Richmond · · 2015-09-17Teacher’s Resource Materials page 101 Activity Book answer key page...

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Teacher’s B

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www.richmondelt.com/essentialenglish

Richmond

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Contents

Teacher’s Book

Unit 1

1A page 18

1B page 21

1C page 24

1D page 27

1E page 30

1F page 33

1R page 36

Unit 2

2A page 39

2B page 42

2C page 45

2D page 47

2E page 50

2F page 53

2R page 56

Unit 3

3A page 58

3B page 61

3C page 64

3D page 67

3E page 70

3F page 73

3R page 75

Unit 4

4A page 77

4B page 80

4C page 83

4D page 86

4E page 89

4F page 92

4R page 95

Writing 1 page 97

Writing 2 page 98

Writing 3 page 99

Writing 4 page 100

Teacher’s Resource Materials page 101

Activity Book answer key page 127

Audioscript page 130

Audio Track Listing page 136

Course map page 4

Course aims page 8

Course components page 8

Approach page 9

Methodology page 10

Special features

Grammar boxes page 11

Pronunciation page 11

Tip boxes page 11

Writing page 11

Word Bank page 11

Revision page 12

Phrasebook page 12

Essential Grammar page 12

Songs page 12

Activity Book page 12

Test yourself page 12

Teaching skills page 13

Writing page 13

Correcting written work page 14

Organisation and timing page 17

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4

Page Lesson Language in action Grammar Vocabulary

182A The first job I ever had

was…

I enjoyed the film we watched last night.The only person online was Lee, who was answering emails.

Defining and non-defining relative clauses

Adjective suffixes (1)Noun + -y, adjective + ish

20 2B White lies

It’s never OK to lie, is it?You don’t tell lies, do you?

Question tagsNegative prefixes for confirming facts

22 2C Dress-down Friday

She told me she’s going to Chile next week.They asked me when I was starting that job.

Reported speechReported questions

Reporting verbsEssential phrases: reacting to ideas

24 2D Cash on the side

He stopped to have a coffee.He stopped smoking last year.

Verb + infinitive and / or Verb + gerund

Money idiomsEssential phrases: about spending habits

262E The shape of things to

come

It will be 10 degrees warmer.By 2050 everybody will be reading electronic books.The population will have doubled.

Future Simple, Future Continuous, Future Perfect for predictions

Noun formsEssential phrases: making predictions

28 2F Testing times

It could have happened to anyone.He must have remembered me…

Past modals for speculation and obligationWhat + nounHow + adjective

Parts of a carEssential phrases:building and responding to a story

30 Revision 2

61 Writing 2 An anecdote 77 Phrasebook 2 86–92 Activity Book 114 Essential Grammar 2

Unit 2

Course book contents map


4 1A Life Crisis!

I thought I’d walk into a well-paid job. It got her thinking.

Tense review (Past, Present and Future)

Work collocationsEssential phrases: giving advice

6 1B Happy Families?

I take after my dad.You can look it up in the dictionary.

Phrasal verbsPhrasal verbs for relationships

8 1C Life since Web 2.0

José felt really embarrassed.Then 3 strange men arrived.

Narrative tenses Words for feelings

10 1DTrading places

She was slowly getting used to the cold.Finnish coffee is unbelievably strong.

Be used toGet used to

Intensifiers, e.g. slowly, incredibly, unbelievablyEssential phrases: making suggestions

12 1E The grass is always

greener…

If you get to the airport on time the plane is late.If I go outside, I’ll freeze.If you were an actor, you’d have a very stressful life.

Zero / First / Second conditionalAs v like

Common sayingsCollocations with get

14 1F Going away

I’m having a party next Saturday.It starts at 9pm.Marc will turn up at 10.I’m not going to hang around.

Future forms (will, going to, present simple, present continuous)

Phrasal verbsEssential phrases: expressing preferences re travel

16 Revision 1

60 Writing 1 A formal email 77 Phrasebook 1 79–85 Activity Book 112 Essential Grammar 1

Unit 1

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5

Pronunciation Skills Recycling

Tip: pausing

Reading: to identify whether the extract comes from a job advert or an email; to paraphrase and exchange information; read an answer to identify the question Listening: for gist; for specific informationSpeaking: talk about jobs; discuss questions in a questionnaire

Jobs

Adjectives to describe experiences

Question tags for confirmation and real questions

Reading: to give your opinion on somethingListening: for specific information to spot when someone is lyingSpeaking: talk about yourself; give your opinion on something

Let

Talking about past experience

Word stress

Reading: to insert missing sentences back into a textListening: for gist to see whether someone is for or against an idea; to match the speaker to the phrases Speaking: talk about clothes you like; express your opinion on something

Clothes

Likes and dislikes

Imperatives

Word stressListening: for gist to see if an idea is mentioned; to complete sentencesReading: to share information with a partner; to answer comprehension questionsSpeaking: talk about ways of saving money; talk about budgeting

Habits and routines

Verbs of emotion

Word stress with suffix -ic Contractions

Listening: check the answers to a quiz; listen to match predictions to the correct picturesReading: to answer quiz questionsSpeaking: talk about the future

Going to for prediction

Auxiliary verbs (should / would /could have)

Listening: decide if a statement is true or false; put phrases in the correct orderReading: to exchange information; hypothesis about what could have happenedSpeaking: talk about parts of the car and what they are used for

Explaining a process

Predicting

Reading: to complete sentences with adjectives; paraphrase and identify reporting verbsListening: to complete notes; count question tags; listen and chant 8 dipthongsSpeaking: ask and answer questions about money; describe a cartoon using future tenses; role play a conversation; give instructions to a learner about how to drive a carWriting: choose correct options to complete questions, then write answers



Reading: for gist; to match headings to the correct paragraphs; to paraphrase expressionsListening: to match people with their commentsSpeaking: to find out information about the other people in the class; talk about problems faced by young people

Paraphrasing

Stress in phrasal verbs

Listening: to match speakers to the correct picture; listen for specific information Reading: to answer comprehension questions; to find out specific informationSpeaking: to find out information about family members

none v no-oneDescribing family

Unstressing auxiliary verbsThe schwa

Reading: to match people to the correct website entry; to find who had done whatListening: to predict what comes next; to put the story in the correct orderSpeaking: to talk about what you use the Internet for; continue a story

Talking about the netStorytellingThe schwa

Homographs (words with same spelling, different pronunciation)

Reading: to paraphrase a text re what it was aboutListening: to identify where people are from; listen to answer comprehension questionsSpeaking: to give advice to someone who is visiting your country

Used toDescribing placesSaying how you areWork and home life

Listening: to answer comprehension questions; listen and shadow readReading: to answer comprehension questions; to share information with a partnerSpeaking: talk about common sayings; talk about conditional sentences

Guessing meaning from context Paraphrasing

Linking soundsUnderstanding rapid speech

Reading: scan for specific vocabulary; to answer a quizListening: to see if statements are true or falseSpeaking: talk about experiences of travelling abroad; role-play a conversation at a travel agent’s

Talking about travel and journeysPresent continuous = going to future

Reading: to insert missing words in sentences; to match comments with repliesListening: to identify number of syllables in adjectives; to complete sentences; to underline stressed words; listen and chant 12 vowel soundsSpeaking: about personal histories; role play a phone call; talk about a topic for one minuteWriting: make true sentences using adjective and adverb prompts

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6



46 4ALive: tonight!

She was going to come to lunch but she’s changed her mind.The meeting was to start at 7pm.They were leaving later that afternoon.

The future in the pastBe (about) to…

Concerts and gigsEssential phrases: talking about past experiences

484BHow technology can change

your life

I’ve got very little free time now.There’s plenty of milk.There were hardly any passengers on the train.

Quantifiers (much, many, little, a few etc.)

UK and US EnglishBe / keep in / lose touch with

50 4CAny volunteers?

Many cheetahs are killed by hunters.Most meat is cooked before we eat it.

The passiveCharity and the environmentVolunteering

52 4DReality TV ruined my life!

If I were a billionaire, I’d buy my own island. Mixed conditionals

TV showsPairs of adjectivesEssential phrases: speculating re the past

54 4EMy avatar and me

Bill is just as mad as his brother!My dad is much older than my mum.

Making comparisons Internet services

56 4FThe Internet generation

Although we didn’t have any tickets, we went along anyway.Even though we are working incredibly hard we don’t have much hope of success.

Linking phrasesChildhood activitiesAdjective suffixes (2)

58 Revision 4

63 Writing 4 A review 78 Phrasebook 4 100–106 Activity Book 118 Essential Grammar 4

Unit 4

Unit 3Page Lesson Language in action Grammar Vocabulary

32 3AI am what I am

Kim’s at university in Geneva.I’ve got a new email.Dubai is in the UAE.

ArticlesChanging images and the media

34 3BMan-flu

Could you help me?Do you know if there are any problems?Do you mind staying at a cheaper hotel?

Indirect questionsIllnessesEssential phrases: explaining lifestyles

36 3CThe art of the street

I’ve sent over a hundred emails today.It’s been raining for hours!

Present perfect simple vs Present perfect continuous

Word + prepositionEssential phrases: saying what you’ve been doing

38 3DChanging times

I wish I had my own car.If only we’d had more time.

Wish and if only The face and appearance

40 3EGadget mania!

If you’d been there, you would have loved it.If I’d had more money, I could have bought that ring.

Third conditionalDescribing objects and their function

42 3FArtist at work!

An exhibition was held in London.He taught Congo to paint.

More irregular past participlesUK and US English

Describing pictures

44 Revision 3

62 Writing 3 A biography 78 Phrasebook 3 93–99 Activity Book 116 Essential Grammar 3

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7



Intonation for giving good or bad news

Reading: read and report information to another personListening: for specific informationSpeaking: talk about tastes in music; talk about music festivals

Questions that end in prepositionsFuture tenses

Listening: to see if a statement is true or false; listen for key words to reconstruct a conversationReading: read to complete sentencesSpeaking: talk about using web forums

UK v US English spellingCountable / uncountable nouns

Homophones (words with different spelling but same pronunciation)

Reading: read to report information to another personListening: to see if a statement is true or falseSpeaking: speak about voluntary work

Jobs

LinkingSentence stressSchwa vowel

Listening: to match speakers to their favourite TV show; listen for informationReading: read questions and predict answers before reading to check; read to understand idiomatic expressions in context Speaking: talk about the types of TV programme you like and dislike; discuss the best things to have with you on a desert island

Paraphrasing idioms

Second and third conditionals

Stress on much, a lot, a bit, etc.

Reading: to match questions to answersListening: to match a description to the correct pictureSpeaking: talk about what you use the Internet for; design and talk about an avatar

Superlatives

Listening: to see if a statement is true or false; listen to complete a sentenceReading: read for error correctionSpeaking: compare childhood today with childhood 40 years ago

Technology

Apostrophes: My brother’s car is a Fiat.

Reading: read a survey and answer the questions; read a text and identify errorsSpeaking: role play a conversation about being at a music festival; play a game; role play conversations using mixed conditionals; compare opinions about websitesListening: listen to four dialogues and identify correct meanings; to complete sentences; to identify US v UK English; listen and chant 15 voiced consonants


Reading: to predict the next word in a textListening: for gist; listen for specific informationSpeaking: find out information about other SS; talk about yourself

Describing people

Remind v remember

Shadow reading Silent letters

Listening: listen for specific informationReading: sentence gap fillSpeaking: find out who’s the healthiest by asking and answering questions about health

Questions with mind

Comparing men and women

Listening: to see if a statement is true or falseReading: read and report what you’ve read to another personSpeaking: talk about busking; talk about what you’ve been doing

Non-action verbs

Countable v uncountable nouns

(Few, a few, a couple of etc.)

Unstressed words and sentence stress

Listening: listen for gist; listen to match information with photosReading: read and report what has been read to a partner and then comment on itSpeaking: role play

Describing appearance Giving advicePast modals

Intonation and stress for emphasis

Reading: read to answer comprehension questionsListening: listen for gistSpeaking: describe objects; speak to consolidate a grammar point

It’s used for / It looks like

Made of vs made from

Irregular past participles

Listening: to see if sentences are true or falseSpeaking: describe and compare two paintings; ask and answer questions in a board game

Uses of on

Irregular past verbs

Speaking: talk about various topics for a board game; talk about folk cures; role play game; explain similar sounding things to a Martian; play Twenty QuestionsListening: to identify rhyming words; listen and chant 9 unvoiced consonantsReading: read a story about 3 men on a desert island and choose optionsWriting: write sentences beginning If I hadn’t…

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1A

18

Reading 20 min

2 ● Books open. Focus on the title of the magazine article.

Ask What do you think the quarterlife crisis is? Elicit

some examples.

● SS read the introduction and in pairs, they write five

things that they think might cause a quarterlife crisis.

3 ● Elicit/Teach CVs, rising, affordable, path, mindless,

glossy magazines, twentysomethings, electrical gadgets

and borrow. Elicit examples of mindless jobs, e.g.

entering data on a computer.

● SS quickly read the article to see if their ideas were

mentioned.

● Highlight the word twenties in the introduction. Ask

How old is someone in their twenties? (between 20

and 30 years old) Tell SS that we can also say thirties,

forties, etc.

● Class feedback. Ask How many of your ideas were

mentioned in the article? Did you have an idea that the

article didn’t mention that you think is important?

4 ● SS re-read the article and match the headings a–e with

paragraphs 1–5. Paircheck, then classcheck.

1 b 2 c 3 e 4 a 5 dAnswers

5 1.1

● SS focus on the yellow words in the text and in pairs,

explain what they mean. Classcheck.

walk straight into: an easy transition e.g. SS finish university, apply for a job, get the job and start working without any problemssend out: circulateapply for: try to get a jobdoing work experience: doing unpaid work to gain experiencesomething is over: finishedsick to death: very, very boredunder a lot of stress: the situation is very difficult and makes you unhappyheavily in debt: owing a lot of money

Answers

● SS turn to Word Bank 1 on p. 64.

● Word Bank 1. These exercises increase SS’ awareness of

words that collocate with each other. It is important for

SS to learn vocabulary in this way as words in isolation

often have one meaning, but put together with other

words, they have a completely different meaning.

Encourage SS to record new vocabulary as complete

collocations.

● Word Bank 1 Ex. 1: play audio 1.1. SS listen to the story

and match the collocations with pictures 1–9. Paircheck,

then play audio again to check. Classcheck.

Aims To talk about problems of people in their 20s

Vocabulary Nouns: concept, corporation, debt, employee, gadgets, grade, independence, loans, living, luxury, media, qualifications, secretary, suffering

Adjectives: affordable, depressing, mindless, proper

Verbs: afford, earn

Expressions: to coin (a phrase), for ages, for free, difficult at first, twenty-somethings

Word Bank 1: Collocations, p. 64

Grammar Tense review (Past, Present and Future)

Pronunciation

Skills Reading: read for gist; read to match headings to the correct paragraphs; read to paraphrases expressions

Listening: listen to match people with their comments

Speaking: find out information about the other people in the class; talk about problems faced by young people

Recycling Paraphrasing

Preparation Teacher’s Resource 1, p. 102

Speaking 5 min

1 ● SS think of three questions to ask other SS in the class

to find out more about them. Model the example.

● SS mingle and ask each other their questions and any

others they can think of. Tell SS to try to talk to as

many people as possible in five minutes. In pairs, SS

exchange the information they have found out about

their classmates.

● Class feedback. Ask Did you find out anything

interesting/unusual/surprising?

By asking SS to prepare some questions before mingling it gives them a starting point for their conversations. This can avoid initial awkward pauses as SS try to think of questions on the spot and can give weaker/more timid SS more confidence, especially if this is the first time SS have met.

Tip

Life crisis!

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19UNIT 1

1A

Listening 8 min

7 1.2

● Play audio. SS listen and match the speaker to the

correct paragraph from the article about the quarterlife

crisis. Elicit/Teach student loans, degree, typing and

proper job.

● Paircheck. In pairs, SS discuss why the comments

match.

● Classcheck. Ask Which person had an accent most

similar to yours?

a 4 b 2 c 5 d 1 e 3Answers

Audioscript

A = Anja; M = Maria; J = Jelal; B = BertilAA: I left school a year ago and I still haven’t found a job. I’ve been

looking for ages. I want to talk to my friends about it but I can’t

because I get so embarrassed. They’ve all got really good jobs and

I’m the only one who hasn’t. It’s really depressing.

BM: I’m living with my parents. I moved back here after university. It

was difficult at first because I had been living on my own – now,

every time I do anything, my parents ask “Where are you going?

What time are you coming home?” It’s terrible. But what can I do?

It’s impossible to find a cheap apartment in Buenos Aries.

CK: I don’t come from a rich family so I had to get student loans to pay

for my college education. Now I’m thousands of pounds in debt

and I worry about it all the time. Will I ever be able to pay it all

back?

DJ: I took a degree in Media Studies but there weren’t any jobs out

there. So now, after the summer I’m going to work on my local

newspaper – for free! It’ll be a good way to make contacts and

maybe get a proper job in the future. One that’ll pay the bills!

EB: When I took the job, I hadn’t realised how boring it was. For

example, today I was just typing information into a database, all

day. So I’ve had enough. I’m leaving my job next week and I’m

going travelling in Asia.

Focus on the Remember? box and elicit some

examples, e.g. I’m going for a run. I’m going to the park.

I’m in the kitchen. I’m going into the kitchen. I’m at

school. I’m in the classroom.

Remember?

Grammar 10 min

8 ● SS turn to the audioscript 1.2 on p. 107 and underline

the examples of the different tenses.

● Paircheck, then classcheck.

a I want to talk. (simple) I’m living. (continuous)b I left. (simple) I was typing. (continuous) I

hadn’t realised. (simple) I had been living. (continuous)

c I haven’t found. (simple) I’ve been looking for ages. (continuous)

Answers

apply for jobs (phrasal verb; verb + prep): 4be heavily in debt (v + adv + prep + n): 2be sick to death of sth (v + prep + n): 9be under a lot of stress (v + prep): 7course be over (phrasal verb; n + v + prep): 1do work experience (v + n): 8send out CVs (phrasal verb; v + prep): 3walk into (phrasal verb; verb + prep): 5a well-paid job (adj + n): 6

Answers

Audioscript

Deng’s university course was over at last! The good news was that he

finally had his degree. The bad news? He was heavily in debt. So he

sent out loads of CVs and he applied for every job he saw in the paper.

He was sure he’d walk into a well-paid job at a big company. But he

didn’t get any replies and he was soon under a lot of stress. So in the

end, he decided to do work experience – unpaid! He’s still there now,

three months later, and he’s sick to death of it!

● Word Bank 1 Ex. 2: ask Which type of word is used in

each collocation? Which four are phrasal verbs? Have

students identify the words and the four phrasal verbs.

see aboveAnswers

● Word Bank 1 Ex. 3: in pairs, SS retell Deng’s story.

Highlight the Tip box. Reinforce the importance of

remembering words together as collocations.

Extension

Ask What happens in your country? How do SS get

into university? Is it based on your school grades, or do

you have to sit an entrance exam? Can anybody who

wants to go to university get a place or is there a closed

number for the courses? Do you do work experience at

school or university? What age do people leave home

in your country? Is being independent at an early age

important in your country?

Speaking 7 min

6 ● In groups of four, SS discuss the questions for five

minutes.

● Class feedback. Ask for a show of hands to see which

problem the class thinks is the biggest one. Elicit ideas

for question 4.

1 try to save money by budgeting2 set long- and short-term goals to keep

focussed3 do voluntary work to get valuable work

experience4 take up a new sport or hobby

Possible answers

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1A

20

Speaking 10 min

11Teacher’s Resource 1, p. 102: What should I do?

● Give SS A and B the corresponding card from Teacher’s

Resource 1, p. 102. Tell them not to show their card to

their partner. Explain that they are 21 years old and

they have a problem. Encourage students to explain the

situation without looking at the card, so that they use

their own words to paraphrase the information.

● SS role-play the situations, asking their partner for

advice. Highlight the Essential phrases in the box and

encourage SS to tick them off as they use them.

● Classcheck. Ask Did your partner give you some good

advice?

Extension/Homework

SS write a five-year goal plan. Where do they see

themselves in five years’ time? How will they reach that

goal?

@WeblinkSS go to www.mindtools.com/pages/article/newHTE_87.htm for some ideas on how to set goals.

9 ● In pairs, SS look at the phrases in Ex. 8 and say whether

they are simple or continuous.

● Classcheck.

see aboveAnswers

Fast finishers

Fast finishers look back at the article on p. 4 and

identify different tenses and parts of speech.

10 ● In pairs, SS make an example sentence about

themselves or their partner for each of the tenses in

Ex. 8.

● Monitor to check that SS are using the tenses correctly.

Classcheck.

● Extra Practice: Activity Book p. 79, Ex. 1

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21UNIT 1

Fast finishers

SS make true sentences about themselves and their

family using the phrasal verbs from the exercise.

Audioscript

My name is Qui. I’m 21 and I’m from Vietnam. I grew up in Hanoi, the

capital city. I really take after my mum. We look almost the same.

Er … but my parents broke up when I was five. Then I was brought up

by my mother. I was very naughty as a child and she used to tell me

off a lot. I did badly at school and I didn’t live up to her expectations.

I fell out with her when she remarried. I moved out and I went to

study at university. There I met my boyfriend Thao, and we started

going out. We get on really well together and I love being with him.

And that’s me!

2 ● Focus on the web quest survey and elicit/teach siblings

and in-laws.

● In fours, SS answer the web quest survey. Classcheck.

Ask Did you have similar answers? If you saw this on the

Internet, would you fill it in?

Highlight the Remember? box and elicit examples to

show the difference between none and no one, e.g. How

many apples are there? None. (zero in terms of quantity)

There’s no one at home. (zero in terms of people)

Remember?

Listening 10 min

3 ● SS focus on the pictures. In pairs, they predict what the

relationship is between the person in the picture and

the speaker and what the speaker finds most annoying

about them. Elicit a few ideas for each picture.

4 1.4

● Play audio. SS match the speakers to the pictures.

● Paircheck, then classcheck. Ask Were your predictions

correct? What else did you catch?

Zhu Zhu DLisa AClaudia CBen B

Answers

Audioscript

Z = Zhu Zhu; L = Lisa; C = Claudia; B = BenZ: I know that I’m his only child but I still don’t understand why he

calls me up all the time. He must ring me two or three times a day.

It’s ridiculous. And he tells me off if I don’t call him– but I’m busy!

He worries about me because I’m studying here in Switzerland,

at a Hotel School. But, really, I’m fine. He wasn’t like this when 1I

was growing up. Back home in China, he hardly ever spoke to me!

L: It has to be my brother. I cannot understand how he manages to

get the bathroom so dirty. When he has a shower, he gets water

all over the floor … and he’s always using my shampoo without

asking me. We fall out over it all the time. Last week, he cut his

Aims To talk about family

Vocabulary Nouns: growth, in-laws, nerves, policy, predictions, quest, siblings, spectrum, sink, struggle, survey, nails

Adjectives: formal, full-time, urban, unforeseen

Verbs: (go) grey, juggle, introduce, lead, mark, restrict, submit

Expressions: hanging around, three-part, right next door

Word Bank 2: Phrasal verbs p. 65

Grammar Phrasal verbs

Pronunciation Stress in phrasal verbs

Skills Listening: listen to match speakers to the correct picture; listen for specific information

Reading: read to answer comprehension questions; read to find out specific information

Speaking: find out information about family members

Recycling None v no one

Describing family


coin and counters

Lead in 5 min

● Ask SS to write down the names of three people in

their family. In pairs, they ask their partner questions

to find out information about them, e.g. Is Anna part

of your immediate family? Did you and Mark grow up

together?

Speaking 10 min

1 1.3

● Ask Who do you look like in your family? Who do you take

after?


● Word Bank 2, Ex. 1. This exercise introduces SS to some

phrasal verbs that they may not be familiar with. As

phrasal verbs are frequently used in English, it’s very

important that SS are familiar with them.

● Word Bank 2, Ex. 1: play audio. SS listen and match the

phrasal verbs with pictures 1–10. Paircheck, then play

the audio again to check. Classcheck.

1 grow up 2 take after 3 break up 4 bring up 5 tell off 6 live up to 7 fall out 8 move out 9 go out with 10 get on with

Answers

Happy families? 1B

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22

1B

toenails and then left them in the sink. How disgusting is that! I

can’t put up with it any more. My parents don’t do anything about

it either! If I ever have children, 2I will not bring them up like that.

C: My older brother broke up with his girlfriend recently, and since

then he’s always hanging around the house. He never goes out!

I had thought 3that they always got on well together but now he

spends all his time telling me how awful she was. It doesn’t help

that she’s now going out with his best friend…

B: Well, I take after my dad. He’s really relaxed really good fun. I’m

like that. But his father is the complete opposite. He’s always

telling me that I need to change my job or go back to university or

do something else with my life. But I’m happy with my life now.

The fact is that I can’t live up to his expectations. It wouldn’t be a

problem but he lives right next door to us so I see him almost every

day!

5 ● Play audio. SS listen again to find out the relationship

between each speaker and the member of their family.

● Paircheck, then classcheck. Model the example and

ask Who’s the most annoying member of your family and

why? Who is more annoying in general, men or women?

Why?

Zhu Zhu, DadLisa, brotherClaudia, older brotherBen, grandfather

Answers

Grammar 10 min

6 ● Have SS underline the phrasal verbs in the example

sentences. In pairs, SS match the phrasal verbs in the

sentences with the rules in the Grammar box.


1 d 2 a 3 c 4 bAnswers

Encourage SS that when they record phrasal verbs, they should also note down what type they are. This will make it easier for them when they come to use them.

Tip

7 ● SS turn to audioscript 1.4 on p. 107 and focus on the

yellow phrasal verbs. They match the phrasal verbs with

the corresponding rule. Paircheck, then classcheck.

1 c 2 a 3 d 4 bAnswers

Phrasal verbs are common in speaking because they sound more natural than their formal equivalent.

Tip

Teacher’s Resource 2, p. 103: Phrasal verb maze

Many upper-intermediate students do not realise that they already know many phrasal verbs. For example, one of the first sentences they learn is I come from … where come from is a phrasal verb. This exercise allows SS some opportunities for free speaking, while also reviewing many phrasal verbs that they already know.

Tip

● Give each pair of SS a copy of Teacher’s Resource 2,

p. 103.

● In pairs, SS play the game. SA tosses the coin and

moves forward one square if it lands on heads and two

squares if it lands on tails. He/She then answers the

question and SB asks two follow-up questions. Then SB

tosses the coin and repeats the procedure. The winner is

the person who arrives at the finish first.

● At the end of the game, ask the SS to look at the phrasal

verbs in each question (in bold). They then put these

phrasal verbs into four groups: separable, inseparable,

intransitive and three-part phrasal verbs. Ask Are you

surprised to find out how many phrasal verbs you know?

separable: turn down, throw away, give up, put on, think upinseparable: come from, pay for, look at,intransitive: shop around, stay up, grow up, turn up, go back*, get up,three-part phrasal verbs: look forward to, meet up with*in the question, go back home, home is actually an adverb (indicating the direction of movement).

Answers


@Weblink

SS go to www.natcorp.ox.ac.uk for a useful tool to see

language in context eg. phrasal verbs.

Pronunciation 5 min

8 1.5

● SS complete the sentences using the correct phrasal

verb from the box.

● Play audio for SS to check and mark the sentence stress.

Then they circle the correct rule.

● Paircheck, then classcheck. SS practise saying the

sentences, paying attention to the correct stress on the

phrasal verbs.

1 was growing up2 fell out3 got on4 take afterThe stress is usually on the particle.

Answers

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23UNIT 1

1B

Speaking 5 min

12 ● In groups of three, SS discuss the questions.

● Class feedback. Ask Did you find out anything interesting

that you’d never thought about before?

Fast finishers

SS continue their discussion with these or similar

questions: Think back to your parents’/grandparents’

generation. How many children did the average family

have? Has it changed over the years? What do you

predict for the future? Do you think limits on how many

children you can have should be imposed on families?

Extension/Homework

SS look into the population trends in different

countries. They find out if there is a difference between

Western countries and developing countries, or among

the different continents.

Reading 15 min

9 ● Write the title on the board. Elicit what SS think it refers

to (The One Child Policy in China: the population of

China is c. 1 billion.). Elicit/Teach restrict, policy and

estimate.

● SS read the introduction and then answer the questions

in pairs.

● Classcheck. Ask What effects do you think it has had on

everyday life? Elicit possible answers for question 5.

2 older sister who acted like a parent3 to restrict population growth; it’s predicted

that there have been 400 million fewer births4 no, only those in urban areas

Answers

10 ● SS read the rest of the article and answer the questions.


children: lonely, high expectations of family responsibilitythe possibilities of marriage: more boys than girlsolder people: not enough younger people to replace the retiring workforcewomen: women juggle their career with motherhood so they don’t have time to dedicate to having a larger family

Answers

11 ● SS focus on the yellow phrases in the text and in pairs

they explain, provide examples, or paraphrase them.

● Classcheck.

1 to do what others expect; older family members may have different ideas to the younger generation, and each member of the family may different ideas

2 If their first child is a girl, they can have another child. This is possibly so that they can take over family businesses or to work in the fields if they come from a farming family.

3 There are more older people than younger people in China.

4 a problem5 a fight6 It is difficult to combine long working hours

with family life.

Answers

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24

speaking to the next level, they should be using a wider

range of vocabulary.

● Word Bank 3, Ex. 1: SS match the adjectives with

pictures 1–12. Play audio to check. Paircheck, then

classcheck.

1 down 2 excited 3 nervous 4 exhausted5 shocked 6 appalling 7 go white8 astonished 9 delighted 10 confused11 go red 12 stressed out

Answers

● Word Bank 3, Ex. 2: in pairs, SS discuss the last time

they felt each of the emotions in Ex. 1. Model the

example.

Focus on the Tip box. This is important because SS often confuse -ed and -ing adjectives. Elicit additional examples. Give SS an adjective and elicit an example sentence using it correctly.

Tip

2 ● Focus on the photos. In pairs, SS discuss what they

think is happening, what has been happening and what

is going to happen.

● Classcheck. Elicit possible answers.

Reading 10 min

3 ● Elicit/Teach moaning, wandering, slaving away, convince

and hostel.

● SS match the website entries 1–5, with photos A–D. Tell

SS that there is an extra entry.

● Paircheck, then classcheck. Ask Were your predictions

correct?

1 D 2 A 4 C 5 BEntry 3 is extra.

Answers

4 ● In pairs, SS decide who did what.

● Classcheck.

1 Julie 2 Anita and Paula 3 Mitch 4 Martina 5 Anna 6 Mitch 7 Anna

Answers

Extension

Ask Are you a member of a social networking site? What

kinds of photos do you and your friends upload? If you

were to post photos online for the last month, which

pictures/news would you include?

Aims To talk about using the Internet

Vocabulary Nouns: canoe, dishwasher, mountaineers, narrative, shame, users

Adjectives: hilarious, keenest, key, previous, typical, unlocked

Verbs: go canoeing, celebrate, emphasise, be fed up, moan, slave away, wander (a)round

Adverbs: beforehand, obviously

Expressions: to go out (with someone), (it) went wrong, it was (my) fault, to go red, luckily, it gets worse …

Word Bank 3: Words for feelings p. 66

Grammar Narrative tenses

Pronunciation Unstressing auxiliary words

The schwa

Skills Reading: read to match people to the correct website entry; read to find who had done what

Listening: listen and then predict what comes next; listen to put the story in the correct order

Speaking: talk about what you use the Internet for; continue a story

Recycling Talking about the net

Storytelling

The schwa


Lead in 5 min

● Ask Do you use a computer every day? Do you use the

Internet for work or school or in your free time? What

programs/software do you usually use? (Word, Excel,

PowerPoint, etc.) Could you live without a computer?

How many hours a day do you use a computer/surf the

Internet? Do you prefer to look up information in books

or online?

Speaking 15 min

1 1.6

● Books open. Focus on the introduction to the article. SS

read the introduction and discuss the questions in Ex. 1

in pairs.

● Class feedback. Ask Which website do you think is the

most popular in your country/the world?


● Word Bank 3. These exercises increase SS’ range of

vocabulary. At this level, SS should already be able to

express how they are feeling, but in order to take their

Life since Web 2.01C

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25UNIT 1

1C

J: But afterwards, we weren’t sleeping in hostels. We were going to

houses, and the owners had given us the key.

M: And no one would be in the house when you arrived?

J: Exactly. The houses were empty. I was a bit nervous about that but

Mitch said it would be OK.

M: Typical Mitch.

J: Yeah. Well, when we got to the place for the second night, we had

been walking in the mountains all day. Everyone was exhausted.

Er… when we got to the house, it was unlocked, so we didn’t

need the key. We just went inside. Well, when we saw the place,

everyone was shocked.

M: Why? What was wrong?

J: It was appalling! There were no beds, no kitchen, the bathroom

only had cold water. Mitch was absolutely furious, so we didn’t

say anything. Uhm … we just ate some bread and cheese, got our

sleeping bags out and went to sleep on the floor.

M: That doesn’t sound very comfortable.

J: No. Then, later, while everyone was sleeping, I heard a noise

outside. I got up and met Becky in the living room. Er … because

… Someone was trying to get into the house. Becky went white.

The door opened, and three men walked in. They looked at us,

astonished.

M: Who were they?

J: They were the people who had booked the house.

M: Who?

J: The people who had booked the house. And they weren’t exactly

delighted that we were staying the night there.

M: I don’t understand.

J: We had gone to the wrong house! It was my fault actually. I had

been reading the map, and had got confused.

M: Oh no!

J: I know. Everyone looked at me and I just went red.

M: Poor you!

J: Mitch had said that the house didn’t look like the photos on the

website…

M: So what happened?

J: Well, luckily, the three men thought it was hilarious. They were

very experienced mountaineers. They cooked us some food and we

all agreed to spend the night there.

M: Why didn’t you go to your other accommodation?

J: Because it was late and it was raining.

M: So, I guess that things went well after that at least?

J: No, wait, it gets worse ….

8 ● Play audio. SS listen again and put the story into the

correct order. Tell them there is an extra event that is

not mentioned by José.


1 C 2 E 3 A 4 F 5 B 6 H 7 DG is not mentioned.

Answers

Extension

● Ask What adjectives to describe feelings do they

mention? (happy, shocked, jealous, stressed out,

delighted, lost, exhausted)

● In two of the entries it says to go red and to go

white. Ask Which emotions do they represent?

(embarrassment and fear)

● SS retell the story using the prompts in Ex. 8.

Grammar 10 min

5 ● SS focus on the yellow phrases in the text and then

match them to the correct rule.


1 c 2 a 3 d 4 e 5 bAnswers

6 ● SS look for one example of the Past perfect continuous

in each post. In pairs, SS discuss whether or not the

Past perfect simple could also be used in these cases.

● Classcheck.

1 they had been going out for ages2 had been hiding3 hadn’t been working before today4 He’d been talking about5 We had been walking around LondonAll the sentences imply a continuous or ongoing action, so it’s better to use the Past perfect continuous.

Answers


Focus on the Tip box. Model and drill the example sentence and then elicit some other examples.

Tip

Listening 10 min

7 1.7

● Play audio. Stop it when there is a pause. In pairs, SS

predict what Martina and José will say next. Repeat

this procedure, stopping the audio each time there is a

pause to allow SS time to talk.

● Classcheck. Ask Was it a success? (Yes and No. They

went to the wrong house, but in the end, the men who

were staying in the house let them stay and cooked

them dinner.) Were your predictions correct?

● In groups of three, SS predict how they think the story

will end.

● Class feedback. Elicit some ideas.

Audioscript

M = Martina; J = JoséM: So how was the holiday?

J: Well …

M: Did something go wrong? Everyone looked really happy in the

photolog.

J: That was day one, when we went canoeing. After that, things

changed.

M: What happened?

J: Well, Mitch is obviously incredibly organised. So he had booked

all the accommodation online. The first night was fine. We were in

a youth hostel in the city centre. Everyone was excited to be there

and it was really good fun.

M: Right.

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26

1C

Speaking 5 min

11Teacher’s Resource 3: What happened next was …

● SS work in pairs. Give pairs Teacher’s Resource 3,

p. 104. Tell them that the four pictures show the end of

the story from Ex. 7.

● Pairs use these pictures to tell the rest of the story using

all the narrative tenses from the Grammar box on p. 9.

● Classcheck.

One useful way of revising grammar is to use a vocabulary box. Every time the class learns a new word or phrase (e.g. a phrasal verb), write it on a piece of paper and put in it a box. Keep this box in the classroom. Then, when you do a role-play, some class writing, or some other productive activity, ask SS in their groups to take two or three words out of the vocabulary box. They then have to use these words during the exercise.

Tip

Extension/Homework

SS find a photograph of themselves and their friends

and write an online entry to accompany it. As a warmer

for the next lesson, SS read and match the photos to

the correct entries.

Pronunciation 5 min

9 1.8

● Play audio. SS listen to six sentences and write down

the number of words they hear.


a 6 b 8 c 5 d 9 e 8 f 8Answers

Audioscript

a He ´d booked all the accomm´dat´n online

b We ´d been walking in th´ mountains all day.

c That doesn’t sound very comft´b´l.

d While everyone w´s sleeping, I heard ´ noise outside.

e They w´ th´ people who ´d booked th´ house.

f Bec´se it w´s late ´nd it w´s raining.

10 ● SS look at the audioscript on p. 107 and in pairs,

practise saying the sentences quickly, paying particular

attention to the correct use of the schwa.

● Classcheck.

Focus on the Remember? box. Elicit some more

examples of words that contain a schwa and drill the

correct pronunciation. e.g. computer.

Remember?

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27UNIT 1

● Word Bank 4. These exercises follow on from the

exercises in Word Bank 3 and continue to enrich SS’

vocabulary, particularly through the use of adjective

intensifiers.

● Word Bank 4, Ex. 1:

Highlight the Tip box. Focus on the difference between intensifiers for moderate adjectives and intensifiers for extreme ones. Elicit some examples. Tell SS an adjective and ask them if it is moderate or extreme.

Tip

SS match the expressions with the correct pictures. Play

audio to check. Paircheck, then classcheck.

1 extremely embarrassing2 ridiculously rich3 totally terrified4 completely crazy5 unbelievably uncomfortable6 incredibly intelligent7 absolutely astonished

Answers

● Word Bank 4, Ex. 2: in pairs, SS talk about their own

experiences using the adjectives and intensifiers in

Ex. 1.

Reading 15 min

3 ● Focus on the picture of Gemma. Ask Where do you think

she is from? Why? What do you think her connection with

Finland is?

● Elicit/Teach to rush home, tough, ridiculously,

awesome and metro. Elicit other ways of saying metro

(underground, tube).

● SS scan the blog. Set a time limit of two minutes and tell

them when the time is up.

● Write the headings from the box on the board while SS

are reading. After two minutes, SS close their books. In

pairs, they remember two things that were said about

the different headings on the board.

● Classcheck. Ask Did you manage to remember two things

about each heading?

Fast finishers

Fast finishers discuss what they know about Gemma’s

home country, Australia. Have them discuss its people,

traditions, landscape, wildlife, etc.

4 ● SS re-read the text focussing on the words in yellow.

● Ask Which of these words do you use when you speak in

English?


Aims To talk about getting used to new things or experiences

Vocabulary Nouns: bullet, chef, expedition, metro, trams, Western (film), workplace, X-rays

Adjectives: awesome, boiling, equivalent, Finnish, fizzy, impressed, solid, spicy, starving, tough, uncommon

Verbs: consist of, scan

Other: herself, clearly, literally, ridiculously, unbelievably

Expressions: in the beginning, to be honest, from time to time, 24/7, places

Word Bank 4: Intensifiers p. 66

Grammar Be used to; Get used to

Pronunciation Homographs (Words with the same spelling and different pronunciation)

Skills Reading: read a text and then paraphrase what it was about

Listening: listen to identify where people are from; listen to answer comprehension questions

Speaking: give advice to someone who is visiting your country

Recycling Used to

Describing places

Saying how you are

Work and home life

Preparation Sentences with homographs for Extension p. 28

Lead in 5 min

● Books open. Focus on the title. Ask If you could trade

places with anyone who would it be? Would you want

to be famous? Would you want to trade places with a

famous actor or a member of your family? What would

you change in your life if you had the possibility? e.g.

move from the city, to the countryside; change your car

from a Smart to an Audi A6, etc.

Speaking 10 min

1 1.9

● Focus on the pictures. Ask What do these pictures have

in common? (Finland) What do you know about them?

2 ● In pairs, SS ask each other the questions.

● Class feedback. Ask Who’s been to the coldest/most

expensive place?


Trading places 1D

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28

1D

Audioscript

A = Anna; B = Bruno; O = Otis; T = TessaA: I grew up in a small town in the States. Er… So the first thing that

I noticed about Tokyo was the number of people. The trains in the

morning are incredibly crowded, all of them. I have to take the

bullet train to work so I’m used to them now but in the beginning,

I didn’t want to get on.

B: Even in Rome, we don’t have that many Indian restaurants.

So to be honest, I had never eaten curry before I came here to

Birmingham. Er… and when I went to a curry house for the first

time, I couldn’t eat the food at all. For me, it was unbelievably hot.

But now I’m used to spicy food and I love a curry. It’s amazing how

my taste has changed.

O: I came here to Mallorca to work as a chef, er… to cook food for

all the German tourists that come here from my country. It was

a dream for me to live here. I totally adore Spain. I really do. But

in summer, it’s absolutely boiling. It’s so hot, and I work in the

kitchen. I’ll never get used to it. Really, I won’t.

T: People from my country, from Ireland, think of Moscow as a cheap

place, because they remember the news stories from twenty, thirty

years ago. But… er … but the change in the country over the last

few years has been completely incredible. I’m working there now

and the cost of everything is so expensive. I’m getting used to the

prices now, but they still surprise me from time to time. Mind you

… you can get literally anything you want 24/7, so there are some

advantages.

8 ● Play audio. SS listen again and answer the questions.


1 too many people, too crowded2 too spicy, too hot at first3 too hot in the summer4 the increase in the cost of living, it’s becoming

expensive5 Anna (yes); Bruno (yes); Otis (no); Tessa (yes,

getting used to it)

Answers

Pronunciation 5 min

9 1.11

● Highlight that some words in English have the same

spelling, but are pronounced differently. Model the first

pair of sentences as an example.

● In pairs, SS read the other sentences, trying to

pronounce the words in pink correctly.

● Play audio to check. Classcheck. Ask Can you think of

any others?

Extension

Dictate some sentences that contain homographs,

i.e. words with the same spelling but different

pronunciation, and ask SS to identify them. SS then

write another sentence using a different meaning of

the word.

Focus on the questions in the Remember? box. Elicit

possible replies, e.g. Good, thanks. Fine, thanks. Not

so bad, thanks. OK, thanks. Very well, thanks. I’m well,

thanks.

Remember?

@Weblink

SS go to http://en.wikipedia.org/wiki/Finland and

http://en.wikipedia.org/wiki/Australia to learn more

about Finland and Australia.

Grammar 5 min

5 ● Focus on the underlined words in the text. SS complete

the rules in the Grammar box, using used to, be used to

or get used to.


used to be used to get used toAnswers


6 ● In pairs, SS discuss the questions in Ex. 6. Monitor to

check that SS are using the structures correctly.

● Classcheck.

Highlight that the negative of used to is didn’t use to, and the question form is Did you use to …? Although the tense and spelling have changed, the pronunciation is still the same. The spelling of used in be used to and get used to doesn’t change in the negative and question forms.

Tip

Listening 10 min

7 1.10

● Ask Have you ever lived in another country? Where?

When? Why? How long for? What did you find different

from your country? or Would you like to live in another

country? Where? Why?

● In pairs, SS predict where they think Anna, Bruno, Otis

and Tessa are from and where they live now.

● Play audio. SS listen and match the people to the correct

countries.

● Paircheck, then classcheck. Ask Were any of your

predictions correct?

1 Anna: USA, Japan2 Bruno: Italy, UK3 Otis: Germany, Spain4 Tessa: Ireland, Russia

Answers

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29UNIT 1

1D

Extension/Homework

SS write about what they would find difficult about

living in a foreign country using used to, be used to and

get used to, e.g. I would find it difficult to get used to

starting work really early in the morning. Alternatively

they make an information sheet as mentioned in the

Tip above.

@Weblink

SS go to www.woodlands-junior.kent.sch.uk/customs/behaviour.html for information about what is considered

polite and impolite in the UK. This can serve as a model for

their writing activity above.

Speaking 10 min

10 ● SS imagine that a British friend is coming to live/study

in their country.

● In pairs, SS think of six key tips to help him/her prepare

for the experience. Encourage them to use the Essential

phrases from the box.

● Each pair then joins with another pair to make a group

of four. SS swap ideas and decide on the best two tips.

● Classcheck. Ask Which two tips do you think will best

help your friend prepare for life in your country?

If the class is a mixed nationality class, each group could choose one country and base their advice on it. Alternatively, if the SS are studying in the UK, they could say what advice they would give to someone who is coming to live/study there. SS produce a leaflet or information sheet for new SS when they arrive at the school.

Tip

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30

2 ● In pairs, SS think of situations when you can say these

sayings. Model the example.

● Classcheck.

@Weblink

SS go to http://www.english-sayings.com/ and http://www.englishclub.com/ref/sayings/ to look at two online

databases of English sayings.

Listening 15 min

3 1.12

● SS focus on the picture of Mauro and then read the

introduction about him.

● In pairs, SS imagine three interesting things that Mauro

gets to do with his job.

● Classcheck.

He gets to work with people from all over the world. He gets to visit new places. He gets to meet famous people.

Possible answers


● Word Bank 1 The aim of these exercises is to raise SS’

awareness of the numerous collocations with the verb to

get. Remind SS that learning and recording vocabulary

in a context and with its collocations is imperative when

learning English.

● Word Bank 1, Ex. 4: SS match the get collocations with

pictures 10–17. Play audio 1.12 to check. Paircheck then

classcheck.

10 get to stay in11 get away12 get older13 get a text14 get me thinking15 get a drink16 get to the port17 get malaria

Answers

Audioscript

10 I love watching DVDs with you. We don’t often get to stay in.

11 He’s wearing this so he can’t get away. If I leave him alone for a

minute, he runs off.

12 Poor Henry! He’s really getting older now.

13 I’ve got a text!

14 These old photos have got me thinking about my grandma.

15 It’s not coming out! I’m never getting a drink from this machine

again!

16 I was so happy when we finally got to the port!

17 He got malaria when he was travelling in the jungle.

● Word Bank 1, Ex. 5: ask What other meanings of get do

you know? Which grammatical pattern from Ex. 4 do they

follow?

Aims To talk about your dreams and ambitions

Vocabulary Nouns: actor, colleague, delay, grandma, madwoman, malaria, pain, Shakespeare, side, suitcase, visa

Adjectives: earning, greener, influential, present, realistic, thirty

Verbs: freeze, pour

Expressions: What a pain, I’m fed up, I’ll fix it for you

Word Bank 1: Collocations, p. 64

Grammar Conditionals; zero, 1st and 2nd

As v like

Pronunciation

Skills Listening: listen to answer comprehension questions; listen and shadow read

Reading: read to answer comprehension questions; read to share information with a partner

Speaking: talk about common sayings; talk about conditional sentences

Recycling Guessing meaning from context

Paraphrasing


Lead in 5 min

● Ask Are you happy with your life? Would you want to

change anything about it? Your job? Where you live?

Your hobbies? Your appearance? Describe ‘the perfect

lifestyle’.

Speaking 10 min

1 ● Books open. In groups of three, SS read the common

sayings, discuss what they think they mean and if there

are similar expressions in their language.

● Classcheck. Ask Which saying is depicted in the picture?

1 Other people have or do something that you think is better than what you’ve got.

2 You can give someone something, like advice, but you can’t make him/her take it.

3 Two people can work together to get a job done, but three people can cause confusion.

4 A change of routine can have the same benefits as resting.

5 There’s never one small problem, but an enormous one, or several problems occur all at once.

Answers

The grass is always greener …1E

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31UNIT 1

1E

M: But you’re not American, you’re Canadian.

N: Children don’t worry about things like that.

M: No. Anyway, now I’m thinking I made the wrong decision. Maybe I

should be doing something else …

N: Really? Well, if you wanted, you could give up your job and go to

drama school. It’s a big step though.

M: Yeah, and I’m earning good money now too. But I still think…

N: The grass is always greener on the other side.

M: What do you mean?

N: If you were an actor, you’d have a very stressful life. You’d

probably want to come back to your old job.

M: But if I were in the theatre, I’d be doing something I love.

N: There are a lot of actors who never get near a theatre.

M: Vanessa did.

N: Then why don’t you email her and ask her what it’s like being a

professional actor? Maybe it looks different from the inside.

M: Yeah, you’re right. Wait … Is that our flight?

Reading 10 min

6 ● SA reads part 1 of Vanessa’s letter on p. 13. SB reads

part 2.

● SS answer the questions in Ex. 6 together. Classcheck.

Ask Would you prefer to live and work like Mauro or like

Vanessa?

1 Minnesota2 resting, not working3 living out of a suitcase; no home life, no base4 good, safe job5 stay put6 half of them never worked in acting

Answers

Fast finishers

SS discuss what they think their lives would be like if

they were an actor.

Focus on the Tip box and highlight the difference between as and like. (work as is used with a profession; work like is a simile comparing one’s work to something else) Model the example and then elicit some other examples, e.g. work as a teacher, work like a dog, etc.

Tip

7 ● SS focus on the yellow words in the text and in pairs,

define or exemplify them.

● Classcheck.

plenty: a large amount ofA regular income: paid a certain amount every monthreckon: guess/thinkfrom one day to the next: things can change in an instantresting: not workingI’m living out of a suitcase: no permanent homestay put: don’t move or change anything

Answers

4 1.13

● Play audio. SS listen to part 1. SA listens and answers

questions 1–3. SB turns to p. 107 to listen and read the

script, and then checks A’s answers.

● Classcheck.

1 waiting for a plane2 He likes it.3 A friend from an International School in London

who is travelling the USA acting in plays.

Answers

Audioscript

M = Mauro ; N = NancyM: Another delay. It’s always the same. If you get to the airport on

time, the plane’s always late.

N: It’s only thirty minutes, Mauro. Let’s get a coffee while we’re

waiting.

M: Yeah OK. What a pain, though.

N: Don’t get stressed about it. If we didn’t have planes, it would take a

lot longer to get to Cape Town.

M: If we didn’t have all these problems, I wouldn’t be so fed up.

N: I should be fed up, not you. I’m only on this trip because Miranda’s

got the flu. Remember?

M: Yeah, I know.

N: So is something wrong today? You look a bit down. Is it the job? If

there’s anything wrong, I’ll try and fix it for you.

M: No, no, it’s not the job. I love it. We get to travel all around the

world. We get to stay in expensive hotels. We get to meet famous

people… Yeah. I’m happy.

N: But …?

M: But I heard from an old friend this week. Vanessa. We went to the

international school together in London.

N: And?

M: Well, Vanessa has just finished drama school and now she’s

working as an actor! She’s travelling the USA doing Shakespeare.

N: That’s great news. Good for her!

M: But it’s got me thinking, you see.

5 1.14

● Play audio. SS listen to part 2. SB listens and answers

questions 1–3. SA turns to p. 107 to listen and read the

script, and then checks B’s answers.

● Classcheck.

1 to become the first female president of the USA2 acting3 If he were an actor, he’d have a very stressful

life and would probably want to go back to his old job because he wouldn’t be satisfied with acting.

Answers

Audioscript

M = Mauro; N = NancyM: Well, Vanessa has just finished drama school and now she’s

working as an actor! She’s travelling the USA doing Shakespeare.

N: That’s great news. Good for her!

M: But it’s got me thinking, you see.

N: Has it?

M: It’s because I always wanted to be an actor. When I was a kid, that

was my dream.

N: We all have those. I wanted to the first female president of the

USA!

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32

1E

Speaking 10 min

11 ● In pairs, each S completes sentences 1–6 to make true

sentences and then compares his/her ideas with his/her

partner, talking for about a minute on each point.

● Classcheck. Ask Did anyone find out anything interesting

about their partner? Have you ever met a famous person?

Where? When? Did you speak to him/her? If you could

meet a famous person, who would you like to meet? Why?

1 I will buy an English dictionary.2 I will still do my homework.3 I will go for a pizza.4 doctor; doctor; I would be a lot richer

than I am.5 I would learn to play the piano.6 I would get recognised everywhere

I went.

Possible answers

Fast finishers

SS think about what they would say to a famous

person if they ever met him/her in person.

Extension

Teacher’s Resource 4, p. 105: Animal idioms ● Elicit/Teach the concept of an idiom i.e. a phrase

that exists in one language but cannot translate

directly into another one.

● Divide the class into groups of three and give each

group a set of cards. SS match the ten idioms with

the ten quotes.

● Classcheck. Ask Do any of these idioms exist in your

language? Do they have the same meaning?

● In their groups, SS write a mini-dialogue using two

or three of the idioms.

● Class feedback. Ask How easy was it to use the

idioms?

● Note: SS should generally try to recognise idioms

rather than actively use them. They are very

difficult to use, especially in speaking. A small

mistake in a phrase can change the whole meaning

or sound ridiculous to a native speaker.

Extension/Homework

SS can think of a celebrity or a hypothetical situation

and write a sequence of sentences, each one following

on from the one before. For example:

If I were Britney Spears, I would make a lot of albums.

If I made a lot of albums, I would be very rich.

If I were very rich, I would be able to launch my own

perfume line.

If I were able to launch my own perfume line …

Grammar 10 min

8 ● SS correct the mistakes in the sentences. Paircheck,

then classcheck.

1 If I was/were Mauro, I wouldn’t change my job.2 If you speak to Vanessa, she will tell you about

working as an actor.3 If there is bad weather, the planes don’t leave

the airport.

Answers

9 ● SS complete the rules in the Grammar box, using

Present simple, will and would and then match the two

sentence halves.

● Paircheck, then classcheck. Ask Are the rules for forming

conditionals the same in your language?

This last question is important to ask because SS often make mistakes in English because of L1 interference. Highlighting that there are similarities/differences between the two languages may helps SS.

Tip

Present simple; will; would1 things which are always true.2 realistic possibilities.3 hypothetical situations.

Answers

Highlight the Remember? box and elicit some

additional examples.

Remember?

10 ● SS turn to audioscript 1.13 on p. 107 and name the

conditional form of the yellow sentences.


1 zero 2 second 3 firstAnswers


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33UNIT 1

If you find that SS are not using superlatives correctly, remind them how to form the superlative by putting a few examples on the board, using different adjectives, e.g. the hardest, the easiest, the most fascinating, etc.

Tip

Reading 15 min

2 ● Focus on the photo and ask Do you look like this when

you’re on holiday? SS focus on the highlighted phrasal

verbs in the text and paraphrase them in pairs.

1 run out of : not have any more2 fit in with: be like3 get by: survive4 figure out: find a solution to something5 hang around: wait for something6 turns up: arrives7 call up: telephone8 find out: do some research9 eat out: dine (eat) in a restaurant

Answers

Remind SS that in this exercise they are only looking to understand what the phrasal verbs mean and paraphrase them, and that it isn’t necessary to read and understand every word of the text.

Tip


● Word Bank 2, Ex.2. These exercises present SS with

additional phrasal verbs and build on their knowledge

from lesson 1B.

● Word Bank 2, Ex. 2: play audio. SS match the phrasal

verbs with pictures 11–19. Paircheck, then play audio

again to check. Classcheck.

11 fit in 12 get by 13 run out of 14 figure out 15 find out 16 call up17 hang around 18 turn up 19 eat out

Answers

Fast finishers

Fast finishers test each other on the phrasal verbs in

Word Bank 2, Ex 2.

● Focus on the title.Ask What type of holidays do you like

to go on? e.g. backpacking, organised package tours,

inter-railing, youth hostelling, etc.

● In pairs, SS answer the quiz.

3 ● SS turn to p. 15 to work out their scores. Ask Do you

agree with your profile?

Fast finishers

SS think of where the ideal holiday would be for each

of the profiles, e.g. a trekking holiday in the Amazon

jungle, a 5-star hotel in Spain, etc.

Aims To talk about travelling and living abroad

Vocabulary Nouns: Acropolis, Athens, beach, Brazil, buildings, coach, cuisines, delicacies, ferry(ies), guidebooks, impressions, island, itinerary, locals, massage, museums

Adjectives: adventurous, careful, cautious, classic, east, north, south, urban, west

Verbs: go backpacking, calculate, connect

Prepositions: furthest

Expressions: fire away!, first impressions, show (s/one) the sights

Word Bank 2: Phrasal verbs p. 65

Grammar Future forms (will, going to, Present simple, Present continuous)

Pronunciation Linking sounds

Understanding rapid speech

Skills Reading: scan for specific vocabulary; read to answer a quiz

Listening: listen to see if statements are true or false

Speaking: talk about experiences of travelling abroad; role-play a conversation at a travel agent’s

Recycling Talking about travel and journeys

Present continuous = going to future


Lead in 5 min

● Ask What kind of holidays do you like to go on? Do you

like to go back to the same place you’ve been to before

or visit new locations? What’s your idea of ‘holiday

heaven’? What’s your idea of a ‘holiday nightmare’?

Have your tastes changed over the years? Do you have

fond memories of your childhood holidays? When do

you like to go on holiday: spring, summer, autumn or

winter? Why?

Speaking 5 min

1 ● Books open. In groups of four, SS answer the questions.

Monitor to check that SS are using superlatives

correctly.

● Class feedback. Ask Who’s done the most travelling in

your group?

Going away 1F

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34

1F

Grammar 10 min

5 ● Focus on the Grammar box. SS turn to audioscript 1.16

on p. 107 and match the yellow text to the rules in the

Grammar box.


1 Present continuous 2 going to3 Present simple 4 will

Answers

6 ● Focus on the questions and answers in the quiz on p. 14.

Ask Which verb forms are used and why?


Questions: going toAnswers: willGoing to is used to talk about future plans. Will is used to express a decision made at the time of speaking.

Answers

Focus on the Remember? box. Remind SS that the

Present continuous for future arrangements and going

to for plans made before the time of speaking are very

similar, particularly when they involve other people.

Elicit some more examples.

Remember?

Fast finishers

Fast finishers can make up another quiz question to

ask their partner with three possible answers.


Pronunciation 10 min

7 1.17

● SS listen to the audio. Ask What do you notice about the

words in pink?


They are weak forms. /t´/Answers

8 1.18

● SS listen to the audio and listen out for the three sounds

/j/, /w/ and /r/ that link the two vowel sounds together.


1 /j/ and /w/ 2 /w/ and /j/ 3 /r/Answers

9 ● Drill each of the sentences in Ex. 8 and then, in pairs,

SS practice saying them quickly.

● Monitor to check that the SS are saying the sentences

correctly. Classcheck by asking different SS to say the

sentences.

Listening 5 min

4 1.16

● Play audio. SS listen to Kate and Nick and write true (T)

or false (F).


1 F 2 T 3 F 4 F 5 T 6 FAnswers

Focus on the Tip box. Encourage SS to incorporatethese expressions into their conversations when they speak to other people to make their conversations more natural.

Tip

Extension

Ask Have you ever worked abroad? Where? When?

How long for? Would you do it again? What was the

hardest/easiest/most interesting/best thing about

living in another country? As SS are answering the

questions, use the expression from the Tip box (sounds

+ adjective) to illustrate how it is used in conversation.

Audioscript

N = Nick; K = KateN: So Kate, you’ve finally decided to come to Greece. That’s great news!

K: I’m really excited, Nick, but I’m a bit nervous too. That’s why I

phoned you up!

N: Nervous? Why? You’ll love it! Greece is beautiful and the people

are so friendly.

K: But I mean, I’ve never lived abroad before, and I’m flying out there

next week!

N: Yes, but you’re not alone. I’m meeting you at the airport. When I

arrived here, I didn’t know anybody.

K: That’s what I want to ask you. What was it like? What were your

first impressions?

N: Well, I came to Athens, and that’s very different to Paros, where

you’re going. Paros is a beautiful island. Athens is much more urban.

K: Is it?

N: Oh yeah. And when I arrived here in 2003, Athens was preparing

for the Olympic Games. There was building work all over the city:

people building new roads, new stadiums, everything. It was

really polluted, and noisy too. But it’s not like that now, because

the Olympics are over.

K: So what are we going to do in Athens?

N: Well, my friend Yannis is going to drive us around the city and

he’s going to show us the sights. You know, the Acropolis, all the

famous buildings.

K: Sounds lovely.

N: And in the evening we might go to Plaka. It’s a bit touristy but it’s

still nice and you can eat some classic Greek food there.

K: Wonderful!

N: Now, how long are you staying in Athens?

K: Just a week. My ferry to Paros leaves on Monday morning.

N: Have you bought a ticket yet?

K: No, no, but I looked at the timetable online.

N: Well, don’t get a ticket until you’re in Athens. Sometimes the

ferries don’t run if it’s stormy. You don’t want to be hanging

around the port all day if there’s bad weather.

K: Is it OK to wait to buy the tickets?

N: Yes. There’ll be lots of tickets on sale. You can turn up on the day

to buy them.

K: OK. Great!

N: So do you have any other questions for me?

K: Oh, Nick, I’ve got hundreds.

N: Fire away then …

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35UNIT 1

1F

Extension/Homework

SS imagine that they have decided to go on holiday

with a group of friends. They’ve already planned

everything; the location, when, for how long, etc.

Another friend would like to join them. SS write an

email to this friend telling him/her their plans.

@Weblink

SS go to www.lonelyplanet.com for ideas on travel

destinations.

Speaking 10 min

10Teacher’s Resource 5, p. 106: Going away

● Divide the class into groups of three. Give each S in the

group the appropriate card from Teacher’s Resource 5,

p. 106. Tell them not to show their card to the other

people in the group.

● Tell SS that SB and SA are husband and wife, and SC is

the travel agent. Focus on the essential phrases. SS role-

play the conversation at the travel agent’s. Tell SS to use

at least two of the phrases in the Essential phrases box.

(The last two are for the travel agent.)

● Classcheck.

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36

fall out with; break up with; get by; tell off; live up to; eat out; take after; run out of; figure out; move out of; hang around and get on with

Answers

4 ● In pairs, SS ask each other the questions. When they

have finished ask Were any of your answers the same?

5 1.6

● Draw a three-column table on the board with the

headings 1 syllable, 2 syllables and 3 syllables. Title it

Adjectives. SS turn to Word Bank 3, p. 66 and write the

adjectives under the correct column depending on the

number of syllables they have.

● Play audio to check, then paircheck and classcheck.

1 syllable: down, go red, shocked, stressed out, go white

2 syllables: confused, nervous3 syllables: appalling, astonished, delighted,

excited, exhausted

Answers

6 1.19

● Focus on the picture and ask Where do you think this

picture was taken?

● Play audio. SS listen to the conversation and complete

the sentences.

● Paircheck, then play audio again to check. Classcheck.

Ask Have you ever had a Turkish bath?

1 James went to the baths on Tuesday.2 He couldn’t go to the bath that Mehmet

recommended because Tuesday is women’s

day.3 In the hamam, everyone stared at James

because he didn’t have any shoes.4 James was told off for putting soap in the

bowl.5 James was impressed by the architecture.6 Next time, Mehmet offers to go with him.

Answers

Audioscript

M = Mehmet; J = JamesM: James! how are you?

J: I’m OK, Mehmet, and you?

M: I’m good. Hey, did you take my advice and visit the hamam, the

Turkish baths?

J: I was there on Tuesday. It was good but …

M: But?

J: Well, there were some things about the bath that you hadn’t

explained to me.

M: Really?

J: For example, I arrived at the bath that you recommended. Except

that Tuesday is women’s day and men aren’t allowed in.

M: Oh, I forgot that, yes.

J: So I went to a different bath.

M: Did you go to a good one?

J: I went to an expensive one.

M: Ah – maybe that’s cos you’re a foreigner. Oh, well, I’m sure it was

great. So what happened?

J: Well, I went in with my soap and shampoo and everything that

you had told to bring.

The exercises here can be used at any time for consolidation

(see Introduction, p. 12). The arrow references 1A refer

to the lesson where the language they practise was first

introduced. The exercises can be used at any time after

this lesson, e.g. as a warmer or filler. The Revision lessons

work well as a complete lesson too, if you have time to do

them all.

Revision Unit 1 Language and vocabulary

Preparation: Ex. 3: Teacher’s Resource 6, p. 107

Ex. 9: Teacher’s Resource 7, p. 108

1 ● In pairs, SS complete the questions with the missing

words and then ask and answer the questions. Remind

SS that each / indicates a missing word. Classcheck. Ask

Were you surprised by any of your partner’s answers?

1 What do you find most difficult in English?2 Why are you studying English at the moment?3 When did you start learning/studying English

properly?4 What were you doing before you decided to

do this course?5 Had you met anybody from this class before

you began the course?6 How many English teachers have you had?7 Have you been studying a lot outside class

recently?8 How are you going to use your English most in

the future?

Answers

2 ● In pairs, SS look at the questions in Ex. 1 and say which

tense is used.

1 Present simple2 Present continuous3 Past simple4 Past continuous5 Past perfect6 Present perfect simple7 Present perfect continuous8 Future using going to

Answers

3Teacher’s Resource 6, p. 107: Stick them together

● SS play Stick them together. Copy and cut up the cards

from Teacher’s Resource 6, p. 107 and give them to the SS.

● SS shuffle all the cards together and put them on the

desk in front of them. In pairs, SS race each other to

make 12 phrasal verbs. The first pair to finish are the

winners.

● Note: Different combinations of phrasal verbs are

possible. SS don’t necessarily need to use the phrasal

verbs covered in this lesson, they can use other ones

they know as well. In this way, SS will enrich their

vocabulary further by learning from each other.

Revision1R

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37UNIT 1

extremely slow) by but. Encourage students to use the

same model, using but or however. Monitor to check

that the sentences are grammatically correct. Ask How

many of your sentences were the same?

1 Last week’s meeting was very productive, however this week’s was totally pointless!

2 Alaska is beautiful, but it is unbelievably cold!

3 The Sudoku in the newspaper was challenging, but the crossword was completely impossible!

4 The weather in Canada was awful, but the views were absolutely amazing!

5 It took a long time to make the wedding dress, but it was incredibly beautiful!

6 My friend’s sofa looks good, but it’s extremely uncomfortable!

7 An Audi A8 is a good car, but it is ridiculously expensive!

Possible answers

9Teacher’s Resource 7, p. 109: I can’t get used to …

● SS work in pairs. Give SS a role card from Teacher’s

Resource 7, p. 109. SS add two more ideas to their cards.

Pairs role-play the conversation using be used to and get

used to wherever possible.

● Class feedback. Ask Would you like to live and work in

India or in Britain? Why/Why not?

10 ● SS match the comments with the replies and then add

an extra word to each of the replies. Paircheck, then

classcheck.

1 f Well, you’re not getting any younger.2 d Right now! We need to get going!3 b The best way to get a job …4 a5 c I couldn’t get near …6 e I get to meet …

Answers

Fast finishers

SS race to think of as many expressions using get as

they can. SS look back at Word Bank 1, p. 64, Ex. 4 to

check their answers.

11 ● Focus on the picture and ask What’s happening? In

pairs, SS think of five different endings to the sentence

that the man under the car has started. Classcheck.

I would + infinitive without to, e.g. I would get rid of the food. I would hide. I would get under the car with me. I would get away as fast as possible. I would call 999.

Answers

M: OK.

J: But you didn’t tell me about the shoes.

M: Shoes?

J: You are supposed to wear special wooden shoes in a hamam.

M: Oh, yes.

J: I didn’t know, so I walked into the bath house in my bare feet.

When I went in, everyone stopped talking and looked at me. I

think they were a bit shocked. Luckily one of the assistants gave

me some shoes.

M: Oops!

J: Then, I had to have a wash. Well, I was a bit nervous and I was

waiting to see what everyone was doing but no one was washing

at all. So I started putting the water in the bowl and the soap too–

M: But that’s not right!

J: I’ve learned that now! You should only put clean water in the

bowl. When my bowl was filling up with soap, the same assistant

looked at me very shocked, and told me off. In a very nice way, but

I still went red.

M: Oh no! But did you enjoy the hamam in the end?

J: The bath house was beautiful. I was astonished when I went in

because the architecture was really impressive.

M: Mmm-hmmm.

J: But I was so confused during my visit that I didn’t really think

about the architecture very much. The bath itself was great

though, I loved that.

M: Well that’s the main thing, I guess. I’m sorry about that James,

I should have explained everything a bit better. Look, I tell you

what, next time you go to the baths I’ll go with you and I’ll show

you what to do.

J: Thanks Mehmet. I think I need your help.

M: You certainly do!

7 1.20

● SS listen to the sentences from Ex. 4 and underline the

words that are stressed.

● Paircheck, then classcheck. In pairs, SS practise saying

the sentences, concentrating on putting stress on the

underlined words.

1 Did you take my advice and visit the hamam, the Turkish baths? (3)

2 Did you go to a good one? (2)3 Ah – maybe that’s because you’re a foreigner.

(2)4 But that’s not right! (2)5 But did you enjoy the hamam in the end? (3)6 Next time you go to the baths, I’ll go with you

and I’ll show you what to do. (4)

Answers

Audioscript

1 Did you take my advice and visit the hammam, the Turkish baths?

2 Did you go to a good one?

3 Ah – maybe that’s cos you’re a foreigner.

4 But that’s not right!

5 But did you enjoy the hamman in the end?

6 Next time you go to the baths, I’ll go with you and I’ll show you

what to do.

8 ● SS complete the sentences using the given words to

make true statements. Then in pairs, SS compare

ideas. Point out that there is a first part to the sentence

(Travelling by bus here is cheap) which is separated by

the second, contrasting, part of the sentence (it can be

1R

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38

Audioscript

Listen and chant the seven short vowels.

kiss, fish, /i/

bag, hat, /ae/

bread, web /e/

dog, clock, /o/

sun, 1, /u/

foot, book, /u/,

banana, computer, /e/

Now listen and chant the five long vowels:

cheese, key, /i:/

star, arm, /a:/

girl, skirt, /e:/

wall, door, /o:/

moon, shoe /u:/

Unit 1 Song: ‘I still haven’t found what I’m looking for’ by U2.

12 ● SS turn to Word Bank 2, p. 65 and complete Ex. 3. In

pairs, SS match the phrasal verbs from Ex. 1 and 2 with

their more formal equivalents. Classcheck.

arrive: turn up contact: call updiscover: find out resemble: take afterseparate: break up survive: get byunderstand: figure out

Answers

13 ● In pairs, SS choose one of the topics mentioned in Ex.

13. SA talks about it for one minute while SB times him/

her and offers encouragement. Then they swap roles.

Ask Did you find it difficult to speak for a minute without

stopping?

14 1.21

● SS turn to Word Bank 20, p. 75.

● Play audio. SS listen and chant the vowel sounds.

1R

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