8 That’s entertainment!

Unit overview
IN THIS UNIT STUDENTS:
● talk about likes, dislikes and preferences ● summarise and give ● describe unfinished actions
opinions about films
SUMMARY:
PER Niveau 2 The active language work in this unit is appropriate for this level.
PER Niveau 1 Students work with the texts and topics that interest them, focusing on skills development and
language consolidation, but they do not need an active command of language signposted for PER Niveau 2.
The topic of this unit is media and entertainment, particularly the world of films. Students read an interview
with a Hollywood stuntwoman, listen to some extracts of music from films to identify the genres and talk about
films that they have seen recently. They also discuss jobs in films and entertainment and act out interviews
in a role play. The Team Spirit photostory and DVD section involve Joel’s guitar playing and a fashion show
of clothes from different decades.
In the article about the stuntwoman, students focus on verbs which are followed by verb + -ing or the infinitive
form. They are also introduced to talking about past habits with used to*. They give personal opinions
about media and entertainment and learn words and phrases for describing films. They describe unfinished
actions using the present perfect with for and since** and are introduced to the present perfect continuous*.
Students learn useful conversational fillers in the Everyday English section.
* used to, present perfect continuous = PER Niveau 2 Discovery ** for and since = PER Niveau 2

EXTRA RESOURCES:
The following resources are available for use with your classes as you work through Unit 8:
Workbook: Website Teacher Zone PDF Language exercises:
p 73, Ex 9 Reading – an article about a special doctor; PDF 8.15 PER Niveau 1
strategy training: Answering multiple-choice questions PDF 8.16 PER Niveau 2
p 74, Ex 10 Listening – teenagers give opinions about films
PDF 8.17 PER Niveau 2 Extra wordlist
p 74, Ex 11 Reading and writing – a film review
p 75 Watch out! focus on common errors Students personalise the list with translations
or examples.
Language Builder:
p 75 Language links: International words
p 79 Study help: Revising grammar

The following self-access digital resources are available for consolidation and extension:
Website Student Zone language games and DVD-ROM language practice exercises
graded skills activities:
PER Niveau 1 : Level 1 skills activities
PER Niveau 2 : Level 2 skills activities

TEACHING TIP
You may like to suggest that students listen to the following songs that are connected to the unit:
Haiku by Tally Hall Hollywood by The Runaways Nine to Five by Dolly Parton
Saturday Night at the Movies by The Drifters When I Grow Up by The Pussycat Dolls

UNIT 8 153
 Warmers and coolers

Huddle group discussion Twenty questions

Aim to give fluency practice on the topic of films
● Write the questions below on slips of paper and
give a slip each to eight students. They read and
memorise their question and then stand up so
that the rest of the class can see them and move
around the room.
● The rest of the students stand up and mingle.
When you clap your hands, they form a huddle
around the questioners. There can only be three
or four people in each huddle (depending on
the number of students in your class).
● The questioners ask the groups their question.
Give them time to discuss their answers, then
clap your hands again. Students mingle and find
a new questioner. When they have answered all
eight questions, they sit down.
Questions:
• How often do you go to the cinema?
• When was the last time you watched a film?
• What did you see?
• What’s your favourite film? Why?
• Who’s your favourite actor or actress?
• What type of films do you like? Why?
• Do you prefer going to the cinema or watching
films on your computer? Why?
• Have you ever met a person who works
in films? Who? What were they like?
• Would you like to work in films? What kind of
job would you like to do? Why?
Listen to this
Aim to introduce the topic of films; to describe
a film scene
Preparation a sequence of sound effects or music
as if from a film (see the website weblinks for free
sound effects that you can download)
● Play the sequence to the class and ask them to
close their eyes. Tell them that this is from part of
a film. As they listen, they think about what type
of film it comes from and what is happening. Play
the sequence a number of times while the students
note down and discuss their ideas.
● Students work in pairs to discuss and
describe their imaginary film scene. Then
they work in groups to explain their ideas.
Each group chooses their favourite scene and
the spokesperson presents it to the class.
Aim to talk about jobs and what they involve
● Students play Twenty questions with jobs
connected to media and entertainment. They
imagine that they do the job that they chose.
Do the first one as an example, eliciting possible
questions to make sure that they are varied, e.g.
Do you have to be a good actor to do the job?
Does your job involve using a camera?
Does your job have anything to do with music?
Vocabulary revision
Aim to revise vocabulary from English in Mind 11e
● Play one or more of the following games
from the Games bank to revise the core lexis
from the course: Categories, Connections,
Eliminate!, Letter links, Pass it on,
Things I can’t remember, Topic words,
Word bag, Word ranking.
● These are the lexical sets that you may want to
revise using these games:
Travel and transport
Opinion adjectives
Prepositions of place and movement
Doing sports: adjectives
Sporting events
Health issues
The environment
In town
Stages of life
Describing feelings
Technology
Irregular verbs
Collocations
North American and British English
Personal objects
Media and entertainment
Film genres
Which film is it?
Aim to introduce the topic of films; to describe
a film scene
● Students choose a scene from their favourite film
and describe it to a partner without telling them
the title of the film. Their partner must guess
which film it comes from.
● They swap roles and do the same again.

154 UNIT 8
SB PAGE 54
1 Read and speak
AIMS
Reading – scan to identify key information;
for specific information to answer questions
Oral interaction – describe and express opinions
about jobs in the media
Describe past habits with used to
PER Niveau 2 Discovery
● Extension
Language Builder p 78
Workbook p 72, Ex 7
● Resources
PDF 8.1 Mixed ability
PDF 8.2 Mixed ability
PDF 8.3 Mixed ability
PDF 8.16 PER Niveau 2
Website weblinks for research and extension
Lead-in
● Books closed. Tell students that they are going
to read about someone who works on films in
Hollywood. Students work in groups to brainstorm
jobs connected to making films. Students don’t
need to use the names of the jobs as they can give
definitions instead, e.g. the person who chooses
the clothes that people wear / the person who
operates the camera.
You can set this task as homework, asking students
to look at the weblinks and to choose the most
unusual film jobs as well as the ones that they
would like to do.
a ● Books open. Read the questions. Students look at
the photos and the title and then scan the text to
find the answers as quickly as possible.
● Check answers and make sure that students
understand stunt and stuntwoman. Ask them for
some examples of stunts in films.
● Mixed ability:
PDF 8.1 Mixed ability
PDF 8.2 Mixed ability
PDF 8.3 Mixed ability
These worksheets offer students different levels
of support and extension as they work through
the activities. The cross-references on the PDFs
show when students should use them.
Weaker and mid-level students use PDFs 8.1 and
8.2 as they do Exercises 1b and 2a on pages 54–55.
They are complementary to the Student’s Book
tasks and offer different levels of support.
PER Niveau 2 Stronger students use PDF 8.3 after
they’ve finished Exercise 1b. It provides additional
comprehension and vocabulary extension tasks.
Answers
She is a stuntwoman.
She has to jump out of exploding cars or
burning buildings, stand on a plane and work
with animals (e.g. spiders).
b ● Students read through questions 1–4 and then
read the article again to find the answers. Elicit
the procedure that they should use: first of all they
need to identify the part of the text where they can
find the answers and note down the line numbers;
then they should find the answers and write them
in their own words. Feed back with the whole class.
Answers
1 (lines 7–10 and 38–41) She loves it because
it’s exciting and she makes a lot of money.
She also loves living in Hollywood.
2 (lines 18–24) She doesn’t worry because she
knows that there are lots of people who are
responsible for safety when they are filming.
3 (lines 25–35) She didn’t do a job with snakes
because she’s very scared of them.
4 (lines 37–38) She plans to stop when
she gets old.
Language note
a nine-to-five job refers to the traditional
working hours in Britain. Often, when people
work in an office or for a company, they work
from nine o’clock in the morning until five
o’clock in the afternoon. However, nowadays
this is changing and people don’t always work
a nine-to-five timetable.
OPTIONAL ACTIVITY
Good, bad and interesting
Divide the class into small groups to do a
Good, bad and interesting discussion from
the Games bank (page 16). Ask the class for one
reason why they would like to be a stuntman/
woman, one reason why not and one interesting
thing about the job. Groups brainstorm ideas
and make lists. Ask one student from each
group to feed back to the class and compare
their opinions.
UNIT 8 155
 c ● Read the jobs with the class and brainstorm
more jobs connected to films and entertainment.
Students work in groups to discuss questions 1
and 2 and take notes. Ask one student from each
group to summarise their ideas for the class.
● Alternatively, write each job at the top of a sheet
of paper and draw a line in the centre to divide
the sheet into two columns. Students work in pairs
or groups of three. Give one sheet to each group.
They write notes to answer questions 1 and 2 in
the columns. When you clap your hands, they pass
the sheet of paper to the next group and read
and add any additional ideas to the new sheet.
Continue until each group has their initial sheet
back. They present the notes to the class.
● Discuss the third question with the class. Students
say which of the jobs they would like to do and why.
PER Niveau 2 Discovery
used to
PDF 8.16 PER Niveau 2
● Books closed. Write up the following
example from the text:
I used to be terrified of spiders too,
but I don’t mind touching them now.
● Ask Is Alex scared of spiders now?
Was she in the past? Was she scared on one
occasion or for a long time?
● Elicit or explain that we use used to when we
are talking about a repeated action in the
past which is finished now. Elicit a negative
example and a question, write them up and
stress the use of did/didn’t + use to, e.g.
I didn’t use to like watching scary films.
Did you use to go to the cinema when you
were little?
● Stress that used to doesn’t have a present
form and that we express the idea of present
habit using usually with the present simple.
● Write up When I was small … and elicit
personal sentences from students using
these prompts: like vegetables /
read comics / watch cartoons on TV /
be afraid of monsters / cry a lot /
play with dolls / walk to school on my own.
This ensures that they understand the form
and use, but don’t drill them as they don’t
need to use this structure actively.
● You may like students to complete the top
of page 78 in the Language Builder at this
point to ensure that they all have a record of
the grammar focus.
● For more exposure to the language,
students can do the recognition exercises on
page 72 of the Workbook and on PDF 8.16.
156 UNIT 8
OPTIONAL ACTIVITY
Once upon a time
In small groups, students think about their
home, school and town or city and how it
has changed over the years. They make
sentences using used to to describe the
changes, e.g. There used to be a vegetable
shop on the corner of the square. There’s a big
supermarket there now.
SB PAGE 55
2 Focus on language
Likes, dislikes and
preferences
AIMS
Talk about likes, dislikes, preferences and
experiences using verb + -ing form and
verb + to + infinitive
Oral interaction – ask and answer questions about
likes, dislikes, preferences and experiences
● Consolidation and extension
Language Builder p 76
● Resources
PDF 8.16 PER Niveau 2
PDF 8.4 Verb pattern cards
● Mixed ability:
PDF 8.1 Mixed ability
PDF 8.2 Mixed ability
Students highlight the verb phrases in the text
on the worksheets and then write them in
the Language Builder.
a ● Read the Focus box with the class, then look at
the verbs in the box and check the meaning.
Students look back at the article, find the verbs
and focus on the verb forms that come after
each of them. Do the first two examples
(hate and decide) with the whole class.
● Students complete the table on page 76 of
the Language Builder with the verbs. They should
write the infinitive forms. Stress that they need to
learn them as there are no rules for which verb
takes which form.
 OCUS b ● Read the questions with the class and do some
Verb + -ing form and examples in open pairs. Then students work in
verb + to + infinitive closed pairs to ask and answer the questions.
They could also do this as a Questions, questions
PDF 8.16 PER Niveau 2 activity (page 18) or as a Speed discussion
● Check answers to Exercise 2a with the class. (page 19) from the Games bank.
● Elicit the sentence with prefer onto
the board. Highlight the use of to when we OPTIONAL ACTIVITY
make personal comparisons, but emphasise Verb patterns
that the verbs after prefer and to are both in PDF 8.4 Verb pattern cards
the -ing form (doing, working):
Divide the class into groups of three or four.
I prefer doing this job to working in an office.
Copy and cut up one set of cards for each
● PER Niveau 2 Some verbs in English can
group. Place the cards in a pile face down in
be followed by both the -ing form and the
the centre of each table.
infinitive (e.g. like, love) and it is difficult to
give set rules for these areas. However, in Demonstrate the activity by asking the first
the Student’s Book exercise, students will student to turn over the first card. The student
only deal with the -ing form following these must make a sentence using all the words
verbs. The verbs that can take both forms on their card. They then decide if it’s true for
are covered in more detail in the Language themselves. If the student picks a card with
Builder and on the PDF. a question, they must choose someone in the
● Later in the lesson, students will be adding group and ask them the question. Remind
more verbs to their lists in Exercise 3c. students to look carefully at the verb on their
card and choose the infinitive or -ing form to
follow it. Weaker students can refer to the lists
Answers in the Language Builder. Students continue in
verb + -ing form verb + to + infinitive this way until the pile of cards is finished.
hate decide
prefer want
like refuse
3 Listen and speak
don’t mind hope Media and entertainment
remember
can’t stand AIMS
feel about Focus on media and entertainment words
Oral interaction – discuss likes, preferences
go on and experiences
enjoy Listening – for gist to identify topic;
imagine intensive to identify verb patterns
● Consolidation and extension
Language Builder p 72
OPTIONAL ACTIVITY Workbook p 68, p 69, Ex 2
Vocabulary bank p 97
Verb form ping pong
● Resources
Students work in two teams. Say Team A and
PDF 8.5 Audioscript CD2 T23
a verb from the Answers above. A student in the
PDF 8.6 Find someone who
team must call out an -ing form or infinitive form
after the verb as appropriate. Then a student in
Team B makes a sentence using the verb phrase. a ● Ask students which things they like / love /
Continue with a new verb, a different student can’t stand doing and elicit a few replies.
in Team B gives the verb form and a different Then ask two stronger students to read out
student in Team A makes a sentence, e.g. the example exchange in the Student’s Book.
You: hope … ● Divide the class into pairs. They choose items from
Team A: to go … the box and exchange their opinions, talking about
Team B: We hope to go on a school trip to as many words as possible in the time you allow.
London next year. Remind them to think about the verbs they are
You: prefer … using and which verb form follows them.
Team B: speaking
Team A: etc.

UNIT 8 157
 ●● Monitor and check that they are taking turns to
exchange information and that they are using
the correct verb forms. Note down any repeated
errors to go through as a class later. Ask some
pairs to tell the class the information they have
found out about their partner.
●● You may like to follow up with a stage in which
students practise making personal comparisons
using prefer (see the Focus box for Exercise 2a).
Ask students to make as many sentences using the
words in the box as they can, e.g. I prefer reading
ebooks to reading normal books. You can do this
as a competition.
●● Students write true personal sentences using
the words as their language record on page 72
of the Language Builder.
●● Stronger students: They study the words on
page 97 of the Vocabulary bank. Then they close
their books and work in pairs to test each other
on the words by asking questions, e.g. What do
you call the people who watch a concert or a play?
(the audience).
b ●●   CD2 T23 Students listen to six short
monologues and deduce which of the types of
media or entertainment the people are talking
about. You may like to listen and discuss the first
one with the whole class. Students listen and make
notes and then compare their ideas in pairs. Play
the monologues one by one and check answers.
If students aren’t sure, they can use phrases like
It might be a … or It could be a … to express
their guesses.
5 Hi there! Hey, don’t you remember that you
promised to lend me something? I really
want to read it soon, so please don’t forget!
A friend at school says that there are some
cool articles in it. Thanks!
6 Hi there! I’ve just heard your message. Listen,
I can’t offer to come and help you to get to
the next level until the weekend. I’ve got
exams all this week. I’ll come to your place on
Saturday morning, OK?
Answers
1 an ebook 4 a play
2 a podcast 5 a magazine
3 a video clip 6 a video game
●● Weaker students: PDF 8.5  Audioscript CD2 T23
They listen and highlight the verb phrases in
the audioscript to do Exercise 3c.
c ●●   CD2 T23 Read the verbs in the box and check
that students understand them. Then play the CD
again. Students listen and note down which verb
form follows each verb. Check answers and
students then add the verbs to their Language
Builder lists.
Answers
verb + -ing form verb + to + infinitive
finish learn
practise promise
miss offer

AUDIOSCRIPT
d ●● Students read through the list of activities. Check
1 Hi there. Listen. I’ve just finished reading it.
that they remember which verb form follows
It’s fantastic! It’s her best novel ever. You really
each verb. Students work in pairs to exchange
must download it and read it as soon as
information about the things they did or didn’t do
possible. I’ll send you the link.
last week or last month.
2 My teacher says I must practise listening a
lot at home. He’s suggested that I download OPTIONAL ACTIVITY
something onto my MP3 player and listen Find someone who
while I’m getting the bus to school. I’ll try and
see, but I don’t know how to download it. PDF 8.6 ​Find someone who
Can you help? Give each student a worksheet and elicit
the questions that they need to ask to complete
3 Sorry not to pick up the call, but I’m at
the sentences. Students mingle and complete
computer club. We’re learning to do some
the worksheets with the names of their
really cool things, like how to edit short films
classmates. They should write a different name
and upload them onto the internet. You
for each sentence.
should come next week. It’s every Thursday.
4 Do you want to come with me next month?
You know, I grew up in London and we used
to go to the theatre two or three times a year.
I haven’t been now since we moved here and
I really miss seeing them.

158 UNIT 8
 OPTIONAL ACTIVITY
SB PAGE 56 Imagine that!
Students do Imagine that! (page 17) or
4 Focus on language In the picture (page 17) from the Games bank
with the film pictures.
Film genres

AIMS
Focus on film genres
Oral production – describe and express opinions
about films
Pronunciation: focus on silent consonants
● Consolidation and extension
Language Builder p 73, p 74, p 75
Workbook p 69, Ex 3, p 70, Ex 4
Lead-in
● Students work in pairs to write a list of five films
that they both like a lot. Pairs work in two big
groups and compare their lists.
● Alternatively, do Listen to this from the Warmers
and coolers (page 154).
a ● Ask students about films from which they
particularly remember the music. Elicit a few titles.
c ●
● Students look at the film pictures and describe
what’s happening in each picture.
● CD2 T24 Explain that these pictures represent
eight different film genres. Students will hear music
from the eight different types of films, but not from
these exact films. They must listen and try to match
each soundtrack with a picture according to
the genre it represents. Play the first soundtrack as
an example. Students listen and write the letters
and numbers. Check answers with the whole class.
Answers
a picture 3 e picture 6
b picture 7 f picture 5
c picture 2 g picture 8
d picture 4 h picture 1
b ● Students read through the words in the box.
They look at the pictures again and decide which
type of film they are.
● Divide the class into pairs. Elicit or give an example
of a recent action film. Ask the class if they can
think of any others. Elicit answers. Students think
of examples for the different types of films and
talk about them as in the model speech bubble.
Answers
1 action film 5 western
2 historical drama 6 horror film
3 sci-fi 7 comedy
4 thriller 8 love story
Pronunciation:
silent consonants
TEACHING TIP
The aim of this activity is to sensitise students
to the correct pronunciation of words with silent
consonants. As you work through this activity
in class, your focus should be on accuracy and
students should replicate the pronunciation as
closely as possible. However, in later fluency
work, don’t expect students to be as accurate
in their pronunciation. Acquiring accurate
pronunciation is a lengthy process.
There is additional practice in the Workbook for
students to consolidate this point.
CD2 T25 Write up the words science and
western and ask students to say them. Ask
how many consonants there are in each and
call a student out to circle them.
● Tell students that one consonant in each word
is silent. Elicit which ones and cross them out:
science / western. Tell students that English
has many silent consonants and compare with
French, German and other languages that
the students know.
● Play the CD. Students read and listen to
the sentences. They repeat them with the CD.
Students work in pairs to identify the silent
consonants. You may like to suggest that they
copy the sentences and circle the silent letters.
Check answers with the class.
● Weaker classes:
Students work in groups of eight. Each pair
works with one sentence and then feeds back to
the group.
Answers
(The silent letters are highlighted.)
It’s a fascinating foreign horror film.
You should go and see it, you know!
It’s set in a castle on an island.
Which star first played Batman?

UNIT 8 159
 a ●
Language note
The sentences are pronounced on the CD in
a standard British accent. A silent r in a standard
British accent is sounded in some varieties of
English, but the other consonants are always silent.
A normally silent r at the end of a word links into
a following vowel sound in speech, but there are
no examples of this in these sentences.
TEACHING TIP
Language links
Language Builder page 75 *International words
Elicit from the students that they know
many of the words in the word picture because
they are the same in French and/or German.
Take the opportunity to practise and compare
the pronunciation of these words in the different
languages. If students speak other languages,
ask them to comment on whether any of the words
are similar in their mother tongue.
Answers
GB/F
audience, opera, vampire
GB/F/D
album, film, *love story, science fiction, thriller,
western
*love story is written as one word lovestory
in German.
GB/D
action film, horror film, musical
5 Listen and speak
AIMS
Listening – to a dialogue about a film
for specific information
Writing – make notes about a film
Oral production – describe and give opinions
of a film
● Resources
PDF 8.7 Audioscript CD2 T26
PDF 8.8 Graphic organiser – film review
Lead-in
● Do the Huddle group discussion activity from
the Warmers and coolers (page 154).
160 UNIT 8
CD2 T26 Tell students that they’re going to
hear two friends talking about a film. They read
the questions. Elicit possible answers for
each question:
1 a film genre
2 an event or topic and a place or country
3 an opinion
● Play the CD. Students listen and take notes. They
check answers in pairs, then with the whole class.
● Weaker students: PDF 8.7 Audioscript CD2 T26
You may like to give students the audioscript.
They listen again and read and highlight the
useful words and phrases for talking about films.
Check that they have highlighted, and that they
understand, the core phrases which are in the
purple box in Exercise 5c (shown in bold in the
audioscript).
AUDIOSCRIPT
Boy A: What did you do last night?
Boy B: Oh, not much. I stayed in. When I’d
finished my homework, I watched a film.
Boy A: Oh yeah? What did you see?
Boy B: I can’t remember the title … well,
anyway, it was a science fiction film. It’s set
some time in the future, but it doesn’t take
place in space or anything. It takes place on
Earth, but, as I say, it’s about some time in
the future. It’s set in Mexico, I think. …
Boy A: Oh yeah, I think I’ve seen it. It stars
Peter someone or other, doesn’t it?
Boy B: Uh huh, yeah, maybe. I’m no good
at names. It’s directed by the director of
that film that won all the Oscars last year.
I remember that ‘cos my dad likes all his films.
I can’t remember his name either though …
Boy A: I’m no good at names either. Anyway,
the film you saw last night … it’s about a man
who wants to change the world, isn’t it?
Boy B: Yeah, that’s right. I thought it was
great. The special effects were awesome.
But … you don’t sound very interested.
Didn’t you like it?
Boy A: Not much. I mean, the storyline was
good – and there was lots of action and
there were some cool scenes, but I thought
the ending was stupid.
Boy B: Did you? I liked the ending –
it was really unexpected.
Boy A: Yeah, like … too unexpected. That’s
what I thought was stupid. I mean, it was
really unbelievable, that was my problem.
Boy B: Oh, right then. Well, we’d better go into
class now, I guess …

Answers
1 a science fiction film
2 It was about a man who wants to change
the world in the future. It was set on Earth,
in Mexico.
3 One boy didn’t like it. He liked the storyline
and the action, but he thought the ending
was stupid and unbelievable. The other boy
thought it was great. The special effects were
awesome and he liked the ending because it
was unexpected.
b ● Focus on the notes on the right and check that
students understand the headings. They think of
a film that they have seen recently and copy and
complete the notes.
PDF 8.8 Graphic organiser – film review
Alternatively, students use the graphic organiser
to write notes.
c ● Students use their notes or the graphic organiser
to talk about the films they chose. Divide the class
into small groups. Tell students to use the phrases
in the box and check that they understand them.
TEACHING TIP
On page 74 of the Workbook, students listen
and read teenagers’ reviews of films and then
follow a model to write their own. You may like
to do the listening in class at this point and set
the reading and writing tasks for homework,
suggesting that they use the films that they
chose in Exercise 5c.
SB PAGE 57
6 Focus on language
Unfinished actions
AIMS
Describe unfinished actions using the present
perfect with for and since PER Niveau 2
Introduction to the present perfect continuous
PER Niveau 2 Discovery
Oral production – talk about unfinished actions
and states
● Consolidation and extension
Language Builder p 77, p 78
Workbook p 70, Ex 5a, Ex 5b, p 71, Ex 5c, Ex 5d,
p 72, Ex 8
● Resources
PDF 8.16 PER Niveau 2
PDF 8.9 For and since dominoes
PDF 8.10 Guided dialogue
a ● Students focus on the example sentences and
complete the rules in the box.
OCUS
PER Niveau 2
Present perfect with
for and since
PDF 8.16 PER Niveau 2
● Books closed. Write up the following
example sentence (or one of your own):
I’ve worked in Lausanne for 10 months.
● Ask students: Am I working in Lausanne
now? (Yes) and elicit or explain that this
action started in the past (10 months
ago) and is still continuing now. Then
revise how this tense is formed and elicit
have/has + past participle.
● Draw this timeline on the board and elicit
from students that we use for + a period of
time and since + a point of time in the past
when an action started:
since last year I’m working in Lausanne now.
I’ve worked in Lausanne
for 10 months
● Elicit the question form How long have
you worked in Lausanne? then quickly
elicit a few more questions that follow the
same model to talk about an unfinished
activity or situation, e.g. How long have you
lived in (Lausanne) / studied English /
known your best friend / had a cold /
been at this school?
Students complete the grammar record on
●
page 77 of the Language Builder and do
the Workbook exercises. PDF 8.16 gives
extra practice.
● Remind students that they can refer to
the Grammar reference section at the back
of the Student’s Book for a more complete
summary.
Answers
1 for 2 since
b ● Read through the phrases in the box and elicit
whether they take for or since. Students work
on their own to think of things that are true for
them. Call out phrases at random for students to
make personal sentences using for or since and
the present perfect.
UNIT 8 161
 OPTIONAL ACTIVITIES
1 For and since dominoes
PDF 8.9  ​For and since dominoes
Divide the class into small groups of three
or four. Copy and cut up one set of cards for
each group.
Appoint a dealer to deal the dominoes
out, face down. The student on the left of
the dealer must turn their first domino over
and place it in the centre of the table for
everyone to see.
The next student in the group must match
one of their dominoes to one side of the
first domino. For example, if the first student
places a domino with for / last week and
the next student has since / ten years,
they could match since with last week
or for with ten years. If the student has no
matching domino, they must miss a turn.
To make the game more challenging,
students must make a correct sentence in the
present perfect as they place their domino,
using the words given.
Students continue in this way until the first
person, the winner, uses all their dominoes.
2 Guided dialogue
PDF 8.10 ​Guided dialogue
Students work in pairs to complete and act
out dialogues about friends.
c ●● Students turn to page 70 and look quickly at the
game board. They read the rules. Check that they
understand them by asking Where do you start?
Where do you finish? Who’s the winner? What
happens if you land at the bottom of a ladder?
What happens if you land at the end of a snake’s
tail? Imagine you land on square number 10 –
what do you say? And on square number 49?
What happens if you don’t say anything?, etc.
●● Students play the game in small groups. Monitor
to check that they are using the present perfect
with for and since correctly. Note down their
mistakes to correct at the end of the game.
OPTIONAL ACTIVITY
Sentence auction
Do a Sentence auction using some
correct sentences from the game and some
with mistakes in them.
162 UNIT 8
PER Niveau 2 Discovery
Present perfect continuous
PDF 8.16  PER Niveau 2
●● Ask students to look back at the article on
page 54, lines 1–6. Ask them what Alex
looked like when she opened the door and
why. Elicit and write up the phrase:
I’ve been filming some stunts for a new
thriller …
●● Ask a student to circle the verb and explain
that this is the present perfect continuous.
Elicit how it is formed. Then write up
these sentences:
He’s been teaching for years.
She’s been revising for the exam all week.
●● Ask students to highlight the verbs and then
elicit/explain that we use the present perfect
continuous:
– to talk about actions that started in
the past, finished recently and have a result
in the present.
– to talk about actions that started in
the past and are still continuing now,
when we want to emphasise how long
something has been happening.
●● You may like students to complete
the bottom of page 78 in the Language
Builder at this point to ensure that they all
have a record of the grammar focus.
●● For more exposure to the language,
students can do the recognition exercises on
page 72 of the Workbook and on PDF 8.16.
OPTIONAL ACTIVITY
Activity mime
You may like to do this activity with very able
students to give them an opportunity to
produce present perfect continuous sentences
in a controlled situation, although they don’t
need to learn the tense actively. Students
choose an activity and mime it. Do the first one
as an example. Mime talking on the phone and
then put it down and ask the class
What have I been doing? Elicit the sentence
You’ve been talking on the phone.
Students work in two groups. They mingle,
miming their activities and then asking and
answering questions as in your example.
They should make sure that they have seen
all the mimes in the group and then they sit
down. Students then work in pairs – one from
each group – and make sentences about
the students in their group, e.g. Anna has
been playing football.
7 Write and speak b ● Students choose the job that they would most like
to do and make a list of the reasons why they think
they should get the job. They can invent details
AIMS or tell the truth. Ensure that a more or less equal
Writing – write interview questions about number of students prepare for each job interview.
personal details and experience; make notes c ● Ask for two or three volunteers from each of
about personal details and experience the job groups to be the interviewers and give
Oral interaction – fluency: an interview role play; them the relevant interview question sheets
ask and answer personal questions from Exercise 7a. They set up ‘interview tables’
● Resources in different parts of the room with two or three
PDF 8.11 Interview questions interviewers at each table. The rest of the students
PDF 8.12 DIY CV take turns to be interviewed for the job that
Website weblinks for research and extension they selected.
● When the interviewers have talked to all
Lead-in the interviewees, they decide who should get
● Play Say this! from the Games bank (page 19) which job and report back to the class.
to get students asking and answering personal
questions before the role play. TEACHING TIP
a ● Ask students if they’ve ever been in a play, a dance PDF 8.12 DIY CV
show or a musical. Ask if they play in a band or While students are waiting to be ‘interviewed’,
have ever played in one. Discuss the students’ they work with the DIY CV worksheet to compile
experiences. If none of them have ever acted, their own CV. They can either invent details, or they
sung, danced or played in a band, ask them if they produce a real CV that may be of use to them in
would like to and why. the future. They can use the weblink to the Europass
● Students scan the adverts quickly and say site to create and upload their CVs online.
what they are (adverts for jobs connected
to entertainment). Read the example
interview questions on the right with the
class, then divide students into three groups:
Film extras, Chorus line and Guitarist.
● In pairs within their groups, students discuss and
write questions that they think the interviewers
would ask for this job. All the pairs in a group pool
their suggestions and write an interview question
sheet. They give this to you for use in Exercise 7c.
● Weaker students:
PDF 8.11 Interview questions
Give students the sheet of interview questions and
tell them to choose the ten that they think would
be most useful and to cross out the others. They
feed back with the rest of their group in the same
way and produce an interview question sheet.

UNIT 8 163
 SB PAGE 58 [3]
Joel: Look, not everyone can be Eric
Clapton. I’m just saying that you can learn
Team Spirit an instrument if you really want to. All you
need is an old guitar and the internet.
Debbie: The internet. Are you kidding me?
[4]
8 Speak and listen Joel: No. Check it out. There are loads of short
videos – they’ll help you learn to play any
AIMS song you want.
Debbie: Really? Well then, I’m off. I know what
Oral interaction – make predictions about
I’ve got to do now.
a photostory
Listening – for specific information to check
predictions, to answer questions and identify Answers
key phrases Debbie thinks that Joel is talented. Joel says
Focus on conversational phrases that he isn’t talented.
● Resources
PDF 8.13 Photostory – Talent? b ● CD2 T27 Students read the questions and
then listen again for the answers. They discuss
their answers in pairs.
TEACHING TIP
See the Team Spirit Teaching tip in Unit 2 (page 58). Answers
1 play the guitar
Lead-in 2 He doesn’t care – music isn’t his thing.
3 to watch video clips on the internet
● Ask students if they have ever learned to do
4 She likes it and is going to try.
something by watching video clips on the internet.
They share their experiences in groups.
c ● CD2 T27 Tell students to draw three columns
● Weaker classes: with the headings Debbie, Pete and Joel. Read
PDF 8.13 Photostory – Talent? the phrases with the class, then play the CD again.
Students use the worksheet instead of They listen and note the letters a–h in the columns.
Exercises 8a–d. This saves time and gives them
support. They should cover the dialogue in Answers
Exercise 3 while they are doing Exercises 1 and 2. a Debbie c Debbie e Joel g Joel
a ● Students look at the pictures. They discuss b Pete d Pete f Joel h Debbie
the questions.
● CD2 T27 Play the CD. Students listen and d ● Students read the explanations and match them
check their ideas. with the phrases in Exercise 8c. They work in pairs
to discuss their answers.
AUDIOSCRIPT
Answers
[1]
1 b 2 g 3 c 4 f 5 e 6 h
Debbie: I have to say, I really envy Joel for
7 d 8 a
playing an instrument.
Pete: Really? I don’t care.
Debbie: What do you mean? OPTIONAL ACTIVITY
Pete: Well, music’s just not my thing, you know. Acting out
[2]
Students work in groups of three to act out the
Debbie: I really admire you. You’ve got
photostory. They can use the audioscript on
loads of talent.
PDF 8.13.
Joel: Talent? Me? What makes you say that?
Debbie: Well, if you didn’t have talent,
you wouldn’t play the guitar.
Joel: It’s got nothing to do with talent.
Debbie: Really? I’ve always wanted to learn
the guitar. But I don’t have any musical talent.

164 UNIT 8
SB PAGE 59 10 Improvisation
TEACHING TIP AIMS
See the Teaching tip on Everyday English and Oral interaction – fluency: a role play related to
Improvisation in Unit 2 (page 59). the photostory

● Stronger students: Divide the class into groups.

9 Everyday English Tell students that they are going to create a role
play between Debbie, her brother and their
AIMS mum or dad. Give students a few minutes to
plan their dialogue. Circulate and help with
Focus on conversational phrases
vocabulary as necessary. Encourage students to
Reading – intensive to complete missing phrases
use the expressions that they have been working
Listening – for specific information to check answers
with in Exercises 8 and 9. Students practise their
Oral interaction – fluency: act out a dialogue
conversations in groups. Listen to some of the
● Consolidation best conversations with the whole class.
Workbook p 71, Ex 6
OPTIONAL ACTIVITY
a ● Students read the dialogue and complete it with ABC dialogue
the expressions from Exercise 8c. They can work in
Students act out an ABC dialogue from
pairs and read the dialogue line by line to check
the Games bank (page 14). They need to invent
that their answers sound right, but don’t check
a dialogue for a situation connected to the
answers at this stage.
theme of the unit – entertainment.
b ● CD2 T28 Students listen and check or change
their answers (see numbers 1–8 in the audioscript).
They then act out the dialogue.

AUDIOSCRIPT/ANSWERS
Harry: That’s a nice top!
Kyla: Thanks! I bought it at the new shop in
town – the one on King Street, 1 you know.
Harry: 2 Really? It doesn’t look very good from
the outside.
Kyla: You should 3 check it out. You need some
new clothes.
Harry: 4 What do you mean? My clothes
are fine!
Kyla: I know! Calm down. 5 I’m just saying that
it’s nice to have new clothes. That’s all.
Harry: I don’t think that was a very nice thing
to say. 6 I have to say, I’m hurt. I thought you
were my friend.
Kyla: Of course I’m your friend! 7 Look, I wasn’t
being rude about your clothes, I just wanted
to … oh, forget it! Anyway, I’m glad you like
my top.
Harry: Yeah, hmm … I suppose it’s OK.
Kyla: But you liked it a minute ago! 8 Well then,
if you’re going to be like that, I’m off. Bye!

OPTIONAL ACTIVITY
Disappearing dialogue
Do a Disappearing dialogue so that students
learn the phrases in context.

UNIT 8 165
 11 DVD Episode 4
AIMS
Oral interaction – make predictions about and
respond to a DVD episode
Listening – for gist to identify topic;
for specific information to identify key phrases
and context
● Resources
Class DVD, DVD-ROM video activities
and videoke
a ● Students read the instructions and work in pairs to
guess which topic they think each person would
choose. They watch the episode and find out
about Debbie’s presentation.
Answer
Debbie’s presentation is about 1970s fashion.
b ● Students read the phrases. Explain the task.
You may like to draw a table like this for students
to copy and complete:
Phrase Who says it? Who to? Situation
1 SB
2
1 Haikus
● Students watch the episode again. They can ask you
to pause the DVD when they hear each phrase or
they can watch the whole episode. Check answers,
making sure that they understand the phrases.
Answers
1 Debbie says this to her teacher when she tells
her about the presentation.
2 Jess asks Debbie this as they are leaving
the classroom.
3 Pete says this to Debbie about Joel’s
guitar playing.
4 Pete says this to Debbie when he wants
to leave the café.
5 Pete says this to Debbie to give her an idea
for her presentation.
6 Debbie says this to her class at the end of
her presentation.
OPTIONAL ACTIVITIES
1 Viewing quiz
Students watch Debbie’s presentation again
and write questions about the clothes, e.g.
What is Joel’s first shirt like? Then do a class
quiz with the questions.
2 ABC topics
Students work in groups to do ABC topics
from the Games bank (page 14).
Units 7–8
Round up
TEACHING TIP
This section gives students a chance to revise and
extend the language in the previous two units in
a series of topic-connected tasks.
The first task is an integrated skills activity involving
reading, analysing and writing haikus. This is
followed by a role play, which can be used for
oral assessment.
The main task is an extended project involving a
group presentation about a famous person. This
can also be used for assessment of oral production.
The project gives students the opportunity to use the
target language from Units 7 and 8 in a less controlled
context and encourages learner independence.
The Round up ends with students working through
a four-page self assessment section in the Workbook
in which they complete tasks using the different skills
and assess their own performance.
PAGE 60
AIMS
Reading – for pleasure; intensive to visualise four haikus
Listening – for pleasure; intensive to count syllables
Writing – make notes about haikus;
creative production to write a haiku
● Resources
Website weblinks for research and extension
BACKGROUND INFORMATION
A haiku is a traditional Japanese three-line
poem with 17 syllables. The lines in a haiku have
a five – seven – five syllable count. In Japanese,
the plural is also haiku, but the regular plural is
often used in English. Haikus are often inspired
by an element of nature, a moment of beauty or
a poignant experience and are usually written in
the present tense.
TEACHING TIP
Haikus are a great way to introduce students to
writing poetry. This is because:
● They are short and easy to read.
● The task is easy to set and understand.
● They don’t need to rhyme.
● They encourage a focus on accuracy when editing.
● They can be very motivating creative writing tasks.

166 UNIT 8
 Lead-in
● If possible, play music from Vivaldi’s Four Seasons
to set the theme of the lesson. You may like to
leave it on as background music as the students
work through the activities. Prepare four flip charts
or large pieces of paper with one of the seasons at
the top of each: Spring, Summer, Autumn, Winter.
Place a number of pens near the flip charts.
● Students move around the classroom listening
to the music. They write words and phrases
connected to each season on the flip charts.
Turn down the music and read the words and
phrases on each flip chart with the class. Put
the sheets where everyone can see them.
a ● CD2 T29 Students open their books. They
read and listen to the haikus and say the common
theme. Ask students if they know what a haiku is
and elicit or tell them the basic information:
A haiku is a type of poem. It comes from Japan.
It has 17 syllables. Elicit or explain that a haiku
is a picture in words that describes a scene, but
doesn’t give an opinion about it.
Answer
The common theme is the seasons of the year.
b ● Focus on the mind map and check that students
understand the five sense verbs, then ask them to
copy the mind map onto a sheet of paper. Read
the haikus again, one by one (or play the CD).
Students look at the pictures and imagine that
they are in the scene. They write words or phrases
in their mind maps. Students can do this with all
the haikus or choose their favourite season and
work only with a single haiku.
Students feed back in groups and compare
●
their ideas.
c ● CD2 T29 Play the CD again. Students listen
and clap or tap out the syllables for the first two
haikus and then count the syllables in each line in
the second two. Elicit and write up the syllable
counts for each line of a haiku. Tell students that
haikus always have this pattern and elicit that
the lines don’t need to rhyme.
Answers
line 1 = 5 syllables line 3 = 5 syllables
line 2 = 7 syllables
d ● Students choose a topic for a haiku. They can
use a photo or a picture or they can write about
an important memory for them of a scene from
the past. Tell them to close their eyes and imagine
being in the scene or picture. What can they see,
hear, smell, feel and taste?
● They make another mind map and brainstorm
words and images connected to the topic that they
have chosen. Encourage them to ask you for words
they don’t know and to use dictionaries.
TEACHING TIP
There are a number of websites about writing
haikus which you may like to mention to
students (see the website weblinks). There is
also a link to pictures that they could use to
inspire their haikus.
e ● Students work on the first draft of their haiku.
At this point, they should write three lines,
but not worry too much about the number of
syllables in each line. Tell them that they need
to ‘paint a picture’ with their words.
● Students count the syllables in each line and
work on deleting or changing words until they have
the correct syllable count (five – seven – five).
● Students swap and read each other’s haikus.
They correct mistakes and check the syllable
counts. They can use dictionaries.
● Students copy out and illustrate their haikus.
You may like to have a class competition and
ask students to vote on the best.
OPTIONAL ACTIVITY
Word association poems
Alternatively, students could do the group writing
Word association poems activity from the Games
bank (page 20). The form of the poems isn’t as
strict and may be easier for some students.
2 Speak
AIMS
Writing – make notes for an interview
Oral interaction – fluency: an interview role play;
describe life experiences
● Resources
PDF 8.14 Role cards
a ● Divide the class into two big groups:
A (the journalists) and B (the famous people).
Students work in their A/B groups and read
the role play instructions. Read the famous
people occupations in the box at the bottom
of the page. In their A/B groups, two students
must choose each of the jobs listed. If there are
more than 24 students in your class, add some
extra ‘famous people’ jobs, e.g. a politician /
an inventor. If there are fewer than 24, cut some
of the jobs. For the activity to work, you need
two stars and two journalists for each of the jobs.
UNIT 8 167
 ● If you have an odd number of students, choose
one of the weaker students to be a paparazzi
photographer. This student has to ‘take photos’
of all the stars and find out as much about them
as possible, interrupting the interviewers.
● PDF 8.14 Role cards
Students work on their own to write interview
questions (journalists) or invent biodata (famous
people). You may like to give them the relevant
part of the PDF to guide and support their
preparation. They can discuss their information
with the other people in their group and compare
and share ideas.
b ● Set the scene for the interviews. All the journalists
are on one side of the room. This is the airport
arrivals area. The famous people all arrive at
the airport together. Each journalist works on
their own (tell them that they all work for different
magazines / TV channels). They have to find the
two stars for whom they have prepared questions
and interview them separately as quickly as
possible. They try to find out their secrets.
● Feed back with the whole class. The journalists
say who they interviewed and whether they found
out their secrets and what they are. The paparazzi
(if you had one) can also guess at the secrets.
The stars confirm their secrets or reveal them if
no one guessed what they were.
SB PAGE 61
3 Project
A famous person
AIMS
Oral interaction – describe and express opinions
about famous people
Writing – make notes for a presentation
Oral production – present information and opinions
to the class
TEACHING TIP
See the project work Teaching tip in Unit 2 (page 62).
Lead-in
● Students look at the people in the photos and
say what they know about them. They should talk
about their occupations, where they are/were from
and why they are famous. Ask them if they admire
any of the people in the photos and why.
a ● Read the list of occupations with the class and then
brainstorm names of famous people with these
occupations who the students admire. You can
do this with the whole class or ask groups to write
their suggestions on posters or flip charts.
168 UNIT 8
b ● Students work in small groups to prepare a project
about a person who they admire. Form the groups
according to the people they chose in Exercise 3a.
They choose a group secretary and make two lists:
We already know this / We want to find this out.
c ● Students use the list of things that they want
to find out to write questions about the person
they chose.
d ● Students research the answers to their questions.
This part of the project should be done as
homework. They then compare and contrast what
they found out and add the new information to
what they already know.
e ● Students organise their presentations. They read
the suggestions and decide how they are going
to do it. They prepare the presentation, using
a project task checklist as suggested on page 63.
TEACHING TIP
Students should use appropriate software
to prepare the presentation. They can use
Microsoft PowerPoint, Keynote for Mac
or any other presentation software with
which they are familiar.
f ● Depending on the size of the class and
the time available, groups can either give their
presentations to the whole class or they form
new groups with one student from each of the
groups and give their presentations to the new
groups. They should encourage their audience
to ask questions at the end.
Self assessment
WORKBOOK PAGES 76–79
Students work through the Check your
progress skills activities in the Workbook
(pages 76–78) and use them to assess their
own work. They assess themselves for
each skills area. See the Workbook answer
key (pages 195–196) for notes on the skills
self assessment procedures. Students who
need extra practice or consolidation of
the target language can do the Focus on
language exercises on page 79.
If you would like students to check their
own answers, there are Word versions of
the Workbook answer key for each unit on
the website Teacher Zone that you can use
to create handouts.
Memo from Mario
1 Model grammar texts
➤ Photocopy these two texts before the lesson:
HIM
Oh I’m feeling low
Haven’t had an email for a month
Haven’t seen him since last Christmas
Haven’t spoken on the phone
He hasn’t texted me since Sunday
Oh I’m feeling low
Low, so low.
Who’s that at the door?
Wow! It’s you!
MY CAT
Oh I’m feeling bad
Haven’t seen her for a week
Haven’t seen her since she vanished
Haven’t heard her purr or meow
She just hasn’t been around
Oh I’m feeling bad
Oh how I miss her!
What’s that at the door?
Wow! It’s you!
➤ Hand out the texts and ask the students to read them.
➤ Deal with any new vocabulary, such as Wow, vanished,
purr, meow, to miss.
➤ Ask the students to stand up and then read Him with
them chorally.
➤ Read the text again slowly and sadly. Then whisper it,
shout it, read it in a high-pitched voice and read it fast
and low.
➤ Do the same sequence of choral reading with My cat.
➤ Tell the students to sit down. Now ask them to think of
other things or people they miss.
➤ Ask them to write a text imitating the pattern of the two
model texts about the object or person that they miss.
➤ Put them into groups of six to read each other’s texts.
RATIONALE
The choral readings allow the present perfect +
for/since to sink into the students’ unconscious minds.
Note the omission of subject pronoun in the present
perfect pattern, frequent in normal spoken English
(see Carter and McCarthy: Cambridge Grammar of
English, Cambridge University Press, 2006).
ACKNOWLEDGEMENT
I am grateful to Puchta, Gerngross and Thornbury
for this guided writing technique from their book
Teaching Grammar Creatively, Cambridge University
Press / Helbling Languages, 2007. I have found the
technique to be very popular with many teachers.
2 Grammar sentence
contraction and expansion
➤ Ask a ‘Picasso’ in your class to draw a picture
of the Empire State Building, topped
by the Statue of Liberty, with a teenager
standing next to the tower at the bottom.
➤ Tell them to draw this in the top left quarter of
the board or IWB.
➤ Then draw a speech bubble coming from
the teenager’s mouth and taking up the
whole of the right-hand half of the board.
Write this sentence in the speech bubble,
leaving big gaps between the words:
I’ve been learning this
yukky language for nearly
three years now.
➤ Explain to the class that they are going to
transform the sentence by deleting one word
and replacing it with two or three words. For
example, delete yukky and replace it with
marvellous international so the sentence reads:
I’ve been learning this marvellous international
language for nearly two years now.
➤ Start the exercise with a volunteer student
coming to the board, rubbing out one word,
adding two or three words in its place and then
reading out the resultant sentence.
➤ Do not correct the student if they are wrong –
instead appeal silently to the other students.
If they fail to correct the student, then simply
delete the additional words and reinstate
the original word.
➤ It is OK to delete a word that has been added
at a previous stage.
➤ Then ask the next student to come out,
and so on.
➤ Continue the activity until the sentence gets
too unwieldy.
RATIONALE
Your students are reading, thinking of and saying
the target structure over and over and focusing
on its meaning. At this stage in their learning,
your students may be ready to write and speak
more complex sentences in English. This activity
fosters a move forward from ‘baby’ English.
UNIT 8 169