:

lnnovotionsis o newthree-levelgenerolEnglishcoursefor closseslooking

for new moteriolwith o freshopprooch.Bosedon o longuoge-rich,
lexicol/grommqticolsyllobus,it stqrtsfrom the kindsof noturql
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pogesthot offertipsond odvice
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othercoursebooks

The lnnovotionsTeocher'sBook includesstep-by-stepteoching notes

os wellos explonotions
of culturolond linguistic
itemspresentedin the
Coursebook.

Innovotions upper-intermediote:
Coursebook O-759 3 -9847 -X
WorkbookO-2593-9850-X
Tebcher'sBook 0-2593 -9849 -6
Teocher'sResourceBook (Photocopioble)
O-7593-9848-8
Audio CD O-7593-9844-5
Audio TooeO-7593-9846-1
ExamView@
ProTestBonk0-2593-9838-O
[-7513-18q1-r
9 00 0 0

THOTVtSON Visit Heinleonline ot: www.heinle.com

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HEINLE Foryour leorningsolutions:www.thomsonleorning.com U
Contenls
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 lnlroduction
lnnovotions,first publishedin 2000,was createdto
provideintermediateto high-intermediate studentswith
interestingmodelsof naturalspol<enEnglishto motivate
them beyondthe intermediateplateau.lnnovotions has
now been updatedand expandedinto a new three-level
series (pre-intermediate,intermediote,upper-intermediate)
for classesloolcingfor a fresh approach.lt is basedon a
language-rich, lexical/grammaticalsyllabusthat starts
with the kindsof naturalconversations that learners
want to have.
What's so innovative about Innovations?
lnnovotionsupper-intermediote, lilcethe rest of the
lnnovotions
series,sets out to maximisestudents'ability
to speakEnglishfluentlyand to be ableto understand
naturalspokenEnglish. lt doesthis not simplyby
providingstudentswith plentyof opportunitiesto use
language in personal,creativeand communicative
contexts,but more importantly,by providinga
predominantlyspokenmodel of English.The English
presentedin the whole lnnovotions seriesis the English
commonlyusedin everydaylife by nativespeakers.The
seriessyllabusis designedto meet students'
communicative needs.At all levels,the prime concernis
what studentswill be able to soyafterwards.As a result,
the startingpoint for our syllabusis not the usuallist of
tense-based structures,but rather the typicallcindsof
conversations we believestudentswant to be ableto
havein English. What is then presentedand practisedis
the language (both vocabularyand grammar)that will
enablethem to havethose conversations.
How does lnnovations upper-
intermediate fit in with the rest of the
series?
In the interestof retainingstudents'interestand
encouraging
their further languagedevelopment,
lnnovations
upper-intermediote does not simply repeat the
samecore tense structureswhich are focusedon in
lnnovotionsintermediote.Many key structures are recycled
and contrasted,but lnnovotions upper-intermediote
also
hasa broaderconceptof grammarthan manyother
coursesat the samelevel.The Coursebool<Dresents
manyfeaturesand patterns of spolcengrammar.lt clearly
highlights
thesefeaturesand providesclearexplanations
and examples,
as well as both controlledand freer
Dracticeactivities.
4
ln terms of vocabulary,lnnovations
upper-intermediote
offersan increasedfocuson common fixed phrasesand
idioms,and extensivecoverageof variousinteresting
topics.lt also continuesrhe strongfocusof the whole
serieson collocation.lt showsstudentshow words
work in actionwith other words,and how conversation
works in normal,everydaycontexts.
Becauseof this consistentfocuson presentintlanguage
as it is used,both grammarand vocabularyrecur from
unit to unit,and alsoacrosslevels.This givesstudents
the time and repeatedexposurethey needto learn
language.
Or ganisation
lnnovotionsupper-intermedioteis divided into twenty units.
Eachunit is further dividedinto three two-pagespreads,
all of which provideself-contained and coherentlessons
of 70-90 minutes,althoughobviouslyyou maywish to
alter theseto suit your needs.All the units contain
sectionson usingvocabularyand usinggrammar,as well
as many speakingtasl<s.
The odd-numberedunits containa dialogueas the main
sourceof language input.This dialogueis usedfirst for
generallisteningcomprehension and then for detailed
listeningfor the kindsof specificwords and phrasesthat
constituteimportantfeaturesof spol<enEnglish. The
content of the dialogueis the basisfor manyof the
spealcingand language exerciseswithin the unit.
The even-numbered units containa readingtext as the
main sourceof input.Eachreadingtext is followedby
comprehension questions,vocabularyworl<and
discussionof the topic. Eachunit providesaroundsix
hours of worl<.
There is a Review after every four units.
. The Tapescript at the bacl<of the Coursebool<
featuresall of the dialogues,
with the missingwords
and phraseshighlightedin colour for easier
identification.
. The Grammar commentary at the bacl<of the
Coursebool<providesnotes on the grammar
oresentedin the course.
. The Expression organiser at the bacl<of the
Coursebool<allowsstudentsto record and translate
some of the most importantexpressionsin each
unit.
 Introductron

Othercomponents Getting the most out of lnnovations

The Coursebookis complementedby a set of two ThisTeacher's Bool<providesplentyof detailedadvice
Audio CDs/AudioTaoes.a Workbook.thisTeacher's on how to get the most out of lnnovotions upper-
Book,and a separate,photocopiableTeacher! Resource intermediate.However,there are some generalpoints to
Book.There is also support in the form of a website makeabout the specialfeaturesyou will find in
with usefullinks,and the test-creatingprogram Innovotions uppe r-intermedi ote Coursebook.Th ese features
ExamView@Pro. are highlightedin the sectionthat follows.
. Audio CDs/AudioTapes
The Audio CDs/AudioTapescontainrecordingsof all
the dialoguesand readingtexts,pronunciation
exercisesand those lexicalexerciseswhere stress
and intonationare the mainfocus.
. Workbook
TheWorkbool< is for self-study,but any of the
exercisesin it may be done either in classor as
homeworl<. In addition,the Workbook contains
writing tasks.Some of the Workbool< exercisesare
directly relatedto activitiesih the Coursebook,
makingthem usefulfor settingas homework,while
others are more looselyconnectedand are designed
to extend and expandstudents'knowledgeof the
language. lf you choosenot to usethe Workbook in
class,it is a good ideato recommendit to students
as additionalpractice.
. Teacher's Resource Book
The Teacher'sResourceBook providesforty
photocopiableactivitiesand gameswhich closely
supportthe materialin the Coursebook.
 Fecrturesof lnnovcrtions
Us i n gv o c a b ul a ry
Throughout I nnovationsupper-intermedioteCoursebook
there are sectionsexplicitlydealingwith vocabulary.The
tasksin thesesectionsfocuson collocations, idiomsand
other expressionsrelatedto the overallthemesof the
units.As you go throughthe answers,you can alsoget
studentsto repeatthe key language for pronunciation,
and asl<the l<indsof cuestionswe mentionin tne
sectionbelow,Noticing surrounding language.The
notes in theTeacher'sBool<will help you with this.The
vocabularyexercisesare followedby opportunitiesfor
studentsto use some of the language in short spealcing
tasks.
U s i n gg r a m m a r
Eachunit containsat leastone sectiondealingwith a
particulargrammaticalstructure.Thesestructuresrange
from the traditionaltense-based structureslilcethe
presentsimpleand presentcontinuousto other less
commonlylool<ed-at structureslike waysof emphasising
by startingwith Whot.The structures are alwaysgiven in
meaningful contexts,and studentssee how they can use
the language themselves. Give studentsthe basic
patternsfor the structureand encouragethem to
record examplesfrom the exercisesin their noteboolcs.
Again,there are speal<ingtasl<slinl<edto the particular
structure. Referenceis alwaysmade to the
correspondingsectionin the Grammar commentary
sectionat the backof the Coursebool<.
No t i c i n gs u r r o u n d i n gl a n g u a g e
Althoughgrammarexercisesare providedprimarilyto
focuson particularstructures,we havepresentedall
suchlanguage in naturalcontexts.This meansthat the
surroundinglanguage is just as importantas the language
beingmore explicitlyfocusedon. lf the exercise
concernsthe presentperfect,do not missthe
opportunityto point out other surroundingcommon
phrasesand expressions at the sametime. One of the
most importantwaysstudentswill improveon their
own is if they notice more.Turn 'noticing'into a major
classroomactivity.In order to do this,you needto not
only explainmeaning, but alsoasl<studentsquestions
suchas:
What other thingscon you ... ?
What other thingscon you describe
as ... ?
Whot'sthe oppositeof ... ?
Whot'sthe positivelnegotive
woy of saying... ?
lf you do ... ,what wouldyou do nextlwhothoppened
before?
Wherewouldyou ... ?
Whot do you useo ... for?
Whot wouldyou replyif someonesaid... ?
6
The aim of thesequestionsis to generateuseful
language connectedto the word or expressionin the
exerciseand alsofor studentsto get an ideaof the limits
of collocationsand differences with their own Ll. Asl<ing
questionslil<ethese is better than simplyexplaining,for
three reasons.Firstly,they allow you to checl<whether
studentshaveunderstoodwhat you explained. Secondly,
they are more engaging for the studentsas you are
involvingthem in the teachingprocessand accessing
their current knowledge. Thirdly,they provide
opportunitiesfor studentsto extendtheir knowledgeby
introducingnew language. In some ways,the quesrions
are also convenientfor you as a teacher,because
studentsprovidemeaningsin attemptinganswersand
you can then providethe actuallanguage by correcting
any mistakesor re-statingwhat they said in more natural
English.This new language can also be put on the board,
ideallyin the form of whole expressions as you would
usethem in soeech.
You may also lilceto follow up a sectionof teachinglil<e
this by asl<ing
studentsto brieflypersonalise any new
vocabularyyou put on the board.For example,you
could asl<:
Do youknowor hoveyou heordoboutonyonewho ... ?
Do youknowor haveyou heardoboutonyonewho has... ?
When'sthe lost timeyou ... ? Where?Whot hoppened?
Conyou useony ofthese wordslphraseslexpressions
to
describethingsin your life?
Which is the most usefulwordlphroselexpression?
Which wordslphroseslexpressions
do you like most?
You could put studentsinto pairsto do this l<indof
exercisefor five or ten minutes.This is a good way of
breal<ingup the lessonand getting awayfrom the
Coursebookfor a moment.lt also encourages students
to get to lcnoweachother better and,unlil<e
supplementary materials,requireslittle planningand no
fightingwith the photocopier!
The teacher'snotes often suggestquestionsyou can asl<
about language in the texts and there are alsogood
examplesof these lcindsof questionsin the Vocabulary
quizzes in the Review units.lt maytal<ea little rime to
get usedto this styleof teaching, and studentsalso may
initiallyneedto get usedto it, but it is worth persisting
with it, as it producesa dynamicand language-rich
classroom.
Gr amm arcomm entar y
The Grammar commentary starts on page 159of
the Coursebool<and beginswith two pagesoutliningthe
basicapproachto grammartalcenin the bool<.Ask
studentsto readthese pagesearlyon in the courseand
discussany questionsthat arisefrom it. The grammar

pointsthat follow refer to the Using grammar
sectionswithin the units.Generally,you can asl<students
to read the Grammar commentary as a way to
review the languageafter they havelooked at particular
structures.However,in some casesyou might want
studentsto come up with a guidelineor'rule'
themselvesand then compareit to the explanationin
the Grammar commentary before working on the
exercises.The Grammar commentary is also
anothergood sourceof usefulexamplesfor studentsto
record.
Dialogues
The dialoguesform the main input in eachof the odd-
numberedunits.They are basedon corpora of spol<en
English,
but havebeen modifiedto avoidthe redundancy,
overlappingand falsestarts common in everydayspeech.
However,they do still retain many other usefulfeatures
of suchspeech.The dialoguesare examplesof typical
conversationsthat people haveabout everydaytopics
and containmanycommonly-used phrasesand
exDresstons.
When usingthe dialoguesin class,playthe recording
once so studentscan answerthe gist questionsin
While you listen, and then once more to allow them
to identifythe words and phraseswhich completethe
gaps.lf your studentsfind this hard,playthe recordinga
third time and pauseafter eachgapto givethem more
playthe recordingone lasttime as
time to write. Finally,
studentssilentlyreadthe dialogue.Listeningto natural
spokenEnglishwhilst also readingwhat they are hearing
helpsstudentsget usedto the way language is'chunked':
where speakerspause,and - more importantly- where
they do not pause.lt also helpsstudentsnotice other
featuresof everydayspeech,such as discoursemarl<ers
like Oh,We/lNow,Then. You could follow up by getting
studentsto readthe dialoguealoud in pairs- either the
whole dialogueor just part of it.
Much of the language presentedand exploredin the
unitsappearsin the dialogues, so studentsget to see
and hear it in meaningfulcontexts.For example,in the
dialogueThe Brother from Hell on page 10,Simon
describeshis brother as o bit old-foshioned,a
bit
taditionol,whichis an exampleof one of the modifiers
from the Using grammar sectionon page9.
Readingtexts
Readingtexts form the main input in the even-
nuinbered units.These texts are derivedfrom authentic
articles,but havebeen re-writtento includemaximally
usefulvocabularyand collocations. The texts are also all
designedto elicit some lcindof personalresponsefrom
students,whether it be laughter,disbeliefor shock!
Encourage studentsto readthe whole text through
without worrying too much about anywords they dont
know.Tellthem to Dut their oensdown for a minute
and relax!One good way of ensuringthey do this is to
playthe recordingas they read it the first time or, if you
of Innovations
Features
want a slower pace,to read it out yourself.lmportant
vocabularyis focusedon later,and studentsneed to gain
confidencein their abilityto understandmost - if not all
- of a text. Encouragestudentsto focus on the many
words they do know!
Eachreadingtext is followed by a speakingtasl<where
studentshavethe opportunity to react personallyto the
text and to extendthe discussion on a relatedtheme.
This can either be done in pairsor in smallgroups.
There are alsoexercisesthat focuson particularlexical
itemsor collocationswithin the text.
Encouragestudentsto re-read the text, findingother
interestingexpressions One question
and collocations.
that you can ask is if anyonefound a collocationthat
was surprisingor unusual.For example,in Surprise For
Jailbird Dad in Unit 2, studentsmightfind o greotbig
huga surprisingcollocation.Suggest that studentsuse a
good English-English dictionary, only to checkthe
not
meaningof words but alsoto readthe examples, which
often containusefulcollocationsand phrases.
With both the readingand the listeningtexts,you could
simplyask students:Do you haveony questions aboutthe
text?Note that this a different questionto Arethereony
wordswhichyou don't know?,becauseit allows studentsto-
asl<about anything.They can ask about words they do
l<now,but which may appearwith a new meaningor in a
new collocation;they can asl<about expressions; they
can ask about content;they can even ask you what you
thinl<!
Encouraging studentsto asl<questionsis a good way to
encouragethem to notice language. lt also helpsto
create a good relationshipbetween studentsand
teacher.
Extrareadingtexts
Severalof the units havesmaller readingtexts, for
exampleFull-Time Job! on page 12,which are related
to the overalltheme of the unit.Thesereadingtexts are
mainlyfor fun and leadin to fluencywork through
taslcsthat follow.Althoughthe
discussionin the spealcing
prime focusof thesetexts is not explicitvocabulary
worl<,they havebeen written to include useful
vocabulary,and provideanotheropportunityto point
out particularcollocationsand expressions within the
texts.
Speakingtasks
There are speakingtasksthroughoutthe Coursebool<.
These are intended both as a way of encouraging
studentsto use some of the new languagethat they have
met,in personalised ways,and also as an opportunityfor
studentsto relax and enjoy talkingto each otherl
Wheneverpossible, try to introducethese spealcing
tasl<sby tallcingabout yourselfand encouraging the class
to ask you questions. This servesas a model of what you
are askingstudentsto do and is anothergood sourceof
language input.Also,studentsgenerallylike findingout
more about their teachers.
7
 Features
of Innovations
You maywish to usethesediscussionperiodsas a
chanceto monitor students'spol<enperformanceand to
gatherstudenterrors to focuson later,or as a chance
to listenfor gapsin students'vocabularies
which can
later be addressed.A good way to give feedbacl<on
these sectionsis to re-tellwhat one or two students
said.Re-tellingwhat studentssay- sometimescalled
reformulation- is a good techniquebecauseit allows
eventhe weakeststudentsto sharetheir experiences
and ideaswith the whole classwithout the pressureof
performingin front of them. lt's quicker- there are no
painfulpauses- and maintainsthe paceof the lesson.
Finally,it allowsyou to correct and introduceusefulnew
language in a way which acknowledges that the student
hassuccessfully conveyedhis/hermeaning.You
can write
some of this new language on the board if you like,but
it's not strictlynecessary.Sometimesyou maywish to
just tal<ea back seat and haveno feedbacl<.
P ro n u n c i a t i o n
As Innovationsplacessuchan emphasison spol<en
English,
pronunciationis givena high priority throughout
the series.The recordingprovidesmodelsof manyshort
dialogues,language patternsand expressions. The
recordingcan be usedto help studentspractisethe
expressions. Studentsshouldbe encouragedto repeat
the expressions severaltimes,both chorallyand
individually,
until they can saythem relarivelynaturally.
lt
is importantthat studentsdo not just learnforms and
meanings,but also learn how whole phrasesand
expressions are saidby fluent speakers.
Re a lEn g l i s hno te s
The RealEnglishnotesthroughoutthe Coursebook
refer to a particularpieceof language- a word, phrase
or trammaticalstructure- that appearsin one of the
taslcs.Thenotes containfeaturesof everydayEnglish
which manymore traditionalcoursebooksoverlook,and
so it is importantto draw students'attentionto the
explanations and examples. Add more examplesor asl<a
few relatedquestionsto exploit the notesfurther,if you
wish.In the Review units,language from these notes is
recycledin differentconrexts.
Jokes
In some of the unitsthere are jolces,partlyto bring
some light reliefand extra humour into the class,and
partly becausebeingableto tell jol<esis an important
part of dailylife.Studentspractisetellingjolces,and focus
on the pausing, stressand intonationthat mal<ea good
jolce-teller.
8
Reviewunits
There is a Review afier everyfour units.This gives
studentsthe chanceto revisitand consolidatelanguage
they havestudied.TheseReviews havebeenwritten
with additionalspeakingexercisesto use in classtime.
There are also Look back and check and What can
you remember? exercises, where studentsrepeatand
recallinformationthey havelearned.Repeating activities,
perhapsunsurprisingly, often leadsto better student
performancethe secondtime aroundand you maywant
to do these exercisesmore regularlyas a quicl<way of
revisingthings.The Vocabulary quizzes are best done
in pairsor groupsor evenwith the whole classdivided
into two teams.You could evenawardpointsand score
it as if it was aTV quiz show!
Finally,
the last sectionof the Review, Learner advice,
providesa short text which relatesour own
experiencesas teachersand our ideason how to
improvestudents'learningstrategies.This is treated as a
normal readingtext with pre- and post-reading tasks,
where studentsreflecton their own practiceand our
advice.
Tapescript
The Tapescript starts on page 148and featuresall of
the dialogues,with missingwords and phrases
highlightedin colour for easieridentification.
As well as
the dialoguesand short listeningtexts,manyof the
language practiceactivitiesare also on the recording.
Photographs
Photographs playan importanrrole throughoutthe
Coursebool<, and manyexercisesask studentsvery
specifically
to describephotos (e.g.page l8), to role-play
situationsdepictedin them (e.g.page47) or to respond
personallyto them (e.g.page53).ldeasabout how to
use photos lilcethis are generallygivenin the
explanationof the tasl<,but additionalwaysto exploit
the photos are givenin individualunit notes in the
Teacher'sBool<.
Becauselnnovotions upper-intermediote
is,so rich in
interestingvisuals,the picturescan be usedto do
activitiesnot directlyrelatedto the Coursebool<. For
example,you may be working through Unit 16,but there
is nothingto stop you usingthe photo on page | 20 to
set up a role playbetweena trafficwardenand a driver
in your afternoonclass,or to usethe weddingphoto on
page I l0 to set up a debateon gettingmarriedor just
livingtogether.

Languagestrips
Language strips as a resource
The language stripsat the beginningof eachunit provide
valuableinput which can be exploitedin manydifferent
ways.They are particularlyusefulas a source of five-
minutefiller activities,
betweenmore substantial
activitiesor at the end of a lesson.You shouldnot,
however,try to explainall the languagein the strip.
Instead,try to ensurestudentsnotice and learntwo or
three expressions from eachstrip.
The language in the language strips
All the expressions are correct,naturalspokenlanguage,
includingidioms,fixed expressions and expressions
containingphrasalverbs.Often,there are also some
more colloquialtopic-specific expressions connectedto
somethingmentionedin the unit.The language in the
language strips is usefulfor all students,but particularly
those who havehad lesschanceto usetheir Englishin
'real'
situations. Pointout that manyof the expressions,
usuallythose which containthe word l, are usefulin
talkingabout yourself,your opinionsand reactions. The
notesfor eachunit give definitionsand examplesof
some of the more idiomaticexpressions.
You may needto give some guidanceabout how
studentscan find out about these exoressions. For some
of the more idiomatic ones,for example,I reollygeto
fuckout of it in Unit 3, tell studentsto lool<at the
phrasesat the end of the dictionary entry for the key
word, in this case,kick.lf studentsare studyingin an
English-speal<ing country,you could alsoencouragethem
to go out and ask peopleabout the expressions.
Using the language strips
Studentscould lool<at the language stripson their own,
but they are probablybest usedfor pair or small-group
activitiesin class.Ask studentsto lool<throughthe
language strips,choosesome expressions that look
interestingand to find out more about them.They can
sharetheir informationin smallgroupsin a later class.
They could then do another activity related to the
languagestrip.The notes for each unit give specific
questionsyou can asl<, but the followingare some
generalideaswhich can be usedfor most of the
languagestrips:
l. Ask studentsto find the exoressions:
a. which are resDonses to two or three ouestions
- or remarksyou write on the board.
b. which expressvery neatly.acomplicatedideayou
would otherwiseexpressin a roundaboutway.
For example,in Unit 8: /t's too earlyto go home.
Thereis so much more we con do.Ihe nrghtis
young.
2. Copy some of the expressions onto an overhead
transparencyleavingsome taps.Ask studentsto
completethe expressions beforeopeningtheir
Coursebooks, and then comparetheir answerswith
the expressionsin the languagestrip.
Features
of Innovations
3. Ask studentsto identifyexpressions:
a. which containa familiaridiom.
b. which containexpressions with a phrasalverb.
c. which containlanguage which hasoccurredin an
earlierunit,suchas modifiersor softeners,for
example,o bit of o, just,etc.
4. Ask studentsto sort the expressionsin different
ways:
a. positivevs.negativeexpressions.
b. formal vs.informalexoressions.
c. those which are more likelyto be usedby
men/women.
d. those more lilcelyto be usedby young/older
people.
e. remarkswhich initiatea conversationvs.
resPonses.
f. (perhapsmost importantly)those they would like
to use themselvesvs.expressions they would not
feel comfortableusing.
The pictures and languagestrips provide ways of
introducingthe topic and some of the language
relevant
to the unit.
Recor dinglanguage
It is a good ideato help studentsorganisea notebook
to record the languagethey meet. Earlyon in the
course,tall<about recordingthis languagein an
organisedway and suggesta notebookdividedinto
severalsections:
. a sectionorganisedalphabetically,
containingnot only
the target words but associatedcollocationsand
phrases
. a sectionorganisedaroundthemessuchas
describingpeople,work, films,etc.
. a sectionorganisedaround'delexicalised' verbsand
nouns such as get,toke,point,thing;a section for
ohrasalverbs
. a sectionfor idioms;and a sectionfor grammatical
patterns and structures such as the present
continuousand woslweregoingto ... but ... .
Also talk about what shouldbe recorded.Insteadof just
isolatedwords,encouragethe recordingof complete
phrases, collocationsand evenquestion/response
exchanges. The Coursebookis a great resourceof useful
contextualisedlanguagethat can be transferred directly
to students'noteboolcs.Tell studentsto translatethese
largerexpressions and idiomsinto an equivalentin their
own language.
9
 lf you foncysomeone, it meansthat you are sexually
Unit overview
attracted to them. lf you don'tgo for redheads,it
meansyou don't usuallyfancypeoplewith red hair.
General topic
Describingfriends and family,and tallcingabout what lf someonewouldn'tsoybooto d goose,it meansthey
they do. are very timid.
lf you heor something on the gropevine,
it meansthat
Dialogue you hear some newsfrom friendsor colleagues
Melanieand Simontalk about their families. rather than in an officialannouncement.
lf you say she'so friendof a friendof mine,it means
Reading she is your friend'sfriend.
The Pridhamfamifyare expectingtheir twentieth
child!
'I . i: 3 : r . . r " . . r r ' . 1- * X
. i "
',.r";* ;-t', I
-.r -"l ' ; ':'* J .J "*'4' i-"! .-rI )J *t t
Language input J

. Adjectivesto describepeople'sappearanceand
character: goodJooking,goinggrey,moody,
Descr ibingpeople
omusing,etc,
Modelthe task for the studentsby choosingthree of
. Modifiers: reolly nice,quitecreative,a bit boring,a bit
your friendsor family(or yourself),and choosingthe
of o mooner,o bit too nice,etc. best expressions to describethem. Afterwards,asl<if
. Positiveand negativeadjectives:tidy,messy,
etc. anyonecan recallany of the expressions they heard.
. Contrastingpresenttenses(presentsimpleand Choosea coupleof examplesand write them on the
present continuous):He usuallyworksin boardto illustratehow they are used.For exampre:
the centreof town,but this week het workingfrom She'sgot foir hoir.She'so bit on the shortside.
home.
Ask the classto suggestthree or four more examples
that can follow she'sgotlshehos ... (e.g.dorkishhair,o
Language strip goodsenseof humour)and three or four that can follow
she's... (e.9.energetic,going
grey).Get studentsto tall<
Draw students'attentionto the exoressionsin the
about the peoplethey chose.Encourage them to asl<
language strip.Ask them to lool<quicldythroughthe
their partnersfurther questions.You could also explore
expressions and choosethree they are curiousabout.
For the next classmeeting,they shouldfind out about the use of the suffix-ish,which can often be addedto
adjectivesdescribingappearance. lt givesthe meaningof
the meaningand usageof their chosenexpressions.
portly,to a certoindegree(in contrast to completely).For
Good resourcesare print or onlinedictionariesor, even
examDte:
better,proficientEnglishspeakers. Demonstratehow to
She'sgot reddishhoir.She'stollish.
find one of the expressions in a dictionaryby choosing
a key word. For example,for Well,he doestokeofter his
Ask the classto tell you to which adjectivesin the list
fcther;look under toke.In the next class,studentsshare
they think -ishcan be added.Possibilities includefcirish,
what they havelearned.You could also asl<them to find
whitish,greyish,boI dish,youn gish,tollish.
expressionsin the strip that describea person's
appearance or those that describepersonality.
Encourage them to add any expressions they thinl<are Speaking
usefulto their notebooksor the Expression
organiser on pate 167.You might needto explain The questionsprovidea follow-upto I Describing
some of the more idiomaticexpressionsin the strip: people. This would work well in a smallgroup
. lf someoneis o reollough,itmeansthey are fun to discussion.You might want to talk about the word
be with. feotures,explainingthat it usuallydescribesthe faceand
. lf someoneis o bott/eblonde, it meansthey dye is often usedin the pluralform. Give some examples:
t h e i r h a i rb l o n d e . She'sgot delicotefeotures.
' PCstandslor politicollycorrect.lfyou want to be PC, My mouthis one of my bestfeotures.
you try to use languagethat doesn't offend and is
fair to all peopleregardlessof race,gender, age,
physicalabilityor sexualorientation.For example,it
is consideredPC to saychoirperson, rather than
chairmon.

10

Eefore the studentslisten to the recording,ask for
expressions(includinganyfrom the list in I Describing
people) to describeeachof the peoplein the four
photos. Tell the studentsthey can consult you, a
dictionary,or eachother for ideas.For example:
The mon in pictureone looks/ike het in his thirties.
Ask what kind of personalitythey thinl<each of the
peoplehas.For example:
I think the womon in picturetwo is proboblyvery eosy-going.
Tellthem to listenand then discusstheir answerswith a
partner,and then to recall any usefulexpressionsthey
heard.Write them on the board.Somethat you may
\trantto Potnt out are:
F{et got o greotsenseofhumour (ask for other adjectives
tfrat could be used insteadof greot).
Sfre'so reollyenergeticsort of person (ask for other
adjectivesthat can fit in this pattern).
She'sgot q veryworm personality (asl<how you would
expressthe opposite).
Replaythe recordingso that they can hearthe phrases
again.Encouragestudentsto record the phrasesthat
they like in their notebooks.
Answers
Picture I is Nicl<; Picture 2 is Kirsty;
Picture 3 is Matt; Picture4 is Jenny.
Photo opportunity
The photographson page8 provide good opportunities
for discussion.You could usethe ideashere at any time
druringthe unit.Here are some possibilities:
' Ask studentsto discussif any of the peopleremind
them of anyonethey know or havemet, and in what
way.Feedin languageto help them. For example:Ihis
girl /ooksa bit like o Germonfriend of mine. Thismon
remindsme o bit of my uncle.
' Ask studentsto guesshow old eachpersonis and
what they do. Feedin usefulstructuresif needed.For
example:The mon with the glosseslooksobout twenty-
five. This girl mustbe in her eorly twenties.Shemight be
a foshionstudentor somethinglikethat.
' B: Well,I live quiteneor the office,but o bit too far to wolk.
Ask studentsto discusswhether or not they've ever
: or would ever - dresslike the peoplein the
picturesor havetheir hair like that. Ask the classto
discusswhy/why not, and to give extra detailswhere
possible.
' Ask eachpersonto inventthe personalityandior life
story for one of the people.For example:She'so very
bod-tempered sort ofperson.Sheneverusedto be this
way,though. lt oll stortedwhenher daughterdecidedto
marry someonemuch older.Studentscan then share
their ideasin pairs.
1 Talkingaboutpeople
xir*g #r,*ifrrr,$*ftr
ffiffiuoditiert
Go over the short explanationof modifiers,mentioning
how some are usefulin'softening'comments.For
example,Ihis is o bit boringis more acceptablethan fhis
is boring.Model the exerciseyourselfand/or elicitfrom
the classone or two words for each pattern before
asl<ingstudentsto complete the task.
Answers
Possibleanswers:
l. moody ... pleasant, (point
difficult... easy-going
out the contrastint adjectives)
2,. annoying,
nice,pleasant,
funny
3. narrow-minded,
conservative
4. nut,snob
5. generous,sarcastic
Encouragestudentsto find out more about the people
their partnersdescribed.Referthem to the Grammar
commentary, G I Modifiers on page 159.
ffi Pronunciation
This use of quiteis common in BritishEnglish, but the
differencein meaningcan be difficultfor learnersto
discern.As an introduction,you could write Youressoy
wosquitegoodon the board and ask the classif they
would be pleasedif they receivedthat comment.
Without hearingit, we wouldn't know if it meant it was
just OK or if it was reallygood.Go throughthe
explanation, sayingthe examplesseveraltimes.Ask the
classto identifywhat is done to the voice to indicate
stress.(The stressedword or syllableis spokenwith a
higherpitch,is longer,clearerand sometimesa little
louder.)After studentshavelistenedto the recording
and repeatedthe sentences,explainthat the context
helpsmakethe meaningsclear.For example:
A: How ore you gettinghome?
B: Wolking.I live quiteneor the offrce.
A fhot's nice.I hote drivingin to work.
A: Do you everwolk home?
A: Oh,do you wont o lift,then?
As an extension,get pairsof studentsto constructtheir
own dialoguefor one of the examplesand perform it
for other membersof the class.
11
 1 Talkingaboutpeople
Speaking
Readthrough the questionsso that the studentscan
hear the expressions. Use the pictureto help with any
I
vocabularysuch as body-piercing and tottoos.For a poin in
the neckrefer studentsto the Real English note. This
expressioncan sometimesbe shortenedto o poin.For
example:
My mother con be o bit of a poin sometimes.
Parkingis a reol poin.
Ask the studentsto tell you what or who they find o
pain (in the neck).Get them to work through the
questionsindividually first,and then to discusstheir
opinionsin pairsor in smallgroups.You can then bring
the whole classtogether to share ideas.This is a great
chancefor the classto let off a bit of steam!Try to
remainimpartialyourself.Remindthem to look at the
questionsagainand to underlinethe modifiers.
Photo opportunity
Ask the classto describewhat they can see in the
picture on page9. Feedin relevantvocabulary,such as
He's got tottoosall oyerhis foce.Make sure you give the
classwhole phrases, not iust isolatedwords suchas
tottoos.The picture can then be used to encourage
debate on why people feel the need to havetattoos and
piercings,whether they suit some peopleor not,
whether anyonein the classhas,or would have,any
done. Alternatively,studentscould preparea role play
between a teenagerwho wants to get their face pierced
and a tattoo on their arm,and a concernedparent.
Divide the classinto two groups - a parent group and a
teenagergroup - and give them five minutesto plan
what they are going to say,what line of argumentthey
are going to follow. Brainstorma list of usefulphrases
beforehandto give eachgroup. For example:
AIImy friendshove got them.
I con olways toke it out if I get sick of it.
It mightgo sepric.
You'llbe stuckwith it for life.
Feedin vocabularywhere necessary. You could also
prepare a list on a handout or transparencyof twenty
possiblethingsthat might be said between parent and
child,and askthe classto decidewhich were saidby the
parent and which by the teenater.
*l
6i#ffiFriendsand relatives
@
This task focuseson expressions to describe
relationships.Ask the classif they havesimilar
expressionsin their own languages and whether they
agreewith the ones here. Make sure that studentshear
how the expressions are said,particularlynumber8,
where of is stressed.Ask questionsto checkon the
meaningsand to generateother collocations. Some
examplescould be:
. lf you know someoneby sight,wouldyou recognise
them if you sawthem?Wouldyou havea long
conversaiionwith them?
12
. Do we use hislherex to just refer to former
husbandsand wives?How about girlfriendsr
boyfriends?
. lf someone introduced you to their partner,would
they be married?Wouldthey be friends?
. lf you know of someone, you've heard people tall<ing
about them. What are other expressionswith know
ofl (Are we finishingearlytoday?Not thot I knowof.)
Talk about some of the examplesyourself before getting
studentsto talk in pairs.You could alsotry and recycle
some of the languagefrom the unit as you do so. lt is
very important for studentsto hear this kind of
controlled,recyclingteacher-talk.
L*$:g'*'ffir*'ff
geforeyoulisten
ffi
Start off by talking about your family or asl<ing
the class
to ask you questionsabout the people.This providesa
model for the studentsso they can talk to a partner
about their family.
While you listen
e Brotherfrom Hell!
Talk about the expressionSimon'spoppedin to Melonie's
house.Ask whether studentsthink this meansSimonis
going to stay long.Explainthat you can also pop intoo
shopfor o loaf of breod or pop into the cafefor o bite to
eot.(Referthem to the Real English note for an
explanationof the expressionthe brotherfrom hell.)Tell
the students not to try to understandevery word in the
text, but only to try to answerthe two questions.Make
sure they cover the text the first time you playthe
recording.Playit twice if necessary, then check the
answersto the two questions.
Answers
l. Melanie'san only child;Simon'sgot an older
brother and a younger sister.
_
2. Melanietets on well with her mum,but she
doesnt reallyget on with her dad.Simongets
on well with his sister,but not so well with his
brother.
Now explainthe secondtask.First,see if studentscan
fill in the first two or three gapsfrom memory with a
partner.Playthe recordingagainfor studentsto fill in
the missingwords.Pausethe recordingso they have
time to write in what they hear.Finally,playthe
recordingagainwith studentslisteningwhile readingthe
tapescripton page 148.The missingwords are in blue.
You may want studentsto read the dialogue,or part of
it, in pairs.Dont be afraid to asl<them to listen several
times.The more they listento naruralspokenEnglish,
the more chancethey haveof acquiringthat language
and improvingtheir own performance.
 1 Talkingaboutpeople

Answer questionsabout any of the gappedexpressions/ Answers

words by givingexamplesand collocations.For example:
' lf you do tempingwork,you aren't working as a re[gious traglltional q-U]et 14[kative gdy
laid-bacl< conservative ambitious strict
full-time permanentemployeeof a company.Often
business-minded (or business-minded)individual
you work for a tenoping
agency.
messy liberal hard-working sensible
' lf you steercleorof a topic,youavoidtalking about it.
You can also steercleorof on oreoor o person.
Get the classto choose adjectivesfrom the list in this
The conversationcontainsmanyother useful exercise,from the list on page8, or any others they
expressions and collocations.Encourage studentsto find, want for the list of four most positiveand negative
ask about and record in their noteboolcsany they find adjectives.Get them to explaintheir choicesto a
interestingor unusual.You could also exploitthe Partner.
conversationin another way by aslcingthem to find
expressionswith tolk,soyand te/l (e.g.I justdon't hove
onythingto soyto him. Youmean you can't tell?Youhaven't
reallytolkedobout them very much.Oh,theret not much to
The photos providea good opportunityto use some of
tell,reolly)and discussingthe differencesin how each is
the adjectivescovered in the unit alongwith appropriate
used.
modifiers.Write a few sentencestarters on the board.
For-,example:

d speaking She/ookso bit ... .

Shelookslikethe kind of personwho ... .
Discussthese questionsin smallgroups,givingstudents
chanceto use some of the expressions
coveredso far. Get studentsto talk about the picturesin pairs.

_..,,Ij,# ,rf,*:;g,g;
S]*tj,;jfy
Adjectives
Before studentsmark the adlectivespositiveor negative,
choose one, tolkotive,for example.Ask /f someone
describedyou os tolkotive,wouldyou be pleosedor not?
Stressthe subjectivenature of most adjectives
describingpersonalityand that there are no correct
answers,though obviouslycertain words, like messy,are
rnore commonlyusednegatively, while others,like
sensib/e,
are generallypositive.You may need to explain
conservotiveand liberol.
' If someone is conseryotive,they don't like thingsthat
arent seenas being'normal'or'traditional'.For
example,if you dressconservotively,
you wouldn't wear
shorts and aT-shirtto the office.Would you
describethe brotherfrom hellas havingconservotive
views?
' If someone is liberol,they are more easy-gorntIn
their views and more willingto acceptchanges. For
example,if you havea liberalottitudeto marriage,you
Emphasising
This activity encouragesstudentsto describethings
more fluentlyby repeatingadverbsand usingsynonyms.
Rememberstudentsmay needto listenand repeat
severaltimes.Use the picturesto practisethese
structures.A fun way of extendingthe tasl<is to ask
studentsto thinl<of thingsthat the oblectsthemselves
might say,usingtwo adjectivesand the sameadverb.For
example,the shoe might say Oh,no, lookot her feet.They
look reollybigond reollysmelly, while the bear might say
Oh, this water is reollynice,reollyworm, or How wouldyou
feelif I watchedyou havinga both?
Get the classto underlinethe adjectivesand adverbsin
the conversationaboutThailandas you read it aloud.
Chooseone of the descriptionsto model yourself
before askingthe classto do it. Encouragestudentsto
asl<you questions.
#i*,*.#*r*,9

ffi Beforeyou read

might allow your daughterto livewith her partner
before getting married.
The pre-readingquestionscould be discussedin groups
To do the stresstask,allow studentsto hear each of the or as a class.
adjectivesin the context of a simple phrasesuch as
Peopleoftentell me I'm ... . Havingthe adjectiveat the
end like this ensuresthat the word itselfis stressed.

13
 r 1 Talkingaboutpeople

t
ffi Whileyou read(Full-time
job!) Speaking
Explainto studentsthat they shouldunderlineanything Studentsmay need help with vocabularywhen trying to
they find surprisingin the text. You can checl<for tall<about jobs. Tell them not to worry if they can't say
comprehensionby askinga coupleof questions. For exactlywhat the jobs are. You can write up these
example: examplesas a guide:
Whot doesKevinPridhomdo for a living? He'so kind of businessmon or something.
How are the Pridhomsgoingto deol with the problemof Sherunssomekind of import-exportbusiness.
clothingoll their children?
After the studentshavefinishedthe discussion, you
Encouragestudentsto lool<for any interestingor useful could work on collocationsby elicitingother adiectives
expressionsand collocationsand record these in their that are used to describejob,for example,well-poidl
notebooks.Here are some expressionsyou may want to tediouslchallenginglworthwhile,
and asking:Did you find out
point out: oboutanyonewho haso chollenging job?
. You usuallyget pocketmoneyfrom your parentswhen
you are a child and not working. ffi Grammardiscussion
. As well as goingthroughloovesof brea4you can also
go throughclothing.For example:I go throughtwo pairs Tell studentsto discussthe sentencesin pairs.All the
of shoeso yeor. a-sentences, with the presentsimpleform, talk or ask
. lf you do odd jobs,you do little things like the about thingsthe speakerseesas permanent,timeless
washing-up.For example:I usedto gett l0 o weekin facts,while the b-sentences, with the presentcontinuous
pocketmoneyfor doingodd jobsoroundthe house. form, are all seen as beingtemporary,relatingto
particularperiodsof time. The time expressionsused
with the present continuousare this month.ot the
moment,this weekendot the moment,andogain
You could askthe classto write their own simple
Use these discussionquestionsin smallgroupsto allow guidelines for explaining the differentusesof theseverb
the classto sharetheir reactionsto the text as well as forms and then to look at the Grammar
practisesome of the expressions. commentary, G2 Present simple and present
continuous on page 159.They can then modifytheir
guidelines as necessary. Makesure you draw students'
attention to the fact that the present continuousis used
#l**r*g ffna*r*rf*#ir with time expressionsthat make the temporary nature
of the event describedclear - thismonth,ot the moment,
Presenttenses and so on. The absenceof time expressions for the
presentsimpleis becausethe eventsdescribedare seen
You could introducethis exerciseby talkingabout what as generalisations. Makesure that studentsnoticethe
your friendsor familydo for a living,or makeup some modifiersin severalof the examplestoo. You could also
fictitiousrelativesand occupationsand askthe classto point out the pattern I find my dod o bit.dull,or I'm
guesswhich are true and which arent. For example: findingmy job o bit boring.Elicit other nouns and
My mother, Wendy,doeso lot of work in te/evision. adjectivesthat could be usedwith this pattern. For
example:
Tall<ingabout what you do for a living is a good example I find this city o bit expensiye.
of when we typicallyusethe presentsimple.The I'm findingthis exerciseo bit chollenging.
studentswill probably havecome acrossthis context
manytimes. In the first task,however,the focus is also
ffid-
o n s o m et y p i c a lp a t t e r n sl i k e/ w o r k i n . . . , l d o . . . w o r k
ffi GrammarIn context
for ... , I run a ... business. Pointout that in spoken
English, it is more common to use contractedforms You might need to explainleft-wingand the socio/ist
with be in the presentsimple. revolutionin question 5. You could make a comparison
with the brotherform hellon page 10.Refer studentsto
the Real English note for pretty.As well as askingwhat
Answers
they are pretrygoodot,you could write I'm pretty... on
| . am 2. works 3. is 4. work 5. works 6. work the board and then ask them to complete it in five
7 . i s 8 . ' i s f . i s 1 0 .d o I l . d o e s 1 2 .i s 1 3 .w o r k different ways.For example:
1 4 .r u n s I'm pretty tired at the moment.
I'm prettysure she'spregnant.

14
l.

Ask studentsto compareand discusstheir answersin
peirs,and then ask the whole classhow they made their
decisionsand which other words heloedthem decide
on the best verb form.
Answers
[ . works,'sworking,'strying
2_ 's acting,'snot normally/isntnormally
3. runs,'slool<ingafter
4. dont talk,Dont you get on
5. 's,'sstill waiting
6. arent talking,'sstill
Questions7*9 personalisethe context, and students
shouldtalk about their answersin smallgroupsor pairs.
Encouragethem to choosefour or five exampleseach
of the presentcontinuoiJs and the presentsimpleto
record in their notebooks.They could put the
continuousexampleson one pageand the simpleform
er<amples on another.Tell them that they should record
as much of the surroundinglanguage as possible.
d F",no* pr"r"naa"nr",
This is an optional exercise.You can ask studentsto try
to guesswhat the sayingsmean and think of when they
might be used.Number 2 is often quoted by the English
about themselves.You could ask studentswhat their
irnpressions of Englishor Britishpeopleare.
1 Talkingaboutpeople
Answers
3. Whot goesup mustcomedownis used in situations
where you want to saythat one thing inevitably
follows another.For example,if someoneis very
annoyed,you know they will calm down eventually.
4. You use on e/ephontneverforgetswhen you
remembersomethingthat someonesaidor did to
you that they would prefer you to forget.
5. You would sayit never rains,butlt pourswhen
somethingbad hasjust happenedto you - just
after two or three other bad things havealso
happened.
6. lf you tell someonethey're makingo mountoinout
of a molehill,youmean they're worrying too much
about somethingthat is reallya very small
problem.
ffi Expression
organiser
Dont forget to introduce studentsto the Expression
organiser on page 167.
Readthe short introduction at the top of the pageand
ask the studentsto translatethe expressionsinto their
own languagefor homework or with a student with the
samemother tongue.Emphasise how it is vital to
translatethe expressionas a whole, not word for word.
Tellthem to spendtime at home readlngthroughthe
unit againand addingany other expressions they want
to be ableto usethemselves.
15

first time. . .. .:
:..
..
.:r ,. ,. rr .::::.::
not,etc.
Language strip
Ask studentsto look quicldythroughthe expressionsin
the language strip and selectthose that they are curious
about.Tellthem to find out as much as they can about
their choices.In a later class,get them to sharetheir
findingsin smallgroups.You can come backto the
language strip while workingthroughthe unit and use it
as a short filler.Ask questionslil<e:
Which expressions seemto be negotive?
Which expressions
mrght be usedif you were talkingabout
someoneyou didn'tfoncyt
Here are some of the expressions your studentsmight
havedifficultywith:
. You might sayI think shehod it donein Americoto
talk about someonewho hashad plasticsurgery.
. lf you sayyou wouldn'tliketo meetsomeoneon o dork
night,youare implyingthat the person is really scary.
' lf you get on like o houseon fire with someone,it
meansthat you quicklybecomereallygood friends.
For example:As soonos we met,we goton likeo
houseon fire.
. Men with beordsusuallyhaveweok chinsis a
stereotypeimplyingthat peoplewith weak chins
also havea weak characterand grow beardsto hide
the fact.
. lf you saysomeone hason old heodon young
shou/ders,you mean that they are wiser than you
would expectfor their age.
16
L
. lf someone hostheir heodscrewedon,they are
sensible.
. lf you saythat you wished someone would pull their
socksup,you want them to worl< or try harder.
Lead in
Leadin to the theme of the unit and the readingtext by
askingstudentsif they haveever met up with any distant
relativesthat they hadnt seenfor ages.When?Where?
What was it like?Havethey got any other relativesthat
they havenever met? Where?
: d-r :l .i1
ri * fr$.J iT;:lil #
ffi Beforevou read
Use the questionsto leadin to the topic of the reading
text. You may need to go over the meaning,use and
pronunciationof infamous. Thesequestionscould be
discusSed in smallgroups.
*_,1
ffi Whileyou read
ffi (Surprise
for JailbirdDad)
Explainwhat the article is goingto be about and set the
studentsthe goal of answeringthe three questions.
Remindthem that they do not needto understand
every expressionor word. Ask the classto sharetheir
answersin pairsor groups.Often studentsquote large
chunksof text in answerto these kinds of ouestions.To
move them awayfrom this, tell them to cover the text
while they are talking.Also,encouragethem to share
their overall reactionto the text. For example:
Whot did you find interestingl
amusinglshocking?
Answers
l. He'sspenta lot of time in prison becausehe keeps
on taking hostagesand attackingother prisoners.
2. Althoughit cameas an initialshocl<when he found
out, Michaelwanted to meet his father.He felt
good about meetinghim.He saidthey got on like a
houseon fire.
3. BecauseBronsonwas recentlyinvolvedin another
violent incident,he probablywon't be comingout
of prisonsoon.But Michaelis still youngand we
don't know how old his father is.so it's still
oossible.

So-ldentsmight wonder about a couple of cultural
refienences.
' t{ove o pint meansto go to the pub and havea beer.
{Youcould evencome uo with alternatives suchas
NI I wont to do is gethome ond hove a cup of tealhove
a bothlput my feet uplgo to bed.)
' as it's roining cotsond dogsand kick the bucket.This
lffyou saysomethingcostthe toxpoyert60,000, it
rneansthat the state provided the money for it.
Ask whether anyonenoticed any interestingexpressions
ru"rdcollocationsin the readingtext. Here are some that
uou rnight want to mention: incrediblephysicolstrength,it
lrrn'e os o total shock,old hobitsdie hord (this is a fixed
egression meaning it's very difficultto giveup eithero
gmrod or bod hobit).Encouragestudentsto record those
eqressionsand collocationsthat they like in their
nioaebooks.
Speaking
.,lsethese follow-up questionsto continue the
dlscr-rssionin smallgroups.Draw students'attention to
:ii'nephrasalverb lock up.Give them other examplesof
moruns that can be locked up (house,cor) and phrases
lilke;
flcrmemberto lock up beforeyou leave.
llnis unit has a lot of examplesof phrasalverbs,so l<eep
rc,lntingthem out as you work your way through.
El Vocabulary
check
Telllstudentsthe relevantparagraphnumbersif you
'ffant to speed up this activity.Note that these sentences
are good definitionsfor the target words as they
provide a meaning,a context, a typical pattern and
'r.lsually
a collocation.Point the following out: toke
'hostoges, give ... o hug, profitsgo to chority.
Answers
fl. reunited(paragraphl)
2. burglary (paragraph2)
3. hostage,hostages(paragraph2)
infamous(paragraph3)
hug (paragraph4)
bushy(paragraph5)
hold (paragraph
6)
charity (paragraph5)
Here are some phrasalverbsand prepositionphrasesto
point out too: breokinto someone'shome,putpressureon
onothercountry,fomous for,corryout o plan,giveaway
money.
2 F r i e n d sa n d r e a t i v e s
- , - t ,
o ,
'd ; :# . .r ; " l f . . ".c t. - :- . -"- -J : !
:,,
-' +, . -'"
;
ffi ldiomsfocus
Studentsare probablyawareof traditionalidiomssuch
exercise.however.focuseson some idiomatic
expressions that are probablymore common and
potentiallymore useful.
For sectionsI and 2, rememberto give studentsthe
opportunityto hear how these idiomssound.You could
havethem checkthe answersin pairswith one person
readingup to the blank or choice (We simplydont see
e y et o . . . , M y c a r ' so n i t s/ o s t . . . ) w h i l et h e o t h e r p e r s o n
listensand saysthe missingword without loolcingat the
Coursebook(eye,legs).Ask questionsabout the idioms
so that studentscan hear different contexts.For
example:
Who ore you reollycloseto in your fomily?
Wouldyou soyyou'reon the some wovelengthos your
parents?
Apart from your boss,who e/secould breothedown your neck?
Havethe studentstranslatethe idiomsinto their first
language.
This can be done individually
or in smallgroups
dependingon the mal<e-up of your class.This is a good
opportunityfor them to see the benefitof translating
chunl<s
of language.
Answers
l. eye 2. moment 3.close 4.wavelength
idiom s
A fun way to reinforce some of the body idioms is to
havestudentsmal<enote cards.Tell them to write the
idiom in English,a translationin their first language
and
the examoleson one side of a blanknote card.On the
other side,they shoulddraw a pictureto helpthem
rememberthe idiom.Demonstratean exampleon,the
board.You could draw a personhanding-overan arm
and a leg in paymentfor a brand new car. Tell them that
their drawingsdont haveto be works of art.Thesenote
cards can be used later in a gameto review these
idiomaticexpressions; for example,by lookingat the
picture,can they rememberthe idiom,or in monolingual
classes,a translation.You could also havestudentsmake
note cards lilcethis for other expressions.After each
unit,for example,they could chooseten expressions,
make the note cards and add them to their stacl<.lf they
bring their stack of cards every day,you can alwaysuse
them for quick'filler' activities.
Answers
l. legs 2. leg 3. necl<4. foot 5. head 6. face 7. chest
8. eyes
17
 2 Friends
and relatives

ffi speaking Ask the classfor examplesof placesthat they think of

as touristy,and what mal<esthem touristy.Check that
The questionshelp the studentshear and use some of studentsunderstandthis adjectiveis generallynegative
the idiomaticexpressions. lf possible,
talk about some in meaning.
personalexperiences first. For example:
I reallyput my foot in it lost weekend.I was sittingnext to Your studentsmight asl<about the expressionhovea
this womanon the busand I askedher whenher babywos laugh with her (if you hove a laugh with someone,you have
due.lt turned out she wosn'tpregnontot oll.I got off ot the fun with them) or Lal<eComo (it is in northern ltaly and
next stop. is a populartourist destinationfamousfor its scenery).
Follow up by askingthe classfor other words that
would fit in the five dialogues,for examplein number2,
.{'"+{ Lovely,it's
muchcleonerlmore comfortoblethan their old
.il'fiii.,r:1,1,;
-:/ s * r"*p fl.'l''f.#,,
. ;*r:;r'::^ifTi.Hir
:p one.Finally,elicitfrom the classhow to decidewhich
form (moreor -er) to use and then refer them to the
ffi Comparatives:
not as...as... Grammar commentary, G3 Comparatives on
page | 59.
The examplesin this exerciseincludesome common
expressionsusingthe no't.as ... os ... pattern.You can
havestudentschecl<the answersin pairs,with one ffiHHPronunciation:the schwa sound
ffi

personreadingthe first halfand the other personsaying

the secondhalf.Givethe classan opportunityto hear Demonstratethe schwasoundand then saythe
how the examplessound. examplesentenceyourself.Ask the classif they heard
where you madethe sound.Typically, the schwasound
is usedfor the reducedform of the followingunderlined
Answers
vowels in fluent speech:bettgTthon,tq. Beingable to use
l. d. 2.c. 3.b. 4.f. 5 .a . 6 .e . the schwalike this helpsthe fluencyand rhythm of
spol<enEnglish.Tellthe studentsthat it will help them
saygroups of words together without pausingbecauseit
For the secondtasl<, tell studentsto add real names takes lesstime and energyto make the schwathan if
here,as well as adjectivesor adverbphrases. Encourage the vowel were clearer.To illustratethis, asl<them to
them to givetrue examples, of peoplein their lives. saython with the schwaand then with the clearer
Language is much easierto learn if it is connectedto vowel,noticingwhich one requiredmore movementof
somethingin our own lives.Studentsshouldcome to
the mouth.Havethe classsaythe sentencesin pairsand
feel that they somehow own this new language. Model then playthe recording.Replaythe recordingsentence
some answersyourselffirst and get the classto asl<you by sentencewith the classrepeating.Follow up with the
questions.This will help when they talk about their own personalisationquestionsabout,what it refers to by first
answers. modellingsome answersyourself.

ffiffi Comparingthe presentwith the past ffi speating

Here comparativestructures are put into a practical
Give the classsome guidanceby asl<ing them which
context. Go through the examples,letting the students
expressions might be usefulin answeringthe first
hear how eachsounds.Ask them to underlinethe parts
questionand writing them on the board.For example:
where the comparisonis being made (it'smuch easierto
It's o bit smollerthan the oneI had before.It'sin o quieter
park than the old one,it was much better goingin Moy,it
Iocotion.Therent'snot os hrgh.
wosnt os hot as the losttime,therewerefewertourists).
Draw their attention to how much can modify the
It's important to give the classtime to prepare not only
comparativeform to show the degreeof difference.
whot they want to say but how they want to say it.
Havethem completethe dialogueswith the correct
forms and then act them out.

Answers
#**r*6, l#g$& u*,g*,flF
l. more powerful Phrasalverbswith up
ffi
2. bigger,as dark
3. as good,more serious,more fun (morefun is the You can suggestthat studentshaveone pagein their
comparativeform usedwith a noun,for example, notebooks devoted to recordingphrasalverbs that use
it's more work,it tokesmore time\ up. Ask them if they can rememberany others from the
4. quicker,slower unit (e.g.lock up).
5. more touristy

18
 and relatives
2 Friends

Answers
ffi Givingbadnews
l . g e t 2 . p i c k 3 . C h e e r 4 . l o o k 5 .f i l l 6 . m i x
The focusof this tasl<is on language
that introducesbad
news.Point out that we often use these kinds of
ilere are some other expressionsyou might want to expressions becauseit would seemtoo abruptto givethe
dravryour students'attention to: bad news straightaway.Draw attention to the expressions
trrcketsgo on sole used in responseto bad news (Oh,that'sawful.Oh,I om sorry
hm*eo bite to eot to heor that).
1t':not the end of the wodd.(This is a fixed expression
meaningthat the consequences There are two ways of doing the matchingtask.Students
of somethingare not
as seriousas they first seem.) can makedialoguesby matchingup the questionsand
answersfirst,and then checktheir answersby listeningto
the recording.Alternatively,they can cover the answersa-h
El speaking and read l-8 only.They then listento the recorded
dialogues.After that, they lool<at the responsesa-h and
This exercisegivesstudentsan opportunity to use some matchthem up.Finally, they listenagainto confirmtheir
c,frchelanguagethey havemet in this unit while answers.This hasthe advantageof studentslisteningto the
iirscussing
the questionsin grgups.(Somethingsthat you samething twice. lf you want studentsto readthe dialogues
coufd /ook up are a word in o dictionory,o number in a in pairs,it is easierif you usethe tapescripton page 148.
boo( a pricein a cotologue.)
Drn'one
Your studentsmight ask about possedawoy,whichis a more
indirectway of sayingsomeonehasdied.Ask them about
El Talkingaboutdisasters different expressionsthey havein qheir own language.
Refer
them to the Real English note ori haveit put down.
iilhe focus here is on languageto describedisasters.
Keep in mind that some studentsmay haveexperience
Answers
with disastersand bereavement.A cautiousapproachto
d-lediscussion is recommended.Ask the classwhat is | . e. 2 .c . 3 .f . 4.a. 5.h. 6 .g . 7.b. 8.d.
hanopening or has happenedin each photo before they
d'o the task.Draw their attention to the languagein the The expressionsusedto introducebad newsare:
expressions and asl<further questions: a. I'm afraidnot.
'Nhot
are other situotionsin which peopleore evocuated?
b. Well, actually,
...
v'ifrot does'totollyturned upsidedown'mean?
'd/hot 'right c. I don't know how to put this,but ...
does on the edge'mean?
d. Unfortunately,
I'm afraid...
A,portfrom fire,whate/secon spreod?(e.g.diseose)
'Nhere 'go e. I'm sorry,I'm afraidI cant.
will the house ot any moment'?
f. Well,actually,
...
ln manycasesmore than one answeris possible. C. Well, actually, ...
h . W e l l ,y e s ,I ' m a f r a i d. . .
Answers
I.A,BorC. 2.A,BorC. 3.C 4.C 5.A,B
(or,by a miracle,
C) 6. A 7.8 8.B 9. A
l0.BorC ll.BorC l2.B l3.C
ffi not"pt"y
Act out the example,and then give the studentsa few
minutesto prepare before they try both the
Speaking conversations.Ask them to repeat the conversations
once or even twice more. Explainthat repeatingexactly
Give a personalexamplefirst if you haveone or make the samething improvestheir performance.You might
one up. Before working on this tasl<,brainstorm types of want to give them the homework task of trying to
naturaldisastersand write them on the board.For memorisethe words and expressions so they can use
example: them to repeat the task againin the next lesson.
typhoon,hurricane,eorthquoke,volconiceruption,mudslide,
ovalonche,flooding,tidol wove,forestfire, ice storm Follow-up
This unit hasseveralexamplesof expressions with the
'delexalised'
verbsget and toke.For homeworl<, ask
studentsto go backthroughthe unit and find as many
examplesas they can for eachverb. Tell them to record
them on separatepagesin their notebooks.

19
 Un.itoverview ',r*s**r**xry
#*$rug

Firsttalk about how often you do the activities.

Encourage the classto asl<you questionsand then to
recallany usefulexpressions they heardyou use.Check
that they know junk shop(refer them to the photo), and
t'oi chi (a Chinesemartialart practisedfor healthand
relaxation).The studentscan then tall<about their
answersin pairs.They may find that often,sometimesand
neverdo not expressaccuratelyenough how often they
do thesethings,so givethem some more adverbsand
expressions(e.9.rorely,oll the time) as they asl<for them.
They will meet more expressions on page2l. When
they havefinished,asl<whether any pairs hovea lot in
common,don't hovemuch in common,sharesimilor
interests.Ask further questionsyourself.For example:
So,whatore somegood clubsin the orea?
Whot kind of musicdo they play?

Referstudentsto the Real English note on junk. Ask if

they havecome acrossany expressionsusingthis word
(e.g.junkyard,junk food).
. I Eip."ssions trt juit .anei
with rhirig: 4B"t,,','" ''', ,
i hiing:,,
eti,, :,:I , ,
another;foir'one,,'th,ing;,1he-tfring:ar,
Photo opportunity
Ask the classwhat each photo shows. To worl< on
Language strip vocabulary,ask them to thinl<of as many verb+ noun
The expressionshere are all relatedto tallcingabout collocotions
as they can for each situation.Whichever
interests.Ask studentsto look throughthe strip, pair hasthe greatestnumberof acceptablecollocations
identifyingany they can seethemselvesusing,both wins.Give studentsan examplefor eachpictureto get
questions(What sort of musicare you into?)and answers them started (club - geto drink,junkshop - pick up a
(l'm a totol shopoholic).
You can also tell them to find bargoin,gym - lift we(hts). Alternatively,ask studentsto
expressionswhich use sortof or kind of. Encourage act or write out a conversationwhich could happenin
them to discusshow they would saythose expressions one of these places,perhapsbetween two people in the
in their own language. Pointout that they will see some club,or a personjoiningthe gym and an instrucfor,or
of the expressionsusedin the'unit. You may be asl<ed betweena shopperand a shop owner in the junk shop.
to explainsome of the more idiomaticexpressions.
. lf you sayI reolly geta kick out of it or I'm reolly into
ffieffiNot as often as I used to
boord gomes,youare tallcingabout things that give
you pleasufe. Use the photo to introducethe tasl<.Ask questionslike:
. lf you say Youcan't beot o live gig,it meansthat you How old do you think she /ooks?
think there is nothingbetter than a live musical How many hourso week doesa typicol busdriver work?
performance. Do you think she hosmuch free time?
. lf you're o shopaholic,
you love to shop.(Compare
this with alcoholic,workoholic Havethe studentslistento the recordingand complete
in Unit l,and
chocoholic.) the answers.Makesure they havea chanceto practise
sayingthem. (lf your studentsask about fortnight,tell
them it is short lor fourteennrghts,in other worcs, two
Lead in
weeks.)
Lead in to the unit by asl<ingwhat studentslike to do
with their free time, and if they had more free time
what they would like to do.

I
20
I

Answers
L often 2. time 3. often 4. every 5. Whenever
6. couole 7. ever 8. used
Fhoto opportunity
You might want to asl<studentsif it is common to have
women bus driverswhere they come from. lf not, why
not?What about women lorry driversor women pilots?
Alternatively,ask studentsto talk about any bus journeys
drey regularlymake,how they feel about travellingby
bus,if they ever chat to peopleon buses,anything
srange or funny or unusualthat's ever happenedto
tfrem on a bus,how they'd feel about actuallybeinga
bus driver,etc.
H Howoftendo you ...?
Haveindividualstudentsasl<you the questionsfirst. Try
to use the expressionsfrom 2 Not as often as I used
to. Pointout that in spokenEnglishwe typicallyuse
these kinds of short answersrather than fully formed
sentences.As an example,ask them whether all the time
or I olwaysgetup eorlyon Saturdoys soundsmore natural
as an answerto questiontwo. Try to add more
informationin your answersand encouragestudentsto
do so too. For example:
A: So,howoftendo you haveyour hoir cut?
B: Oh,everymonth or so.lt depends. I hoveit cut more in
the summer,but I likemy hoir longerin the winter.
A variation on this tasl<is to asl<studentsto first write
down how they thinl<their partner will answereach
question,and then to checl<by asking.
ffi gow-questions
Leadin to the task by brainstormingdifferentlcindsof
questionsbeginning with how.Write them on the board.
Studentssometimeshaveproblemsforming how-
questions, so this will giveyou an ideaof their needs.
Give them the tasl<to completeand againdraw their
attention to the fact that these questionsare typically
answeredin short phrases.Suggestthat they record
severalexamplesin their notebool<s, possiblyon a page
entitled How.
Answers
l. long 2. far 3. long ago 4. much 5. long 6. well
7. hard/difficult/easy8. often 9. many 10.worried
3 Yourinterests
For the secondtasl<,get studentsto complete the
questionsafter elicitingsome exampleswith the classas
a whole.For example:
How much do vou smoke?
How much did you Foy for tho't hoircut?
You could either get the studentsto asl<and answer
thesequestionsin pairsor to move aroundaskinga
differentpersoneachquestion.Remindthem to give
further detailsin their answerswhen appropriate.You
could extendthis activityby choosingthree or four
studentsto talcethe roles of famous people and then
dividethe classinto smallgroupsto worl<on interview
questionsstartingwith how.You can then havea mocl<
pressconferencewith the four celebritiessittingat the
front and the rest of the classfiring questionsat them.
- :
".*#+#'; ;;
f - -
: 1 ' t r ' S ' f i * * . f l : : : ir;"f *, . i
J # + J + j$f
Speaking
Use all or some of these questionsfor a smallgroup
discussion: Give studentstime to thinl<about what they
want to sayand how they want to say it. Draw their
attention to the collocationshoreinterests.
and asl<for
other abstract nouns that collocatewith shore(e.g.on
opinion,ideas).
Beforeyou listen
5o what shall
Explainthe situation.You could usethe photo at the
bottom of the pageto generatesome discussion and
reviewsome of the expressions from the previousunits.
For example,ask questionslilce:
How old do you think they ore?
How well do they get along?
Whot kind of persondo you think helsheis?
Point out that if Dan and Helenaore goingout together,it
meansthat they are boyfriendand girlfriend.People
often asl<couplesthe question:
So,how long hoveyou been goingout together?
Go through the three statementsbefore studentslisten
to the recording,and malcesure that they cover the
text. Then check which statement is the most accurate.
Answers
Theyhavelessin commonthantheythink.
21
 3 Yourinterests
Let studentsread the conversationas you playthe
recordingagain.Then ask them to fill in the first two or
three gapsin pairs,from memory.Playthe recording
againwith pausesso that they can check and fill in the
missingwords. Do this two or three gapsat a time. Play
the recordingthroughone more time,while students
follow the text. Listenint to the same languageagainand
againis vital for studentswho want to improve their
spoken English.Use the tapescripton page |,49if you
want studentsto read the conversation,or parts of it, in
pairsand to seethe missingwords in blue.
You might want to discuss,or your studentsmight ask
you about,some of the expressionsin the conversation.
. So,whot do you
feel likedoingtonight?is a typical way
to start a conversationabout your plansfor the
eventng.
. lf you ore into something,you really like it. For
example:l'm really into eorlyjozz at the moment.
. You'rekiddingis used in responseto somethint
someonesaysthat is surprisingor unbelievable.
. lf somethinggetsto you,it meansthat it tires you out
or annoysyou. For example: AIIthis roin reolly getsto
me!
. First thing in the morningmeans eody in the morning.
Point out that this is relativeto when you get up.
. ff sornething
is off the menu,it meansthat it is no
longeran option.
. lf you givesomething
o go,you'rewilling to try it.
lf you want to, you could ask studentsto read through
the tapescriptand underlineexamplesof vaguelanguage
(l don't know,thingslikethot" that kind of thing,l suppose
we could,somewhere /ike).Encouragethem to record any
expressions they like in their notebooks.
Refer the classto the Real English notd on the thing
wos.For practice,give them a couple of conversationsto
complete: \ goingthroughthe Grammar commentary,G4
A: Hove you got thot moneyI lent you?
B: Well,the thingis ...
A: So,ore you reodyfor o greot nightout?
B: Well,the thingis ...
Speaking
Followup the intensivelisteningwith thesegroup
discussion
questions.
22
#*it 6 #f',*rftffI#r
Agreeing
Some studentshaveproblemswith these lcindsof
structures,especially
when respondingto grammatically
negativestatements.Give them plenty of practice
responding. Go throughthe examples, pointingout that
Me too and Me neithercan be used in responseto a
questionwith any auxiliaryverb.
ffi Grammarin context
Remindstudentsthat in this exercise,two of the
responsesare correct and they shouldchoosethe one
that is wrong. These kinds of exercisesare a useful
alternativeto the traditional multiple-choicestyle
questions, where studentsare exposedto only one
appropriateanswer.
Answers
The incorrectresponsesare:
l. So havel. 2. Me too. 3. Neither do l. 4. Neither
havel. 5. So do l. 6. Me neither.
Before doing the next task,check that the class
understands which auxiliariesare used,perhapsby
puttinga table on the board.For example:
love- do
don't like- do
con't- can
would- would
ffi Auxiliaryverb practice
This exercisecan be done orally in pairs.Followup by
Using auxiliaries on page 160.
Answers
l. So do l. 2. Neither do l. 3. So am l. 4. So haveL
5. Neither do l. 6. So would l. 7. So was l.
8. Neither can l.
Real EnglishzWhot kind of films are you into?
Exploit this note by first talking about some things that
you're really into. Alternatively,you could ask the class
to guesswhat things you're into! Get studentsto talk
with a partner,remindingthem to asl<for and give
further details.
 3 Yourinterests

r * . t , i " . f, g : . : ! : l : r i i . : : . . , " .;
::- : - - - Answers
=) -/';'L"S:',J:Jl {ji ;f
I. winter sports
fl Notreallykeen 2. havefun
3. interestedin politics
'r*nrs
activityfollows on naturallyfrom the previous 4. lt's not my l<indof thing.
arci:"r'iry.
Write a statement on the board: / reallylove 5. get hurt
;ims:c,'(ol
musicond opera (or spicyfoodlfootbol/).Ask the
6. classicalmusic
ift-Esto agree(Sodo IlMe too).Now ask them how they
7. I don't seethe point of it.
urc'ud respondif they didnt lilceit. Respondto their
crus and then show them the exampleconversation. 8. lt put me off for life.
t: nt out the way we soften the disagreement.Let them
*,earhow the responsessound without really.After
se,dentshavemadeshort dialoguesby matchingthe
iiarrements to the responses,playthe recordingwhile
:rey follow the tapescripton page 149.Then get In pairs,get studentsto practisetalkingabout what
srudentsto readthe dialoguesin pairs. activitiesthey like/don't lil<edoing.Refer to the words
in the box. Encouragestudentsto use the languagefrom
Answers the two oreviousactivities. For examole:
A: I'm not reallyvery keen on golf myself.
2 . f. 3 .a . 5 .c .
B: Nq me neither.ltlooksreollyboring,doesn'titt
lfhe examplesof reallyin this exerciseare:
a- lt's not reallymy lcindof thing/ldont really Make sure studentsknow what -ingform of the verb to
understand. use with these activities:I /ike... ployinggolfltennislfootboll,
h- Really?I'm not reallyvery keen on them myself. (if it's just as a
goingsnorkellinglwindsurfinglsurfinglcycling
c, lt's not reallymy lcindof thing. hobby),cycling(if it's more seriousand competitive)
d. I dont reallylilcethingslike that myself. and diving.Dependingon the interestsof your students,
e. I'm not reallythat keenon ... you may want to extend the vocabularywork on one
f. lt's not really my kind of thing. or two of these sDorts.with some exercisesfrom
the Worl<bool<.

The finaltasl<providesa good opportunityto remind

rhe classthat the Coursebool<is a rich learning
resource.Encourage studentsto notice,ask about,
"rmderline and record interestingcollocationsand
expressions. Give them some examplesof questions
that they could asl<you about languagethey meet:
'Nhat ore someother collocotions of ... ?
'ilhat doesthis expressionmeon?
rlsthis o commonexpressionin spokenEnglish?
,Asyou go through the answers,give definitions,other
examples,or asl<questionsto makesure students
Lrnderstandthe meanings.Here are some examples:
' lf somethingis not my kind of thing,it meansthat I
don't reallylike it; its not what I'm into.
' lf somethingput you off for life,it meansthat you had
sucha bad experience, you neverwant to do it
again.For example:I hod o friendwho workedin an
abottoironce.lt put her off meot for life.
' 1f you don'tseethe pointof something,it meansthat
you thinl<it's uselessor don't know its purpose.For
example:I dont see the pointtellingyou this if you're
not /istening!
Asl<about some thingsstudentsdont
seethe point of.
rl * X*iir*;;
ffil tnterests
The focusof this sectionis usedto. Let the students
hear how this is pronounced,/jurstel,and get them to
practiseit. Studentsmay havecome acrossthis structure
before,but checkthat they understandthe meaningby
asl<ing a few questions. For example:
ls he still into toy troins?
Also point out the surroundinglanguage:
... but don'tony
more,... whenI was younger.
lf studentswant to record examples, encouragethem to
includethese phrasestoo. lf anyoneasl<sabout 'd in Id
fnd in the first example,this is the contractedform of
I wouldfnd. This use of wouldhasa similarmeaningto
usedto when it refers to repeatedactions (l'd ploy with it
for hourseveryday).Point out the expressiongrowout of.
Ask for or give examplesof other thingsyou cangrow
out of (e.g.clothes,suckingmy thumb).Studentsoften asl<
Whot isloreyour hobbylhobbies? so draw their attention
to the more typicalalternatives.

23
I 3 Your interests

While you read (Are you a bag *xir,; ,'

Ask if anyonecan guesswhat the title of the article

ldioms
(Are you a bag person?) refers to. You could tell
studentsthat homelesswomen who live out of plastic
Here studentsmeet severalidiomaticexpressions for
bagsare sometimescalledbog lodies.Tell them they're
talking about interests.They might havesome difflculty
going to read a text about a rather strangekind of
completingthe first task if they havenever come across
interest- collectingcarrier bags!This text is mainlyfor
the idioms before.One way to help them, before they
stimulatinglight-hearteddiscussion, so encourage
evenlook at this page,is to tall<about your own
studentsnot to worry about any new words, but if they
interestsand try to includesome of the idioms.For
insist,rememberto focuson whole chunks(;ustosk
example:
stroightout for o bag,remoinin perfect condition)or
A lot of my fomilygo hikingon the weekend,but its not
collocations(holdltokepart in an exhibition, tremendous
reollymy cup of teo. Sittingdown in front of the tellyand
success),not individualwords.Studentsmay ask about
watchingthe footbollis more up my street Do you like
severalexpressionsor references:
. lf you wouldn'tpart with something the world,it footboll?Who do you support?Reatty, well rhere'sno
for occountingfor toste.
meansthat you reallywant to keep it. For example:
/ usedto reollylove this old teddy beor when I wosa kid. Then introducethe task and ask if studentscan recall
I wouldn'tport with it for the world.In foct"t stitthove it. any of the expressions
you used.
. Iescois a British supermarl<etchain,Morksand
Spenceris a department store, Horrodsis an While checl<ing the answers,saythe idiomsseveral
upmarket department store, 6ucci,Arinani,and Louis times.Tellstudentsto record those that they like in
Vuittonare fashionhouses. their notebooksor on note cards.Remindthem to
translatethe idiomsinto their own language.

Speaking
Answers
Talkabout yourselffirst.For example: l. cup 2. street 3. own 4. taste 5. accounting
I hove this reallycool carrier bag with a map of the London
tube on it. When I get bored,I sit down and plon os mony a. There'sno accountingfor taste.Oh well,eachto
woysas I con to get from one ploceto another. their own.
b. lt's not really my cup of tea.
You can extendthe discussionon designerclotheswith c. lt shouldbe right up your street.
the photo opportunitybelow.
d. lt's an acquiredtaste.

Photo opportunity
The pictureon page24 canbe usedto get a discussion Speaking
goingabout brand nameproducts.Ask studentsto make
a list of what they think are the six most famousbrands You could either do this tasl<with studentsin small
in their country and then to comparetheir listswith a groups,or with studentsmovingaroundthe classroom
partner.In pairs,they shouldthen agreeon a new top talkingabout eachquestion.Tall<about yourself,either
ten. ln groupsof four,studentsthen discusshow each beforehandor afterwards.Alternatively,havethe class
brand is different,what kind of imageit projects,what guesswhat your answerswould be.
definesthe brand,how it advertisesits products.and so
on. You could bring in advertisements and ask students
to analysewhat techniquesthe companiesare usingto
try and selltheir brands.Studentscould also discuss
their own feelingstowards brand name products.

24
 3 Yourinterests

El Expressions
with thrng Speaking
,fuk studentsif they can recall any expressionswith thing Use the questionsto givethe studentspracticehearing
{rom the dialogue(So what shall we do tonight?) on and usingthe thingexpressions. Evenin monolingual
aage22. For example: groups,there can be a varietyof opinions.You might
:he thing is want do the last question separately. Give an example
E-stthing in the yourselffirst:
morning
$ings /ike thor I don't know the first thing about upgrodingcomputersond I
wont to get more memory.Can onyonetell me how to do it?
Get them to do the task and then checl<their
.itnderstanding by asl<ingquestionsfor each one: Tell eachstudentto think of three thingsthey want ro
d/lry hos it beeno dreodfuldoy? do but don't know how to. They then move aroundthe
Nhm do you thinkhe doeswhenhe needson oilchonge? classtrying to find someonewho can help them. Remind
,lcw would shehave reoctedif shehad beenreolly upset? them how to agreeto negativestatements:
A: I don't know the first thing obout cooking.
{aw wouldon lndonesionreoct if you did this?
B: Neither do I. Why don't you osk George?
C.anyou remember otherwaysof introducingbad newsor o
problem?(e.g.We[ octuolly,. . . , lJnfortunotely,
...)
Photo opportunity
f someonesaid about a restaurantfor onething ltt The pictureson page25 can be usedto get a discussion
e;rpensive,
would you expect that there are other things goingabout music.Ask studentswhat bandsthey're
'*'rongwith it?
into.Askstudentsif they playa musicalinstrument.
Would they ever considerjoininga band?Whatkind of
musicwould they play?Whatare some of the top bands
Answers
in their country?
l. one thing after another
2- I don't l<nowthe first thing about
3. it's just one of those things
4. lt's just not rhe done thing
5. the thing is
6. for one thing
 Ask studentsif they remember meeting geto kick out of
somethingand not myleverybodytcup of teo in the
previousunit.Remindstudentsto add some of the
expressionsthat they want to usethemselvesto their
notebool<s.

Lead in

Ask the classto tell you about any unusualinterests

they have,or tell them about somethingyou are
interestedin. Havethem listenand ask questions.Ask
them to recallany interestingexpressionsor
collocationsthat they heard.Write theseon the board.

j '+
:1 :F 1 .:iry'r .r
.;JS*
:i
fi'.# #.f "i .",F$ :.
*:r;ftfrr:3:;I
ffiffirne -inq lorm asa verb
W f f i '

lf you haven'talreadydone so,you may want to discuss

Language strip
Draw students'attention to the languagestrip. Ask
them to choose a few expressionsthey find interesting
and,on their own, find out more about them. In a later
class,they can sharewhat they know as well as work on
either of the followingideas.Ask studentsto choose
four questionsor four statementsand then to discuss
what might be saidto prompt those expressions. For
example,you might sayWon't you end up gettinghurt?if
someonesaysthat they are going sl<ydiving.
Alternatively,ask studentsto lool<at the pictures on
page30 and in groupsdecidewhich expressions could
be appliedto which picture.For example,rock-climbing
might prompt But isn't it dangerous?Studentsmight need
helpwith the followingexpressions:
. lf somethingis o bit offthe woll,it meansthat it is a
little strange.For example:Don't you think
synchronised swimmingis o bit off the woll?
. lf somethinggivesyou o buzz,it meansthat you find it
excitingand that it makesyou feel wonderful for a
short period of time. For example:Drivingo rocecor
con giveyou o buzz.
. You might use the phraseYouwouldn'tcatchme up in
oneof thosewhile tallcingabout hot-air ballooning.
as a classthe Learning rules and noticing examples
sectionon page 158of the Grammar introduction
beforestartingthis exercise.In some traditional
grammars,the terms gerundand participlemay be used
to describe-ingforms usedas nounsand as
adverbs/adjectives respectively.
Ratherthan spenda lot
of time discussingthe finer grammaticaldetails,
encouragestudentsto notice and record -ing forms as
they occur in phrases.
Ask the classto discussin pairswhich of the activities
they enjoy doing.Give them some usefulexpressions
lilcel've neverdonethat before,I'm notthot keenon it,I'm
reallyinto it before they do the tasl<.Point out that there
are some usefulverb + noun collocationsin the list (e.g.
plon holidoys,raise money,surfthe net). After they have
completedthe eightsentences, go over the two
patterns.Ask them to sort the time expressionsinro
the appropriatepattern. You might suggestthat students
record examplesin their notebooksin the following
wayswith personalised examples:
I go swimming wheneverI con.
clubbing every weekend.
I spend mostof my weekend workingin the gorden.
all my time thinkingof you.

26
 4 Unusualinterests

frrmwers

s,;r-fing
the net
i sn-rdying English/Spanish/Russian,
etc. AIIright is used in severalusefulexpressions.Brieflygo
I; 'a-lsing over the Real English note if you want to before
moneyfor sick animals
getting the classto match the parts of the conversation.
o rnging
Make sure studentshear the stresspattern, oll right.
! ;ardening/visitinggardens before they read the conversations.lf you think students
5r :ianningmy summerholidays might havetrouble recallingthe exact phrasein the
r nountaineering/hill-wall<ing
secondtasl<,give them the first few words of the
S r,elpinghomelesspeople responseon the board.Point out that lt'll be all right on
Tire dme expressionsare: the nightis a fixed expressionsaidto reassuresomeone
who is nervousabout an upcomingevent like a speech.
r l s w h o l el i f e
l- nost of the winter
Answers
I a iot of time
E all his free time | . c. 2.f. 3.b. 4.a. 5.d. 6.g. 7.e.
all her time
ti, ages
-rngformsin use
rearly every weel<end ffiM More
&. every Saturdaynight
Go throughthe examplesa few times,lettingthe class
lpamerna: whenever I can,as often as I can,quite often,
hear the stressand intonation patterns before they
nm'l'iresdays
complete the conversations.Havethem practisereading
lPur':ernb: most of my evenings,all my Saturday
first. Then see if they can rememberthe conversations
nrririr.rnngs,
all my life,half my life
without the scriot.Now ask studentsto write similar
three-partdialoguesof their own.
xffimnelsome possibilities for the personalised sentences
,@re':ethe studentsdo the tasl<themselves.For
Answers
,e*aLrple:
1gu ccmpingquiteo lot in the summer. l. What? Do you meanjust watchingit or do you
I emrr€times actuallybox yourself?
feel like / spendholf my life markinghomework.
2. What? Do you meanjust watchingit or do you
flnrarurage
them to asl<you questionslike:Sq wheredo actuallyplayyourself?
goTThissets an examplefor them to follow.
litmu 3. What? Do you meaniust goingto Chinese
restaurantsor do you actuallymal<eit yourself?
r ne -rng Tormas a noun
E i l - r
4. Whatl Do you meaniust goingto galleriesor do
Il you actuallypaintyourself?
'tsutr:loughthe focus here is on grammar,it's fun to let 5. What? Do you meanyouth cultureor Beethoven
:$u.trdents argueabout the ideasthey have.Numbers 1,2, and thingslike that?
5 5 and 8 in particularcan causefairlyheateddebatein
right class- and much laughter!
litille
Photo opportunity
A,rtSWerS You could use the pictures on page27 to generat-e some
discussion.Here are some questionideas:
Pcssibleanswers:
ls onyoneinto folk dancing?Wouldyou everdo it if someone
Eallroomdancing 2. mountaineering3. Sailing oskedyou?
u Goingoff travelling5. Learning
Japanese Doesonyoneknow somegood plocesto go camping?
t Fllelping
the poor/homeless/elderly
- What sort of thingscon be doneto deql with the problem
llearningto ride a motorbike 8. Visitinggardens
of homelessness?
What is the ottractionof mountoineering?

27
 4 Unusualinterests

ffi*e*r#$r*6 Comprehensioncheck
Give studentsfive minutesto work on this on their
own. Then ask them to compare answersin pairs before
checkingwith you. You could also do these questions
Thesequestionshelp leadin to the topic of the reading
straight after the readinginstead.
text.You could either discussthem in smallgroupsor as
a class.
Answers
**J
l. They go off in a huff.(lf you go off in o huff,it means
ffi Beforeyou read you are annoyedbecauseof somethingthat
Tell the studentsabout the text they are about to read happened.For example:I told my boyfriendlwos
and go over the vocabulary.Ask further questionsto busythis weekendond he stormedoff in a huff.)
generateconnectedlanguage: 2. A glassceiling.
Whot other thingsdo you needa licencefor? (e.g.driving, 3. BritishBoxingBoardof Control.(Ask about other
owningo dog) abbreviations,e.g.osop,D/Y.)
How wouldyou counterthe argumentthot smokingshould 4. No, becauseshe was beingsarcastic. (Youmay neeo
be allowedin public ploces? to give studentsa definitionand example:lf you soy
Hove you corneocrossother nounsthot collocatewith something sorcastically,youwant to give a meaning
'commit'?
(e.9.octsof terrorism,
murde) that is opposite to what the words seem to say.
So,is comrnittingsuicideo uime,then? For example,if it's pouringwith rain,you could say
sarcasticallyWhot niceweotherwe'rehoving!Often
sarcasmis conveyedby the tone of the voice,so let
ffiffi Whileyou read(lt'sa man'sworld?) studentshear your example.)

The task here is to find examplesof discrimination.

Get
the classto comparetheir answersin pairs.lt is wise
not to come down too heavilyon men,sinceyou dont ffi Vocabulary
check
want to alienatethe malestudentsin your class.
Makesure studentsnoticethe collocations(commito
violentcrime,tokeo big risl<"
do reseorch).
Remindthem to
Answers record them in their notebooks.Ask a few personalised
Possibleanswers: questionshere as you'recheckingtheir answers.For
Women earn 30% lessthan men. lt's difficult for example:
women to get the top jobs in manycompanies. Have any of you ever beenin a boxingring?How wos it?
Women do more than their fair shareof the work in Did you win?
the home. Women'sboxingisnt officiallyrecognised. Areyou ever sorcostic?
ls your governmentdoing onythingthqt there'so lot of
You can talk about the expressiong/ossceilingnow or oPpositionto at the moment?
leaveit to 5 Comprehension check. In either case, Do you /ike toking risks?
students might be interestedto learn that it is often
usedwhen talkingabout equalrightsfor women in the Answers
workplace. The imagethe expressioncreatesillustrates
the meaningpretty clearly.You could ask if there are l. champion 2. ring 3. sarcastically
4. research 5. earn
equivalents in the students'own languages. 5. opposition 7. taking 8. crime

Sp e a k i n g
Use the questionshere to continuethe discussion.You
maywish to add other groupsto the list of peoplewho
are discriminated
against,dependingon your situation.

28
 4 Unusualinterests

'#i#fl,*:fu.g*yy :*;;r,"; fira:ffjJfjfrr

;

il41 -;herecordingonce or twice to show where the

:n'eai<erpausesand usesintonation to tell the joke well.
fr'couragestudentsto copy the way the speakertells
;-e joke. You might want to put studentsinto groups of
1--eeor four and havethem decidewho tells it best.
M nicking is a greatway for them to improvethe
-rfl:hm of their spol<en
English.
E Violentor dangerous?
-se the photosto ask if anyonehasever gone climbing,
lir'c,wboarding or canyoning. Eventhoughsome of these
n:r,ritiesin the list are very obviouslyviolent or
:iargerous,encouragestudentsto explainwhy. For
er:arnple,it could be arguedthat footballis both violent
aL-ddangerous- playersget into fights every now and
:-en.they losetheir tempers,they get their legsbrol<en,
ir'd so on. Discussing theseviews helpsextend students'
n,:,cabulariesand developtheir fluency.Pairsor small
lt-.irpscan discusseachsport while you move around
::€ room to helpwith vocabularywhen necessary.
Ee-hapsmal<ea note of languagethat was lackingas
rilCents tave their views and presentthat languageat
i:e end of the discussion. Give examplesof good
[:guate that was used too,
'''ru
might want to model the two structures before
uudentsdo the task themselves. For example:
{tu know I'd quite /ike to go hong-gliding.
I bet it feelsgreot
:: be up there all alone lookingdown on everything.I
nauldn'tgo scuba-diving,though. IU be ofraidof shorks.
d so discusswhich of the sports aren'ttypicallyused
orith go (ploy footboll,do boxinglwrestlinglkick-boxing).
The
rsr'oquestionsat the end provideanotheropportunity
icn studentsto expresstheir opinions.
Wou/dis very common in spokenEnglish, but it is often
difficultto explain.Manystudentswill associateit with
conditionalsentences, and indeedit is often usedto
makea statementmore hypothetical. Another common
use is to make statementsmore tentative (Wouldyou
possrne the solt?).Rather than going into too much
detailabout the grammar,focus more on the
expressions and the contextsin which it is used.Suggest
that studentsdevote one or two pagesin their
notebooksto expressionswith would.Encourage
studentsto saythese expressions severaltimes chorally
and individually until they can saythem fluently:
I wouldif I could...
lA quiteliketo ...
lfyouU rother...
I wouldn'tif I wereyou.
ThotA be greot.
Answers
| . c . 2 .e . 3 .a . 4 . b . 5 .d .
Point out the Real English note for Do you wonta lift?
Ask if anyoneknows what you would say if you were in
the US.(ConI giveyou a ride?)
WgdGrammarin context
After going through the answers,havestudentspractise
the conversations in pairs.You could also asl<them to
thinl<about what line comesnext.For example,in
n u m b e rl :
A: lA quite liketo go out for o meal if thot'sall rightwith
you-
B: So,whot kind of fooddid you hovein mind?

Photo opportunity Allow studentsto be as creativeas they want. Follow up

with smallgroupstall<ingabout what theyd neverbe
lihe followingare two ideasfor further exploitingthe
caughtdoing,etc. Get eachgroup to sharesome of their
pictureson page30:
sentenceswith the classas a whole.Referstudentsto
' Ask groupsto list what equipmentis nebdedfor
the Grammar commentary,G5 Would on page
eachof the activitiesin the ohotos. | 60.
' Dividethe classinto three groups- a rock climbing
group,a footballingone and a snowboardingone.
Have eachgroup list why they love their sport so
much and then asl<them to try to persuadethe
peoplefrom the other groupsthat their chosen
sport is rhe most exciting.

29
 4 Unusualinterests

Answers Once studentshavediscussed what they would do in

eachof the three situations, you could then ask them in
l . l d q u i t el i k et o pairs to write out one of the three conversations.This
2. That'd be great givesyou a chanceto monitor more closelyand to help
3. I would if I could out with vocabulary, and it givesthe studentsthe chance
to consolidatethe new language.Alternatively,get them
4. lf you'd rather
to write out one of the conversationsfirst before they
5. that'd be great actuallydo the discussion, as a way of preparingfor the
6. I would if I could stressof talking in real time.
7. ld quite like to
8. lf you d rather Photo opportunity
See if any studentsknow where the picture on page3 |
was taken (Brighton,on the south coast of England)and.

ffi Reaching
decisions if any of them haveever been there. Studentscould then
discusswhat kind of thingsthey lil<eseeingand doing
As well as wouldexpressions,these three role-play when they go on holiday- how interestedthey are in
situationsprovide an opportunity to recycle previous goinground old buildings, what they like to do in the
language from both this unit and Unit 3. Here are some daytimeand at night,etc. lf you havea multi-national
examplesyou can write on the board before students class,studentscould alsospendfive minutestelling
do the tasl<: someonefrom a different country what their own
So,what shollwe do,then? hometown hasto offer tourists and visitors.
We couldolwoysgo ...
, suppose we could...
Why don't wejust ...
To be honestwith you,I'm notthot keenon ...
It's not reallymy thing.

l
30
L
Tne exerciseshere can be usedas a quiz.4 Speaking
ar,rd
6 Look back and check: Describing people,
Expressions
r4owever,
are better done as a discussionin pairs.
Answers
t . haventyou heard
fK tenses 2. I would if I could
4. one of those things
5. not reallykeen
3 . l'm afraidI can't 6. Cheer up
Answers

. I'm looking 3. ldo 5 . I'm working

2- Iikes 4 . S h er u n s 6. do you have Collocations

Answers
B ruultiplechoice
l. e. 5. a. 9. n. 13. o.
2. h. 6. d. t0. i. 14. t<.
Answers 3. g. 7. f. ll. p. 15. l.
4. b. 8. c. 12. j. 16. m.
r" ?. 3. b. 5. b. 7. b.
i, a. 4. a. 6. a. 8. a.

English

Answers
Answers
I. c. 3 .d . 5 .f . 7 .e .
i raere 6. safe 2.a. 4.g. 6 .h . 8 .b .
L. rild€ 7. l€\A,€r
3 le''ver 8.
4. m€rice 9. l€€s
5. C+FtI 10.

Answers
Sp e a k i n g l. a. 2 .c .

A,nswerswill vary.

What canvou remember?

ry-#H
EX Conversation
Answers will vary.
Answers
i.f. 3 .g .
l" c. 4.b.

fl look backand check:Describing

E p.op,"
A,nswerswill vary.

31
 Units1-4
Review:

Vocabularyquiz ffi Learneradvice:The authorsspeak!

Answers will vary.

Answers

L By passingyour driving test.

2. You are ambitious.
3. Yes,but vegansdont.
4. Very rarely.
5. Nowhere - they havestopped working.
6. Untidy.
7. They commit suicide.
8. You want to start a relationshipwith them.
9. A blonde.
10. ln a oubor a bar.
I l. Hardlyever.
12. About someoneelse'slife.lf you write a book
about your own life,it's your autobiography.
1 3 . T h e y c o m m i tc r i m e s .
14. Not very well. You tend to disagree.
15. Their ideasare fixed in a negativeway.
16. An onlychild.
17. When you are upsetabout somethingor have
a problem you need to talk about.
18. Blow the roof off, damagethe house,smashit
Preces.
19. In a ring.
20. Not very well.

32

Unit overview
General topic
fuking and talking about decisionsyou havemade,
a;rdjobs.
Dialogue
Fhil asksJasonwhy he decidedto become a fireman
and move to London.
Language input
Pastperfect continuousfor givingexplanations;
IA beenthinking aboutit for a while.
ldiomaticexpressionsfor talking about how easy
or difficult something is; /t wos a pieceof coke,etc.
Expressiolstor talking about jobs: You'dhqveto
work reolly/onghours,etc.
Secondconditionals:Youdlook betterif you woreo
suit.
Collocationswith decision:
o wisedecislon,theright
dec,slon,
etc.
Quesiions with how ceme:How cam:eyoa lefi.your
job,then?etc.
Explainingdecisions:I iust got fed up with rt etc.
Language strip
Havestudentschooseexpressions they find interesting
and,on their own, find out more about them. In a later
class,havethem dividethe expressionsinto two troups:
those that could start a conversation(/'vedecidedit's
timeto leavehome),andthose that could be a response
to a statement (Whot on eorth modeyou do thot?).They
shouldthen come up with the next line in the
conversation for those expressionsin the first group
and the initialstatementin the conversationfor those
expressions in the secondgroup.Studentsmight need
helpwith the followingexpressions:
' lf you can't mokeup your mind,you cant reach a
decision.For example:I can't mokeup my mind obout
whot to do for my birthday.
' A deod-endjob is a job with no prospectsfor
promotion.lt also suggests the job will get reperitive
and dull. For example:I don't wont to end up in some
dead-endiob.
Youdon'tget o secondbiteotthe cherrymeansyou
dont get a secondchanceif you fail the first time.
A football managermight saythis to a playerbefore
they take a penalty.
On earthis often usedin questionsto add emphasis.
It usuallymeansyou think the answerto the
questionwont be a simpleone or that you are
surprised.For example:How on eorth ore we goingto
solvethis Droblem?
Remindstudentsto add some of the expressions that
they want to use themselvesto their notebool<s.
Lead in
Use the questionsin the first task.
'g'r1 ';.f,fl?u'ii,'+'!
,#i. . Jr'';
; - . ;-. ;€ ; J ":'-a .a"-'i **J
'-$ ,., l'',J
i ;lj f
#, .J
ffi Toughdecisions
To introducethe topic,ask studentsto think of an
important decisionthey havemade (or haveto mal<e).
Ask why they made it and how it turned out. Give a few
ideasif necessary: changingjobs,choosinga university,
buyinga car,etc. Tellthem about a big decisionin your
life and how it worked out. Give the studentsa few
minutesto think and mal<enotes.Ask if anyonewould
lilceto tall<about their decision.Studentsshouldnot be
forced to talk about somethingthey don't want to. Tell
the classthat the unit they are goingto lool<at will help
them talk more fluentlyabout decisions.
For the ranlcing task,tell studentsthat they shouldrank
the decisionsaccordingto how hard they imaginethem
to be. Allow a few minutesfor them do this on their
own before they explaintheir order to a partner. Write
a few usefulexpressions on the board to help.For
example:
I think it would toke me ogesto decide.
Thot'so reolly toughdecision.
It was easyfor me to makethot decision.
Finishoff by askingfor other examplesof toughdecisions.
33
 5 B i gd e c i s i o n s
Wffi Who did what?
You could usethe picturesto reviewexpressions from
the first two unitsof the Coursebook.Ask questions
like:
How wouldyou desuibehislherhoir?
Whot kind of persondoesshe/he look like?
Beforestudentslisten,asl<them to predictwhich of the
decisionsin the list abovethe peoplemade.Playthe
recordingso that studentscan see if their guesseswere
correct.
After studentschecl<their answers,ask them to recall
any expressions that helpedthem. Write three headings,
Moving house,Changingo job,Stoppingsmoking,on the
board and list the expressionsunder the appropriate
headingas studentscallthem out. You could extendthis
them to come up with more expressionsto
by asl<ing
add to each category.
Answers
SpeakerI decidedto move house.
Speaker2 decidedto changeher job.
Speaker3 decidedto stop smoking.
that help studentsto find the
Possibleexpressions
answersabove:
Movinghouse:thingslyingaroundall over the place,
get everythingall boxed up and into the van,we had to
make five trips just to shift everything
Changinga job: every daythere was hell,once I'd
handedin my notice
Stoppingsmoking:I had my lastone,stubbedit out, the
cravingreallystarted,I found myselfabsolutelydying
for one
ew**#what a niqhtmare!
-
wcpq
You could ask studentsfirst to dividethe expressions
into those describinga good situationand those
describinga bad situation.Then checl<that students
understandthe meanings. Here are some definitionsand
examplesif they are havingtrouble:
. ff somethingis in totolchoos,it meansthat it is very
disorganised.For example:lt wastotal chooswhenthe
bus driverswent on strike.
. it
lf you saythat it wos a reol weightoff yourshou/ders,
meansthat you are relievedthat a situationthat was
worrying you has been resolvedor removed.For
example:It wasa reol weightoff my shoulders whenthe
neighboursfrom hell movedout.
. sny more,you havehad
lf you con't standsomething
enoughof it. Ask whether there is anythingyour
studentscon't stondony more.
34
. lf you describesomethingwith Whot o nightmare,
you are emphasisingthat the situationwas reallybad.
. lf you say Afterthat, it was ploin soiling,it means
somethingbecameeasyafter beingdifficultto begin
with. For example:lt's o bit complicoted to getto my
house,but onceyou get out of the city ond onto the
motorwoyit's ploin soiling.
After studentstick off the expressions,ask them to tell
you who saidthem and about what.Playthe recordinga
finaltime while they follow the tapescripton page 150.
Answers
l:
Speal<er lt was total chaos.What a nightmare!
Speal<er
2: lt was a real weight off my shoulders.
I iust.couldn'tstandit any more.
Speaker3: I felt really pleasedwith myself.After that,
it was plainsailing.
:#*$f*.6
ffi:ir,ffi
ff* i3r,f:*
ffi
Givingexplanations
ldentifyingwhen it is appropriateto usethe past
perfect is a challengefor many students.Here the past
per{ect continuousis presentedin the context of
explaininga decision.This is a usefulway of showing
how the past perfect is often used to give baclground
informationleadingup to an action in the past.
You mightwant to leadinto this sectionby focusingon
a decisionfrom the openingtask of the unit. Asl<
ouestionslike:
So,what mode you decideto do it?
How were you feelingat the time?
Then go throughthe explanationat the beginningof the
exercise,pointing out how the past perfect can be used
to givethis l<indof backgroundinformation.Ask
studentsto underlinethe pastperfectcontinuousin the,
examplesand,if necessary, talk about how this tense is
formed.
Get the classto completethe six dialogues, and then,
by focusingon the time expressions, you can explain
that the extendedtime period these phrasessuggest
makesthe continuousform more appropriate. There
are a lot of usefulexpressionsto draw students'
attentionto in the dialogues. For example:I neededo
ploce of my own,I took o month off work,I just decidedto
giveit o go,ot leastfor the time being,I decidedto splosh
out,if you don't mind me osking.Ask questionsabout
some of these phrasesto generatefurther useful
language. For example:
 5 Bigdecisions

Nwld you usetp/osh out'to desoibebuyinga pencit?lf Real English

lu'L uhot ore somethingsyou could'splashout' on?
Basicollyis a common way of introducingan explanation.
ilVhotis the purposeof odding'if you don't mind me
Let the classhear you saythe examplesbefore they
mking'?Conyou think of somemore questionsthat can be practisethem themselves. Pointout that phraseslike
llrt'de more tentotiveif you add this phrose? this, used at the start of an utterance,often give us time
'lltsnrdents to think about what we are goingto saynext.
ask,tell them how comeis an alternativeto
;siingwhy.(There is more on this on page4l.)
'#*,fi'#fu$*ry
# *rutg
Answers

d been reading ldiom s

l- d beenthinking,d beentrying
3 d beendoing The idiomshere can be dividedinto those that describe
4. 'd an easysituationand those that describea difficultone.
beenarguing
'd After studentscheck their answers,ask them to sort the
5. been living
'd idioms into the appropriatecategory.Remindstudents
5, beenhaving
to record those that they like in their notebooks with
Ttre time expressionsare: an appropriatetranslation.
i " s i n c eS a l l yt o l d m e a b o u th e r t r i p
2. for a while/for ages Answers
3" for years
l. cake 2. stone 3. nothing 4. depth 5. sailing
4" for months
6. done
5. sinceI left home
6, for a while

Grammarpairwork
Beforedoing this exercise,give studentsthe following
D@rrerns on the board:
. wosreallylmainly becouse... , so ...
N e l l b, o s i c o l l y , . .s.o, . . .
"l-ell
them that past perfect continuousverb forms are
common in the first slot,and past simpleones in the
smond slot. Give an examplefor the first pattern:
Nell,bosicolly,
her mum had beenoskingus obout it for
oges,ond H beenthinkingobout it too,so we just decided
u go oheod.
Encouragestudentsto follow this extended pattern in
cheiranswers.
Beforestudentstalk about a big decisionin their life,
modelthe task for them by talkingabout a big decision
you havemade.Encouragethem to tell severalpeople
ahouttheir decision.This repetitionof the task helps
studentsdevelopfluencyand gets them usedto using
new vocabularyand grammar.Tell'students to record
examplesof the past perfectcontinuousin their
notebooks.Remindthem to also includethe
surroundinglanguage becausethis helpsthem see the
context. Refer studentsto the Grammar
commentary, G6 Past perfect continuous on page
| 60.
ffi talkingaboutiobs
Answers
The iobs in the picturesare:
bouncer,surgeon,fireman,soldier,and policeofficer.
Havethe studentsidentifythe jobs in the photos,and
then model the next task.For example:
I wouldn''tmind beingo surgeon.I imogineit wouldbe really
interesting.
I could neverbe a soldier.I just couldn't kill onyone.
You can also point out the differentforms of the verb be
(-ingform, infinitivewith to and baseform) that follow
wouldn'tmind, H quite like and couldneyer respectively.
Follow up by asl<ing individuals to tell you which jobs
theyd quite like to do or which jobs they could never
do and why. lf you want to extend the work on jobs,you
could use the photos to practisehove to. Write the
followingideas(or your own ideas)on the board:
YouUhaveto be fit to do o job likethat.
YouAhove to be quite intelligentto do a job like thot.
YouAhove to studyfor yeorsand posson exom to do a job
likethot.
YouAhave to work long hoursor shiftsif you did o job like
thot.
YouAhaveto havegood peopleski/lsto do a job like thot
Then discussas a classor in smallgroupswhich
statementsapplyto eachjob. This will also producethe
negative:Youdon't hove to be porticulorlyfit.
 5 Bigdecisions

#mxra rs*slr
6 :##'*rrifs* ffi l-lkelyor unlikely?
f f i -

ffiffi Secondconditionals This exercisewill hopefullyreinforcethe hypothetical

w and unlikelynatureof the secondconditionalas well as
The secondconditionalis a term often found in show how grammaris a matter of choiceand depends
traditional grammartextbooks. lt refers to the structure on how the speal<erseesthe eventsthey are describing.
usedto tall<about situationswhich seemunlikelyor Refer students to the Grammar commentary, G7
hypothetical.Typically, the structure containsa Past S e c o n d c o n d i t i o n a l s o n p a g el 6 l .
form of the verb, a form of wouldand the word if There
are severalcommon expressions usingthe second Answers
conditional(l wouldn'tdo thot if I wereyou,I wouldif I
could,but I con't).Encouragestudentsto record these l. met 2.thought 3.live 4. lived
whole expressions in their notebookswheneverthey
come acrossthem. For the secondtask,remindstudentsthat they can finish
the sentencesany way they like. They dont haveto use
You can lead into this section by askingwhat all the the ideasin the Coursebool<.
expressions in 2Talking about jobs on page38 have
in common (A or wouldn't).Ask studentswhy a form of
they'll remember Answers
wouldis usedin this context.Hopefully,
the hypotheticaluse of wouldfrom the previousunit. Here are the answersif studentsuse the ideasa-d.
After studentshavefilled in the gapswith the missing l.b. 2.c. 3.d. 4.a.
verbs,discussthe point that was beingmade in the text:
ls it reallytue that we a/l use secondconditionolstoo much?

#xtr*P 'i# fl&r**$mry

ls wishfulthinkingo wasteof time?
do you often find yourself
What kind of secondconditionals
saying?Why?
ffiffiDecisions,
decisions
Answers
Introduce the task by tall<ingabout how you came into
l. earned 2. had 3. met 4. wasnt/weren't 5. wanted teaching.Try to use the word decisionwith some
6. didn't exist common collocations:
It was quite an eosydecision.
For number4 in the first tasl<and number3 in the Lookingbock on it, I think it wos the right decision.
secondtask,you might want to point out that wosn'tis
the more informal choice and weren'tthe more formal. Answers
Both are consideredcorrect by most speakersof
English. l. right 2. immediate 3. wise 4. wrong 5. unpopular
6. ioint

Answers
l. I'm sure Rachelwould understandif you explained After going through the answers,ask studentsto tell you
it to her. some verb collocationswith decision(e.g.moke,reoch,
toke).
2. lf we had more time.we could look round the
museums.
3. The fact is ld buy one if it wasnt/werent so
exPensrve.
Follow up with these questionsin smallgroupsto
4. I often think that if I didn't haveany children,I'd
reinforce some of the languageon this page.Again,you
travel round the world.
may chooseto tell the classyour own ideas,either
5. I often think that life would be easierif everybody beforehandor afterwards.
just told the truth.

36

8 i : 1
t .li:3f,i3fs$i
:*:tF
.ll Beforeyou listen
Give studentsthe task of predictingwhat the big
decisionwill be. Ask questionsabout the expressions:
'fihot kind jobs
of do you needro possa physicolfor?
r | m stuck in
front of somethingoll doy,am I pleasedobout
d7
A@rtfrom once-livingthings,what
elsecon be describedos
'&ad',
ond what con'deod'meon?(e.g.dead batteries- no
power,dead places- quiet/boring)
You can also ask studentsto think about what the title
Fa,nyo day! refers ro.
While you listen (Forty a day!)
Explainthe situationand playthe recordingof the
conversation.Studentsshould focus on answeringthe
rwo questionsand cover the text. Next, they should
discusstheir answersin pairs.Then let studentsread
dte conversationas you playthe recordingagain.Ask
dre studentsto work in pairs and to fill in the first two
or three gapsfrom memory,before you playthe
recordingwith pausesso that they can checkand fill in
dte missingwords. Do this two or three gapsat a time
until the end.Playthe recordingthrough one more rime
vrith studentsfollowing the text. You may want students
to read the conversation,or parts of it, in pairs using
fre tapescripton page 150.
Answers
L Jasondecidedto give up smokingin order to.
becomea firemanand to move to London.
2. He decidedto give up smokingbecauseit was
destroyinghis lungsand he neededro passthe
physicalto tet into the fire brigade.He joinedthe
fire brigadebecausehe wantedto do something
excitingand different.He moved to London mostly
becauseof worl<,but also becausehe was fec uo
with where he was living.
5 Biodecisions
Here are some expressionsthat you might want to
explain:
. Refer studentsto the Real English note.Good
for
you meansWell done.Ask if students know any
other expressions that could be usedinstead.
. Tellme obout it means I agreewithlunderstandwhot
you ore saying.I've had this problem too.
.
Just as well is used to saythat what someonedid
was a good thing. For example:It wos justos well I
boughtmy housefive yeors ago.Priceshove almost
doubledsince.
. lf you pushbits of poper roundthe desk,it meansthat
you are doing boringofficejob tasks.
. lf you ore fed up with something,it meansthat you
are bored or tired of it. Ask students if there is
anythingthey ore fed up with.
Speaking
You can turn this into a more extensivediscussion by
splittingthe classinto three groups.One group lists
reasonswhy some peopledecideto move to big cities;
the secondgroup listsreasonswhy some city dwellers
decideto move to the countryside; the third group lists
reasonswhy some peopleneverevenconsidermoving
from where they grew up!Then put studentsin groups
of three - one from eachgroup - and ask them to share
their ideas.Keepthe classin these samegroupsof three
to discussthe questionsin the Coursebool<.
.#s*ffi#.##1*x*fui*
*r#
How come?
To lead in to this activity,asl<studentsto recall any
questionsusinghowcomefrom I Giving
explanations on page37.Then ask if they can tell you
how the structure ol a how comequestion is different
from a why question (howcomedoes not use forms of
the auxiliariesdo and be).Let the classhear you saythe
examples, especiallythe stresspattern.Get the
studentsto complete the twelve sentencesin pairs and
then checktheir answersall together.You could also
askthem to ask eachother the questions, makingup
suitableanswersbefore they work on their own
questions.
 5 Bigdecisions

Answers yourdecisions
ffi Explaining
l. Why did you payso much for your car?
Theseexpressions are quite common,but if studentsare
2. Why did you get here so earlY? havingtrouble,givethem the first word for eachone.
3. Why did you refusethe invitation? When they are checl<ing their answers,ask them to tell
4. Why didnt you acceptthe iob in LA? you which expressionmeansno particulorreoson(l just
5. Why are you so interestedin Tibet? felt likeit). Practisethe expressionschorallyand
individually. lt is importantthat studentsare ableto say
6. Why isnt there any beer left in the fridge?/Why
them easilyand fluentlyas completenaturalexpressions.
there no beer left in the fridge?
You might want the classto mark the main stressesin
7. how come eachsentencein their Coursebooks.
8. why
9. why Answers
10. how come (Mainstressunderlined)
I l. why a.We just got bored with each other.
12. how come b.I've alwaysbeen jnterested in it.
c.ld alwayswanted to.
d.I just got fed gp with it.
e.I just felt like it.
f.A friend of mine recommendedhim.
Here is another chancefor studentsto practisestress l. I'd alwayswanted to
and intonation patterns.After completingthe punch
2. A friend of mine recommendedhim
lines,they can try sayingthe jokes alongwith the
3. I just got fed up with it.
recording.
4. I iust felt like it.
5. I've alwaysbeen interestedin it,
Answers
6. We iust got bored with each other.
l. I want to be readyin casethere'san accident!
2. I wanted to be near my mum!
After studentscomplete the six dialogues, get them to
3. BecauseI left the olaneticlcetson it!
practisesayingthem in pairs.To help studentswith the
4. They didnt look!
conversationactivity,tell them two or three things
about yourselfusingsome of the expressions and
recyclingany other relevantlanguagefrom this unit.

38
 You'remore likelyto get killedcrossingthe rood is a
Unit overview fixed expressionoften used to saythat what you are
doing is not that dangerousstatistically. lt is usually
General topic
: ,ringand smolcing! saidabout smokingor flying.
You would sayMind your own business
to tell
Reading someonerudelythat they shouldn'task or tall<
a 'rvomangets arrested for secretlysmoking on a about somethingthat is personal.
Ioiletsengogedmeansthat the toilets are occupied.

Language input Lead in

" Adjectives,strong comparatives:/t wos much better
than I thoughtit would be.
' Strong adiectives:Scary?h wos terrifuing!etc.
' Vocabularyconnectedwith flying:yourbaarding
poss,the cobin crew,erc.
' Expressionswith watch,see,look:Here,lookout of
the window,Con you see onythingwrong?etc.
' Gerunds and infinitives:lcleorlyrememberposting
your letter,I must rememberto post your letter,etc.
' Smol<ingvocabulary:a heovysnrokef,pat aut o
cigorette,etc.
' Expressionsusedto playfor time: WelLIA hoveto
think about thdt. etc.
Beforedoingthe first tasl<in this unit,get the students
thinkingand talkingabout the subjectof flying.Ask
them to brainstormquestionson the topic and write
them on the board.Here are some examplesto get
them started:
Have you everflown?Who with?
How do you decidewhich oirlineto fly with?
Whot do you think the best airline is?Why?
Do you |ike oirports?Whylwhyno't?
Once you haveseveralquestions, studentscan discuss
them in smallgroups.This is a good way to seewhat
they know already.

!d 1;

Language strip ii **:ri* f :::: '.#

Itlavestudentschoose any expressionsthey find

iinteresting
$#.ffi Yourcaptain
. speaking
and,on their own,find out more about #69#sffi

them.In a later class,ask them to sharethe information.

For a smallgroup activity,you could asl<studentsto find This first tasl<focuseson rules.You could ask students
the expressions to worl<individually first,and then discussin pairs.Give
that might be usedby airlinestaffand
crew and expressions them some expressions to help them checl<their
which a passenger might say.You
might needto explainsome of the following answers:
exPresstons: A: Areyou sureoboutthat?
B: Yes,definitely,l'm prettylfoirlysure.lNo,I'm not roo sure.
' lf you hoveno head herghts, you dont lilcebeing
for
high up. For example:l'll neverfix the gutterson my
You mightwant to point out some collocationsin Ihe
house- I justhaveno heodfor heights.
sentences,for example,pack luggoge,
strictlyprohibited.
' lf you don't lil<esmoking,you might not want a
partner who does becauseit wouldbe likekissingon
Answers
oshtroy.
l. False,but you must sayat check-inwho pacl<ed your
' lf you say lt's o free country,you are respondingto
luggageif you didnt do it yourself.2. False 3.True
someonewho may be questioning whether what
4. False 5.True 6.True
you are doing is allowed.For example:Why con'tI
pork here?lt's a free countryt
' lf you don't hove the will power to give up something,it
meansthat you find it reallydifficultto stop doing
somethingbecauseyou can't resistthe temptation.
We often usethis phraseto talk about givingup
smoking.

39
Before havingthe studentswork on the next tasl<,you
could givethem some examplesof language to talk
about ruleson the board:
Youhaveto ...
... is strictlyprohibited.
Youcon ... if you want.to.
... arelaren'tpermitted.
... is not allowed.
Answers
Possibleanswers:
7. Smokingis not allowedduringtake-offand
landing.In fact,most flightsare completely
non-smokingthese days.
8. You can usuallyuse a CD player,but not during
take-off or landing.
9. You haveto take off high-heeledshoes in an
emergencybecausethey damagethe escape
chute.
10. Hand luggageshouldeither be kept in the
overheadlockersor under the seat in front of
you.
I l. You can use the toilet at any time exceptwhen
the seatbeltsign is on, when you haveto remain
In your seat.
12. Seatshaveto be in the uprightpositionduring
take-off and landing.
13. You only needto haveyour seatbelton when the
seatbeltsignis on.
14. Someairlineshavespecialcots for babies.During
take-off and landingthe baby usuallyhasto be
held.
I
youread
ffi Before
The words in the box all come from the articleon page
43, and by discussing them studentsmay be ableto
predict the story. After studentshavesorted the words
into groups,havethem discusswhat they thinl<
happenedin the article.Encourage them to use the
words in completephrasesand write some of their
predictionson the board.
Answers
(Nervous could be in all three categories!)
air travel:toucheddown,nervous,refuelling, cabin
crew,on board
the law:handcuffed,prosecuted,fined,arrested,
nervous
smoking:light up,puff,nervous
ffi wtrileyou read(Thecostof a
ffi cigarette)
Ask studentsif they remember the word crovingfrom
the first listeningtasl<in the previousunit. Ask how
someonewould feel if they were a heavysmokerand
had a long non-smolcingtransatlanticflight.Go through
the questionsand then let studentsreadthe articleto
see how it compareswith their predictions.They can
then discussthe three questionsin pairs.Encourage the
classto answerin their own words.
Answers
l. Becauseshe was so nervous,she felt she lust had
to havea smoke to calm her down.
2. When the planefinallylandedat Heathrow.
3. Shewas handcuffed.
Shewas orosecutedand then
fined {440.
Speaking
The questionshere allow studentsto discusstheir
reactionto the article and to give their own views on
smoking.In manycountriesthe banningof smokingin
publicplacesis a hot topic. The questionscould be
discussedeither in smallgroupsor as a class.
-**J
t&ffiVocabularvcheck
As alwaysthe articleis a good sourceof naturalEnglish.
Encourage your studentsto notice,ask about and
record in their notebooksinterestingexpressions and
collocations.While they are completingthe tasl<here,
remindthem that they are not just focusingon the
individualword but alsothe surroundinglanguage. Give
paragraphreferences if you want to save time. Legolaid
refers to the financialassistance(usuallyfrom the state)
that is providedto peoplewithout enoughmoneyto pay
legalfees.
Answers
l. handled(the pressure)(paragraph 2)
2. avoided(flying)(paragraph2)
3. touched (down) (paragraph3)
4. (no) sign (of her) (paragraph3)
5. relations(between) (paragraph4)
6. turned (reallycold) (paragraph 4)
7. expecting(some important mail) (paragraph5)
8. (make a) fuss (paragraph5)
9. legal(aid) (paragraph5)
10. (second-class) citizens(paragraph5)

Ask studentsfurther questionswhen checkingtheir
arnswersto produce connectedlanguage.For example:
flow well do you hondle pressure?
Nhat countriesdoesyour countryhove goodrelotionswith?
Da you everovoidcomploiningbecouseyou don't wont to
l'lske o fuss?
t acrossthem. Tallcing
- - - r ,; !'oi-;,-: l- Z ! oo
Flyingvocabulary
Here is a further chancefor studentsto work on flying
vocabulary. You could follow up this task in a later class
by writing each half of severalcollocationson separate
slipsof paper - enoughfor every student - and having
studentswalk aroundsayingtheir halfuntil they find
their partner. This is a great way to review collocations
andto get studentsinto pairs.Use the questionsto give
fr-rrtherpracticein smallgroups.Talk about any personal
experiences or those of someoneyou know
Answers
Lg. 2.f. 3.b. 4.c. 5.i. 6.a.
9.d. 10.e.
Leadinto this task by askingthe classabout the photo
of the billboard.Ask where they thinl<it is situatedand
who it is aimedat. Ask if they alwayscall home when
tJreyreachtheir destination. Explainthe situationof the
role play and get the studentsinto pairs.Give them five
rninutesto preparewhat they are going to say.Give
chemexamplesof the kindsof questionsthey could ask
you as they prepare.For example:
What verb collocateswith'on unscheduledstoDover'?
Whot expression con / useto soythe door of the overhead
lockerwould not openl
You might want to givestudentsthe openinglinesof the
€onversationto get them started:
A: Hi, (Bill).
8: ls thot you,(Ben)?Where ore you collingfrom?
A: I'm in (Amsterdom).We've just londed.
B: GIadyou mode it sofely.So,how wos the flight?
A: lt wos the flight from hell!
For homework,studentscould then write up the
conversation,and could even role-playit againat the
start of the following lessonwith a different partner.
Rememberthat repeatingthe sametask once or twice
usuallyimprovesstudents'per{ormance.
6 Flying
**J
ffi Watch,see.look
Thesethree verbscan be confusingfor students.You
could go into the differencesof meaning,but it's
probablymore efficientand usefulfor them to
rememberhow eachis usedin variousphrases.Tell
studentsto devote one pagefor each of these verbs in
their notebooksand to collectexamplesas they come
about equivalentverbs in their
own languagescan be very interesting,especiallyif you
havea multilingual class.Againremindstudentsto
translatethe phrasesthey record, not iust the words. lf
studentsdont know what loo in number7 means,ask if
they can guess.You could givethem some other words
for toilet,if you are so inclined.
Answers
l. see 2. see,lool<s 3. watch 4. seen 5. watch
6. look 7. watch 8. see 9. seen 10.loolced. see
Flyingjoke
Let students read the ioke and try to decide on
possibleendingsbeforeyou playthe recording.Pause
the recordingbeforethe gappedpunchline and asl<
studentsto shout out their endings.Then givethem
the punchline,beforegettingthem to practisetelling
the whole joke to eachother in pairs.(The punchline
is in the tapescripton page 150.)
Tell the classa nightmareflyingstory you l<now.lt
doesnt necessarily haveto be somethingthat has
actuallyhappenedto you. lt could be a news item,an
urbanmyth or evenanotherflyingjoke.The Internetis
alwaysa great source of such items.Get studentsto tell
each other any stories/jokesthat they know. Supplya
coupleof your own just in caseideasare in short
suPPry.
.# * #.fr.5j "'l *'f,.*s'i.x I'si'f,rl
::: : - a.
, * ' s
ffi Adiectives:
strongcomparatives
This task practisesanother way in which comparatives
are often used in everydayspeech.Before doing the
tasl<,ask studentsto tell you of anythingthat turned out
differentlyfrom what they expected (a placethey moved
to, the coursethey are currentlytal<ing,or this
Coursebook!).Then saythe examplesseveraltimes,
allowingstudentsto hear the stresspatterns.Ask if they
can tell you what pattern they notice,and write it on
the board for them to transfer to their noteboolcs:
adjective... much+ comparativeform of a synonymous
adjective.
terrible... muchworse
good... much nicer
41
 6 Flying

Havepairspractisesayingthe examPlesbeforeworking lf you saythat theret no way that You'llcatchme doing

on numbersl-6.While there are no definiteanswers that ogoin,it meansthat you will never do it again.
for this tasl<,some answersare more probablethan For example:You'llnevercotchme drivinginto cental
others.Here are some lilcelvanswers,but allow others Londonagain.
too if they mal<esense. lf you can hordlyswingo cot in a place,it meansthere
is not much room.
Answers lf you saythat someonewill die whenthey see
someonelsomething,itmeansthat they will be very
Possibleanswers:
surprised- in a good way.
l. Oh, it went well - much better than I'd expected.
ln Britain o solicitoris someonewho giveslegaladvice
2. Yeah,it was sweltering- much hotter than I and can representyou in court for lessserious
thought it would be. offences.
3. Great - much easierthan I'd expected.
4. Oh, it went well - much better than I'd expected. Answers
5. lt was fine - much nicer than I thought it would.be.
l. e. 2.c. 3 .b . 4.f. 5 .h . 6 .d . 7 . 9 . 8 .a .
6. Yeah,it was really interesting- much better than
I'd exoected.

I ; .*s o'1.u:' L'l,f'.*o-:

You may want to draw attention to the following 4;r 1.".r 4 ";;"r*
*J
r "s{ .iI: f fJ;j:

collocations:my movelexamlpresentotion went well.Ask for

examplesof other thingsthat can go well.Dependingon
how well your classknow you,you could get them to
askyou questionsbeforeworl<ingin pairs.For example:
A: How wosmy homework?
B: lt wos pretty good,much betterthon last time.
ffi Strongadiectives
Saythe two examplesand ask the classto tell you what
structural pattern (adiective... stronger adiective)and
intonation pattern (risingon the first adiective)they
notice. Have studentspractisesayingthe examples
beforethey completethe eightdialogues. (Devon is a
mainlyrural county in south-westernEngland.)
Answers
l . H o t ?l t w a s b o i l i n g !
HilffiGerundsand infinitives
This area of grammar often frustrates studentsbecause
it seemsthere are no'rules'to helpthem decide
whether an infinitiveor a gerundform follows a certain
verb. Althoughthere are some guidelines - a gerundwill
-
follow a preposition tell studentsthat a good way to
learn is to focuson whole expressions. For example:
Pleosetry to call when you get a chonce.
Why don'tyou try diolling00 I beforethe number?
Go through the examples,aslcingwhat two patterns the
studentsnotice.Ask if they can explainthe differencein
meaningbetween the two examplesentenceswith
remember. One explanationis rememlsr+ gerund usually
refers back from the time of speaking,and remember+
inflnitiveusuallyrefers forward. Give studentsseveral
examplesto makethis clear:

2. Big?lt's enormous! I can stillrememberfeeling nervousbeforemy first doy ot

schoo/.
3. Cold?lt's freezing!
I must rememberto call my mum tomorrow.
4. Quiet?lt's dead!(RememberCrawleyin Forty a
day in Unit 5.)
You can also give studentstypical sentencestarters:
| was shocl<ed!
5. Surprised? I mustremember to ...
6. Small?lt's tiny! Please remember to ...
He'sgorgeous!
7. Good-lool<ing? Did you remember to ...
8. Scary?lt was terrifying! Do you remember... -ing?
I cleorlyremember seeing...
I stillremember. .. -ing
Next, worl<on matchingthe followinglinesof the
conversation. Havepairspractisereadingthe
Ask studentsto completethese sentencesin waysthat
conversations by usingthe tapescripton Page| 5 l. After
are true for them and out them in their noteboot<s.
checl<ing the answers, you could elicit more
adjective/strongeradlectivepairs (not very niceI disgusting
difficultlimpossible,sillyI ridiculous)and then have students
usethem in oairsto write mini-conversations like those
in numbersl-8. Encouragethem to continuethe
conversation. Here are some expressions you maywant
to talk about in this section:

42

Go through the Grammar commentary, G8
Gerund and infinitive on page l6 | before trying the
task as it explainsother verbs such as forgetand try with
aypicalexamples.You shouldalso point out that when
*e talk talking about generaltastes,loyeand prefer are
froilllowed
by gerunds:
ii regllylove beingable to hove o lie-inon Sundoys.
il*{yhusbondlikesbeingaroundthe housebut I prefer getting
uvt rn the fresh air.
l|'{owever, to talk about tastes and preferenceson
specificoccasions,we usuallyadd wouldto the verb, and
tfien use an infinitiveto follow:
li? Ioveto go to Greeceogoin this summer.
''N/ecouldgo out tonight,if you wont,
l'd just
but personolly,
ptretrerto stoy in.
Sqrn and stort can be followed by either gerund or
lmfinritive
without any changein meaning,althoughbegin
s rnore generallyfollowed by an infinitive,and stort is
nrrcregenerallyfollowed by a gerund. As you check the
answers,give a typical sentencefor each.For example:
lil$osk him to do it when I seehim.
Answers
l . G / t 2 . 1 3 .| 4 . G 5 .G / t 6 .I 8. G/l
9 . c t 0 .c I l . G i r 1 2 . G i l t 3 .G r 5 .G / l
1 6I.
Completea coupleof thesesentencesyourself.For
ercamole:
ll'lilneyerforgetwolking into my frst c/oss.
jl must remernberto pay the bills.
Then encouragethe classto asl<you further questions.
The personalised sentencesthat studentswrite will help
rhiemlearnthe'rules'.Tell studentsto tall<about what
drcy wrote with a partner.
.H Grammar
check
This exercisegivesfurther practice.You could have
studentscheck the answersin pairs with one person
readingthe sentencelilcethis:
Nhy did you decideBTANKEnglish?
The other person,withoutlookingat the Coursebool<,
repeatsthe sentencewith the missingverb form:
Nhy did you decideto leorn English?
Answers
l.to learn 2.to go 3. in travelling4.with working
5. with doing 6. to get 7. to go
6 Flying
ffiffiGrammar
in context
This exercisereviewsthe forms presentedin
3 Grammar check within the context of talking
about decisions. One fun way to start this exerciseis to
put studentsin pairsand askthem first to thinl<of the
mostpredictobleanswersthat people might give to the
first question.For example:
I wontedto do somethingdifferent.
I wos fed up with doing the samething,day in,day out.
Write these answerson the board,helpingwith
vocabularywhere necessary. Then ask studentsto think
of the funniestor strongestanswersthey can to the
question.For example:
I wontedto becomea crocodiletroiner.
I decidedto retire ot twenty-two.
They can then answerthe other questionsas they wish.
Answers
Possibleanswers:
l. I wantedto do somethingdifferentfor a change.
I was fed up with doingthe sameold thing,day in,
day out.
2. I was bored with Bournemouth!| was interested
in the fashionindustry,and thought it would be a
good placeto study it.
3. I wanted a bit more freedom than he/shewas
givingme. I didnt want to settle down just yet.
4. I was trying to savemoney.I was just fed up with
peoplesayingthat I smelledlike an ashtrayl
#is*r*g "id&ff'ffiiru*'m
ry
Sm oking
Beforedoingthis exercise,ask studentsto recallany
expressionsin the languagestrip that are connected
with smoking.For example:
Possive
smoking
Who wontsto kiss on ashtroy?
Encouragestudentsto write any collocationsthat they
didn't lcnowin their notebooks.
Answers
a. smoker b. cigarette c. cigarettes d. cigarette
e. smoking
l. heavy,occasional2. give up,started 3. put out
4. ends 5. advertising6. smol<ing
43
 Speaking
HavesmallgrouPsof studentsdiscussthe questions
here. You could bring in some examplesof cigarette
advertisingfrom magazinesfor them to look at. This
would be a good exerciseto do iust before you havea
breal<!
Pl a y i n gfo r ti me
Lead in to this exerciseby askingsome quicl<-fire
questionsto individualstudents.For example:
Why ore you wearingbluetodoY?
Why do you think Mondoysolwoysseemlongerthon
Fridoys?
You can then explainhow'delayers'help us with difficult
questionsby givingus time to think.Playthe recording
and let studentspractisesayingthe examples. Makesure
studentssoundhesitantand follow the intonation
patterns!For questionsl-5, studentsare not expected
to havereal answers,althoughobviouslysome may.The
importantpoint is to Practiseusingthe expressions
confidently.
44
Role play
This givesstudentsa chanceto recyclea lot of the
language presentedin this and the previousunit in a fun
context. First,as a class,decidethe name of the famous
person to interview and give studentstime to PrePare
their questionsin pairs.Only then selectsomeoneto
pretendto be this famousPerson.This keepsthe whole
classas involvedin the task as possible.A homework
task that can follow on from this is to write an
imaginaryinterview with a different celebrity - each
studentchoosingsomeonethey lil<eand know about -
trying to use as much of the language from this unit as
oossible.
Photo opportunity
The ohoto of PrinceWilliamcould be usedto extend
the conversationstarted during 4 Role play. Ask
students:
Whot is it like to be fomous?
Wouldyou liketo be famous?
Whot wouldyou liketo be fomousfor?
Why wouldn'tyou wont to be o celebrity?
 . lf you croshout ot someone!ploce,yousleepthere,
Unit overview
usuallyon the floor or the sofa.For example:Dont
worry about drivinghome;youcon croshat my ploce.
General topic
-ndlintentions . A cor boot so/eis an event,usuallyat the weelcend,
Talkingaboutpla's for rhe weekend,
where lots of peoplesellthingsthey dont want out
Dialogue of the bacl<of their cars.
Steveand Ken:discusi,theil-plansfui thelcoming . lf you hove somepeopleround,youinvite them to
ureekend. your home for dinner,drinks,games,etc. For
example:I'm sorryI con't go out tonight.We'rehoving
some peopleround.
. You use the expressionlt's notmy ideoof on exciting
weekendto saythat someone'splan for the weekend
doesnt soundfun to you. Ask studentsto giveyou
some examplesthey could saythis phraseabout.

Remindstudentsto record the expressions

they thinl<
would be usefulin their notebool<s.

sornethin$etc. Lead in
' Pronunciationof 7 You can use the photos on page48 to lead in to the
' Collocations With go::1'mgoing'on:adote;l'm going unit. Ask the classabout eachpicture:
out to seeo film, etc. . Whot is the ploce shownin the
first picture?(a theatre
Vocabularpneetingoppoinmeiliddtei:'i, . r i box office)How oftendo you go to the theotre?
ldioms: Youmustbe joking!Longtimeno seel etc. . Whot is hoppeningin the secondpicture?Whot'sin the
buggy?Where'sthe boby?Do you hove to spendoges
woitingoutsidec/othesshopsfor your partner?
!.a.nguage strip . Where do you think the womenin the third pictureore
going?Why do they /ook serious?
t-{avestudentschoose any expressionsthey find
rnteresting and,on their own, find out more about them. Before moving on to the first exercise,you can ask the
[n a later class,askthem to sharethe information.For a
classwhether they do any of the activitiesin the
srnallgroup activity,ask them to find expressionsusing
picturesat the weekend.
dre presentcontinuous(e.g.Doingonythingthis weekend?)
and expressions most likelysaidon a Friday(Hoveo
goodweekend). Studentscould also underlinethe
expressions they could see usingabout themselves(/ #*$mglr***: #$'ffi,a#
hink I'll justloze obout).Alternatively,they could find all
lfte questionsand write a responseto eachone. You #E:$A typicalweekend
,mightneedto explainsome of the following
exPresstons: Have studentsticl<off the activitiesthey do alone and
' lf you laze obout,you relax and don't really then compare their answerswith a partner. Write some
do much.
For example:On Sundoys time adverbs(e.g.most weekends, olmosteveryweekend,
all I wont to do is justlaze
about. everyother weekend)on the board to help studentssaya
' You say / just live bit more about each activity that they actuallydo: how
for the weekendto show that for often they do it, and where. Draw students'attention to
you the weekend is the most important and
some of the verb collocations:do the shopping,tidy up
enjoyabletime of the weel<.
your flot,do somestudying,catchup with your e-mailslwork.
' If you pop overto o ploce,yougo there for
a short You can then tall<about the thingsyou spendyour
time. For example:I'm justpoppingoverthe rood for o weekenddoing.
sondwich.

45
 7 Yourweekend
ffi Planning
expressions
Point out the Real English note on Whot ore you up to
thisweekend? Ask a few studentsthe question Whot are
you up to this eveninglweekend?Then let them ask you.
Try to use some of the expressionsl-8:
I guess/'ll probobly(do o bit of shopping).
Unfortunotely,I've got (o lot of homeworkto correct).
Set the sceneand explainthe tasl<.Before playingthe
recording,sayall the phrasesso that students know
what they sound like.You will probablyneedto playthe
recordingtwo or three times.Once studentshave
identifiedthe expressions, you could askthem to use
them to reconstructas much as they can remember
about Gavin'solansfor the weekend.Then havethem
readthe tapescripton page | 5 | togetherand underline
the expressions. Ask them what they thinl<a coupleof
the other expressions here mean:
the placets o tip (the place is untidy)
l've gota big night(l'm doing somethingexciting)
hoveo lie-in(stayin bed and get up late)
Finally,give studentstime to practisesayingthe eight
exPressrons.
Answers
The expressions Gavinusesare:
l . I g u e s sl ' l l p r o b a b l y
2. I'm goingto try to
3. Unfortunately,I've got to
4 . I i m a g i n el ' l l
5. I guessl'll probably
Sp e a k i n g
Before startingthis tasl<,mal<esure studentsunderstand
the expressionso tip,the tellyand o brgnrghtout. Tall<
about yourselffirst so that they can hearthese phrases
in context.
#w*,r.ff #:y,#*ffi*rm#*f
I
ffiffiFourdifferentfutureforms
Many studentsbelievethat will is the only future form in
English.Although wil/ is often used to expressthe
future,other structuresare also used.In this exercise,
studentsare shown four ways to talk about the future
(the contractedform 'll,goingtq the presentcontinuous
and the presentsimple).Go throughthe examplesand
then havestudentsmatchthe descriptionsto the
sentences.
46
Tellthem that in decidingwhich future form to use,they
shouldconsiderwhy they thinl<the eventbeing
describedis goingto happen:is it scheduled,like a
timetable;is it an arrangementthat hasalreadybeen
made:is it a sudden.on the sour of the moment
decision?
Answers
a. goingto
b. presentsimple
c. Presentcontinuous
'tl
d.
In checkingthe answers,askwhere studentsthink /'ll
havethe chickenis said (a restaurant)and what Indiaploy
Austroliain the finol next month is about (probably
cricket). You may want to point out that /ndiohere
refersto a team and that,sinceit is a collectivenoun,it
tal<esthe plural form of the verb.
ffi Grammar
discussion
This task reinforcesthe point about how the speaker's
relationshipto the eventdetermineswhich future form
to use.Havestudentsdiscussthe questionsafter the
examplesin pairsand then checl<the answers.This is
probablya good opportunity to mention that it takes
time to master these differencesand that they are
guidelinesrather than strict rules.As always,noticing
naturalexamplesand recordingthem in their notebool<s
will helo.
Answers
l. I decidedearlier,beforenow.
2. lt's a scheduledevent.
3. I decidednow,at the moment of speakingl
4. Yesthis is a plan;theyknow about it already.
**J
ffi Grammarcheck
Once studentshavedone the exerciseon their own, asl<
them to discussin pairshow they reachedtheir
decisions.When goingthroughthe answers,draw
attention to the fact that the context helos decidewhich
form to choose.For example,in number4 the present
continuouswould probablybe usedas the speakeris
discussing arrangements he/shehasalreadymade.lt's
important to stressthat the answersgiven here are
proboble.Remindstudentsthat the forms the speaker
choosesdependon how he/sheperceivesthe eventat
the time of speaking. The sameeventcan be perceived
in more than one way.

Answers
gets ln
I'il do
I'rn going
5 irsgoingto give
'6. l'm goingto sneeze
.El Grammar
in context
llins exerciseusesthe four differentfuture structuresto
about plansfor the weekend- the topic of this unit.
unlllfi.
Flh,ve studentsdo the exercisein pairs.Encouragethem
tttcrccord and learn whole sentencesfrom these
,emL:rlnples,especiallythose that they see themselves
uwinrg. You might want to talk about why someone
ltlro'r.rlld
havea big night out the day before their brother's
wedding.Ask whether they havetraditions lilcestogand
Irimnnrghts.
The questionthat follows the exercisegivesstudents
il"'reopportunity to use some of the structures and
expressions
to talk about their plansfor next week.
G'rrethem five minutesto prepare and then havethem
nove around the classtalking to different people. You
caLn join in, too. When you havefinishedthe exercises
nrnthis page,refer studentsto the Grammar
qommentary, G9 Talking about the future on page
i6t.
d
_.t i *I: lf :*i
fl wtrile you listen(Thankgoodness
it's Friday!)
I
Ask studentsif they know the expression TGIF (Thonk
guodnessiGod it's Friday)and ask them to explainwhy we
.'nightsayit. Then read the introduction to set the
sceneand ask studentsto listen for the answerto the
qurestion. Make sure that they cover rhe text. Get them
-;odiscussthe
answerin pairs.Next, let them readthe
ronversationas you playthe recordingagain.Then asl<
lhe studentsto fill in the first two or three gapsfrom
r"Temoryin pairs before you playthe recordingagain,
*ris time with pausesso that they can checkand fill in
rfie missingwords. Do this two or three gapsat a time
'.intilthe end.Playthe recordingthroughone more time
$dth studentsfollowing the text. Rememberthat
lirsteningto the same languageagainand againis vital for
re'udenfswho vyanf co imprrcve fhelr spoken English.lf
you want studentsto read the conversation,or parts of
m-in pairs,usethe tapescripton page | 5 l.
7 Yourweekend I
I
I
I
Answers
Steveis goingout for dinnerwith his parentstonight
to a little Frenchplacenear his house.Heb got to get
I
up earlyon Saturdayto do some cookingand clean
the housebecausehe'sgot some peoplecomingover.
They'llprobablygo and see a film in the evening.Ken is
probablyjust goingto stayin tonight becauseon
Saturdaynight het going to a party on a boat. On
Sunday,he'sgot to do some thingsfor work.
There are severalexpressionsthat you may want to
explainor that your studentsmay asl<about:
. ff the weekt beendragging,it meansthat time seems
to be passingslowlyand it has been boringand/or
difficult.Asl<studentsfor other nouns that we can
use in this way (o meeting,o /essona film).
. Whereobouts is usedin questionsto ask precisely
where. For example:Whereobouts in Spoinore you
from?
. A whileogo meansan indefinitetime in the past.For
example:I saw her o shortwhileogo,in the cof6over
the rood.
. We use the expressionNo rest for the wickedto make
fun of friends (or ourselves)when they/we haveto
worl< and weithey dont.
lf studentsasl<about individualwords in the
conversation,usethe opportunityto extendand
developtheir vocabularies by givingseveralcollocations
and typicalphrasescontainingthe word. For example,if
someoneasksabout docks,you can explainthat it is
where shipsare loadedand unloadedin a harbourand
then givesome typicalcollocationsand phrases: dry doclg
down by the docks,dock worker.
Point out the Real English note on Tellme about it! and
get studentsto talk about equivalents
in their own
languages.
Speaking
Use the questionshere as a follow-upto the
conversationon page50. You could either discussthem
in smallgroupsor as a class.You can also usethe
photos on pages50 and 5 | to give more speal<ing
practice.Ask if anyonedoes any of the activitiesin the
pictureson weel<ends. Ask questionslike:
Do any of you everdo parochutejumpsor onythinglike
that? Wolk along the beoch?Go sailing?Go flying?Go for o
drive?Woshyour car?Go to the morketond do the
shopping?Work out in the gymTWhen?How often?
47
 7 Yourweekend
This is a good chancefor studentsto re-usesome
language from previousunits.Encourage the use of the
time expressions from page l3 in Unit l. lf anyonein the
classdoes somethingparticularlyinterestingor strange
at the weekend,you could recycle the How- questions
from page2 l, by havingthe rest of the classasl<
questions(e.g.How eosyis it to soilo boat?)to interview
the student.The interviewee,in turn, may want to use
some of the delayerson page47 when answering.
q 1'tr:t:r"'r
{kr I *"*i :F't
.xf, *:rE*
r';*'*i "!f:; ;ffi f.,riS:,f
ffi Moreways of talkingaboutthe future
ln this exercise,studentsare givensome other common
ways to talk about the future. Write the four patterns
on the board and tell your studentsto record several
examplesfor each pattern in their notebooks as they
are worl<ingthrough the followingtasks.
l. I'vegot (o personlsome people)... -ing
This pattern is common with the verbs orrive,visit
and comeand refersto somethingalreadyplanned.
2. I've gottoll hoveto ...
This is typicallyusedto saythat you havean
obligationat the time of speakingto do somethingin
the future;it is sometimessomethingyou dont want
to do.
3 . I m s u p p o s etdo b e - i n g. . . b u t . . .
This pattern is usedto describeprevious
arrangements you havemadethat you think could be
changed.
4. I might be -ing
You use mrghtlike this to show that you are not sure
about what you're goingto do.
Playthe recordingso studentscan hearthe
pronunciationand intonationpatterns.Then get them
to practisesayingthe examplesthemselves. You should
then go over the explanationof these differentforms by
referringstudentsto the Grammar commentarS
G l0 More ways of talking about the future on
page | 52.
Answers
Probableanswers:
l. I'vegot a friend cominground to help me with my
homeworkon Sunday.
2. I'm supposedto be goingshoppingwith a friend on
Saturday,but l'll probablystay at home.
3. I might be goingto the cinema,but I'm not sure yet.
4. I've got to write an essaythis weekend.
5. I've got to clean my flat this weekend.
6. I think Stevemight be havinga party tomorrow
night.
7. I'm supposedto be meetingsome friendson
Sundayfor lunch,but I dont know if I'll feel up to it.
I'vegot my mother cominground on Saturday
afternoon.
48
Role play
For this role playto reallywork, you will needto spend
a few minutesexploringcommonwaysof inviting
people,as in the examples. Usually,the speakermentions
-
the event We're goingto hove o porty next weekend-
-
and then extends an invitation ond we'd loveyou to
comealong,if you'refree.Draw students' attention to the
five-stepconversationthat occurs and write it on the
board:
l. invitation
2. polite refusal+ reason
3. askingif these planscould be changed
4. sayingthey can't
5. closingcomment
Havestudentswrite a short dialoguein pairs,following
this pattern and usingthe expressions:
Oh,IA love to, but I'm ofraid I can't.
l've olreadyorrongedto ...
Well,l wouldif I could,but ...
Then practisethe dialoguetogether.Followup by having
studentswalk around,invitingother people,usingthe
samepattern.Finishby havingsmallgroupsor the class
as a whole discussingwhether they would ever turn
down an invitationto do any of the activitiesshown in
the photographsat the top of the page.
*J
ffiffi
&W
Famousfutures
Leadin to the task by askingwhat kind of music
studentsare into and what favourite songsthey have.
Then askthem if they can completethe four linesfrom
songsand whether they recognisethe songs.You could
evenask if anyonecould singthem.Studentsmay
wonder about the use of shollhere.Shollcan be usedin
a similar way to wifi althoughin We shol/overcomeit
impliesmore of an externalobligation(for the good of
society).After completingl-4,you could ask the class
to go home and try to find some more songswith
future forms in them for homework, make a note of
them and think about why particularverb forms are
used.Start the next classby askingstudentsto share
their findings.
Answers
l. shall 2.'ll 3.'ll 4.gonna
Get the classto discussthe quotationsin pairs.With
some classes.some of the cuotationscould leadinto
further discussions.
The GeorgeBernardShawquote
might leadto a debateabout who shouldrule the
world:
Who shouldrule the world?More young people?More
women?More peoplefrom different kindsof bockgrounds?
What differencewouldit moke?
Which leodersore most in touch?
Which ore rnostout of touch?

&tlrrdihrly,theVoltairequote could be usedto lead into a
dhuussionon the pros and cons of censorship:
llkrfrereo limit to how much freedomof speechpeople
dimdd hove?
Stirurild
neo-Nozisbe ollowedo platform to spreodtheir
,rcnsz
l|$fnflrJdry
give extemist orgonisotions
a voice?Whylwhynot?
llFyouwish to set up debateslike this,brainstormideas
an'dwrite usefulcollocationson the board before the
djlscussionitself begins.You can also then consolidate
ryrf discussionby setting a relatedtopic as written
liromework.
The short poem at the end is good for practisingthe
contractedform '/l which for some speakerscan be
fficult. lt leadsnicely in to the next exercise.
*nphasise the importance of saying'll, not will.lll seeyou
foseris the normal,naturalway of sayingit,whereas / will
seeyou loter meanssomethingdifferent,with its
sugtestionof contradictionor emphasis. Playall the
sentencesthrough once,with students readingsilentlyas
drey listen.Playthe recordinga secondtime and stop
after eachexamplefor choraland individualrepetition.
fuk studentswhat they thinl<the situationsare in the
sentences.For example,you might sayYou'llregretit after
your friend hastold you that she is goingto haveher
fifth vodka and orange in an hour. You could even have
pairsdevelopa mini*dialogue
aroundthese phrasesand
then act it out.
*. :,jfi.# .f i*r,rfi:gri*.tlJ,**f}
Il with go
Collocations
Co is one of the most commonlyusedverbs in English,
and this exercisehelps studentsuse it in several
different expressions.You could start off by askingwhat
expressionswith go they know alreadyand then get
them to work through the first tasl<.Here studentsare
presentedwith three correct collocationsand one
lncorrectone - much better than three incorrectand
one correct! After comparinganswerswith a partner,
studentscan use some of the exDressionsto talk about
their own plansfor the weekend.Encouragethem to
continuethese conversations by askingfurther
questions. For example:
What film ore you goingto see?Where'sit ploying?
Questions7-l I can be usedfor further practiceof
some of the vocabularyin the first task.You could
suggestthat studentsdevote a whole pagein their
notebooks to expressionswith go.
7 Yourweekend
Answers
The wrong collocationsare:
L shoppingtonight
2. my friend up inYorl<shire
(Yoursrudentsmight asl<
about up inYorkshire.
Ask where they thinl<the
speakeris geographically
(in the south of England).)
3. shopping
4. the pub-
5. driving
6. some shopping
ffi Vocabulary
check
You could ask studentsstraightawayto explainthe
differencebetween meeting, appointmentand dote.
However,it will probablybe difficult for them. Ask them
the question againafter they havecompletedthe three
tasks.Hopefully,they will see that knowing eachword's
collocationshelpsexplainthe difference.You hoveo
meetingwith your bossor with clients- the word meeting
is usuallywork-related. Youd usuallymokelhovean
qppointmentwith o dentist,doctoror opticion,although if
you're going to an office to see a particular person,you
might hoveon oPpointment. You go onlhoveo dote with
someoneyou're attracted to.
As you checl<the answerswith the class,try to elicit
other possibleendingsfor eachof the sentence
beginnings. For example,in number I we might also say
with Dr Jonesfor five o'clockor with the opticiontomorrow,
but we certainlywouldnt saywith o friendof mine loter.
Encouragestudentsto write down whole expressions
with the words meeting,oppointment and dote in their
notebooks.Explainthat rememberingnaturalexamples
is just as importantas rememberingwhat words mean.
Refer studentsto the Real English note on page53 for
more on the expressiono friend's.
Answers
| . c . 2 .d . 3 .a . 4 . b . 5 .f . 6 .e . 7 . h . 8 .g .
Speaking
This exercisegivesstudentsa chanceto personalise
some of the vocabularypresentedin 2Vocabulary
check. You may wish to provide a couple of examples
that are true for you,iust to model the kind of language
studentscan use.For example:
I've only b'ien on oneblind dote in my life.A friend of mine
set it up. We orranged'tomeet at this little ltolion cof| I
know.Anywoy,I got there first ond I wos feelingpretty
nervous.Then this gorgeousmanlwoman comesup to me
ond says,Hello,I hoven't seenyour teeth for a while.My
blind date turned out to be mv dentist!
Let studentsdiscussthe questionsin smallgroups.
49
 7 Your weekend

-_.*J
a$:-ffi
plan a weekend ldioms

This is a fun chancefor studentsto put some of the To make this easier,havestudentsworl< in groups'Have
grammarand vocabularythey havelearnedin this unit them translateand record the idiomsthey like in their
notebooks.Here are some explanations if needed:
into practice.Before doing these tasks,get them to read
the tapescriptof Gavin'sweekendplanson page l5 | ' You saylongtime no seewhen you meet someone
againto remind them of the lcindof languagethey will you havent seenfor a relativelylong time'
needwhen tellingothers about their plans.Also give . You saytolk of the devilwhen the person about
them usefullanguageto make suggestionslilce: whom you are tallcingsuddenlyshowsup.
Why don'twe ... ? when you end up
con't be choosers
You say beggors
Wouldyou liketo ... ? with an option that isn't what you wanted but which
l e ... ?
S h o lw is better than nothing.
IA reallylike to ... You say rotheryou thon me when someonetells you
In the first task,studentsworl< in pairsplanningthe ideal that they are going to do somethingthat you
weekend.(The ideasin the Coursebookare iust wouldn't like to do.
suggestions.) Then they shouldform new pairsand tell You say there'sno time likethe presentto mean now
their new partner about this idealweekend.Then' when someoneasksyou when a good time to do
stayingwith their current Partner,studentsworl< on the somethingwould be.
next task:planninga cheapweekend.Once they have You sayyou must be iokingin responseto someone
come up with a plan,they shouldform another new pair who hassaidsomethingunbelievable or
and tell their new Partnerabout their planfor the cheap unreasonable.
weekend.When studentsare rePortingthe plans,they
will probablyneedto use the Presentcontinuousand
Answers
goingto,and so you will be ableto assesshow well they
are usingthese structures.Round uP the activity by a. see
focusingon some common errors in a generalclass b. devil
feedbacksession. c. choosers
o. me
Festivals e. Present
f. iolcing
Use the photographsof Samhuinn to start a discussion
I . L o n gt i m e n o s e e
Here are some possible
on the topic of festivals.
2. no time like the present
questionsyou could havestudentsdiscuss:
Hoveyou heordof Hollowe'enbefore? 3. Rather you than me
4. talk of the devil
ls there onythingsimilorin your cultureto mork the
beginningof winter?How about the beginningof spring? 5. Beggarscant be choosers
6. You must be ioking
Do you hovefestivclswhere peopledressup or paint their
foceslike this?
Whot are the most interestingfestivo/sin your own country,
regionor town?
ls troditionalculture stillimportant to peoplein your county
or region?Whot doesit meon to you personolly? ls it usedto
sellyour county os o tourist destination?Give some
exomples.

Thesephotos also providean oPPortunityfor students

to practisethe structure they look+ adjective.Ask them
to write down three possibleendingsto this sentence
to describethe peoplein the picturesand to then
comparetheir answers.For example:
They look brilliontlo bit scorylveryseriouslquiteyoung'

50
 Lead in
Unit overview
You can use the pictures at the bottom of page54 to
General topic bring up the subjectof parties.Ask studentsto describe
rartresand politicalparties. what kind of party is shown in eachone. Followup by
askingfurther questions:
Reading Have you eyerbeen to o porty /ike this?When wosthe /ost
,A rave party goesthrough the floor into the flat porty you went to?What kindof party wos it?
b,eiow. Do you like goingto parties?
What do you liketo do ot porties?Donce,tolk, eot,drink?
Language input
' Vocabulaiy for talkirrg about parties: [t: reallrl
ruined You may want to keep in mind that alcoholconsumption
the porty, What time'did the pony finish?etc. may be a sensitivetopic for some students.
' Planningexpressions:I'lt bringthe musicif you sort
outthe food.etc.
' .r
ii .j -i,j lf ,"*:: ,.y.'i'':u ,pl ,t.i'j *:: r,.f
Expressionswith JUstcouldn't:I just couldn'tmoke d# .$i; .r i ".5 J tuJ.*,!'l
.g.,.--9'i+; J U; j
S

ffi What kind of party?

This exerciseprovidesan opportunityfor studentsto
Collocationswith do and moke::lthinkhed moke discussdifferentkindsof parties.Go throughthe lisr and
a good leoder,Theydidn't do very well in the last ask some quick questionsto checl<that students
e,ection,etc. understandwhat eachof the partiesinvolves:
Whot shouldyou weor for a foncy dressporty?
Why wouldyou have o farewellpartylhouse-warmingportyt
language strip
There are also Real English notes for o roveand stog
N-tave studentschoose any expressionsthey find
nightlhenn(ht. Write some verb collocations- hoveo
interestingand,on their own,find out more about them.
porty,go to porties,givea dinnerporty - on the board to
In a later class,ask them to sharethe information.For a
help studentswhile they are discussing. (Thereare more
srnallgroup activity ask studentsto divide the
collocationsin 2 Party collocations.) Encourage
expressionsinto two troups: those most lilcelyto be
studentsto talk in detail about what each kind of party
said by a person givingthe parti (e.g.The food'sover
involvesfor them personally. For example:
fiere) and those most lil<elyto be said by a guest (e.g.
Whot happenswhenyou have o big fomily get-together?
Do you know onyonee/sehere?).Some expressionscould
Where wouldit usuollybe?
fit either category.You might need to explainsome of
d'refollowing expressions: Who comes?
' lf you ls therefood?Drink?
feel likea fishou'tof woter,you feel
uncomfortablebecauseyou are somewhere How oftendo you hove family get-togethers?-
unfamiliar.For example:My boyfriendoncetookme to
a fancygordenporty.I felt likea fishout of water. You might want to talk about a party yourselffirst to
' You saythe nrghtis stillyoungwhen you want to give studentsthe idea.
say
there is a lot more time to do a lot more things
before goingto sleep.For example:The pubsmoy
hove closedbut the nightis stillyoung.[et3 go to thot
new club.

51
 8 Partyanimals

Planningexpr essions
&ffi Partycollocations
As well as the verbs hoveand go to, there are several In this exercise,studentsare introducedto some
other usefulverb collocationsfor porty.Studentscould examplesof expressionsusedwhile planninga PartY.
work individually or in pairs.While goingthroughthe They will then be ableto use some of them in the role
answers,asl<further questions.For examplein number play in the next exercise(5 Role play). First,have
2, you could ask: studentswork on the orderingtasl<,either in pairsor
Whot do you think'dumped'means? individually. Then havethem underlinethe planning
in expressions. Write the expressions in order on the
Hove you ever beendumpedby your boyfriendlgirlfriend
people? board,and where appropriate,show how other words
front of o uowd of
could fit in:
intoyour own longuoge?
How wouldyou tronslote'dumped' if you sort ou't the
I'll bring some(musiclfriendslCDs)
Encouragestudentsto add the collocationsthat they (foodI decorationsI invitotio ns).
might needto their notebooks. How doesthot sound?
Well,to be honest,IU rother orgonisethe (foodlmusiclinvites),
Answers if it's OK with you.
l. went on 2. ruined 3. broke up 4. gatecrash Couldn'tyou do the (foodlinvitinglcleaning)?
5. finish 6. invite 7. throw 8. sorted out Yeoh,OK,no problem.
l'll try ond bring some(musiclcrispslwine).
I chiIdrenI neighbou rs)?
W hat obout the (i nvites
ffi speating Oh,I'll do thatlthose.

Thesequestionsgivefurther practiceusingsome of the I'm lookingforwordto it olreody.

vocabularyfrom I What kind of party? and 2 Party
collocations. Talkabout a personalexperiencefirst Answers
and encouragethe classto askyou questions. For
The correct order is:
example:
f . a . 2 . d . 3 .c . 4 . e . 5 .b .
We hod this porty oncewhen I wos at university,
ond oll
thesegotecroshers turnedup ond storteddrinkingoll the
beer,so o wholegroup of us decidedto leoveond go ond
gotecroshthis other porty thot wos goingon down the Role play
r o o d. . . .
As well as beinga fun activity,this is a chancefor
This lets studentshear the languageyou use before studentsto re-usesome of the previouslypresented
trying it themselves. language.While they are discussing the first five
questionsin pairs,encouragethe use of some of the
expressions from 5 Planning expressions.Before
a party
ffi Planning studentswalk around invitingeach other,go over the
questionsthey should ask (e.g.Whereobouts is it?) and
First,get eachstudentto individually rank the items on
remindthem of some of the expressionsusedto turn
the list (l for most important,and so on). Before getting
down invitationsfrom the role playon page5l. For
the studentsinto pairsto compareand explaintheir
example:
order,write some sentencestarters on the board to
Oh,IA bve to, but I'm ofroid I con't.
help them:
Well,forme personolly,the most importontthlngis ... Well,I wouldif I could,but I con't.
b e c o u s.e. .
Someappropriateresponsesare:
Whot I likeis ...
Thot'so shome.
Whot I don't likeis ... Oh,well,moybenexttime.

To add to the mood, you may want to play some party

musicin the backgroundwhile studentsare chattingand
circulating!

52
 B Partyanimals

The questionshere allow studentsto sharetheir ideas
about presents,which can vary greatly from culture to
culture.Havethem work in smallgroupsto talk about
the questions.The picture at the bottom of page55 can
be usedto extendthe discussion. Studentsfirst needto
decidewhat the object is,which is a greatopportunity
to use the very usefulword thingand to practise
language for describingobjectsand their position:
Whot's thot yellowthing thot /ookso bit likea ship?(o
butter dish)
What's thot black thing with the orangecircle?(o lighterfor
a gas cooker)
Whot's thot thing in front of it? (on eggtime)
geforeyouread
ffi
Have studentstry to predict what the article is about
from the title and the six collocationsin the task above.
ffi While you read(Raveto the grave)
Have students read the article to see if their predictions
were right and then sharetheir reactionsin pairs.Write
a few sentencestarters on the board for givingpersonal
resPonsesto the text. For example:
I can't believethot ...
I think that the worstlfunniestlmostfrighteningthing about
this orticleis the foct thot ...

Write these exampleson the board so that students

know how to ask you while they are talking.
lf they want to guesswhat the objects are, encourage
the use of might.For example:
I'm not surebut it might be o spoghettiholder.
They can then talk about whether they would like to get
any of the objectsas presents.You could alsotalk about
appropriateexpressionsto use if they ever got such a
Present:
Whot on interestingpresent What do you useit for?
Other objectsin the picture includethe following:
The orangething in the middleis a sellotapedispenser.
The thing behindit is a saladdressingset.
The thing in front of the sellotapedispenseris a stapler.
The silverthing on the right is an ashtray.
k
*i .rf -: r.. $
' r!
ffiffiComprehension
check
This tasl<helpsreinforceseveralcollocationsfrom the
article.Havestudentscorrect the sentenceswithout
loolcingback at the text and then asl<them to compare
their answerswith a partner.lf there are differences,
they can then refer back to the text.
Answers
l. The party was held in a desertedflat (on a housing
estate in EastLondon).
2. (The extremelyhighvolumeof) the techno music
beingplayedweakenedthe structure of the floor.
3. Bert Jonesis waitingfor the councilto send
someone round to fix his flat.
4. There havebeena numberof complaintsabout
techno parties all over the capital.
5. The number of drug-relateddeathsat raveshas
risen dramaticallyover the last year.
6. Most of the youngpeoplejust carriedon dancing
when the floor collapsed.

While goingthroughthe answershere,ask for and

providefurther collocations.
Also ask questionsto
Senerateconnectedlanguage.

l. endedin tragedy
2. lose control
3. got out of hand
4. organisedcrime
5. led to callsfor tighter laws
6. sufferingfrom shock
 8 Partyanrmals

Photo opportunity
Sp e a k i n g
You could usethe photo on page56 to talk about
You could introducethe task by tellingthe classabout a fashionor the topic of dancemusic.(Whot fundof music
noisy or wild party you havebeen to. Havethe classtalk do you liketo donce to? Whot kind of musicis hard to
about the questionsin smallgrouPs.You could easily danceto?)
developthe questionsinto debatesor written
homework.For examole:
'#*l rt ""r
S u :zifu;:: *".y
Whot could or shouldbe done about drug-taking?
Do you think'soft'drugsshouldbe deuiminolised?
Shouldthe policeconcentrotemore on orgonisedoime thon
on drug-takers?

lf you use any of these,givestudentsa list of useful The focus here shiftsto politics and the law. You could
expressions and collocationsbeforehand. For example: makethe connectionby askingthe classto tell you
o risein recreotionoldrug use about the attitudespoliticianstake to youth culture,like
We shoulddifferentiotebetweenhard ond soft drug use. raves,in their country/countries. Go throughthe
coll for toughersentences questionsfirst, drawingattention to the highlighted
collocations.Then get the studentsto ask eachother
put more moneyinto drug oworeness
campaigns
the questions.lf you are from a different country from
It's o complexissue.
your students,you might want to tell them about the
party systemor politicalsituationin your country.
ffi.# | iust couldn'twait Remindstudentsto add the collocationsthat they lil<e
f f i '
to their notebooks.

Justis anotherword which is better to learn in

expressions.Here it is part of a sentencestarter I just
couldn't... . After discussing why Bert JonessaidI just
couldn'tbelieveit (his livingroom was full of dust and
This task givesmore examplesof thesetwo verbs,some
plasterand peoplescreaming), point out that just here is
in the context of politics.lf studentsalreadyhavepages
usedfor emphasis.After students havecompletedthe
set asidein their noteboolcsfor exoressions with do and
task and checkedtheir answers,havethem practise
moke,havethem add these expressionsto those pages.
sayingthe phrases,payingattention to the stress
patterns.As always,encouragestudentsto record
examplesof these expressions in context in their Answers
notebool<s. l. make 2. do 3. made 4. made 5. mal<e6. make
7 . d o 8 . d o .m a k e 9 . d o 1 0 .m a l < e I l . m a k e 1 2 .d o
Answers
l . c . I j u s t c o u l d n ' tw a i t You may want to explainthe followingexpressions:
2. e. I just couldn'tbelievemy eyes . lf you wont to moke the mostof your time somewhere,
3. a. I just couldn'tmakeup my mind you want to usethe time well and not waste it. For
4. b. I iust couldn'tbear it any longer example:Youshouldmokethe mostof your time here
5. d. I iust couldn'tresistthem by visitingthe rnuseumsond galleries.
. lf you mokeon effort to do something,youtry hard to
do it. For example:Pleosemokeon effort to be on
Sp e a k i n g time.
. lf somethingdoesntdo anythingfor you,you don't
Tellthe classa personalstory first and encouragethem understandwhy other peoplelilceit. For example:
to askyou questionsbeforehavingthem tall<in small I know lotsof peoplelike it, but folk music doesn'treolly
groups.Thesequestionsprovidean opportunityto use do onythingfor me.
the ljust couldn'texpressions above.You could extend
this activity by getting pairs to write and perform a skit
basedon one of these situations, for example,a couple
who can'tdecidewhere to go for their holiday.

54
 B Partvanimals

ffi rralking
aboutthelaw
The first part of this activity focuseson the collocation
introduceo new low and associatedverbs.Other verb
collocationswith /ow appearin the secondpart. Have
studentsmatch the sentencehalvesand go through the
answers.While you are checking, ask further questions
like:
Do you think they shouldban smokingin public ploces?
What kind of lows would help protectthe environment?
quotes
ffi Political
The quotationshere can be the basisfor discussion or
for a writing tasl<on the role of the mediain politics,
the natureof power,or the use or non-useof violence
for politicalends.Ask studentsif they havesome
favourite politicalquotationsto sharewith the rest of
the class.You could asl<studentsif there are anl
politicalleadersthey admireand why. Are these leaders
good publicspeakers?

Ihey here is a'dummy subject'and this structureis an

alternativeto the traditional passive.Explainthat if Photo opportunity
peopleare giventox breaks,theirtaxes are reducedfor a Use the pictureson page59 to ask questions.
For
particular reason.For example,you might get a tax examPte:
break if you buy a fuel-efficientcar. Do you recognrsethesepoliticions?
Do you eyersee politicionson demonstrations?
Answers
Hoveyou ever beenon o demonstrotion
yourselfT
If so,what
| . b. 2. d. 3. a. 4. c. 5. f. 6. h. 7. e. 8. g. qbout?
wosthe demonstrotion
How do politicionsusuollycompaignduring on election?Do
they go oround shokinghonds,kissingbobies?

For this activity,get studentsinto groups of three (or

four). Explainthe decisionsthat they needto makeand
give them some usefullanguageto help them:
I think it'simportontfor us to ...
We'll geta lot of supportif we ...
BonninglLegolising ... will be o vote-winner.

One way to handlethe campaigning is to haveone

person act as the spokespersonand let them briefly
presenttheir party's policiesin front of the class.After
allowingtime for questions, you can conductthe
elections.Be as simpleor elaborateas you want. You
might want to talk about differentvoting systemssuch
as frst post the post and proportionolrepresentotion.

55
 The exerciseshere can be usedas a quiz.5 Look back
and check:Adjectives, however,is better done as a ffiMr*pressions
d i s c u s s i oinn p a i r s .
Answers
l. I just felt like it.
2. What a nightmare
3. I wouldif I could
Answers
4. You'll regret it
l. I hadn't 6. We hadnt been 5. That'sa good question
2. I'd 7. We'regoing
6. make up my mind
3. I'm meeting 8. I were
4. I hadn'tbeenfeeling 9. Will you
5. I'll 10. I ' v eg o t t o

ffifficollocations
I

ffi uultiplechoice Answers

l.e. 2.h. 3.f. 4.a. 5.i. 5.d. 7.c. 8.b.
Answers 9 .g . 1 0i.. I l . r . 1 2 . q . 1 3o. . 1 4 . 1 . 1 5 m
. .
l.a. 2.b. 3.b. 4.a. 5.a. 6.a. 7.b. 8.a.
| 6.n. 17.l<. 18.p.
9 . a . 1 0a
..

RealEnglish
C o n d i t io n a l s
Answers
Answers l . e . 2 . b . 3 .a . 4 . f. 5 .d . 6 .c .
I . e . 2 . a . 3 .f . 4 . b . 5 .c . 6 .d .

ffi conversation Answers

Answers l.e. 2.f. 3.a. 4.b. 5.h. 6.d. 7.c. 8.g.

l.a. 2.e. 3.9. 4.d. 5.h. 6.c. 7.f. f.i.

9.b.
What can vou remember?
fuc*S

*ffi Lookbackand check:Adjectives Answers will vary.

Answerswill vary.

55
 Review:
Units5_g

E Vocabulary
quiz Learneradvice:Theauthorsspeak!
ffi
Answers Answers will vary.

It meansyou cant find them anywhere.

Answers will vary.
Yes,becauseyou're not allowed to smoke on
board planes.
You didn't do anythingspecial.
Left-wingis liberalisocialistwhile right-wingis
conservattve.
Answerswill vary.Your neighbourscould break
up a party if it's too loud. The policecould brear
up a party if the neighbourscomplainabout the

7. An appointment.
8. I wouldnt eat a frog if you paid me.
9. Havedinnerthere.
10. You smoketoo much.
I I. lf you go shopping,it's
for fun things like clothes or
shoesor CDs or whatever.lf you do the shopping,
you buy all the thingsyou use every day- milk,
bread,sugar,and so on.
At the end.
It tal<esforever.
Yes,you can be on board a boat.
They could tightenlawson drinkingby imposing
finesor punishments. They could tightenlawson
immigrationby makingit more difficultfor people
to come and live in a country.
t 5 . Yes,your relationsand relativesare the same.
1 7 .You go on a day-trip.
t 8 . A court.
t 9 . It'ssmall,warm,secureand friendly-looking.
20. O n a p l a n e .

57

Unitoverviewr ,'' ,' ,: ,,
. i , couldyou tell him to call me?
General topii .
Talkingabout what you did last night.
. Expressions,todescr:ibehoraryour night wa9:l
didnlt knowo singleperson there,I met loadsof ,
interesungpeopletherg etc., ' You can lead in to the topic by talking about what you
.
. Collocations with get getq taxi,get wet,get losl :
t.gtc,. ,:-'.,.:" ..
.
. Differentiatjng similar:words and phraseg:chotltol|
gossrpeditolked etc.
r Respondingwith,auxiliaryverbs: Did you?Have
you?etc.
. ': Askin8 for repetition:Youwentwhere?'
: Not: .., until ... : I didn't getin untilthree.
. Linkingcauqe-effectideai with so + adiectiVe:fhe
rnusrcwos so loud,I couldn'thear myselfthink.
Language strip
Havestudentschooseany expressions they find
interestingand,on their own, find out more about
them. In a later class,asl<them to sharethe information.
For a smallgroup activity,askthem to find expressions
that fit into the following categories:expressionsthat
they might use if they were talking about a great time
(e.g.YouUhove enjoyedyourself,lt's the ploce to be) and
onesthey might use if they were talkingabout a bad
time (e.g.The food wosawful,Whoto bore!).Ask students
to suggestanswersfor the expressionscontaining
questions. For example:
A: Who did you soyyou bumpedinto?
B: My old mothsteacher.
You might needto explainsome of the following
exPressrons:
. lf somewhere is not reallyyoursort of p/oce,it is
somewhereyou feel uncomfortableor don't usually
go. For example:Wine borsore not reollymy sortof
place.
. You describea personas o borewhen they aren't
interestingor don't want to do somethingthat you
want to do. For example:He goesto bed at 9:30 even
on Fridoys.
He'ssucho bore!
58
lf you bump into someone,youmeet them by chance.
For example:lf you hoppento bump into Boblater,
lf somethingwas o rip-off you had to pay too much
for it and/orthe qualitywasnt good.For example:/5
for on iceueam?Whot a rip-offl
lf somethingis out of this world,youare stressingthat
it is very good. For example:Youhaveto try their
possionfruit icecreom.It's out of this world.
Lead in
did last night and then asl<the classto go aroundasl<ing
each other. Once studentshavetalked to severalpeople,
stop them and ask questionslil(e:
Tellme obout someonewho hod o quiet nightinlwentout
for o drinkldidsomethingunusuol.
#.**r*g:s' t,ffih.,#,*,#
rH
Lifestyle
First,havestudentsdiscussin pairs what lcindof lifestyle
they lead.Beforegetting them to tall<about whether
they ever do any of the ten activitieslisted,elicit several
frequencyexpressions and write them on the board.For
example:oncein a while,hordlyever,everyotherdoy.You
could also checkwhether anyoneactuallydid any of
these activitieslast night.
Explainthat they are goingto hearfour peopletalking
about what they did last night.For eachperson,they
shouldchoosethe activitythey did from the list. You
probablyonly needto playthe recordingonce for this
task,but you might want to asl<studentsto listen again
for any usefulexpressions.Havethem tell you what
expressions they heardand write them on the board.
Playthe recordingone more time as they follow the
tapescripton page I 5 l.
Answers
SoeakerI went to the laundrette.
Soeaker2 went out for a walk around town.
Speaker3 had a quiet nightat home.
Speaker4 went to her eveningclass.
 9 Lastnight

*J
H So how was your night? ffiffi Collocations
with get
You could leadin to this exerciseby askingquestions Start off by telling studentsthat get is one of the most
about any of the activitiesyour studentsdid last night: commonlyusedverbs in English, and that it is a good
Youwatcheda film onTV?So how wosit? idea to record expressionswith get on a separatepage
Youwent out for dinner lostnight?So how wos the food? in their notebooks.Ask them to giveyou some
examplesbefore working on the exercise.After students
Havestudentscompletethe ten sentencesin oairs. haveunderlinedthe expressions with get,encourate
While checkingthe answers,ask them to tell you what them to record any that they like in their notebooks.
is beingtallcedabout.For example,number I might have
beensaidabout a party.Studentsshouldrecognisesome
Answers
of the idioms from previousunits (e.g.out of my depth,
we had nothingin common,geton likeo houseon fue). l . m y h a i rc u t
Here are some others that you may need to explain: 2. money
' Loadsof is an informal way of sayingo lot 3. a call
of.For
example:Don't worry oboutthe bil/;she'sgot loodsof 4. somethint to eat
money. 5. upset
' lf you toke somethingup seriously,
you want to spend 6. wet
time doing it as a serioushobby.For example:/ wont 7. surprise
to toke up kick-boxingseriously. 8. a job
' lf you spendtime catchingup with o friend,youtalk to 9. bus
them to find out what they havebeendoing since 10. lost
you last met. For example:I'm goingout with on old
The get expressionsare:
schoolfriend who I hoven'tseenfor twenty yeors,so
we've got o lot of cotchingup to do. l. I got my hair cut
' 2. I tried to tet some money
lf you ore on the edgeof your seot,you are very
interestedin somethingand want to see what 3 . I g o t a c a l lf r o m . . .
happensnext. For example:Thisfilm will keepyou on 4. | ... to tet somethintto eat
the edgeofyour seot rightup until the end. 5. I got reallyupset
6. I got reallywet
Answers 7. I got a real surprise
8. I'vefinallygot a job
[. single 2. horrendous 3. absolutely4. depth
9. I had to get the last bus home
5. halfway 6. house 7. loads 8. catch up
1 0 . | . . . e n d e du p g e t t i n gl o s t
9. takingit up 10.seat

For the next tasl<write some possiblesentencesraruers

Draw students'attention to this Dattern:
on the board to help students:
A; Sohow wos... ?
/ g e t. . . w h e n. . .
B: I had o ... time.
I got ... Iost(nightlweeklyeo)
Then get them to practiseaskingand answeringthe l'm hopingto ger . . .
questionsa-e.
You could also askthem which expressions can have
very added to them. (You can't getvery better,very
Sp e a k i n g marriedor verypregnont,but all the others are possible.)
You may want to add to the four questionsthat end this
Tellthe classabout when you last had a greattime or a exercisein order to recyclesome other vocabulary
terribletime. Encourage them to ask you questionsand from the ten sentences:When wos the losttimeyou goto
then to talk about their own experiencesin pairsor big surpriselgotreolly upsetlgotyour hair cut? etc.For
smallgroups. homework,you could ask studentsto write a short
story (about 100words) called'Lastnight'in which they
haveto use eight expressionswith get.lt can be as
strante as they like (forcingthe use of these expressions
meansit will inevitablybe a little strangeanyway).
 9 L a s tn l g h t
ffiffi Problem words
This exercisefocuseson the differencein meaning
between closelyrelated words and phrases.Havethe
classwork in pairs for both tasks.
Answers
a. lf you hovea chot,it's usuallywith a friend and it's
about nothingin particular.Your bossor your
parentsor your teacher might hoveo tolk with
you,andit's usuallyabout a problemthat needsto
be sorted out or becauseyou'vedone something
wron8.
b. lfyou gossiped oboutthe boss,youtalkedabout all
the rumours you'd heard:who they are dating,
how they treat peoPle,who saidwhat to them
and when,and so on. lf you tolkedoboutwork,it
susSests you discussed business: how thingsare
goingat work, and so on.
c. lf you do the washing-up,you wash the dirty
dishes.lf you do the washing,you wash dirty
clothes.
d. I wentto a discois iust a fact about what you did
last night.We endedup goingto o discosuggests
you'd been to lots of other placesfirst, and that
the discowas the end of a very long eveningout!
e. lf you missthe /ost bushome,you don't catch it,
and then maybehaveto get a cab home, or walk!
lf you misso person,youspenda lot of time
thinl<ingabout them and longingfor the day they
return.
f. lf you go out after work,you go for a drink or to
the cinema,or you meet uP with some friends
and go out for dinner,or somethinglike that.lf
you leovework,youjust leavethe buildingwhere
you work.
l. I had a talk with her
2. I had a chat with ner
3. We tall<edabout worl<
4. We gossipedabout the boss
5. I did the washing
6. I did the washing-up
7. we endedup goingto a disco
8. I went to a disco
9. I missedthe last bus home
10. I reallymissedher when she was in Spain
I l. I left work last night about five
12. I went out last night after work
60
fu$*.t'mr**r*g
youlisten
ffi Before
Ask the classto talk about placesthey would nevergo
to in the town or city they are in now or, if this is
different,the town or city where they are from. Ask
why they would nevergo there and whether this is
basedon experience.
_-__l
ffi Wtrileyou listen(TheWorstDiscoin
ffi Town!)
Explainthat studentsare going to hear a conversation
between two flatmates,Roseand Lucy,about what
happenedlast night. Ask the classto suggestsome
possiblescenariosbasedon the title. Go throughthe
two questionsand playthe recording,askingstudentsto
listen for the answers.Remindthem to cover the text'
Get them to discusstheir answersin pairs.Next, let
them read the conversationas you playthe recording
again.Then ask them to fill in the first two or three
gapsfrom memory in pairs,before you playthe
recordingagain,this time with Pauses, so that they can
checl<and fill in the missingwords.Do this two or three
gapsat a time until the end.Playthe recordingthrough
one more time with studentsfollowing the script. You
may finallywant studentsto read the conversation,or
parts of it, in pairs,usingthe tapescripton page | 52.
Answers
l. Rosedid a bit of shoppingon her way home,then
cookedsomeJapanese noodles,did a bit of tidying
up,read a bit,watcheda film and then went to bed'
Lucywent out with some old friendsthat she
hadnt seenfor ages.Theyhad a drink and
somethingto eat,and then they had anotherdrink
and eventuallyendedup goingto this terrible disco,
'stardust',where Lucy got thatted up by a much,
much youngerguy.Shethen missedthe lasttrain
home and had to get a cab!
2. Rosewent to bed after one. Lucydidn't get in until
three, and must'vegone to bed soon after!
 9 Lastniqht

Encourage studentsto notice,ask about and record in Refer studentsto the exampledialoguesto show what
their notebool<s any of the expressionsthey find you mean.Here is an examplefor number l:
interestingin the conversation.You mightwant to point A: I'm a prettygood cook,believeit or not.
out how Rose usesdid a bit of severaltimes as well as 8; Are you?So when ore you goingto inviteme round for
the expressionfor a bit. dinner,then?
A: Oh,I don't know.Moybe sometime.
Refer studentsto the two Real English notes on / bet
and get a cob.You could askthem to guessthingsabout
Answers
tlre four peoplein the pictureson page64 usingI bet ...
tl bet the mon in pictureC nevergoesto discos). You could L Are you?+ g
also point out that / bet is often used on its own as a 2. Haveyou? + b
way of agreeingor sympathisingwith the person we're 3. D i d y o u ?+ d
talkingto. For example: 4. Were you? + f
A: /t wos reollyfunny when I told him I was thirty-five.
5. Are you?/Doyou?+ e
B: Yeah,I bet! He proboblycouldn't believeit.
6. Do you?+ a
7. Would you?+ h
Seeif the classcanwrite a dialoguelike this in pairs.lt is
sometimesfalselybelievedthat toxi is BritishEnglishand 8. Are you?+ c
cob isAmericanEnglish. In fact,both words are common
in BritishEnglish.

&ffi#Talkingabout you
;ffiffi -

Speaking
The questionshere providean opportunityfor students
to connectthe content of the listeningtask to their
own livesand experiences. Makesure that students
know that if you chatsomeone up,you talk to someone
becauseyou are sexuallyattracted to them. Talk about
any personalexperiencesfor any of thesequestions
either before or after the studentstall<about theirs.
This exercisegivesstudentsthe chanceto practisethese
respondingtechniquesin an interpersonalcontext. To
help students,write five sentencesthat are true for you
on the board usingthe sentencestarters.For example:
I can play the flute.
ld reollyloveto go tovenice.
Believeit or not,I've never been skiing.
When I wos younger,I once ate o worm.
Lost nightI stayedout until three in the morning.

- .. *"''
'
- ; ; ;l.'
!t
t'i ;#f,#i:f:f*:f1,ffifl Then asl<studentsto write five true sentencesof their
own. Next, get the classto respondto each of your
sentencesusingan auxiliaryquestionand a follow-up
Responding
with auxiliaryverbs question.For example:
Conyou?Why don'tyou ploy us o tune?
This exercisefocuseson a usefulway of respondingto
what someone has said to show interest and to l<eep Continuethe conversationas in the previousexercise:
the conversationgoing.Make sure that students know Oh,well,I don't octuollyhove the flute with me. /t's bock ot
what auxiliariesthere are in English(formsof dq be and my parents'.
hove,andmodalauxiliaries). Ask the classto readthe
two examplesfirst and then to follow as they listen to Usingthis as a model,get the studentsto walk around
the recording.Pointout how the auxiliaryis stressed. the classsharingtheir sentencesand respondingto each
Havestudentspractisecopyingthe responseschorally other. Refer studentsto the Grammar commentary,
and individually
beforeasl<ing pairsto readthe two G | | Responding with auxiliary verbs on page 162
mini-conversations. so that they can review this pattern.

Studentscanworl< individually on the next task.Explain

that they shouldlook at the dialoguesl-8 and add the
correct auxiliaryquestionin the first gap.Then they
shouldchoosethe cuestionor commenta-h. You
might want to do the first dialogueas an example.After
checkingthe answers,studentscan practisereadingthe
eightshort dialoguesin pairs.Encourage them to add
anothercommentto makethree-linedialogues.

61
 9 Lastnight

Photo opportunity Refer studentsto the Real English note on grond and
quid.Explainthat the pluralsare the same,grondanC
Use the photos on Page67 as a PromPt for studentsto quid.
construct their own dialoguesbetweentwo flatmates
discussing what they did last night.Brainstormlots of
potentialexpressions
examPre:
and write them on the board.For
ffiMruotuntil
So whot wereyou up to last night?
This structureis usedto emphasisethat something
I didn't getin until ... happenedlater than expectedor later than usual.Seeif
Did you missthe bus? studentsare ableto explainwhy Lucy usedthis phrase
before you explainto them. They can then worl< on
Then givepairsof studentstime to prepareand practise sentencesl-8 individuallyand compareanswersin pairs.
You canfinishoff by havingthem
their dialogues.
to other groups.
perform their dialogues
Answers
l . b . 2 . a . 3 .a . 4 . a . 5 .b . 6 .b . 7 . a . 8 .b .
&SH
w
Making
q '
sureyou understand
Introducethis exerciseby askingwhat expressions or
strategiesyour studentsuse when they dont understand
somethingsomeonehassaidto them.Give them an
In this exercisestudentscan make up answersif they
exampfeby saying:BeforeI becomeo teacher,Iwos o ... .
want. Remindthem that they shouldonly use I didn't...
Mal<esurethat the end of your sentenceis inaudible.
untilif it is appropriate.Encourage them to asl<further
Ask studentshow they would respond.You'llprobably
questionslike:Why?Whatwereyou doing?Whyso lote?
get / begyourpardon.Whot?Whotdid you soy?Explain
Tell the classto read the Grammar commentary,
that you are goingto show them an techniquein
G f 2 n o t . . . u n t i l . . . o n p a t e l 6 2 , t o r e v i e wt h i s
informalspokenEnglishthat focuseson the specificpart
structure.
of the statementthat is not understood.Havethem
read the two examplesand ask what pattern they
notice.Sayyour sentenceagainand askthem to respond
in a similar way'.Youwerewhotz.Playthe recordingso
that they can hear the stressand intonation and then This exercisefocuseson a very common way of
havethem practisein pairs.Point out that in answering expressingcauseand effectin spokenEnglish.The
these questionsthe first speakerrepeatsthe problem examplesin the exerciseare typicalexpressions, so you
word and then explainswhat it means. could ask the classto try and learnall eightsentences
by heart. Playthe recordingso that they can hear how
Answers so is stressed.One way to practisethe phrasesis in
pairs,with one person readingthe first halfof the
It cost what?/ltcost how much? sentenceand the other completingthe other halffrom
You had dinnerwhere? memory.
You did what last night?
You arrivedhere when?
Answers
You went what?/Youdid what?
l.g. 2 . e . 3 .h . 4.c. 5.f. 6.a. 7.b. L d.
It cost how much?/ltcost what?
You found a (baby)what?
You went where? To reviewtheseexpressionsin a later class,write each
halfof the sentenceon a slip of paper.Repeatsome of
them so that you haveabout four more slipsthan the
With a multi-lingual class,a fun way of extendingthis total numberof studentsin your class.Shufflethe slips
exerciseis to ask studentsto write three sentences and give each student one, keepingthe extras yourself.
about themselvesusingone word or phrasefrom their Ask studentsto memorisetheir half of the sentenceand
own language. This word can be a food,a drink,a thing, then to go aroundsayingit until they find their matching
a place,a l<indof building,etc. Studentsthen walk half.When they havefound their partner,tell them to
aroundclass,tellingeachother their sentences, asking return the slipsto you and to eachtake anotherslip
questionsto clarifywhat the other personis tall<ing from the pile. This way you can keep recyclingthe
about.For examole: phrases.This is a fast activitythat shouldn'ttake longer
A: ln my country,we oftenhove nosi gorengfor breakfost. than five minutes.
B: Youhave whot for breokfost?
A: Nosi goreng.It's o kind of fried rice dish.It's reallynice.

62

More conversations
* commentary, G | 3 Linking ideas on page 162,and by
Let studentsgeneratetheir own ideasin pairs and
practisesayingthe conversations.Accept their answers
if they soundOK to you, but when finishingup.the task,
you might want to point out that there are fairly
predictableways of ending most of these sentencestoo.
Answers
Possibleendings:
l. (... it was so bad,)| walkedout halfway
through/after half an hour.
(lt was so delicious,)I'm goingto go backagain
tonight/l ate more than I should have.
5, (l was so exhausted,
l) was in bed by nine/ljust
went straightto bed as soon as I got in.
4. (Terrible,it was so) boring/long/dull,
(l) nearlyfell
asleepin the middleof itll wish I hadnt gone at all.
5 . (l got so) annoyedabout everything,(l) couldn'ttell
him how I reallyfeel about things/ljust stormed
oudl got so upset,I just burst into tears.
(l was so) nervous,(l) just messedthe whole thing
up/l couldn'tconcentrate.
Lastnight
Get studentsto follow up by readingthe Grammar
addingthe expressions they like to their notebooks.
Photo opportunity
As a lead-into the role play,asl<studentswhat they
think is happeningin the photo on page69. For example:
Whot kind of questionsmight the policebe askingl
Has onythinglike this ever hoppenedto you?What
hoppened?
Role play
Explainthat the purpose of this exerciseis to review in
a light-heartedway some of the languagefrom the unit
(for example,talkingabout last night I hod on early night;
respondingwith auxiliaries:WherewereyouTWhotwere
you doingthere?etc.).Explainthe situation.Havethe class
decide on the two suspectsand give them all between
five and ten minutesto preparetheir storiesand
questions. Duringthe interviews,makea note of any
vocabularyor grammarproblemsthat arise.Roundup
the activity by writing these mistakeson the board and
ask studentsto correct or imorove them.
63
 ro
. lf you sayI don't know what you seein herlhim,you
Unit overview meanthat you don't understandwhy your friend is in
a relationshipwith this personbecausehis/her
General topic characteror appearance is not appealing.
and describingwhat you lil<ein a
Relationships
Dartner.
Lead in
Reading by referring
You can leadin to the topic of relationships
Two examplesof mixed marriages:different religions bacl<to the story of Roseand Lucy in Unit 9. Ask
and differentages. ouestionslike:
What do you think o teenogerwould seein on older
Language input woman?
. Usinglook He looks/ikeo model,She/ooksos if
Whot wouldan olderwomonseein o 'teenoger?
she'sobout to collopse,etc.
Whot do you think the teenogersoid to Roseto get her to
. Adiectivesfor describingcharacterand
donce?
appearance:
dawn-to-earth; etc.
muscular,
' Using I bet to makeguesses:l bet het studying

.
Chemistryor something.
,*'s*rt.g
#f #j]ri $,siI
Fixed expressionswith modals:I could'vetold you
that, Youcon soythot again,etc,
. Tend to: Men tend to eat more junk food than
wQmen. In this exercisestudentsare introducedto three
structuresthat follow the verb look.Some studentshave
problems l<nowingwhen to use like after look,so give
Language strip them plentyof practice.Introducethe tasl<by asl<ing
Havestudentschooseany expressions they find whether they find any of the peoplein the photo on
interestingand,on their own, find out more about them. page70 attractive.Havethem explainwhy/why not.
In a later class,askthem to sharethe information.For a Then explainthat they shouldcompletethe nine
smallgroup activity,asl<studentsto find expressions that sentenceswith either looks,looks/ikeor looksos if
show a preference(e.g.I preferoldermen,I only like When they havefinished,asl<them to tell you the
peoplewith money)and to tall<about whether they have guidelinefor usingthese structures:
the same preferences.Alternatively,they can find look + adjective
expressions that could be usedby two friendstalking look /ike+ noun
about the partner of one of them (e.g.I don'tknowwhot /ookos if + clause/statement
you seein her,He'sold enoughto be your father).
that they You could also mentionthat in spokenEnglishos if is
Encouragestudentsto record the expressions
like in their notebool<s. You might needto explainsome sometimesreplacedwith like.As you are checl<ing the
of the followingexpressions: answers.ask ouestionsto checkthat students
understandthe sentencesand to generatefurther
. You might say Where'veyou beenall my life?to
language.For examplein number9:
someoneyou havejust met and find attractive.lt's a
How couldyou tell if someoneis down?
clich6dchat-upline in BritishEnglish.
Wha't kind of thingsmight causeyou to look o bit down?
. You can describea youngman as o bit of a /od if he
enjoyshavinga laughwith his friends.Recently Pointout the Real English note that explainsueep and
though,lad cultureor laddishbehoviourhas come to nerd.
be a negativeway of describingmacho,sexist,
unrulyand offensiveyoungmen.
aggressive,
. You would say Youcon get lost or Cojump in the river
to someonewho was annoyingyou and you wanted
them to go away.Both are fairly strong.
. lf you saywe'vedecidedto go our seporoteways,it
meansthat you and your partner are splittingup.

64
 Answers
looks as ifllil<e
lool<slil<e
looks lil<e
looks
looks as ifllike
looks
lool<slil<e
looks as ifilike
looks
Sp e a k i n g
Havestudentsdiscusswhether any of the sentencesin
I Judging by appearances could describeany of the
peoplepicturedat the bottom of the page.Encourage
them to use Helshe/ooks... and to add any other
descriptionsthat they thinl<apply.Finishoff by havingthe
whole classsharetheir ideas.Tellstudentsto readthe
Grammar commentary,Gl4 Judgingby
appearances on page | 62 to review these structures.
*x$rtg
ln this exercisestudentswork on buildingup their
vocabularyto describepeople.Explainthat in the first
task they are to sort the adjectivesaccordingto
whether they describecharacter, appearance or both.
You might want to do the first two as an example.In the
next task they are to decidewhether the adjectivesare
positiveor negative.lt is important to remind students
that this is often a personalopinion.However,certain
words,like pushy,are more commonlyusednegatively,
while others,lil<edishy,are generallypositive.lt is
possiblethat some studentsfind the ideaof musculor,
dishymen appealing, while others do not. Havepairs
comparetheir ideas.You may needto explainsome of
the adjectiveshere:
' lf someone is pushy,they try to get what they want
in a forceful or insistentway.For example:He'svery
pushy;he'solwoysaskingwhen I'm goingto be reodyto
settledown and hove kids.
' lf someoneis forword,theyare not shy or hesitant
about something.For example:You'reveryforward
comingup ond oskingme to come backto yourplace.
. lf you describesomeone as down-to-eorth,you like
the fact that they are concernedwith practicalthings
rather than abstractideas.
' lf someone is flirty,they act as if they are sexually
attracted to other people,usuallyin a playfulsort of
way.
Point out the Real English note for dishy.
Answers
Adjectivesdescribingcharacter:warm,flirty,pushy,
q uiet, forward, down-to-earth,unpredictable
Adjectivesdescribingappearance:
muscular,
dishy,plain,
hairy,skinny
Adjectiveswhich could describeboth:sexy,macho,
mature,cuddly
Havestudentswork in pairsdescribingother peoplein
the class.You can write sentencestarters lil<e/ think
helsheis quitelabit ... , I think helsheseems. . . on rne
boardto help.As an extension,bring in some personal
advertisementsfrom the newspape r: Toll,dark, hondsome
man in /ote twentiesseeks/orge,cuddly,maturelady for
friendship,etc. Look at a few together as a classand deal
with any new words and expressions. Then ask students
to write their own personaladvertisement. put them up
on the wall at the end of class.Perhapssomebodywill
find their dream partner!
Remindstudentsof how Lucy used/ bet in Unit 9 to
makea guessabout somethingshe was fairlysure about:
I bet he hodn'tevenstortedshaving.
Go over the
examples, havingstudentspractisesayingthem. Write
the patternon the board:
A: Helshe/ooks...
B: I know.I bet helshe...
They can then usethis as a guidefor talkingabout the
people in the photos at the bortom of page7 | . For
example:
A: The man in the picture/ooksquite musculor.
B: I know.I bet he worksos o bounceror something.
This exerciseprovidessome light relief,but it also
introducesstudentsto typicalculturally-specific chat-up
lines,and thus guardsstudentsagainstthem in future!
Manystudentsmay not realise,for example,that number
I is a classicchat-upline,whereasto most native
speakersit would be very obvious.lt may be both
amusingand educational to put the classinto
male/femalepairs to compare the best/worst chat-up
lines!Studentscould discusswhich might be saidby a
femaleand which by a male.You could alsowork on
ways to tell someoneyou are not interested.For
examDte:
I'm woitingfor my boyfriendlgirlfriend.
Do I look desperate?
The questionsat the end of the exercisecould oe
discussedin the samepairsor in smallgroups.
65
 1O Relationships

Answers Encouragestudentsto haveshort conversationslike

this:
| . could 2. can 3. should 4. must 5. must 6. could A: I could do with a drink.
7. couldn't 8. must 9. might B: Me too. ShollI go and get o couPleof coffees?
The expressions are: A: Well,that wosn'tthe kind of drink I hod in mind.
l. That must'vebeen nice.
2. You can saythat again! Answers
3. You must be ioking! l. I c o u l dd o w i t h s o m e h e l p
4. You must be mad! 2. I could do with somethingto eat
5. I just couldnt believeit! 3. I could do with a breal<
6. I could'vetold you that. 4. I could do with a bit more time
7. I could hardlyhear myselfthink! 5. I could do with a holiday
8. You should'vel<nownbetter! 6. I could do with a lie-in
9. Pigsmightfly! 7. I could do with a good nightt sleep
8. I could do with more money
I

ffi Grammar
in context
This exerciserecyclessome of the expressionsfrom
I Expressions with modals in new contexts.Practise
the pronunciationof the expressions so that students
feel comfortablesayingthem. You could then asl<
students in pairs to havetwo-line conversations,
one studentusingsentencesl-5 as promptsand the
with
other addingthe appropriatephrase.As an extension
you could ask pairsto write nine more dialoguesusing
these nine expressionsin context.
Answers
Probableanswersare:
l. That must'vebeen nice.
2. You should'veknown better (after what happened
last time)/l could'vetold you thatl
3. You can saythat again/lknow I could hardlyhear
myselfthinl<!
4. You can saythat again/lknow! | just couldnt
believeit!
6. You must be joking!(lt was rubbish.)
ffi | could
dowith...
This exercisepractisesanother modal expressionthat
studentsmay remember from Unit 9. After looking at
the example,ask the classwhat they think I coulddo with
means(an informal way of saying/ wouldlikell wishI hod).
Havestudentswork on the exerciseindividually and
then compareanswersand tall<about other thingsthey
coulddo with otthe momentwith a partner.Round up by
writing the following on the board and asl<studentsto
tell eachother in pairswhich ones are true for them:
I coulddo with o drink
I coulddo with a breok
I could do with o haircut.
I could do with somenew clothes.
Tellthe classto readthe Grammar commentary,
G | 5 Expressions with modals on page 162,for more
on the basicmeaningof some modalverbs.
i#**rtp i# ,s,#r,fu**mry
M renuto
Tendto,whilstnot beingtraditionallyclassified
as a
modal,is often used to make statementsmore tentative
in a similarway as might,may and couldsometimesdo.
Go throughthe exampleswith the classand then have
them complete the sentencesin ways that are true for
them. They can then sharetheir answersin pairsor
smallgroups.
The statementshere show studentshow usefultend to
can be. lt would soundodd if someonesaidA4eneor
more junk foodthon women,but by addingtend to it
soundsmore acceptable and lessof an over-
generalisation. First havestudentsdiscussthe five
statementsin oairs.Then dividethe classinto all-male
and all-female groups.Allow studentstime to come up
with tend to statementsabout the differencesbetween
men and women before getting them in maleifemale
pairsto comparetheir ideas.You could extendthis
activity by havingstudentswrite on other topics,using
tendto to be more cautious.Possibletooics includetheir
impressions of the British/Americans/Australiansetc.,
descriptionsof peoplefrom their own country,the food
in their country comparedto food in anothercountry
they know etc.

68
ll
. You might say I'veheordeverything! in response
Unit over,Vilew' to a very I story. For example:
A : . . . a n di t out thqt taxi driver wqs noneother
General topic
thon Bruce Apporently,he likesto do it in his
Anecdotesan'dstories.
sporetime.
B; Now I've heord
Dialosue
Dianetel[sC4thyaboutthetimeh'er"fatheididnlt You say So,to cut o long shortto leaveout a
Iargepart of your story order to get to the main
lecogniseo"t tl i' ' '' l r
' .''l
t"'' .'' point.For example:So,to o long story short,he
Reading oskedme to morry h-
A woman hasa spiderlivingin her ear. You would sayAndif you you'llbelieve
onryhingafter telling or , true or
Language input untrue,that is very hard to belitsy'e.
For example:
' \bcabulary to describerhairstyles:l'/e,'sgot A: He soidthat he wos reallysorryhe didn'tshowup at
sprky
hcit She'sgot dyed red hoir, etc., the restouront.Somethingturned up ot the last
. Slangexpressions: minute ot work.
Pinchmy wollet,chuckit to me, B: And if you believethat,you'llbelieveanything.

exaggerate drive like s lunatic,I'm dyi,ngf9f a coff,..le,
, the story in a naturalway and havethem asl<you
etc.
Language strip
Have studentschoose any expressionsthey find
interestingand,on their own, find out more about
them. In a later class,asl<them to sharethe information.
For a smallgroup activity,asl<them to sort the
expressions into any of the followingcategories: those
that are said by the teller of the story (e.g.Sq to cut o
longstoryshort),those that are said by the listener (e.g.
Reolly?),those that could start a story (e.g.You'llnever
believewhat hoppenedto me this morning),
and those that
Lead in
Probablythe bestway to leadin to a unit on storytelling
is to tell a story yourself.Studentslike to hear about
personalised thingsfrom their teachers.After all,you are
aslcing them to talk about themselvesall the time!Tell
questions.ldeascould includewhen you met someone
famous,the (un)lucl<iest day of your life,the funniest
thing that hasever happenedto you;the possibilities are
endless.You could eventell a quick story at the start of
eachclasssessionwhile workingthroughthis unit. You
could start these stories by sayingDid I evertellyou obout
the time ... ?
i.i $ :'#fl; ..:,{l
&ad Beforevou listen
w 4 ,

could be a responseat the end of a story (e.g.I don't

believeo wordof whatyou'resaying). Remindstudentsto
record any expressions they seethemselvesusingin
their notebooks.You might needto explainsome of
the followingexpressions:
. You might say Do you think I wos born yesterdoy?!
show that you l<nowsomeoneis tellingyou
somethinguntrue or is trying to tricl<you. For
example:
A: The ring?Well,/ usedto be morried.I just con't be
botheredto toke it off.
B: Oh,come on.Do you think I wos born yesterdoy?!
Here is anotheropportunityfor you to tell the classof
any personalexperiencesbeforethey do so themselves.
lf you don't havea story,makeone up.Here is an
example:
I wos sittingin this smoll little restaurontin a tiny little villoge
to in the middleof the mountoinsof the northernPhilippines,
and this mon comesup to me and says,'Hello(Jim).What
on earth ore you doinghere?'SoI te//him,ond we stort
chottingond oll the time I'm thinking,'Whois thisguy?'
Anywoy,ofter obout twenty minutes,I eventuollyreolisehe
usedto be my bestfriend ot school.

69
 11 Tellingstories

,-,..........i

ffi Whileyou listen(Hairtoday,gone
ffi tomorrow!)
Explainthe situation.lf there is no undergroundsystem
in your area,find out if studentshaveever travelledon
one. lf not, explaina little about chongingtrainsat
stationsand how the trains are divided into corrioges.
Also, refer studentsto the Real English note on pinch.
Before playingthe recording,see if anyonecan explain
the pun in the title - it's basedon the idiom Heretodoy,
gonetomorrow,which meansthings come and go quickly.
Explainthat studentsshouldlistenand then answertne
two questions.Mal<esure they cover the text while they
are listening.They can then discusstheir answersin
patrs.
Answers
l. lt happenedsometimelastyearlabouta year and a
halfago,on the underground.
2. Diane'sfather didnt recogniseher to beginwith,
but in the end she spoketo him and he finally
recognisedher.
For the secondquesrion,after students listen to all the
group members'stories,they choosethe best one and
tell it to the whole class.
-*f :r:p 'J,*;&.lrJi;fJ
Hairstyles
Lead in to this exerciseby askingwhether anyonehas
radicallychangedtheir hairstylelil<eDianeor by telling
the classa personalstory.Explainthat some hairstyles
are representedby more than one picture.Once
studentshavematchedthe descriptionsto the pictures,
you could askthem to rank eachperson'shairstylefrom
| (favourite)to 8 (leastfavourite),and to explaintheir
choicesin pairs.Write a few expressions on the board
to help:
I quite likethis one.
I wouldn'tbe seendeod with hoir likethot.
/ like it, but it wouldn'tsuit me.
I wishI could do thot with my hair.

Alternatively,studentscould suggestwhich hairstyles

Let students read the conversationas you playthe would suit other membersof the classor you! For
recordingagain.Then ask them to fill in the first two or vocabularybuilding,elicit or givesome typical
three gapsfrom memory,in pairs,before playingthe collocationsfor hoir:dyeyourhoir purple,bleochyour hoir,
recordingwith pausesso that they can checl<and fill in cut off all yourhoir,loseyour hoir,or other expressionsro
the missingwords.Do this two or three gapsat a time talk about hairstyles:haveo perm,havehighlights. Follow
until the end.Playthe recordingthrough one more time up with the smallgroup discussion questionsat the end
with studentsfollowing the rext. lf you want them to of the exercise.
readthe conversation, or parts of it, in pairs,usethe
tapescripton page | 52.
Answers
As a quickfollow-up,you could asl<studentsto find l. (spikyhair)- pictureC
examplesof get expressionsin the conversationto add 2. (curly hair)- picture B
to their notebooks (e.g.I decidedto getoll my hair cut off, 3. (fringe)- picturesE and G
get histrain bock to Durhom). - pictureA
4. (dreadlocks)
5. (dyedred hair)- picturesB and G
ffi speating 6. (pigtails)- picture E
7. (hair extensions)- picturesD and H
The questionshere leadon from the conversationand 8. (short backand sides)- picturesC and F
givestudentsa chanceto talk about their own ideasand
experiencesin smallgroups.Makesurethat they l<now
what ignoremeansby aslcingthem to complete this Reviewthis vocabularyata later time by havingthe class
definition: cover the list of expressionsand then aslcing
individual
If you ignoresomeone,you refuseto ... . studentsto tell you the hair expression(s)when you call
Possiblewaysto completethe definitionare out the photographnumber.
ocknowledge, poy ottentionto, speakto them.

To helpwith the first question,you might needto give

studentssome examplesfirst:
Wouldyou ignoresomeone you know on a busif they were
with someoneyou reollycouldn'tstond?
How about if you sow o friend havingdinnerwith someone
otherthon their portner?

70
Ask studentsif they remember what pinch hiswollet
meansand then explainthat they are goingto see some
other slangexpressions.Stressthat it is good to know
what these expressionsmean as they are lilcelyto hear
them in everydayspoken English.However,they should
be carefulabout actuallyusingslangbecauseof nuances
of meaningand appropriacyfor a particularsituation.
lllustratethis by askingwhether it would be appropriate
for a businessexecutiveto announcethat she'sdecided
to flog the compony.Encouragethem to check with their
teacherfirst beforeusingslangexpressions. While
checkingthe answers,ask further questionslil<e:
Whot are other thingsyou con chuck?
There are more extendedquestionsin 3 Speaking.
Answers
l . c . 2 . f. 3 .e . 4 . b . 5 .d . 6 .g . 7 . h . 8 .a .
The task here usesa coupleof the slangexpressions to
givestudentsa chanceto talk and tell stories.Leadin by
tellingthe classof any personalexperiencesbefore
havingthem tell eachother in smallgroups.
*ffiffi Differentkindsof stories
In this exercise,studentswork on severalexpressions
with story.Although the focus is on types of story,you
could leadin by askingfor a few verbs collocations:
tellllistentolbeljeve+ o story
the story + openslbegins/ends/is
set in
You might want to explainthat the someold story is a
fixed expressionsaidin responseto hearingabout
something,usuallybad,that happensregularly.
Answers
l. love 2.hard-luck3.old 4. bedtime5.inside6.tall
Sp e a k i n g
lf you would lil<eto developthis exerciseinto a more
extended speakingpractice,havestudentsactuallytell
eachother the stories.You maywant to include
folUfairy stories as well. Again,tell the classa story
yourself either before or after.
This exercisepresentsexamplesof phrasescalled
'discourse
markers'commonlyfound in storytelling
conversations. Thesediscoursemarkershelpthe flow of
the conversationby,amongother things,introducing,
connectingand respondingto events,as well as
encouraging both the teller and the listenerto keep on
tellingand listening.
Let studentsfill in the gapsindividually
and compare
answerswith a partner. Then playthe dialoguetwice to
allow them to checl<their answersand to hear how the
discoursemarkerssound,in particularthe intonation
pattern.Playthe dialogueagain,but this time pauseafter
eachdiscoursemarker and let studentspractisesaying
the markers.Playthe recordingonce more all the way
through before students read the conversationin pairs.
Answers
l. Go on 2. Well 3. Really 4. so 5. Anyway
6. You'rejoking
This time the focus is on longerexpressions. Go
throughthe expressions, lettingstudentshearthem,and
checkthat they understandtheir functions.Give
studentstime to practisesayingthe expressions. Then
focus their attention on the Dictures.Ask a few
questionsto checl<that studentsknow what the
picturesare showingbefore gettingthem to prepare
their storiesin note form in pairs.Go around helping
with vocabularyincludingcollocationsand longer
Pnrases.
Once studentshavepreparedtheir stories,haveeach
studentfind anotherpartner and tell their stories.
Encourage the listenerto use discoursemarkerslil<e
Really? Go on, You'rejokingl
When they havefinished,they
find a new partner and tell the storiesagain.Explainthat
we get better when we do the samething againand
again;tellingpersonalstoriesis a good example.
7'l
 11 Tellingstories

:;*. I: ff .ff.rAjI'il i f i *; .r Pr onunciation

-rng clauses Separatebits of informationare usuallyclearlyidentified

for the listenerby pauses.When studentsfail to hear
the pauses, comprehension can be difficult.Similarly,
Studentshavealreadycome across-ingforms used as
when studentsare speaking, if they pausetoo much or
noun subjects(e.g.A4ountoineering con be pretty
in the wrong places,they are more difficultto
dongerous) and after certain verbs (e.g.I go skiing
understand. Studentsneedto learnwhere to oauseand
wheneverI con,I've just finishedreadingit). In this exercise
where not to pause.This is especially true when dealing
the -ingform is usedas a part of a clause.In traditional
with complexsentencescontainingmanyconnected
grammars, these are sometimescalled'presentparticiple
clausessuchas those in 2 Practice.3 Pronunciation
clauses',and are a common structurefound in
focuseson correct pausingand stressin this l<indof
storytelling.These-ingclausesconnectideaswithout
structure.
usinga conjunctionlike ond or while.To show this,write
theseexampleson the board:
Tellthe studentsto listento the exampleand to mark
I was stondingthere ond I wos mindingmy own business.
the pauseswith a slash(l).Playthe recordingagainand
I had o brilliont idea while I wos comingto schooltoday.
asl<them to underlinethe stressedsyllables.After
checkingthat everyoneagrees,playsentencesl-5 first
Then rub out the conjunctions(and,while),the repeated
so that studentscan mark the pauses, and then a second
subjects(l) and the auxiliaries(wos).Studentscan then
time so that they can marl<the stress.Remindstudents
do the exercisethemselves, crossingout the repeated
that stressedsyllablesare longer,higherand clearerthan
subiectsand auxiliaries.
unstressedones.Finishby havingpairsreadthese
sentencesand those in | -ing clauses to eachother.
Answers
The unnecessary words are: Answers
l. He was 2. They were 3. lt was 4. He was 5. I was
| . There was this great big dot, gltting there, / barking
6. They were 7. Shewas 8. We were 9. They were
at me.
The missingparts of the sentencesare: 2. lt was five or six o'clocl</ and I was lust standing
1 0 . m i n d i n gm y o w n b u s i n e s s there,/ mindingmy own business.
I l. passingthrough Londonon the underground
3. My dad was actuallycomingbacl<from a business
12. thinking,'Who'sthis lunaticstaringat me?'
trip abroad,/ pgssingthrough London.
4. He keepson glancingat me,thinl<ing,
/'Who's this
lunaticstarinsat me?'
5. I was dancingabout in the street,/ actinglilcea
fool.
This exercisegivesstudentspracticemakingtheir own
-ingclauses.You could do the first sentencesas an 6. I was lyingthere on the ground,/ screamingin pain.
example,with the whole classmakingsuggestions. Note
that addingmore than three -ingclausesis unusual.
I
Studentscan work on this exercisein pairsbefore
tellingtheir favouriteonesto the whole class. ffiffispeaking
This exerciselets studentsretell their storiesfrom
Answers 7 Telling a story on page78,this time rrying to use
-ingclauses.Again remindthem that retellinghelpsthem
Possibleanswers:
improve,especially in fluency.Tellstudentsto readthe
l. (Therewas this reallystrange-looking
guy,)hanging Grammar commentary, Gl7 Present participles
around,talkingto himself...
on page | 63 to review the -ing clausestructure.
2. (l was rushingaround madly,)trying to pacl<my
stuff,hopingI hadn'tforgottenanything...
3. (On ThursdayI was drivingalong,)listeningto the
radio,singingalongto thrs song ...
4. (So there we were, in this fancy restaurant,)
lool<ingat the menu,trying to decidewhat to
c h o o s e. . .
5. (My unclewas sittingthere in the bar,)drinking
doublewhislcies,smol<inglilcea chimney...
6. (Therewas this hugecrowd outsidethe parliament
building,)wavingplacards(and)shoutingslogans...

72
 1i Tellinqstories

n".. "t:*
.n-.**.F.,
ffi tdiomatic
.f"! ;.{'t.r:
{ ; # # 4 ' - 6 } t : e " . }
comparisons
t***J
i4ffi Beforevou read To lead into this tasl<,tell studentsthat a friend of yours
f f i f f i ,
hasjust boughta new bike.Elicitfrom the classwnar
Ask the classif they haveever heard of anyoneputting aspectsof the bil<eyour friend might be pleasedabout
an animalin a microwaveor findinga mousein a pie.lt's and want to emphasise (speed,size,attractiveness, erc.)
likelythat someonein the classwill haveheardof a Next, ask what objects are known for these qualities
'friend (rockets,elephants, models).Then explainthat if we
of a friend'who hashad a similarexperience. Get
this studentto tell their story and see if the rest of the want to emphasisesome quality,we often mal<ea
classbelievesthem. Remindstudentsabout tol/ stories comparisonusing/ike,but often the comparisonis
and maybetall<about urbanmyths. rather an unusualone. Now show them the two
examples.Ask them to guesswhat is so good about the
bil<e(it is fast) and speculateon why a horse might be
known for havinga big appetite.

Let studentsread the text. you could read it aloud or
playthe recordedversionwhile they follow in their
Coursebool<s. Then havethem sharetheir reactions
about whether they believethe story or not.
Studentscan then work on the sentencesl-g in pairs.
As you checl<their answers,asl<what qualityis being
emphasised and givethe classpracticesayingthe
expressions.Pairscan then test eachother: one person
readsthe first part of sentencesl-8, and their partner
completesthe expressionwithout lookingat the
Coursebook.

This exerciseagaingivesstudentsan opportunity to tell

stories.Makesure they know the animalsand insectsin
the questionsand then get them to talk in pairs.point
out that they would typicallyanswerthese questions
with the contracted form Id.Afterwards,select
individualsto giveanswersto the class.For example:
A: Morie, whot wouldyou do if you found o mousein your
bedroom?
B: IA scream.
A: Why ore you so scoredof mice?They're hormless.
B: Well,...
lf any of thesethingshasever happenedto someone,get
them to tell their srories.
Answers
l. (drank)like a fish (= dranl<a lot)
2. (wasdriving)like a lunatic(= was driving
badlyierratically)
3. (treats her) lilcedirt (= treats her badly)
4. (looked)like deathwarmed up (= lookedterrible)
5. (smoke)lil<ea chimney(= smokea lot)
6. (runs)like clockwork (= runs efficiently/regularly)
7. (slept)like a log (= steptwell/deepty)
8. (get on) like a houseon fire (= get on well)

Get studentsto guesswhat the three expressionsat the

'"
'f";: end of the exercisemean:
i i i*: : l1 '.t r r : * : . l.+",,
:l .
J " ' : . , : ; ; . ..' p d
-* -*": J .t.g "J"*,p Lff-;J.,*S:J'.j:j j j/ . lf you've goto memorylikeo sieve,you've
got a very
*J bad memory and forget thingsall the time. you
fu$ ldiomaticlanguage might needto draw a sieveto give studentsa hint.
For example:Oh I forgotthot I wqs goingto giveyou o
The use of idiomadclanguage is very common in test todoy.Memory /ike o sieve,l
storytelling.Althoughstudentsmay not feel they could . ff you
feel likea fish out of woter in a particularsocial
use it themselves,they will undoubtedlycome acrossit situation,you feel very uncomfortableand out of
when listeningto naturalspol<enEnglish. Encourage Prace.
them to translateand record in their notebooksthose . ff you spendmoney|ikewater,youspend
expressions a lot of it -
that they lilce.
quicldy,and probablymore than you can reallyafford
to!

Finishup by gettingsmallgroupsto discussthe

questionsat the end. You may want to add questions
lil<e:
Doesthe publictransportsystemin your cityrun like
clockwork?
Do you know onyonewho spendsmoneylikewaterldrinks
like a fishldrives/ike o lunotic?

73
 11 Tellingstories

Finish off by discussingfrow these expressionsmight be

usingidioms
ffi Exaggerating cranslatedinto sndents'own languagesand whether
they haveother idiornadcexPressionsinvolvingdeath.
This is anotherway of emphasising by usingidiomatic
language. Havethe classtell you what they think Diane
Wrap up
means(shethought he would be reallyshocked),and
then explainhow deathand illnessare often usedin You can end this unit by askingthe classto retell one of
idiomaticexpressions. You can refer backto the the many stories they haveheard,from you or other
expressionlikedeothwormedup to make the connection students,while workingthroughthis unit.Give them the
with the previousexercise(2 ldiomatic sentence starter I heord this reollyfunnylstongelsodl
comparisons). Studentscan then work throughthe disgustingstorythe otherdoy and havethem tell another
sentencesin pairs.Knowingwhat Part of speechis student. Alternatively,havethem write the story for
missingcan help if they are havingtrouble.Having homework.
completedthis part,they shouldthen discusswhat each
sentencemeansand add the expressionto one of the
sentencesa-i. While checkingthe answers,practisethe
stressand intonation patterns.

Answers
l. dying(ld reallylike a coffee.)
2. murder (She'sallowedto do all l<indsof thingsthat
other people are not allowedto do.)
3. killing(My feet reallyhurt.)
4. murder (lt's very difficulttrying to get him to do
things.)
when
5. died (l was very surprised/shocked/pleased
he told me that!)
6. died (l laugheda lot.)
7. death (l'm reallyfed up with it.)
8. die (l d be reallyhurt/upsetif anyoneelsefound
out.)
9. kill (lf he does it again,l'll be reallyannoyed/l'll
get reallyangry with him.)
a.7. b.3. c. | . d.6. e .5 . f.8. 9.2. h .4 .
i.9.

74
T2
Languageinput , ,', : '',, ,,'
r e o t o n t f i e w o y t o t h e , m O t c h , ,, . , : , ,
Language strip
Have studentschoose any expressionsthey find
interestingand,on their own,find out more about them.
In a later class,asl<them to sharethe information.For a
smallgroup activitxasl<them to find those expressions
that could be usedby the teller of a story (e.g.you
should've seenthe messrt mode)and those that could be
used by the listener (e.g.Whota funny story).
Alternatively, they could find expressions containing
modal auxiliaries(Boyswill be boys!Thatcouldn'thoppen
here).You might needto explainsome of the following
exPresstons:
. ff someone getsowoy with something,
they are not
caughtor discovereddoingsomethingbad.For
example:He thoughtheU gotowoywith it until the
police knockedon the door.
. lf somethingis weird,it is strange.For
example:/t wos
kind of weird seeingmy youngerbrotherdressedup in o
suit.
. lf you saysomethingbeotsthem oll,you
mean it is the
best.For example:I'vehod o lot of corsin my lifetime,
but this one beotsthem all.
' You use lhot couldn'thoppenhere
to saythat you
thinl<sucha thing would never happenin your
countryI cityI home. For example: Children openty
buying drugson the sreet? Thot could neverhoppen
here!
. You sayBoyswill be boysto excuseany rough,noisy
or naughtybehaviourby a particular boy or group of
boys becauseyou think it is normal for boysto act
that way.For example:
A: Bobby'sgot into troublefor fightingot school.
B: Well, boyswill be boys.
. You would ask Not the (famousname)?in response
to someonetellingyou that they met someone
called(famousname)to checkwhether they actually
met the famouspersonor just someonewith the
samename.For example:
A: You'llneverguesswho I sawin the pub lost night_
KylieMinogue.
B: WhatT Not, the KylieMinogue?
A: No,AidenMinogue'slittle sister.
Encouragestudentsto record in their notebooksany of
these expressionsthey feel might be useful,alongwith
an appropriatetranslation.
:,, 'il
Lead in
Use the photographat the bottom of the pageto starr
the unit. Ask studentswhere this photo was taken and
what these boys (lads)might havebeen up to. you might
want to teachjust hongingout at the shoppingcentre.Ask
the classif anyonecan worl<out where they'vejust
been.Then askfurther questionslil<e:
Whot sort of thingsdid you getup to with your
friendswhen
you were thot oge?
DolDid you ever get into ony trouble?
This leadsin nicelyto the first task.
t r';'t:
..f{,g,.F.,,*'i
+k*!+t;;e"+?3[
*l
m€ He used to be so nice!
Explainthat initiallystudentsshouldwork with a
partner,addingthree more thints to the list,and then on
their own decideon the most and leastserious.Then
they explaintheir choicesto their partner.Before
studentstall<about whether they ever did any of these
things,write some usefullanguage on the board:
I only did it once.
/ usedto ... oll the time.
I neverusedto ... , but I knewthe boylgHwho did.(ln this
context, I neverusedto is more common than / didnt use
ro.)
(For a definition of Boyswill be boys,see the notes for
the Language strip.)
75
fl
'l
2 Difficultto believe

Now studentscan practise,askingand respondingin

ffi coltocations
This pre-readingactivity containscollocationsfrom the
readingtext on page83 (Home alone). Havestudents
work in pairsand then askthem further questionswhile
checl<ingthe answers.For example:
Where do you find cigaretteburns?
lf you'regroundedfor o week,ore you ollowedto go out with
your friends?How aboutto school?
Are odultsevergrounded?
go out on q
If you won {l million,wouldyou immediately
spendingspree?
Havestudentsadd these collocationsto their
notebooks.
the functionof the
pairs.Explainthat in the responses,
modalauxiliaryis either to speculateon something
(mustbe,couldhovebeen)or to comment on how the
situation could havebeen avoided(shouldhove).Write
the patterns on the board for studentsto copy in their
notebooks:
A: What werelwas... doing,... -ing?lWhot werelwos...
thinking(ofl, ... -ing?
B: I know!Helshelthey ... I Iknow!
shouldlshouldn'thave
Helsheltheycouldhavelmust...
After writing their own sentencesbasedon the article,
studentscan againpractiseasl<ingand respondingin
Parrs.

Answers
Answers
Possibleanswers:
l.g. 2.e. 3.a. 4.c. 5.h. 5.b. 7.d. 8.f. A: What was the writer thinking of, coveringup the
cigaretteburns with bits of carpet.
B: I know. He should havejust admitted it straight
ffiffi Before vou read away.

A: What wereTerry and Jerry doing,setting off

Explainthe generaltheme of the articleand havepairs
flreworks indoors.
of studentspredict what the stories might be about,
B: I know. They must be mad.
basingtheir predictionson the title and the collocations
in 2 Collocations. A: What wasJohnThomasthinkingof, shootinga gun
like that.
B: I know He could havekilledsomeone.
ffiffi wtrile you read(Homealone)
A: What were his parentsthinkingof, keepinga gun in
Have studentsread the text to see if any of their the lcitchencupboard.
predictionswere right and then discusstheir reactions B: I know. They should havekept it loclcedaway.
in pairs.Write some sentencestarterson the boardto
help:
I didn't believethe one about ...
I wasn'tsurprisedby the storyabout ...
,i#g*lrt'# l#.r,*ifftff*,,ef
The best storywos the one about ...

Encouragestudentsto go backand underlineor ask

or surprising
about any interestingexpressions
Thesetwo tensesare commonlyusedin tellingstories.
collocations.
The pastcontinuousis often usedto set the sceneof a
story - actions occurring over an extended period of
wW I can't believe it! time,while the pastsimpleis usedfor the main events-
single,completedactions.In this exercisethe past
simple/pastcontinuousdistinctionis implicitly
This exerciseintroducesstudentsto a pragmaticuse of
introduced.The context helpsstudentsinitiallyto match
the pastcontinuousthat is rarelymentionedin
the two halvesof the sentences, and only once they
traditionalgrammars.Havestudentsreadthe three
haveto underlinethe verb forms at the end is the focus
examplesand then choosethe matchingresPonse.
on tense mademore explicit.

Answers
l . b . l f. 2 . a . l e . 3 .c . / d .

76

Answers
l. d. 2.a. 3 .b . 4.c. 5.h. 6 .g . 7 .e .
The pasttenseverb forms are:
l. was just sitting,started
2. was leaving,remembered
3. was raining,was leaving,grabbed
4. was living,were happening
5. was just going,rang,was going
5. went, came
7. were trying,won
8. resigned,found
ffi Grammar
discussion
Here you are helpingstudentsdevelopguidelines for
how the two tensesare used.Ask them to individually
choosethe'wrong' sentencein eachgroup of three and
then to discusstheir choiceswith a partner,also
explainingthe differencesbetween the two that are
correct. When they havefinished,ask them to worl<
togetheras a classon a guidelineto explainthe use of
the two tensesand write it on the board.Modify it in
any way necessary, addinga time diagramif you wish,
and then go throughthe answers.
Answers
The wrong sentencesare:
la. Findinga singlediamonddoes not happenover a
period of time.
2b. Gettingstoppedby the policedoes not happen
over a Deriodof time.
3b. Cominghome on the tube shouldbe expressed
as a continuousaction,happening over an
extended period of time, as it is the bacllground
to seeingthe old friend.
The differencesbetween the two correct sentences
are:
ln lb. the speakersuggests that the problemswere
beingfound over a period of time,while in lc. there is
no suggestion of a period of time. Perhapsthe
problemswere found on one occasion.
ln 2a.gotstoppedis seenas one completedaction.In
2c.gettingtired is expressedas happeningover a period
of time.
ln 3a./ woscominghome expressesthat the journey
was in progressand a backgroundevent.In 3c. I come
homeon the tube is seen as a singleaction causedby
missing the bus.
Difficultto believe
Once studentshavefinishedthis exercise,tell them to
first read,or reread,the Grammar introduction,
8 .f . Grammar: the verb on page 157for consolidationof
their understanding of simpleand continuousforms,and
then readthe Grammar commentary,Gl I Past
simple and past continuous on page 163.
ffi Grammar
check
This exerciseprovidesfurther pracriceon rhe two verb
forms and could be done either in classor for
homeworl<. Pointout usefulcollocationsand phrasal
verbs while going through the answers(my car broke
down,bumped into on old friend,tidyingmy room up, turned
up on my doorsteP,
come rushinginto the room,boilingup
somewoter).Encouragestudentsto add those they think
they might needro their notebooks.
Answers
L broke down 2. was walking 3. saw 4. were walking
5. was thinlcing6. came 7. found out 8. was boiling
The question at the end of the exercise(Whot wereyou
doingwhen the clock strucktwelveon 3 /st December
/ 999?)shows how the pastcontinuouscan be usedto
expresswhat was in progressat a particulartime in the
past.For this task,you could ask studentsto create a list
with all the namesof their classmates. Studentscan then
mingleand find out what eachpersonin the classwas
doing at the end of the last century and write it down
on the list next to the persont name.Check students
are usingthe pastcontinuousform in their answers.You
can extend this activity further by askingstudentsto
think of anothersignificant eventand ask:
What wereyou doingonlwhen...
'# 13ln,g'.#'ffiit,ffi
*$* *,n*l*"y
This is a common expressionusedwhen givingthe
bacl<ground to a story. Write the pattern on the board
so studentscan write it in their notebooks,and tell
them to record a few examplesfrom this exercise.
There are also some usefulexpressionswith get,go,toke
and hoye,for example, gotcar sic/<,went stroightinto the
bock of him,took a wrongturn,hada lookaround,that they
can record.
77
 Answers
l. brol<edown
Introducethis exerciseby askingthe classsome
2. took a wrong turn
questions:
3. got a puncture How old om I?
4. stopped off
How longhaveI beenteoching?
5. had an accident
Whqt wos the first expressionI tought you lost weekl,
6. got lost
7. got car sick In this way you can show that often we dont havethe
8. bumpedinto preciseanswerto a question.Explainthat we also
9. a pile-up sometimesdont want to be precise.Then explainthat
10. almosthad an accident studentswill learnsome exDressions that will allow
them to be lessprecise.

While goingthroughthe answersto l-8, asl<further

Sp e a k i n g questionslike:
Whot situotioncouldthey be describing?
Use the questionshere to practisethe language from
Whot do you think the policemonsoid?
I On the way. Allow a few minutespreparationtime
What couldcosttwo hundredond something pounds?
before havingstudentswander around telling a few
peopletheir stories.Remindthem that the past
Saythe examplesso that studentscan hear how these
continuousis common for settingthe sceneof a story.
expressions sound,especially
the reductionsin sort of
and whot'shisnome.Point out the Real English note
Trip, tour, travel, etc. for sort oflkind of.

Start off by writing the words trip,tour,journeyon the Answers

board and ask if anyonecan explainthe difference.
l . b . 2 . b . 3 .b . 4 . b . 5 .b . 6 .b . 7 . a . 8 .a .
Allow studentsto makesuggestions, but don't comment
on whether they are right or wrong. Then ask for
different collocationsfor the words. Write them on the
board too. For examole: ... or something| .., or anythi ng
o business trip
Here is another structure that allows us to be vague.
o guidedtour
Have studentsread the examplesand then ask them to
o longjourney
explainwhen to use or sornething and or onything(or
something is usedwith affirmativestatementsand
Explainto studentsthat knowing what collocationsare
questions,or onythingwith negativestatementsand
used(andnot used)will help them understandthe
questions).While you are checkingthe answers,asl<
differencebetween the words. Then havestudents
questionsto generateconnectedlanguage:
completethe task.As you are checkingthe answers,add
Whot elsecouldyou useto breok into o cor?
more collocationsto the board.
Have you everflown on o budgetoirline?
Answers Wouldyou rather fly cheoplyor comfortably?

l. flight 2. journey 3. travel 4. travelling5. trip 6. trip

Answers
7. travel 8. travelling9. trip I 0. tour | | . journey
| 2 .t o u r l. a bit of wire or something
2. showersor anything
3. a hammeror something
Sp e a k i n g 4. or somethinglike that
5. food or anything
Introducethis speakingtask by tellingthe classof a
personalexperienceor even a favouritetravel story
first. Then havethe classwork in smallgroups.

78

ffi-4
Remindstudentsthat in the first unit (l Talking about
people) they came acrossdorkishhair andthat the
ending-ishis another way to be less precise.As an
extra exercise,studentscould describesome ofthe
photos in this unit and elsewherein the book using
vaguelanguage. Get studentsto look at the Dictureon
page73 and ask:
Is the womon smiling?(Well, sort of smiting.)
What colouris her hoir?(lt's reddish.)
Whot colouris the mon'shoir?(lt's sort of brown.)
Ask similarquestionsabout the peoplewith the
different hairstyleson page77.
Answers
l. sixty-ish 2. yellow-ish 3. seven-ish4. purple-ish
5. long-ish 6. tall-ish
i:*m * *
Explainto the classthat they are going to read four
stories,one of which is true and three of which are
urban myths.Explainthat an urban myth is a story tnat a
lot of peoplehaveheardand think is true, but actually
isn't.Dividethe classinto four groupsand selectone
story for eachgroup to read and try to remember so
they can re-tell it later.Studentsshoulduse dictionaries
for unfamiliarvocabulary.Then form new groups of four.
12 Difficult
to believe
Studentsre-tell their stories to others in their new
group without the help of the Coursebool<.After
everyonehastold their story,let studentsdiscusswhich
one is true. As an alternative,read the four stories
aloudto the classor playthe recordedversions. After
this,studentscan discussas a classor in smallgroupsif
they think they reallyhappenedor not.
Answers
Sunk by a flying cow is definitelytrue!
The title Whot o rotl is playingwith words. The story is
about a water rat, but the expressionWhot a rotl means
What o dishonest, disloyolperson!Playingwith words is
common in Britishnewspaperheadlines. Ask the
studentsif it is common in their language.
ffi speaking
lf students haveInternet access,ask them to searchfor
more urban myths on the web. Ask them to bring any
storiesthey think are interestingto classto put on the
wall or notice board for others to read,or ask them to
re-telltheir story to the classor to a smallgroup.
79

This pre-readingactivitycontainscollocationsfrom the
readingtext on page83 (Home alone). Have students
work in pairsand then askthem further questionswhile
checkingthe answers.For example:
Where do you find cigoretteburns?
If you'regroundedfor o weelgore you ollowedto go out with
your friends?How oboutto school?
Areaduhsevergrounded?
lf you won [.] million,wouldyou immediotely
go out on o
spendingspree?
Havestudentsadd thesecollocationsto their
notebooks.
Answers
l. g. 2.e. 3 .a . 4.c. 5.h. 6.b. 7.d. 8 .f .
ffi Beforeyouread
Explainthe generaltheme of the articleand havepairs
of studentspredict what the stories might be about,
basingtheir predictionson the title and the collocations
in 2 Collocations.
ffi Whileyou read(Homealone)
Have studentsread the text to see if any of their
predictionswere right and then discusstheir reactions
in oairs.Write some sentencestarters on the board to
help:
I didn'tbelievethe one obout ...
I wosn'tsurprisedby the storyobout ...
Ihe best storywos the one obout ...
Encouragestudentsto go backand underlineor ask
about any interestingexpressions
or surprising
collocations.
W-@I can't believe it!
This exerciseintroducesstudentsto a pragmaticuse of
the pastcontinuousthat is rarelymentionedin
traditional grammars.Have students read the three
examplesand then choosethe matchingresponse.
Answers
| . b./f. 2.a.le. 3.c./d.
76
Now studentscan practise,askingand respondingin
pairs.Explainthat in the responses,
the functionof the
modalauxiliaryis either to speculateon something
(rnustbe,couldhovebeen)or to comment on how the
situation could havebeen avoided(shouldhove).Write
the patterns on the board for studentsto copy in their
noteboolcs:
A: Whot werelwos... doing,... -ing?lWhot werelwas...
thinking(of),... -ing?
B: I know!Helshelthey hove... I I know!
shouldlshouldn't
Helshelthey
couldhovelmust...
After writing their own sentencesbasedon the article,
studentscan againpractiseaslcingand respondingin
Datrs.
Answers
Possibleanswers:
A: What was the writer thinking of, coveringup the
cigaretteburns with bits of carpet.
B: I know. He should havejust admitted it straight
away.
A: What were Terry and Jerry doing,setting off
fireworks indoors.
B: I know. They must be mad.
A: What was JohnThomasthinkingof, shootinga gun
like that.
B: I know.He could havekilledsomeone.
A: What were his parentsthinl<ingof, l<eepinga gun in
the l<itchencupboard.
B: I know. They should havekept it loclcedaway.
#*$rtg i#ir**rfi3ff*#*Y
ffi Pastsimpleand pastcontinuous
Thesetwo tensesare commonlyusedin tellingstories.
The oastcontinuousis often usedto set the sceneof a
story - actionsoccurringover an extendedperiod of
time,while the pastsimpleis usedfor the main events-
single,completedactions.ln this exercisethe past
simple/past continuousdistinctionis implicitly
introduced.The context helpsstudentsinitiallyto match
the two halvesof the sentences, and only once they
haveto underlinethe verb forms at the end is the focus
on tense mademore exolicit.
I
Answers
l.d. 2.a. 3.b. 4.c. 5.h. 6.g. 7.e. 8.f.
The past tense verb forms are:
l. was just sitting,started
2. was leaving,remembered
II 3. was raining,was leaving, grabbed
4. was living,were happening
i #$ Grammarcheck
I 5. was just going,rang,was going
II
6. went, came
7. were trying, won
8. resigned,found
**J
W. Grammardiscussion
Here you are helpingstudentsdevelopguidelines
for
how the two tensesare used.Ask them to individually
choosethe'wrong' sentencein eachgroup of three and
then to discusstheir choiceswith a partner,also
explainingthe differencesbetween the two that are
correct. When they havefinished,ask them to work
together as a classon a guidelineto explainthe use of
the two tensesand write it on the board.Modify it in
any way necessaryaddinga time diagramif you wish,
and then go throughthe answers.
Answers
The wrong sentencesare:
la. Findinga singlediamonddoes not happenover a
period of time.
2b. Gettingstoppedby the policedoes not happen
over a period of time.
3b. Cominghome on the tube shouldbe expressed
as a continuousaction,happening over an
extendedperiod of time, as it is the bac(ground
to seeingthe old friend.
The differencesbetween the two correct sentences
are:
In lb. the speakersuggests that the problemswere
beingfound over a period of time,while in lc. there is
no suggestion of a period of time. Perhapsthe
problemswere found on one occasion.
ln 2a.got stoppedis seen as one completedaction.In
2c. gettingtired is expressedas happeningover a period
of time.
ln 3a./ was cominghome expressesthat the journey
was in progressand a backgroundevent.In 3c. I come
home on the tubeis seen as a singleaction causedby
missingthe bus.
*
12 Difficultto believe T
Once studentshavefinishedthis exercise,tell them to
first read,or reread,the Grammar introduction,
Grammar: the verb on page 157lor consolidationof
their understanding of simpleand continuousforms,and
then readthe Grammar commentary,Gls past
simple and past continuous on page 163.
*{effid
This exerciseprovidesfurther practiceon the two verb
forms and could be done either in classor for
homework.Point out usefulcollocationsand ohrasal
verbs while goingthrough the answers(my car broke
down,bumpedintoon old friend,tidying my room up,turned
up on my doorstep,come rushinginto the room, boilingup
somewoter).Encouragestudentsto add those they think
they might needto their notebooks.
Answers
l. broke down 2. was wall<ing 3. saw 4. were walking
5. was thinking 6. came 7. found out 8. was boiling
The question at the end of the exercise(Whot wereyou
doingwhen the clock strucktwelveon 3 /st December
/ 999?)showshow the pastcontinuouscan be usedto
expresswhat was in progressat a particulartime in the
past.For this tasl<,youcould asl<studentsto createa list
with all the namesof their classmates. Studentscan tnen
mingleand find out what eachpersonin the classwas
doingat the end of the last centuryand write it down
on the list next to the person! name.Check students
are usingthe pastcontinuousform in their answers.You
can extend this activity further by aslcingstudentsto
thinl<of anothersignificant eventand ask:
What wereyou doingonlwhen...
;i ;l r ;{
::: ;i: l:f:i.:f.:i ".::.i..1*.r::i+
:t-
"d # r ? , J \:J *.k;i
fl ; it .lig;::i
F.1rd-J i.p::'F'
J "l
;# "J,,; .J
I
ffi on ttreway
This is a common expressionusedwhen givingthe
backgroundto a story. Write the pattern on the board
so studentscan write it in their notebooks,and tell
them to record a few examplesfrom this exercise.
There are also some usefulexpressionswith get,go,take
and hove,for example, got cor sick,went stroightinto the
bock of him, took o wrongturn,had a look oround,that they
can record.
77
 Answers
l. broke down
Introducethis exerciseby askingthe classsome
2. took a wrong turn questions:
3. got a Puncture How old om I?
4. stopped off How longhaveI beenteaching?
5. had an accident What wos the first expressionI tought you lost week?
6. got lost
7. got car sicl< In this way you can show that often we don't havethe
8. bumpedinto preciseanswerto a question.Explainthat we also
9. a pile-up sometimesdon't want to be precise.Then explainthat
10. almosthad an accident studentswill learnsome exDressions that will allow
them to be lessprecise.

While goingthroughthe answersto l-8, ask further

Sp e a k i n g questionslike:
Whot situotioncould they be destibing?
Use the questionshere to practisethe language from Whot do you thinkthe policemansoid?
I On the way. Allow a few minutes preparationtime
Whot couldcosttwo hundredand something pounds?
before havingstudentswander around telling a few
peopletheir stories.Remindthem that the past
Saythe examplesso that studentscan hear how these
continuousis common for settingthe sceneof a story.
expressions sound,especially
the reductionsin sort of
and whott hisname.Point out the Real English note
Trip, tour, travel, etc. for sort oflkind of.

Start off by writing the words trip,tour,journeyon the Answers

board and asl<if anyonecan explainthe difference. l.b. 2.b. 3.b. 4.b. 5.b. 6.b. 7.a. 8.a.
Allow studentsto makesutgestions, but dont comment
on whether they are right or wrong. Then asl<for
different collocationsfor the words. Write them on the
board too. For example:
o business trrp
Here is anotherstructurethat allowsus to be vague.
o guidedtour
Have studentsread the examolesand then asl<them to
o longjourney
explainwhen to use or somethingand or onything(or
something is used with affirmativestatementsand
Explainto studentsthat knowing what collocationsare
questions,or onythingwith negativestatementsand
used(andnot used)will help them understandthe
questions).While you are checkingthe answers,ask
differencebetween the words. Then havestudents
questionsto tenerate connectedlanguage:
completethe tasl<.As you are checkingthe answers,add
Whot elsecouldyou useto breok into a cor?
more collocationsto the board.
Hove you everflown on o budgetoirline?
Answers Wouldyou rother fly cheoplyor comfortably?

L flight 2. journey 3. travel 4. travelling5. trip 6. trip

Answers
T.travel 8. travelling9. trip 10.tour I l. journey
| 2. tour l. a bit of wire or something
2. showers or anything
3. a h a m m e ro r s o m e t h i n g
Sp e a k i n g 4. or somethinglike that
5. food or anything
Introducethis speakingtask by tellingthe classof a
personalexperienceor even a favouritetravel story
first. Then havethe classwork in smallgroups.

78

@g
Remindstudentsthat in the first unit (l Talking about
people) they came acrossdorkishhair and that the
ending-ishis anotherway to be lessprecise.As an
extra exercise,studentscould describesome of the
photos in this unit and elsewherein the book using
vaguelanguage. Get studentsto look at the picture on
page73 and ask:
Is the womon smiling?(Well, sort of smiting.)
Whot colouris her hoir?(lt's reddish.)
What colouris the mon's hair?(lt's sort of brown.)
Ask similarquestionsabout the peoplewith the
different hairstyleson page77.
Answers
l. sixty-ish 2. yellow-ish 3. seven-ish4. purple-ish
5. long-ish 6. tall-ish
i***r *r*6
Explainto the classthat they are going to read four
stories,one of which is true and three of which are
urban myths.Explainthat an urban myth is a story that a
lot of peoplehaveheardand think is true, but actually
isnt. Dividethe classinto four groupsand selectone
story for eachgroup to read and try to remember so
they can re-tell it later.Studentsshoulduse dictionaries
for unfamiliarvocabulary.Then form new groups of four.
12 Difficult
to believe
Studentsre-tell their stories to others in their new
group without the help of the Coursebool<.After
everyonehastold their story,let studentsdiscusswhich
one is true. As an alternative,readthe four stories
aloudto the classor playthe recordedversions.After
this,studentscan discussas a classor in smallgroupsif
they think they reallyhappenedor not.
Answers
Sunl<by a flying cow is definitelytrue!
The title What a rorl is playingwith words. The story is
about a water rat, but the expressionWhot a rotl means
Whot a dishonest, person/Playingwith words is
disloyol
common in Britishnewspaperheadlines. Ask the
studentsif it is common in their language.
Speaking
lf students haveInternet access,ask them to searchfor
more urban myths on the web. Ask them to bring any
stories they think are interestingto classto put on the
wall or notice board for others to read,or ask them to
re-tell their story to the classor to a smallgroup.
79
 The exerciseshere can be usedas a ouiz.5 Lool< bacl< Look backand check:Linkin g
and check: Linking ideas,however,is better done as a
ideas
discussionin pairs.
Answers will vary.

Expressions
Answers

l. must'vebeen 2. I brol<e 3. I left 4. cameup, Answers

started 5. I was cooking,I didn't answer l. You went where
6. I was watching,went 7. Were you living,died 2. You can saythat again
8. I didnt arrive 3. w h e n a l lo f a s u d d e n
4. You must be mad
5. or somethinglike that
6. sicl<to deathof
M u l t i p l e ch o i ce

Answers
Collocations
l . b . 2 . b . 3 .a . 4 . b . 5 .b . 6 .b . 7 . a . 8 .b .
9 . a . 1 0 .b .
Answers
l.c. 2.a. 3.i. 4.9. 5.h. 5.d. 7.b. 8.e.
9 .j . 1 0 f. . I l . q . 1 2 k. . 1 3 l. . 1 4 r. . 1 5 m
. .
16.n. 17.o. 18.p.

Answers
l. I tend not to eat sweetthings. RealEnglish
2. I tend not to go out much duringthe week.
3. I tend not to drinl<. Answers
4. I tend to take the bus to worl<.
l . c. 2.d. 3.e. 4. a. 5.f. 6.e. 7.h. 8. o.
5. Peoplein my country tend to be quite religious.
6. Peoplein my country tend not to invitefriends
round to their houses.
7. Peoplein my country tend to spendtheir holidays
roio'n,
ffiffid
with their families.
8. Women tend not to smoke much in public. Answers
l .f . 2 . a .
I

ffi#lConversation Ha:id
What can vou remember?
Answers
Answers will vary.
l.a. 2.i. 3.d. 4.c. 5.h. 6.f. 7.b. 8.e.
f.i. 10.9.

80
 Review:
Units9-12

*J
ffi Vocabulary
quiz
ffi Learner
advice:
Theauthorsspeak!
Answers Answers will vary.

l. You would glareat them.

2. Possibleanswers:milk,money,petrol,time,food,
PaPer
3. Someonewho's ableto makegood decisions.
4. lt could meanyou'rejust goingout for a drink or
dinner with them, or that you're now boyfriend
and girlfriend.
5. No! lt just meansthat you accidentally
meet
them.
5. lf he does somethingwrong but doesnt get
punishedfor it. lt does not mean that he actually
killedsomeone.
7. Someonewho's alreadydivorced.
8. Will you marry me?
9. You get on well.
10. You mightwear a wig if you're baldor want to
try a new style.
i l . You fall asleeo.
12. You would do the washing.
t 3 . No, they are attracted to you.
1 4 . One that I found too personal!
t 5 . A serialkiller.
1 6 . You surf the net.
t 7 . They'reyoung men.
t 8 . Answers will vary:any film that is extremely
popularand hasmadea lot of money is fine.
19. ln the cloakroom.
20. You like them.

81
 r3
' I'd betterbe going,Must dosh!and ltt beenlovelyseeing
Unit overview
' You sayGve my regordsto someonewhen you want
General topic
Meetingpeopleand catchinguP on news'
. you are no longer in
Dialogue
Barry and Sharoncatch up with each other's news'
Reading
Four people want to get in touch with someonefrom
their past.
Language input
. Expressionswith get l reollyneedto get somesleep,
etc'
He neverseemsto get the rnessoge'
. Presentperfect simpleand Presentperfect
/'ve been
continuous:l've foundyour passPort,
woitingfor ages.
. Presentoerfect adverbsand collocations:l'vejust
bumpedinto Horry on the tabe,I've been studyingfor
the post threeyedrs,etc.
. Expressionswith point:I iustdont see the pointin
comploininglt's still o very sdrepoint with him, etc'
. Using I wish+ the past perfect for past regrets:
I wishlU oskedher for her address'
Language strip
they find
Havestudentschooseany expressions
more about them'
interestingand,on their own,find out
information'For a
In a later class,askthem to sharethe
the expressions
smallgroup activity,havestudentssort
into the followinggrouPs:those usednear the beginning
of a conversation(e.g.Don'tyou rememberme?),those
usedin the middleof the conversation(e.g.I keep
meoningto do thot mysetf)and those used near che end
of the conversation(e.8.Givemy regardsto Jill).
You might needto explainsome of the following
exPresslons:
. You sayOh, thot remindsme when somethingthe
other personsaidmakesyou remembersomething'
For example:
A: I've iust been shoPPing.
B: Oh,thot remindsme'I hoven'tgot onythingfor dinner'
. You can add a comment lil<ewhichwos niceafter
tellingsomeoneabout somethingyou havedone' For
example:My husbondond I wen'tto Sydneyfor our lost
holiday,which wos nice.
. You say I keepmeoningtodo thot myselfabout
somethingyou intendto do but haven'tdone yet'
For example:
A: l've been goingioggingeverymornng.
B: Goodfor you.I keepmeoningto do o bit myself'
fi
n
B
ili 82
ru
you are usedto end a conversation'
the personyou are talkingto sayhelloto another
personfor you.
lf you losetouchwith someone,
contact with them. You sayKeepin touchwhen you
want the other personto callyou,write to you or
visit you regularlY.
. We've gottwo now probably refers to two children'
they could see
Remindstudentsto add any expressions
themselvesusingto their notebooks.
Lead in
lf possibletell the classabout a personalstory of
bumpinginto an old friend.Alternatively, talk about one
of your bestfriendsnow or when you were a child'
Havethe classasl<you questions.Then asl<them if they
can recallany usefulexpressions that you used'
| . ' : :
r - - ; i * ; j : : " i : i '#:
,,-.'-.-]
*a,#lElevenquestions
Exolainthe task and makesure studentsunderstandthe
ideaof a formal reunionof old friends.For older grouPs'
asl<if anyonehasbeento one. lf so,asl<them to
describewhat it was lilce.Did they like it?What sort of
thingsdid they tall<about?Had peoplechanged?Were
there any maior shocks?
Go throughthe expressions focusingon how they are
said.in oarticularthe intonationand stress.As they are
usuallysaidexcitedlyto a Personthat the speakerhasnt
seenfor a longtime,they will be spokenwith a relatively
higherpitch and a wider intonationrangethan usual'
You could demonstratewith the first expression, saying
it in differentwaysand aslcingif it soundsaPProPriate
for the context. Then havestudentsPractisesayingthe
exoressions themselves.
You mighttall<about possibleresPonses to the first two
expressionsas a classbeforehavingstudentsdo the rest
on their own. Note that althoughquestions2,3 and4
they still anticiPatesome sort of
are not questions,
response.While checl<ing the answers'ask about other
waysstudentsmightfinishquestions9 and 10.For
examPre:
Do you stillgo to church?
Areyou stillgoingout withlohn?
Areyou stillreollYinto music?
Do you still/ivein London?
Do you stillPloyin o bandl

Once studentshaveworl<edout responsesto as many
of these questionsand commentsas possible, get tnem
to mingleas if they were at an actualreunion,asking
questionsand makingcommentsto the peoplethey
come across.
**J
#,# | haven'tseenyou for ages
lf you haventalreadytalkedabout these questions
yourself,this would be a good opportunityto do so,as
it providesthe classwith a good model for when they
do it. Havestudentstalk about these questionsin pairs.
Photo opportunity
You could usethe three photographson page92 to
providesome more practicewith conversations. Have
pairsof studentschooseone of the photographsand
write the openingdialogue.They can use expressions
from I Eleven questions, as well as the language strip.
While they are working on this,move around checking
their wor:k and helpingwith vocabularywhere
necessary. Then let the studentspractisetheir dialogues
beforeperformingthem for another pair or, if you wish,
in front of the class.
ffiJ
ffi Whileyou listen(Longtime, no see!)
Explainthe settingand checkthat the classunderstands
bump into by asl<ing:
Did Shoronand Borryplon to meetin the street?
Check that studentsunderstandore catchingup with eoch
othert newsby askingwhy we use cotchup lil<ethis. Give
them other examplesof these expressions too:
I bumped intoJohn the other doy.
I needto cotch up with whot's goingon back home.
Explainthat the title Longtime,no seeJis a fixed
expressionand point out the Real English note on
page93. Go over the two questionsand havestudents
listen to the conversationwith the text covered.They
can then discussthe answersin pairs.
Answers
l. Barry'sbeenworking reallylong hours.He went to
his grandmother'sbirthday party last weekend.
2. Sharonwent to an art exhibitionon Sunday, visited
her friend Richard,did a bit of shoppingat Camden
marl<et,and she'sbeen doingthingsfor college.
1 3 O l df r i e n d s
Then let students read the conversationas you play the
recordingagain.Askthem to fill in the first two or three
gapsfrom memory in pairs,before you playthe
recordingwith pausesso that they can checkand fill in
the missingwords.Do this two or three gapsat a time
until the end.Playthe recordingthrough one more time
with studentsfollowing the text. lf you want studentsto
readthe conversation, or parts of it, in pairs,use the
tapescripton page 153.
You might want to draw students'attention to the
expressionsI went fur o lovelymeollwolkand I went ond
sow thot exhibition.
You may need to explainthat if
somethingcouseso lot of fuss,people havestrong
opinionsabout it, often negative. Pointout the Real
Engfish note on actuolly.Go over the explanationand
example,and then write the followingsentenceson the
board askingstudentsto write responsesusingWe/l
octuolly... :
That party lost nightsoundedreollyboring.
/ supposehis childrenwere reollywell behoved.
What did you think of that bookI gaveyou?
ls thot Englishcourseyou'redoingony good?
Checktheir answersby choosingone studentto read
the first statementand another student to reply ano so
on.
ffi speating
Beforehavingsmallgroupsdiscussthese questions,
explainthat we can describesomethingas controversiol if
it causesa lot of publicargumentor disapproval. Give
some relevantexamplesand collocations(e.g.hrghly
controversiol,
o controversialplonldecision
Ipublic frgure).
Explainthatyuk is saidto indicatethat you think
somethingis disgusting or unpleasant.
@S Expressions
with get
This exercisefocuseson some more expressions with
get.lf students havent done so already,encouragernem
to devote a section in their notebook to get
expressions. While goingthroughthe answers,asl<
questionsto checkif studentsunderstandand to
generateconnectedlanguage:
Has onyoneeyergot an electric shock?
Whot does'fiveyeors'referto?
Do you think gettingfive yeorsin prisonis too little?
Whot kind of job doesthe personin number4 have?
What do you think Aoire doesto give the impressionshet
bored?
What kind of thingsshouldyou do if you 'haveo life'?
83
 13 Old friends
Answers
l. a t e r r i b l es h o c k
2. five years
3. a doctor
4. s o m es l e e p
5. the impression
6. a life
7. the message
8. to the top
U*ir*.# ,ffr,srrfifr*#if
Presentperfectsimpleand present
e c t co n ti n u o u s
You may need to remind studentsthat the Present
perfectis typicallyusedwhen the actionis seenfrom
the perspectiveof the time of speaking(now) and has
some relevanceto it. This exerciseexploresthe
distinctionbetweenthe presentperfectsimpleand the
presentperfectcontinuous.Generallythe continuous
form is usedto refer to thingsthat are temPorary'
unfinishedor that happenover an extendedperiod of
time.whereasthe simpleform is usedto refer to single
completedactions.
Have studentslool<at the two examplesand discuss
Ask them to explaintheir
which one is more lilcely.
choice.Explainthe generaldifferencebetweenthe
continuousand simpleforms and ask if they want to
modifytheir decision.Finallyexplainthat /'vebeenwoiting
herefor on houris the better choicebecausethe spealcer
wants to stressthe extended nature of the waiting. The
speakermight usethe simpleform to stressthat they
havegivenup waiting,i.e.,waitingis seenas a completed
action (e.g.I'vewoitedherefor on hour ond he'snot shown
up,so l'm goingby myself).
The next examplechecksthat studentsunderstandthat
the presentperfectcontinuoustallcsabout an action
extended over time. The correct answer is I'm ofraid
I con't go.I've brokenmy orm.Here the simpleform is
better becausethe actionof breakingan arm happens
only once - a singlecompletedaction.Ask studentsto
tell you some other examplesof actionsthat can't
happenoVeran extendedperiod of time. For example:
l've cut my finger.
I've follen over.
l've won the Lottery.
l'vepossedmy exom.
Now asl<studentsto discussthe next set of examples.
Youlookos if you'vebeenuying is the correct answer in I
becausecryingtends to be seenas occurringover an
extendedtime. /'vefoundyour pdssportis correct in 2
becausewhen you find somethingyou havemislaid,it
happensinstantaneously - a singlecompletedaction.
84
Finally,it is important to note that it is not the meaning
of the verb alone,but the whole context that decides
whether the continuousform is usedor not. Findcan be
used in the present perfect continuousin We'vebeen
flndingproblemswith the systemoll doy to emphasisethe
repeatednature of the action.
-. "-l
ndverbswith the presentperfect
ffiHH
The exampleshere are all in the simpleform and refer
to single,completedactions.Althoughsometimesmore
than one answeris possible, the purposeof this exercise
i s t o d e c i d ew h i c hf o r m .t h e s i m p l eo r c o n t i n u o u si s,
more probable.Proboblelanguage- languagewhich
studentsare lil<ely to meet again- is more valuablethan
possib/elanguagefrom an acquisitionpoint of view'
Answers
Probableanswers:
l. never 2. just 3. almost 4. completely 5. almost
6. just 7. never 8. just 9. never | 0. never
As an extension,you could ask studentsto worl< in pairs
and createtwo-line dialoguesbasedon sentences2, 3,4
and 6. For example:
A: I've justbumpedinto Harry on the tube.
B: Reolly?How was he?
Speaking
Havestudentscompletethe four sentencestartersand
with a
then usethem to start mini-conversations
partner.Give them an exampleso they get the idea:
A: I'vejust hod o terriblethought.
B: Whot'sthot,then?
A: I think I've left the ovenon.
B: I con giveyou o Iift bock to your houseif you like.
eto:rai
e*;w{Presentperfect collocations
.."ffi:E .
Certainwords co-occurin predictableways,for
example.makeo mistoke.ltis also true that some words
occur in particulargrammaticalPatterns:
I hoven'tseenhim for (time expression).
This exerciseemphasises the way words and Srammar
co-occurin predictableways.You needn'tspendtime
explainingrules,iust tell studentsto notice and
rememberthe patterns.For example,you could explain
that the lostthreeyeorsis a'period of time',not a'point
in time',and is,therefore,usedwith for as traditional
grammarbooks suggest. However,it is much more useful
to teach expressionssuch as for the postthreeyeors,since
I wos o child,fordgesas larger units,in the sameway as
you mightteach How ore you?Remindthem that this
exercisehassome good examplesfor them to add to
their notebool<s.

Answers
l. a. 2.b. 3.b. 4.a. 5 .a . 6.b. 7.b.
Photo opportunity
Ask studentsto look at the two pictures at the bottom
of page94. Then havethem generateendings, amusing
or otherwise,to these sentencestarters,usingthe
picturesfor ideas:
/'vejust seensomethin g reollyfunny,a ...
I h a v e n ' t . . .i n o g e s
SorryI'm lote.I'vebeen...
What's the motter?You/ook os if you've been. . .
Whot'sthe motter?You /ookos if you'vejustseen...
I've beenstudyingto be o ...
Havestudentssharetheir ideasas a classor in small
groups.(The pictureon the left was taken in lndia;the
picture on the right was tal<enat a market in Helsinlci.)
Pronunciation
Here studentspractisesome intonation patterns of how-
questionsfollowedby a presentperfectcomment.Play
the recordingand ask studentshow the speakersounds
- sad,excited,surprised,bored?This shouldelicit
'excited',
so asl<studentswhy. Demonstratethe
intonation pattern and then practiseit. Then get
studentsto practisesayingl-8 in pairs,after the
recording.
*-l
ffiiffiGrammarpractice
In pairs,studentstake turns asl<ing and answeringthe
questionsin 5 Pronunciation. Give them an example
to get them started and encouragethem to keep the
conversations going.This is alsogood opportunityto
practisethe use of Well,octuolly... responses:
A: How ore you?Wehaven'tspokenfor weeks.
B: Well,actuolly,l've beenawoy for a coupleof weeks.
A: Wherehaveyou been?
B; He/sinkr,octuolly,workingon o mushroomform.
;;i.::; ,,#:*,fl#*h&***if#
eee+red
Expressions
C&a# with pornt
Takethis opportunityto remindstudentsto notice and
learnwhole expressions and to makesurethey transfer
these expressionsinto their notebooks.Sometimesthey
can record expressionsundertwo headings, as in the
exampleget to the point whereyou need... . Explainthat
it is a good ideato record expressions
in both pracesas
it doublesthe numberof times they see it in their
notebooks.Ask individualstudentsto readwhore
1 3 O l df r i e n d s
sentencesback to you as a way of checlcinganswers,and
at the sametime you can checktheir pronunciationand
8 .a . model the expressionsfor studentsto repeat after you.
Checl<that studentsunderstandthe meaningof the
expressions,and askfurther questionsto consolidate
the language.For example:
Enrico,what wouldyou soy hos beenthe high pointin your
Iife?
Cloudio,do you think there is ony pointin leorninggrammar?
Corlos,you support ReolMadrid,don't you?Whot do you
think their strongpointsore?Whot obout their weok points?
Answers
l. get 2. make 3. see 4. make 5. turning 6. strong
7. sore 8. high 9. theret no point 10.on the point of
Speaking
Use the questionshere for smallgroup discussion.Use
the picturesto extendthe discussion by prompting
studentsto tell you of any similarexperiences
they may
havehad.Here are some examplesof questionsyou
could asl<:
Do you know onyonewho has justhad o baby?
Do you know onyonewho hosjustgot married?
$**,m,#$rr#
While you read (Long lost friends)
Readthe informationabout the TV programme'surprise
Surprise'and ask studentsto tall<in pairsabout whether
this kind of programmeis a good idea.Tellthem that
they are goingto readabout four peoplewho would
lil(eto meet someonefrom their past.Studentsshould
then discusswith a partner which reunionstory
intereststhem most and why. They could also discuss
which stories,if any,wouldnot be a good ideato film.
Speaking
This tasl<leadson from the readingtext. Ask the class
to think of someonefrom their pastthey would lil<eto
be reunitedwith and someonethey would never like to
seeagain.(lf you wish,tell them about someonefrom
your past.)Studentscan then talk about these people
with a partner.Be sensitiveto the fact,however,that this
is very personaland could be uncomfortablefor some
people.Do not force studentsto tall<about thingsthey
would prefer to l<eepto themselves.
85
 13 Old friends
The idiomaticexpressions here are usefulfor talking
about relationships.
Studentscan worl<in pairs,sorring
the expressionsinto two catetories.Although they may
not havemet these expressionsbefore,they could
probablyguessfrom the individualwords whether the
relationshipis good or bad.
Answers
Describinga good relationship:3,4, 6
Describinga bad relationship:
l, 2, 5, 7
You may needto explainsome of the followingidioms:
. lf you getoff on the wrong
foot with someone, your first
meetingwith that person does not go well; however,
if you hit it off with someoneimmediotely,it goes well.
. lf you haveo bit of a soft spot sorneone, you like
for
them or care about them.
. lf you tell someone that you'llbe ovoilableif theyneed
o shoulderto uy on,you are sayingthat they can rely
on you to comfort them if they are upset.
. lf thereis no /oye/ostbetweentwo people,theydont
like each other.
' lf you hote someone's
guts,it meansthat you strongly
dislikethe person.
While you'recheckinganswers,ask studentsto think
about any equivalents in their own language.
Remind
them to add the idiomsthey like,alongwith a
translation,
to their noteboolcs.
Havestudentsmemorisethe idioms,and then,working
in pairs,testeachother.One person readsthe examples
a-g and the other completesthe idiom without referring
to the Coursebool<. When they'vefinished,they can
swaproles.Finishup by havingsmallgroupstalk about
the sentencesat the end of the exercise.
,*s:j,rt* ff f,ffiritf*,ff*,$jf
ffiMr*irt
This exercisefocuseson the use of / wish+ the past
perfect to expresspast regrets.We usuallythinl<of
tensesas referringto time, suchas the'present'and the
'past'.
However a past tense form can sometimes
express'adistancefrom reality',suchas when we talk
about hypotheticalthings.For example,we use the past
simplein hypotheticalconditionalsentencesabout the
Dresentor future:
I wouldn'tdo thot if I were you.
86
When we talk about hypotheticalthings in the past,we
use a past perfect to expressthe further distanceof the
hypotheticalaction from the past reality:
If I hadn't been so lucky,I'm sureI would hove beenkilled.
In a similarway,we use the past perfect to expresswhat
we wanted to happen.Have studentsread the example
and then suggesttheir answersto you.
Answers
l. He regrettednot aslcing her becausehe would lilce
to get in touch with her.
2. We use the past perfect after wishto tall<about
Pastregrets.
Studentscan then work individuallythroughthe
sentencesl-8, addingthe correct forms before
matchingthe follow-upcommentsa-h. Havethem
checktheir answersin pairsbeforelisteningto the
recordingto confirm.
Answers
l. 'd l<nown
2. hadnt eaten
3. d travelled
4. d gone
5. hadn'twasted
6. hadn'tspent
'd
7. met
8. hadnt lost
l. g. 2.h. 3 .c . 4 .d . 5 .a . 6 .e . 7 . b . 8 .f .
For the follow-uptask ask studentsto completethe
personalised sentencestartersand then to explainthem
to a partner.Refer studentsto the Grammar
Commentary,G2l Wish on page 164 and encourage
them to record severalexamplesof this structure in
their notebooks.
Here is a chancefor studentsto use a lot of the
languagefrom the unit. Give pairs of studentsfive or ten
minutesto decideon the kind of thingsthat could or
would be saidin their chosenreunionbeforetrying the
conversationtogether.One or two conversationscould
be performed for the class.For homework, ask students
to write their own'story' like the ones in this activity,
explainingwho they would like to meet againand why.
Alternatively,ask them to write the conversationthey
imaginethey would haveonce they are reunitedwith
the old friend of their choice.
l4
Lead in
Write the word ort on the board and asl<the srucenc
what this word meansfor them. Ask further questions
to get the discussion
going.For example:
Whot thingsore generolly
considered'ort'?
What is on exompleof somethingthot is generolly
considered'ort'but
that you don't thinkis reollyort?
Wouldyou describeo typicolHollywoodblockbusteros'art'?
/s o /essono work of 'ort'?

Language strip
Havestudentschooseany expressions they find
interestingand,on their own, find out more about
them. ln a later class,asl<them to sharethe information.
For a smallgroup activity,asl<studentsto find
expressions they might use when actuallylool<ingat a
work of art (e.g.Whot do you thinkof this one?)and
expressions you might use if you dont like it (e.9./tt nor
reollymy cup of teo). You might need to explain some of
the followingexpressions:
. You would say Youcallthat art? when you thinl<it
is not art and you dont particularlylil<eit.
. lf you sayHe picklessheep,you are referringto the
worl<of the contemporaryBritishartist Damien
Hirst,who hasexhibiteddeadanimalspreservedin
chemicals!
. ff you givesomethins o miss,you don't do it. For
example:
A: Areyou comingout with us on Friday?
B: No, I've beenreollytired.I think l'il give it a missrhis
week ond cotch uP with sonres/eep.
. lf someoneis orty,they like thingslike the arts,
drama,poetry,film, paintings,etc. However,it is
sometimesused in a negativeway to saythat the
personis pretentious.
; ; * " r ; ; -r,i;L3-'Ir'*:t
Zi j
Speaking
Continuethe discussion on'art' by askingthese
questionsto the classas a whole or havesmallgroups
discussthem. Finishoff by havingpairsdiscussthe two
paintingsand talkingabout their own artistic
experiences. You might want do a little extra vocabulary
work by elicitingsome collocationsfor exhibition.For
examDte:
go to an exhibition o photographyexhibition
seelottendan exhibition a sculptureexhibition
havelholdon exhibition on exhibitionof
Itolianlseventeenth
centurylmodern ort
* Recommending
M*ffi
This exerciseintroducessome usefulphrasesabout
goingto exhibitionsand makingrecommendations.You
could leadinto this exerciseby aslcingwhy peopleoften
80 to gallerieswhen they are travelling,
but nevervisit
them in their own town or city.
First,asl<studentswhat they would say if they want to
recommendan exhibitionthey havejust seento a
friend.Then get them to put the first conversationin
the correct order and to find an exoressionfor
recommending (Youshouldgo and seeit). Playthe
recordingso studentscan checktheir answers.Playthe
recordingtwice more,focusingon the stressand
intonation patterns.Studentscan then practisethe
converiationin pairs,makingsurethey sound
enthusiastic.
Note: The HaywardGalleryis in London.

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

87
 '14Art

Before listeningto the secondconversation,ask students Answers

what they would sayif they didnt recommendseeingan
exhibition.They can then put the conversationinto the
correct order and find the expressionfor not
recommending (lH giveit o missif I wereyou).Follow the
same procedure as in the first conversation;however,
this time remindstudentsthat they'renot enthusiastic!
Note: The NationalGalleryis also in London.
Answers
C o n v e r s a t i o2n: l . a . 2 . c . 3.b. 4.f.
7 .e .
l. original 2. still life 3. portrait 4. detailed
5. landscaoe6. traditional 7. colourful 8. abstract
As a classyou could also add to the list of adjectives.
Studentsmay suggestadjectivesthat arent typicallyused
to describepaintings, so you cangivethem more
appropriateones.Here are some further examples:
ambiguous,ovont-garde, boring,chollenging, clich6d,
decorative,dromotic, energetic,expressive, gu
fi rotive,
5.d. 6.g. grotesgue,intense,Iar ge-sco
Ie (smoll-sca
Ie), roma ntic, striking,
subtle,symmetrical,vibront, witty

ffiS Recommending
expressions
lf you've worked on some more adjectivesin
This exerciseintroducessome more fixed expressions 5 Describing paintings, studentscan use some of
for makingrecommendations. Let studentsreorder the them to talk about their own favouritepiece.ofart. lf
expressionsin pairsand decidewhich are possible, tell the classabout your favouritepieceof art.
recommending and which aren't.Then playthe
recordingso they can checktheir answers.Playthe
recordingagain,usingit as a model for studentsto " h.i. .
;iq{-*;}:f .i[.4.f.af,:{
practisesayingthe expressionswith appropriatestress * { ";$}dcrd -:d+ }.J "-1:s

and intonation.
geforeyou read
ffi
Answers
Ask studentsif they like modern art and to givetheir
l. lt's OK if you'reinto that sort of thing. reactionsto the art shown in the pictureon the right.
2. lt's a must. You could also refer them to the languagestrip so that
3. I reallyrecommendit. they can chooseany of the expressions they feel might
be appropriate.
4. I'd give it a miss if I were you.
5. lt's well worth a visir. --J
5. lt's not worth the entrancefee. ffi Whileyou read(Art Attack)
7. lt's not really my cup of tea./lt'snot my cup of tea,
really. Ask studentsto read the article to find out the writer's
opinionon modern art. Tellthem not to worry about
N u m b e r s2 , 3 , 5 ,a r e r e c o m m e n d i n g ; 1 , 4 , 6a,r7e n o t . understandingeveryword and expression.When they
havefinished,theycan sharetheir ideasin pairs.

ffi practice Speaking

Get studentsto think of an exhibition,or some otner
Here siudentshavethe chanceto rereadthe article,and
event or place,they havebeen to recently,and whether
interact with it by finding parts they agreewith, disagree
they'drecommendit or not. In pairs,they shouldhavea
with and dont understand(the latter perhapsbecause
conversationusinglanguagefrom the previousexercises.
of language).They can then use their marlced-uptext as
They shouldbeginlike this:
the basisfor a discussion with a partner.Go around
I went ond sow on exhibition(theTowerof Londonloploy
helpingwith parts of the text that are still unclear.
called... , etc.)ot ... the otherdayltheother week
Encourage studentsto readthe articleagainat nome,
addingany interestingexpressions and collocationsto
paintings
Describing their notebooks.
ffi
Here studentswork on vocabularyusedto describe
paintings.
Once they'vecompletedthe sentencesl-8,
havethem check their answersin pairs.lf you haveany
postcardsof paintings, bringthem in for studentsto
describeusingthis vocabulary.Point out that portroit,
landscopeand sti//life are nouns and the other words are
adiectives.

88
 14 ArI

Collocations

We use the verb couseto introduce a result of
something;this resulttendsto be negative. lt is
importantto remindstudentsthat when we come
acrossa word, we need to know a lot about it (its
collocations,its typical patterns,its grammar,etc.).Have
studentslool<at the examplesand see if they notice that
all the nounsare negativein meaning.pairscan then
discusswhat might havecausedall thesethings.Choose
a coupleof good examplesfor eachsentenceand write
them on the board so studentscan copy them into
their notebool<s.
Write some sentencestarterson the boardto help:
I w e n to n ds o w . . .
I w e n tf o r o . . .
I w o si n . . .
Give an exampleyourself,addinga comment with which,
beforehavingstudentstell eachother in pairs.Note that
if they want to use present perfect expressions,then the
relativeclausewill probablybe in the present:
They'vejust concelledthe |osttroin,which meansIneed ro
coll o cob.

You can havestudentstall<about things in the news to Tellstudentsto readthe Grammar commentary,
make some cousesentences.Alternatively,you can bring G22 Relative clauses on page 164to reviewthis
in some newspapers and go throughsome recentevents structure.
and decisionsand havegroupsof studentspredictwhat
the resultsmight be. For example:
The decisionto inueosethe tox on petrolwill couseoutrage
omong motorists.
#x$rrg #,#effi#$,mry
lf studentswant to expressa result that is not negative, Oh, that remindsme!
#.:+d
give them other verbs such as leodto and resultin.
Go over the explanationat the beginningof the
exercise.Then ask a studentto readthe exampre
conversations with you;you yourselfshouldreadthe
r'.:, j1-'rr!
.i l'*
fj re.i :*.!.tu 4:" r:
# # ifi ff;ffi #f part with the highlightedlanguage. Makesure students
hear the intonation patterns.Havethem practisethe
ffi# nelativeclauses expressionswith you before getting them to read the
conversations in pairs.Somestudentsmay put the stress
This exerciseconcentrateson one use of a relative on the first syllableof myself,
so listen for that. They can
clauseto add a comment. The two pafterns are which then do the matchingexercisein pairs before they listen
meant... and whichwos ... . Unlikeother relativeclauses to the recordingto checktheir answers.
that refer to a previousnoun (e.g.Don'tyou hovea
friend
who can giveyou o lift?),thistype of relativeclauserefers Answers
to a previousstatement.You can think of whichas
l. d. 2 .c . 3 .f . 4 .e . 5 .b . 6.a.
substitutingfor this or it. Give studentsa few minutesto
think of, or write down their commentsfor l-g and
then select a few studentsto give answersto the class, Althoughthe conversationsare full of useful
correctingwhere necessary. While goingthroughthe expressions,
the importantonesfor this exerciseare
answers,make sure studentshear how this pattern is a. O h , t h a t r e m i n d sm e .I m u s t . . .
said,in particularthe pauseand changein intonationat
b. I've beenthinl<ingabout ... myself.
tne comma. c. O h , t h a t r e m i n d sm e .I m u s t . . .
d. I keep meaningto ... myself.
Answers e. O h , t h a t r e m i n d sm e .I m u s t . . .
f. Oh, I've been meaningto ...
Possibleanswers:
l. we stayedin the whole day
2. fascinating
3. reallynice
4. a first for me
5. I was about an hour late
6. I had to wait another year before I could applyto
to to university

89
 14 Arl
ffid
ffi.ffiPractice
This exerciseconsolidatesthe languagefrom I Oh,
that reminds me! and orovidesa chancefor freer
practice.Initially,studentsadd a third resPonseto the
conversations in I Oh, that reminds me! They then
developtheir own conversationsbasedon the PromPts.
Give them an exampleso that they can see how to do
it:
A: I mustrememberto buy a birthdoycord for my brother.
B: Oh, that remindsme, it's my dad'sbirthdoy next week
ond I still hoven't got him o presenL
A: How old is he?
B: I don't know exactly,late fiftiesor something.
When studentshavefinished,get each pair to choose
one of their conversationsto per{orm for another pair.
90
M speaking
This activity reinforcesa lot of the languagepresentedin
this unit. First,havestudents read through the six
examples,while you answer any questionsthey might
haveabout the vocabulary. Then put them in small
groupsto discussthe questions.You might needto
provide language. For example:
outogeouslterribleI offensive.
I think it's disgustingl
It doesnt reallyworryI shocklonnoyI bother me.
Point out to the studentsthat street art is also known
as graffiti.You could add questionslike:
Is it wrongto point on publicproperty,evenif it is ortistic?
When is it OK?Whenis it not?
 Unit oVelvieW:, . lf you say somethingor someoneis not exoctly
somethinglsomeone fomous(e.g.,Shakespeore,
l Superman),youare sarcastically
Ginerat topii:' sayingthat the
Describing
thin!q. former is nowhere near the standardof the latter.
To be or not to be is a quotation from Homlet.
: . : , . . 1 t . . . . ' ,
': .
Dialogui lf you describesomethingas a bit over_the_top,you
Faqland Mick discussfilms they haveseen recently are criticisingit for beingexcessiveor extreme.For
. : :.'
example:The lovesceneswere o bit over_the_top,butit
Language input wosgenerallyOK
. lf you describefood as bland,itdoesn'thavea lot of
flavour.For example:Thefood therecon be o little
blond,but it'scertoinly ftlling.

Remindstudentsto record any of the expressions

that
they like in their notebooks.

Language strip
Havestudentschooseany expressions
they find
interestingand,on their own, find out more about them.
In a later class,asl<them to sharethe information.For a
smallgroup activity,asl<them to find expressionsthat
expresspositivereactions(e.g.Lovedthe
food)and
negativereactions(e.g.But the octingwas horrendous).
You could also askthem to come up with a questionor
statementthat prompts three expressionsas a
response.For examDle:
A: What do you think of stor fruit?
B; Stor fruit? I've never eoten one.
You could ask studentsto providea responsethat
answersthree expressions that are questions.
For
example:
A: Any good?
B: /t's OK if you're into thot sort of thing.
Lead in
You can leadin to the topic of describingthingsby
telling the classabout a placeyor'u" .".untly oeen to, a
film,playor bandyou'veseen,or a book you'veread.
Try to use a lot of descriptiveadjectives.Let tne
studentsask you a few questionsabout it. When you've
finished,askthem to recallany of the adjectivesyou
usedand write them on the board alongwith their
associated nouns.For examole:
the octing- oppolling
This leadsin nicelyto the first exercise.
'- 'a
.e d,
.i":$:i'*.IliJfi.:l
*:#
ffiM Before you listen
Introducethis task by askingwhat the classthinks of a
recent film and what adjectivesthey would use to
describeit to a friend.Listento their ideasand then
explainthat you are goingto askthem to sort some

You might needto explainsome of the following

expressions: syllables and to underlinethem. Then havethem
. lf somethingis horendous, practisesayingthe expressionsin the phrase/t wos
it's very bad.For example:
The snowcousedhorrendousdriving conditionsin the (terrificI excellentetc.).
north.

91
 1 5 D e s c r i b i nt hgi n g s
Answers
(with stressedsyllablesunderlined)
Very good:terdfic, excellent,wonderful,malvellous,
brilliant,superb
Mildlycritical:a bit bland,very ordinary,nothing
on the dull side,a bit over-the-top,a bit
special,
disappOinting
Very bad:dreadful,horrible,horlgndous,dire,terrible,
awful
While vou listen
ffi'{ffi1
Playthe recordingof the three conversationsand ask
the studentsto write down the adiectivesthey hear.
Ask them to note down what nounsare beingdescribed
as well.Get studentsto compareanswersin pairs
beforeyou playthe recordingfor them one more time.
Answers
Conversationl:fish - reallynice: chicken- a bit
bland; mushroomsauce- delicious(accordingto the
waiter)
' 5. What's this CD like?ls it any good?
Conversation2: wine - nothingspecial,very ordinary,
a bit disappointing,
not that bad
Conversation3: the playMacbeth- brilliant,wonderful
While checlcingthe answersyou might asl<whether any
of the classwould sendbackthe wine or the chicken
Find out under
for beingblond and o bit disoppointing.
what circumstances they would sendfood or wine back.
ffiMPractice
Studentscan work on thesequestionsin smallgroups.
You can use the two picturesat the bottom of the page
to illustrate how the conversationmight go:
A: I wos stuckin this toffic jom yesterdoy.
It wos
horrendous. lt took me fivehoursto gethome.
B: Fivehours?Whata nightmore!
A: Apparently,there wos o terribleoccidenton the
motorwoy.
A: I went ond sow one of thoseart filmsot the Dukeof
York'sthe other doy.
B: What was it like?
A: A bit disoppointing.To tell you the truth, I wos more
impressedwith thoselegsstickingout of the roof.
B: Oh yeoh,they'rebrilliont,oren't they?
Go around monitoringthe conversationsand giveany
feedbackon where adjectivesmay havebeen used
For example,a journeywould not
inappropriately.
normallybe describedas blond.
Note: The traffic jam in the picture is on a section of
British motorway famousfor delays.The legson top of
the cinemaare on top of the Duke of Yorl<'scinema,a
well-knownlandmarkin Brighton.
92
ffi Askinglinkedquestions
This exercisefocuseson how questionsare often asked
two at a time, particularlyquestionsthat ask for a
description.The secondquestionoften presupposes the
answer.For example,if you ask,What'shis houselike?Is it
big?,you think it probably is big.Go through the two
examplesnoting that Anygoodt insteadof Wos it ony
good?is an exampleof how ellipsisis commonlyusedin
spokenEnglish.
As there is a varietyof possibleanswers,go aroundthe
classcheckingand correctingas the studentsare
writing.Let studentscomparetheir finishedanswers
with a partner before you playthe recording.Playeach
suggestedanswer one by one, letting studentsrepeat
them, payingattention in particularto the stressand
intonation patterns.
Answers
Probableanswers:
2. What was that book lil<e?Was it interesting?
3. What's your new job Are you enjoyingit?
lil<e?
4. What wasTunisialike?Was it warm?
6. How was the match?Did you win?
ffi practice
So that students know what to do in this exercise,have
them suggestquestionsfor the first two situations,and
then choosea coupleof studentsto respond.For
examole:
A: What wos the weotherlikeon your tip to lndonesia?
Wos it OK?
B: lt wos horrible.It roinedeveryday.
A: Whot\ your job like?ls it interesting?
B; /t's OK o bit on the dull side.
Studentscan then ask eachother in pairs.
;'* r*'r;:;, '# r'ir:'.rjj-jj *,r
Conjunctions
The conjunctionsolthough,consideringand in spiteof
describingthings.First,get
often occur in conversations
studentsin pairsto tall<about what eachexample
meansand to think about what kind of structurefollows
eachconjunction.Studentsmay not be ableto articulate
the exact differencesin meaning,so readthe Grammar
commentary,G23 Conjunctions on page 164
together.
In this exercise,studentscan practiseusingthe three
conjunctions. Havethem work individually before
comparinganswerswith a partner.As you checktheir
answers,askthem to explainwhy they chosethe
particularconjunction.

Answers
l. Talkingabout a new CD: a. consideringb. although
c. although d. considering
2. Talkingabout a trip: a.although b. considering
c. although d. considering
3. Talkingabout buyinga watch:a.although b. in spite
of c. in spite of d. although
Speaking
Before doing this exercise,havethe classsuggesta
coupleof examplesfor you to write on the board.
You could also encouragelinkedquestionsas in
I Conjunctions:
A: So what'sthe food likeot Chez George?
B: A bit disappointing,
althoughI heor the steok,sgood.
il$*"{r*$r*g
Whileyou listen(Not exactly
Shak !)
Lead in by askingfor the namesof recent films and
asl<ingquestionslike:
What wos it like?Any good?
Whot did you think of it?
Explainthe situationand ask studentsto listenfor the
answersto the two questions.Make sure they cover the
text while they are listeningfor the first time. Have pairs
discusstheir answers.
Answers
l. Titanicand BombAlert2.
2. Paulreally liked Titanic,Mick thought it was a bit
over-the-top.Mick really liked BombAlert2,paul
hasn'tseenit - it's not his kind of thing.
Now see if studentscan fill in the first two or three
gapsfrom memory with a partner.playthe recording
againfor studentsto fill in the missingwords.pausethe
recording so they havetime to write in what they near.
Finally,playthe recordingagainwith studentslistening
while readingthe rapescripton page 154.The missing
words are highlighted.Dont be afraid to asl<stuoentsro
listen severaltimes. The more studentslisten to natural
spokenEnglish, the more chancethey haveof acquiring
that languageand improvingtheir performance.
Have studentsgo back and find any adlective+ noun
collocationsthey would like to remember.For exampte:
omozing specioleffects
woodenIbrilliant octing
awful diologue
l 5 D e s c r i b itnhqi n o s
Draw students'attention to the Real English note
/t,s
not exoctlyShakespeore and ask them to make similar
statementsfor these situations:
. Describinga cheap,run-down
hotel: /t's not exoctlythe
Hilton,is it?
. Describinga battered old
car: It's not exactlyo Rolls
Royce,is it?
' Describingsomeonewho
can'tplaytennisvery well:
She'snot exoctly SerenoWilliams,is she?
Speaking
This providesa follow-up for the listeningactivity.
Studentsshouldanswerthe questionsin pairsand justify
their choices.Finishup by havingthe classnominate
their choicesfor the most over-the-topfilm before
havingthem vote. You could also extend this activity
with other categories:mostwoodenocting,mostomazing
specio/effects,etc.
#x*mg#$,xrr*fr*#r
Negativequestions
Thesekindsof questionscan be confusingto students,
especiallywhen it comesto answeringthem. Get
studentsto read through the introduction to tne
exercise.Then asl<them to changethe followinginto a
negativequestion:
Do you wont ony of this pizza?
(Don't you wont ony of this pizza?)
Ask studentsto explainwhy someonemight use the
negativerather than the positivequestion (The first
question is a kind of offer. The negativequestion
expressessurprisethat the other person has not eaten
any of the pizza.)Ask how they would answerthe
negativequestion (e.g.No, I'm not thot hungrylldo, but I'm
just woitinguntil I getmy drink).Students should then read
about the two patterns.Tell them to record these two
patterns alongwith a couple of examplesfrom this
exercisein their notebooks.playthe recording,pointing
out the intonation pattern and then havestudenm
practisethe exampleswith a partner.
#
## Grammarin context
Studentscan work throughthe short dialoguesl_g
individually.
While you checktheir answers,askfurther
questions.For example:
Do you prefer wotchingfilmsin Englishwith subtit/esor
without?
Con you tell me about o film thot was reallyslow?
Whot other odjectivescouldyou use to describe o plot?
(simplelcomplicated)
Exoctlyhow many Oscarsdid,Titonic,win?
Whot kind of thingsore on lote-nightcobleTV?
93
 15 D e s c r i b i nt hgi n g s
Answers
l. Don't you find (them hard to read?)
2. Didn't you think (sheover-acteda bit?)
3. Didn't you think (it was a bit slow?)
4. Didn't you think (it was reallyromantic?)
5. Didnt you find (it quite funny,though?)
6. Didnt you find (him a bit too much lilceRobert
De Niro?)
7. Don't you think (its a bit over-rated?)
8. Didn't you thinl<(it was just sillyand typicalof
late-nightcableTV?)
roleplay
ffi Grammar
Explainthe tasl<,checkingthat studentsunderstandwhat
to do. Write some expressions on the boardto help
them think of how to expresstheir ideas.For example:
Don'tyou find ... ?
Don'tyou think... ?
I know what you mean.
Reolly?
Yes... , although...
Itt o bit too ... for me.
Give studentsthree or four minutesto prepareand ask
them to repeat the task at least once,perhapswith a
different partner.
This exercisefocuseson idiomaticexpressions that
strengthensome adjectives.Encouragestudentsto
record these in their notebooks.Havethem matchthe
words first and then completethe sentences. While you
checl<the answers,ask for other thingsthat can be rozor
shorp,dirtcheap,deadeosyand rock hord.Follow up by
havingpairsof studentstest eachother: one person
readingthe words l-8, the other trying to remember
the adjective.
Answers
| .g. 2 .a . 3 .e . 4. h. 5 .d . 5.b.
9. razor sharp | 0. brandnew I l. stark naked
I2. wide awake | 3. dirt cheap 14.fast asleep
| 5. dead easy | 6. rock hard
Comparing
This exerciseintroducesstudentsto a common way of
usingcomparativestructuresin spokenEnglish.Model
the examplesyourself,focusingon the pausesbeforebut
and only.Have studentspractisesayingthe examples
after you,pausingin the appropriateplaces.
94
ffi
w
Describing
-
things
Studentscan work on this matchingexerciseindividually.
While you checktheir answers,ask questionsto
Senerateother connectedlanguage. For example:
So,howwouldyou describefood from your country?
Hos onyonehere beensnowboarding? How wosit?
Havestudentsthen practisethe short dialoguesin pairs.
Answers
l.e. 2.9. 3.b. 4.a. 5.f. 6.h. 7.d. 8.c.
ffi practice
Studentscan worl<in pairsdescribingthe objectsin the
pictures.Write the sentencestarter lt /ooksa bit likea
... on the boardto helpthem. For the secondtask,
model a coupleof examplesfirst so studentsget an idea
of how to write their descriptions. Ask them to guess
what you're describing. For example:
It's o vegetoble.
/t lookso bit likea corrot but it's white,with
o much strongertoste.(o porsnip)
Havestudentswork alonewriting their sentences
before they work with a partner for the guessingpart.
Referstudentsto the Grammar commentary,G24
Comparing on page 165to reviewthesestructures.
$flffiMust for guessing
@ s
Introducethis sectionby tellingthe classabout
somethingbad that happenedto you a while ago,for
example,splittingup with your partner or findingyour
car stolen.Elicitsome adjectives to describethe
situation (e.g.awful,terrible)and write a couple on the
board.Explainthat one way to respondto this kind of
story is to use an expressionwith must hoveand write
an exampleusingone the adjectives. For example:
Thot must'vebeenowful.
Next, tell studentsabout somethingyou are looking
forward to (e.g.a holiday,going awayfor the weekend).
Again,elicit some adjectivesto describeyour feelings
7.f. 8.c. and chooseone to show how you could respondin this
situation.For example:
You mustbe reolly excited.
Explainthat we use mustto make a guessor draw a
conclusionthat we are pretty sure is true. We use
must'yeto talk about the past and mustto tall<about the
presenf/future.Let studentsread the two examples,then
readthe dialoguesout loud so that they can hear the
reduced pronunciationof must be and must'ye.Have
them then practisesayingthe two dialoguesin pairs.Tell
them to review the Grammar commentaryrGZs
rllust for guessing on page 165 after they'vefinished
the exercise.
 Studentscan work individually
to completerhe
sentencesl-9 before comparingtheir answerswith a
partner.While you are checkingthe answers,ask
questionsto generatefurther connectedlanguage:
What's the oppositeof a stong occent?(o slighi one)
What do you do if the batteryof o car is dead?
Has anyonebeento Boli?Whotdid you think of it?
What do you think the peoplein dialogueg ore talking
obout?
Point out the Real English note on doingovera
hundred.Ask students if they ever do more than eighty
on tne motorways.
Answers
l. must be 2. must be 3. must'vebeen 4. must be
5. must be 6. must'vebeen 7. must be g. must be
9. must'vebeen
ffi Grammar
in context
This exerciseallowssome freer practicein the use of
rnustto make guesses.Studentscan work individually
before getting together with a partner to practisegiving
their responses. Studentswill likelycome up with a
variety of answers;the ones below are just suggestions.
Answers
Possibleanswers:
l. That must be hard worr<.
2. That must'vebeen nice/horrible.
3. That must keep you fit.
4. lt must'vebeen beautiful.
5. That must be awful.
6. That must'vebeen horrendous.
7. lt must'vebeen awful.
8. That must be nice.
ffi practice
Readout the example,then tell studentsabout
somethinginterestingyou'vedone or seenrecentlyand
try and elicit a few repliesusingmust,vebeen.you might
need to prompt this by writing Thot must'vebeen... on
the board. Then give studentssome time to write down
their own interestingexperiencesbefore they talk about
them in pairs.Remindthem that they can use a relative
clausewith whichto add a comment,as in the exampre
(which was nice).
Use the photographsat the bottom of the pageto elicit
the use of must be to draw conclusionsabout where the
placeis.Makesure studentsexplaintheir choices.For
example:
A: The pictureon the right must be somewhere
in Northern
EuroDe.
B: Why do you soy thot?
A: Thereore no treesi
You can then ask studentsto draw conclusionsabout
what it's like in those places.For example:
The plocein the pictureon the right mustbe quitewindy.
It mustbe quitetough livingin the plocein the pictureon
the |eft..
Note: The photos are,from left to right:the Orissa
region in eastern India,Venice,
Loch Seaforthin tne
Outer Hebrides.
To concludethis unit,you could havestudentswrite
about a little-knownplacein their country for
homework.Ask them to bring in their descripttons to
c.lassand to exchangethem with anorher student. They
then readtheir partner'swriting and think of further
questionsto ask.Finally,they get rogether with their
partner to talk more about the placethey just read
about.
95
 16
Unit overview
General topic
Films,TVand censorship.
Reading
A film which was adaptedforTV is criticisedfor not
beingviolent enough.
Language input
. Vocabularyto describefilms:o kindof sct-fithing,
a costumedroms,omozingspecioleffects,etc.
. Asking questionsabout films:V\4rotin it?When
wss it made? etc.
. Pastperfect simple:I'd nevermadeo speechin my
life before,He'd been married once before.
. Vocabularyto describegroups of people;oudience,
spectators,yiewers
. Televisionvocabulary:remotecontol,chonnel,coble,
etc.
. Mixed conditionals:lf it hadn't beenfor her,I
wouldn'tbe doing what l'm doingnow.
Language strip
Havestudentschooseany expressions they find
interestingand,on their own, find out more about them.
In a later class,asl<them to sharethe information.For a
smallgroup activity,ask studentsto find expressionsthat
might be saidwhen you'rewatchinga film in a cinema
(e.9.Possthe popcorn), those when you're watchingTV
(e.g.Where'sthe remotecontrol?)and those which might
be usedin both situations.You could alsoasl<them to
come up with questionsor statementsthat prompt
some of the expressions as a response.For example:
A: Anythinggood on tonight?
B: Sport,sPortqnd more sport
You could asl<studentsto provideresponses
to some of
the expressions that are questions:
A: Who'sin it?
B: Leonordodi Caprio.
You might needto explainsome of the following
exPressrons:
. lf you describesomethingas rubbish,you'resayingit's
not very good.For example:
A: Whot did you think of 'HolloweenI3'?
B: lt woso lood of rubbish!Evenworsethon
'Halloween
l2'.
96
. lf you saylt's on cable,it meansthat the programme
is beingshown on cabletelevision.
. Sometelevisionstationsbleepout words they thinl<
may offendpeople.You hear a soundinsteadof the
word. The f-wordis an alternativeway of referringto
the word fuck.
Remindstudentsto record any of the expressions
that
they lilcein their noteboolcs.
Lead in
Leadin to this unit by aslcing
questionslilce:
Did onyoneseeanythinggoodonTV lastnight?Whotwos it
obout?
Con onyonerecommendo goodfilm to see?
I feel likewotchingo videotonight.Anyoneknow of o good
comedy?
^ l u . . r ,
,' -,r-'ti ;J '*. " :. ; j
i t f , f * , / ' . . , : i , r i
*",-p: .: "ft
What kind of film is it?
!ex**.]
*J55r't
Beginby askingstudentsabout the films shown in the
pictureson page | 10.Seeif studentsrecogniseany of
the actors.
Answers
The three films on page I l0 are FourWeddings
ond o
Funeral,Titanic,ond Broveheort.
The main actorsvisibleare Hugh Grant,Leonardodi
Caorio.KateWinslet and Mel Gibson.
Go throughthe differentl<indsof movies,checl<ing that
studentsunderstandthe descriptions. A weepieis a film
that makesyou cry a lot, and if studentsare unsureof o
sci-fithing,you could refer them to the photo from
Robocop on page | 13.A cultmovieis a film that is very
popularamonga certaingroup of people.For example,
The BlairWitchProjectquickly becamea cult. Have
studentsworl<in pairsfor the matchingtasl<.You might
want to teach the expressionlt's o crossbetweeno
(comedy)ond (o sci-fithing)as some films obviouslydo
not fit into simplecategories.
 Answers ***J
ffiffi And when you can't answer!
Suggestedanswers:
FourWeddings ond a Funerolis a comedy. This exercisefocuseson usefulexpressions for when
Titonicis a weepie. you can't rememberthe nameof somethingor
Broveheortis a cross between a costume drama ano someone.Havestudentsworl<individually, reminding
t them that the first word of the expressionis capitalised.
n an actionmovie.
Then playthe recordingfor studentsto follow as a
: model.Havethem practisethe expressions severaltimes
rl When studentshavefinished,write the sevencategories until they can saythem naturally.Finally,
checl<that
ii
it
in a row on the board and asl<the classto suggestother studentsunderstandthe meaningby answering
i1 examplesfor eachone. questionsa-c.

Answers Answers
Possibleanswers: l. Sorry,my mind'sgone completelyblank.
Sci-fi:Ihe Terminotor
2. Wait, it'll come to me in a minure.
Costume drama:Prideond Prejudice
3. Wait, it's on the tip of my tongue.
TypicalHollywoodblockbuster:Independence
Doy
Romanticcomedy: NottingHill 4. Sorry,I can't rememberoff the top of my head.
Cult movie:The BloirWitch project a.4. b . 2 . a n d3 . c. l.
Weepie:Termsof Endeorment
Animatedfilm:A4onsterslnc.
Pronunciation
.*",--l
#+#Askingquestionsaboutfilms Havestudentspractisethe conversations in 2 Asking
questions about films in pairs.Then playthe
Theseare typicalquestionsthat are askedabout filmsor recordingso that they can hearthe expressions. you
televisionprogrammesand shouldbe learnedas whole mightwant to tall<about how these expressions are said
expressions. Remindstudentsthat they maywant to add almostlil<eone word, with eachword beinglinkedto
some of theseexpressions to their notebool<s.
At this the next. This kind of linkingis most noticeablewhen a
stage,just get studentsto completethe exercise,as word endsin a consonantand the one next to it ends in
pronunciationand practiceis dealtwith in the exercises a vowel.For examole:
that follow. Who's in it?
v v
Where'sit on?
Answers wnat'sjtjuoutz
ii
d |.f. 2.a. 3.g. 4.c. 5.b. 6.e. 7.h. Ld.
Havestudentspractisethese questions,
fi
il
trying to link the
words smoothly.Next, get the studentsin pairsto tall<
' lsl After studentshaveread the examplesin the Real about some filmsthey'veseen.Remindthem that they
$ English note on some,see if they can come up with an can respondwith any of the expressionsfrom 3 And
r
'Ei when you can't answer! when they cant remember
examplesentenceof their own. you could also point
ffi
fr; out that someused in this way often suggeststnar you the details.
don't thinl<it's worth mentioningthe nameof the
person.For example:
A: Who was thqt on the phone?
$#,4Film vocabulary
B: Someguy from work. He's lockedhimsetfin ogoinond
You could lead into this tasl<by writing the word
wontsthe keys. film on
the board and elicitingor providinga few interestrng
A: What's thisprogramme? adjectives(e.g.epic,low-budget, block-and-whire) and noun
B: Someold professortolkingobout world conflicts.
/t's not co Ilocations (film + 6u11,
crew,critic, festivol).For th e
worth wotching. exercise,studentscan worl<in pairs,usingtheir
dictionarieswhen necessary. Ask questionsas you checl<
their answers,to generateconnectedlanguage. For
examPte:
Canyou te//me someother fomousdirectors?
Whot e/sedo governments bon?(books,demonstrations)
Why elsemight they cut port of a fitm?

Remindstudentsto add the expressions

they find useful
to their notebooks.

97
 1 6 F i l m sa n d t e l e v i s i o n
Answers
l. director 2. banned 3. stars 4. specialeffects 5. cut
6. dubbed 7. dialogue 8. soundtrack 9. plot
|0 . e n d i n g I l . s e t | 2 .s c e n e
You might needto explaina coupleof the expressions:
. lf a dialogueis sharpand witty,it is both clever and
funny.
. lf a plot hos/otsof twistsand turns,the story has lots
of unexpectedevents.
Thesequestionsprovidea personalised follow-upto
5 Film vocabulary and consolidatethe meaningof the
new vocabulary. Do the exercisein pairsor small
groups.Here are some further questionsyou might get
studentsto answer:
Do you know of any filmsthot hovebeenbonnedin your
country?Why?Do you ogreewith the decision?
Do you evergo ond see o film just becauseit storsyour
or becouseit is by your fovourite
fovouriteoctorloc'tress
direaor?
Who'syour fovouritedirectoror octorlactress?Why?
How important is the plot of o film to you?Con you think of
o film thot had o great plot in the beginningbut was o
let-down by the ending?
k. - i.y
ri'#*flii'f*.*;i *..q
@
Beforevou read
#&"1ffi - referring bacl<to the text. They can then reread the
Leadin to the readingtext by discussing these questions
as a class.Then refer studentsto the photo from
Robocop on page | 13.Ask if anyonerecognises this
sciencefiction film about a prototype law-enforcing
robot that goes out of control and causeshavoc.(Robo
from robot and cop lrom copper- slangfor police
officer.)Ask if anyonehas seenthe film and if they lilced
it and whether they thought it was very violent.
While you read (TV Robocopnot
violent enough for viewers)
Explainthat the article the studentsare going to read is
about when Robocop was shown on BritishTV Ask them
to read the article to find out the answersto the three
questions.When they'vefinishedreading, they can
discusstheir answersin oairs.
98
Answers
l. Becausetoo much violencehad been cut.
2. lt ruinedthe film. lt was difficultto follow the plot.
3. MaryWhitehouseset up the NationalViewers'and
Listeners'Association (NVLA) in the late sixtiesto
protest againstsex and violenceon TV. The NVLA
feelsthat cuttingthe violencefrom a film like
Robocopis good for society as a whole, and that
the peoplewho complainedare just thinkingabout rll
themselves.
Real English
Bad languageor swear words are often avoidedin
Englishcourses,but are common in real-life
conversation. However,with the increasing incidenceof
swear words in films,newspapersand even on BBC
television,which is renownedfor highstandardsand
qualityprogramming, it is importantthat studentsare
familiarwith swearwords and their common
substitutes,such as fuck (when written) or the f-word
when spol<en. lt is also usefulto know how to report
how somebodyswore at you: He told me to f-off.You
might like to ask if strong swearwords are common in
films,televisionand papersin the students'own
culture(s)and how peoplefeel about this.Remind
studentsthat usinglanguagelike this can causeoffence,
and if they use it with people they dont know,they do
risk offendingthem.
Studentsshouldtry to completethe summarywithout
articleto confirmtheir answers.Remindthem to add
thesecollocationsto their notebooks.
Answers
l. strong publicreaction
2. localtelevisionstation
3. follow the plot
4. classicexample
5. climate
6. violence
 1 6 F i l m sa n dt e l e v i s i o n

Give studentstime to do this exerciseon their own In the personalisation task,some of the sentenceswill
before they discussit in pairs.Alternatively,after obviouslynot applyto the students,but askthem to
studentsdo it on their own, let them mingle,trying to invent a way to complete them or tell them to ignore
find the studentwith the views closestto their own. them and thinl<of two or three different ones
You mightwant to teach some expressions which show themselves.Put students in pairs to havebrief
strong disagreement(as long as studentsrealisethat conversationsabout their statements.Selecta student
these expressions are strong!): to give an examplefirst:
Thot's ridiculous! Student: IA neverhad prowns until I went to a Chinese
Thot's rubbish. restouronL
Whot o lood of rubbish! Teocher:And did you likethem?
Ihot'sjust not true. Studentr No,not reolly.
Oh,comeon! Teocher:Why not?
Student Well,lve neverreolly liked seofoodand thrs wesno
And of course,some expressions
for agreeing: exception.
That'stue, actuolly.
I agreewith thot ...

Studentscould chooseone of the statementsl-6 to

i#**m#,##,'s*+****,ry
write about for homework.
@ffi l've heardit's reallygood
i 'i:l* li {o.i:r r
.d&'r 4,:.:: These conversationsare about films that the speal<ers
i"i*l f .iH .# :F
f *:ff': If:'Hf haventseen,but are thinkingabout goingto see.point
out to studentsthat a lot of the highlightedlanguage
ffi@Pastperfectsimple could also be usedto talk about other thingsthat
peopleare thinl<ingof seeing,readingor evenbuying.
This exercisefocuseson how the past per{ect is often Once studentshavefinishedthe reorderingtask,read
usedwhen we want to connectan actionin the past the conversationsout loud so they can hear how the
with anotherearlieraction,the earlieractionbeingin expressions sound,particularlythe intonationpatterns.
the past per-fect.lf it helpsyour students,you can Studentscan then practisereadingthe conversations in
representthis relationshipwith a timelineon the board. Darrs.
Studentscan work on this exerciseindividually while
you wall<aroundcheclcing answers.Pointout that the Answers
contractedform /U is common in spokenEnglish. Select
a few studentsto readtheir sentencesto the class. Conversationl: | . b. 2. a. 3. c 4. d.
Write these two patterns on the board: Conversation2: | . a. 2. c. 3. b. 4. d.
IA never... before. C o n v e r s a t i o3n: | . d . 2.b. 3 .a . 4.e. 5 .c .
IA ... oncebefore.

Encouragestudentsto copythem in their notebool<s

along with a few examplesfrom this page.Tell them to
review the explanationof the past perfect in the
Grammar commentary,G26 Pest perfect simple
on page 165when they havefinished.
Answers
One approachto this freer practiceis to put studentsin
threes,with the third personlisteningfor the highlighted
expressions and awardinga point for eachexpression
they hear.The winner then becomesthe listener/scorer
and so on.

Probableanswers:
2. l'd nevermadea speech
3. I'd never met them
4. I'd never hadirriedir
5 . H e d b e e nm a r r i e d
6 . T h e y d d i e di n
7. We'd just had
8. ld neveractuallyflown

99
 1 6 F i l m sa n dt e l e v i s i o n

-,i r
:i ^.

ffi Televisionvocabulary LJSdil! !Iafflf,rr&I

This exercisefocuseson severalwords and collocations
connectedwith television.Studentscould do this
exerciseon their own, usinga dictionarywhen
necessary and then comparingtheir answersin pairs.
You may need to explainthat the BBCstandsfor the
BritishBroadcosting
Corporotionand /fV stands for
Independ entTeleyision.
Have studentsunderline
expressions and collocationsin the text and add them
to their notebool<s.
Answers
l. remote 2. channel 3. advertisements4. aerials
5. digital/cable6. cable/digital7. documentaries
8. series
Studentscould answerthese questionseither in small
groups or as a whole class.Point out switchthe te/evision
offand give some other examplesof thingswe can
switchon and off(fights,vocuumcleoner,the news).
ffi-ffiMixed conditionals
Studentswill probablybe familiarwith the three
traditional conditionalstructures.Here, however,they
are introducedto an examoleof a'mixed conditional'.
Remindstudentsof the article on Robocopand then let
them think about the differencebetween wouldbe and
wouldhovebeen.Mal<esure they see that wouldhave
expressesan imaginaryor hypotheticalpast result,
whereaswouldexpressesan imaginaryor hypothetical
present result.
Havethe studentswork on the sentencesl-6
individuallybeforecheckingtheir answers.You may need
to explainthat in o (terrible)stotedescribesthe poor
conditionof something(e.g.the country,the roads)or
someone (e.g.you, my father). Ask studentsto come up
with things that might prompt someoneto say lhe
countryis in o terrible stote.
Answers
Presentimaginaryresulc2, 3, 5, 6
Pastimaginaryresulc 1,4

ffi Rudi"n.",
Studentscan now think of who the peoplebeing
Studentsmaywant an explicitdefinitionfor theseterms: discussedin l-6 might be. They dont haveto come up
. Spectotors
are the people watchinga live sporting with actualnames,just somethinglike these:
event. He'sproboblysorneonewho convincedhim to stayon ot
. Fonsare people who follow a certain band or schooL
suPPorta sPortsteam. Shemust be some kind of politicion.
. A congregotion
is in a church. While checkingthe answersto the sentences7- | 2,
. An oudienceis usuallyat a live performance(opera, make sure studentsuse the contractedform 'd where
plays,liveTV shows). appropriate.You might need to explaina few
' exPressrons:
OnJookers are people who see somethinghappening,
. The money you receivefrom the state or a private
like an accident.
. companywhen you retire from work is calledo
Viewersare people watchingTV.
pension.For example:At whot ogedo you stort getting
a pensionin your country?
Note: Hakkinenis a FinnishFormulaI race driver.
. FedericoFelliniwas an ltalianfilm director.His films
includeLo Stodo and Lo DolceVito.
Answers
. The DorkAgesis a referenceto the time in European
L audience 2. congregation 3. fans 4. viewers history after the collapseof the RomanEmpire.lf
5. spectators 6. on-lookers you saysomeoneor a group of people are stillliving
in the Dark Ages,it meansyou think they live or think
in an uncivilisedor unculturedway.

100

Answers
7. I'd never havegone
8. I wouldnt havehad
9. you wouldnt be getting
10. I'd never havegot into
I l. we'd still be livingin the Darl<Ages
12. nothingwould havegone wrong,we d still be
married
After studentshavefinishedwriting five sentencesabout
peoplewho influencedtheir life or their counrry,and
talked about them to a partner,choose a few examples
to put on the board. You might want to give some
personalexamplesfi rst.
ffi speating
This speakingtask providesanotheropportunityro use
the mixed conditionalstructure. Makesure stucenm
know who these people are and what they are famous
for. Write a few patterns on the board to help:
lf it hadn't beenfor ... , (*") wouldn't...
If it hodn't beenfor ... , (we)'dstill...
... had a enormouslconsideroblelinfluence
on the
worldlsociety.
1 6 F i l m sa n dt e i e v i s i o n
Answers
Possiblesentences:
lf it hadn'tbeenforThomas Edison,the electriclight
bulb and the gramophonewouldnt havebeen
invented.
lf it hadnt beenfor Elvis,rock'n'rollwould never have
becomeso popular.
lf it hadnt beenfor MikhailGorbachev,
the Soviet
Union would still exist.
lf it hadnt beenforAlbert Einstein,
we wouldnt have
nuclearweapons.
lf it hadnt beenfor Marie Curie,millionsmore peopte
would die of diseaseevery year.
lf it hadnt beenfor GeorgeBush,the United Nations
would still be influential.
lf it hadnt beenfor Gandhi,Indiawouldn't havegained
its independence when it did.
lf it hadnt beenfor MotherTeresa,
life would be much
worse for thousandsof peoplein Calcutta.
101
 The exerciseshere can be usedas a quiz.4 Speaking Expressions
and 6 Look back and check: Recommending,
however,are better done as a discussion
in pairs.
Answers

t4*o*s{
- l. lt's not worth the entrancefee
renses
#!#$fr 2. get a life
3. he's not exactly
Answers 4. a sore point
5. that remindsme
l. I went 2. I've played 3. Haveyou beenstayingin
4. l've aslced5. must'vebeen 6. I've beentrying 6. I haven'tseenyou for ages
7. Did you speak 8. must be 9. I haven'tseen
1 0 .I h a d n ' td o n e
Collocations

i#ii Multiplechoice Answers

| . e . 2 . h . 3 .b . 4 . g . 5 .f . 6 . c . 7 . a . 8 . d .
Answers
9 . m . 1 0 .i . | | . n . 1 2 .l < . | 3 . o . 1 4 . p . | 5 . i .
l. b. 2.a. t 6 .t .

Mixedconditionals,
ffisffil t wsh t'd.,.

Answers Answers

|. c. 2 .a . 3 .f . 4.b. 5 .d . 6 .e . I.e. 2 . a . 3 .d . 4.b. 5 .g . 6 .c . 7.f.

Speaking ffii raio,.n,

Answerswill vary. Answers
l.d. 2.h.
conversation
ffi#M
Answers J,'.,tl
![lg1 can vou remember?
fi -
F;ffiFJ

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

Answerswill vary.

,*-"...)
liffi look backand check:Recommending
Answerswill vary.

102
 Review:
Units13-16

ffi Vocabulary
quiz Learneradvice:The authors speak!

Answers Answers will vary.

l. No. lt meansyou cant see the purposeof it.

2. They look for motives.
3. lt makesyou cry.
4. Answerswill vary.Possibilities
are:muscles,
somethingmadeof stone,old bread.
5. Yes.
6. In the future/inspace.
7. Answers will vary.Possibilitiesare:a relationship,
an argument,an illness.
8. Answerswill vary.Possibilities
are:cucumbers,
ontons.
9. No.They decideif the film is suitablefor different
agegroups,etc.,and maybecut parts or even ban
the whole film.
10. No.
I L A still life is a paintingof objects.A porrrait is a
paintingof a person.
t2. It meansover-the-toD.
t 3 . In the past,usually100yearsago or more.
1 4 .No. You'veknown them for a long time.
t 5 . Answerswill vary.Possibilities
are:riot, accident,a
Iot of damage/suffering/harmiproblems.
1 6 .The word p/ot is usedspecifically
when talking
about the eventsin a book, a play or a film, so it is
a more specificuse than the more generalword
story.
17. You find them in your life.
18. No. You are sayingyou think it's OK for them to
do something.
19. Yes.
20. lt was made in Hollywood.

103
 Unit overview
General topic
Problemsand changesin cities.
Dialogue
Chris and Claire give their views on a local traffic
problem.
Language input
. Driving vocabulary:tokeo wrongturn, slamon the
brokes,etc.
' Makingsuggesrions: lt'd be more usefulif they buitto
multi-storey,
etc.
. Expressions for givingopinionsand disagreeing;
I think it's o great ideo, Yes,but don't forgetthot ... ,
etc.
City vocabulary: cosmopolitan,
innercity,etc.
The passive:Ihe streetsore nevercleanedround
here.
Impersonalthey:Theyshoulddo something obout it.
Animal idioms:I do oll the donkeywork etc.
Language strip
Havestudentschooseany expressions they find
interestingand,on their own, find out more about
them. In a later class,ask them to sharethe informauon.
For a smallgroup activity,ask them to choosethree
expressions and come up with a situationthat might
prompt someoneto saythem. Alternatively, asl<them
to find expressionscontaininglt (e.g./t's o mojor issue)
or thot (e.g.Ihot wouldbe far better)and suggestwhat
those words refer to. You might needto explainsome
of the followingexpressions:
. S/eeping policemenin British Englishrefers to the
speedbumpsin the road that help to slow rraffic
down.
' lf you describea placeas crozy,you'resayingit's
crowded.For example:I wouldn'tgo into the ctry
centretodoy.lt's uazy there on the weekend.
. lf you addfull stopro an opinion,you are
strengthening it by implyingthere is no discussion
about it.
Remindstudentsto record any of the expressions
that
they like in their notebooks.
104
Lead in
Use the photographson page | 20 to leadin to the
topic of traffic problems.Ask if studentsl<nowwhat the
peoplein the top picturedo. (Theyare trafficwardens,
who in the UK put parkingticketson illegallyparl<ed
cars.)Ask who doesthe equivalentjob in the students'
countries,and what exactlythey do. Here are some
further auestions:
Hos onyonehad o porkingticket?How much did you hove
to poy?
Do you think speedhumps are useful?Do theyreollywork?
-,; - ? i : j J ' :]
Before lool<ingat the list,asl<the studentswhat sort of
traffic problemsthey havein their own towns or cities.
Then put them into smallgroupsand asl<them to list as
manysolutionsto traffic problemsas they can thinl<of.
Then get them to comparetheir listswith the list in the
Coursebool<. Checkthat studentsunderstandthe words
and expressions.You may need to explain that occident
b/ockspotsare placeswhere a lot of accidentstend to
occur.Point out the Real English note on s/eeping
policemen. There are a lot of usefulcollocationsin the
list to point out to students:insto//speedcomeras,
occidentblock spots,quiet streets,on-streetporking (as
opposedto parkingin car parl<s), pedestrionise the moin
shoppingoreo,providebetterpublictronsport,bon oll cors
from the town centre,doublethe numberof, o one-woy
system.
Beforepairsof studentsdiscussthe list,write some
sentencestarterson the boardto helo:
Ihe bestway to deolwith toffic problemswouldbe to ...
Thot wouldn'treallywork becouse...
Thot wouldbe o wosteof time becouse...
I think it mightlwouldbe betterto ...
Collectthe four solutionswith the highestpriority from
eachgroup and write them on the board.Then as a
class,work out which approachto improvingtraffic
problemsis the most popular.

While you listen (More sleeping
Introducethe listeningtasl<by settingthe scene.Have
studentsreadthe two questionsand then playthe
recording,malcingsure they cover the text. They can
then discusstheir answersin oairs.
Answers
l. The speedof cars;a pedestriancrossingin the
wrong place;too manycars parl<ednear the
crossrng.
2. Move the crossingand put sleepingpolicemenor
speedcamerason the road to slow the traffic
down.
With a partner,studentssee if they can fill in the first
two or three gapsin the conversationfrom memory.
Playthe recordingagainfor them to fill in the rest of the
missingwords.Pausethe recordingso they havetime ro
write in what they hear.Finally,
playthe recordingagain
with studentslisteningwhile readingthe tapescripton
page 155.The missingwords are highlighted.
Refer
studentsto the two Real English notes on I meonand
penoltypoints.Encouragestudentsto underlineany
expressionsin the conversation
that they find interesting
and to record them in their notebooks.
*.**J
+'H Driving vocabulary
e#4!;s v
One way of exploitingthis text is to ask studentsto
closetheir Coursebool<s, and write the missingwords in
the list on the board.Then readthe text stoppingar
eachblanl<. Studentsthen write down the phrase
includingthe word from the list.for example,Id takeno
wrongturning,on a piece of paper.They can then
comparetheir answerswith a partner.Finally, tney can
follow in their Coursebooksas you readthe text a
secondtime with the answers.Remindstudentsto
transferthese expressions to their notebooks.
Answers
l. turning 2. direction 3, U-turn 4. one-waystreet
5. headlights6. bralces7. pull over g. petrol
The collocationsare:
l. tal<ea wrong turning
2. go in the wrong direction
3. do a U-turn
4. go down a one-waystreet
5. slamon the brakes
5. run out of petrol
l 7 C a r sa n dc i t i e s
ffiffispeaking
This exercisegivesstudentspracticein usingsome of
the vocabularyfrom 3 Driving vocabulary.Tall<about
any personalexperiences first,encouraging
the classto
asl<you questions. Studentscan then talk about the
questionsin smalltroups. you mightwant to givethem
of a list of waysto describedrivingconditions.For
examole:
heovyllighttroffic
It's murder finding somewhereto pork
You'retokingyour life into your own hands.
'*r*r:r
1 # : ; r . r i ;I i : : r f
Secondconditionalsfor makin g
suqqestions
The secondconditionalstructureis often usedto mare
suggestions.The suggestion of what to do followsif,
Have students read the exampleand then get them to
match l-4 to a-d to mal<eshort dialogues. While
checl<ing their answersexplainthat if we describetraffic
as obso/ute choos,we're sayingthat the drivingconditions
are very bad becauseof so many cars,and that o multi-
storeyis short for o multi-storeycor pork.
Answers
l.d. 2 . b . 3 .a . 4 . c .
For the secondgroup of sentences, you might needto
explainthat in manyplacesin Britainthere are closed
circuittelevisions.
Ask if this is the casein students'
countries.
Answers
5.g. 5.h. 7.f. 8.e.
ffi Sentence
starters
Havestudentsunderlinethe sentencestartersin the
eightshort dialoguesin I Second conditionals for
mal<ing suggestions - eachexpressionoccurstwice _
and then write them out in the spaceprovided.Eachof
these expressions needsto be learnedas a singleitem
of vocabulary, so sayeachone,payingparticular
attention to the contractions.Have studentsrepear
them chorallyand individually until they can sayrnem
fluently.One way to practisethem is to write rnem on
the board and graduallyerasemore and more woros,
seeingif studentscan still rememberthe expressions.
105 '
 17 Carsand cities
Answers
l . l t d b e m o r e u s e f u il f . . .
2. What would be reallygreat is if ...
3. I think it'd be a reallygood idea if ...
4. lt'd be (far) better il ...
Studentscan now read the eight short dialoguesin
I Second conditionals for making suggestions in
pairs.When they havefinished,get them to work with
another partner makingother suggestions about the
problems.Give an examplefirst so that they can see
how to do this.For example:
A; This town'sdeod ot night,isn't it?
B: ltt not exoalyTimesSquore!It'd be for betterif there
wereo few more cof6sond bars.
Finally,refer studentsto the Grammar commentary,
G28 Second conditionals for making suggestions
on page | 66.
'$'#,fl;ffih* ry
# $r*g
ffi collocations
Lead in to this exerciseby referring back to the
expressionlt'd be o reollygoodideo.Ask studentsfor
other adjectivesthat could be usedto describeideo (e.g.
You can then explainthat this
bqd,brilliont,greot).
exercisewill give them more practicewith collocations,
as well as providingsome more expressions for talking
about their views on things.lf you havetime,you might
see if the studentscan usetheir dictionariesto find two
more verb and/or adiectivecollocationsfor each noun.
Good monolingualdictionariesusuallycontainsuch
collocationsin the examplesentencesfor the headword.
Answers
l. (a) difficult (question) 2. strong (views) 3. tackle
(that problem) 4. raises(the question of) 5. cause
(problems) 6. (a) malor (issue) 7. different (views)
8. avoid(the issue)
Studentsshouldrecord the individualcollocations(e.g.o
strongviews)as well as the whole
difficultquestion,
sentencesbecausethese are complete expressionsthat
they can learnand use in other situations. Havesmall
groupsdiscussthe questionsat the end of the exercise
for further practicewith these collocations.
10 6
Per sonalopinions
This exercisegivesseveralwaysto introduce a personal
opinion.Saythe expressions for the studentsand ask
them to mark which words receive the main stress.
They can then practisesayingthem themselves. Show
how these expressions would work in a few examples:
A: Whot do you think about this ideo of pubs beingollowed
to openfor twenty-fourhours?
I think it's brilliant!
B: Personally,
A: Hove you heardthey're goingto bon smokingon buses?
can ban smoking
B: As for os I'm concerned,they
everywhere!
For the pair work activity,you might need to point out
the kilt,as worn by Scottishmen,in the photo. To help
in the discussion, teach the expressionlt's a goodideain
theory,but in practice... and give an example:
One car per family is o good ideo in theory,but in practice
it'll neverwork becouseDublictransDortisn't reliobleenough.
Beforeyou do this exercise,give studentstime to look
through the languagein the previousexercises,and
perhapsalso look through their own notebooks. You
could also create a gap-fillexerciseby writing the
expressionsyou want the studentsto reviseon the
board,but leavingout the occasional word and then
askingstudentsto completethe whole expression. For
example:
What ... be reolly... is if . . .
Thot'so ... guestionto ...
Use gapwords which are fairlyeasyto remember;thisis
an activity to jog the memory,not to test students.
Beforeyou beginthe role play,explainthe following:
' A colleogue is someoneyou work with.
. If a bank is old-foshioned,its working conditions and
ideasare what used to be normal in the Pastbut are
no longerso.
. A networksystemrefers to how computers in many
businesses are typicallylinkedtogetherto allow
'
sharingof filesand resources.
Then dividethe classinto groupsof three if possible. Set
the sceneby tellingthem that they are havinga drink
after work and are discussingthe things that they are
not happyabout.Write the openingsentenceon the
board for the first person to start with:
Youknow,I just con't believethot we're still usingthose
computers ...
The others join in and they all makesuggestionson
improvingthe situation before one of them raisesthe
next problemon the list and so on.
 1-/ Carsand cities

Encourage studentsto usethe expressions duringthe Answers

activity by walkingaround the classand feedingin
appropriateexpressionswhere studentsare having l. capital 2. industrial 3. cosmopolitan4. inner city
difficulty.Give feedbackon how the groups performed 5. historic 6. shantytowns 7. centre g. overcrowded
and then askthem to do the role playagain,puttingyour
feedbackinto practice.

The finalquestioncould be discussed as a whole class

ffi speaking
activity.Give studentstwo minutesto think about the Havestudentsdiscussthese questionsin small
troups.
questionand then let individuals
who havesomethingto You could write some patternson the board to help:
saytell the class.
... is the most historiclcosmopoliton
city l,ve beento in my
life.
Disagreeing ... is heavilyindustriolised
I severelyoveroowded.

This exerciseintroducessome expressions usedfor

disagreeing.
Haveindividualsput the words in the right
order,remindingthem that the first word in each
u ; ifj.# .U;**::f:r*
rt^:l: f
expressionis capitalised.Then
playthe recordingso thar
studentscan checktheir answersand hearthe
pronunciation.Havethem practisesayingthe
exPresstons. Ask if the students haveever heard of the famous
Englishtown of Brightonand if they can tell you
Before getting pairs to disagreewith the statements,give anythingabout it. Give them some more information:
an exampleof how the conversationmight go: Brightonis a popularseosidetown on the south coast.obout
A: Ihere's too much sport onTV,isn,t there? fifty milessouthof London.It hoso lot of visitors,so it has o
Iot of restourants,bors ond clubs.The ctub sceneis one of
B; Yes,but don't forget.o lot of people octuallylikewotching
the /ive/iestoutsideLondon.Mony peoplehaveheordof
it.
Brightonbecouseof GrohomGreen'snovel,,Brighton Rock,.
A: But do you reallythink so mony peoplelikewatching
Lotsof buildingshove recentlybeen modernisedor hove
colf? changedtheir use.In porticulor,severo/ bonkshavenow
becomerestourants or bars.
For the secondstage,practisethe intonation of Oh,yes,
I know whatyou meon (agreeing)in contrast to yes,/
Ask if the students'own cities haveundergoneany
knowwhotyou mean,but ... (disagreeing). Again,you major changesrecently such as more caf6s,more
could give an examplefirst:
pedestrianareasor more trendy bars.Explainthat trendy
A: There'stoo much sporton TV,isn't there?
meansfashionable/popular. You can wear trendyclothes,
B: Oh yes,I know what you mean.I con't believe
how much it can be trendyto do something,
you can also describe
gof there is.
people as trendy.Go over the two examplesenrences
and practisethe pronunciationof the patterns:
Answers / t u s e dt o b e a . . .
/t's beenturned intoa ...
l. Well, I agreeup to a point,but ...
2. Yes,I l<nowwhat you mean,Dut ...
Do the first passivesentencetogether in class,rnen put
3. Yes,but don't you thinl<that ... studentsin pairsfor numbers2-4.
4. Yes,but don't forget that ...
Answers

l. lt usedto be an estate agent's.lt's been turned into

ffi talkingaboutcities a restaurant.

This exercisegivesstudentssome waysof describing 2. lt usedto be an insuranceoffice.lt's beenturned

differentkindsand parts of cities.Leadin by describinga into a trendy bar.
coupleof citiesthat you know. Try to use some of the 3. lt usedto be a bank.ltt beenturned into a fish and
vocabularyin the box so that studentshavesome chip restaurant.
exposureto the words before they do the exercise.you 4. lt usedto be a publictoilet. lt's beenturned into a
might want to explain that everynotionolity under the sun sandwichbar.
is an idiomaticexpressionemphasising that there is a
wide variety of nationalities,bedsitsare flats with just
one room, and medievolrefers to the historicalperiod of
the MiddleAges from about the eleventhcentury ro rne
mid fifteenth century.Refer studentsto the Real
English note for innercityand the alternativecity centre.

107 ;
 1 7 C a r sa n dc t t t e s
For the personalisationquestions at the end of the
exercise,go over the additional patterns and Practise
them. Give some examples of a place that you know
first before having students worl< in small SrouPs.
Encourage students to give their opinions of the
changes.
"*.^.1
ie-;sd
Grammarcheck
Talceone of the examplesfrom I The passive, ltt been
turned intoa videoshop,to illustrate how and why
passives are used.Firstasl<the classif they know who
turned the banl<into a video shop,(e.g.some builders?
the owner?)and whether the speal<er wantsto focuson
those peopleor on the fact that the bank is now a video
shop.Explainthat becausethe speal<erwants to focus
on the latter,a passiveis used in preferenceto an active.
We also use a passivewhen the doer of the action is
unknown.For example:
My wallet'sbeensto/en.
We can use a passivewhen the doer is understoodby
the listener:
We'vebeengiveno Poy rise.
the doer of the action
In the sentencesin this exercise,
is a group of namelesspeople,and so can either be
expressedwith theyor by a passive.The choiceof a
passivewould show that the speakerwantsto focus
more on the resultthan on the peopledoingthe action.
When studentshavefinishedthe exercise,havethem
readthe Grammar commentary,G29 The passive
on page | 56.
Answers
l. An old bomb'sbeenfound in the town centre.
7. The High Street'sbeenclosed.
3. The swimmingpool'sbeingcleanedtoday.
beingbuilt.
4. A multi-storeycar parl<'s
5. The rubbishis collectedonWednesdays.
6. The streetsare nevercleanedround here.
7. That restaurantwas closed down last year.
8. Ratswere found in the kitchen.
9. The toilets were still beingcleanedwhen the
Queen arrived.
10. The road was beingrepairedall lastweel<.
I l. A new airport'sgoingto be built.
goingto be improved.
12. The street lighting's
13. Somethingshouldbe done about all the litter.
14. A zebracrossingshouldbe put there.
108
ldiom sfocus
The focus here is on the use of the namesof animalsin
the
severalidiomatic expressions.Unlike zebrocrossing,
reasonfor the choiceof animalis sometimesrather
obscure.When studentshavefinishedcompletingthe
sentencesl-8, havethem record the idiomsthat they
alongwith an appropriate
lil<ein their notebool<s,
translation.
Answers
l. dogs 2. horse 3. donl<ey4. fish 5. cat 6. cows
7. sheep 8. goose
You may needto explaina little more about some of
t h e s ei d i o m s :
. lf a placeis goingto the dogs,it is becomingless
popularand isn't as good as it was in the past.You
can also tall<about the countrygoingto the dogs.
. lf you describesomeoneas o bit of a dorkhorse,you
are surprisedby somethingthey havedone or can
do becausepreviouslyyou didn't lcnowmuch about
them.
. lf you do oll the donkeywork,you do the more
difficultpart of a job that requiresphysicallabour.
. lf you feel like a fishout of woter,you feel
uncomfortablebecauseyou are in an unfamiliar
situation.
. lf you let the cot out of the bag you reveala secret.
. lf you say someonecoulddo somethinguntil the cows
comehome,theycould do it for a very longtime if
they had the chance.
. lf you are consideredthe blocksheepof the fomily,
you do thingsdifferentlyfrom other peoplein the
family.lt often impliesthat what you do is considered
bad.
. lf you saythat you were sent on o wild goosechose,
you are complaining that you wasteda lot of time
lool<ingfor somethingbecauseyou were given
misleading informationabout where it was.Possibly,
it doesn't even exist!
Photo opportunity
The cartoon of the blacl<sheepof the familycould be
usedto remind studentsabout mal<ing note cardswith a
pictureon one side and the idiomaticexpression,
translationand an exampleof it usedin context on the
other.Thenote cardscould be usedfor reviewin a later
class.
tg
. ff somethingmokesyour bloodbojl,it makesyou very
annoyed.For example:It reallymakesmy bloodboilto
think of oll the moneythey spendon weapons.

Remindstudentsto record any of the expressionsthat

they like in their notebool<s.

Lead in

One way to leadin to the topic of annoyingthingsis to

ask eachstudentto write on a pieceof paperone thing
that reallyannoysthem. Write one yourselftoo.
Collect all the slipsof paper,mix them all up,and deal
out one slip per student.Everyoneshouldthen go
around askingthe question So,ore you the onewho's
reollyonnoyedby ... ? until they find the person who
wrote their slip.Once the personhas beenfound,
studentscan sit down. You canthen explainthat in this
unit,they will learn how to talk and complainabout
thingsthat annoythem.

'l
.'r', . !

."1#fil:j Jft**
iH*HBefore you read

Language strip Start by askingthe classto look up the word stickyin

their dictionaries. Draw attentionto how in the
Havestudentschooseany expressions they find expressionsstickysituotionand stickyproblem,sticky
interestingand,on their own, find out more abour
meansdiffrcultThen,ask studentsto look at the
them. In a later class,asl<them to sharethe information.
photographand ask if the sceneof all the chewinggum
For a smallgroup activity,asl<them to find expressions
stainslooks familiar. Seeif they can thereforeexplainthe
you can sayto someonewho is annoyed(e.g.Colm
pun in the title of the readingtext. you can then discuss
down).You can also ask them to find exDressionswith it
the questionsas a class.You may needto explainthat
(e.g.It reollybugsrne) or thot (e.g./ wishhe wouldn'tdo
tackle a problemmeans try to deal with o problem.you can
thct) and suggestwhat it and thot refer to. you might
also tockleon issue.Encouragestudentsto make
needto explainsome of the followingexpressions:
suggestions with some of the secondconditional
. lf somethingreallybugsyou,it really
annoysyou. For structuresfrom the previousunit.For example:
example:It really bugsme when peopleput their feet ItU be o reollygood ideo if they just bannedit altogether.
uD on the seotsin buses.
' lf you go on obout something,you l<eepon **J
complaining about something.For example:I wish ffi While you read(A stickyproblem)
peoplewouldn't keep goingon about the weatherall the
time. Explainto studentsthat they are going to read an article
. You would say That'sthe lost thing on how two placeshavetackledthis problemand they
I needto complain
are to decidewhich way they like best.Havethem
when you hear about somethingthat has happened
discusstheir ideasin pairs.Encourage them to use some
or that you need to do when you haveother things
of the expressions from the previousunit for expressing
to worry about as well. For example:The tostthingI
their views.For example:
needot the moment is onother thing goingwrongwith
I think it's br illiontl ridiculous.
the house.

109 )
 1 8 A n n o y i n tgh i n g s
eFl#Comprehensioncheck
Get studentsin pairsto try to recallthe expressions
from the text to correct the sentences.Tell them not to
worry about those they cant remember.When they've
done as much as they can,let them rereadthe text to
confirm or correct their answers.As you go through
the answers,asl<a few questionsto generatemore
connectedlanguage. For example:
Do you know ony fomous peoplewho have hod foce lifts?
What other nounscouldwe useofter'floodedwith'?(cheop
imports,enquiries)
What hasthiscountrybannedthe importingof?
Whot ore someotherwordswe con usebefore'penolty'?
(the deoth penolty,the moximum penalty)
Whot is onotherpolicythat has beeno greotsuccess?
What politicalthingscan be lifted?(sonctions,
restrictions)
Remindstudentsto add thesecollocations, and any
other expressions they find usefulfrom the article,to
their noteboolcs.
Answers
l. The town recentlyunderwenta f I millionface-lift.
2. The councilhavebeenfloodedwith comolaints.
3. Singaporebannedthe importingof chewinggum.
4. There are severepenaltiesfor breal<ing
the
anti-chewinggum law.
5. The policyhas beena great success.
6. The ban will be partiallylifted.
Speaking
Get the studentsinto smallgroupsto discussthese
questions.Again,you mightwant to write some of the
expressionsfor givingopinions,agreeingand disagreeing
from the previousunit on the board.
'r
r;i ; , r : : : : " i . - Jj * . : I
Start off by aslcingthe classwhat isnt goingto put up with
any moremeansin the example(they are goingto start
doingsomethingabout it). Then get studentsto
completethe matchingexercise.While goingthrough
the answers,checl<that they understandthe meaningof
the phrasalverbs by paraphrasing the sentence.For
examPre:
get owoy with such owful service= provideo bod service,but
hoveno negativeconsequences os o resultof it
goeson obout her sillylittle problems= keepscomploining
obouther problems,whichoren'tveryserious
110
Answers
l . d . 2 .e . 3 .c . 4 . b . 5 .a .
Readthe sentences, aslcingthe studentsto listenfor
which part of the phrasalverb you are stressingbefore
havingthe classpractisereadingthe sentences to each
other in pairs. You may need to explainthat just lookot
the stoteof it meanslook at what o bod conditionit is in.
You can also say Lookat the stdtewe'relyou'rein.
The next task providesstudentswith two extra
contexts for each of these ohrasalverbs.Have students
worl<individuallybeforecomparingtheir answersin
Datrs.
Answers
6a.end up 6b.end up 7a.put up with 7b.put up with
8a.get awaywith 8b. get awaywith 9a.messup
9b. messup | 0a.goingon about | 0b.goingon about
Tellstudentsto go bacl<and underlinethe expressions,
noticingthe patternsverbs occur in. Write the patterns
on the board:
end up + -ingform
put up with 'r noun + -ingform
get owoy with + noun
firessUp + noun
goingon obouthow + c/ouse
Encouragestudentsto record these patternsalongwith
some of the examplesfrom the exercise.For example:
If (something
doesn'tchongelimprove),|'m
goingto end up
goingmod.
How con you put up with him treotingyou likethat?
if I thoughtI could get awoy with it
getowoywith murder(ask how many of the'death-
related'expressions
they rememberfrom Unit I l)
Use the questionsat the end of the exerciseto
reinforcesome of the exoressions.
Speaking
This exerciseusesthe phrasalverb put up withto
introducethe topic of complaining, which is the focusof
the next few exercises. Firstasl<students,either as a
class,or in groupsof two or three,to saywhether they
would comolainin thesesituationsor not. Write the
followingexpressions on the board and encourage
studentsto usethem duringthe discussion:
I proboblywouldn't soyonything.
lH comploinimmediately.
lA just put up with it,l think.
I'm not surewhot I woulddo.
It debendson the situotion.
I

1 8 A n n o y i n tgh i n g s

Next, asl<studentsin pairsto choosefour of the

situationsand write what they would say if they did
complain.Help students,supplyingthe expressions rney
needto complainappropriately,
and conducta general
classfeedbackon which expressions
to use in tnese
situations.Thesemini-dialogues
could form the basisfor
short role playsat the end of the lesson,or at the start
of the next one,to recycle languagefrom the unit.
#x* r*g ff *,#t
r*isr*,s*
f Ask them what elseis involvedin havingyour hair done
Was/were going to
It is often usefulfor studentsto see how grammatical
structureswork within a functionalcontext,so here the
focus is on how the structure waslweregoingto can be
usedto complainabout thingsthat were contrary to
our expectations. Leadin by askingthe classwhether
they haveever been on a holidaywhere thingsdidn't
turn out the way they had expected.Afterlisteningto
any stories,explainthat they are going to read about a
holidayfrom hell.Have studentssuggestwhat things
could go wrong on an organisedholiday.Then have
them readthe three examples.Ask them to tell you the
patterns that they notice and write them on the board:
I thought... woslweregoingto ... but . . .
. . . s o i d. . . w o s l w e r ge o i n gt o . . . b u t . . .
Then havestudentscompletethe sentencesl-9,
remindingthem that 7-9 requirea passive.After gorng
throughtheir answers,encouragestudentsto record
these patterns and a few of the examplesfrom this
exercise,or the personalised ones in the next,in their
notebooks.
Answers
l. were goingto stay
2. was goingto be
3. was going to be
4. was goingto be
5. was going to have
5. were going to have
:t.1"*: ,. ..
7. were goingto be met
-P ;a s: f .; : t r . J f.j. : " ' r *..*
8. were goingto be changed
This exercisepersonalises and consolidates the
structure introduced in I Was/were going to. Have
studentsworl<alonecompletingthe sentencesl-5
before havingthem tet together with a partner to share
and explaintheir answers.Havea few studentsread out
their sentencesbefore tallcingabout any of your own
personalexperiences. Referstudentsto the Real
Engfish note on hoircutlhairdoandhovingyourhoir done.
(e.g.hovinga perm,hovinghightights).
This might be a
good time to review the hairstylevocabularyfrom Unit
I l.Ask studentsto describethe hairdosin the
photographson page | 29.
Answers
Possibleanswers:
l. I thought it was goingto be a little bit curly,out
thisis ridiculous.
2. I thought I was goingto loseweight quickly,but I
endedup gainingweight instead.
3. I thought it was goingto be reliable,but I'vehad so
manyproblemswirh it.
4. I thought it was going to be a comedy,but it was
more lilcea thriller.
5. I thought it was goingto be on at ten o'clocl<,
but
they'd changedit to eleven.
You can follow up by askingstudents for anyother real-
life experiences they can share,remindingthem to add
time expressions where necessary.For example:
LostMonday I thoughtI wos goingto be |otefor my Engtish
class,but I wosn't.
When I was younger,I olwoysthoughtI wos goingto be rich
ond famous,but now I'm justa teocher.
Remindstudentsto reviewthis structurein the
Grammar commentary, G30Was/were going to
on Page
.{..
,ij5..t
. . 1 ; i .1 : ;i " : i L f . l
J;j ;-a:+:! t 5j J
;j "_d J

9. were goingto be tal<en

,g*ffiComplaining
ffi
aboutthings
' -

Either havestudentsfill in the gapsin both

conversationsstraight away,or havethem listen to each
conversationtwice with their Coursebool<s closed
beforefillingin the answers.

111 )
 1 8 A n n o y i n tgh i n g s
Answers
l. Complaining about a meal
l. lt would'vebeen OK if that was the only problem,
but
2. And then,to top the whole thing off,
3. they madeit soundas if
2. Complaining about a situation
l. I'vegot a bit of a problemwith
2. I mean,the lastthing I need
3. I wish they wouldn't
Practisesayingthe individualphrasesbeforegetting
studentsinto pairsto practisethe conversations.
Remindthem to soundannoyed!Give anotherexample
of the lost thingI needto help studentsunderstandhow
this expressionis used:
I've beenworkinghard oll doy and I'm exhoustedfhe /ost
thingI needis to comehomeand find thot oll our relotions
ore here.
A similarexpressionto And to toPthe wholethingoff,...
is And to makemottersworse....
Allow studentstime to think of what they want to say
and to review the languagethey need to say it. You
might want them to write their complaintsto begin
with and to do the tasl<two or three times,eachtime
relyinglesson their notes.Providethe following
exampleto give studentsan idea of what you want:
I went roundto Liz'sploce lostnight.Shemade it soundos
if it wos really closeto the town centre,but I got totolly lost.
Firstof oll,I took the wrongturning off the motorwoy,then
I went up o one-woystreet the wrongway. The mop was
useless.
In the secondpart of this exercise,studentsrole-playa
situationfrom their own experience.Referthem to the
Real English note on getit off your chest.Asl<whether
they tend to get thingsoff their chestor to keepthings
bottledup. A fun way to extend this activity is to havea
complainingknock-outcompetition.Ask for two
volunteers.They eachhavea turn to complainin front
of the classusingone of the situations.The class
decideswho the best comolaineris. The winner then
hasanothenturn to complainabout anothersituation,
competingagainstthe next volunteerand so on. This
continuesuntil all volunteershavehad a turn
complaining and havebeen lcnoclced out exceptthe one
remainingstudent,who is the best complainer.
112
ffi lt reallydrivesme mad
This exercisetalcesthis languageareaa step further and
introducesa numberof expressions that are typical
responseswhen peopleare complaining to us.Seeif
studentscan work out the meaningof the idiom lt really
drivesme mod.Canthey thinl<of any other similar
expressions?(lt drivesme up the woll.)
Completethe first dialoguetogetheras an example.Asl<
studentsfor anotherword for bug (annoy),and bother
(worry)before referringthem to the Real English note
on page | 3 |. Then playthe recording and let students
checl<their answers.Next, they can practisethe short
dialoguesin pairs.Encourage them to l<eepthe
conversationgoing.Ask studentswhich two expressions
sound more sympathetic(Don'tworry and /tt not the end
of the world,Don't let it getyou down).You may need to
explainthat if you are shortJistedfor o job,you havebeen
chosento be in the finalgroup of peoplefrom which
the successful applicantwill be chosen.
Answers
l. thingslikethat don't reallybother me
2. lt's not the end of the world
3. don't let it get you down
4. there'snothingyou can do about it
Use the photo to asl<studentsif this sort of thing can
be seenin their own towns or cities,why it happensand
if it annoysthem or not. You could also asl<them to tell
you about the dirtiest/cleanestcity they haveever been
to. Would they prefer to live in a dirty, but lively city,or
a clean,but culturallydead,city?
Readthroughthe thingsin the list l-7 with the
students,helpingthem with the meaningof any
unfamiliarvocabulary. Havethem think about the list for
a few minutesbeforediscussing the items in pairs.Find
out what the classthinksare the most annoyingthings
in the list and follow up with a whole-classdiscussion
about how to preventthesethingsfrom happening. Ask
studentsif there are any other annoyingthings that they
haveto put up with.
 1 8 A n n o y i n tgh i n g s

**--J
ffiffi Freepractice Answers

This exercisepractisessome more complaining | . f. 2.g. 3.a. 4.h. 5.d. 6.e. 7.b. 8.c.
expressions. Model and practisethe pronunciationof
these expressions, especially the stressand intonation
patterns.Then studentscan complete the sentence ldioms
starters.lf any of them need help,refer them to tne
picturesfor some ideas.Before they go around The idiomshere describeproblemsituations. Have
complaining to other peoplein the class,remindthem studentsworl< in pairsusingtheir dictionarieswnen
or elicit from them what they can say if they want to necessary.The meaningof the idiomsshouldbe clear
agree.For example: from the dialogues,but havingstudentscome up with
Oh,l knowwhotyoumean. other exampleshelpsreinforcetheir understanding.
It's o poin in the neck,isn't it?
It bugsme, too.
Answers
-***-J l. Yes,poor guy.lt's a viciouscircle,isn't it?
ffiffiMoreexpressions
with bother 2. lt's a Catch 22 situation,isn't it?
Botheroccursin severalexpressions common in spoken 3. Yes,and that's just the tip of the iceberg.
English.Havestudentswork in pairs matchingthe two 4. lt's a bit of a mixed blessing,isn't it?
halvesof the dialogues. Then havethem go backand
underlineeachexpressionwith bother.Ask if tnere are
any expressionswhere botherdoesnt meanworry. Speaking
Where does bothermean trouble?(Oh,it'sno botherot
o/L)Where does it mean interrupt?(Sorryto botheryou.) Have studentsdiscussthis with a partner. you could give
Which expressionmeansI don't feel tikedoing something?. them an examplebasedon your own experrencesro ger
(l con't be bothered.)
Which expressionsmean Don,trnoke them started.
the effort to do something?
(l wouldn't botherif I were you,
Why bother?)

Practisethe pronunciationof the phrasesand then have

studentsmemorisethe expressions. They can then test
each other. Remindstudentsto record these
expressionsin their notebooksalongwith a translation.

113 t
 r9
You use if oll elsefoilsto saythat you will do
Unit overview somethingas the last resort.For example:lf oll else
foils,I'll movebock in with my porents.
General topic
Plans,hopesand aspirations. lf someone wontsto changethe world,they are
idealisticin their wish to makea big contributionto
Dialogue changingsociety.For example:When I wosyounger, I
usedto think I couldchongethe world.NowI'm more of
Racheland Nicl<talk about their plansafter leaving
colfege. o pessimist.
lf you sayyou're in a rut,you feel that you are doing
Reading the samething every dayand that there are no
Max is dreadingmeetingsomeonehe met in an prospectsfor any changeto make things better. For
onlinechat room becausehe'sbeena little example:I feel likeI'm stuckin o rut ot work.
'economical
with the truth'.
Remindstudentsto record any of the expressions
that
Language input they lilcein their noteboolcs.
. Startingwith whofi What I reallyneedto do rs ...
;
Whot I wasthinkingof is ... . Lead in
. Expressionsto talk about future plans:I cont see
You can leadin to this unit by askingsome general
myselfs'tayingthere for much longer,I just toke things
questionsabout the future.Write the questionson the
os theycome,etc.
board and explainwhat they mean if necessary. Here are
. Sentencestarters for talking about specificplans: s o m ee x a m D l e s :
I mighttry ond ... ,l reollywontto .,. , etc. Whot do you seeyourse/vesdoingin five yeors?
. Sentenceadverbs:bosicolly,reolisticolly,
ideolly,etc. Whot do you see me doingin fiveyeors?
. Expressionsto tall<about plansusingif if oll else Do you worry aboutwhot the futureholds?
fails,if oll goeswe//,etc. Do you toke thingsos they come or do you liketo plon
aheod?

Language strip
- J ;

Havestudentschooseany expressions they find * " ; , : * ' f- ' - ' . i i"'

,#
interestingand,on their own,find out more about
them. In a later class,asl<them to sharethe informatron. *ul.ml
Optimisticabout the future?
For a smallgroup activity,asl<them to find expressions
that could answerthe question Whot ore your plonsfor
Before getting studentsto agreeor disagreewith the
the future?lhenasl<them to chooseany expressions
statements, asl<if they thinl<the world is generallya
they think they might actuallysaythemselvesand
better or worse placetoday than it was when they were
explaintheir choices.You might needto explainsome
children.Then havethem lool<at the statements
of the followingexpressions:
individually beforethey explaintheir ideasro a partner.
. lf you're hoppydoingwhot you'redoing,you are
After they havecompletedthe definitionof an optimist
satisfiedwith your life/job/familylife,etc. as it and a pessimist, they can go bacl<and marl<the
currently is. For example:I don't plan on lookingfor statementsas beingeither pessimistic or optimistic.
onotherjob; I'm hoppydoingwhot I'm doing. Finishoff by aslcing whether studenrsare generally
. lf you hoven'tgota clue,you haveno ldea about the o p t i m i s t so r p e s s i m i s t s .
answerto a question.For example:
A: Whot ore you goingto write obout? Answers
B: Hoven't got o clue!
. An optimist is someonewho alwaysthinlcsthe glassis
You sayJustdo itto tell someoneto stop thinking
halffull,while a pessimistalwaysthinl<sit's halfempty.
about whether somethingis a good ideaor not and
to just do it. For example:Don't worry abouthow Optimisticstatements:I, 3, 6, I
much the coursecosts.Just do it/ Pessimistic
statements:
2, 4, 5, 7
' lf you just toke thingsos theycome,you are easy-
goingand don't worry about what problemsmight
occur in the future.For example:I'm not too bothered
oboutwhat l'll be doingin five yeors'time.l'lljusttoke
thingsos they come.

11 4
 19 Yourfuture

Speaking at the end of the conversation. Explainthat it is said

when someonehasjust suggested somethingthat'svery
To introducethis tasl<you could brainstormsome appealing.Referstudentsto the Real English note on
generalthingspeopleare optimisticand pessimistic theAussies.Ask a few studentsif their country has any
friendlyrivalrywith anothercountry and if so,if there is
about.Write the ideason the board,adjustingthe
languagewhere necessary.Then get the studentsto an offectionoteterm they call each other.
discussthe questionsin smallgroups,usingthe board
for ideasif needed.When they havefinished,selecta
Speaking
few studentsto give their thoughts and developthis into
a c l a s sd i s c u s s i o n .
You will probablyneed to explainon the spur of the
moment.lf someonedecidesto do something on the spur
Photo opportunity of the moment,they suddenlydecideto do it without
You could use the photographat the bottom of page any planning.For example:
| 32 to extendthe discussion. The personin the photo A: Youdidn't tell us we were goingto hoye c/ossin a coffee
gaveup his job to live in trees for many months to shoptodoy?
protest againstthe cutting down of trees. Find out if B; No, ljust decidedon the sp1r of the moment.
anyonehas been involvedin any protest action troups.
This discussion
probablyworl<sbest in pairsfirst,
Ask studentsto namesome protest groupsor
leadingto a whole-classdiscussion
as you selecta few
organisations(e.g.Greenpeace,Animal LiberationFront,
studentsto sharetheir answers.
AmnestyInternational). Ask if srudentsthink thesetypes
of groups really make the world a better place,or
whether anyonebelongsto or givesmoney to a
particulartroup.
ffi Vocabulary:Phrasalverbswith up
Ask studentsif they remembersome other phrasal
verbs with upfrom the last unit. (e.g.I'm goingtoend up
ffi
W
While
{ '
you listen(Now you'retalking!)
hoving... , completely
messedup,I can'tput up with it any
more).As you are checkingtheir answers, you may need
Set the sceneby readingthe introduction together.
to explainsome of these expressions:
Then get studentsto read through the gappec
. lf someoneturnsup out of the b/ue,he/shearrives
statements l-4 about Racheland Nick before you play
the recording.Playthe recordingonce all the way unexpectedly.
throughand ask studentsto iust to listen.Mal<esure . lf someonehongsup on you,theyput the phone
they cover the text. Ask them to discussthe answers down while you are speakingto them.
with a partner.Playthe recording again,pausingso that . ff you do up your flot a bit,you fix things,do some
they havetime to fill in the gapstogether. decorating,etc.
. lf you put someoneup for the night,yougive them
Answers somewhereto sleepin your house.

l. Nick'sthinkingabout doingan art course,but it

Remindstudentsthat they can add the phrasalverbs
dependson his results. from this exerciseto their notebooksunder the heading
2. Hed like to do a Frenchcoursein Paris,but he of uD.
probablywon't haveenough money.
3. Rachelwantsto learnto drive and buy a car.
4. lf she can find a good job,then she'llstaywhere Answers
she is.Otherwise,she'llprobablygo backto
l. turned 2. hung 3. do 4. come 5. cheer 6. beat
Glasgow.
7. bottling 8. put

Let students read the conversationto see how many

gapsthey can fill in from memory.Playthe recording
againwith pausesso that they can hear and write down
exactlywhat was said.Finally, playthe recordingagain
with studentslisteningwhile readingthe tapescripton
p a g el 5 6 . T h e m i s s i n g w o r d a
s r e h i g h l i g h t eidn b l u e .Y o u
can then havestudentspractisereadingthe conversation
or parts of it in pairs.You mightwant to talk about
severalexpressionsin the conversation. Seeif anyone
can explainthe title Nowyou'retalkinglwhich also comes

115
 19 Yourfuture
Sp e a k i n g
Use thesequestionsto reinforcethe expressions from
5 Vocabulary: Phrasal verbs with up. You can add
additionalquestions.For example:
Tolkabou'to time whensomeonejustturnedup out of the
blue.
If o telemorketerphonesyou,do you tolk to them or do you
justhongup?
How couldwe do up this c/ossroom,
or thisschool?
If I came to stoywith you,wherewouldyou put me up?
ii*.i ...", -.:-*'"i
l" 11:I".# fi f H;.if : jfj* h ,'
*:cd
r e
Startinq
w t
with what
Theseexpressions are very common in spol<enEnglish.
They havethe effect of focusingattention on what
comesnext.In more formal presentations and speeches,
they often helpto'buy time' while the speal<eris
thinkingabout how to saysomething.For example:
Whot I'm goingto be tolkingabouttodayis ... .
Model the three examplesentencesfor students,letting
them hearwhich words are stressed.Then havethem
practisesayingthe expressions themselves. Point out the
differencebetween reollyneedto, which expressesthat it
is necessary;wouldreally/iketo, which expressesthat you
want to do it; and I wos thinkingof doing,which expresses
that it is somethingyou'reconsidering. Studentsmay
wonder whether to shouldbe repeated(".9. ... is to get
owoy,... is to leornto drive).You can explainthat adding
to is perfectlyacceptablebut is not necessary.
Here studentsput the whotexpressions into more of a
context.Havestudentswork individually and compare
their answersin pairs.They can then practisesayingthe
exoressionsto eachother.
Answers
l. What I reallyneedto do is (to) learn/startlearning
Japanese.
2. What I'd really lil<eto do is (to) buy a flat in the
next coupleof years.
3. What I really need to do is (to) start saving.
4. What I was thinkingof doing is travellingaround
India.
5. What ld reallylil<eto do is (to) start a familyas
soon as I get married.
6. What I was thinlcingof doing is goingabroadfor
Christmasthis year.
116
When studentshavefinished,draw their attentionto
severalcollocationsand expressions in the prompts:in
the next coupleof yeors,desperotelyneedto, in the not-too-
distontfuture,ds soonos (you) get morried,go abroad.Add
other related collocationssuch as in the distontfuture,in
the neorfuture.Remindstudentsto add theseto their
notebool<s.
Here studentsform personalised examplesusingthis
structure.As they are doingthe exercise,
go around,
helpingwhen necessary, especially
with the word order.
Beforehavingstudentssharetheir ideaswith a partner,
tell them how you would completethese sentences
yourselfand encouragethem to asl<you questions.Tell
them to add these more personalised examplesto their
noteboolcs.Referthem to the Grammar
commentary, G3 | Starting with whot on page 166
to reviewthis structure.
: * ; 1 t . i li > : z , i : . . 5 : r J
mr#dPlansfor the future
This exercisefocuseson severalexpressions to respond
to questionsabout your future plansin an unspecific
way.Havestudentscompletethe sentencesand compare
their answerswith a Dartner.Then model the
expressions,payingattentionto the stressand
intonation patterns.Get studentsto repeat them after
you. To help studentsrememberthe expressions, write
the words in the box on the board and then ask
differentstudentsto try and recallthe whole
expressions without lool<ingat their Courseboolcs. Get
them to translatethese expressions into their own
ranguage.
The short dialoguesreinforcethe meaningof the
expressionsby providingcontexts.Once studentshave
completedthe gaps,they shouldpractisereadingthe
dialoguesin pairs.You may needto explainthat if you
are a laid-bockkind of person,youstay calm and don't let
thingsworry you too much.You shouldalso draw your
students'attentionto a coupleof common questionsin
thesedialogues:
So,howt it oll going?
So,ore you stilloff to ... ?
 19 Yourfuture

Answers lf they don't match,they put the cards bacl<in the

sameplaceand the next personpicksup cards.lf the
a. per{ecdyhappy cards do match,the student saysthe complete
b. change expression, keepsthe cards,and hasanothergo.
c. see myself The winner is the personwho collectsthe most
d. wait and see cards.
e. take things
f. can't really Speaking
l. e. I just take thingsas they come One approachto this discussion exerciseis to get
2. b. My planschangefairlyoften studentsto put l-6 in order,from most to least
3. c. I can't see myselfstayingthere for much longer appealing. They could then justifytheir choiceswith a
partner or in smallgroups.You could put some useful
4. a. I'm perfectlyhappydoingwhat I'm doing
expressions on the board:
5. d. l'll just haveto wait and see what happens l A b v et o . . .
6. f. I can't really sayyet. lt all depends lA quiteliketo ...
I could imogineworkinglgoinglsoiling, etc.
Finishoff by aslcing
studentsto think about whether I couldsee myselfworkinglgoingsoilingetc.
they would use,or would haveusedin the past,any of Thot's not my cup of teo,reolly.
these expressions themselves. Thot'snot my sort of thing,reolly.

Use the photographsto help explainany of the items in

the list.

The sentencestarters here are examplesof more

specificresponses to questionsabout future plans. ,$.i1,s.ft,
i'n,,*,1
:.,1
a*#b?'#dd*sSt'
Explainthat studentsshouldfind two endingsfor each
sentencestarter. When students havefinishedand you
havecheckedtheir answers,tell them to complete a few ffi Beforeyou read
of the starters in ways that are true for them. Ask them
to sharetheir ideaswith a partner. Also, draw students' This exercisefocusesmore on the emotionalside of the
attention to these collocations:find a newjob, goingback future. After studentscomplete the matchingtask,get
to university,spendo bit more time with my girlfriend. them to talk about their hopesand dreamsin pairs.
Draw their attention to severalof the collocationshere:
Answers end up on my own,unbearably hot,back home,maybeone
doy,once I graduate.
l. a new job/somewherenicer to live
2. abroadlbacl< to university
Answers
3. studying/withmy girlfriend
4. my own country/where I grew up l.b. 2.a.
5. the world/myfamily
6. house/south
7. reading/sport ffi Whileyou read(Economical
with
8. to buy a flatllor a DVD player ffi the truttrl)
9. a better laptop/anew car
Explainto the classthat they are going to read an e-mail
from someonewho is dreadingsomething. You could
A fun way for studentsto practisethese'planning also explainthat the title, Economicol
with the truthl is a
structures' is with a card game.You will need thirty-six euphemismfor not beingtotally honest,basically, for
smallcards. lying.Ask the classto predictsome possiblescenarios
. Write each of the exoressionsin the boxes onto basedon the title before askingthem to read.
eighteenof the cards.
. Write two sets of the nine sentencestarters on the
remainingeighteencards.
. Spreadthe cardsout, face down on a table.The
studentssit aroundthe table and take turns selecting
any two cards and seeingif they match to make a
complete'planning structure'as in the exercise
aDove.

117
 19 Yourfuture
Answers
Max is dreadingmeeting Foxy,a woman he's met in a
chat room, becausehe'stold her that he'solder than
he reallyis,he'sgot a good job, and has his own flat in
town.
When studentshavefinishedreadingand haveanswered
the question,asl<them to rereadthe articleand
underlineany interestingexpressionsor collocations.
For example:
concreteplons
ever4hing'so bit up in the oir
stuckot home
right in the centreof town
Speaking
Get studentsto work in pairsdiscussing the situation
Max hasput himselfin,then extendthe discussion ro
includethe topics of chat rooms and being'economical
with the truth'. You mightwant to brainstorma list of
situationswhere not beingentirelyhonestis perhaps
justifiable.For the writing task or the role play,givethe
classa list of expressions that could be useful:
It'syour own foult.
lH just not showup.
Don'tworry aboutit ... it'll be o bit of o laugh.
You'reo bit shorterthan I wos expecting.
You'rea bit young,aren't you?
I hoven't been entirelyhonestwith you.
Con we stillbe friends?
Languagedevelopment
This exercisefocuseson'sentenceadverbs'- adverbs
that refer to a complete statement rather than a verb,
adjectiveor other adverb.The ones here occur
frequentlyin conversations about future plans.Pointout
that the endingsof reolisticolly
and bosicollyare generally
pronounced/kli/. Practisethe pronunciationof all the
words before studentsdo the matchingexercise.
Answers
l. e. 2 .d . 3 .b . 4 . a . 5 .c .
Max used hopefullyand basicollyin his e,mail.
118
In the personalisation
task,giveyour own examplefor
number I beforestudentscomoletetheir sentences.
Walk aroundthe classcheckingand helpingthem with
any difficulties,
especially
with the form of the verb after
tne sentencestarter.
1 , ; * X . , o . , c i ' . d P
ii5j i;ij #f *,,*..:
f,'; il f
w# if- expressions
The variousstructuresthat were discussedin Unit 7 (/'/1,
goingto,the presentcontinuousand the presentsimple)
providejust the basisfor talkingabout the future.
Studentsalso need phrasesto express,for example,
attitude,certainty,uncertainty,and contingency.The
expressionshere all use if, Havethe classpractisesaying
these expressions after they haveunderlinedthem.
Then get them to sort the expressionsinto those which
are optimistic (if all goeswell,if everythinggoesoccording
to plon)and those which are pessimistic (the rest of the
expressions). You might needto tall<about how shou/d
can be usedto expresswhat you expectto happen:
Sheshou/dbe hereby fiveor sx this evening.
l'll justconnectthesebits and then it shouldwork.
Answers
L goes 2. goes 3.falls 4. fails 5. goes 6. work
The i[ expressions are:
l . i f a l l g o e sw e l l
2. if everythinggoesaccordingto plan
3. if that fallsthrough
4. if all else fails
5. if nothinggoeswrong
5. if that doesn't worl<
Draw students'attentionto the Real English note on
Touchwood.Ask them for equivalentexpressionsin their
own language. You could tall<about other superstitions
concerningbad lucl<(e.9.wall<ingunder ladders,
smashinga mirror) as well as superstitionsconcerning
good lucl<(e.g.throwing salt over the left shoulder,
crossingfingers).Extendthe discussion by aslcing
whether studentshaveany personalsuperstitions, lil<ea
luckycharm or lucky pieceof clothing.
20
Unit overview
General topic
The world of worl<.
Reading
Worl<and working conditions.
Reading
Two casualworkers win the right to the same
benefitsas full-timeemployees.
Language input
. Vocabularyfor tall<ingabout worl< conditions:sick
poy,moternityleave,contract,etc.
. Expressionswith work and job: Youmade o really
goodjob of it, I've beenup to my e\/esin work, etc.
. Questionsto asl<about someone'sjob: How ore
thingsot work?Whotore the hours/ike?etc.
. Vocabularyto describea boss:Shet very
approochoble,
He spendsthe wholetime slttlngot hr's
desk,etc.
. Future continuous:I'll be doingsomewark in your
oree tomorrow,so l'll pop in ond soy hello.
Language strip
Havestudentschooseany expressions they find
interestingand,on their own, find out more about
them. In a later class,asl<them to sharethe information.
For a smallgroup activity,asl<them to find expressions
which are questions(e.g.Whotdo you do exoctly?) and
come up with possibleanswers,or to come up with
possiblequestionsthat prompt some of the expressions
as answers(e.9./t's enoughto live on).You might need to
explainsome of the followingexpressions:
. A perk ofthe job is an extra benefitthat you get
from your job. For example:Gettingcheopoir tickets
is one of the perksof workingfor an oirline.
. lf you describesomeoneas a realslove-driver,you
thinl<they mal<eyour work reallyhard.For example:
l'm not too hoppyobouthavinghim as our new
monager.I'veheardhe con be a bit of o slave-driver.
' lf a job poys peanuts,the pay is very low. You can
usethe expressionIf you poy peonuts,you get
monkeys to saythat you wont get good quality
employeesif the pay you offer is low.
. You would probablysay lt's enoughto liveon if
someoneasl<ed you about your salary.lt showsthat
it's not too low but not that good either.For
example:
A: So,whot'sthe poy likeat your newjob?
B: lt's enoughto liveon.
. lf you say Stress?You don't know the meoningof the
word,youare implyingthat the personreallydoesn't
havea job with a lot of pressure.For example:
A: I heor Bob'sgot o /ot of stressin hisnew job.
B: Stress?He doesn'tknowthe meoningof the word.
. lf you are rushedoff yourfeet,you are very busy.For
example:I can't tolk now;l'm rushedoff my feet.
Remindstudentsto record any of the expressions
that
they like in their notebooks.
Lead in
Ask studentsif they rememberthe expressionworking
conditions,
which they met in the role playin Unit 17.
Ask them what sort of workingconditions are important
to them and write these on the board.For examole:
friendlyotmosphere
friendlysuperiors
goodpoy
You can then go straighton to I What do you lool<
for in a job?
:::;' :l! ;
,ii*a;:*;i ri.,*ri
t;;?
What do you look for in a job?
,ffii:i*l
:'JtrC'SI '
Go throughthe list,checl<ing that studentsunderstand
the expressions,for example,flexi-time, componycar and
sickpoy.Ask individuals to rank the ideasand to then
tall<about them with a partner.Finishoff by discussing
the list as a classand comingup with the five most
importantaspectsof a job. Point out the following
collocationsin the exercisefor studentsto record in
their notebooks:
work flexi-timelfrom home
get holidoylsickpoy
eorn o goodsalory
stuckbehindo desk
do somethinguseful
119
 20 Theworldof work
S Before vou read
This exercisegivesstudentssome more expressions
connectedwith worl<ingconditions.Get them to work
on their own first,and then comDaretheir answersin
pairs.Encouragestudentsto usetheir dictionaries. Ask
further questionswhile checkingthe answers.For
example:
ls poternityleovecommonin your country?
Arecompanieslegallyobligedto give moternityleave?
Whot's the incometax rotein your country?
Arethere industrialtribunolswhereyou con go if you've been
unfoirly treotedI dismissed?
How mony weekspoid holidoyis typicolin your country?
Again,there are manyusefulcollocationshere for
studentsto underlineand record:
toke maternityleave
gtveno proper controct
get sickpoy
incometox storts atlgoesup to
unfoirlytreoted
work full-time
get three weeks'paidholidoyo yeor
get /ots of benefits
o componypension
private heolth insuronce
Answers
l. maternityleave 2. paid holiday 3. sicl<pay
4. Incometax 5. unfairlyrreated 6. full-time
7. contract 8. lots of benefits
Have studentsread about casualwork in the
introductionand then askthem to giveyou some
examples (e.9.workingin o bor, pickingfruit, stacking
supermorketshe/ves).
Then go through the questions,
explainingthe expressionstoke their employers to court,
and the implicotionsof the decision
Tell studentsto read
the articleto find the answersto the three questions.
They can then discusstheir answersin pairs.
Answers
I. Becausethey were deniedbenefitsnormallygiven
to full-timeworkers.
2. The judgedecidedthe women had the right to the
samebenefitsas the other employees.
3. Other casualworkers can fight for benefitsfrom
their employersas well as appealif they are sacked
unfairly.
120
Havestudentsrereadthe text, underlining, askingabout
and recordingany interestingexpressions or
collocations. For example,they mayfind the following:
magicaldoor-openingpieceof poper,Iond a job,be totally
ripped off, becomeo little bit toorhless,work directlyfor,
majorbreakthrough.You may need to explain that CV
standsfor curriculumvrtoe,which is a summaryof your
educationand work experiencethat you submitwhen
you applyfor a job. Ask if studentsremembertne
expressionso Cotch22 situotionfrom the previousunit.
Havestudentsdiscussthese questionsin smallgroups.
Write some collocationson the boardto helpthem
expresstheir ideas:
treoted + foirly,unfairly,reollywell,with respect,tikea chitd,
likeport of the fomily
the moneywosgood,not bod,terrible
6# Vocabularv
work
This exercisehelpsextend students'vocabulary on the
topic of work and working conditions.Havesmall
groupscome up with ideasbeforethey discussthe
questionsas a class.You could also developa discussion
aroundthe theme of trade unionsby asl<ing how
influentialtrade unionsare in the students'
country/countries, whether studentsthinl<unionsare a
good idea,etc.
Answers
Suggestedanswers:
l. A full-timeworkerworks a full week; o part-time
workerworks only part of the week; o cosuolworker
is employedonly when there is work to be oone
and may work full-timeor part-timeduringthat
period.
2. Peopleget sockedusuallywhen their work or
behaviouris not good enoughfor the employer.
3. Cettingsockedhappensfor the reasongiven above.
Beingmade redundontis when the companyreduces
the numberof workers to savemoney or because
there is not enoughwork.
4. On your CVyou includedetailsof your education,
work experience, and other sl<illsrelevantto the
field you want to work in.
5. Answerswill vary,but in the UK some unionsare
UNISON (publicsector workers),TGWU
(transport and generalworl<ers),CWU
(communication workers) and NUT (teachers).

#m$
r*g',i*"m*,*#l
hru$,mry
You could leadin by askingstudentsto think of five
adjectivecollocationseachfor the nouns work and job,
and write them on the board.For example:
hord,tiring,heovy,light,physicol+ work
good,bod, decent,boring,well-pa;4+ 1ob
Then havestudentswork in pairson the exercise,using
a dictionaryto help.Checkthat they understandsome
of the more idiomaticexpressions:
. lf somethingis hordwork,it is difficult.
. lf you mokea good jobout of something, you do the
iob well.
. You say/t's more than my job'sworth,if someoneasks
you to do somethingat work which you are not
really allowedto do, and you dont want to take the
risk of getting caught.
. lf you are up to your eyesin work,you are very busy.
Answers
l. work 2. iob 3. work 4. iob 5. work 6. job 7. job
8. work
Speaking
Use the questionsto providepracticein usingsome of
the expressionsfrom I Work or job? Have smallgroups
of studentscome up with some ideasand then have
them sharethesewith the classas a whole.
i;s:i,#r;t r*g
ffi Beforeyou listen
Ask studentsto tell you what eachof the jobs are in the
pictureson pages| 40 and | 4 | . Then get them to discuss
in pairswhether they would ever like to do thesejobs,
what the iobs involve,and whether they could do them.
Refer studentsback to the expressionson page38 in
Unit 5 for usefulexpressions.
Answers
a. a joiner (makeswooden frames,cupboardsetc.)
b. a smith c. a chemist d. a plumber e. a sculptor
f. a street-sweeoer
20 Theworld of work
ffi Whileyou listen
Explainto studentsthat they will hear three people
talkingabout their jobs. Ask them to listenfor phrases
to help them decidewhat job eachpersondoes.Playthe
recordingtwice beforehavingpairsdiscusstheir
answers.Ask them to recallthe expressions that helped
them decide.Then playthe recordingagain,while
studentsfollow the tapescripton page | 56.
Answers
l. a chemist (preporeoll the prescriptions,keepa check
on oll the drugs,giveodviceto peoplewho come in
with minor problems,sel/ingthingsover the counter,
other times I feel likeo doctor)
2. a joiner (workingwith wood,turning it into something
usefu/)
3. a street-sweeper(somebody's gotto do it,if you
dropped something,they just drop everything, you nome
it, I've pickedit up, IA neverwork indoors)
U *r*6ls fi#fu#*mry
ffi
ffi
How are thingsat work?
There are many typical questionsand answersfor asking
and talkingabout work. Thesequestionand answer
pairingsare almost as fixed as the exchange:
A: Hello,how ore you?
B: Fine.thonks.
Studentsshouldbe encouragedto learntypical
questionsand answersas whole conversations. In this
exercise,there are three answersto match to each
question.
Answers
l . c . 2 .d . 3 .e . 4 . b . 5 .a .
After studentshavedone the matchingexercise,get
them to cover up the questions, and then in pairstake
turns trying to rememberthe questionsusingthe
answersas memory prompts. Then havestudents
practisethe questionsand answersas a class,paying
attention to stressand intonation.Start off by letting
them readthe expressionsin the exercise,and then
encouragethem to do it from memory.lf studentsare
all in work, get them to walk aroundthe classaskingand
answeringquestionsabout their own jobs,usingas much
of the language from the exerciseas possible.You can
finishup by discussing whether questionsabout how
much someoneearnsare appropriatein their country.
121
 20 Theworld of work

ffi noteptay Studentswho work could then tell eachother a bit

about their positionsin their placeof work. lf you want
to, you could extend the work on the word bossby
Explainthe task and give studentsa few minutesto
givingthem expressionslil<e:
preparetheir answers.Then get them to ask and
He bossesme oround.
answerthe questionsin pairs.Makeit clearthat
studentsshouldinitiallyusethe questionsfrom I How Shecon be quitebossy.
are things at work? but they may then go on to ask
any other questionsthey can thinl<of in order to Speaking
identifythe job. After doingthis,they could move on to
anotherpartner and repeatthe conversationusingthe
Give studentsa few minutesto look through the sixteen
samejob.
sentencesin 4 The ideal boss beforetellinga partner
if any of them could be usedabout a bossthey worl< (or
To makethis into a game,limit the amountof time (one
haveworked) for.
or two minutes,dependingon level)beforetelling
studentsto move on to another partner. Do this
Then asl<larger groups of three or four studentsto
severaltimes,askingthem to note down the nameand
discussthe questions. Check as a classwho students
the job of eachpartner.No job namesare revealeduntil
think would be the best boss,and then decidewnat
the end when pointsare awardedfor correct guesses.
specialboss-likeresponsibilitythey can havefor the rest
of the class.Finishup by doingsome vocabularybuilding
for the namesof different lcindsof bosses.

Let studentsreadthe jolceswhile they listento the Answers

recording.Pauseafter each one to allow studentsto
The boss of a school is a head teocher.
react.Help with any comprehensionproblems.To work
The bossof a departmentis o manogeror head.
on stressand pausing, write the first joke on the board
and playthe recording.Havethe classtell you where the The boss of a football team is a monoger.
pausesare and mark them with a slash(/). Then playthe Other namesof bossesincludechief executiveofficer,
recordingagainand asl<studentsto tell you which director,chief,commanderand general.
words were stressedand underlinethem. Playthe
secondjol<eat leasttwice,with studentsmarkingthe
pausesfirst and then the stress.Then go over the
answers.Do the samewith the third jolcebefore having ,;i:,1f;U .#'iilf'.r;lI;*f
.'i i *1,*" n., F..:?e.,.!

studentspractisereadingthe jokes in pairs.

ffi Future continuous

arH The ideal boss
The future continuousis often usedto describeevents
Asl<if any studentsare, or ever havebeen,bosses.You in the future that we see as beingalreadyfixed or
could also introducethe followingexpressionsand ask decided.lt often impliesthat we see theseactionsas
studentsto record them: part of a routine.Maybea good exampleto illustrate
I'm my own boss. this is the expressionWe'llbe cruisingat o heightof
I'm responsibleto ... 30,000feetthat pilotstypicallyusewhen announcing the
I'm responsiblefor ... flight plan.Note that with this meaning,the verb does
not necessarily haveto be extendedin time. For
Then havestudentschoosetwo endingsfor each examPre:
response.You might needto explainsome of the They'llbe stortingschoo/this outumn.
following: I'll be goingbock to lapan.
. Someonewho is domineering or dictotorioltries to
Havestudentsdo the matchingtask and checl<their
control peopleand order them about.
answers.
. Someonewho is opproochable
is friendlyand easyto
tall<to.
. lf you get on to someoneabout something,you
frequentlytell them to do it - in a way that annoys
them!

Answers
l.f. 2 .g . 3 .a . 4 . h . 5 .c . 6 . b . 7 .d . 8 .e .

122

Answers
l . e . 2 . f. 3 .a . 4 . b . 5 .d . 6 .c .
Ask studentswhich action the speakerseesas more
important(the one in the so clause)and which as the
bac(ground (the verb in the future continuousform).
Then readthe Grammar commentary,G32 Future
continuous on page 166together. Write the pattern l7
be -ing,so ... on the board and tell studentsto record a
few examplesfrom this pagein their notebooks.
ffi Grammarin context
This exercisecontextualises
the earlierexpressions.
Answers
l. l'll be goingbackto Japanin the autumn,so l'll try
and get you a cheapWalkman, shalll?
2. l'll be doingsome work in your areatomorrow so
l'll pop in and sayhello if I get the chance.
3. l'll be writing my MA thesisall summer,so l'll be
working in the librarya lot.
4. l'll be doinga computercoursein April, so I'll be
an exPert on the Internet.
5. l'll be going down to my dad'snext Saturday,so
don't try and call me until Sundaynight.
6. l'll be passingyour front door,so it's no trouble
givingyou a lift.
After checkingthe answers,studentsshould practisethe
short dialogueswith a partner.Remindthem to usethe
contractedform /'ll and practisethis if necessary.
20 Theworld of work
This is a chancefor studentsto put some of the
languagefrom this unit into practice.Explainthe task to
the students.Remindthem of the different languagethey
could use from the previousunit (e.g.Whot I wos
thinkingof doingis . . . , l mighttry and ... ,lf oll goes
occordingto plan) as well as from this unit (future
continuous, work vocabulary). Give them a few minutes
to prepare before letting them mingle.Note that the
examplesof the future continuousin this exercise
expressan action alreadyin progressat a certain time in
the future (ten years from now): I'll be livingin a huge
house.
Finally
Assumingyou and your studentshavecompletedall
twenty units of Innovotions
upper-intermediote,
this is the
time to review the successof the course and give
studentsadviceon how to continuetheir:English
learningon their own. Here are some of the questions
you could ask:
How doesthis coursecomDarewith other coursesvou hove
studied?
How do you feelyour spokenEnglishhos improvedT
How hosthis coursechangedyour ideosabout how English
is learned?
Whot will you do to continueyour leorning?
123
 The exerciseshere can be usedas a quiz.4 Speaking Look back and check:More
and 5 Look back and check More expressions
with bother, however,are better done as a discussionin
Answerswill vary.

Expressions
Answers
Answers
l. haven'tfixed 2. was being redecorated 3. haveto
l. don't let it get you down
be paid 4. they'd 5. l'll be seeing 6. was goingto be
7. is goingto be built 8. goes 9. should'vebeen 2. I l<nowwhat you mean
w i d e n e d 1 0 .l ' l l b e b a c l < 3 . j u s t d o i n gw h a t I ' m d o i n g
4. if everythinggoesaccordingto plan
5. wait and see

ffi Multiplechoice
Answers collocatlons
ffiffi|
l.b. 2.a. 3.a. 4.a. 5.c. 6.a. 7.a. 8.a.
Answers
l.h. 2.1. 3.b. 4.a. 5.g. 6.c 7.d. 8.e.
m# Second
conditionals 9 .j . 1 0 .i . I l . n . 1 2 . q . 1 3 .k . 1 4 . 1 . 1 5 .r .
16m . . 1 7 . p . 1 8o ..
Answers
L would be,left
2. would be,banned,pedestrianised
3. would be,collected
4. would be,brought Answers
5. would be,didnt charge,would get l. e. 2 .d . 3 .a . 4 . f . 5 .b . 6 .c .
6. would be,had

Sp e a k i n g ffi'uio',
Answers
Answers will vary.
l. g. 2 .e . 3 .a . 4 . i . 5 .b . 6 .c . 7 . h . 8 .d .
9 . f. t 0 .i
Conversation

Answers ussd
iss*Hrd
what can vou remember?
"
l. a. 2 .c . 3 .f . 4.b. 5 .d . 6 .e .
Answerswill vary.

124
 ReviewUnits:17-20

ffi vocabulary
qutz ffi Learneradvice:The authorsspeak!
Answers Answers will vary.

l. Nothing.
2. A building,part of a town.
3. They are not nice.
4. Flexi-timemeansthere are no set start and finish
times to the day;full-timemeansworking a full
working week;port-timemeansworking only part
of a week.
5. No, they are alwaystelling you what to do.
6. No.
7. No.

i
8. When she'slust had a baby.
9. They get paternity leave.
I
10. You get on with them.
i' I l . C o m p l a i n t se,n q u i r i e sp,h o n ec a l l s .
I
I 12. Deal with them.
II
13. Australia- Canberra,Bulgaria- Sofia,Chile-
Santiago,SouthAfrica - CapeTown
14. Answerswill vary.An exampleis:When I'm
depressed,I eat chocolate.That makesme fat.The
fatter I get, the more depressedI get, and so on.
15. lf you havebeen unfairlytreated at work or
unfairlysacl<ed.
16. To the side of the road if you'rehavingcar
trouble.
17. The donkeywork.
1 8 . T h e l o c a lc o u n c i l .
19. Answerswill vary.Examplesare:peopleyou don't
like,the amount of worl< you haveto do.
20. The inner city can be a rough part of town. The
city centre is geographically
the centre of the city
and where most imDortant officesare located.

125
 10 RelationshiPs
$t*x***r*6
gffi#wtrat turnsYouon?
WI
This is a ranking activityto Seneratesome discussion
leadingin to the readingtask.Havestudentswork
first and then comparetheir
throughthe list individually
answers with a partner.Suggest that they do two sets of
rankings: one for what is imPortantin a portner,tne
other for o friend.Checl<that they know that partner
here meanssomeoneyou are in a sexualrelationship
with. The discussion is a good way to review
comparativestructures and -ing forms. Write some
phraseson the boardto help them in the discussion. For
example:
BeinglHaving... .
is moreimportontthonbeinglhoving...
lA rotherhove someonewho islcan... than someone who
i s l c a n. . . .
Prepositions
Prepositions are notoriousamonglearnersof English
becauseit seemsthere are no usefulrulesto explain
their use.Advisestudentsto learnand record
prepositionsas they are usedin phrases.This exercise
may prove difficult,so havestudentswork in pairs or
smallgroups.You maywant them to use dictionariesso
that they get into the habit of findingappropriate
prepositions(andcollocations)when they want to use a
word. The prepositionalphraseshere also appearin the
readingtext, so ask studentsto predict what the text
will be about by looking at the title. As you go through
the sentences, asl<questionsto generatefurther
language. For example:
Hoveyou everhad to breok somebod newsto someone?
of someoneyou were
Hoveyour parentseverdisopproved
goingout with?
Remindstudentsto record some of these prepositional
phrasesin their notebooks.
Answers
l. to 2.of 3.with 4.for 5.of 5.with
#ffi Before vou read
Write mxed morriogeon the board and asl<what
studentsthink this means(usuallyit refersto a marriage
between people of different races or religions,but as
you will see it could refer to differentgenerationsor
classesl).You could then discusswhat the advantages
and disadvantages of a mixed marriagemight be.
66
While you read (ls she really going
Studentscan read the article to find out if any of the
ideasthey discussedin 3 Before you read were
mentioned.You may want to read the text aloud or play
the recorded version to the studentsas they follow in
their Coursebooks.Listeningand readingat the same
time showsstudentshow language is groupedtogether
in chunks.HearingapproPriately'chunked' languagehelps
studentslearnto listenfor and usewords in grouPs,
thus aidingoverallfluency.Once studentshavereadthe
article.havethem sharetheir initialreactionsin pairs.
Here are some words and expressions studentsmight
asl<about:
. lf you are ostrocised, it meansthat people do not
allow you to be a part of their livesbecauseof
somethingyou havedone.
, My motesmeansmy friends.Sometimespeople use
the word mote to addresssomeone dir:ectly:He//0,
mote, All right,mote?lt is normally used by men to
talk about or talk to other men.
. lf someone hosjust turnedsixty,it meansthat they
havejust had their sixtieth birthday.
Use the first two questions(the first two tasks)to
extendthe discussion about the article.Questionsl-5
in the third task focuson comprehension. Havepairsof
studentsdiscusstheir answerswithout loolcingat the
text. They can then reread the article to confirm their
answers.
Answers
l. JamieandJane.(When Jamie'sparentsmet Jane,
they got on reallywell.)
2. Davidand Rachel.(As Racheland Davidl<now
peoplein mixed marriagesare often verbally
abused.)
3. Davidand Rachel.('We actuallyfound it difficultto
find a olaceto live in Belfastbecauseareastend to
be either Catholic or Protestant.')
4. Jamieand Jane.('Janeoften staysin with my parents
when I go out clubbingl)
5. David and Rachel.(As Racheland David l<now,
people in mixed marriagesare often ostracised.)
 1O Relationships

This exercisefocuseson severalcollocationsin the text.
Remindstudentsto add those they find usefulto their
notebooks.Studentscan either do this individuallyor in
pairs.Havethem try to complete the phrasesfrom
memory first and then to look in the text. To make it
easier,give them the paragraphreferences.When you
checl<their answers,asl<further questionsto check
their understanding and to generateconnectedlanguage.
For example:
Are mixed morriogesbecomingincreosingly commonin your
country?
Hove your porentseverput pressureon you to do
something?
Answers
l. increasingly
(common)(paragraphl)
2. (family)pressure(paragraphl)
3. (got a lot of) support from (paragraph2)
4. cloakroom(paragraph3)
5. (typicalmacho) lad (paragraph3)
6. (find that l<indof man very) appealing(paragraph4)
Refer studentsto the Real English note on pullingmy
/eg. Ask whether anyone lil<espul/ingpeople's/egsor
whether they lil<etheir /egsbeingpulled.
'; ii;: j*:;
ff r i:e r;*i ,f
Be sensitiveto students'viewsand personalexperiences
when you discussthis kind of topic. Studentsare
entitlednot to join in discussions
which makethem feel
uncomfortable. lf possibleand appropriate,put the class
in mixed-sexgroupsfor the discussion. Beforethey
start,allow them a coupleof minutesto readthroughall
the questionsand to asl<you about anythingthat is not
clear.Tell them they dont haveto answer all the
questionsand are free to slcipany they are not
comfortablewith. lf the classenjoysdiscussing some of
these questions, ask them to chooseone and write
about it for homework.
ffiffiStages
of a relationship
Studentscan worl<individually and then comparetheir
answerswith a partner.Point out the expressionswith
get gettingmorried,just got engoged,gettingdivorced.You
can use this exerciseto ask about traditions of getting
engaged(e.g.Do you exchongerings?How /ongis the
engogement period?ls thereo party?),or the mechanicsof
getting a divorce (e.g.Whot do you needto do to geto
divorce?ls it difficultto get o divorce?/s there o highdivorce
rote?).Note that you usuallydecideto seporotebefore
officially gettingdivorced.
Answers
A possibleorder is:
l. d. 2 ,g . 3 .c . 4.b. 5 .f . ( o r e . ) 5 .e . ( o r f . )
7 . a . 8 .h .
.r,$
',: # 4*,
v .j / ;i* ,fl-i
r :;1:i
s r*d $S,fiff
. 3 j *f + i $; f
ffi Expressions
with modals
The use of modalsis anotherareathat causesrearners
of Englisha lot of problems.Decidingwhich modalto
use dependson the spealcer's attitude to the event being
described, thus allowingfor a lot of variation.In this
exercise,however,the focus is on fixed expressions
where there reallyis only one choice.Encourage
studentsto record the complete expression.Let
studentstry to completesentencesl-9 on their own,
and then comparewith a partner beforeyou checktheir
answers.They can then try to completethe expressions
at the bottom of the pagefrom memory. You might
needto explainsome expressions in this tasl<:
. lf you saysornething is commonknowledge,you think it
is a well-known fact. For example:I thoughtit was
commonknowledgethat they were livingtogether.
. You say Youcan soythot ogoinwhen you agree with
somethintsomeonehasjust said.
. You sayYoumust be jokingwhen you thinl<that what
someonehassaidis unreasonable or unbelievable.
. lf you sayAnd pigs might fly about something,you
don't believeit will ever happen.

67