Mr Mina?
T: I've got a problem with our new air conditioning unit. The
instructions are not in the box.
J: I'm sorry to hear that. Was anything else missing?
T: No, just the instructions.
J : Could you give me the model number, pleasE~?
T: Sure. It's the ACB2.
J : Thank you . I can send you the instructions right away.
T: Thanks for your help.
Ex 11 ) Ss listen to the conversations again and note the
problem with each product. Allow time for Ss to discuss
answers in pairs. For feedback, elicit answers on the board and
revise any new language. Then ask Ss if all the problems were
solved.
, The Cifdoii ~ sleI~

2 Ct.tStOmer or:denKt one pair but got two pc!" and the
jeanI-are the ~ cokJur.
3 The camera is the wrong model.

4 The niflo ~' _
5 Th. iristruclIons are mislsing.
1I
10 finding solutions
Ex 4
Refer to the table and go through the roles and the
different stages and phrases used. Encourage Ss to make
;
;
informed guesses of the missing words before playing the
Conversation 2 again. Allow time for Ss to compare answers

before class feedback. If useful, drill the sentences or get Ss to
take turns being the Customer Service representative and the
customer. Monitor; chlKking on pronunciation and intonation.
Scan
6 help
'f-
a calling,-~_ _;...._~
Photocoplable not s102(page1 12)

Telephonrng (Ro lep ay page 131)
i
i
Ex 5 )>> 2.8 Ask Ss to read the seven sentences. Explain that

they will hear three responses for each sentence and that
they must choose the best response for each one. Do an
example with the class first. Play the recording so they hear the
three responses to the- first sentence and ask them to choose
the best one. Explain that you will now play the remaining
questions and anow time for them to note their answers. If
necessary, play the rec:ording twice. Anow Ss time to discuss
their answers in pairs before class feedback . Elicit the reasons
for their answers.
1 c 2a
."1)
"Se 6. 7ti
Ex 6 Ss work in pclirs to decide who said the sentences given
in Ex 5. Then discuss the answers as a class. A~ematively, do

this el\ercise with the class.
1 C 2CS 3C 4C
scs
b CS 7 C
Optional activity: ElIpand on the language presented in

this lesson by adding other standard expressions. One way
of doing this could be to look at the audio scripts section and
to use the materials given for Lesson B, Exs 10 and 11. As
an example follow -on task, Ss then list all the different ways
speakers introduCH themselves on the phone.
Speaking: Getting the message right

Ex 7 Tell Ss they will now practise telephone conversations.
Put them into pair.;, (A and B). Refer Ss to the relevant page
for their file. Give Ss time to read through their information
and ask questions. With a weaker class, group As (and Bs) for
the preparation stage before putting them into new pairs for
their role plays. Remind Ss to refer to the phrases given and
for Student A to S<ly wrong if Student B chooses the incorrect
response. Monitor and help as needed. For feedback., discuss
how the conversations went and any difficulties Ss had.
Ex 8 Ss work in pclirs to roleplay a telephone conversation,
using the phrases in Ex 4 and the suggestions given. Remind

Ss of their initial roles and tell them to swap roles at the end
of the conversation. Monitor, noting language to discuss. For
feedback, ask how the conversations went and discuss good
language use and any areas for development.
Track: 2.8: 1OC, Page, 66, Exercise 5

1
a Hi. Are you from Hong Kong?

b Thank you for phoning.
e Heno. How can I hE!lp you, Mr Luk?
2
a It's about my new desk. There's a part missing.
b No, you can't. Sorry.
Homework suggestion
Ss write a short telephone conversation of their own, using
language from thi!. lesson. Set a word limit of 80-100 words.
This conversatio n could be practised and roleplayed in a
subsequent lesson. Ss could imagine someone has phoned
the company they work for or that they are phoning from
their company and are dealing with a work-orientated
problem.
e We an need help.
3
a Speaking.
b Yes, you can.
Inter ction Customers'

expe tations
e Why not?
4
a That's a big problem.
b Oh, I'm very sorry DJ hear that.
e And I have a problE,m with my DVD player.
S
a Yes, I can.
b That information was useful.
e Yes, One side is brclken and the top is missing.
6
a Sure. That was G-T.S-one-hundred.
b Again, please.
c No. I think it's very !~ood .
7
a It was a great help.
b My pleasure.
c And thank you for complaining.
Aims and objectives

In this lesson Ss w.ill:
discuss if they ~10 to fitness d asses or not, and why
read an advert for a fitness centre and listen to complaints
made to the manager
write an email (as the centre manager) to arrange to meet
the general manager
discuss solutiofls and decide on the best one for a variety
of problems
roleplay a meeting between the centre manager and
general manager
and at previous le~;sons of the unit.
~.
10 Finding solutions
Listening: How ca n I help yo u?
Ex 1 Oiscuss the questions as a class. Ask Ss if they helve
ever experienced any problems at a fitn~ centre and if so,
what problems they h.ad. Help with language as required,
particularly with the second question.
Ex 2 Tell Ss about Skyline and refer them to the advelt. Ask
them what they like about the centre and if they would go
there themselves. Discuss any new vocabulary and elicit
definitions, writing them 011 the board.
Ex 3
)>> 2.9 Go through the situation with the dass and ask
Ss to
put the complaints made in the order they hear 'them .
AJlow time for them to read the complaints before playing

the recording. Encourage Ss to check answers with a partner
before going through them with the class. Find out if any
of the problems in the recording were the same as those
mentioned in Ex 1. Ss could then use the audio scripts and
practise the conversations themselves.

CM - Centre manager, C "" Customer
Conversat ion 1
CM: Good aftemoon. VVhat can I do for you?
C1: Well, there are some problems.
CM: SOrf)' to hear that. What sort of problems?
C1: I come here after wone with two colleagues. Ver), often
we wait for 10 or 15 minutes. You see, there aren't enough
exercise machines for everybody. We pay for one hour, but we
can only exercise for 30 or 40 minutes.
Conversation 2
C2: Excuse me, are you the manager?
CM: That's right, yes. How can I help you?
C2: I want to complain about the showers. Can't you get
somebody to clean them? I need a bath after I have a shower
herel
Conversat ion 3
CM: James! Hi! How are things?
C3: Not so good, I'm afraid.
CM: Oh dear! What's wrong?
C3: You know, the problem is the size of the group. In the
advertisement, you say maximum ten people per group.
But very often there are 12 or even 15 people here. n,at's
no good. You know the room is not big enough for sO' many
people.
CM : Right. Thanks for telling me this. I need to talk to the
general manager about this. I think we need to deal with this
problem.
Conversation 4
C4: Excuse me. I'd like a word with you. Is this a good time?
Conversat ion 5
CM: Oh no! What now? If this is another complaint, I go home.
Yes! Come in! Sit down! What can I do for you?
CS: Hello. I just need some information about ...
CM: Information? Great! I can give you a lot of inf,:)rmation!
cs: My problem is, I'm too busy to come here thlree times
a week. I can only come once, sometimes twice a week.
Membership is 80 per month, that's for three cla!>Ses every
week. Why is there only one kind of membership? At ether
fitness clubs, you can pay each time you take a dclss. I think
that's a very good system for busy people.
CM: Mm. Interesting idea. I need to talk to our general
manager about this. Oh, by the way, do you know where those
other fitness dubs are?
Writing: Co uld we have a meet ing?

Ex 4 Ask Ss who Sam Bagley is (the centre manager - he is
responsible for the new centre) and explain that Alex Cruse is
the genera! manager. He is responsible for all Skyline centres.
. Explain that Sam needs to arrange a meeting with A1ex to
discuss the complaints and problems he's been dElaling with,
and is writing an email. Ss then read through the ITnes of the
emai! and, either alone or in pairs, put them into tlhe correct
order. For feedback, elicit the correct order. A1tematively,
with a weaker dass, do this exercise as a dass to help raise
awareness of what makes a text cohesive. Focus con the
little words such as but, also, these, th'ose, etc. and ask Ss
to underline them. Tell Ss to look at the sentence !beginning
Those customers .... and ask them: Is the writer talking about
happy or unhappy customel'3? Why? So, which se.ntence
comes before ... ?, etc.
Tho c:om;ct ~""3, 2, 5. ' 7.9, 4. 8.6_, ........._ .
Speaking: Find ing solutions

Ex 5 Elicit some of the problems that Ss heard being made to
Sam 8agley, the centre manager. Refe r to Unit 7, Lesson C and
recycle language for making and responding to suggestions.
Introduce other useful phrases for making sugges1tions, e.g.
What about I How about + ing7 Provide Ss with e:xamples,
e.g. What about finding a bigger room? Go through the
example conversation before setting a time for Ss to discuss
their solutions in pairs. Monitor and help as needed. For
feedback., elicit ideas, writing them on the board. Try and get
the class to agree on the best solution to each problem.
Ex 6 Explain that Sam Bagley and Alex Cruse are going to
have a meeting. Put Ss into new A and B pairs and refer them
to their relevant file. Allow Ss time to prepare for the meeting
and give help as needed. Encourage them to use suggestions
made in Ex S. With a weaker class, ask Ss to prepare in small
groups of As (and Bs) before working in their pair to roleplay
the meeting. Monitor, noting down any language problems.
For feedback, discuss how their meetings went an.d what
decisions were made.
CM : Sure. Take a seat. How can I help you?

C4: Well, it's about Mr Reno, our trainer. He knows his job, of
course, but the problem is, he's eften late fer our classes. Last
Thursday, for example, he was 15 minutes late.

CM : Oh, I'm sorry to' hear that. That's ne good.
C4: No, it's bad. Very bad. Your advertisement says 'personal
instructor', but I don't get enough attention when I exercise.
He hasn't got enough time for everyone.
Ss imagine they want to organize a meeting with someone
at work. They write an email to arrange it. Set a WC)rd limit of
100-120 words.
Ss work in pairs to write a conversation betwee~n two work
colleagues discussing key work issues at a meetiA9. Set a word
limit of 100-120 words and encourage Ss to use e>xpressions
from Ex S. You could discuss possible issues and Llseful
phrases. writing them on the board to help them prepare. The
conversation could be roleplayed in a subsequent lesson.
11 Turning points
Ex 5 Ss look at the inforlTlation on the past simple and
complete the rules, alone or in pairs. Alternatively, do this as a
class. Check Ss understand how to form the past simple with
regular verbs and rBfer back to the verbs from Ex 4 if needed.
1 od 2 d 3 'od 4 didn..'t...._
Optional suggestion: Refer to pages 148-149 of the
Grammar reference and go through the information on past
simple regular verbs. Allow time for Ss to discuss the examples
and any problems they may have.
Ex 6 Ss complete the information on the two people using the

past simple. Encourage Ss to use dictionaries where needed
Give Ss time to check answers with a partner before checking
them with the class.
4, loved
2 didn't enjoy
3 leamed
7_
~5 pas.od
6 offored
I decided to go to college in Australia . The turning point

in my life happened when I worked in a restaurant to help pay
for my studies. I rea lized that I enjoyed my work more than
I enjoyed college. So when I fin ished my studies, I opened
my own restaurant in Sydney. It was very successful. Last
month I opened another restaurant in Melbourne. This isn't
what' expected to do for a job but I'm my own boss and
'love it!
Word focus: Talking about the past

Ex 9 Ss work in pairs, putting the past time phrases given
in order closest to now. Go through the answers as a class,
eliciting examples of usage for each one, e.g. I went to the
cinema last night. With a weaker class you could write these
on the board. Alternatively, ask Ss to work. in pairs writing
sentences of their own.
The comtctorder is: 7, 2. 4, 3,
r, 5:,;
' 8",;,:
6 ___"",_ _
Ex 10 Ss work in pairs, taking turns to tell each other about

the things listed. Monitor and give help as needed. For
feedback, give your own answers before eliciting ooes from
the class. Write a selection of ideas on the board, correcting
language as necessary.
Optional activity: Ask Ss to add any new -edending verbs

from the exercise to the table from the optional activity from
Homework suggestion
Ex 4.
Ss write S-10 sentences using the past simple (with regular

verbs) and time expressions from Ex 9.
Speaking: Life events

Ex 7 Elicit what subjects Stephanie and Malik enjoyed, what
Stephanie wanted to become and what Malik did after school.
Ask Ss to guess what happened next and refer them to the
activities given. Discuss who did what either in pairs or as a
class.
Ex 8 )>> 2.1 0 Ss listen to Stephanie and Malik talking about
what they did next, checking their answers and identifying
what the turning points were in their lives. Feedback by going
through the answers with the cl ass. Discuss each persons
with them and note their ideas on the board.
Ex 11 Introduce the topic of life events to the class by

referring to the pictures and asking what events they represent
in people's lives. Ss think of further examples in pairs. For
feedback, elicit ideas or get Ss to draw their symbols on the
board and the rest of the class guess the event.
/I{
trMlr.ng
."B.lNming 'a ftl4Sic.a1 in~ment

C ~_
D ouidyHlg
E pUaing an . xa!:"
F~.~
..G leemins ~ drive

H~.job
Ex 12 Draw the time line from 'Born' to 'Now' on the board,

mark.ing the six events listed. Explain these mark the events
in your own life and encourage Ss to ask questions to find out
more about these events and when they happened. If useful,
write your answers on the board and elicit the past simple
forms, underlining them in the sentences. Ss then work. in pairs
and draw their own time line, taking turns to ask questions
about the events and when they occurred. Monitor and
give help as needed. Feedback by asking Ss to tell the class
something they found out about their partner.
After school I studied Economics. Ten years ago I started work.
in a bank in Tokyo. It was great, I learned Japanese and made
lots of mends. The tuming point was w hen I started a rock
group with some colleagues at the bank. We played concerts
at the weekend. I realized that I wanted a career in music. So
I moved back to England and trained as a music teacher. It
was a good decision. I love my job and I'm very happy with
my life.
* **
TALKING POINT
Ss discuss the questions in threes or fours before opening up
the discussion to the class. Find out how many Ss are doing
the things they wanted to do when they were younger and
if not, the reasons they changed their minds. Add your own
answers too.
11 Turning points
I: OK, I'll tell you a bit about the company. We train staff who
work in finance companies. Did you train staff in your las;t job?
R: No.
I: Ah, I see. And did you work in finance?
R: No.
I: OK. Um, some companies want us to train their staff to use
computers. Can you use a computer?
R: Yes.
I: Good. Good. Are you interested in training people to use
computers?
R: No, not really.
I: Right. Well thank you for coming to the interview, Robert.
R: OK. Bye.
Inte rview 2
1.. Interviewer, D '" Duncan
I: Good moming, Duncan. Sit down, please. Did you have a
good joumey here?
0 : Yes, thank you. Your instructions were very easy to follow.
I: Oh, good. Do you want a drink? Tea or coffee pemaps?
0 : No, thank you. I had a coffee on my way here.
I: Great, let's begin then. You included some interestinq
information about your qualifications in your 01. So, let'~. start
with some questions about your education and training.. I see
from your 01 that you studied computing at college. Did you
study for a degree?
0 : Yes, I did.
I: What did you do after that?
0 : I worked in Saudi Arabia for a year and after that I sRldied
for an MBA.
I: Excellent. Do you know what langford Industries dCM~S?
D: Yes, I looked at your website.
I: Excellent. What do you know about our company?
D: Um, Well, I know that you train staff who work in Finance
companies and your teams train people all over the world.
I: Good. Did you train staff in your last job?
0 : Yes, I did.
I: What training did you do?
0: Um, I worked on a course helping new employees tc, use
new technology. It was a great success and my manager was
very pleased with the results.
I: Good. lNhat department did you work in?
D: In Human Resources.
I: What other qualifications do you have?
0 : Er, well, I studied for a diploma in Finance Management.
, worked during the day and studied In the evening.
I: Um. That's interesting. Wny did you study Finance
Management?
D: Well, I'm very interested in the subject. And I wanted to
learn about financial planning. I knew that I wanted to work for
a company where my interest in training people and finance
could work together.
I: Excellent. Finally, tell me why do you want to work fc.r
Langford Industries?
D: Certainly. 1want to work for you because you're the best in
the world at financial training and I'd love to be part of your
team .
Ex 3 )) Tell Ss they will hear Duncan's interview agelin and

refer them to the questions. Play the recording and allow time
for Ss to compare answers with a partner. During fe{K:lback,
you could briefly elicit some of the qualifications that Ss have,
adding any useful vocabulary on the board.
1 b
2 he has it degree in computing. an MBA and
diploma in Finance Management _ _ _ _
oIl
Ex 4 )~ Ask Ss to look at the table and explain that these
are questions Duncan is asked in his interview. Allow Ss

time to read them before playing the recording. With a
stronger class, Ss could work in pairs and try to complete the
questions before you play the recording, to test memory and
understanding of the structures given. Altematively, play the
interview and then ask Ss to compare answers with a partner
before checking them with the class. During feedback, discuss
any questions Ss may have about question formation and
provide additional examples as required.
1
2
3
4
[);d
want
st1ldy
Icnow
Slaet
6do
.......
7, " -
9 IM1Iit
10 ~
t1(!;c1
12""",
Speaking: Open and closed q uestions

Ex 5 Go through the information with the class. Elicit the type
of questions in the table and get Ss to complete thE~ headings.
Ex 6 Check Ss understand the meaning of facts, figures and

explanations, and elicit the answers from the dass, providing
examples as required.
1 cIoood
2 '0f1!!!
Optional activity: Ss work in pairs to make questio.ns from
the cues below. Remind them to use the past simp"'~ and
refer them to the examples in Ex 4, showing the uSE~ of
the auxiliary verb in question forms. Ss then decide if the
questions are open or closed and take tums to ask ilnd answer
them . Monitor and help as needed. For feedback., E,licit the
questions and some answers. Discuss which questic,ns are
open and dosed.
1 you 1 go to bed 1 late 1 last night?
2 When 1 you 1 wake up 1 today?
3 you 1 go out 1 last weekend?
4 Where 1 you 1 go 1 last weekend?
5 What 1 you 1 eat 1 for dinner 1 yesterday?
6 you 1 have I pasta?
11
11 Turning points
Answers:
1 Did you go to bed late last night? (Closed)
D Interaction Completing
a CV
2 When did you wake up today? (Open)

3 Did you go out last weekend? (Closed)
4 Where did you go last weekend? (Open)
Aims and objectives
5 What did you eat for dinner yesterday? (Open)

discuss what a Curriculum Vitae (CV) is and related
information
decide on suitable headings to organize information in
6 Did you have pasta? (Closed)
Ex 7 Ask Ss to look at the photo. Explain that it is of Christine

Howard and the letter on the left is one she wrote to apply for
a job. Focus Ss' attention on the notes that go with the letter
and explain that these are questions about the information in
the letter which the interviewer for the job wants to find out
more about. Allow Ss time to read the letter and the notes. Ss
then work in pairs to think of questions the interviewer could
ask. Remind them to use a mix of open and closed questions.
Monitor and give help as needed. for feedback, elicit

questions, writing them on the board. Check all points have
been covered and if time, discuss further questions they might
want to ask and discuss any alternative ways of asking for the
same information.
aOJ
do a gap-fill activity based on information given in OIs
prepare questions to ask prospective candidates in an
interview
role play an interview based on information presented in
aOJ
compare how OIs are written in different countries and the
information included
write a 0/ in English for themselves
language that the lesson will focus on . Check Ss can use
this language by looking at pages 148-149 of the Grammar
Speaking: The best CV

Ex 1 Tell Ss that this lesson focuses on Curriculum Vitaes
(OIs - BrE or resumes - AmE) and ask them to decide in pairs
if the statements are true or false. At the end of the discussion,
refer them to File 19 on page 112. Check answers as a class,
discussing your own and Ss' experiences. Ask Ss how useful it
would be for them to have a 01 in English.
1 .True.
F""". .
3 T,rue.
True.:
Ex 8 Ss now work in pairs to discuss Christine's answers. Set a
time limit and give help as needed.
Ex 9 Tell Ss they will now roleplay Christine's interview and
will take turns to be the interviewer and Christine. Feed in
any additional language or useful hints regarding interview
etiquette as relevant (depending on cultural differences).
Remind Ss that more detailed answers make for a better
interview. Monit or, noting good language use and areas to
review. For feedback, discuss how the interviews went and
if Christine got t he job or not and why/why not. Discuss
language use and add further useful expressions or questions
as needed. If Ss would benefit from further practice with
additional support, get Ss to change pairs and do the
interviews again. Alternatively, ask a few pairs to do theirs for
the class.
Ex 2 Ss look at part of a British 01. Elicit some basic

information, e .g. Whose CV is it? (Sam Merton's), What
languages can he speak?, etc. With a weaker class, it may
help to write a set of questions on the board for Ss to answer
before doing the exercise, to check on comprehension. Ss
then decide on where the headings go, either in pairs Of as
a class. If Ss start talking about the differences between O/s
in their countries, tell them they will have the opportunity to
discuss them later in the lesson.
1 Curricul.um Vitae
2 NfSOIUIi details:
3 Education
4 c.5 Sl<iIIs
6 In... - _ ...._ _ _ _....~_ _ _ _..

Ss write five open and five closed questions to ask a
partner in a subsequent lesson. You may want to select a topic
for Ss to focus on, e.g. their first job.
Ss pretend t hey are going to interview you (their teacher)
in the next lesson. You may want to think of a job you are
applying for. Ss then prepare 8-10 questions. Alternatively,
Ss interview each other and pretend to be someone famous.
Questions, questions (Group Interviews page 133)
Ex 3 Explain to Ss they will look at part of another 01 and take

turns to ask and answer questions to complete it. Put Ss into
pairs (A and B) and refer them to the relevant page for their
information. Allow Ss time to prepare and check the questions
needed before they continue to the next part. W ith a weaker
class, it may help for Student As (and Bs) to prepare in twos or
threes. When ready, Ss then take turns to ask questions and
complete the gaps. Monitor and give help as needed. Ask Ss
to compare answers with their partner. For feedb~ck, elicit the
questions asked and discuss any language issues.
12
'=l
'=l
------------------------------------------------~~
Getting away
:i
A Present continuous
Aims and objectives
listen to a phone conversation at an airport
be introduced to and practise using the present continuous
look at and practise using expressions with have + noun

work in pairs to mime actions and use yes and no questions
to find out what they are
make true and false statements based on photos
write an email to a friend
discuss what friends are doing at the moment
Listening: It's a mobile world

Ex 1 Focus Ss' attention on the photos and elicit what
they show. Ask Ss to think back to a long airport delay they
experienced and say where I when it was, why there was a
delay and what they did. Discuss the answers as a class and
check Ss understand what a connecting flight is. Alternatively,
Grammar: Present continuous

Ex 5 Ask Ss to look at the table and with the class go through
the examples of the present continuous. Complete the rules
as a class, highlighting the use of the present participle or -ing
form of the verb. Provide additional examples as needed.
1 now . 2 6e 3 ';1\9
reference and go through the information 00 the present
continuous. Allow time for Ss to discuss the examples and any
Homework suggestion
jf Ss have no experience of flying, extend question 1 to include

railway and bus stations,
Ss write 6-10 sentences of their own, using the present

continuous (+ /-/? forms).
Ex 2 Explain that the businessman in the photo is Alan

and they will hear a conversation between him and a work
colleague. Pre-teach graph and ask them to order the
sentences, numbering the lines. Allow time for Ss to compare
answers in pairs and check Ss understand the vocabulary, but
do not check the answers yet.
Ex 6 )>> 2.14 Explain that Alan is calling his wife Debra from
the airport and ask them to number the people in the photos
in the order he talks about them, Play the recording and allow
Ss time to compare answers in pairs before checking as a class.
Ex 3 )~ 2.13 Play the recording and then check Ss got the

order correct.
The correct Order 1.5: 4, 1, 3, S, 2
1heconectorderit:4, 2, 3, 5, 1,6
-;'0-
'"
_'

A - Alan, 0 ,., Debra
A: Hi, darling. How's it going?

0 : Fine, I'm not working today. You?
S: Hi, Alan! Where are you?
A: Still waiting for my flight. I'm just having a walk around the
I~nge. There are a lot of people here. We'reexPecting a long
-delay because of the volcano and the ash cloud,
A: Hi, Sarita. I'm at the airport. I'm waiting for my flight. I think
0 : What's everyone doing, then? SleePln9?'
there's a delay.
A: Well, no. Only one man is sleeping ... Then some kids are
playing computer games, and some are eating hamburgers
non-stop .. .
S ~ Sarita, A - Alan
S: Sorry to hear that. What about the report?
A: Well, I'm working on it right now. But I need some more

information from Shin for the graphs. What is she dOing?
Could you phone her?
D: .. . What fun ! ...

A: ... Yeah. I think they're having a good time. Then there's a
5: Yes, of course. But I think she's sleeping, It's 2:30 a.m, in
guy who's reading the papers and phoning all the time ... He's
very loud ... The woman next to him is texting ... I think she's
angry ... She's standing up ... She's looking for another seat ...
Oh no!
Seoul!
Ex 4 Ss read the statements and decide if they are true
or false, comparing answers with a partner; before class
feedback. Elicit the true information for each false answer. If
necessary, play the recording again.
D: What's happening?
A: I can't believe it ... She's taking my seat!
12 Gettin91 owot,J
What are you domg? (Card activity page 134)
Word focus: have + noun
TALKING POINT
Ss discuss the questioos in twos or threes before having

a class discussion. Start by giving some examples or your
own, writing them on the board, then elicit other ido:!as from
around the class. Check Ss are using the present continuous
and help with vocabulary as needed.
Ex 7 )>> Play the recording of Alan's conversation again for Ss
to corrplete the gaps. With a stronger class, ask Ss to try and

complete the sentences before playing the recording. Write
the answers on the board and underline the nouns given that
can go with have.
Then refer Ss to the alert box, and go through the information
on phrases using have + noun. If time, you could ask Ss to find
further examples in their dictionaries.
1 .hoving.
2 havln a
Ex 8 Ss complete the sentences using the words from the
box. Then ask them to compare answers with a partner.

During feedback, check on any new language and ask
Ss if they can think of other nouns which go with have,
e.g. a birthday. a party, siesta, a shower / bath, an accident,
a meeting, a meal. etc.
3 braak
... sandwich
Ex 9 Put Ss into pairs to discuss whether the sentences in Ex 8
are true for them or not. Monitor and give help as needed. For
feedback, ask which ones Ss changed and elicit some 0' their
new sentences. Add an example of your own if you wish.
Optional activity: Ss write some true sentences about

themselves IJsing the expressions from the Word focus
exercises. Alternatively, set these for homework.
Speaking: Guess what I'm doing

Ex 10 Ask Ss to take turns to mime actions and guess what
the actions are by asking only yes or no questions. Go through

the example questions first. Then put Ss into new pairs (A and
B). Refer them to the relevant file at the back of the book for
their information. Allow time for Ss to prepare and give help
as needed. With a weaker class you could mime an action for
the class to guess first, eliciting possible questions from Ss.
Monitor and give help as needed. For feedback, elicit some
of the questions asked. Ask Ss which mimes were easier to
guess. Discuss the more difficult ones and expand the list of
questions Ss could have asked. If a few mimes are parti.cularly
good, you may want Ss to do them for the class.
Ex 11 Go through the instructions with the class and e>tplain
how to score. You could demonstrate the activity with a

stronger student first, starting with a true or false sentence
of your own. Ss then work in pairs and take turns to make a
statement and respond to each other. Monitor and givE~ help
as needed. For feedback, elicit some of the sentences made
and discuss how the activity went.
Ss write a short phone conversation between two people
who are talking about where they are and what they are doing.
Remind Ss to use the present continuous and other language
from the lesson. Set a word limit of 80-100 words.
Ss write a paragraph about a typical day using a$ many
have + noun combinations as they can. Set a word I imit of
100-'20 words.
Present continous or
present simple?
Aims and objectives

discuss what they like and dislike about travellin9 by air
read an article about how air travel is changing
compare the use of the present simple and the present
continuous
be introduced to and practise using language tCl describe
trends
discuss present trends in travel and tourism
discuss what they usually do at work or at college and what
they are currently involved in
Reading: Flying the skies

Ex 1 Ask Ss what the photo shows and elicit other forms of air
transport, e.g. helicopters, gliders and hot air ba/loons. Find
out how often Ss travel by air. Ss then discuss in pairs what
they like and dislike about travelling by plane. MonITtor and
give help as needed. Begin feedback by making two columns
on the board with the headings likes and dislikes, and adding
an idea of your own to get the discussion going. Write Ss'
ideas under the appropriate column and add any Yl;)U feel
should be mentioned.
Ex 2 Ss work in pairs and check the meaning of the words

given. Elicit the parts of speech for the words and check on
pronunciation. Alternatively, if dictionaries are not IlMdily
available or if developing dictionary skills is not a priority,
simply find out if Ss already know any of these words,
e.g. Whats the word for the money you have to pay when
you take a plane, a train or a bus? (fare), So, when we take
a plane we talk about airfares., etc.
oIotoo_1h&pOao 01 pIane_
Irw.t:,.,
put money in a bank or somettmg

to get more money back later When you sWl it
tD
Writing: An email to a friend
_ .PF......" . . . _ . . . . . chenceto
Ex 12 Explain to Ss that they are at an airport waiting for their
.. ..., . . ., . . poy;mc>MlDr~
fl ight and that they are going to email a friend. Elicit a s.uitable
greeting and ending for emails and highlight the infomlation
to include in the email. Ss either begin writing in class and
fi nish it for homework or write their email for the next le'SSOn.
morder
It
.~"'" "'" tIIat .....ation is ~"9
11
12 Getting away
Ex 3 Ask Ss what changes they think are happening with
air travel. Elicit ideas, writing them on the board. Pre-teach
vocabulary, e .g. airiares, services, luggage, aisle seat, etc. Ss
then read the article to read about the changes. For feedback,
ask how many changes they found but don't go through the
answers yet.
Ex 4 Ss answer the questions on the text, comparing answers
with a partner before class feedback. Elicit answers, writing

them on the board. For feedback. find out which change was
the most surprising and
why.
1 PeqRk! biVeI by Ifjr for a lot Of different reasons.

Business people visit partners and custon"le{'S in
many different countries. Tourists can discover. new
countries and culfure
2 Airn.1'eJ are 9Qi.ng up again; introduction: of 'iI la carte
pridng'; deciease in ;nternational !lusiness trave l;
. increase in on)ifte booki.ng, etc.
3 Travellers chOose whictt servIces they want and pay
for them.
....,
4 It (s good that people can Choose the services they
want. BI)t it can also mea,., ~that people hllW tb pay
more twice (first fO( the higher air fare,.then for any
extra serv i~ ..
""
.
5 Fewer business people are travelJing lntemationally,
and' tjmse who do ~ now travelling economy.
rather tha n first 01 busine ss d ass.
Grammar: Present continuous or present

simple ?
Ex 5 Ask Ss to look back at the article on page 76 and go
through the questions as a class. eliciting and checking
answers.
Home w o rk s uggestions
Ss write ten sentences of their own using the present
simple or present continuous.
Ss write two paragraphs: one descri bing what they like
about travelling by air and the other, what they dislike. Set a
Word focus: Present tre nds

Ex 8 Ask Ss what a trend is and explain if necessary. Refer
them to the text on page 76 again and elicit the missing words
from the sentences as a class.
1 are going up
2 isfalting
Ex 9 Ask Ss what other words mean the same as go up or
fall and ask them to complete the table, alone or in pairs. For
feedback, check answers, asking which ones are verbs and
which nouns. Go through the extra information, providing
furthe r examples as needed and showing the changes using
arrows. It may help to revise the past forms of the verbs as
they will be needed in later exercises this lesson.
Speaking: What now?

Ex 10 Check Ss understand the word foreign. They then work
in pairs to complete the sentences and d iscuss present trends
in their country. As Ss may not work in the tourist industry and
be able to answer the questions with any certainty, encourage
them to start each answer with I think .. . or I'm not sure, but
I think . . TeH Ss that they are not expected to know the exact
latest trends. For feedback, elicit ideas and discuss trends in
the host country if different to their home country.
Ex 11 Write the words describe and identify on the board
Ex 6 Ss complete the examples and rules using words from

the text, comparing ideas with a partner before going through
answers with the class. Elicit which tense is used in each
sentence and why. When discussing the rules, add further
examples as needed.
are; booking
.2
5 simple
6 contin uous
O pt io na l suggestion ; Refer Ss to page 146 of the Grammar

refe rence and go through the information on the present
simple and present continuous. Allow time for Ss to discuss
the examples and any problems they may have.
Ex 7 Remind Ss what a connecting flight is and refer them to
the text. Ask what tense is used for the first two answers and
why. Ss then complete the text using the correct verb forms.
Get Ss to compare answers before class feedback. Check
unde rstanding by eliciting which tense each answer is in and
why. Weaker Ss could work in pairs throughout.
1 is waitit)g
2 travels:
6 hasto
$
7 is"~~
'S OS) wa~ .,(
l'~'
3 enjoys:
.,
". tsn't (15 not) having
9 'g (IS) sitting .
IO..:;,
S ..iH
..
' :,:~::",_ _ _ _ _
, :1:0 's (.s) enquiring
Optio na l activity: If you wish to give Ss freer (speaking)

practise at this point (i.e. before moving on to trends), get Ss
to do Ex 12 now.
and elicit definitions with the help of a dictionary. Explain

that Ss wilt now look at some g ra phs on air travel trends and
take tums describing and identifying them. Put Ss into pairs
(A and B). Refer Ss to the relevant page for their information.
Allow Ss time to prepare and ask them to make notes during
the activity. Remind Ss that Student A starts and to label the
graphs in the order they are given. Monitor throughout and
give help as needed. For feedback, elicit some of the trends,
writing suggested sentences on the board and discussing the
language used. With a weaker class, it may help to prepare a
page of sentences for each graph with gaps for Ss to complete.
Student/(,
A 7 BS ' C6 D 5
SIudoni B: -,
E3 F4 G l
,
<
H2
Ex 12 Put Ss into twos or threes to discuss the questions.

Monitor, checking they are using the appropriate tenses. For
feedback, ask Ss to tell the class something about their partner
or another S in their group. Elicit sentences on the board and
correct as needed. Use this as a further opportunity to check
Ss understand when to use the present simple or present
continuous and to praise good language use.
TA LKING PO INT
Ss discuss the question in pairs or threes before opening up

the discussion to the class. Include information on the host
country if different to Ss' own country.
l
;
;
;
;
;
;
;
12 Getting away
Homework sugge!;tion
Ss look at the graphs their partner described in Ex 11 and
write five sentences to describe the change occurring in each
one.
C Commu nication strategies

Whatd o you call it?
Aims and objec:tives
discuss how to paraphrase when they don't remember a
word or name
listen to conversations in which people talk about
something without naming it
look at expressions and explanations to help you when you

don't know a word Of name
practise conversations using these expressions and
explanations
Culture and lalnguage

Repairing
strate!~ies
At elementary level Ss often struggle to find the right

word. This lesson gives the Ss strategies for when they
don't know a word or can't remember a word in English .

They are taught how they can still remain fluent in the
conversation despite not knowing a particular word by

using paraphrasing language.
Listening: Do you know what I mean?

Ex 1 Tell Ss that this lesson focuses on the strategies used
when we don't remember the name or word for something.
Go through the questions with the class and then put them
in pairs to discuss thenr'!. During feedback, elicit the strategies
Ss use in their own lan~guage and find out what they do in
English.
Ex 2 )>> 2.15 Ask Ss t() listen to the four conversations and

look at the photos. After each conversation, stop the recording
and ask Ss to identify the photo being described. Ask them
to try and remember the name of thing with their partner
before checking with the class. Write new vocabulary on the
board as needed, e.g. a boarding pass, a carousel, a baggage
trolley and a departurE1$ board. Ss listen to four conversations
a final time and number the items in the order they hear them.
Allow Ss time to compare their answers in pairs before class
feedbad"
'C-lEJ
2 B - ca""",",
30-.
,
,
'A ~a~
Track 2.15: 12C, Page 78, Exercises 2 a nd 3

Conversation 1
A: This suitcase is too heavy. J need one of those little cars .. .
erm ... what do you ccllI them?
B: Do you mean a ba9gage trolley? Hold on, I'll get you one.
A: Oh, thanks!
Conversation 2
A: How was your flight?
B: The flight was OK, thanks. But then I had to wait a long
time for my lugga~le.
A: VVhy was that?
B: Well, there wern a lot of delays. So there were dozens of
people around . .. erm ,.. you know, the thing that goes round
and round with all the luggage.
A: Oh, I know. You mean the carousel.
B: Yeah. So there were dozens of people around the carousel,
pushing and shouting, and then this big guy came along ..
Conversation 3
A: VVhat a terrible airport!
B: Yeah. Just like ours back home.
A: No information anywhere. Where's that thing where you'
can read all the times and flight numbers and destinations?
B: Do you mean the departures board? Well, there's one over
there. Let's go and have a look.
A : Oh nol It's not working!
Conversation 4
A: Excuse me.
B: Yes?
A: I'm afraid I can't find my ... e rm .,. you know, that piece of
paper I need to gert on the plane. VVhat do you call it?
B: You mean your boarding pass.
A: That's right, yes. I can't find my boarding pass. YVhat should
I do?
B: Well, I'm afraid you have to go back to the check-in desk.
Ex 3 )>> Ss read through the sentences before listening to the
conversations again and completing the gaps, Encourage Ss
to check answers in pairs, before going through them with the
class. Check the meaning of dozen and draw their attention
to the different ways of asking and responding when we don't
know or remember something's name.
,200
4 know
5 1I>ing
3_
6~
Ex 4 Ss match the words with the explanations. They then use

a dictionary to check. their answers, working alone or in pairs.
For feedback, elicit the answers and check pronunciation of
the words given and elicit the ending sound in jet-lagged. If
appropriate, draw their attention to the difference between
British English and American English. explaining that baggage
claim is more comlT'lon in American English.
1 d 2 e 3f
a S e!'
, li
Ex 5 Pre-teach any potentially new vocabulary, e.g. seat belt,

uniform, limit and the expression I'm afraid so. Ss complete
the conversation using words from the last two exercises,
either alone or in pairs. Monitor and give help as needed. For
feedback, elicit thE! answers, writing them on the board.
1 mean;
2 v.I!ot <ash
5_
3~
4 W1O!: _
6 call; '"'-"
!"'1"ne
,.~_
Po99i19"
12 Getting away
Speaking: I can't re member the word
Ex 6 Ss now practise the Conversations from
Ex 5 in pairs,
taking tums to be A and B. Monitor and give help with

pronunciation and intonation,
Ex 7 Explain to Ss that they will now expand on one of the
conversations from Ex 5, but they will change something
about it, e,g. a number, place name, etc, Allow time for Ss,
in pairs, to choose a conversation, make their change and

practise their new conversatiOl'l. For feedback, get pairs to
roleplay their conversations to the class. Ask the class if they
can identify what is different.
Variations: This exercise does not have to be a simple
Reading: Not only sea, sun and sand

Ex 1 Introduce the lesson by saying that many travel
companies today offer new types of holidays for people with
special interests. Refer them to the photos. Ask what type of
holiday is the most interesting and what people on such a
holiday do. Ss then look at the words in the box and match
them to the photos. Elicit answers from the class, checking on
pronunciation and ask which destinations might be poPJlar for
each type of tourism. You might want to add that Wikipedia
has interesting information on this topic and suggest they key
'types of tourism' into its search engine and read what it says.
You could set related homework based on the information
given.
reading aloud exercise. Ss could instead:
1 practise standing up as if in a real conversation
A medical tourism
2 take on a different role or feeling to add a d rama element,
B gastrotourism
C advenJ.ure tourism
e.g. Student As speaking as if there are very tired I a football

commentator / afraid of something, etc. Student Bs could talk
as if they were very impatient / bored I very loud, etc.
3 Ss mustn't look at the text whilst speaking and have to
rehearse their lines silently to memorize them. Finally, they
should make eye contact with their partner while doing their
role play.
4 any combination of the above.
;'
..
o ecotourism
Ex 2 Ss work in pairs and check on the meaning of the
words given. Set a time limit before eliciting explanations
from the class. Check on parts of speech and pronunciation.
Altematively, simply find out which words Ss already know, e.g.
Vv"hat's the word in English for the main office of a company?,
My company gives jobs to 500 people. What's the word in
English that means 'to give someone a job'?, etc.
~
Homework suggestion
Ss write a short conversation (they choose the place /
situation) between two people, using the phrases introduced
in this lesson and forgetting as many words or names as
possible. Set a word limit of 100-120 words and encourage
them to use their imagination. In a subsequent class give
them time to practise their conversations before roleplaying
them for the class.
determined to be more succ.e5Sfu1 than

,
~ the Place where the people controlHng
an orgahizatio!l wortt.
to employ. to pay someone to work for you
to ~: to make something start to be used fo r
~e first tirnt.
to
. ~ t.b . e someone Somethln they need

What do you call It? (Mat ching / Conversation bUilding
page 1 35)
Ex 3 Tell Ss they are going to read about a travel company

called Blue Star Travel Group and ask them to find the two
types of holiday they offer. Ss find the answers and compare
with a partner before checking as a class. Discuss any
questions ariSing from the answers or any new vocabulary. Ss
may need an e xplanation as to why ecotour;sm is an answer (it
links to the love of nature).
D Interaction Company
oth", people
presentation
Aims and objectives
discuss different types of tourism
read a leaflet about a travel company
listen to the chief executive officer (CEO) talk about their
travel company
role play an interview for a business magazine as the CEO
of a travel company
discuss a variety of travel companies and which they would
prefer to travel with
Refer Ss to the Reminder box and d raw attention to the
Ex 4 Remind Ss what headquarters means before asking them

to make questions from the cues g iven. With a weaker class
do this as a class. Ss then work. in pairs, taking turns to ask
their partner the questions. Encourage Ss to note the answers
given. Monitor and give help as needed. For feedback, ask
each 5 to tell the class something about their partner.
1 When did the cot'nf*'Y start?

2 Where are its headquarters?
3 Howmanypeopledoes~~?
. ' What proddcts and ~ does it provide?
5 Is it iotroducing any new products this ye?
6 Whatare the trends in $ales. and in the number of
custorni!N'S?
,0
12 Getting away
;
listening: Company profile
;
;
Ex 5 >>> 2.16 Explain to Ss they will now hear the CEO (chief
ellecutive officer) of a travel company called Heritage Travel,
being interviewed. Refer them to the information and give
them time to read through it so they know what information
they need to listen for. Play the recording. Ss then compare
answers in pairs. For feedback, elicit answers, writing them on
the board and ask what a cruise is. Discuss where the places
mentioned are and any new vocabulary. If time, find out which
places Ss have been to and which one is the best for a holiday
(and why).
6_
7 _IS
"osIiO)'
.a
They .... both "-"""9.
Track 2.16: 12D, Page 79, Exercise 5

I = Interviewer, L .. layla
I: Good morning, Ms Ajram, and thank you for being with
us in our Travel Weekly programme. So, you are the Chief
Executive Officer of Heritage Travel, an extremely successful
travel company that is now attracting customers from all over
the world. When d id the company start?
L: Heritage Travel began in 2004. We had some difficult years,
but things are better now.
I: And where is your main office?
L: Our headquarters are in Cyprus. And we have offices aU
over the Middle East: in Cairo, Damascus, Amman, and in
Beirut of course.
I: How many people do you employ?

L: At the moment we have 47 staff, but we are getting bigger.
I: What products and services does Heritage Travel provide?
L: Well, we provide all the traditional fami ly and cultural
tours and holidays, as well as cruises. But this year we're also
introducing la carte holidays for students and teachers of
History and Architecture.
I: Mm. That's very interesting. And what are the trends in

sales and in the number of customers?
..
..[L
.[
L: It's all looking really good. Both are increasing. Slowly

maybe, but definitely increasing.
Speaking: Tell me about your company

Ex 6 Tell Ss they will now take turns to interview the CEO
of a travel company. Put them into pairs lA and B). Explain
that there are two interviews for two different companies.
Go through the instructions and rem ind Ss that in the
first interview Student A is the CEO and Student 8 is the
interviewer. Refer Ss to the relevant file at the back of the
book. Allow time for Ss to read through the information
and prepare. With a weaker c:lass, Ss could prepare for each
interview in pairs of As (or 8s). Remind Ss of the work they did
in Ex 4, putting words in order to make questions, and explain
that these are the questions they will be using here. Help,
as needed and check the interviewer's questions before the
interview. Monitor and make notes of any points to mention
during feedback. For the second interview, Ss change roles .
Refer Ss to their relevant files at the back of the book. After
the interviews, bring the class together and discuss how the
interviews went. Elicit some of the questions asked and what
Ss found difficult.
Ex 1 Tell Ss they have won a holiday and ask them to discuss

in pairs (or as a class), which company's holiday they prefer and
why. Feedback by eliciting their choices and reasons. Find out
if Ss have ever won a free holiday (or know someone Who has).
Homework suggestion
Ss write a leaflet to advertise your travel company, using
as an exampe. Set a word limit of 130-150 words.
Ex 3
13
Money matters
M : Great. Thanks. Right, the first question is: how do you
usually pay for things at the moment? a) cash, b) credit card or
c) cheque?
A will for predictions

Aims and objectives
A : I usually pay cash.

discuss ways people pay for things
M : OK. And how do you think we'll pay for things in ten years
time? Will we a) use cash and credit cards, b) use internet
banking, or cl we won 't use money?
listen to a market researcher asking questions

take turns to ask and answer questions from the
questionnaire
be introduced to and practise using will future for making
predictions
A : Hmm. cl. I don't think we'll use money in ten years' time.
There'l! be some new technology by then and we won't use
cash.
M : Hm. Interesting. OK, question 3. VVhat do you think you'll
spend most money on next year? aj"holidays and travel,
b) house and car or cl food and clothes?
expand their vocabulary on money

create and use a short questionnaire for a market research
company
discuss how to save money
A: I want to move to a bigger house, so it'll be b}.

M : And question 4. Do you think the cast of living will a) go
up, or bl go down or cl stay the same?
Listening: The future of money
A: By cost of living, you mean what I spend on food

shopping, electricity bills and petrol. that sort of thing?
Ex 1 Find out how Ss prefer to pay for their shopping and
why. Then discuss the question with the class and write new
vocabulary on the board.
M: Yes, that's it. Just the normal things you spen9 money on
every week.
Ex 2 )>> 2.17 Check Ss understand what a market researcher
A: I think it'll stay the same so cl.
is and then explain that they will listen to a market researcher
M : Right. Question S. This is about salary. Do you think most
asking people on the street questions about money. With a

weaker class, you could check the audio script for language to
pre-teach. For the first listening, Ss complete the questions in
people's salary w ill a) increase, b) decrease or cl stay the same?
A : In what, the next year?

M : The next two years.
the sUlvey and for the second, they tick the answers they hear.
Allow Ss time to compare ideas in pairs before class feedback.
Ask which answers they found the most surprising.
A: Well, salaries won't go down. Hmm . Stay the same? No, al.
I think they'll go up.
M : That's a very positive answer. I hope you're right. Thanks
~:i:".-
1 pay
b credit cald c cheque
very much for answering the questions.
' :/ '11
blntem8t c won't
A: No problem.
spend
Ex .3 Ss complete the survey and then work in pairs, taking

turns to ask and answer each other's questions. Encourage Ss
to note down their answers. Monitor and give help as needed .
For feedback, discuss answers and widen the discussion to
indude other possible ones.
b "..".
.. living
'. up b down c same

5
sala!)'
increase
Track
b ~ase
Grammar: will for predictions
2.17: 13A, Page 82, Exercise 2
Q.(.tC\.I.v ) ~ ~ F.~t/
M : Excuse me, I'm from Voxcom, it's a market Yesearclot'
M ... Market researcher, A .. Alec
company. Do you have time to answeialew questions about

money?
..I
Ex 4 Ask Ss to underline examples of will or won't in the

survey and to complete the rules in the table. Check answers
and give additional examples as needed. You could drill
the examples given to check on the pronunciation of the
contracted fOlTlls.
A: Erm, will it take long?

M : No, there are only five questions. I'll be really quick.
A : OK, then.
Won't
4 beg inning I start
11
,
(
"
"
13 Money matters
Optiona l suggestion : Refer Ss to page 151 of the Grammar
reference and go through the information on the modal
verb will. Allow time for Ss to discuss the examples and any
Ex 5 Ss complete the sentences, using dictionaries to check
any new words. Encourage them to compare answers with a
partner before class feedback and ask the class if they agree
with the statements or not (and why).
4 WO!
5 'll pey
6 ..11
1 won't
2 '11 . .
3 '11
Ex 6 Refer Ss to the box and construct a couple of questions

with them, writing them on the board. Ss could wrrte their
own questions before working in pairs to ask and questions.
Alternatively, with a strong class, ask Ss to work in pairs to form
and ask each other the questions from the start.
Homework suggestion
Ss write ten predictions of their own, using will for
predictions (+ 1-1.
Ex 7 ) 2.18 Tell Ss they will now hear people using will in

contracted forms. Ask them to underline the word they hear.
Explain that the contracted sound is very soft. You could pause
the re<:ording after each sentence and elicit the word. Play a
second time if necessary. If time, ask Ss to discuss their own
answers to the questions.
1 YII
Ex 9 Ss complete the sentences, checking answers with a

partner before class feedback. Ask Ss to then practise the
conversations, taking turns to roleplay parts A and B. Monitor
:;;._ _.,..__
and check pronunciat:;on
.....
1 investment
,.z _09
.. savings
I loan
Speaking: Spending or investi ng?

Ex 10 Explain to Ss that they now work for a market research
company and that they will be asking people about how they
win spend and invest their money in the future. Ss work in pairs
to write their six questions for a sUJvey. Remind them to refer
to the questions used before as examples. Monitor and help
as needed.
Ex 11 Ss join another pair and then take turns to ask and
answer their questions, noting the answers given. Monitor as
before. For feedback, elicit some examples of questions asked
and discuss what Ss found out.
TALKI NG POINT
Start by saying if you are good at saving money and how
you save, then ask Ss if they are good at saving, too. Ss then
come up as different ways to save money. During feedback,
compile a list of ideas on the board and discuss which are
the best ways.
-:- I
2 rll
Wo1I
Homework suggest ion

Ss write about the best ways to save money. Set a word limit
of 100-120 words.

1
I think I'll buy a house in the next fIVe years.

2
I'll buy my clothes online with a credit card.

3
I listen to the financial news on the radio.
4
We'll spend all our money on restaurants.
Word focus: Money

Ex 8 Ask Ss to look at the column headings in the table and
the example given. Make sure Ss understand the meaning of
the words given. If helpful, elicit sentences using each of the
words, writing them on the board. Ss then work alone or in
pairs to complete the missing words, using a dictionary. Copy
the table on the board whilst Ss do the exercise and complete
the missing information during class feedback. Discuss any
language questions and check on pronunciation as required.
- .......---. 4g
ban!<
, lII!Il
2 invett
3 lead
4111X
5_
First conditional
Aims and objectives

discuss how to make money quickly
read about how to stay safe on the internet
look at the use of lend and borrow
listen to a radio advertisement
be introduced to and practise using the first conditional
discuss products banks offer to new customers
write a radio advertisement
Reading: Get rich q uick l

Ex 1 Go through the three ways to make money with the dass
and discuss which are good ideas and why/why not. Ask Ss
what they think might happen in each situation.
Ex 2 Refer Ss to the fact sheet and tell them that it explains
how to be careful when using the internet. Ask Ss to complete
the information in the fact sheet. Tell them not to worry about
the words in italics at this stage. Remind Ss to think about
the type of word missing in each space [I.e. verb, noun, etc.).
Monitor and give help as needed. Encourage Ss to compare
answers in pairs before class feedback.
~"9>
~ dongerous
toll
,
8 cNoge ,
9
omO;i
4 ban!<
1_
""-
.....,
13 Money matters
Ex 6 Write I think
... on the board and introduce the

exef'Cise by asking the dass the first question. Elicit ideils
and encourage Ss to use I think ... Respond by agreeing or
disagreeing. Pre-teach any new language. Ss then work in
pairs, taking wrns to give and respond to opinions. Check
usage of the appropriate phrases. FOf feedback, elicit ideas
and encourage debate through polite disagreement of ideas.
Homework sugg estions

Ss write a paragraph giving their opinion on shopping
online, describing what they like to buy online and saying what
is goOO or bad about shopping online. Set a word limit of
100-120 words.
Ss write their answers to four of the eight questions .given
in Ex 6. Encourage them to give reasons and to write a few
statements using phrases of disagreement, too.
Agreell'lg and disagreeing (Card actIVIty page 137)
D Interaction Investing
money
Aims and objectives
In
this lesson Ss will :

listen to companies trying to attract investors
complete notes on key information fOf each company
do a roleplay where they decide how to invest their money
write an email to a colleague about their investment plans
Refer Ss to the Reminder box and draw attention to trn!

language by looking at pages 151 and 153 of the Grammar
Listening: The best investment

Ex 1 Explain to Ss that this lesson will focus on making a good
investment and check Ss understand what an investment is.

look at the products in the box, asking Ss what they think are
good to invest in and why/why not. Discuss ideas as a dass,
writing useful language on the board.
Ex 2 )>> 2.21 Ss listen to two people talking about their
companies and decide which picture goes with which
company. Ss compare answers in pairs before checking as a
class.
TG 8ec:trofJics - B
DiarieS TraveI- A
Speaker 2
Hi, we're Blane'S Travel and we are based in Sydney, Australia .
We have 150 people who WO(\c fOf the company. We are a
small airline and we fly to Europe, Asia and Africa. Our small
planes are perfect fOf people who like luxury and spend a lot
of money on business travel and holidays. If profits go up,
our investors will get 15 percent interest fOf an investment of
$50,000. Investment less than $50,000 will get 10 per cent. If
profits go down, all our investOf'S will get four per cent interest.
We'd really like you to invest in our company!
Ex 3 )~ Ask Ss to look at the tables and complete as much as
they can before they listen to the recording again. Once again
remind Ss to consider the type of information or word which
is missing. After listening Ss compare answers in pairs before
class feedback .
TG Elodo . ..1cs
Based fn,: J apan
Number of employees: 40
They make, _Ifot indUstry)
Investots will get:: 20% for. $50,000 Investment and
12% for less than S5O.OOO
--
Based in: Sydney, Australia

Number of et:JlPIoyees: 1SO
'They are: airline company
InvestOrs will get: 15% for a SSOrOOO investme,,(and
10'Jr. fod... then SSO,OOO
Speaking: Saying wha t will happen

Ex 4 Tell Ss they have $50,000 to invest and elicit the meaning
of predicted profrts and advantages. Put Ss into pairs (A and
B). Refer Ss to the relevant file at the back of the book. Ss read
about their company and take tums to tell their partner about
it. Remind them not to show their partner their information
and help with language as needed.
Ex 5 Ss now decide on how to invest their money. Explain

they can invest in both companies but need to reach an
agreement with their partner. Encourage Ss to use some of
the expressions given when d iscussing their plan, and to
make notes on their decisions. Monitor and help as needed.
For feedback, find out who Ss wilt invest in and why, writing
sentences using the key phrases on the board.
Homework suggestion
Ss write up their investment plans as discussed in Ex 5. Set a
word limit of 1~150 words.
Writing: Saying what you will do

Ex 6 Explain to Ss they win nt:NJ be writing an email to a
colleague desoibing their investment plans. Discuss as a dass
Track 2.21 : 130 , Page 87, Exercises 2 and 3

Speaker 1
Hello, we are TG Electronics. TG Electronics is a small
company based in Japan and we have 40 employees. We
make robots for industry. We believe that in the fuwre more
companies will use robots to do jobs such as cleaning, and
they will be used in the home, too. If profits go up, our
investors will get 20 per cent interest for a 550,CKlO investment.
Investments less than 5S0,0Cl0 will get 12 per cent inter,est.
If profits go down. investors will get 0 per cent interest. We
hope you will invest in our company.
how best to begin and end the emai1. and other aspects which
are important (organization, register; additional information, etc.).
Ss then write their emails, alone or in pairs. Monitor and give
help as needed. Depending on time, this could be completed
for homework. In a subsequent lesson Ss could read each
other's emails, making suggestions on any possible ways to
improve them.
Homework sugg est ion

Ss write a paragraph describing their own company4
(followfng the examples set in the audio scripts). Set a word
limit of 120-1 SO words,
11
Teamwor:k
A Future plans: going to
Aims and objectives
discuss the activities they prefer doing alone and with
others
read about how meerlc:ats use teamwork to.survive
listen to an interview with a management consultant
researching meel'kat behaviour

be introduced to and practise using going to futun3
read feedback on a member of staff and discuss how best
to help him become a better employee
discuss their role within teams and what they lik.e most
Word focus: Working in a team

Ex 1 Ask what the heading 'teamwork' means and ch,eck
Ss understand housework and relatives. Go through the
instructions with the class and give Ss time to complete their
answers.
Ex 2 Ss work in pairs to discuss their answers to Ex 1. Monitor

and give help with language and ideas as needed. For
feedback, discuss the various activities with the class. ,Ask
Ss which ones are better done alone or with other pe()ple,
and why. Add in your own preferences and elicit somE~ other
activities from the Ss, and their reasons why.
Ex 3 Read through the instructions and explain that tlhe

sentences are the definitions for the words in the box. Ask Ss
to complete the sentences using these words. Allow time for
Ss to compare answers with a partner. During feedback, check
on the pronunciation of the new words and elicit the parts of
speech (verb, noun, etc.).
comglU.nicate (veb)
b cooperate (verb)
.
<eI_~
d ...latlonsh;ps fpIuql countable_I

learn (yefb\
Reading: One for all

Ex 4 Ask. Ss to look. at the photos on page 88 and elicit what
they show and what the meerkats are doing. Either pre-teach
new vocabulaf\i tram the text, such as animals, creatures,
scorpion, etc. or deal with vocabulary questions. as. S~ read the
text. Ss order the qualities, comparing answers In pan's before
class feedback..
Ex 5 Ss answer the questions, alone or in pairs. OIJring
feedback, expand the discussion by asking less text-based

questions, such as lAlnich animals are team player.i and which
are not?
Listening: Learning from animals

Ex 6 ) 2.22 Tell Ss they will listen to an intervic-..... with Otylia
Jaoosz and explain who she is and why she is going to South
Africa. Allow time for Ss to read the statements before they
listen to the interview. Encourage them to compare ideas in
pairs before dass feedback. Ask Ss to explain why the answers
are correct or not.

I ., interviewer, 0 -' Otytia Janosz
I: So, Ms Janosz, what are you going to do in South Africa?
0 : Well, as you know, I'm interested in how some animals work
in teams. I believe people can leam a lot from animals - not
only people, but organizations, too. So I'm going to work as a
volunteer on the Kalahari Meerkat Project.
I; Does that mean meerkats make good teams?
0 : Exactly. I think they are the best team players in the animal
world! I'm going to take a lot of photos, shoot a film, and
study how they communicate.
I: That's very interesting. Are meencats friendly animals?
0 : Yes, they are very friendly. But I'm not going tCl bring one
back to Europe!
I: Wny not?
0 : They are friendly, but they are not pets. They are only
happy when they are together in a large group in their natural
environment.
Grammar: Future plans: going to
1 l"
Ex.
Tell Ss they are going to listen to the inN!rview again.
Refer them to the examples and rules for the going to future.
Then play the recording a second time for Ss to complete the
examples. Allow Ss time to compare answers bElfure checking
them as a class. Give extra examples as needed and draw Ss'
attention to how to form short answ_
,;;;e~"~ _ _.,r_'~_"""
'\ ~
'", goingto~
2 ~"~
3 _~;do
14 Te<ilmwork
Optional suggestion: Refer Ss to page 1SO of the Gr.~mmar
reference and go through the information on going to. Allow
time for Ss to discuss the examples and any problems they
may have.
Ex 8 Refer Ss to the article and explain that Otylia appeared in
a business magazine after the interview. Ask Ss to complete it

using the words given, woricing alone or in pairs. For feedback,
elicit answers and check on the meaning of seminar, attend,
survive, etc.
~~~--~~--~~
6 __ gaiogto
7 ;. notgoing to
TALKING POINT
Ss discuss the questions in threes or fours before opening up
the discussion to the dass. Compile a list of different types
of teams Ss are involved in and find out what they like about
them. Indude your own answers, too.
Ss write about the activities they prefer doing alone and in
teams, g iving reasons. Set a won::Ilimit of 100-120 words.
Ss write about teams they are part of and what they like
and dislike about them. Set a word limit of 100-120 words.
B to or -ing
Homework suggestion
Ss write 6-10 sentences of their own, using the going I~O
future (+, - and? forms) to talk about plans and intentions.
Speaking: Dream teams?

Ex 9 Put Ss in groups of two or three and refer them to the list
of qualities of a team player in Ex 3. Ask Ss to discuss other
qualities or activities relating to team players and to expand
the list. Monitor and give help as needed. For feedback, elicit
ideas, writing them on the board. Acki any other ideas which
may be useful.
Ex 10 Explain to Ss that a company has asked its staff to
complete an online feedback fClml about their colleagues to
prepare for a team-building course. Tell them that they are
going to read feedback about one member of the staff, Dave
Self, and that they will then discuss how he can become a
better team player. Put Ss into pairs or threes and revise the
use of should, have to and need to, reminding Ss to use these
structures when discussing their ideas. Monitor and give help
as needed. For feedback, elicit ideas, writing them 00 the
board and discussing the reasons behind each suggestion.
Altematively, you may wish to elicit what Dave a) should do,
b) needs to do and c) has to do (and why).
Ex 11 Tell Ss that Dave has now finished the course and wants
to become an excellent team player. Ask Ss to work in twos or
threes and to imagine they are him. Explain they should read
the feedback again and decide what they are going to do or
not going to do. Look at the first comment and the related
examples as a dass, checking Ss understand what to do. Ask
Ss to write down their ideas and monitor throughout, giving
help as needed. For feedback, elicit suggestioos, noting them
on the board. Add furthel- ideas if useful and disruss which
suggestions might be easier to follow.
Optional activity: Ask Ss to think about aspects they woold
like to improve about themselves. Ask them to write b-8
sentences saying what they are going to do or not going
to do, discussing their ideas in small groups before class
feedback.
Alternatively, ask Ss what they find difficult about leaming
English and what they should practise more. As a class., elicit
ideas and get them to make I'm going to ... statements
incorporating good ways to improve their English in their
free time, e.g. I'm going to listen to the radio for 20 m.inutes
a day. I'm going to join the local library and borrow a book.
I'm going to buy a local newspaper.. etc. This could also be
set as homework.
Aims and objectives

practise talking about sports collocating with pl.ay, go
and do
discuss activities they enjoy
listen to people talking about sports and activities
be introduced to and practise using to and -ing fonns
talk about sport
d iscuss why sport may be a good team-building activity
Word focus: play, go or do?

Ex 1 Tell Ss this lesson focuses on the verbs play. go and do
in relation to sports and activities. Discuss with the dass the
sports Ss p lay and I or watch.
Ex 2 Ss match the words to the photos and then. in pairs.
d iscuss which are played in teams, adding two more ideas
of their own. Feedback by eliciting ideas and comp iling a list
on the board of team sports and further activities or sports,
e.g. climbing, squash, skating, gymnastics, etc.
1 G 2F 3H 4A 5J 6K
III
ne
,"",,=~r:=-.
13J ,4N
Ex 3 Explain that tho verbs play, go and do are often used

with sports and activities. Discuss the examples and complete
the rules with the class. Provide additional examplE~ as
needed.
, pia.
290
3do
Ex 4 Refer Ss bade to the activities in Ex 2 and ask them to
decide which verb to use fQ( each one. Then ask them to
compare answers with a partner. For feedback, write the sports
under the appropriate verb heading and discuss which verb
is used with the additional sports and activities given in Ex 2.
P/Ir. b 1. _, Ciid.t.
"'oil
I, golf,
9O'joggIng. ......mg,skting, "';mm'''!!

do:
' . martial a""",'' r",,,_
Ex 5 Put Ss into pairs and ask them to take tums t() ask and
answer questions about different spons and activit ies. Refer
them to the example questions and revise any u5e'fullanguage
from previous lessons. Monitor throoghout the acti~ty and
give help as needed. For feedback, ask Ss to teU the class
something they found out about their partner.
11
14 Teamwork
Homework suggestion
Ss write up their questions and their partner's answers from
Eo< 5.
Listening: Playing and watching sport

Ex 6
)>> 2.23 Tell
Ss are going to will listen to two
conversations and to decide which speaker isn't on holiday.

Play the recording and elicit their answer.
The spUkers in Conversation 1 arenrton .hoI~ - one

is a waiter and the other is-on a business trip.
Track 2.23: 148, Page 91, Exercises 6 and 7
Conversation 1
C - Customer, W - Waiter,
Fe -
Football commentator
C: Hi. Can I have an orange juice, please.
S: Sure, here you are. That's 2. Thanks.

C: Who are playing?
B: Spain and Scotland.

C: Oh. Who's winning?
B: Spain.
C: Ah. What's the score?
B: 3-2 to Spain at the moment.
C: Uhuh. So, who do you think is going to win?
B: Spain. Scotland's going to lose.
Fe: And it's a draw! Spain 3-Scotland 3 .

B: Oh, no! So are you here on holiday?
C: No, on business. I'm going home tomorrow. By the way, do
you have a phone in here? My mobile isn't working and I need
to phone the office.
C: Sure. Go out the door and turn right and there's a public
phone opposite reception.
A: Great, thanks.
Conversation 2
A: Hello. Are you here on holiday?

B: Yes, the sports facilities are very good here.
A:
Do you
like sport?
~1
~2
1 ",n
1 holiday
2 here you are

3 playing
4 Scotland
5 winning
' ,
6
2 'PO'"
3 like
.,,,,,,,
7 ";n
8 I"",
..,
,.,
play
5 tennis
6 have
7 Book

Sports talk (Roleplay page 138)
Grammar: to or -;ng?
Ex 8 Refer Ss to the table and ask them first to match the
sentences to either the verb + -ing pattern or verb + to + base
form. Discuss answers as a class, providing more examples if
required. Then elicit which patterns follow the words in bold.
With a stronger class, let Ss work through the examples and
patterns alone or in pairs, before discussing them as a class.
Alternatively, work through the whole exercise with the class,
giving extra examples as needed. Draw attention to the
additional point in the alert box and ask Ss which form they
prefer.
1 I need to call the office. - b

I enjoy' playing ten!]is. -:- a ,
21 ~2a3b4a
Optional su ggestion: Refer Ss to page 158 of the Grammar

reference and go through the information on the use of
to -base form or -ing form. Allow time for Ss to discuss the
examples and any problems they may have.
Ex 9 Ss complete the sentences, checking their ideas with
a partner before going through them as a class. Suggest Ss
draw a two-columned table with the headings to and -ing and
start compiling a list of verbs following the two patterns that
they can add to as they come across more examples.
110 90
2 le.ming
3 to ay
5 todo
talking
6 working
B: Oh, yes.
A: 'vVhat sports do you play?
Homework suggestion
B: I enjoy playing tennis. Do you play?
Ss write ten sentences of their own using verbs following

to or -ing patterns. Alternatively, they write 8--10 questions
using these verbs patterns.
A: Yes, I do. Perhaps we can have a game?

B: That's a good idea. Actually, I want to arrange a game
tomorrow morning. Would you like to play?
A: Yeah, that's fine for me. I'm going to the reception now and
I can book it.
Ex 7 )~ Explain to Ss that they will listen to the conversations
again. Ask them to complete the sentences as they listen,
using the words given in the box. Remind them to think about
the type of word needed for each gap, and tell them not to
worry about any new language at this stage. After listening, Ss
compare answers in pairs befOfe class feedback. Alternatively,
Ss complete as many of the answers as possible from memory
and listen to the conversations to check their answers.
Discuss any new vocabulary and if time, get Ss t o role play the
conversations.
Speaking: Tal king about sport

Ex 10 Go through the situation and refer Ss to the two
photos. Put Ss into pairs (A and B). Tell them that for
Conversation 1 Student A chooses the photo and starts
the conversation by asking about the game, and Student B
answers their questions and keeps the conversation going.
For Conversation 2, Ss swap roles. Before starting, revise any
language which will help Ss maintain a conversation. With a
weaker class Student As (and Bs) could prepare this in pairs.
During the conversations, monitor and give help as needed.
Feedback by finding out which Ss were better at maintaining
a conversation and discuss effective techniques to do this (e.g.
giving detailed answers and asking questions). If time, use
additional photos to provide further practice.
14 Teamwork
TALKING POINT
Ss discuss the question in threes or fours befOfe openin~~ up
the discussion to the class. Elicit opinions and encourag'~
Ss to justify their answers. Feedback by asking Ss to decide
which sports are the best for encouraging teamwork and why.
Conversations 1 a 2
On Corwemtion 3/ the woman :;ound s sympathetic, but
doesn't really m~ke the man feel better.)
Track 2.24: 14C, Page 92, Exe rcise 3, 4 and 5
Ss write a conversation between two people using
language from this lesson. Set a word limit of 100-130 words
and ask Ss to roleplay the conversations in a subsequerlt
lesson.
Ss write a short article for a business magazine explaining
which sports are good for team building and why. Set a word
Conve rsation 1
A: There's a problem with my computer.
S: Oh, I'm sorry to hear that.

A: I need to finish this report for the finance meetin'g. What am
I going to do?
S: It's going to be OK. You can use my computer.
A: Can I? Thanks very much.
Conversation 2
Communication strategi
Making it better
Aims and objectives

talk about an occasion when something went wrong and
what made them feel better
listen to people talking about problems
be introduced to phrases to talk about problems and to
respond with sympathy and understanding
practise describing and responding to problems

Making it b e tte r
When there is a problem, we not only want to get the
p roblem solved but we like to have some understanding
for the situation, i.e. we need sympathy from those
we tell about the problem. In this unit Ss focus on
sympathetic responses to a series of problems or
issues. The responding speaker shows empathy and
understanding through such expressions as I'm sorry. It's
90in9 to be fine. Don't worry., etc. Responding in this
way keeps the channels of communication open arid
creates an atmosphere for effective communication and
possibly finding a solution to a problem together. Ss
learn such expressions of cooperation as We can /cfOk
together. You can use my computer.
Listening: When things go wrong

Ex 1 Tell Ss that this lesson focuses on making people feel
better when there is a problem. Refer Ss to the photos and ask
them to think of situations when something went wren!:1 and
discuss what other people said and if that helped them feel
better. You could also discuss what they think the people in
the photos are saying. Write any useful expressions that: come
up on the board and brieRy elicit other ways people can make
things better.
Ex 2 Explain to the dass that you have arrived late to work
because of car problems and called your boss to tell hirnlher.
You now arrive at the office. Ss discuss their boss's reaction in
pairs, deciding which ones would make them feel better or
worse. For feedback, Ss discuss their answers.
Ex 3 )>> 2 .24 Tell Ss they will hear three conversations and
should decide in which conversations the person feels better
after talking. Play the recording and then elicit the answers.
A: I lost the address of our new customer. I can't find it

anywhere.
S: Oh, really?
A: Yeah. Now you can't contact her. Sorry.
S: Don't worry. We can look together.
A: Oh. thank you.

Conversation 3
A: I didn't get the job in the Mar*:eting department .
S: Oh, really?
A: Yeah, and I really wanted that job.
S: I know.
Ex 4 )>> Refer Ss to the table and highlight the two sets of
language, asking Ss to complete the sentences as they listen
to Conversations 1 and 2 again. Alternatively, Ss guess the
answers and listen to check. During feedback, allo ..... time
to discuss any questions, providing additional examples to
explain differences in meaning as required.
1
2
3
probfem; ~ hear
can
,finish; OK;
lost; ..allYSony; wony, _ _
Ex 5 )) Tell Ss they will now hear the third convers<ltion

again and that they need to decide what responses from
Ex 4 will make the situation better. Allow time for S~; to
compare answers in pairs before eliciting ideas and writing
them on the board.
Ex 6 )>> 2.25 Ss listen to the conversation to check if they are
correct. Discuss other possible responses, writing them on the
board.
l 'm sorry to efir that.. tf's ~ing to be O:IC:.... .iL._~

Track 2 .25: 14C, Pa g e 92, Exercise 6
Conversat ion 3
A: j didn't get the job in the Marketing department..
B: Oh, really? I'm sorry to hear that.
A: Yeah, and I really wanted that job.
B: I know. It's going to be OK.
A: Yeah, I know.
>:i'" 14 Teamwork
Speaking: Respondin g to a problem
Ex 7 Put Ss into pairs (A and B). Explain that Student A reads
the first problem and Student B responds to it. They then take
turns reading and responding to each problem. Monitor and
give help as needed. For feedback, discuss the best responses
to each problem and check that intonation is used effectively
to show sympathy or understanding. If time, get different pairs
to role play a problem to the class.
Homework suggestion
Ss choose one of the problems from Ex 7 and make a longer
conversation based on it. Set a word limit of 120-140 words.
This conversation could be roleplayed in a subsequent
lesson.
Photocopiable notes 14.2 (page 115)

No problem (Card activity page 138)
D Interaction Cooperating
and completing
Aims and objectives
take turns to dictate part of a story to make a completed

version
practise using phrases to ask someone to slow down or
repeat what they say
play a game to revise the language covered in unit 14

language by looking at pages 150 and 158 of the Grammar
Writing: Team dictati on

Ex 1 Explain to Ss that this lesson looks at cooperation and
competition. Check Ss understand what these terms mean.
Tell Ss they are going to read a story about teamwork. Ask.
Ss to turn to their relevant files at the back of the book. Refer
them to the picture, asking them to guess what the story could
be about
Put Ss in pairs lA and B). Explain that they are going to take
turns to dictate part of the story to each other to complete
it Check Ss understand dictate and go through the useful
phrases. Allow Ss time to read their information and ask
questions. Tell them not to look at their partner's text. Monitor
and give help as needed. When finished, Ss check their
answers with their partner. Alternatively, go through the story
with the class.
Two men ar,lt ~ along ~ roadside. One o{ihem

digs a hote, and the other one pUts the earth bade in.
Then1h9y do the same .-few metres ~. and 1hen the
..... agoin, .nd 10 they spend the ...,;,r.; day.'A woorian
is watchlng ~ from the other side Of the rcacl. al;lCl
she doesn't undemand. She walks up to the two men
and asks: 'excuse me. What e~ are you doing?'
Well, we're working; one of the men says.
'But are you sure there's 'nottiing wrong with what you're
doing?'
11
'If thents~ wrong. it's not because of us. It's

becouoe of Jack, He,d"*,' come to "'elid ed.,,:
'"
'And Who's JacIt?' the woman asks.
,..-,
'!:te's the guy who has to ~ trees in the.holes.' ~...:.
Board game: Ti me to tea m up

Ex 2 Go through the I"\Jles of the game, explaining vocabulary.
Demonstrate a turn to make sure Ss understand what to do.
Explain that the winner is the one that finishes first. With a
weaker class, check the language needed in the g ame and
do some revision before they start. Put Ss into pairs or threes
for the game. Monitor and give help as needed, noting any
language to revise du ring class feedback . When Ss have
finished, find out who won in each team and elicit some of
the answers given at random, discussing any questions that
come up.
Ex 3 Ask the class which they preferred, cooperating (as in
Ex 1) or competing (as in Ex 2) and why. If time , discuss how
important it is to cooperate or compete at work and when
each one is useful.
Ss choose five of the questions from the game in Ex 2 and
write up their answers.
Ss write a paragraph to explain when they find it useful to
compete and cooperate. Set a word limit of 100-120 words.
lS
WhClt an experience~l
A Present perfect
Aims and objectives
In
this lesson Ss will:

discuss what animals they know
read a newspaper 21rticle about an escaped tiger
listen to an interview with a member of staff from the zoo
be introduced to and practise using the present perfect
do a roleplay whefE~ they interview a famous person
write a news repolt
discuss an interesting news story from the current week
Listening: What 's in the news?
,
,
,
,
Ex 1 Tell Ss that this lesson will focus on the present perfect

and the news. Refer them to the photo at the top of the page
and ask what animal it is. Draw a table on the board with three
columns and the headings: wild animals, farm animals and
pets. Ss copy this and work in pairs to note down as many
animals as they can in three minutes. This could be made
into a game where pairs score a point jf they have an animal,
other pairs no points jf they don't. For feedback, elicit ideas,
checking pronunciation and spelling as you go.
Optio nal activity: Pn:!pare six small texts describing different
animals. Stick. these al'<)und the room and ask Ss to read the
texts and guess what E~ach animal is. This could be done as a
race with a follow-on activity where they have to write a shalt
description of an animal, which they read for their partner who
must guess the animal.
Ex 2 Ask Ss how often they read newspapers, in their own
Trac.k 2.26: 15A. Pag e 94, Exe rcises 3 and 4

L '"' Lucinda, M '"' Miles Stewart
L: This is Lucinda Miles reporting from the city zoo. Ranan,
a three-year-old Indian tiger has escaped and several people

have phoned to say that they have seen the tiger. I'm talking
to Miles Stewart, the director at the 200.
Mr Stewart, have you had a problem like this in the past?
M : No, I've been the d irector at this zoo for 20 years and this
is the first time that an animal has escaped. We haven't had a

problem like this before.
l : Has anyone seen the tiger?

M: Yes, three people have seen him in the park Our team has
looked everywhere but we haven't found the tiger:
L: Why haven't you caught him?

M : We have done everything possible to find Ronan. Our
teams are looking all around the City.
L:
Has he hurt anyone?
M : N o, he hasn't, But he hasn't eaten for 24 hours, so he is
dangerous.
l : I/v'hat advice do you have for people in the city?

M: Don't panic. Stay inside. If you see the tiger, call the zoo or
the police immediately.
l : Mr Stewart, thank you for speaking to us. Keep listening
for more news on the tiger later in the programme,
Ex 4
)) Ss read the interview notes before listenin~3 again
to complete them. With a stronger class, Ss could complete
the notes from memory and listen to check. their answers.
Encourage Ss to discuss ideas in pairs before class feedback.
language as well as English, and elicit what the main title

00 the front page is called (headline). Ask them to look at
the headline on the riSlht and say what they think the story
is about, and elicit ideas. Ss then read the report to check.
Discuss the answer and elicit what animal the big cat could
be (i.e. lion, tiger, puma, leopard, cheetah, etc.). Check on
vocabulary such as: discover and miss.
Grammar: Present perfe ct
Ex 3
Ex 5 Introduce the present perfect and as a dass, complete
2,26 Tel' Ss they wi1l now listen to an interview with

a member of staff from the zoo where the animal escaped
and ask them to answer the questions as they listen. Play
the recording and afterwards, allow time for Ss to compare
answers in pairs beforE~ going through them with the class.
, tiger. 'Incflil
2 ;!O .....
~3~~
~~
~
~t~"
~_
~. ;~2~ ~~u~
~~__~~~~...
2 been
3. has
""'"
7 have
Has
e
9
~...,~
$ looked
the examples and rule using words from the interview. Elicit
further examples from Ex 4 as necessary.
1 has..taped
3 ";C
H'"
..-; .,;
.....
---""'11.---
2 haven't had
4 have
Optiona l suggestion: Refer Ss to page 147 of thE! Grammar

reference and go through the informa tion 00 the present
perfect. Allow time for Ss to discuss the examples ilnd any
11
15 What on experience!
Ex 6 Refer Ss to the audio script on page 139 and ask them to
find the past participles of the verbs. They then check answers
with a partner. For feedback. elicit answers and explain that
these are all irregular forms, except for escaped. and need to
be learned. Check pronunciation of the verbs.
,
been
6 caught
2 """pod
3 ....,
7 done
e hurt
had
9 eaten
5 fouod:....._ __
Ex 7 Go through verbs as a dass and ask Ss for the past

participles, noting them on the board. Ss then refer to the
verb list to ched: them. Check on pronunciation and elicit the
ending sound (It!, Id! or 1tc11 of the regular -ed ending ones.
, called
2 spoke n
3 g iven
read
5 visited
6 heard
Ex 8 Ss complete the sentences using the present perfect of

the verbs given, either alone or in pairs. before class feedback.
Draw Ss' attention to the possible use of contractions and
remind Ss contractions are used informally. Discuss any
language questions.
, "gone I has gone
Writing: A news report

Ex 12 Give your answer to the question to start the discussion
off and find out what Ss think. Refer them to the headlines and
ask which they think are true or fa lse, and why. Tell them which
story is true and ask if they are surprised.
C is from a real news story
---
Ex 13 Look at the news report and check Ss understand

what lights are before completing the report with their own
ideas. Encourage Ss to use their imagination and give help
as needed. Ask Ss to compare ideas in pairs before class
feedback. Elicit and write up suggested answers on the board,
adding any additional ideas and vocabulary.
TALKING POINT
Ask Ss if they have read or listened to the news this week

and check they can think of a news story before putting
them into pairs to discuss it. Encourage Ss to ask each other
questions to find more information. Monitor and give help
as needed. For feedback, ask Ss to tell the class about their
partne(s news story.
Optiona l activity: Write some current headlines (simplified
versions) on the board and ask Ss to discuss in pairs what they
know about them, before discussing the stories as a class. If
time, write a summary of each story as a class.
2 H3Ye; heard
3 've had I have had

4 haven't eaten I hwe not-eaten
5 Has; spoken
6 haver{t g iven I have not given
Speaking: An interview
Ex 9 Give your own answers to the questions first. Then ask
Ss to discuss the questions in pairs. Alternatively, discuss them
as a class. Elicit which channels or newspapers they prefer and
why, and if they ever listen to or read the news in English.
Ex 10 Write journalist, reporter and editor on the board and
ask what people with these jobs do. Tell Ss they are going
to take turns to be a journalist and a famous person that the
editor of a newspaper wants to interview. Put Ss into pairs
(A and Bl. Tell Student As to choose someone famous to be.
Refer Student Ss to File 20 on page 112 and give them
time to read their questions. Student Bs begin the interview
by greeting Student A and introducing themselves, and
Student A says who there are. Demonstrate how to start the
interview. Remind Student B to note the answers to their
questions. Monitor the interviews, giving help as needed.
Ex 11 Ss change roles. Student As refer to File S3 on
page 122 for their list of questions. Once again monitor

and give help. For feedback, elicit which famous people
they chose to be and why. If time, you might want to discuss
whether the information was true or invented, as well as what
other questions they could have asked in the interviews.
Homework sugges tion
Ss write a set of interview questions using the present
perfect. You could set a limit on the number of questions, say
10-12. In a subsequent lesson, Ss could interview another
student or ask some of their questions in an 'ask and answe(
session with their teacher. They then write up the answers.
Homework s uggestion
Ss write a paragraph about a news story they remember.
Set a word lim it of 100-120 words.
B Have
VOU
ever . .. ?
Aims and objectives

discuss positive and negative outlooks
look at adjectives which describe positive and negative
experiences
be introduced to and practise asking Have you ever .. ?
questions
discuss the difference between Have you ever ... ? and the
past simple
listen to people being interviewed and discuss the
responses given
take turns to ask and answer questions on experiences and
provide details
Word focus: Positive and negative

responses
Ex 1 Tell Ss they will talk about life experiences in this lesson and
check Ss understand disappointed, positive and negative. Go
through the instructions, eliciting Ss' responses before asking Ss
if the statements are said by positive or negative people.
1 nega.tive 2 positive
Ex 2 Refer Ss to the photos and elidt empty glass, full glass
and half full or half empty. Discuss how a positive person sees
g lass B and ask if seeing the glass as half empty or half full also
refers to a negative or positive person in their own culture.
C full A empty
A positive person sees a glass as haltfoll.
15 What an experience!
Speaking: Checking information
s: Oh no! Are you OK?

A : Yeah, I'm fine but my car jsn't.
S: Can t help?
A: Yes, I haven't caned XXXX to say that I can't do the XXXXX.
5: Sony, what did you say?
A: I haven't called David to say that I can't do the XXXXx.

5: Did you say presentation?
A: Yes, I can't do the presentation. Can you call David and tell
him?
5: Sure. Can I have his phone number?
A: Yes, it's 40249 XXXX)(
5: Sorry, Antoni. It's a bad line. Can you repeat that?
A: Sure, it's 40249 56617.
S: OK. Can I read that back? It's 40249 56617.
A: That's right.
Homework suggestion
Ss write a telephone conversation between two people,
pi'"actising language from this lesson. This could be acted out
in a subsequent class.
Photocoptable notes 15 2 (page 116)
What was t hat ? (Card actiVity p ag e 140)
S: Are you sure you're OK?
A: I'm fine. Ah, good. The police have arrived. Speak to you
later.
5: OK. See you later. Take care.
Ex 3
)) Ss listen to the conversation a second time and note
the telephone number given, checking their answer with a
D Interaction
life experiences
partner before dass feedback.
Aims and objectives
40249566'7
Ex 4 Refer Ss to the table. Ask them to complete the phrases
and match them to the appropriate situations. Encourage Ss
to use a dictionary if needed. During feedback, discuss any
new vocabulary, e.g. COnnection, line, etc.
5 repeat
6 back
1 slower
2 ..y
3 o;d
4 bad
'b 2f 3.
Ex 7 Tell Ss we often need to check information during

phone calls. Put them into pairs (A and B). Ss take tums to
read information to their partner, making some of it hard to
hear. The other S uses phone phrases to check understanding
and note the details given. If useful, demonstrate a turn with
another student for the class. Remind Ss that Student A starts.
Monitor and give help as needed. Feedback by asking Ss to
compare the information they wrote down and discussing the
phrases they used.
7 That's
4 ~5~ 6d
7c
Ex S Discuss the p hrases as a class and provide additional

examples as needed.
b
Ex 6 >>> 2 .30 Ss now listen to five telephone converxltions
and using the phrases in Ex 4, choose a phrase to use in
each one. Ss compare answers in pairs before checking
answers with the dass. With a weaker class you could play
the conversations again, pausing after each one. Discuss any
alternative suggestions.
P.o-ibIe _ IIS
~~. bad ~
2 Can you ~. tlttIe'sIower, please?
3 Did you Y'J .~?
Did Y9u say '232JGS'?
5 Sony. what did"", safl l Can yoo.lOpU,!ha
, Sqny.
please?
Track 2.30: 1 SC, Page 98, Exercise 6
, Hello? Hello?

practise forming guestions
play a game to revise language in the unit to do with
talking about life experiences
language by looking at page '47 of the Grammar reference
Board game: Life experiences

Ex 1 Explain that this lesson revises question forms and
focuses on life experiences. Refer Ss to the groups of
guestions in the boxes, eliciting the topic areas. Ask them to
add an extra guestion to each group (as guestion number 5).
Monitor and give help as needed. With a weaker class get Ss
to think of extra guestions in pairs. Elicit some examples of
additional guestions from the class before explaining how the
activity works.
Ex 2 Put Ss into pairs (A and B). Go through the rules with the
class. Elicit the different colours of the guestion boxes and
explain flip and head. Check each pair has a coin and that it
is clear which side is the head. Demonstrate a tum by getting
one student from the class to choose a colour, e.g. blue, and
elicit which box this refers to. Then get them to fl ip the coin
five times. Tell the class how many heads they flipped (to give
the guestion number) and then ask the student to read the
guestion out (and answer it). Explain to Ss that Student A flips
the coin first and that they take tums. Encourage Ss to provide
detailed answers where possible. Monitor and give help as
needed. For feedback, Ss tell the class something they found
out about their partner. Revise any language as needed.
2 I haven't had a delivery since last Monday.

3 This is important. I want you to change the colour of the
design to black.
4 The account number is 232JGS.
5 This is important. I can't meet XXXX at XXXX ... . Can you
phone her?
Homework suggestion
Ss choose one of the four subject areas and write. up their
answers to the set of guestions fOf that subject. These could
be discussed in groups in the next class.
16 Take a break
Ex 6 Ss match the words to the definitions, comparing ideas
with a partner before checking as a class, Ask Ss which job

they would prefer to have on a film set and why. Give your
own answer to start '!the discussion.
1 e 2 c 3 d 4 a Sb
Grammar: who and which

Ex 7 Tell Ss that who and which are relative pronouns and
go through the examples with them. Complete the rules as a
class, providing additional examples as required.
Writing: Write about a project
, who 2 w~iCh
Optional sU9gesticln: Refer Ss to page 159 of the Grammar
reference and go through the information on who or which
Allow time for Ss to d iscuss the examples given and highlight

the use of who and whjch coming after a noun. Discuss any
Ex 8 Ss match the phrases to make sentences, checking
answers with a partner before class feedback.
1d 2a 3 e 4
) 2.32 Ask Ss to work in pairs. Explain that theywi!l

listen to the music from one of the films again, and they need
to use their imagination to make up a story as th'3Y listen.
You could pause the recording at different points to allow Ss
time to discuss what is happening, and for them to make brief
notes before listening to the next part. Monitor a,nd help with
language as needed, Ss could then listen to the complete
recording, discussing their ideas with their partnElr, amending
any notes and then writing up a final draft. For feedback,
elicit ideas and discuss what happens as a class, 1I10ting useful
language on the board.
Ex 12
S t 6c
Ex 13 Explain to Ss they are now going to become a film

producer and are making a film next year (e.g. the one in
Ex 12). Go through the information with Ss and look at the

example. Remind Ss that this is an informal ernail so they can
use contractions, i.e. I'm rather than I am. Ss then write an
ernail to another producer, talking about their filrn. Encourage
them to think about their film first and to make notes befo!'e
writing the email. Monitor and give help as needed. Ss could
complete the email for homework if short of timE!.
TAlKING POINT
Photocoplable no es 161 (page 116)
who or whIch? (e rd matchmg page 141)
Ss discuss the question in threes or fours before discussing

it as a class. Elicit examples of actors who get paid a lot and
discuss why they should or shouldn't earn the money they do.
Ex 9 Go through thE! examples with the class and then ask Ss

to join the sentence!; together using who and which Allow
Homework suggestion
time for Ss to compare ideas in pairs before eliciting the

complete sentences from the class,
Ss write a paragraph about their favourite film, b,ok or song

and why they like it.
1 Next year, ~
''m
!ling down th$' Gder which is a
river in PO!
.
2 I work with a . ~ali who'met Johnny Qepp\
3 There is a
in the nm& flat who
l'Oa:.mvsic
all night.
I ~ m going to
world tUm festival which is in Cape
&
Communication strat
Explaining needs
Town.
Ex 10 Ask Ss to work in pairs, taking turns to describe a
person or thing relating to film or business to their partner

using who or which. Refer them to the examples before
starting. Monitor and give help as needed. For feedback, elicit
some examples, writing them on the board. With a weaker
class this could be done as a class activity.
Homework sugg estion

Ss write a description of a famous person or place (without
revealing the name) using who and which in their description.
This could be read out in a subsequent or hnal lesson for
other Ss to guess tht~ name.
Speaking: What is ha ppening?
Ex 11
2.31 Tell Ss they will now hear music from five
different film genres. They should decide what type of film
each piece of music is for. Play the recordings and allow Ss
time to check ideas before discussing them with the dass.
1 horror
2 ro mance
3 comedy
<S d-!rilter
Aims and objectives

discuss how they prepare for important meetings
read an artide giving advice of how to get what you want
listen to different conversations where peoplE! are trying to
get what they want
roleplay a boss and an employee asking for things and
giving reasons for requests

Explaining needs
This unit focuses on effective commU[lication strategies
to explain what you want and give reasons for your
wants. The idea is to get Ss to write notes in preparation
for meetings, justifying why they want to do something.
These communication strategies are essentially part of
the art of being persuasive through providing back-up
evidence for why something has to happen.
16 Take a break
iI
Reading: It's not what you say
Ex 1 Tell Ss this lesson will focus on how to get w hat you want
Explain they have an important meeting where they need
J ,. Jason, M .. Martina
J: Hi, Martina. I'd like to talk to you about something.
to ask for something. Ask them to discuss which things they
M: Sure. What do you want to talk about?
would do to prepare for the meeting, adding new ideas to
J: I'd like to take some tim e off work - without pay, of course.
the board and checking that they understand the meaning

of smart.
Ex 2 Refer Ss to the article and explain that it gives advice
M: This is a surprise. How long do you want to take off?
J: I'm thinking of two months.

00
what not to do when you are trying to ask for something. Ss

read the article to find out what not to do. Encourage them
to underline any new words and tell them not to worry about
t hem at the moment. During feedback, discuss whether they

agree with the advice or not. Ask what the strangest advice is
anc/why.
Ex 3 Ss work alooe or in pairs to find the words and

expressions in the article, checking answers as a class and
discussing any other new language.
1 powerful
2 body languoge
.. 1TlO\"~
5 tips
~3~
~~.~
'm
~~____..____~6~,~o~":
~~
~s __-"...
Listening: I'd like to speak to you

Ex 4 )>> 2.3 3 Tell Ss they will now listen to Jason talking to his
boss. Play the recording and ask what Jason wants.
want!. to take two months offto tTa~

vol
~
. _ _ __
J - Jason, M
M : Jason, I want you to work. on the new international team

because you speak Russian.
J : That's great. I'd like to travel to Moscow in order to

improve my Russian.
In an important meeting, don't smile.

If yOU war,t.,something from your boss, don't give hi(!) I
lier a cold drink.
JS50fl
M: Two months? Why?

J: Well, I'd like to travel.
Martina
M: But for two months?
J: Yes. I want to go to the best language school in the city so

that I can learn business Russian for my work..
M : Hmm. I'm not sure.
J : It's important to be able to speak Russian in negotiations

and meetings, that's why this plan is perfect. I can learn
business Russian at school and speak Russian all day. It's great
for the international team.
M: OK, I'll think about it.
Ex 7
Allow Ss time to look at the table of expressions
used for explaining and giving reasons before playing the
recording again. With a stronger class. Ss could work in pairs
and guess the missing words before listening to check. For
feedback, elicit the missing words and check on language and
pronunciation of the phrases.
1
2
3
want; becaUse
I'd like; order
best; so that
important why
J: I want to talk to you, Martina.

M: Sure. What do you want to talk about?
J: I want to take two months off work..

M: This is a surprise. Two months? Why?
J: I want to travel.
M : Jason, I want you to work. on the new international team
because you speak Russian.
['
~
['
['
['
J: But I want to travel.

M: Sorry, it's not possible.
Ex 5 )>> Give time for Ss to read through the questions
before playing the recording a second time. Encourage Ss to
compare answers with a partner before class feedback.
1 No. He doesn't explain why he wants to travel.

2 To woric bn an intemcrtiofut( tearT\;
3 Because Jason ~ab Russian.
4 NQ, she..doesn't.
Ex 6 )>> 2.34 Explain to Ss they will hear another version
of the same conversation and ask if Jason's explanation is
better or not this time, and if he's more polite or not. Ss listen,
checking their ideas in pairs before d iscussing them as a class.
He ~ams things better. He is more ~ite.
Speaking: Giving reasons

Ex 8 Tell Ss they will now practise asking for things and
explaining why they want something. Go through the situation
and the instructions, then put Ss into pairs (A and B). Refer Ss
to the relevant page for their information. Allow time for Ss
to prepare. Monitor and give help as needed. With a weaker
class, Student As (and Bs) could prepare in twos or threes.
When Ss have finished the first conversation, remind them to
swap roles for the second one. Feedback by discussing how
the conversations went.
Homework suggestion
Ss write a conversation between a boss and an employee
who is asking for something. This could be based 00 an
experience they have had or on something they would like
to do. Set a word limit of 120-140 words and roleplay it next
lesson or in a subsequent lesson.
Photocopiable notes 16 2 (page 116)
Why? Because . (RolepJay page 142)
D Interaction Planning a
trip
Speaker 4
S .. Shona. G .. Greta
S: Hello Greta, how are you?
G: Fine thanks. Are you enjoying your time away from work?
Aims and objectives
5: Yes, it's wonderful. I'm spending lots of time in my garden.
G: That's nice and relaxing. Much better than being in an
discuss trips they have planned or been on, and how

interesting or special they were and why
listen to people talking about what they do in their time
It looks beautiful.
office.
S: Yes, but I'm coming back to work next week.
away from work
Speaker 5
discuss activities people are involved in when on a break

from work
M - Megan, C - Charles
M: Hi, Charles, what are you doing in May? We're having a
imagine they are taking a sixmonth break from work and

plan what to do
discuss their plan with a partner
language that the lesson will focus on. Check Ss can use
this language by looking at pages 146, 150 and 159 of the
Grammar reference and at previous lessons of the unit.
listening: Time aw tJy

Ex 1 Ask Ss to work in pairs and tell each other about trips
they have planned or been on and what was interesting,

exciting or unusual about them. Monitor and give help with
language as needed. For feedback, elicit ideas from the class,
writing any new vocabulary or useful language on the board.
Ex 2 )>> 2.35 Tell Ss that they will listen toflve people talking
about taking time off work and they should match the speaker
to the photos. Play the recording and ask Ss to compare answers
before class feedback. Check on new vocabulary,
with
Track 2.35: 16D, Page 105, Exercises 2 and 3

Speaker 1
A: Is it true that you're leaving work?

B: Yeah, I'm travelling with my sister to South America for six
months.
A: Wow! That's amazing. Why are you going to South

America?
B: Because we're meeting our friends in Brazil and then we're

flying to Peru.
A: Brilliant!
Speaker 2
A: Jack is ret iring next month. I suppose he's spending more

time in his garden.
B: No, he isn't . He's leaming to fly. He's buying his own plane.
A: That's exciting! Does he like flying?

B: I don't know. He's never been in a plane. He's having his
first lesson next week.
Speaker 3
big party. Everyone from work is coming.
C: In May? I'm flying to Italy. I'm doing research in Rome.

M : What research are you doing?
C: I'm writin g a detective novel.
M: Oh, that sounds interesting!

Ex 3 )>> Elicit what a detective novel is before playing the
recording again. Ss then complete the responses. Allow time
for Ss to compare answers in pairs before class feedback.
Alternatively, with a stronger class Ss could guess the answers
first and listen to the recording to check them.
1 WOw! Tl)at:s atncu;inQ; Bn1liantl

2 That's excitif'! 9 i
3 Reallyl That's upusual.
. ~at's nice agcl relaxtng.
5 oh, that sounds interesting!
.,
Speaking: Ma ki ng plans
Ex 4 Go through the list of things people sometimes do when
away from work and encourage Ss to guess the meaning of
any new lan guage. Elicit additional ideas, writing them on the
board, then discuss which are the most interesting and why.
Alternatively, ask Ss to think of ideas and discuss the most
interesting ones in twos or threes. During feedback, ask Ss to
discuss what they have done / do when away from work and
what they will do in the future.
Ex 5 Tell Ss to imagine they are taking a six-month break from
work next year and can do anything they want. Ss look back at
the list of activities in Ex 4 and decide which ones they want to
do, adding a further five ideas to the list.
Ex 6 Refer Ss to the year planner and ask them to make notes
of what they want to do in each month. Explain that some
activities can take a month or more and encourage them to be
imaginative. Monitor and give help as needed.
Ex 7 Go through the instructions and examples with the class.
Then put Ss into pairs to take turns explaining their plans to
each o ther. Encourage Ss to ask follow-up questions and elicit
more detailed answers as in the examples. Monitor and give
help as needed. For feedback, ask Ss to explain some of their
partner's plans to the class and discuss those they find the
most interesting and why.
A: Lola says that you're taking time off work.

B: Yes, I'm doing a course at university.
A : What are you studying?
B: I'm learning about films.
A : Really! 'Nhat sort of films do you like?
B: I'm interested in horror films.
A : Hmm! Th at's unusual.
Ss write a conversation between two people talking about
future plans. Set a word limit of 120-140 words. If there are
no opportunities to practise this conversation in..a subsequent
lesson, you could get Ss to do this in class instead.
Ss write up in more detail what they are going to do during
their six-month break, using the notes they made in Ex 6. Set a
Review 13- 16
The Review checks wo rk covered in the p revious four
1 hllve
2 went
3 did you go
units, includ ing grammar, vocabulary, communication

strategies, collocations and pronunciation. It can be
app roach ed in a number of d ifferent ways, depend ing
on classroom size and situation and time available. for

example:
with Ss in pairs or groups, followed by class feedback

as a test to be marked
1
2
3
4
saves; '11 boy

wilt be; gets
wori<; '11 leave :"
'11 travel; goes
S won't see; don'rhave
6 look;'1! find'
7 book; won't Be
8 ill call~ have '
9 talk: '1\ ask
10 ',11 meet; arrive
,0
000
000
0000
industry
computer
communicate
basketball
consultant
cooperate
dangerous
prediction
emergency
holiday
successful
experience
motorbike
tomorrow
technology
<
2 invest
3 "",""co
" leSearc:h
"~
5 build
2 rare travelling: Friday
"
P'Y
"" ,
3 are staying;cHotel
4 aIV playing; finance director
5 are pr.-paring; evening
6 are vtsiting; Uverpocl
7 is giVing; morning
8 are rneetihg; CEO ~
9 are flying; BeIlrain
10 aN driving; 6 p'.m.
1 bill
2 f"'SWOOl
3 jogging
4 owiul
5 class;cal
6"' teacher
Ib 2 d 31
infinitive
past simple
past participle
forgot
forgotten
2 go
went
gone
3 have
h,d
h,d
forget
,,'to
'"
1 is anMn9j plane
['
1 advertise
2
'_,;.:'
1 c 2 a 3 b 4 c Sb6 c
L
[
8 I've 'got-
11 I've
..
went
5 Was it
10 ""ve got
as homework
L
'!'
w"'
,eve,
7 Did you
as a whole-class activity
give
g ave
given
5 take
took
taken
6 do
did
done
7 ,ee
'"w
ree,
8 write
wrote
written
,.
' e Se
..
10 ;
1 speaking
2 from
3
4
5
6
repeat
Can
line
...:.
moment
7 exciting "
8 aCcount
worry
10
hel
"
"
Photocopiable notes
Photocopiable activity 1.1 (p. 117)
Unit 1 Lesson B
Pairwork: Personal information exchange
Aims: to practise asking for and giving personal information
Time: 10-15 minutes
Grouping: Ideally groups of 4, although pairs and 1:15 with
the teacher are possible.
Preparation: Copy and cut up a set of cards for ead, group.
Procedure
Explain to Ss they are going to work in groups alnd will
practise asking for and giving personal information.
Put Ss into groups of 4 and give each student a d ifferent

card.
Give Ss time to read their card first to check what
information they need and what questions to ask their
partner. Allow time for Ss to write these down and help if
needed.
Remind Ss to note the answers they get in the column
provided and to ask their partner to spell any words they
are unsure of.
After the activity, ask each 5 to tell the class something
they found out about someone in their group.
If further practice is required, repeat the exercis-e with
different cards and change th-e groups. Alternatively,
put Ss with a partn-er they don't know well and do the
e)lercise using th-eir own information.
Homework or exten5lon option

Ss write about their partner in the presant simple, using the
answers given.

Unit 1 Lesson C
Card activity: Maki ng requests
Aims: to practise making and responding to reques1S
Time: 1~1 5 minute!
Grouping: Ideally pairs, although other groupings and 1:1s
with the teacher are possible.
Pre paration: Copy and cut up a set of situation cards for each
pair.
Procedure
11
E~lain to Ss they are going to practise making and

responding to requests.
Check on potential new language, e .g . colleague,
directions, partner, ensuite, to book and noisy.
Put Ss into pairs. Give each pair a set of situation cards
and ask them to put the cards face down in a p ile.
Ss take turns to pick up a card and read the situation out
to their partner.
Their partner should then make the appropriatB request
using Could you . .. 7 or Could I .. . 7
After the activity, elicit possible requests from the class
for some of the situations, particularly those which may
be more difficult.
Homework or extension option

Give each student a copy of the cards and ask them to write
a request for each situation (or selected situations) as well as
give an appropriate response.

Unit 2 Lesson B
Group interviews: What do you do at work
and after work?

Aims: to practise asking and responding to wh- present
simple questions and follow-up questions
Time: 2~25 minutes
Grouping: Ideally groups of 4, although other groupings and
1:1s with the teacher are possible.
Preparation: Copy and cut up a set of cards for each group.
Procedure
Explain to Ss that they are going to do group interviews
and will practise asking wh- questions in the present
simple.
Put Ss into groups and give each member a different
card .
Give Ss time to read their card first and to write one
question of their own (on the same topic and using the
present simple) for question 5. Check these questions
before they continue.
Tell Ss not to give single word answers and, if possible,
to ask follow-up questions to find out further information.
If necessary, do an example with the class before starting
the activity. For e)lample:
A: How do you celebrate your birthday?
8: Igo out with my friends and family.
E)lample follow-up questions:
A: Where do you g07 Do you go for a meal?
Remind Ss to mak.e a note of the answers they get.
After the activity, ask each group to discuss what they
found out about each other.
Elicit some of the additional questions asked and get
each student to tell the class something they found out
about one of their group members.

Ss write up their notes Ofl one (or more) membet(s) of their
group.
Photocopiable notes
..

Unit 2 Lesson C
...
Card activity: Keep ta lking

Aims: to practise developing a conversation and showing
interest
Time: 1>20 minutes
...
Grouping: Ideally pairs, although othergmupings and 1:15

Preparation: Copy and cut up a set of conversation starter
cards for each pair.
Procedure
Explain to Ss they are going to practise developing
conversations and showing interest.
Check on potential new language. such as wonderful
and writer.
Put Ss into pairs. Give each pair a set of conversation
starter cards and ask them to put the cards face- down in
a pile.
....
:;.
:;.
...
...
Ss take turns to pick up a card and to read out their

sentence to their partner. Their partner should then
respond showing interest, for example, by saying Really?
or Thats interesting, and then ask a question to find out
more informatiOfl.
Explain to Ss that they should try to keep the
conversation going for as long as possible, and
encourage Ss to g ive long answers and to ask lots of
questions.
After the activity, elicit additional questions asked and
discuss how the conversations went and how interest .....as
shown.

Ss write 3 statements of their own (or use 3 of the
conversation starters) and write 5--B possible follow-up
questions for each one.
Photocopioble activity 3.1 (p. 120)
....
Unit 3 Lesson B
Group interviews: like, love and ha t.e
-.....
Aims: to practise using the verbs like, love and hate

Time: 20-25 minutes
1: 15 with the teacher are possible.
Preparation: Copy and cut up a set of cards for each group.
Procedure
~
L
.....
[
[
Explain to Ss they are going to do group Intervlews and

will practise using the verbs like, love and hate. Elicit
some possible responses to a Do you like ... ? question
and check on ways of agreeing (e.g. Yes, I do. 1 Yes,
I love ... ) and disagreeing (No, I don't. 11 hate ... ).
Put Ss into groups and give each member a diffe rent
carc!.
Give Ss time to read their card first and to add one topic:
of their own in the space provided. Encourage Ss not to
just g ive short answers but also to add mOrE~ information
by getting their partner to ask follow-on questions. For
e)(ample:
A: Do you like tennis?
B: Yes,' do.
Possible follow-on questiOfls could be: How often do
you play it?, Who do you play it with?, \\'here do you like
playing it?
Remind Ss to note the answers they get in the columns
provided using emotlcons (as shown on the cards).
After the interviews, elicit a selection of likes, loves and
hates from the class and encourage further discussion
of what Ss like, love and hate doing. You m;~y want to
include some of your own ideas.

Ss write 8-10 sentences about what people in their group like,
love and hate using information obtained from the interviews.
Photocopiable octivity 3.2 (p. 121)

Unit 3 Lesson C
Card activity: Agreeing and disagreeing
Aims: to practise agreeing and disagreeing with other
opinions
Time: 10-15 minutes
Preparation: Copy and cut up a set of opinion a nd response
cards for each pair, (Keep separate.)
Procedure
Explain to Ss they are going to practise ag n~eing and
disagreeing with each other's opinions.
.
Put Ss into pairs. Give each pair a set of white opinions
cards and g rey response cards. Ask tnem to put the two
sets face down in separate piles.
Ss take turns to pick up an opinion card and read the
opinion statement out to their partner.
Their partner then turns over a response card and
responds (either agreeing or disagreeing with the
statement). W ith a stronger class ask Ss to 9ive another
sentence to support it. For example:
A: I love tennis.
B: Rea lly? I don't. I think its boring.
0,
A: I don', like football.
B: Me neither. I think its boring.
After the activity, elicit ways of agreeing and disagreeing

with other opinions and d iscuss possible supporting
information.

Give Ss a copy of the cards and ask them to cnOo:)5e five
opinions and write a reply which agrees and a re ply which
disagrees for each one, giving additional informiltion to
support their response if possible. As further practice, Ss could
write five sentences giving their opinion on travet sport, work
or free time and tell their partner, who agrees of d isagrees
with them.
Photocoplable notes
Unit 4 Lesson A
Group interviews: How often ... ?
When Ss are ready, they take turns to teU thE!ir partner

about two of the cultural differences from their text.
After the activity. discuss as a class some of the cultural
differences g iven in the texts and which Ss found the
most interesting. Elicit any further differences they know
of and any problems this might cause.
Aims: to practise using frequency adverbs

Time: 15-20 minute5
Grouping : Ideally groups of 4, altho...gh other groupings and
1;15 with the teacher are possible.
Pre paration; Copy and cut up a set of cards for each group.

Ss discuss any problems they have had misunde~l"anding
people from other cultures when they say 'yes to mean
no. Then write about 2 or 3 cultural d ifferences which exist
between theif country and another (re communication).
Procedure
Explain to Ss they are going to do group jnterviE~ws and
Photocopiable activity 5.1 (I', 123)
will practise using frequency adverbs. Check on different
adverbs by giving the class a percentage (e.g. 1eX) per

cent) and asking for the appropriate adverb (always),
Put Ss into groups and give each member a diff!!rent
card.
Give Ss time to read their card ftrst and check they
understand how to follow the answer key. Ask Ss to write
their own answers in column A.
Revise vocabulary, e.g . on/ine. skiing, just, partner, to
spend (time) and a run, providing examples of use where
necessary.
Before Ss begin their interviews. remind them to ask
follow-up questions and to find out more information
where possible.
After the interviews. ask Ss to share their results with
their group before eliciting from the class, a few
examples of their findings. e .g. S;mon sometimes
goes on business trips. Encourage Ss to ask follow-up
questions. e.g. for Simon: Where do you go?

Ss write 8--10 sentences about how often people in their
group do things using information obtained from the
interviews. Alternatively. they make a new questionnaire of
5-6 questions for use in a subsequent lesson.

Unit 4 Lesson C
Information swap: Communication
differences
Aims: to read about and discuss differences between how
people communicate in various cultures
Time: 15-20 minutes
Grouping: Ideally pairs. although other groupings and l:ls
Prepa ration: Copy and cut out a Student A card and a
Student S card for each pair.
Procedure
Explain to Ss they are going to read a text abou,t
differences between how people communicate in va rious
cultures. The aim of the activity is to read the information
and choose two of the most interesting points from the
text to tell their partner.
Put Ss into pairs (A and S). Give each student their card
and allow time for them to read the information .. check
on vocabulary and decide the two points to tell their
partner.
Unit 5 Lesson B
Pelmanism: Th e Superlative Game
Aims: to promote a better understanding of supmlative
adjectives
Time: '~'5 minutes
Grouping: Ideally pairs. although other groupings and 1: 1s
Preparation: Copy and cut up a set of cards fQ( each pair and
shuffle them before handing them out.
Procedure
Tell Ss they are going to play a card game to practise
superlative forms. The aim is to collect pairs of cards and
the person that conects the most pairs wins. Explain that
a pair consists of the base adjective and its superlative
form (e.g . big. the biggest) and that to win the pair a
student must collect a pair of cards with two matching
forms and make sentences using each one correctly,
e.g. The USA is a big country. London ;s the biggest
city in England.
If their partner is unsure Whether a sentence is correct,
they call the teacher to check. If a sentellce is wrongly
given, the two cards are placed face down a.nd shuffled
in with the others (so Ss do not remember where they
were put). The other student then takes thei!" turn.
Put Ss into pairs. Give each pair a set of cards and ask
them to spread them out face down.
Teft Ss to take turns to turn over two cards. If the two
cards the student turns over do not match. they turn
them back over and the other student has a turn.
Remind Ss they need to remember the cards they see
and explain that a good memory helps with language
learning.
After the activity. check on the superlative forms of the
base adjectives as a class and find out who got the
most correct pairs. Check the meaning of some of the
adjectives by eliciting examples sentences using them .

Ask Ss to make sentences of their own using 5--8 of the woo::.!s
on the cards.
Photocopiable notes

Unit 7 Lesson A
Card activity: Can you cou nt it?
Aims; to promote a better LJnderstanding of countable and
uncountable nouns
Time: 10-15 mins
Grouping: Ideally pairs, although other groupings and 1:15

Preparation: Copy and cut up a set of cards for each
pair, keeping the column heading cards, countable alnd
uncoyntable, separate. Shuffle the rest of the cards before
handing them out.
Procedure
Part 1
Explain to Ss that the aim of the activity is to decide
which nouns are countable and uncountable.
Put Ss into pairs and give each pair a set of cards.
Explain that the signs (+, -, ?) are for the activity to
follow and that they are only looking at the words
at the moment Ask them to put the countable and
uncountable cards face up next to each other and put
the others card face down in a pile.
Ss take turns to pick up a card and decide to p ut it under
countable or uncountable . Remind Ss they can discuss
any words they disagree with.
After the activity, elicit the countable or uncountable
nouns.
Part 2
Ask Ss to work with another pair (or if more practical, in
groups of 3s). Ask each pair I group to shuffle the noun
cards and to put them face down in a pile.
Explain that they will now play a game and that the
winner IS the person who gives the most correct
sentences and therefore collects the most cards.
Show a card and point out the sign beside the word. Tell
Ss that ' +' is for an affirmative sentence, '- ' for ~I negative
one and '?' for a question. Remind them to try clnd use
much, many, some and any.
Ss now take turns to pick up a card and make a sentence
using the word and sign given, e.g. tea ? .. HOlN much
tea do YOIJ drink? If the pair I group agrees that the
sentence IS correct, the student keeps the card. If it is
wrong, the card goes at the bottom of the pile. If Ss are
not sure about a sentence, they check with the teacher.
The game continues until all the words have be.en
correctly used.
For feedback, find out who got the most cards in each
pair I group and elicit possible sentences from a few of
the cards.

Ss choose 5 countable and S' uncountable nouns and write
a sentence of their own for each one. Encourage Ss to use
positive, negative and questioo fOfms and remind them to use
much, many, some and any.
11

Unit 7 Lesson C
Roleplay: Making and respond ing to
suggestions
Aims: to practise making and responding to suggestions. and
saying what is and isn't available
Time: 15-20 minutes
Preparation: Copy and cut out a Student A card and a
Student B card for each pair.
Procedure
Explain to Ss that they are going to practise making
suggestions and responding to them, and also practise
saying what is or isn't available.
Put Ss into pairs and g ive each one a different role card
(Aor Bl.
Check on potentially new language, such as dark +
colour, navy blue, the next size up I down and not fit.
Tell Ss that in Part 1, Student A is a shop assistant and
Student B is a customer.
In Part 2 they swap roles. Tell Ss that the shop assistant
starts both conversations. Encourage Ss to be creative
and to add additional information,
After the activity, ask customers what suggestions the
shop assistants made and ask shop assistants how
customers responded to their suggestions.

Ss write up the roleplays, expanding where possible on the
language used. Altematively, they could write one of their own
which could be acted out in a subseguent class.
Photacopiable activity 8.1 (p. 128)

Unit 8 Lesson B
Gap fill: Rig hts, responsi bilities and advice
Aims: to practise using can I can't, have to I don't /lave to and
should I shouldn't
Time: 15-20 minutes
Preparation: Copy and cut up a set of situation cards and
response cards for each pair. (Keep separate.)
Photocopiable notes
Procedure
..
..
.
..
Explain to Ss that the aim of the activity is to complete

sentences using the modals: can I can't, have to I don't
have to and shouJd / shouldn't.
Check on potenti;"Uy new language, e.g. cash, products.
liquids, opinion, Duty Free, to miss, a lecture, a subject,
speed limit, internet access and to attach.
Put Ss into pairs. Give each pair a set of situation cards
and (smaller) response cards and ask them to put the
situation cards face down in a pile and to sp read out the
response cards face up.
Ss take turns to pick up a situation care!' They then
introduce the sit1.Jatioo to their partner (e.g. You are at a
petrol station) and read out the sentences, saying beep
where there is a 9:ap.
After each sentence, their partner says which mod al
(from the response cards) comple tes the gap. Re mind Ss

to check with you if the re is any disagreeme nt.
After the activity, e licit the modals needed and give Ss
a photocopy of the cards. Discuss any variations on the
answers g iven (the se may be due to cultura l differences
or simply d ifferent ways that companies operate).
Elicit the COlTect order for the two sets of instructions

from the dass. Give Ss a copy of the instructions and ask
what words or phrases he lped them to d ecide the order,
e .g . First, Afte r that, Next, Finally.

Ss write a set of instructions fo r an activity of their cho ice.

Unit 9 Lesson B
Pelmanism: Is it the same?
Aims: to revise h:tve go!, need or need to
Time: 10-15 min'utes
Grouping: Ideally pairs, although other groupings and 1:15
with the teaciler <Ire possible.
Prepa ratio n: Copy and cut up a set of cards for each pair and
Procedure
At. petrol ~ 1 ~'t 2 don't hfte to 3' can
AyIng ID . ~r
..
..
can 2 shouldn't 3 have to
In mHtIng: 1 dbn't have to 2 can 3 shouldn't
Studymg M
1 have to 2 shouldn't
a can
Drtvtng car: 1 lould 2 have to 3 shouldn't

~
..
.-.
'
..,
: 1 h.ve to 2. shoukl 3 can

Ss think of one or two additional sentences for each of the
situations or think of two new situations and three sentences
for each using the mc>dals given.

Unit 8 Le son C
Ordering instr'uctions: How to ...
-.
-
.-.
..
~
Aims: to practise the language of instructions and ordering

instructions
Time : 10-1 5 mins
Grouping: Ideally pairs, although other g roupings and 1:1s
Preparat ion: Copy and cut up a set of cards for each pair and
shuffle them before handing out.
Procedure
Explain to Ss they are going to revise the language of
instructions. Check on any potentially new language,
e .g . draft. to continue, to attach, to record.
Put Ss into pairs. Give each pair a set of cards and te ll
them to spread them out face up.
Te ll Ss there are two sets of instructions (each with 7
sentences) and that they must decide which sentences
go togethe r to make each set and then put them into
the correct order.
Tell 5s they are going to play a card game to revise have

got, need or need to. The aim is to collect pairs of cards
and the person with the most pairs wins. Explain that
a pair consists. of a white card and a grey card with a
matching sent ence, i.e. Ol')e that means mo re or less the
same.
Check on any potentially new language, such as din ing
room, pets, wet, umbrella and to heat up.
Put Ss into pa irs. Give e ach pair a set of the cards and
ask them to spread them out fa ce down.
Tell Ss to take turns to turn over two cards. If the two
cards the 5 tu rns over do not match. they turn them back
over and the Qthe r 5 has a turn .
Remind Ss the y need to remember the cards they see
and explain that a good memory he lps with language
learning.
Afte r the activity, check answers as a class and find o ut
who got the n,ost correct pairs. Oiscuss any questions on
the use of have got, need or need to.

Ask Ss to make 8 pairs of sentences of their own using have
got. need Of need to.
For a subsequent ICSSOfl, some of these sentences could be
typed up and made into new cards which could then be used
to play the game again.
Photocopioble notes
Unit 9 Lesson (
Card activity: W hat's your news?
Aims: to practise reacting to good and bad news
Time: 20-25 minutes
Grouping: Ideally pairs, although other groupings and 1: 15
with the teache r are possible.
Pre p aration: Copy and cut up a set of cards for ead' pair.
Procedure
Explain to Ss that they are going to practise givi ng news
and reacting to it, EHcit an example of good and bad
news. Briefly discuss how the relationship and the type of
news might affect the language and intonation used .
them to put the cards face down in a p ile.
55 take turns to pick up a card and tell their partner their
news. Explain that the person they are teUing their news
to is marked in bold to highlight the relationship and
may influence the language and intonation used.
Their partner should then react to the ir news and ask a
follow-up question to show interest.
If helpful, d iscuss one of the p ieces of news with the
class. Elicit some possible responses and foHow-up
questions, e.g. You have a new teacher: Really? !N'hat~
his!her name? wnat~ he/she like? etc.
Check on any potentially new language, such as to be
offered, to break, to break down, rude, to worl)i' and vet.
After the activity, elicit responses to the d ifferent pieces
of news and discuss possible fo llow-up questions.
Discuss intonation and ask Ss If their partner responded
appropriately and were understanding when the news
was bad.

Give Ss a copy of the cards and ask them to write a response
and a follow-up question for each piece of news.
Altematively, Ss create a short role play between two people,
where one tells the other a piece of news and they respond.
Set a time limit and encourage Ss to be imaginative. VVhen Ss
have written their conversation, select a few converscltions for
Ss to do in front of the class, if time.
Unit 10 Lesson B
Card matching: In other words ...
Aims: to pr.Ictise using too + adjective and not -I- adjective +
enough
Time: 10-15 minutes
Grouping: Ideally pairs, although other groupings and 1: 1s
Pre paratio n: Copy and cut up a set of both the description
and summary cards for each pair and shuffle them bE,fore
handing them out.
Procedure
Explain to Ss that they are going to practise using too +
adjective and not + adjective + enough. The aim of the
activity is to match a summary card, e.g. Thf! coat is too
small. to a descriptioo card, e .g. The coat is size 10 but
I am a size 12. Explain the meaning of description and
summary to the class.
Revise language, e.g. comfortable , to do up. expensive
and to hear.
Put Ss into pairs. Give each pair a set of (white)
description and (grey) summary cards and ask them to
spread them out fa ce up.
Ss match the responses to the situations.
After the activity, elicit the matching sentences from the
class. You might wish to d iscuss a ltemative s.uggestions.

Ss write 5-B situations and responses of their own using too +
adjective and not -I- adjective + enough.
Unit 10 Lesson (
Roleplay: Telephoning
Aims: to practise phone conversations to d iscuss problems
and soIutioos.
Time: 20-25 minutes
Grouping: Ideally pairs, although other 9roupin9s and 1:1s
Preparation: Copy and out a Student A card and a Student e
card for each pair.
Procedure
Explain to Ss they are going to practise pholne
conversations to discuss problems and solut ions.
If helpful, revise the communication strate giJes for
telephon ing and discuss useful expressions.
Put Ss into pairs and give each one a diffe rent role card
(A or e).
Tell Ss that in Call 1, Student A works in customer
services and Student B is a customer. In Call 2 they
swap roles. Tell Ss that the person working for customer
services starts both conversations. Encourage Ss to be
creative and to add additional information.
After the activity, discuss how the problems were solved
and elicit examples of language used. Ask customers
how happy they were with the response from customer
services.

Ss write up the role plays, expanding where possible on
the language used. Alternatively, they could write ooe of
their own,
,
! !'
Photocopiable notes

Unit 11 Lesson B
Card activity: What's t he past?
Aims: to practise using the past simple
Time: 15-20 minutes
...
Grouping: Ideally pairs, although other groupings and 1:1 s

Pre paration: Copy and cut up a set of cards for each pair.
Give Ss time to read their card first and to write two extra
questions of their own (on the same topic if possible) in
the gaps. Check these questions before they interview
the first me mber of their group.
Tell Ss not to g ive single word answers and to ask
fo llow-up questions to find out further information.
Remind Ss to make a note of the answers they get.
After the activity, ask each group to discuss what they
found out about each other.
Elicit some of the additional questions asked and get
each S to tell the class something they found out about
one of th eir group members.
Procedure
Explain that the aim of the activity is to complete
sentences using the positive or negative form of t he past
simple for the verb given in bold.
Check on any potentially new language, e.g. a speech
and to prepare.
Ss write up their notes on one (or more) member{s} of their

group.
them to put the cards face down in a pile.
Ss take turns to pick up a card and read out the sentence.

They complete the sentence using the correct form of
the verb in the past simple. Their partner should say jf
the sentence is correct. If Ss are unsure they should ask
you . When an answer is correct, the student who gives
it keeps the card but if it is wrong, the card is put at the
bottom of the pile.
After the activity, check answers and discuss any which
were problematic.
1 ...Md
2 listeoed
3 dKjn', BI<e
. . .1I<ed
5 decided
6 didn't IRk
7 didn't pass
did"'t~m
9 arrived
11 didn't shout
12 wanted
'3 helped
'5
.. ,6
17
18
offe<ed
Card activity: What are you doing?

Aims: to practise using the present continuous
Time: 10-15 minutes
Preparation: Copy and cut up a set of cards for earn pair.
Procedure
Explain to Ss that they are going to practise using the
10 didn't enjoy
,.-
Unit 12 Lesson A
hated
worked
loved

Ss write 6-8 sentences of their own using other verbs in the
past simple.

Unit 11 Lesson C
Group interviews: Questions, questions
Aims: to practise asking and responding to open and dosed
questions in the present simple and past simple
Time: 25-30 minutes
1:1s with the teacher are possible .
Prepa ration: Copy and cut up a set of cards for each group.
Procedure
Explain to Ss that they are going to do group interviews
and will practise asking and responding to open and
closed questions in the present simple and the past
simple.
Put Ss into groups. Give each member a different card.
present continuous and that the winner is the person

who collects the most cards.
Elidt some examples of positive and negative sentences
and revise short forms if needed.
them to put the cards face down in a pile.
Ss take turns to pick up a card and read out the question
under the picture. They then give a short answer to
the question . Remind Ss to give a true sentence in the
present continuous if they give a negative answer, e .g. if
the picture is of someone cooking and the question is Is
she painting? They say No, she isn't, She is cooking.
Tell Ss to keep their card if they give the correct response
and to g ive their card to their partner if they give the
wrong response. Tell them to check with you if they are
not sure about an answer.
After the activity, elicit the correct responses (orally) and
find out which 5s have the most cards.
5
6
No, she isn't She ~ I She~ playing football_

No, they .ran't. They are I They're talking.
Yes, it is.
No, he isn't. He is I He's ta'king on the phone.
Yes, they are.
No, they aren't. Jhey are I They're l"f'Orlcing (on a
""",,",",,7
8
9
NO, she isn't She is I She's flying a phine.

No, he isn't. He Is I He's singing.
Yes, she 65.
Give Ss a copy of the cards and ask them to write up the

answers.
Photocopiable notes

Unit 12 Lesson C
Matching I Conversation building: What
do you call it?
Aims; to match pictures to definitions and practise
paraphrasing
Time: 25-30 minutes
GrQuping: Ideally pairs, although other groupings and 1:15
Preparation: Copy and cut up a set of object cards and

definitior] cards for each pair. (keep separate.)
Put Ss in pairs. Give each pair a set of cards and ask

them to spread the cards out face up.
Ss match the sentence endings to the beginnings.
After the activity, elicit the complete sentences from the
class.
Part 2
Tell Ss to decide (in their pairs) if the statements are trtJe
for them. If they are not, they should discuss what they
will do instead.
After the activity, discuss which ones they disagreed with
and what they might do instead .

Ss write up any sentences they changed. Alternatively, they
write 5-8 sentences of their own using the first conditional.
Procedure
Part 1
Tell Ss the focus is talking about something WhEln you
don't know the word for it and that the aim of the activity
is to match the definitions to the objects.
Ss match the definitions to the pictures.
After the activity, elicit the correct definition for each
picture and find out who got the most correct. i)iscuss
any new vocabulary, e.g. protect, wear; electronic,
liquids.
Part 2
Ask Ss to choose one of the objects from Part 1 and to

build a dialogue between two people where one person
doesn't know the word for the object. With a weaker
class it might help to refer Ss to Ex. 5 in the coursebook
for support.
When their conversations are complete, Ss role play them
in groups or to the class.

Ss choose 10 objects and write a definition for each one.
Alternatively, they expand on thefr conversations from Part 2.
Photocopiable activity 13.1 (p .. 136)

Unit 13 Lesson B
Card matching: If you ___ , 1'1/ __ _
Aims: to practise using the first conditional
TIme: 15-20 minutes
Grouping: Ideally pairs, although other groupings and l:ls
Preparation: Copy and cut up a set of cards for each pair and
Procedure
Part 1
Tell Ss the focus is if + will (first conditional) and that the
aim of the activity is to match a white card to a grey card
to make complete sentences.
Check on any potential new language, e.g . to invite and
to take time off.
11
Unit 13 Lesson C
Card activity: Ag ree ing and d isaglreeing
Aims: to practise agreeing and disagreeing
Time: 15-20 minutes
Grouping: IdeaUy pairs. although othergroupin~:ls and 1:1s
Preparation: Cut up a set of statement cards and response
cards for each pair.
Procedure
Explain to Ss they are going to practise agn!eing and
disagreeing with each other. Elicit a few ex.amples
of phrases used for agreeing, e .g. You're ri9hr and
disagreeing, e.g. I'm not sure.
Put Ss into pairs. Give each pair a set of (white)
statement cards and (grey) response cards, and ask them
to put the two sets face down in separate piles.
Check on potential new language. e.g. wealth, space.
pUblic transport and to improve.
Ss take turns to pick up a statement card ar)d read it to
their partner. Their partner then turns over Cl response
card and responds accordingly (either agreE!ing or
disagreeing). Encourage Ss to give a reason when they
disagree and to make an additional comment when they
agree. Give an example if necessary.
After the activity, elicit ways to agree or d isagree with
some of the statements and discuss the rea sons or
additional information they could also give.

Give each 5 a copy of the statements and ask thl;!m to
write two responses for each ooe; one agreeing and one
disagreeing with the statement. Remind Ss to give a reason
when they disagree and to make an additional c,ornment when
they agree. Alternatively, Ss think of 5 statements of their own
instead of using the ones from the activity.
Photocopioble notes

Unit 14 Lesson B
Roleplay: Sports ta lk
Aims: to p!'actise talking about spoct and developing
conversations
Time: 15-20 minutes
Grouping : Ideally pairs, although other groupings Clnd 1:15

with the teacher are possible .
Preparation: Copy and cut out a Student A card and a
Student B card for each pair.
Procedure
Explain to Ss they are going to practise talking about
sports and developing conversations.
::::;
Put Ss into pairs and give each one a different role card
(A or 8),
Check on any potentially new language, e.g. hote/lobby,

squash and badminton.
TeU Ss that Conversation 1 takes p lace in a sports cafe
and that Student A is the customer and Student 8 works
at the sports cafe. In Conversation 2, Student A and 8
meet in a large hotel. Explain that it will say on the card
which 5 starts each conversation . Encourage Ss to be
creative and to ask additional questions and add extra
information.
After the activity, e licit some of the questions and
answers from the activity and discuss any extra
Information given.

Ss write up the role plays, expanding where possibl~~ on the
language used. Alternatively, they could write one of their own
(on a subject of their choice) which could be acted Clut in a
subsequent class.
Photocopiable activity 14.2 (p'. 138)

Unit 14 Lesson C
Card activity: No problem
Aims: to practise talking about problems and responding to
make people feel better
TIme: 15-20 minutes
Preparat ion: Copy and cut up a set of cards fO( each pair.
Procedure
Explain to Ss that they are going to practise talking
about problems and responding to make people feel
better.
them to put them face down in a pile.
Ss take turns to pick up a card and read the problem out
to their partner. Their partner then responds in a way to
help them feel better.
After the activity, elicit possible responses to the
problems from the class and discuss the importance of
Intonation.

Give Ss a copy of the cards and ask them to write up
responses to each one.

Unit 15 Lesson B
Board game: Sharing experiences
Aims: to practise using the present perfect to ta lk about
experiences
Time: 20-25 minutes
Grouping: Ideally groups of 3 or 4, although pa irs and 1:1s
Preparation: You will need a copy of the board game,
counters and a coin for each group.
Procedure
Explain to Ss they are going to practise using the present
perfect to talk about experiences and the aim of the
game is to develop each conversation.
Put Ss into e ither groups of 3 or 4 (decide what works
best). Give a copy of the board game, counters and
a coin to each group. Tell Ss that the person reaching
'Finish' first is the winner.
Ask Ss to put their counters Ofl the 'Start' square. Make
sure that they understand which side of the coin is
'heads' and which is 'tails' . Explain that they take turns to
toss the coin and then move one square if tile coin lands
on heads and two for tails.
Tell Ss there are different types of squares that give them
instructions to do something. The main onHS are 'Ask' or
'Tell' but a few other squares give d ifferent instructions:
'Miss a turn' and 'Go forward I back'. If they land on an
'Ask' square, they choose who answers the question and
they read the question out to them . If they land on a
'Tell' square, they follow the instructions on the square
and give an answer.
Explain what miss a tum and go forward / back mean. It
might help to demonstrate a go or two. Foreach turn,
encourage Ss to ask follow-up questions to find out more
information.
Check on any potentially new language, e.g. funny or
co smile.
After the activity, ask Ss what they found out about other
members of their group as a class and elicit some of the
questions they asked to develop the conversations.

Ss choose 3 of the experiences people in their group
discussed and write a little about each one.
Photocoploble notes

Unit 15 Lesson C
Card activity: What was that ... ?
Aims: to practise clarifying and checking information
TIme: l~lS minutes
Grouping : Ideally pairs. although other groupings and 1:15
Pre p a ration : Copy and cut up a set of information cards and
response cards for e,ach pair. (Keep separate.)
Homework olr extension option

Ss write 5 relative clauses using who and 5 using which.
Alternatively, they complete the following sentences with their
own ideas using relative dauses:
1
2
3
4
5
6
7
8
to
Do you know the actor/ singer/director , .. ?

Do you know the author . ..?
Do you know the band ... ?
Do you know the film .. .?
00 you know the song ... ?
Before I go out, I listen to music ...
When I go to cinema, I like to watch films __ .
When I'm tired, I like to watch films / read books I listen
music ...
Procedure
Explain to Ss they are going to practise clarifying and
checking information. Briefly elicit some expressions to
do this. e.g. Can you repeat that. please?

Revise vocabulary, e .g. quiet, to repeat and to collect.
Put Ss into pairs and tell them that they will be
pretending to ha,ve a conversation on the phone. Explain
that one person is giving information and the other one
is trying to take down the message. Give each pair a set

of (white) information cards and (grey) response cards
and ask them to put the two sets down in separate piles.
Ss take turns to p ick up an information card and read it
out to their partner.
Their partner then turns over a response card and
responds accordingly (either asking, clarifying or
checking inform'ltion).
After the activity, elicit responses for some of the
situations and discuss any which were more difficult.

Give each student a copy of the information cards and ask
them to write a respJflse to ask for clarification and another to
check on information for each situation (or selected situations).
Photocopialble activity 16.1 (p. 141)

Unit 16 L sson B
Card matchin!l: who or which?
Aim s: to practise using relative clauses with who or which
Time: 10-15 minutes
Grouping : Ideally pairs, although other groupings and 1:1s
Prep aration: Copy and cut up a set of cards for each pair and
Procedure
Tell Ss the focus is relative clauses with who or which
and that the aim of the activity is to match the sentence
pa"'.
Check on potentially new language, e.g. secrets and
energy.
Put Ss in pairs. Give each pair a set of cards and ask
Ss match the ser,tence endings to the beginnings.
After the activity, elicit the complete sentences from the
class.

Unit 16 Lesson C
Roleplay: Why? Because ...
Aims: to revise (!xplaining what you want and giving reasons
TIme : 15-20 mir,utes
Gro uping: Idea~ly pairs, although other groupings and 1:1s
Pre pa ratio n: Copy and cut out a Student A card and a
Student 8 card for each pair.
Procedure
Explain to Ss they are going to practise explaining what
they want and giving reasons why they want it.
Put Ss into pairs and give each one a different role card
(A or 8l.
Check on po'tentialiy new language, e.g. French
speaking and to improve.
Tell Ss that in Conversation 1 Student A is the employee
and Student 8 the boss, and that in Conversation 2 they
swap roles. Explain that it will say on the card which 5
starts each cc)nversation and that the boss should make
a decision.
Remind thern to give a reason if they say 'no' to thei r
employee. Er,courage Ss to be creative, to add extra
information ~I nd to ask additional questions.
After the activity, find out which bosses decided their
employees could do what they wanted and what
reasons they gave when they said 'no'. Elicit some of the
questions and answers from the activity and discuss any
extra information given.

Ss 'Mite up the role plays, expanding on the language used.
Alternatively, they could write one of the ir own (choosing 2
different roles and a subject of their choice), which could then
be acted out in dass.
Photocopioble Activity 1.1
Unit 1 Lesson 8
Personal information exchange
'"
CARD 1
You
Your partner
First name:
Matthieu
Surname:
Desmarais
Nationality:
French
Job:
Fashio n designer
Company:
Paris Fashion House
Phone no.:
033 6 12633 758
Email:
m.desmarais@parisfashionhouse.fr
CAR02
~----~~------------~~-------------------------~
You
Your partner
First name:
Aidan
Surname:
Murphy
Nationality.
British
Job:
Reporter
Company:
National Media Group
Phone no.:
044 0208 2 123 3982
Email:
Aiden.murphy@NMG.com
CARD 3
Vour partner
You
First name:
Lorraine
Surname:
Henderson
Nationality:
Canadian
Job:
Hairdresser
Company:
Styles For You
Phone no.:
01 250 8823 4510
Email:
LHenderson83@Yahoo.can
CARD 4
Your partner
You
~
~
First name:
Martina
Surname:
Karelina
Nationality:
Polish
Job:
Accounts Manager
Company:
Renwick and Cooper
Phone no.:
048 12 7324 0339
Email:
Martina.Karelina@renwickcooper:pl
. - - - - - - - -- - - - -- -- - - - -- ------ - - _..
~
I
io...
Photocopiables@Pearson Education limited 201 1
ID
Photocoplable Activitl,l 1.2
Unit 1 Lesson C
Making requests
Situation cards
You are in a meeting

when you get a phone
call. Ask the person to

call you tomorrow.
Your luggage is heavy.

Ask your friend to help
you carry it.
You want to send

a colleague some
information. Ask for
their emai! address.
You want to go to the
You're working late
You want to use your

friend's dictionary. Ask
to borrow it.
tonight. Ask your

husband I wife to cook
train station. Ask for

directions.
dinner.
. . .~~~-~.:.~~.~ ~~~~::~:. ~~~~~~i~-~:~:~~~~::"r--'

house and want to
make a phone call. Ask
to use their phone.
Ask for a glass of water.
i.
You are at
a~~t~;:k
for a double room with

an ensuite bathroom.
You are on a train and it

is very hot. Ask the
person near the
window to open it.
You are in a meeting

and it is noisy outside.
Ask a colleague to
close the door.
You are at the cinema.

Ask for two tickets to
see the new Bond film
at 7.20 p.m .
............. .----..............................:.............................................. __ .j .................................................

You want a taxi for the
airport at 6 a.m. Phone
the taxi company.
You want to get to the

Hildon Hotel. Ask for
directions.
You want a photo of

you and your husband /
wife. Ask a friend to
take one of you both.
You want your sister to

pick up your children
from school tomorrow.
You ask for directions

to the station from a
stranger. Ask them to
repeat the directions.
You are at the airport.

Ask what time the next
flight to Paris leaves.
You want to be picked

up from work. Call your
husband I wife and ask
them to pick you up at
6p.m.
You want to watch the

news. Ask your son I
daughter to turn on
the TV
Photocopiables Pearson Education Limited 2011
~I
Unit 2 l.esson C
Keep talking
!o<
i" ;'~:~:~~-~;~'~~:-:~~';~=~~~:-"'-"---: .;.~~.:; ~:;;~~~-:;~~.~~~:
. . - ------- l-~~-~~~;::;~:~~~~~----~. _____.1"
r;::~~~:~~~:~~~~~.-------r~~~:;~:~~;:~~:-~~j~-;,------------T;;:~~~~.-~~~~:.:~~-:.~~~~:~~:.-
1__ __ __ -_ __ 1_-_,_ ___-____-_ __ __1 __ __ ____...._..._._-_......._....... \
i I listen to a lot of music.
1 I play tennis.
! I want a new job.
r;::~~~:;::~~~~i:~:---l~~~;~I~-;-~:~~-~:~;~~-~~i~~~-----------------l~~-~~~~-i~~~;~-::~~-;.---------I
:. __ ______ . ___ . __ ________ ____ _____ . ____ .. ___ .... _. __ .. __....1 ..... _.... _..... _.............. _. _.. _... _.. _.. _........ __ ........:.._ ............. _.... _.... _.. __ ...... _........ _._.. ____ ....... __ .i
Unit 3 l.esson
like, love and hate

!o<
,. _.. . _-_ . __._-.-----_ .. _. __. __._--_. __ . _._. -. __ .. _---.------------_._--_.-._----_. __._.-------------.
, CAR0 1
1 Interview each group member about the things they like, love and hate.
Note their answers using emoticons [9 - like, .;;;~ 9 .. love and e@ - hate]
Do yo u like __.
travelling to new places?
going swimming?
celebrating your birthday?
meeting friends on Friday night?
,,
,
,,
,,
,
,
,
,,
CARD 2
1 Interview each group member about the things they like, love and hate_
Note their answers using emoticons [Q '"' like, @ Q .. love and
hate]
e e '"'
Do you like ._.
,,
,
playing basketball?
coolc:ing?
leaming languages?
your job?
,
B
,,
,,
,
,,
,,
.._
_--_._----_. _---_._-------------------------------- ---------------_._---------------- ----------.
..
CARD 3
1 Interview each group member about the things they like, love and hate.
Note their answers using emoticOfls [9 = like, @ Q - love and e e ., hate]
,,
,,
,
,,
,
Do you like .. .
playing computer games?
doing exercise?
buying presents?
going on business trips?
,
,
,
,,
,,,
,,
,,
,
: 2 _
Say
what
your group...
lIke,_....
love and
dOIng.
.....
.. __
. __the
.. _people
.. _
.__In._-------_
_....hate
. ....
. ..... _._ ... _.. __ ._. __ .... . _--_ .. . ........ __ ...... _.,
Photocopiables@Pearson Education Umited 201 1
~I
Unit 3 Lesson C
11
Agreeing and disagreeing

Opinion cards
:I....__ ................. _-_ ....... _--_ ......._-_ ...-_ ........... :._--_ .. __ ..................__... _-_ ..._-..._-_.................................................... ............................ .--_
!
I think tennis is easy to play.
I like meetings. They're very

interesting.
I like doing oosiness over the phone.
L......
..
. ...
1love long holidays. They're very
llove sending emails to friends.
I hate driving. It's so boring.
I don't like taking work home at the

weekend.
I love going on business trips.
I don't like getting up early on

Sundays.
I hate travelling by plane.
I like working at home.
I like listening to the radio when

I work.
relaxing.
Response cards
:I
!.-'
.. -........ ........'......................... ...........................,"'-,............,........ :.............. ,." ..........................,...,.. ..........
~
: .....
'~
:.' [);ugoee
! ='......i. := .~
..
...
AgIo& .,
,i '
: .... e . i~:; ,
~: l
Disa9<M .
.~
:. ~ "': :~' _'''' ;k' j
l~ .. :.... .".~,~ .. .. .. l-.. --..................................";................................................. ........................,..........................j

:
i.! '
Ag.,.
c.
! IMogn>e
:
.
i.!
I.
o;;ag...
'
~.
!L.................................. _......._ .... :......;.. ............. _ ... _ .............. ,....1:......................... _........ _ .""'..;..i...._ ...................., .................... ,.. .1
::...-- - - - -- -- -- -- - - -- -- - - - - -Photocopiables \OPearson Education limited 2011
Photocoploble Activity 4.1
Unit 4 l .esson A
How often ... i~
'"
____ o
__________ _ _________ __ ______
___ _______ ___ _____ ___ ______ __ ________________ _
___ ____ ____________
CARD'
,,
,,,
,,
,,
,,,
,,
,,
,,,
,
,,
intcfView each group member about work. Note their anS'Ners using the answer key:
(1 ~ always 2 '"' usually 3 '"' often 4 - sometim es 5 '"' hardly ever 6 - never)
How often ...
do you go on business trips?
do you have meetings?
,
,,
,,
,,
,,
,,
,,
,,
are you the last person to leave the office?
do you work at weekends?

do you speak in English at work?
--- --- ------ ---_._---- -- ---._------------- ---------------- -- --------- ------ -- -------------------------
--.---------- ------- -----------------------------------------------------------.,

.--------------------CARD 2
,,,
,
,,,
,,
,,,
,,,
,,,
,,
Interview each group member about using computers. Note their answers using the answer key:
(1 - always 2 '"' usually 3 .. often 4 - sometimes 5 - hardly ever 6 - never)
How often ...
do you use a computer?

do you send emails to friends and family?
do you shop onljn.~?

do you look for information on the intemet?
do you watch videos or play games on your computer?
,
,,
,,
,,
,,
,,
,,
.--------------_._----------------------------------------------------------------------------------.
: CARD3
,,
,,,
,,
,
,,,
,
,,,
,,
,,,
,,
Interview each group member about holidays. Note their answers using the answer key:
(1 '" always 2 - usually 3 .. often 4 ... sometimes 5 '" hardly ever 6 ... never)
How often ...
do you have a holiday in the summer?
,
,,
,,
,,
do you go away fc.r more than two weeks?
,,
,,
,,
do you go on a skiing holiday?

do you have a holiday on your own?
do you travel to a different country for your holiday?
----------------.. ------------------------------------------------------------------------ -- --------->

.--------------.. ------------------- -- -------- --- ---------------------------------------------------.
CARD 4
,,
,,
,,
,,,
,,
,,,
,,,
,
,
Interview each group member about their home life. Note their answers using the answer key:
~ always 2 "" usually 3 .. often 4 .. sometimes 5 ... hardly ever 6 .. never)
Cl
How often ...
do you get up before 6 a.m.?
,,
,,
,,
do you cook dinne!r?

do you spend an eNening watching TV?
do you go out fora run?
do you get more tihan eight hours sleep?
Photocopiables C Pearson Education limited 201 1
,,
,,
,,
~I
Photocoplable Activity 5.2
Unit 5 Lesson C
Making and responding to offers

3
c. ?_--..-___-_-...__
~."....
... -.......... ---.--... --.............--.... ,................................................. _.....:... __.,.. .,.,.,.1
STUDlNJA
A
f
~
~
Read out the fo!IooMng --'.to 'P" _ . Me<...,.. one. """ himIhe< _
to niak6 an offer.
'-
ROspond'to the oilers made. 'ibu can ~ positively '" no"
,.
~
i,
1i
.
~.
we detiYef food to the elderly in our araa.
L>
.:.
: 2 We have a summer chirity dance r)e1(t month.
: w. help people find jobs "
the """"'"""',
5 We want to raise '!JCheYtobuya new rTJinibus.
<' ,
l hrt2
_:)
'1
~ 3 We want volunteerS to help nJf1 our)'OUCh dub.
'i
.
,1
&
..-.
'",.'
!~ Vow partner is SQingto med out ~ sitUations. peach one, melee en offer. .
i Your partrwr will Iispond to it.
"
~ '"I'~'
'v. j,
~t
!; ..... _.........~. __ ..,:-.:_.,.= ."hh_.'~... _.. ;_ ...."""..,~_::r.. __.._._._.. __ .... _... ,...../:.............._..... _.,._...._. _.......... ~. ....,;...... ..:..._... _......... ,........ _.... __ .........~ .J
f ....? ..
"'- '"'-' ~..,
STUDENTS
.. _ ......... ,_ ...................................................... , ............... _ ................ _ ...,..................... _ ..-:
j{
'
[ P.t1
':
!. Ycu partner is 9I*!Jto lead out &Ome licuations. Aftar eadt one. tneka; an offer.
i VOw- PO""'" w.l....,ond ID ;C
t ~
!'.
PlWt2
.~
. ,
....
i ' out the~_to _ _, AA. oadI, _ . gM! 1iimI1le<_ ,

i ID make an .,~ to 1\1e oilers ",""", ~ can ie'f'ond po;itNoIy or :
l! '
,1
We 0""'9" wooI<shops to IIi>IP people learn new "'"'"

, 2 We help people loam C<101lI'U"" skills:
!,
3 We WW>t _
to help "'" ""' ~ gwdoning dub. ,

r
[ 4 w~, ~ a sumnw tf?O'tI ClIO!f for young peOple in our community.

5 We heIp~ and elderly people in _ t.ome.,
t
r
L_ ...., ..-. . .-:...............' .
~~
i i f ........ ; .........;.; .. _, ............_ .,... ........: .................................... ....... . ..., ... ..{". ........................., ~<.
Photocopiables :lPearson Education limited 2011
"
'i
,.J.,..l!
Unit 6 Lesson B
What is there in your town ?
'"
.------------------------------------------------------------------------ -- -----------------------, STUDENT A

,,,
,,
,,,
,
Add three more places to the list and tick (.r) what there is or cross (.r) where there isn't in you r town, using
the map you drew.
, Is t here .. I Are there (any) ..?

,,
,, a gym
,,, a maric.et or supermaric:et
,,,
, a swimming pool
,,,
,, internet cafes
,,
,, a cinema
,,
,, restaurants
,
,,. hotels
,
,,, a school
,,, , pari<
,,,
,
,,,
,,
,,,
,
Your town
Your partne r's town
,,
,,
,,
Now ask your partner questions to find out about t heir town. Note their answers.
._------------------------------- -- ------ ----------------------------------------------------------,,

.------ --------------- ----------------------------------------------------- -- ---------------------STUDENT B
,,
,,
,,
,
,,,
,,
,,
Add three more places to the list and tick (0") what there is or cross ~ what there isn't in your town, using
the map you d rew.
Is there . .. I Are t here (any) .. .?
a shopping mall
,,,
banks
,,
,,
,,
,
Your partner's town
a sports centre
,,
,,
,
,,,
,,,
,,
,,
,
,,,
,,,
,,
,
,,
,,,
,,
,
,,,
,
Yo ur town
a library
schools
a cinema or theatre
a train station
a hotel
restaurants or cafes
Now ask your partner questions to find out about tfleir town. Note their answers.
. _--- - - - - --- -- ------ - - ---- - - - -- - - - ------_ ._------------------- - -- - - - - - --------------------~----------
Photocopiables ClPearson Education Limited 201 1
I1
Unit 6 Lesson C
Can you help me?

3<;
...........................................................................................................................................................................................................
i You want to know when the library
i You want to know what time the
i You want to book a hotel room for the
i meeting starts this afternoon.
! opens.
conference.
!....__............................ _-_.............................1..........................................__.........1 __1

i
i;
You want directions to the train station .
!
!:
!
!:
You warnt help with your luggage.
You want to find a good restaurant in

the area.
i,.................................................................. ;-..............
i'
:
. . . . . ...................................
. . . . . . . . . . . :!. ................................................................. 1
:
You want to know the name of the new
company director,
i
i
You walnt the number of a taxi

compa,ny.
You want help preparing for

f tomorrow's presentation.
i,
..........................................-.--.----.----.---.-.;---.----.--.-...---.. -... --....-.. ---......------------1------------------------------i
! You Willnt to send a fax to your office, ! You want to know the phone number
!
i for the Paris office.
You want to know where to change

money.
._.. __ ... __ .. ____ .__.____.________.____ .____ .___ .. ___ .. _-1 ... ___ .____ ._,__ .___.________ .____ .____ ... ___ .___ .____ .. __ ._. __ L. __ .______.____ .____ .__ ._. __ ._. __....._. ___.... _......._...... .
Unit 7 Lesson A
Can you count it?

3<;
.................................................... ._- .............................................
. _.............. _................................._.. _-- ...... _................................... -..
.
i UNCOUNTABLE
COUNTABLE
.. ....-.......---..-.. ---..--.--... --... --.............

~~.~
--~
.... :
l ;~:
.
i
i
..................... .......................................-....1
~
.. _._._... __.. _.._.... _............._.........._._.-.. __ .. _--_.. __ ._... _-_._._ .. __.._._._-:-._.._--_ ......-_ ... _... _-_._..... _-_._-_. __.. _---_. __... _._._._ .. _.... __... _... __.. _.... _.... _-_.. __ .-:
bottle
l coffee?
1... _._ ... _.... __ ... _. __... _-_............ _...... _.. _._.. __.. __.. _. __.. _... _........... _... _.... !
..---- ....................................._--. __..........__.__ ._-_._.._.-_....._..... _.:-
. ~~~~~~. .-. .---.---.---.---.:---.---..-..........-...................... . . . . .!. :~~.~:-. .... . . . .... .. .... . . -...__. . . . ._.-.. . . . . ... . .. .... . .. . ._._. _j
vegetable
:=~~::::::::::::,:::::::::::::::
.............-.................................. -......
milk
i:~t;~
!
---------~------T --
i meat
onion
: ::~:: . :.'.:: .:.:::::' :1
... -.-............ -........ --................. -.....--.... ----............... -.....:

?
'::~::~:~:~::: ~ ::.::~:.~:.~:::.::~ ~:~. :.I.~:f.::~.~~::~~~~:~:~:::..:.~:~~~~:~:~: : l

pineapple?
! butter
~~;~'t:::::::::~~:::::
i:f~
:::~
:
:::
:::
1
. . . . .-.. . . .... .. . .. . ;. . . . . .-.-.. . .. . .-.--.-. --.-.-. . . .
. - -. - . . _. _. _. ._._. .;_._ ._. . _. . . . . . _. . _-_._ .-. _-----_._ . ._-_. .j
:~~
........................
-.~-.-j-.;:~~-
_._.............__....__._._-.--.._..................................:...... --.--._...............................- .....__ .._._--.-._..-.............._... __._.._.... -:

:
i cheese?
i
.__ .__... _... _... __... _..._... _... _... _.... _.. _.... __... __ .._. ___._. __ ._ ... _.~. __.. __ ...._..L. ...... _.~.. ___.__ ........__.. ___ .. __..._........__ ... __ .__..~_._._ .. ___ ..__ .. _.. __... _. __ .._.. ..l
soft drink ?
Photocopiables CPearson Education Umited 201 1
11:
Unit 7 Lesson C
it
Making and responding to suggestions
I
111
it
STUDENT A
Part 1: Shop assistant
You see a customer and go and say hello. Ask if they want help.
Suggest they try the coat they like in red.
Then tell the customer that the coat is also available in dark blue, red
Of
black.
Part 2: Customer
You are in a clothes shop and want to find some new trousers for work
You see a pair you like and
try them on. They are very big and don't fit.
Ask the shop assistant for the next size down.
it
Thank them for their help.
Remember that the shop assistant starts both conversations.
STUDENT B
Part 1: Customer
You are in a clothes shop and want to find a new coat for the winter.
You see a coat you like but you don't like the colour (brown).
Respond negatively to the shop assistant's first suggestion.
Ask to try the dark blue coat on. You like it and decide to buy it.
Part 2: Shop assistant

You see a customer and go and say hello. Ask if they want help.
Suggest they try the trousers in a smaller size.
Tell the customer that you don't have the next size down in stock.
Remember that the shop assistant starts both conversations.
it
it
!'
!'
!'
Photocopiables@Pearson Education limited 20t t
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1'1
Unit 8 Lesson 8
Rights, responsibilities and advice

Situation cards
---- ..................................... -----
----_._ ................................ _. __ ......... __ .. __ ....................... __ ..........-_._--_._--_. __ ..... __ ... _-_................. _---:
You 1
At a petrol statio n
smoke.
pay by credit care!.
---_._........................... _-_ .. __ .............
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You 1
buy products from the Duty Free shop.
I Flying to anot her country

You 2
have any liquids over 100 ml in your hand luggage.
L.......................................................:.~.~..~ .....................~~.~.~.~~~~.~~~.~~~ ~i.~~y.~.~:......................... ...................
................. .................... .
,............................. .......................... ..........................................................
You 1
wear safety clothing.
In a meeting
You 2
give your opinion and make suggestions.
........:'~.u 3_ _ _ _ _ arrive late.
,
................................................!
[' ................................
You 1
do exams.
Studying at university
miss any lectures.

You 3. _ __ _ _ choose subjects you enjoy.
.................................................................................................................................................................-1.
You
drive safely.
follow the road signs.
Driving a car
You 3_____ go fa ster than the speed limit.

.......................................................................................................................................................................................
,
.......!
........................................................ ................................................................................................. .
You 1
have internet access.
Sending an emai[
You 2
read your message before sending it.
:.~.~..~_..._.._.._.._._. ___-
attach
...
do.~~~~~~......................................................................................
Response cards
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can
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can't
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should
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; don't have to
Shouldn't
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Photocopiables Pearson Education Limited 201 1
~I
11
,Unit 8 lesson (
Photocopioble Activitl,l 8.2
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How to . ..
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,
,
How to send a photo with an email.
How to add a new phone number to your phone.
....--....... ---...... --....... ----.--............ --................... ---... __ ...-............ --l--_ .............................................__ .. j
!
!
First, write the emai! and then save it as a draft.
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First, go to phonebook and select 'new entry'.
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, send.
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After that, go bad: to youremail and click on 'continue
Next, press 'OK' to save their name.
!,
1 writing'.
it......................................................-..................................... j
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Next, press 'attach' and select the photo you want to send.
After that, enter the phone number you want to save.
!
!
............... !............................................................._..................................... :
! Then, press 'OK' to save the number.
\ Then. wait for your photo to attach to the email.
...................................._..................................... :
.............................................................................................:......
r
! Finally, find the person in your phonebook and check you
Finally, send the email with the photo.
i ...........................................................
have the correct number.
!
_.....................................
........................................
And that's it!
And that's it!
........ ............................. ................................................................................ .............................
... _..................................... l
Unit,9 lesson B
Is it the same?
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..............................................................................
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iw.~
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There are no shops in our village.
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Does your house have a dining room?
................. ----.. -............... ---.-.................................................... :......... ................-;............:If.

We don'thave any pets.
My boss wants me to finish this report today.
................................. _.......................................
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OurTVisoldbut wedon'twatchmuch1V.
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It is raining and I am getting wet.
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The curtains in the lounge are very new.
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I don't know what this word is in English.
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Your home is very interesting.

The fridge is too small for our family.
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Photocopiables@Pearson Education Umited 2011
PhotQ(Opiabje Activity 9.2
Unit 9 Lesson (
What's your news?

iI
Your flight is delayed and you can't get
You have lost your husband's / wife's

mobile phone. Tell your best friend.
home tonight. Tell your husband I wife.
You are offered a better job with more

money. Tell your best friend.
.
.
r---..------ ..... ..------.-----.-----T-----------------
.. __ ... _-_ ... __ ............ __ .... __ ........ __ ......... __ ... __ .............. -_.. __.. _-_.:.
You have an accident and break your
You win a week's holiday for two in the
It is your dad's birthday next weekend
leg. Phone your boss and tell himlher.
Caribbean. Tell your husband / wife.
but you have to go to a conference.

Tell your dad.
-.-................. - .............................. - ...................................................................................................................................... .
You have a new mobile phone.

Tell a friend.
Your cat is ill and the vet doesn't know

what is wrong with it. Tell your sister.
You pass your last English exam with

the highest grade. Tell a friend.
----... -...................................... -......................................... ..... -.-.. -...................................... .-.................................................... "" 1

Your car breaks down and you are late
for work. Tell a work colleague.
Your boss asks you to go to Japan for

a business trip. Tell a work colleague.
Your new boss is very rude to you and

you don't think he/she likes you. Tell
your brother.
.......................................................................................................................................
.
.
.................................................................. .
Unit 10 lesson 8
Photocopiable Activity 10.1

In other words ...
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! The TV is on and is very loud. I can't think dearly.

i ;Thefe Is too 'much noise.
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i. thI like these jeans but they aren't comfortable and I can't do .l' They ant too'" small forme.
1.
i
f"
em up.
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! I have a new haircut but my ears are cold and I want to
~ It's too shOIt for me.
! grow my hair again.
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i The radio is on but I can't hear it.
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1 The fruit juice has sugar in it and don't want to drink it.
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It's too sweet for me.
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My computer takes a long time to connect to the internet.
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I want to take a holiday but we have a lot of work this month.
we _too bgy. '
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Unit 11 Lesson B
Actlvlbt 11.1
What's the past?

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I , _ __ my new job last month.
Everyone 2_ _ _ to the director's
I J _ _ _ Maths when I was younger.
speech.
START (positive)
LISTEN (positive)
LIKE (negative)
I , _ __ to my boss about the Paris

conference.
James 5_ _ _ to leave his job and

travel the world.
homework.
TALK (positive)
DECIDE (positive)
ASK (ne gative)
Brian 7_ __ his driving test on
I , _ _ _ much English at school.
I , _ __ at the station in time for my

train.
PASS (negative)
LEARN (negative)
ARRIVE (positive)
My best friend 10_ _ _ university.
~~:;:~~~:;~~~~~;;;;;;;'~e~~~ae~;~~;;~~~~ "
ENJOY (negative)
SHOUT (negative)
Saturday.
My son 6_ _ _ for help with his
"
!
WANT (pos itive)
-_ ... __ ... __ .. __ ....__ .. _-_ .. __ ... __ .. __ .__ .__ ... __ .. --_ .. __ ............................................._-_ .........................................................................................!
My colleagues 13_ __ me to
prepare for the meeting.
The man 14_ _ _ me where to buy

the ticket.
My colleague 15_ __ to drive me

home.
HELP (positive)
SHOW (positive)
OFFER (positive)
I " ___ every weekend last month.
My mother always 18_ _ _ dancing.
WORK (positive)
LOVE (positive)
Jenny
16_
__
the school uniform.
HATE (positive)
____ _ 1
Photocopiables /Pearson Education limited 201 1
Photocoplab/e' Activity 11.2
Unit 11 LEISSOIl C
Questions, questions
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.-------------------------------------------------------------------------------------------------,, CARD 1
11
,,
,,
,,
,,
,,
,,
,,
,,
,
Interview each group member about school. Note their answers.
Did you enjoy school? rNhyMl'ny not?)
What were your best subjects and what wer,e your worst?
Who was your favourite teacher (and why)?
What did you want to do when you left school?
5
6
._-------------------------------------------------------------------------------------------------,,
.-------------.------------------------------------------------------------------------------------CAR02
,,
,,
,,
,,
,,
,,
,,
,,
,
Interview each group member about studying. NotE! their answers.
VVhat qualifications did you get from school?
Did you go to university? (If yes, what did y<)U study and why?)
What professional qualifications do you hav.e?
Do you think companies should pay for employees to study? 0Nhy?l'M1y not?)
5
6
"-----------------------------------------,----------------------------------------------------------
,,
.----------------------------------------_._--------------------------------------------------------CARD 3
,,
,,
,,
,,
,,
,,
,,
Interview each group member about jobs. Note their answers.
What was your first job and what did you ha,v e to do in this job?
Do you think young people should get parttime jobs? (At what age?)
What are the most interesting things about your present job?
Do you want to change job in the next five years? r:N'ny?NVhy not?)
,, 6
,
"-----------------------------------------,----------------------------------------------------------
.--------------------------------------------------------------------------------------------------, CARD4
Interview each group member about learning English. Note their answers.
1
'vVhen did you start learning English?
Do you enjoy studying it? 0fo/hy?NVhy not?)
Do you have to use it a lot at work? ('vVhen?)
How do you practise English outside of lessons?
5
6
,
.
"--------------------------------------------------------------------------------------------------Photocopiablns Pearson Education Limited 2011
Unit 121Lesson A
Photocopiable Activity 12.1

What are you doing?
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1
Is she playing tennis?
Are they sleeping?
Is it raining?
Is he writing a letter?
Are they having a coffee?
Are they waiting for a bus';'
Is she driving a car?
Is he playing a guitar?
Is she playing the violin?
Photocopiables CPearson Education limited 201 1
. .Photocopioble Activity 12.2
Unit 12 Lesson C
What do you call it?
'"
OBJECT
DEFINITION
A machine you use to copy documents.
Something you use to tell the time and that wakes you up.
Something you wear over your eyes to protect them from bright light
An electronic object you use to take photos but not phone calls.
An object you drink liquids from. e.g. water.
Something you put your clothes and other objects into for a holiday.
.
~
.
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11
Pho~ioble
Activity 13
. J___---..::______--'-
Unit 13 lesson 8
If you ___ , "11 __ _

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If it rains this weekend,
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i I'll
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visit Japan next summer
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t ahII'Ucome1Othecanawtwfthua.
IfJane feels better tomorrow,
!.,
We'll get the next bus
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if we M'l forit now.
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~ rallf*dsixmonthstraveling~New~.
If I can take the time off,
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I'll get my haircut
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....; .. ...... .... ..--..
If I don't have time to cook dinner tonight,
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I'll give Tom your email address
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; rllend )IOU.ame. ~.
If you want to borrow some money,
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I'll buy you lunch
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If I go away on business,
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I'll take my driving test again next month
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Photocopiables Pearson Education limited 2011
. Unit 13 lessonC

Agreeing and disagreeing
Statement cards
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The best way to exercise is
to play tennis.
I think people will use e-readers

and not books in the future.
Happiness is more
Flying is the quickest way
important than wealth.
of travelling ,
In the future, people win go

to space for their holidays.
The best way to celebrate New

Year is to have a party.
The best way to learn
It is cheaper and easier to

shop online.
a language is to watch
TV.
.
....._-_ .. _--_._--_ ............... _--_ ... ._-_ ........ __ .__ ..._---_._-_. __.... _-_._--_ ... _-_._-_._--_._- ..... ,..... _-_ .. _-_ .......... _--_ .. __ ..... .__ ...............
_-_.. __ ....... .. _-_ .............. .
J
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More people want to learn
Technology makes our lives more
Spanish than French.
relaxed and easier.
I think it will rain this

evening.
Response cards
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,
Photocopiables CPearson Education Limited 2011
Public transport in this

country will improve in
the future.
Unit 15 lesson 8
Sharing experiences
'"
ASK someone if they have
START
ever had an unusual job.
TELL the group about a funny

experience you have had.
Miss a turn .
TELL your group about an
experience you have had on
,
ASK someone what the most
interesting place they have
holiday.
TELL your g roup about

Go back
ever visited is.
1 squa re.
something unusual you have
eaten.
ASK someone to name

three countries they have
visited.
TEll your group about an

experience you remember
from when you were a child.

ever met anyone famous.
TELL your group about

something you have won.

Go forward
2 squares.
ever worked in a different

country.
TELL your group the best

birthday you have ever had.
Miss a turn .

ever been on TV or in the
news.
TELL your group about your
ASK someone to name
experiences of learning
English.
three films they have seen

and enjoyed.
ASK som eone if they have

ever spoken in English in a
meeting.
ASK someone to talk about
TEll your group what

experience you have learned
the most from.
Go back
2 sq uares.
an experience that makes

them smile.
Photocopiables Pears.on Education Limited 2011
FINISH
Photocopioble Activlt1,J 15.2
Unit 15lesson C
What was that ... ?

Information cards
................ __ ........ __ .. __ ................ __ ......

. __ ........ __ .. __ .. _-
" '-' - '
.. -,--
Phil wants to call Jeff

at home at 8 p.m. this
evening_
The telephone number

: for the London office is
0208959672.
The school phoned Your
Mike Moon lives at
daughter is jlL Can you

collect her from the office?
67 Sanderson Street.
Chelsea.
;.......... __ .. __ ................................. j.......... _...__ ...... __ .. __ .. __ ... __ ......._---- ...... __................_-_.. __...__ ........................................ __ .. __.. __ ........ __ .
You want the money
put into your bank. Your
account number is
574m997de.
Have you spoken to VICky

Kent about the Vienna
conference?
Kate Bradbury can't

come to the meeting on
Wednesday.
Your sister wants you to

collect her from the station
at 7.20 p.m.
!
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Your car is ready. Can you
collect it before the garage
d oses at 7 p.m?
Can you call Pierre at the

Lyons office? His number is
003347367841.
There is an emergency
meeting with the CEO in
room 101 in ten minutes.
Response cards
11
Photocopiables C Pearson Education Limited 2011
Mr Jakes can't come today.

He will call you tomorrow
aftemoon at work.
Unit 16 lesson C
Why? Because
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f .Dadde iD *'t 'yeS ~~ to Student 84J request (If)OU ItIf 'no', give it RIItSOn.)
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Lifestyle Elementary Teacher S Book

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le

J '" Jackie, C - Chorus

C: Yes, OK. I Sure.

this lesson Ss will:

Speaking: Mee't ing new people

Ia:urtl'y). I'm a (job). A.sk Ss to do the same and introduce

Listening: Meeting at a fash ion trade show

Ex 3 )) 1.2 Ask Ss to read the article and find twc. differences

Ex 2 )>> 1.1 Refer Ss to the photo at the bottom of the page

Paul ana his Yfe are origi~~ from Toronto

Paul., wife isn't an actress. $be.. 8 mak:;:e-."I'

Trade 1.1; 1A, Page _4, Exercise 2

P: Pleased to meet you, Matt. I'm Paul

M ,.. Matt, P .. Paul

M: Hi, I'm Matt Heyns,

P: Yeah. Our headquarters are in Vancouver; but I'm from

T: Sure. Here you are.

Grammar: Present simple be

Optional suggestion: Refer Ss to page 142 of the

Grammar reference and go through the information on be.

the examples and any problems they may have. Provide

Ex 5 Ss complete the website profile with the verb be, using

short forms where possible. They then compare answers in

Ex 9 Ss work in pairs and take turns to say what their three

intonation by eliciting complete sentences of the text.

Optional homework suggestion

Speaking: Greetings and introductions

Ss write five to eight sentences using to 00. Refer them to

the table on page 5 for ideas and encourage them to use

Word focus: Countries

Track 1.4: 1 A, Page 5, Exercise 8

Optional suggestion: Write the word nationality on the

- -- .. - ... - -J_- - - ......... I':

You could then write the following stress patterns on the

Then add a range of nationalities, such as: Czech, German,

Optional homework suggestion

Ss write S-8 sentences about visito rs to and from their

Aims and objectives

Listening: Num bers and letters

In this lesson Ss will:

discuss personal information needed by UK custom;

practise requesting and giving phone numbers and email

discuss when personal questions may not be appropriate

Ex 1 Go through the inst ructions and aUow time for Ss to

Ex 2 Ask Ss to look at the title of the article and e licit the

130 250 160 425 5

Every year, about 30 million visitors come to Britain. About

in pairs. Do not elicit answers at this stage.

See answen in the audio

1"hec:omK1orde1fs:1 , 2t 10,6, 9.7J 5 4 81 3, 11213

time, ask a few Ss to do their conversation for the class. Check

Photocoplable notes 1.1 (pagE' 106)

Aims and objectives

Personal information exchange (Palrwork page

Speaking: Personal details

In this lesson Ss will :

spelling and pronunciation.

Culture and language

Ex 12 Pre-teach any potentially new words, e.g. neighbour

and (or or against. Go through the instructions and ask Ss to

to answer the questions.

Listening: The right person?

Allow Ss time to think about their answers before they