G narrative tenses, past perfect continuous; so I such...

that
V air travel
P regular and irregular past forms, sentence rhythm

Lesson plan 2 2>))

In this lesson, Sts review the three narrative tenses they (audioscript in Student Book on page 122)
already know (simple past, past continuous, and past 1 Ladies and gentlemen, welcome on board this flight
to Hong Kong. Please place all carry-on luggage in the
perfect) and learn a new one, the past perfect continuous. overhead compartments or underneath the seat in front
The topic is air travel. of you. We ask that you please fasten your seat belts and,
for safety reasons, we advise you to keep them fastened
In the first half of the lesson, Sts listen to some in-flight throughout the flight.
announcements and Vocabulary focuses on words related 2 We also ask that you make sure your seat backs and tray
to air travel. Sts then read an extract from a best-selling tables are in their full upright and locked positions for
takeoff. Please turn off all personal electronic devices.
book called Air Babylon, which claims to give the inside including laptops and cell phones. We remind you that
story about what really happens at airports and on flights. smoking is prohibited for the duration of the flight.
They also learn, in Mini Grammar, how to use so/ such ... that. 3 Ladies and gentlemen, we ask for your attention for the
Finally, they do a speaking activity on aspects of air travel. following safety instructions. Please read the safety
information card located in the seat pocket in front of you.
In the second half, Sts listen to an interview with a pilot There are six emergency exits on this aircraft, all marked
with exit signs. Take a minute to locate the exit closest to
and an air traffic controller, who answer some of the you. Note that the nearest exit may be behind you.
questions air travelers ask themselves when they board a 4 The safety information card is in the seat pocket in front
plane. This is followed by grammar on narrative tenses and of you. Please read it. It shows you the equipment carried
the pronunciation of tricky irregular past verb forms. In the on this aircraft for your safety. Your life jacket is located
under your seat. In the unlikely event of a water landing,
speaking activity, Sts read and retell a couple of real stories place the life jacket over your head, fasten the straps at
about flying and then tell each other an anecdote. The final the front, and pull them tight. Do not inflate the jacket
activity is the song, The Airplane SonB. inside the aircraft. As you leave the aircraft, pull down on
the red tabs to inflate the vest. If necessary, the life jacket
can be inflated by blowing through these tubes.
STUDYtmI:3
• Workbook 3A b Give Sts time to look at 1-7.
• Online Practice
• iChecker Play the audio again, pausing after each announcement
for Sts to write the word or phrase they hear. Play again
Extra photocopiable activities as necessary.
• Grammar narrative tenses page 155 Check answers.
• Mini Grammar so I such... that page 174
• Communicative Talk about it page 192 (instructions 1 carry-on luggage 5 emergency exits
page 181) 2 overhead compartments 6 life jacket
• Vocabulary Air travel page 215 (instructions page 210) 3 fasten ffa!snl 7 to inflate
• Song The Airplane Song page 231 (instructions page 226) 4 electronic devices

Extra support
Optional lead-in - the quote
• If there's time, you could play the audio again while
• Write the quote at the top of paBe 24 on the board (books Sts read the audioscript on paBe 122, so they can see
closed) and the name of the person who said it, or get Sts what they understood/ didn't understand. Translate/
to open their books and read it. explain any new words or phrases.
• You could tell Sts that Billy Bob Thornton (1955-) was c Tell Sts to go to Vocabulary Bank Air travel on
married to Angelina Jolie from 2000 to 2003. paBe 154.
• Ask Sts whether any of them identify with his quote. Focus on 1 At the airport and get Sts to do a
individually or in pairs.
1 LISTENING & VOCABULARY air travel 2 3 >)) Now do b. Play the audio for Sts to check
answers. Play the audio again, pausing for Sts to repeat.
a 2 2>)) Focus on the pictures and elicit what Sts think is
Practice any words your Sts find difficult to pronounce.
happening in each one.
Focus on the instructions. r�3>))
Air travel
Then play the audio, pausing after each announcement.
At the eirport
Check answers, eliciting from Sts in their own words 1 A airport terminal 68 departures board
2 D baggage drop off 7G gate
what information or instructions the passengers are 3 I baggage claim 8H runway

-
being given in each picture. 4 C check-in desk 9E security
SJ customs 10 F VIP lounge
A 4 B 2 C 3 D 1
 3A
Highlight the difference between luBBaBe and baBBaBe: Focus on 4 Phrasal verbs related to air travel and
get Sts to do a individually or in pairs.
- luBBaBe (uncountable) = bags and (suit)cases you take
with you when you travel. You can't use it in the plural �6>)) Now do b. Play the audio for Sts to check
NOT}.'rave a lot eflaggages. answers. Practice any words your Sts find difficult to
pronounce.
- baBBaBe (uncountable) is a more formal word used by
airlines and at airports, e.g., it is used in the expression
excess baBBaBe and in the sign baBBaBe claim. In
r�>))
Phrasal verbs related to air travel
conversation, we would usually use luBBaBe· 1 My husband dropped me off at the airport two hours
Focus on 2 On board and get Sts to do a individually before the flight.
2 I checked in online the day before I was going to fly.
or in pairs. 3 As soon as I got on the plane, I sat down in the first
empty seat.
'i 4>)) Now do b. Play the audio for Sts to check 4 The plane took off late because of the bad weather.
answers. Practice any words your Sts find difficult to 5 I filled out the immigration form for the US, which the
pronounce. cabin crew gave me shortly before landing.
6 When I got off the plane. I felt exhausted after the
2 turbulence 6 connecting flight long flight.
3 cabin crew 7 long-haul flights 7 When I picked up my luggage at baggage claim, I bumped
8 jet lag into an old friend who had been on the same flight!
4 seat belts
5 direct flights
Highlight that drop someone off= take someone
somewhere by car and stop briefly to let them get out,
�4> )) and that pick up (your luggage) = go and get. Remind
On board Sts that you can also pick up a person, e.g., I'll pickyou
I often fly to Chile on business. I always choose an aisle seat. up at the airport.
so that I can get up and walk around more easily.
Sometimes there is turbulence when the plane flies over Testing yourself
the Andes, which I don't enjoy, and the cabin crew tells the
passengers to put their seat belts on. For At the airport, Sts can cover definitions A-J,
There aren't many direct flights to Chile from Paris, look at words 1-10, and try to remember their meaning.
so I usually have to get a connecting flight in Atlanta.
Whenever I take long-haul flights, I always suffer from jet lag
For On board, they can cover the text and try to
because of the time difference, and I feel tired for several days. remember the meaning of the words in the list.
For Travel, trip, orjourney?, they can cover the
Highlight that: sentences and remember what the words mean.
- aisle (seat) = the seat next to the passage way between For Phrasal verbs related to air travel, they can
seats on a plane cover the sentences and try to remember the meaning
- turbulence = sudden and sometimes violent movement of the phrasal verbs in the list.
of air Testing a partner
-jet laB = tiredness caused by long distance flight, See Testing a partner paBe 29.
especially when there is a big time difference between
where you depart from and your destination Tell Sts to go back to the main lesson 3A.
Focus on 3 Travel, trip, orjourney? and get Sts to do Extra support
a individually or in pairs. • Ifyou think Sts need more practice, you may want to
�5>)) Now do b. Play the audio for Sts to check give them the Vocabulary photocopiable activity at this
answers. Practice any words your Sts find difficult to point or leave it for lacer as consolidation or review.
pronounce.

r�s>)) 2 READING
Travel, trip, or journey? a Focus on the task. Read the back cover out loud and
1 We're going on a five-day trip to the mountains. ask Scs why they think the identities of the airline staff
2 A How long was your journey across China? "must remain secret" (because if their bosses found out
B It was about two months long, and it was amazing.
3 Do you have to travel much for your job? they might lose their jobs). Emphasize that this book
4 Have a good trip. See you when you get back. really exists.
Now doc as an open-class activity. Give Sts a few minutes in pairs to discuss the questions.

Travel is usually used as a verb. However, it can be used as

Get feedback, but dQJu tell them yet if they are right
an uncountable noun. or not.
The noun trip means to go somewhere and come back,
including the time you stay there.
Extra support
Jour,-y is also usually used as a noun. It means the time • Ask the questions to the whole class and elicit ideas.
when you travel from one place to another. but does rurt
include the time you stay there. b Set a time limit for Sts to read the extract and check the
answers to the questions in a.

-
Get feedback by reading the questions out loud again
one by one and eliciting answers.
3A
Yes, it is. In 1996 when a plane landed in the Indian Ocean 4 SPEAKING
some passengers inflated their life jackets when they
were in the plane and then they couldn't get out. Focus on the questionnaire.
So that customs officers can look at you from behind the ! Find out if anyone in the class has never flown; if so,
glass and watch your reactions as you walk past. pair them with someone who has.
Because a bird has crashed into the plane and been burned
in the engine. Monitor and help while Sts ask and answer the
Because some people who don't really need a wheelchair questions. Sts could either both answer each question
ask for one. as they go through the questionnaire, or they take turns
c Focus on the task and give Sts time to read 1-8. talking about their travel experiences. If time is limited,
ask Sts to only choose five questions to answer.
Sts then read the extract again and underline the part
of the text with the information regarding 1-8. Get some feedback and help with any general
vocabulary problems that come up.
Check answers.
1 F (Line 1: Most airline passengers think it is laughable 5 LISTENING
that a small yellow life jacket with a whistle will make
any difference...) a Focus on the task and make sure Sts understand who
2 T (Line 6: Despite instructions...not to pre-inflate their the two speakers are.
life jackets inside the plane, several passengers did.
They were unable to escape the rising water inside Then give Sts time to discuss the eight questions in pairs.
the plane.)
3 T (Line 22: The large two-way mirror in Customs, (behind Elicit some ideas, but d.Qn'.i tell Sts if they are right
which customs officers sit and watch...) or not.
4 T (Line 26: ...you relax and smile. That's when a customs b 2 7 >)) Play the audio once all the way through for Sts to
officer suddenly appears and asks you to open your suit
case...) listen and see how many questions in a they answered
5 F (Line 33: Smaller birds are less of a problem.) correctly.
6 T (Line 36: ...there is often such a strong smell of roast You could get Sts to compare with their partner before
bird...they are often surprised when they're given a
choice of fish or beef...) checking answers by eliciting brief responses at this
7 T (Line 42: Not only is there always a shortage of them... ) stage.
8 T (Line 51: One flight attendant... gets so annoyed when Ask Sts how many they guessed correctly.
this happens...she shouts...)
1 when the wind changes direction suddenly
Extra support 2 no
• At this point, you could go through the four 3 Takeoff is slightly more dangerous.
paragraphs with the class, highlighting useful 4 yes, some are
expressions and eliciting/ explaining the meaning of 5 confidence
6 not as stressful as people think
new words and phrases. 7 because it's the official language of air traffic control
Encourage Sts to write down new lexis from the article. 8 not many female pilots, but plenty of women air traffic
controllers
d Do these questions as an open-class activity.
"'2,7>))
3 MINI GRAMMAR so I such... that (audioscript in Student Book on page 122)
I = interviewer, R = Richard, B = Brynn
a Go through the two examples and then the rules. I With me in the studio today I have Richard, who's a pilot,
Highlight that that is optional after so/ such. and Brynn, who's an air traffic controller, and they are
going to answer some of the most frequently asked
You may want to point out that we often use so / such questions about flying and air travel. Hello to both of you.
simply for emphasis (i.e., without expressing a R&B Hello.
consequence), e.g., That steak was so BOod. We had such a I OK, we're going to start with you, Richard. The first
question is what weather conditions are the most
nice day! dangerous when flying a plane?
R Probably the most dangerous weather conditions are when
b Elicit sentence l from the whole class and write the the wind changes direction very suddenly. Uh...this tends
answer on the board. to happen during thunderstorms and hurricanes, and it's
especially dangerous during takeoff and landing. But it's
Then get Sts to do the rest of the exercise. pretty unusual - I've been flying for 37 years now and I've
only experienced this three or four times.
Check answers. I What about turbulence? Is that dangerous?
R It can be very bumpy and very uncomfortable, but it isn't
1 so 5 such dangerous. Even strong turbulence won't damage the
2 such a 6 somany plane. Pilots always try to avoid turbulence, but it can
3 so 7 so much sometimes occur without any warning, which is why we
4 so 8 such always advise passengers to wear their seat belt all the
time during the flight.
Extra support

-
• If you think Sts need more practice, you may want to
give them the Mini Grammar photocopiable activity
now or leave it for later as consolidation or review.
 3A
I Which is more dangerous, takeoff or landing? 3 Both are dangerous (the critical eight minutes - three
R Both takeoff and landing can be dangerous. They're the minutes after takeoff and five before landing), but
most dangerous moments of a flight. Pilots talk about the takeoff is a little more dangerous, especially if there is a
"critical eight minutes" - the three minutes after takeoff
and the five minutes before landing. Most accidents happen problem just before the plane goes into the air. The pilot
in this period. But I would say that takeoff is probably may only have one second to abort takeoff.
slightly more dangerous than landing. There is a critical 4 Yes, especially ones with mountains or in countries with
moment just before takeoff when the plane is accelerating, older, more basic equipment. Only very experienced
but it hasn't yet reached the speed to be able to fly. If the pilots are allowed to land at these airports and
pilot has a problem with the plane at this point, he or she sometimes have to practice on a simulator first.
has very little time - maybe only a second - to abort the 5 An air traffic controller needs to be a self-confident
takeoff. person - sure of him or herself and of their decisions.
I Are some airports more dangerous than others? 6 In general, it isn't as stressful as people think. There are
R Yes, some are, particularly airports with high mountains
around them, and airports in countries with older or more stressful moments, but you are too busy to feel stressed.
basic navigation equipment. For some difficult airports 7 Because it's the official language of air traffic control,
like, let's say Kathmandu, they only allow very experienced e.g., cleared for takeoff. Pilots and air traffic controllers
pilots to land there. And for some of these airports, pilots need to understand each other, especially in an
have to practice on a simulator first before they are given emergency, so they need good, clear English. There
permission to land a plane there. have been accidents because of misunderstandings
Thanks, Richard. Over to you, Brynn...What personal caused by incorrect pronunciation.
qualities do you think you need to be an air traffic B There are a lot of female air traffic controllers although
controller? it isn't 50-50. There are some female pilots, but most
B Um, I think confidence is number one. You need to be a
self-confident person; you have to be sure of yourself and pilots are men.
of the decisions you're making.
Most people imagine that being an air traffic controller is Extra support
very stressful. Do you agree? • If there's time, you could play the audio again while
B Actually, on a daily basis, the job isn't as stressful as
people think. Obviously it's true that stressful situations Sts read the audioscript on paBe I 22, so they can see
do arise, but when you're very busy, you just don't have what they understood/ didn't understand. Translate/
time to get stressed. explain any new words or phrases.
Why is it important for pilots and controllers to have good,
clear English? d Do this as an open-class activity.
B English is the official language of air traffic control. We
communicate with pilots using very specific phrases,
like runway, wind, cleared for takeoff. turbulence, traffic
ahead, to your left, to your right, things like that, and it's 6 GRAMMAR narrative tenses,
true that you could just learn these specific phrases. But past perfect continuous
then in an emergency, you don't know what language you
might need; it's much less predictable, which is why it's a Focus on the newspaper article and tellSts that this is a
vital for pilots and air traffic controllers to speak really true story from a British newspaper. Now focus on the
good. clear English.
R If I could just interrupt here. In fact, there have been task and make sureSts know the meaning of incident.
several air crashes that happened because the air traffic
controller misunderstood something that the pilot had Set a time limit for Sts to read the story and answer the
said in English, or vice versa, because their pronunciation question. Tell them not to worry about 1-9 in the story.
wasn't clear enough.
B Yes, that's right. Check the answer.
I Finally, people tend to think that most pilots and air traffic
controllers are men. Would you say that was true? An emergency announcement saying the plane had to
B Not in air traffic control - there are lots of women. It may make an emergency landing on water was played by
not be 50/50, but there are plenty of us. mistake.
R It's true about pilots, though. I mean there are some
women pilots, but it's still pretty much a male-dominated b GetSts to read the article again and this time they
job, I'd say.
I Why do you think that is? should circle the right form of the verbs in 1-9.
R People say it's because men have a better sense of Check answers.
direction.
B Very funny. 6 were trying
I Richard, Brynn, thank you very much. 1 took off
2 came out 7 had happened
c Play the audio again forSts to listen for more detail, 3 broke out B was
4 was screaming 9 said
pausing as necessary to giveSts time to write their 5 had been played
notes. Play the audio again as necessary.
c In pairs, Sts look at the two sentences and discuss the
You could getSts to compare with a partner before
difference between the highlighted verbs.
checking answers.
Check answers.
Extra support
• Before playing the audio, go through the audioscript 1 had flown (The pilot flew this route many times before
and decide if you need to preteach/ check any lexis to this particular flight.)
2 had been flying (The flight started three hours before
help Sts when they listen. the announcement was made.)
1 sudden changes of wind directions, especially during d �8>)) 2 9>)) TellSts to go toGrammarBank3A
thunderstorms and hurricanes - but it's very unusual
2 Most turbulence isn't dangerous, just bumpy and on page 136. Focus on the example sentences and play
uncomfortable. It won't damage the plane. Pilots try to the audio forSts to listen to the sentence rhythm. You
avoid it, but it can happen without warning, so keep your could also getSts to repeat the sentences to practice
seat belt on. getting the rhythm right. Then go through the rules
with the class.

MIN
3A
Additional grammar notes 2
...it was very hot.
rules 1-3: narrative tenses .. .I was feeling stressed.
• This should all be review for Sts at this level. .. .I had drunk too much coffee after dinner.
... I had been watching a scary movie.
rule 4: past perfect continuous
• This will probably be new for most Sts. It has the
same form as the present perfect continuous except
7 PRONUNCIATION irregular past forms,
that had is used instead of have/ has. sentence rhythm
past perfect simple or continuous? Pronunciation notes
• As with the present perfect simple and continuous, • This exercise focuses on commonly
you often have to use one or the other. However, mispronounced irregular past verb forms.
again, there are some instances where either can be Sometimes Sts at this level still have some
used, but with a difference in meaning. ingrained pronunciation problems with some of
• In the examples given in the box, highlight that the trickier irregular past and past participle forms,
she'd been readinB a book= she may have just e.g., the -ouBht/ -auBht endings.
finished or still be reading the book. She'd read the • There is also a focus on sentence rhythm with
book= she has definitely finished the book. narrative tenses and Sts get the opportunity to
practice reading a short paragraph.
Focus on the exercises and get Sts to do them
individually or in pairs. a Focus on the picture words and elicit the eight sounds.
Check answers, getting Sts to read the full sentences. Then focus on the simple past verb in column C and
elicit that it has the same vowel sound. Do the same
a
1 were checking in with the verb in column H.
2 had won Now get Sts to look at all the verbs in the list, think of
3 had been looking forward to the simple past form for each one, and write it in the
4 had forgotten
5 had arrived correct column.
6 ran
7 went
Extra support
8 was filling in • Check the answers to a before doing b by getting
9 hurried Sts to spell the verbs to you. Or get Sts to do a and b
10 got in pairs.
b
1 'd I had been waiting b Now tell Sts to look at all the verbs in a again and decide
2 had stolen which have a past participle form which is not the same
3 'd I had been raining as the simple past form. They must then write the past
4 'd I had left, 'd I had had to participles in the chart as well. You could do the first
5 'd I had changed one with them (become, which should go in column H).
6 'd I had been sitting; hadn't put on
7 had been arguing Get Sts to compare answers.
8 'd I had fallen
9 'd I had never seen c �10>)) Now play the audio for Sts to listen and check.
10 had you been walking Check spelling by writing the verbs on the board in
Tell Sts to go back to the main lesson 3A. a chart.

Extra support �10>) )

• If you think Sts need more practice, you may want to boot tu! flew, threw
fish Ii/ hid
give them the Grammar photocopiable activity at this sawt:,/ caught. fought, thought
point or leave it for later as consolidation or review. bird/�r/ heard, hurt
phone/ou/ drove, rode, told, wrote
e Focus on the task and get Sts to work either in pairs up/I\/ cut
or groups of three. Set a time limit and remind Sts egg /cl fell, held, kept, left, read, said, slept
that they have to try to use the four different narrative train/ell became, lay
tenses in the endings .
Remind Sts that:
Get feedback and accept all correct meaningful - verbs ending in -auBht are pronounced exactly the
sentences. same as ones which end in -ouBht, e.g., cauBht,fouBht,
some possible ways to complete the sentences thouBht.
1 - the ea in read is irregular and pronounced Id.
...was speeding.
...wasn't wearing a seat belt. Play the audio again, pausing after each group of

-
...had gone through a red traffic light. words, and get Sts to listen and repeat .
...had been using his cell phone.
 3A
Extra idea c Put Sts in pairs, A and B. Sts A start by telling his/
• At this point, or perhaps at the end of the lesson, you her story and B should show interest and ask for more
may want to review other common irregular verbs. information.
Refer Sts to the Irregular verbs list on paBe 165 Monitor and help, correcting any misuse of narrative
and explain that this is their reference list. Get Sts tenses and encouraging the listener to listen actively.
to go through the list quickly in pairs, checking that
they know what the verbs mean. Encourage them Extra sup port
to highlight verbs they didn't know or whose past • Tell Sts to look back at paBe S co remind them of ways
forms they had forgotten. Test the class or get Sts to of reacting co what someone says.
rest each other. You could use audio 5.46 to drill the
When A has finished telling his/ her story, B must
pronunciation of the irregular verbs.
guess whether or not it is true.
N.B. T he audio for the Trregular verbs list is available as
MP3 on COL ofrhe class audio CDs. Sts then switch roles.
Get some Sts to tell their stories to the class. Help with
d �11>)) Tell Sts they are going to practice sentence
any general vocabulary problems that come up.
rhythm now. Tell them to listen to the extract and
notice that the larger words are stressed and the others
aren't. Remind Sts that the stressed words are the 9 2 12 >)) SONG The Airplane Song 1'
longer "content" ones (e.g., verbs and nouns) - the ones
that convey important information. T his song was originally made famous by the English
band Scouting for Girls in 2007. For copyright reasons,
Play the audio once all the way through for Sts just this is a cover version. If you want to do this song in
to listen. class, use the photocopiable activity on pa8e 231.

�12>))
See extract in Student Book on page 27 The Airplane Song
She's a strawberry milkshake
e Put Sts in pairs and get them to practice reading the She's as sweet as a peach
extract, concentrating on getting a good rhythm. But she's ice cold
She never told me she was leaving
Get some Sts to read a sentence each to the class. She left on a Friday
I went out for the day
And she left for the year
8 SPEAKING She never told me she was leaving
Chorus
a Put Sts into pairs, A and B, and tell them to go to So get yourself on my aeroplane, 'cos it's been far too long
Communication Flifjht stories, A on pa8e 105, B on since you went away
pa8e 110. Get yourself on my aeroplane, 'cos it's been far too long since
you went away
Tell Sts they are each going to read a true story about a She's so extraordinary
She left last January
flight. Go through the instructions and make sure Sts And that's the reason I miss you so
know what they have to do. She's a messy creation
She hit the road, but the road hit back
Give Sts time to read and retell their stories. Nobody told me you're an island
T hen do d and find out the two details the stories have I will wait for a lifetime
I've been counting the days since you left one-way
in common. Nobody reaches her island
They both happened in the US and nobody died. Chorus
So give me a chance
Extra sup p ort I want you to know
I won't love you and leave you
• You could write any new and useful words and phrases And then let you go
from Communication on the board for Sts to copy. I need to sort myself out
Can somebody show me the way?
Tell Sts to go back to the main lesson 3A. And nobody knows the way (x3)
b Look at the task and go through the instructions with And nobody knows there's a way
the class. Nobody knows
You gotta give me a chance
Then focus on the Telling an anecdote box and go And say you'll come home
through it with the class. I won't love you and leave you
And then let you go
Tell Sts to look at the topics and to choose one. If they Your always hard on yourself
have a real story, they can tell it as it happened. If not, But nobody knows there's a way
they should make up the details. Later, their partner will And nobody knows the way (x3)
And nobody knows there's a way
have to decide ifhe/ she thinks the story was true or not.
Nobody knows the right way
Give Sts plenty of time to plan their stories and go around Get yourself on the aeroplane, 'cos it's been far too long since
checking whether they need any help with vocabulary. you went away (x6)
She's so extraordinary
Extra sup p ort She left last January
And that's the reason I miss you so
• Tell one of the stories yourself first and elicit
responses and questions from the class. Then ask Sts
if they think the story is true or made up.
MFA
 G the position of adverbs and adverbial phrases
V adverbs and adverbial phrases
P word stress and intonation

Lesson plan GetSts to say what they think each story is about.
Do story I with the whole class. Elicit the story from
The topic of this lesson is stories and reading. Sts by asking, e.g., Who are the characters? (a woman, a
The lesson starts with a grammar focus on adverbs and man, and a fortune-teller), What did thefortune-teller
adverbial phrases, and their position in sentences, which warn the woman about? (that she'd have no future with
is presented through four SO-word stories with a twist. the man) How Iona had it been since the woman hadfirst
This is followed by a vocabulary focus on certain pairs of met the man? (five years) Why did the womanfeel happy?
adverbs which are often confused, and in Pronunciation the (because she was finally going to meet him in New York.)
focus is on word stress and emphatic intonation on certain Then getSts to explain the other three stories in pairs.
adverbs.Sts then write their own SO-word stories, and go
to the Writing Bank to prepare for writing longer stories. Get feedback, encouragingSts to use their own words
to explain each story. Find out which story they most/
In the second half of the lesson,Sts begin by talking about least enjoyed.
their reading habits, or about why they don't read for
pleasure. They then read and listen to an American short b Focus on the instructions and go through the four
story by 0. Henry. The ending of the story is on the audio, categories of adverbs. Make sureSts understand the
in order to create more suspense. categories by focusing on the examples.
GetSts to write the adverbs in the chart individually
STUDYl!J:m or in pairs.
• Workbook 38
• Online Practice IfSts worked alone, get them to compare with a partner
• iChecker and then check answers.

Extra photocopiable activities Time immediately, five minutes later. last year
Manner frantic, normally
• Grammar adverbs and adverbial phrases page 156 Degr­ unbelievably extremely, slightly
• Communicative Tell the story page 193 (instructions Comment unfortunately
page 181)
• Vocabulary Adverbs and adverbial phrases page 216 c Explain that one of the problems with adverbs is where
(instructions page 210) to put them in a sentence and elicit/ explain that there
are three possible positions: at the beginning or end of
the phrase/ sentence, or in the middle (usually before
Optional l ead-in - the quote
the main verb). Tell Sts that although the rules may
• Write the quote ar the top ofpa8e 28 on the board (books seem a bit complicated, they will probably have a good
closed) and the name of the person who said it, or getSts instinct for where adverbs should go, and to try to see
to open their books and read it. which position sounds best.
• You could elicit/ tellSts that Orson Welles (l 915-1985) In pairs,Sts put the adverbs in the sentences.
is most famous for his movie Citizen Kane (1941), which
he directed and starred in. Check answers.
• AskSts what rhey think Welles was trying to say. 1 He speaks Chinese and Spanish fluently.
2 I hardly ever use public transportation.
3 I thought I'd lost my phone, but fortunately it was in
1 GRAMMAR my bag.
4 It's extremely important that you arrive on time.
the position of adverbs and adverbial phrases 5 As soon as I know, I'll tell you right away.
a Focus on the title of the lesson and on the name of d 2 13 >)) TellSts to go to Grammar Bank 38 on
the website. Explain that the stories submitted to the paae 137. Focus on the example sentences and play
website have to tell a story in exactly SO words. the audio forSts to listen to the sentence rhythm. You
Now focus on the task and make sure Sts understand could also get Sts to repeat the sentences to practice
the four titles. getting the rhythm right. Then go through the rules
with the class.
Set a time limit forSts to read the stories and tell them
to use the pictures and the Glossary to help them.
Check answers.
A In the cards C Generation gap

-
B Good intentions D The story of my life
 38
Now continue, pausing the audio each time for Sts
Additional grammar notes
to write the sentences. Play each sound effect again if
the position of adverbs necessary.
• This is an area of grammar where practice and Scs' Check answers.
own instinct as co what sounds right will probably
be more useful in the long run than memorizing Possible answers
rules. A useful rip to tell Sts is that with adverbs 1 ... had just gone.
that don't end in ·/y (e.g., even.just, etc.), if in 2 ...suddenly the electricity went off I there was a power
doubt, to put them in mid-position, e.g., before outage I when the lights suddenly went out, etc.
3 ...luckily he found it in his pocket.
the main verb. 4 ...they hardly know I knew each other.
5 .. .it was raining (so) hard, etc.
rule 1: adverbs of manner
6 ... he spoke I was speaking incredibly fast I quickly.
• In spoken English, adverbs of manner usually go
after the verb or verb phrase, e.g., He opened the
door quietly. However, in written English, e.g., a '2 14>))
novel, they are sometimes used before the verb for 1 sound effects
2 sound effects
dramatic effect, e.g., He quietly opened the door and 3 Woman Can I see your boarding pass?
came in. Jane quickly explained why she was leaving. Man Oh no, I lost it. Where is it? Where is it?
Woman rm afraid you can't fly if you don't have your
• You could give Sts some more examples of adverbs boarding pass.
of manner in passive sentences: Their house is Man Oh, here it is. Thank goodness, it was in my
beautifully designed. It's a well-written story. pocket.
4 Woman Tom, this is Andrea - but, of course. you two
know each, don't you?
Focus on the exercises and get Sts ro do them Tom Actually, we've only met once, so not really.
individually or in pairs. Hi, Andrea.
Andrea Hello.
Check answers, getting Sts to read the full sentences. 5 Man I can't see a thing. I think we'd better stop for
a little bit.
a 6 Juan Excuse me. Please could you tell me how to
1 very much JC She liked the present very much. get to the train station?
2 � JC Mark came home very late last night. Taxi driver Sure, dude. Right down Main Street, left at the
3 after a few minutes./ light, straight through the underpass, then it's
4 � )( A young man was badly injured and was right in front of you.
Juan Pardon?
taken to hospital.
5 extremel y./
6 a little bit JC She's a little bit lazy about doing her
homework. 2 VOCABULARY
7 fil!!lQ.51 JC, for tunately./ I almost forgot your adverbs and adverbial phrases
birthday...
8 !u.c!silY JC, just after./ Luckily, we had taken an a Focus on che task and give Sts time co read the story.
umbrella ...
9 � he alt hily, .Qf.ten./ Check the answer.
10 apparently JC Apparently, Jack has been fired.
It is about a teacher who had to stay up late preparing
b
an e xam.
1 Their house was badly damaged in the fire last week.
2 Ben is often at his friend's house in the evening. b Put Sts in pairs and get them to discuss che difference
3 My father usually takes a nap in the afternoon.
4 Julia left early and she didn't even say goodbye.
between the highlighted adverbs.
5 Martin always talks incredibly fast. Check answers.
6 Apparently, his brother nearly died in a skiing accident.
7 We're probably going to the movies tonight. a hard= needing a lot of effort, hardly= almost not
8 I rarely send emails nowadays. b near= close, nearly= almost
9 I've just bought a really beautiful new coat.
10 Eventually, Karen realized that she was never going to c Tell Sts to go to Vocabulary Bank Adverbs and
learn to drive. adverbial phrases on paBe 1 SS.
Tell Sts to go back to the main lesson 38. Focus on 1 Confusing adverbs and adverbial
phrases and get Sts to do a individually or in pairs.
Extra support Remind Sts to write in the column on the right side,
• If you think Srs need more practice, you may want to not in the sentences.
give them the Grammar photocopiable activity at this
point or leave it for later as consolidation or review. 2 15>)) Now do b. Play the audio for Sts to check
answers. Practice any words your Sts find difficult to
e 2 14>)) T his is an oral grammar practice activity. pronounce.
Focus on the instructions and tell Sts the sound effects
will tell them what is happening in each situation and
they then need to complete each sentence using the
adverb in bold. Demonstrate by playing the audio and

-
pausing after 1.
38
2 15>)) 3 PRONUNCIATION word stress and intor,ation
Adverbs and adverbial phrases
Pronunciation notes
Confusing adverbs and adverbial phrases
1 He trains very hard - at least three hours a day. • Comment adverbs and adverbs of degree are often
It's incredibly foggy. I can hardly see anything. given extra stress and intonation in a sentence to
2 t hate it when people arrive late for meetings. add emphasis to their meaning, e.g., It's incredibly
t haven't heard from Mike lately. He must be very busy. easy (extra emphasis and intonation on incredibly).
3 At the end of a movie I always stay and watch the credits roll.
I didn't want to go, but in the end they persuaded me.
4 I love most kinds of music, but especially jazz. a �17>)) Focus on the adverbs and give Sts time to
My wedding dress was specialty made for me by a underline the stressed syllable.
dressmaker.
5 She looks younger than me, but actually she's two years older. Extra support
Right now they're renting a house, but they're hoping to
buy one soon. • Put Sts in pairs and get them to say each adverb out
6 I've nearly finished with my book. I'm on the last chapter. loud, so they can figure out which syllables are stressed.
Excuse me, is there a bank near here?
7 Have you found a job yet? Play the audio for Sts to listen and check.
He's 35, but he still lives with his parents.
8 Have you ever been to the US? Check answers by writing the adverbs on the board and
I've been all over the US - I've even been to Alaska! underlining the stressed syllable.

Highlight that: See underlining in audioscript 2.17

- actually does not mean "now" or "at the present

moment" (it's a false friend for some nationalities). 2 17>))
It means "in fact" and is used to emphasize a fact or �tually, ll!.most, al2Q2[ently, 22sically, �initely, �ven,
e�tually, fQtlynately, gi:adually, i�ally, in�dibly, !Yckily,
comment, or to say that something is really true. QQviously, unfQtlynately
- especially= above al l (you can't use specially here)
and specially is only used with a participle, e.g., It's a Extra sup p or t
specially desiBned umbrella (NOT upedally dt:,it],red). • Play the audio again, pausing after each adverb for
Sts to listen and repeat.
- at the end = when something has finished, e.g., at the
end of the class / movie etc. In the end = eventually, b �18 >)) Play the audio once all the way through for Sts
after a period of time or series of events or difficulties, just to listen.
e.g., It took me two years, but in the end I passed my
drivinB test.
See sentences in the Student Book on page 29
-yet goes at the end of a phrase and still in the mid
position, e.g., He hasn'tfound ajob yet. He still hasn't Now play the audio again, pausing after each sentence
found ajob (still= more emphatic). for Sts to listen and repeat.
Focus on 2 Comment adverbs and get Sts to do a Then repeat the activity, eliciting responses from
individually or in pairs. individual Sts.
r�l6 >)) Now do b. Play the audio for Sts to check
answers. Play the audio again, pausing for Sts to repeat.
Practice any words your Sts find difficult to pronounce.
4 WRITING
a If there is time, do this activity in class. If not, assign it
�16>)) for homework. Focus on the instructions.
Comment adverbs
Then put Sts in pairs and get them to choose two titles.
1 ideally 4 obviously 7 anyway
2 in fact 5 gradually 8 eventually b Get Sts to think of their plots together.
3 basically 6 apparently
Encourage them to write the first draft individually and
Testing yourself tell them not to count the words yet.
For Confusing adverbs and adverbial phrases, Sts c Now give Sts time to edit their stories together to get
can cover the column on the right, look at sentences the right number of words. Remind them that they
1-8, and see if they can remember the missing adverbs have to include at least two adverbs and that contracted
or adverbial phrases. For Comment adverbs, they can forms (I'm, don't, etc.) count as one word.
cover the definitions and try to remember the meaning
Monitor and help as they write, suggesting ways they
of the bold adverbs.
could cut down or expand their stories.
Testing a partner d When Sts have finished, get them to exchange stories
See Testing a partner paBe 29. with two other pairs.
Tell Sts to go back to the main lesson 3B. Get some feedback.

-
Extra sup p or t Ex tra idea
• If you think Sts need more practice, you may want to • You could put corrected stories on the wall of your
give them the Vocabulary photocopiable activity at this classroom or on your class website for other Sts
point or leave it for later as consolidation or review. to read .
 38
e This second writing stage focuses on using the 5 SPEAKING
narrative tenses practiced in Lesson A and also on
using adjectives and adverbs to make a story more vivid. a PucSts in pairs and focus on the ReadinB habits
TellSts to go to Writing A slwrt story on paBe 114. questionnaire.ShowSts how, after the first section
of questions, the questions are then divided into two
Focus on a and giveSts time to read the story and groups depending on whether they answer Yes or No
answer the two questions. Tell them not to worry about to the question Do you read booksfor pleasure? The last
the blanks. section (Readine and listeninB) is for allSts to answer.
He wrote an email which had a negative comment about his Make sureSts understand all the text types, e.g.,
boss's wife in it and he accidentally sent it to his boss. comics, classics, manuals, etc.
He was fired. PutSts in pairs and get them to interview each other.
Extra idea Monitor and encourage the student asking the
questions to ask for more information when possible.
• A skSts a few more questions about the story, e.g.,
What company did he workfor? Why didn't he like his Sts then switch roles.
boss's wife?, etc. b In their pairs,Sts discuss how similar their reading
Now focus on b. RemindSts to think about both the habits are.
meaning and the position of the blank when they are Help with any vocabulary problems that come up.
choosing which word to complete it with.
Get some feedback, and find out how manySts in the
Check answers. class read for pleasure.
2 very S frequently 8 quick Extra idea
3 well 6 new 9 immediately
4 aggressive 7 fond 10 An hour later • You could ask the questions about reading in English
to the class as a whole, e.g., Do you ever read a novel,
Focus on the instructions inc. RemindSts that in a a paper, a comic, etc. in EnBlish? Do you read anythinB
story they can either use reported speech or direct specifically to improve your EnBlish? Do you ever watch
speech, e.g., dialogue, but that if they use dialogue, they movies or TV in EnBlish with EnBlish subtitles? Do you
must punctuate it properly. ever read books and listen to them on audio at the same
GiveSts time to write out the sentence with the correct time , e-8., Graded Readers? lfSts answer yes, ask them
punctuation. Remind them to look at the dialogue in how useful they find it, etc.
the story to help them.
Check answers either by getting a student to write 6 READING & LISTENING
the text with punctuation on the board or writing it a 2 19 >)) TellSts they are going to read and listen to a
yourself. story in parts and then answer a few questions. You
"I want to talk to you about an email you sent; Mr. Simpson could tell them that the short story is by a famous US
said cotdly. writer, 0. Henry (1862-1910). The 0. Henry Award
is an important prize given each year for outstanding
Highlight that quotation marks go outside other short stories.
punctuation, e.g., periods and commas.
GiveSts time to read questions 1--4 and also get them
Look at d. Focus on the Useful language: time to look at the Glossary.
expressions box and giveSts time to complete the
time expressions. Now play Par t 1 on the audio whileSts read and listen
at the same time.
Check answers.
GetSts to discuss the questions with a partner.
1 At that moment
2 As soonH Check answers and help with any vocabulary problems
3 Ten minutes i.ter that come up.
4 One morning in September
S just In time 1 She saved it by asking the grocer, the vegetable man,
and the butcher to reduce the prices of the food she
Focus on e and go through the instructions. PutSts in bought.
pairs and give them time to choose which story to write 2 the shabby couch and the broken doorbell
3 to show how depressed Della is feeling
and to discuss what the plot is going to be. 4 She doesn't have enough money to buy her husband a
Focus on fand go through points 1-3 with the class. nice Christmas present.
When looking at 1, make sureSts do not think they
have to write another story that is exactly 50 words. r�l9>))
Focus on g. IfSts wrote a SO-word story in class, it would See Part 1 in Student Book on page 30
probably be best to assign this longer one for homework. You could ask a few more comprehension questions,
In h,Sts should check their work for mistakes before e.g., What is Della's husband's name? How does Dellafeel
turning it in. about her husband?
Tell Sts to go back to the main lesson 3B.

M#M
38
Check answers to 1-3 and elicit ideas for 4 and 5. Hdp
b 2 20>)) Focus on the Glossary and go through it with
with any other vocabulary problems that come up.
the class.
Give Sts time to read questions 1-6. 1 to try to make her short hair look better
2 that Jim won't find her beautiful any more
Play Part 2 on the audio for Sts to listen. 3 He doesn't show any emotion.

Then give Sts time co see if they can answer some of the
questions.
See Part 3 in Student Book on page 31
Play the audio again, pausing from time to time co give
Sts time to answer the questions. You could ask a few more comprehension questions,
Get Sts to compare with a partner and then check e.g., What question did Jim ask twice, usinB different
answers. words? Why does Jim look around the room "curiously"?
d �22>)) Tell Sts that they are now going to hear the end
1 his watch and her hair
2 to sell her hair to get money to buy Jim a Christmas
of the story. Focus on the task.
present Now play the audio once all the way through.
3 sad at the thought of losing her hair, but then happy at
the thought of the present she's going to buy Jim Get Sts to discuss what they understood and then play
4 twenty dollars the audio again as necessary.
5 a chain for Jim's watch
6 because it's simple and elegant, quiet and valuable Now focus on the final two questions and elicit opinions.
Check answers.
2 20>))
They each gave up something important to buy the other
(audioscript in Student Book on page 122)
a gift. They bought each other gifts that they could no
Part2 longer use.
Della looked at herself in the mirror. She pulled down her hair
and let it fall to its full length.
Now, there were two possessions that Jim and Della were
very proud of. One was Jim's gold watch that had been his
"2 22 >))
father's and his grandfather's. The other was Della's hair. It Part 4
reached below her knee and made itself almost like a garment Jim drew a package from his overcoat pocket and threw it
for her. upon the table.
As she looked in the mirror she had an idea. She did her hair up "Don't make any mistake, Dell," he said, "about me. I don't think
again nervously and quickly. She hesitated for a minute and there's anything that could make me like my girl any less. But
stood still while a tear or two fell on the worn red carpet. if you'll unwrap that package, you may see why I was upset at
But then she put on her old brown jacket; she put on her old first."
brown hat. With a brilliant sparkle in her eyes, she danced out Della tore at the string and paper. And then a scream of
the door and down the stairs to the street. ecstatic joy; and then, alas! a quick change to hysterical tears
Where she stopped the sign read: "Mme. Sofronie. Hair and crying.
Goods of All Kinds.· Della ran up one flight of stairs and then For there lay the set of combs that Della had really wanted.
stopped, panting. Beautiful combs, just the color to wear in her beautiful
"Will you buy my hair?" asked Della. vanished hair. They were expensive combs, she knew, and her
"I buy hair," said Madame. "Take your hat off and let's take a heart had longed for them without the least hope that she
look at it." would ever own them. And now, they were hers, but the hair
Down came the brown hair. that the beautiful combs should have adorned was gone.
"Twenty dollars," said Madame, lifting the hair with her hand. But she hugged them to her chest, and, at length, she was
"Give it to me quick," said Della. able to look up with dim eyes and a smile and say: "My hair
The next two hours sped by quickly. She hurried through the grows so fast, Jim!"
stores looking for Jim's present. And then Della jumped up. Jim had not yet seen his beautiful
She found it at last. It surely had been made for Jim and no present. She held it out to him, "Isn't it dandy, Jim? I hunted all
one else. There was no other like it in any of the stores, and over town to find it. You'll have to look at the time a hundred
she had turned them all inside out. It was a platinum chain, times a day now. Give me your watch. I want to see how it
simple and elegant in design, As soon as she saw it she knew looks on it."
that it must be Jim's. It was like him. Quietness and value - Instead of obeying, Jim sat down on the couch and put his
the description applied to both Jim and the chain. She paid hands under the back of his head and smiled.
twenty-one dollars for the chain, and she hurried home with "Dell," he said, "let's put our Christmas presents away and
87 cents. keep 'em a while. They're too nice to use right now. I sold the
watch to get the money to buy your combs. And now, suppose
you put the chops on."
You could ask a few more comprehension questions,
e.g., What was Della doinB "nervously" and "quickly"?
Extra support
Why? Why did Della say, "Give it to me quick"?
• If you photocopy audioscript 2.22 from here, Sts
c �21>)) Tell Sts they are now going to read and listen to could read and listen to the whole srory.
Part 3.
Extra support
Give Sts time to read questions 1-5.
• You could write any new and useful words/ phrases
Play Part 3 while Sts read and listen at the same time. from the text and audio on the board for Sts co copy.
Get Sts to discuss the questions with a partner.

-
Lesson plan �23>))
.....
In the first part of this lesson, the person interviewed (audioscript in Student Book on page 122-123)
I = interview..-, M = Marion Porneranc
is Marion Pomeranc, a children's book author and the
Part 1
manager of a non-profit in New York City called Learning M My name is Marion Pomeranc. I'm the manager of Literary
Leaders that encourages children to read. Programs and a nonprofit in New York City called Learning
Leaders, and I have also written three children's books.
In the second part of the lesson, people in the street are I What was your favorite book when you were a child?
asked about children's books. M My favorite book was If I Ran the Circus by Dr. Seuss. Um,
it was the first book in my home that was for children.
And it was just so exciting to have it, to hold it, to read it.
STUDYlmJ3 And I still have it.
• Workbook Talking about ... children's books I What was it that you liked about Dr. Seuss?
• Online Practice M What I love about Dr. Seuss is his use of language. The
• !Checker words, the made-up words, the way the words flow
together and sound. It just brought me to a different place.
And, uh, loved that.
Testing Program CD-ROM Who read to you when you were a child, your mom or dad or
• File 3 Quick Test both?
M My parents didn't speak English when I was growing up.
• File 3 Test They were, they were English learners as I was growing
up. And I kind of helped them with language. And I think I
introduced books to the home, really. Um, they became
Optional lead-in (books closed) readers down the road.
• Write some characters from famous British and I You have a son, right? Did you read to him?
M I have one son. And as a child, books were very important
American children's books you think your Sts might to me. And I think became important to him because of
have read and see if, in pairs, they can name the book: that. We read together every night. We read books like
Stella Luna and Corduroy when he was young. And, and
1 CHRISTOPHER ROBIN continued to read together, mostly fiction.
2 CAPTAIN HOOK How has writing for children changed over time, maybe in
the last 50 years?
3 HERMIONE M I think books have changed in that authors are more
4 LYRA AND WILL cognizant of writing about real children and real issues.
5 PETER, SUSAN, EDMUND, AND Lucy I grew up with stories like Nancy Drew, who lived in this
fictional America where everyone was, everyone was
6 LAURA INGALLS white. And everyone had a Mommy and a Daddy. And,
and, um, now they write about more honest and, uh, true
1 Winnie-the-Pooh by AA Milne stories of, of what children's lives are really like.
2 Peter Pan by J.M. Barrie I And that's a good thing?
3 The Harry Potter series by JK Rowling M And that's a great thing.
4 His Dark Materials trilogy by Philip Pullman
5 The Lion, the Witch and the Wardrobe by C.S. Lewis c Focus on the task and go through the Glossary with the
6 Little House on the Prairie by Laura Ingalls Wilder Sts. Give Sts rime to read sentences 1-5. Highlight that.
they have to correct the ones that are false.
Play the DVD or audio again all the way through.
1 � THE INTERVIEW Part 1
Play again as necessar y. You could get Sts to compare
a Books open. Focus on the biographical information with a partner before checking answers.
about Marion Pomeranc. Either read it out loud or give
Sts time to read it. Extra support
Do the question as an open-class activity. • You could pause the DVD or audio at the relevant
places and, in pairs, get Sts to compare orally what
b �23>)) Play the DVD or audio (Part 1) once all the they have understood before marking the sentences
way through for Sts to do the task. true or false.
Check answers. 1 F (She loved it for the use of language.)
2 T
She mentions the four books because they are all important
3 T
to her, either as a book she read as a child or a book she read
4 F (Only Marion read to her son; her husband isn't much of
with her own child.
a reader.)
5 F (Marion loves that children's books now deal with real­
life situations.)

-
CE2&3
11114 Part 2 Extra supp ort
• You could pause the DVD or audio at appropriate
a 2 2"4>)) Focus on the task and play the DVD or audio places and, in pairs, get Sts to compare orally what
(Part 2) once all the way through for Sts to listen and they have understood.
answer the questions.
Checked boxes for Teenagers: 1, 4, and 5
You could get Sts to compare with a partner before Checked boxes for Children: 1, 2, and 4
checking answers.

In order to get teenagers to read more, it's important to � Part3

give them more control over what they read. For small
children, it's important to start them reading when they are a 2 25>) ) Focus on the task and give Sts time to read the
very young and to have books in the home - and talk about question.
them - from a very earty age.
Play the DVD or audio (Part 3) once all the way
th.rough for Sts to do the task.
2 24>))
Discuss the answer as a whole-class activity.
(audioscript in Student Book on page 123)
Part2 Marion is positive about technology and the future of books.
I Do you have any thoughts about getting teenagers to read
more?
M I do. I think teenagers would read if they were given more 2 25>))
control over what they can read. If the choices were their
own, and they weren't told what they had to read. If they (audioscript in Student Book on page 123)
were told they were allowed to put a book down and start Part3
something else. Um, and you can read anything. You can I Do you prefer paper books or e-books, and why?
read the ads on the subway. You can read a magazine M So I now prefer to read books on an e-reader, on my Kindle.
article. You can read the side of a cereal box. I mean that's I, I have tons of books in my house. And I haven't bought
all reading. a book in 3 years. I only read on my Kindle. And, and love
Are there good authors or books in pop culture now whose it. Because it's, to me it's more intimate than a book. I've
material has encouraged teenagers to read? chosen the type of print. And so it's just me and the word.
M I think that these series books that are really popular And, and the fact that I can carry 100 books with me at all
these days have helped teenagers want to read. Like the times is a thrill.
Twilight series. The Harry Potter series. Kids like to go Do you think e-readers are helpful for kids or teens who
back, they like to become familiar with a, with a character want to get into reading?
in the story. And, and I think those books have been M I think it would be wonderful for every child to have an
successful because of that. e-reader. We're, we're a technological society. And we're
Going back to kids, what is the key to getting a very young used to pushing buttons, and getting things instantly. And
person to start reading? I think it might be really helpful for children to, to have their
M I think to get a child to start reading, the key is really to own e-readers and, and start their own collection of books
starting when they're young. Have books around your that way. And you can see every book you've read. And you
home. Have a library card. Um, share the books that you can go back to it in 2 seconds. So why not?
read with them. Talk about the books the, at, at, at dinner. Do you think social media has decreased or increased
Know what they're reading, and talk about their books. people's literacy?
Take a trip to a publishing house. And, and see what goes M So I, I think social media has had a positive effect on
into making a book. Meet an author, if you can do that. Go children. I think they're exposed to many, many more
to, go to a bookstore and have someone, hear someone things. They can go online and get information on just
who's written a book talk about a book. I think you have to about anything. I, I'm not afraid of the changes that any
just get the excitement of books across. If you're excited kind of social media brings to kids. They have to read,
about books you1l get, they1l get excited about books. they have to write. Maybe they'll read a few less books.
What kind of books do you think young people enjoy But maybe they1l write some amazing things about their
reading? adventures online. I, I think it's great.
M The kind of books that children like to read are books Do you think, despite all the technology, books will
maybe with a little s-, subversion in them. Books where survive?
maybe the adults are a little goofy, and the kids solve M Yes. I think there's a great future for books. I think they1l
the problems. Children want to relate. They want to feel be around for a long time. I think we all like to have our
they have a little bit of power. I think young children feel moments with a book. So sure.
that way, middle-schoolers feel that way. And I think if I Do you still read for pleasure, and if so, how much?
you'd look carefully at books that kids really like, it's the M I read daily. I read on the subway. I read before I go to sleep.
one where, where youth dominates. And, uh, kind of rules I read to relax. I'm usually reading 3 or 4 books at a time.
the world a little bit. Whatever pleases me, I go to. I'm always reading.

b Focus on the sentences and the Glossary. Now give Sts b Focus on the task and give Sts time to read sentences 1-4.
time, in pairs, to see if they can remember any of the
Play the DVD or audio again all the way th.rough.
answers and check the boxes before they listen again.
Play again as necessary.
Play the DVD or audio again all the way through.
You could get Sts to compare with their partner before
Play again as necessary.
checking answers.
You could get Sts to compare with a partner before
checking answers.

-
 CE2&3
Extra support
3 � ON THE STREET
• You could pause the DVD or audio at appropriate
a 2 27>)) Focus on the task and find out if any Sts have
places and, in pairs, gee Sts to compare orally what
read any of the books either in English or in their own
they have understood.
language.
1 She can choose the type and it makes it more intimate.
Play the DVD or audio once all the way through.
She can carry 100 books with her at all times.
2 She thinks it would be great for children to have an Check answers.
e-reader because they can get a book instantly and
start their own collections of books. CoralineR
3 Social media is positive for children because it exposes Where the Wild Things Are J
them to many things; gets them reading and writing The Lion, The Witch, and The Wardrobe S
about all kinds of topics. The Trixie Beldon book series J
4 Marion reads all the time, for pleasure, to relax, before
she goes to sleep. She is often reading 3-4 books at once.
�27>))
Extra support (audioscript in Student Book on page 123)
I = interviewer, J = Jill, S = sean, R = Rachel
• If there's time, you could play the DVD or audio again
JILL
while Sts read the audioscripts on pages 122-123,
I What was your favorite book when you were a child?
so they can see what they understood/ didn't J Um .. .l think my favorite book when I was a child probably is
understand. Translate/ explain any new words or Where the Wild Things Are.
phrases. I Why did you like it so much?
J I think I liked it because of the fantasy aspects and it was
just a creative book. And I think a lot kids like it for that
reason.
2 LOOKING AT LANGUAGE I Did you see the movie?
J No, I did not see the movie, unfortunately. I should, so...
2 26 >)) This exercise focuses on a common feature of
I Was there a character in a children's book that you
speech - giving yourself time to think. Focus on the identified with?
Ways ofgiving yourself time to think box and go J Well, I used to read a book series called Trixie Belden.
through it with the class. You could ask Sts if they do the Trixie Belden was sort of a teenage or young teen mystery
person. And she was very curious and very ... liked to solve
same in their own language and in a monolingual class, mysteries. And I always fashioned that, you know, I would
if you know the Sts' LI, you could elicit examples of this. too, as well, so ...
Focus on the task and give Scs time to read extracts 1-5. Sean
I What was your favorite book when you were a child?
Play the DVD or audio, pausing after each extract to S Probably The Lion, The Witch, and The Wardrobe.
I Why did you like it so much?
give Sts time to write. S Um, I remember we had a teacher at school who read it
You could get Sts to compare with their partner before aloud to us, and um, when I was probably six or seven,
when I was too young to read it myself, um, and I remember
checking answers. getting the book and then sitting down by myself and
reading it. I think it was the first time I realized how much
Extra challenge you could get out of a book, I think.
• Ask Sts if they can remember any of the missing Was there a character in a children's book that you
identified with?
words or phrases before they listen co the extracts. S I can't think of any specific characters. I think I was quite a
scruffy child. I always had dirty knees and torn clothes and
1 What I love 2 The words 3 I mean things like that, so whenever there was a boy who got into
4 kind of 5 Sol lots of trouble, I usually thought that was a tittle bit like
me, but I can't think of one particular one.
Extra support
Rachel
• You could get Sts to read completed sentences 1-5 I What was your favorite book when you were a child?
out loud to give them practice using the ways of R I think that ... l think Coraline by Neil Gaimen was my
favorite.
giving yourself time to think. I Why did you like it so much?
R I liked the writing style. A lot of books just sort of have
2 26>)) a wall of text that's hard to absorb, but I thought it was
1 I: What was it that you liked about Dr Seuss? easier to read.
M: What I love about Dr Seuss is his use of language... Was there a character in a children's book that you
2 The words, the made-up words, the way the words flow identified with?
together and sound. R I identified with Coraline because I tend to be curious
3 You can read the side of a cereal box. I mean, that's all about stuff. And also because in a lot of those sorts of
reading. books that I like, unfortunately, the protagonists are
4 And I think if you'd look carefully at books that kids really usually mate.
like, it's the one where, where youth dominates. And kind
of rules the world a little bit.
5 I: Do you think social media has decreased or increased
people's literacy?
M: So I, I think social media has had a positive effect on
children.

-
CE2&3
b Focus on the task and give Sts time to go through the
six questions, making sure Sts understand imaBinative
situations in the sixth question.
Play the DVD or audio again all the way through,
pausing after each speaker to give Sts time to do the
cask. Play again as necessary.
Check answers.
Rachel liked Coraline because there wasn't a ·wall of text;
and that made it easier to read.
Sean heard a teacher at school read The Lion, The Witch,
and The Wardrobe before he read it.
Jill identified with a character in a book series called
Trixie Belden.
Sean identified with children in books who were always
getting into trouble.
Rachel identified with the character of Coraline because
she was a girl protagonist.
Jill liked Where the Wild Things Are because of the fantasy
aspects and the creativity of the book.

c 2 28>)) This exercises focuses on some colloquial

expressions which were used by the speakers. Focus on
the phrases and give Sts time to read them.
Play the DVD or audio, pausing after each sentence to
give Sts time to write the missing words. Play the audio
again as necessary.
Check answers, eliciting the missing word and then the
meaning of the whole phrase.
See words in bold in audioscript 2.28

2 28>))
1 Trixie Belden was sort of a teenage or young teen mystery
person.
2 I remember we had a teacher at school who read it aloud
to us...
3 I realized how much you could get out of a book, I think.
4 ... so whenever there was a boy who got into lots of
trouble ...
5 I identified with Coraline because I tend to be curious
about stuff.

Extra support
• Tell St,; to go to paBe 123 and to look at the audioscript
for ON THE STREET. Play the DVD or audio
again and tell Sts to read and listen at the same time.
Help with any vocabulary problems and get feedback
from Sts on what parts they found hard to understand
and why, e.g., speed of speech, pronunciation, etc.

4 SPEAKING
Put Sts in pairs and get them to ask and answer the
questions, giving as much information as possible.
Monitor and help with vocabulary. Help with any
general language problems at the end of the activity.
Get some feedback.

-
 G future perfect and future continuous
V the environment, the weather
P vowel sounds

Lesson plan c PutSts in pairs. Get them to compare their answers

and the meaning of their scores.
The topic of this lesson is the environment.
Get some feedback from the class. HaveSts raise their
The ti rst half of the lesson begins with a quiz to see how hands to find out how many belong to each group.
eco-guilty Sts are (e.g., feeling guilty when you leave the tap
running because you know it wastes water). The grammar Help with any general vocabulary problems that come
focus is on two tenses which will be new for mostSts: the up, and encourageSts to write down any new lexis
future perfect and future continuous. from the questionnaire.

In the second half of the lesson,Sts expand their weather

vocabulary by reading an article and going to a Vocabulary 2 GRAMMAR
Bank. The pronunciation focus is on combinations of future perfect and future continuous
vowels which can be pronounced in different ways, e.g., ea
and oo. After listening to three people talking about their a Focus on the photo and askSts what they can see (wind
experiences of extreme weather in the US, Sts talk about turbines, an electric car, solar panels, a snow cannon
their own experiences. The lesson ends with the song, to create artificial snow, etc.). Elicit/ explain that the
Heatwave. red things on the roof are wind cowls, which provide
ventilation into homes while minimizing heat loss.
STUDY(ml3 Now focus on the instructions. TellSts to read the
• Workbook 4A
• Online Practice
predictions and put each one into categories 1-3.
• iChecker Get them to compare their ideas with a partner.
Elicit some opinions from the class.
Extra photocopiable activities
• Grammar future perfect and continuous page 157 b Now getSts to read the predictions again, choose their
• Communicative In 20 years page 194 (instructions page 181) two predictions, and compare with a partner.
• Vocabulary Weather page 217 (instructions page 211)
Then ask the question to the whole class and get
• Song Heatwave page 232 (instructions page 227)
feedback.
c Focus on the instructions. In pairs, Sts should look
Optional le ad-in - the quot e
at the highlighted verbs in the predictions and decide
• Write the quote at the top of pa Be 34 o n the board (books whether they refer to an action or situation that will be
closed) and the name of the person who said it, or getSts finished or still in progress in the future.
to open their books and read it.
Check answers.
• Ask Sts what they think Eddison was saying in the
quotation and whether they agree with him. a will have installed, will have been banned, will have
disappeared, will have risen, will have closed, will have
disappeared
1 READING & SPEAKING b will be recycling, will be driving, will be running out,
will be getting, will be having
a Focus on the title, Eco-Built, and elicit whatSts think it
means. QQn'..t tell them yet if they are right or not. Elicit/ explain the basic difference between the future
perfect and the future continuous:
b Now giveSts time to read the introduction to the
article to check their answer in a. - the future perfect + time expression= an action will
be finished (at the latest) by that time
Get Sts to compare with a partner and then check
the answer. - the future continuous + time expression= an action
will be in progress at that future time
Eco-guilt is what people feel when they do something
that they know they shouldn't do because it is bad for the Highlight that by+ time expression= that time at the
environment. latest

Now getSts to do the questionnaire, checking the d 2 29>))'2 30>)) TellSts to go toGrammarBank4A
sentences that are true for them, and adding up their on paBe 138. Pocus on the example sentences and play
score as they go along. the audio forSts to listen to the sentence rhythm. You
could also getSts to repeat the sentences to practice
getting the rhythm right. Then go through the rules

-
with the class.
4A
Monitor and help Sts, correcting any mistakes with
Additional grammar notes future forms.
• Although Sts will probably have seen these two
tenses passively in reading, they are probably not Get some feedback.
yet part of their active knowledge. Extra idea
• IfSts have the same or similar tense in their Ll, it • You could elicit some more personalized oral
will be worth drawing comparisons. If not, then practice with the futures by asking individual Sts:
you will need to make sure the concept is clear. What will you be doinB a) in two hours? b) this time
Both tenses are projections in the speaker's mind tomorrow? When doyou thinkyou will havefinished
into the future. all ofyour classes?, etc.
• If we use the future perfect instead of the
simple future, we are emphasizing the certain 3 READING & VOCABULARY the weather
completion of the action. However, the
difference between the two tenses is often a Focus on the cartoon and ask the two questions to
quite small. the class.

• The future continuous, though often used for an b Focus on the task and questions.
action in progress at a future time, is also very Give Sts time to read the article and answer the
commonly used as an alternative to goin(j to or questions. You might want to point out the Glossary
the present continuous to ask about future plans to the Sts.
or arrangements, e.g., Willyou be goin(J out this
evening? Get them to compare with a partner and then check
answers.
Focus on the exercises and get Sts to do them
The Santa Ana winds blow in Los Angeles, California.
individually or in pairs. The Santa Ana winds can make people feel nervous or
Check answers, getting Sts to read the full sentences. angry.
You could get two strong Sts to read the dialogue in b c Focus on the task and give Sts time to read sentences
out loud. 1-6.
a GetSts to read the article again, mark each sentence
l 'll I will be flying T (true) or F (false), and underline the part of the article
2 'll I will have saved
3 'll I will be driving that gave them the answer.
4 'll I will be having Get Sts to compare with a partner and then check
5 'll I will have paid answers.
6 'll I will have finished
7 'll I will have written 1 F (Line 15: ..."We've noticed an increase in anger and
8 'II I will be working out irritability after prolonged exposure.")
9 'II I will have downloaded 2 T (Line 17: "In addition, thyroid hormones are particularly
b susceptible to changes in temperature.")
1 won't be lying 3 T (Line 22: •... March 2008, we'd had over 16 feet of
2 'II I will be working snow," says Catherine Viel, with the Quebec City Police.
3 will have disappeared "During that month, we had several incidents.. .")
4 will have doubled 4 F (Line 27: ... from 1950 to 1995, rates of serious
5 will have moved assaults were higher during hotter years, according to
6 will have grown research...)
7 will have run out 5 T (Line 33: They predicted at least 115,000 additional
8 will have invented serious and fatal assaults a year in the United States
9 'II I will be flying due to global warming.)
6 F (Line 36: •... springtime, sunny days and warm weather
Tell Sts to go back to the main lesson 4A. seem to boost mood and have a broadening effect on
cognition, basically opening the mind to new ideas ...")
Extra support
• If you thinkSts need more practice, you may want to d Focus on the highlighted words and phrases related to
give them the Grammar photocopiable activity at this the weather. Get Sts, in pairs, to guess their meaning.
point or leave it for later as consolidation or review. Tell them to read the whole sentence as the context will
help them guess.
e This is an oral practice activity. Focus on the definitely,
probably, and likely f unlikely box and go through Check answers, either explaining in English, translating
it with the class. Point out that the opposite of likely is into Sts' L l, or gettingSts to check in their dictionaries.
unlikely, which is often used instead of not likely, e.g., Help with any other new vocabulary and encourage Sts
He's unlikely to come now. / He isn't likely to come now. to write down any useful new lexis from the article.
However, we ®n'.l use improbably. Instead we say
probably not, e.g., He probably won't come now. e Tell Sts to go to Vocabulary Bank Weather on
paBe 156.

-
Now focus on the first prediction, ask the class what
they think, and elicit ideas. Focus on 1 What's the weather like? and point out
that the phrases in the top row refer to not very cold f
GetSts to continue in pairs. hot f rainy f windy weather, and the phrases in the bottom
row refer to yay cold f hot f rainy f windy weather.
 4A
Get Sts to do a and b individually or in pairs. '2 33>))
2 31 >)) Now do c. Play the audio for Sts to check Adjectives to describe weather
answers to a and b. Play the audio again, pausing for In the western part of New York it will be very cold, with
Sts to repeat. Practice any words your Sts find difficult strong winds and heavy rain. There will also be thick fog in
the hills and valleys, though it should clear by midday. Driving
to pronounce. will be dangerous because the roads will be icy. However, the
Hudson Valley and the tri-state area will have clear skies and
r2 31>)) it will be bright and sunny, though the temperature will still be
Weather low. Over the next few days the weather will be changeable,
with some showers. but occasional sunny periods. It should
What's the weather like? become more settled over the weekend.
a
1 It's cool. 8 It's humid. Point out that:
2 It's chilly. 9 lt's damp.
3 It's freezing. 10 It's drizzling. - despite having similar meanings, certain adjectives
4 It's below zero. 11 There are showers. are only used with certain nouns, e.g., you can say
5 It's mild. 12 It's pouring. strona winds, but IlQ.tstrona rain ( you have to say heavy
6 It's warm. 13 There's a breeze.
7 It's boiling. rain), and we say briaht sunshine (llill strona sunshine).
b - settled is the opposite of chanaeable.
When the weather's foggy or misty, or there's smog, it is
difficult to see. Testing yourself
Mist isn't usually very thick, and it often occurs in the
mountains or near the ocean. For all the sections, tell Sts to look at the words in the
Fog is thicker and can be found in towns and in the country. lists and try to remember what kind of weather they are
Smog is caused by pollution and usually occurs in big cities.
associated with.
Highlight chat with the weather it's important to be sure
Testing a partner
whether the word you are using is an adjective or a noun:
See Testing a partner paae 29.
- compare: It's windy (adj) with There's a strona wind (n).
Tell Sts to go back to the main lesson 4A .
- the difference between chilly and cool is a question of
how pleasant / unpleasant it is; 50 ° may be cool for Extra support
one person and chilJy for another. This may also vary • If you think Sts need more practice, you may want to
depending on the part of the world where Sts are. give them the Vocabulary photocopiablc activity at this
Focus on 2 Extreme weather and get Sts to do a point or leave it for later as consolidation or review.
individually or in pairs. f Do this as an open-class activity.
�32>)) Now do b. Play the audio for Sts to check
answers. Play the audio again, pausing for Sts to repeat. 4 PRONUNCIATION vowel sounds
Practice any words your Sts find difficult to pronounce.
Pronunciation notes
...-2.,32>))
• The letters ow can be pronounced /au/ or loo/.
Extreme weather
1 heat wave 6 blizzard • The letters ea are usually pronounced Iii or
2 drought 7 flood occasionally /cl, e.g., head.
3 hail 8 hurricane
4 lightning 9 monsoon • The letter i between consonants is usually /J/, but
5 thunder sometimes /a1/.
Focus on 3 Adjectives to describe weather and get • The letters oo are usually pronounced /u/, but they
Sts to do a individually or in pairs. are occasionally !tJ, e.g., in blood andflood.
2 33>)) Now do b. Play the audio for Sts to check • ouaht is usually btl - drouaht is an exception.
answers. Play the audio again, pausing for Sts to repeat.
Practice any words your Sts find difficult to pronounce. • The letter u between consonants is usually /Al, but
can be /yu/, e.g.• music.
2 heavy 6 bright
3 thick 7 changeable • The letters or are usually pronounced br/, but /�r/
4 icy 8 sunny after w.
5 clear 9 settled
a Focus on the Spelling and pronunciation box and go
through it with the class.
Then focus on the instructions. Encourage Sts to say
the words out loud to help them to identify the one that
is different.
b �34>)) Play the audio for Sts to listen and check.
Check answers by eliciting the word that sounds

-
different.
1 showers 3 mild 5 flood 7 humid
2 heat 4 warm 6 drought 8 world
4A
2 34>)) 2 36>))
See groups of words in Student Book on page 37 (audioscript in Student Book on page 123)
1 It was just at the end of the summer in 2013, yeah, and I
Play the audio again, pausing after each group of words was a college student at the University of Colorado in Boulder.
for Sts to listen and repeat. It had been really dry that summer - hardly any rain at all,
and it was incredibly hot. Then toward the end of September,
Extra support the rain came, and it rained almost an entire week. At first,
everyone was so relieved because the rain brought cooler
• You may wanr to give Sts the rules in the temperatures and made the grass green. But then, it just
Pronunciation notes. kept raining and raining. Streams and creeks started flooding
and roared out of the mountains, and it was really scary.
c 2 35>)) Focus on the task and tell Sts to first listen to The stream that goes through my college campus flooded
the five sentences. several dorm buildings, and kids had to find safe places to
stay. Some rooms had three to four feet of water in them!
Play the audio once all the way through for Sts just to I was OK because I lived on a high floor in my dorm. Even
though there was a lot of damage to the campus and to a lot
listen. of the towns surrounding Boulder, there was a bright side.
Then play it again, pausing after each sentence to give Kids on the athletic teams served lunch to flood victims in
the community. Other students donated their clothes, shoes,
Sts time to write. Play the audio again as necessary. and books to kids who had lost their belongings in flooded
dorm rooms. So...uh...even though the flooding was extremely
Check answers by writing the sentences on the board. severe, it really made me realize that we have a supportive
college community here.
2 35>)) 2 This was in the summer of 2003 and there was a pretty
1 It'll be below zero tomorrow with some snow showers. intense heat wave in New York City. I remember it really well
2 He was sweating heavily because of the heat. because I'd just started working as an office assistant in a
3 It's windy, chilly, and starting to drizzle. civil engineering firm - and I'd only been at my new job for
4 The river is going to flood soon. a few weeks. Around 4 o'clock in the afternoon on August
5 Summer days are usually sunny and humid. 14th, the electricity went out all across New York City. The
massive blackout - caused in part by everyone using their
Give Sts a few minutes to practice saying the sentences. air-conditioners-affected seven states in the eastern US
along with parts of Canada. My boss told me to go home, so I
d Focus on the questions, making sure Sts know the did. First, I had to walk down 17 flights of stairs because the
elevators didn't work. Then I had to walk nearly four miles from
meaning of mood in the third bullet. They saw moody Manhattan to Brooklyn in the heat because the subways didn't
in File 28. work. Thank goodness I could walk over the Brooklyn Bridge
to get back to Brooklyn! When I finally got home around eight
Put Sts in pairs and get them to interview each other. in the evening, I was absolutely surprised and happy to see all
my apartment building neighbors outside cooking on grills and
Get some feedback from various pairs. You could do getting to know one another. It was too hot to stay inside, so
the last question as a class. Help with any general I enjoyed the evening sitting outside on the sidewalk with my
vocabulary or pronunciation problems that come up. neighbors. It's been over ten years since that blackout, and I
have very fond memories of that day, but I don't really want to
go through that experience again anytime soon!
5 LISTENING & SPEAKING 3 On OCtober 29, 2011, I was visiting friends in upstate New
York when it started snowing. It's pretty unusual for snow to
a 2 36 >)) Focus on the photo and the task, and give Sts fall in New York during late October, but I was safe with my
time to read the questions. The photo illustrates one of friends, so I didn't mind. The next day it was time for me to
drive home. It had only snowed about three inches in Albany
the stories. and the roads there were completely clear, so I thought my
two-hour trip home would be uneventful.
Play the audio once all the way through for Sts to listen However, as I started driving south, I noticed the snow was
and then give them time to complete the task. getting deeper. Trees were bent over and many had fallen.
Driving was rather stressful because the roads were slippery
Check answers. and dangerous.
When I finally got home - almost five hours later - there was
Extra supp ort nearly two feet of snow on the ground and I couldn't drive up
• Before playing the audio, go through the audioscript my driveway, which only added to my stress. I parked on the
street and trudged up to my house, only to discover there was
and decide if you need to preteach / check any lexis to no electricity. I ended up booking a room in a local hotel for a
help Sts when they listen. week until work crews reconnected the electrical wires.
That storm caused billions of dollars of damage across the
Speaker 1 was both relieved and scared by the weather. northeast. Over three million people were without electricity,
Speaker 3 got stressed because of the weather. some for up to three weeks, and cities across the northeast
Speaker 2 really enjoyed themselves in spite of the reported record snowfall totals.
weather. In addition, many communities had to cancel or postpone
Halloween celebrations. It wasn't safe for the children to walk
in the snow. Luckily for me, no trees had fallen on my house
during the storm, but I was mad that it took me several days
to shovel my driveway.

b Focus on the task and the questions in the chart. You

could get Sts to copy the chart in their notebooks, so
they have enough space to take notes.
Now play the audio again for Sts to complete the task.

-
Pause the audio after each speaker to give Sts time
to write. Play again as necessary.
 4A
You could get Sts to compare with a partner before 6 �37 >)) SONG Heatwave�
checking answers.
This song was originally made famous by American
Speakerl group Martha and the Vandellas in 1963. For copyright
l in the summer of 2013 reasons, this is a cover version. If you want to do chis
2 University of Colorado in Boulder
song in class, use the phococopiable activity on pa8e 232.
3 a rainstorm/flood
4 There was a lot of damage to the campus and to a lot of
the towns surrounding Boulder. �37>))
Heatwave
Speaker2
l in the summer of 2003 Whenever rm with him
2 in New York City Something inside
Starts to burning
3 a heatwave And I'm filled with desire
4 There was a massive blackout, affecting seven states in Could it be a devil in me?
the eastern US along with parts of Canada. Or is this the way love's supposed to be?
Speaker3 Chorus
l October 29, 2011 It's like a heatwave
2 Albany, NY Burning in my heart
3 a snowstorm I can't keep from crying
4 That storm caused billions of dollars of damage across It's tearing me apart
the northeast. Over three million people were without Whenever he calls my name
electricity. So softly and plain
Right then, right there, I feel that burning flame
Extra support Has high blood pressure got a hold on me?
Is this the way love's supposed to be?
• If there's time, you could play the audio again while Chorus
Sts read the audioscript on paae 123, so they can sec Sometimes I stare in space,
what they understood/ didn't understand. Translate/ Tears all over my face
I can't explain it, don't understand it
explain any new words or phrases. I ain't never felt like this before
c Focus on the Modifiers with strong adjectives box Now this funny feeling has me amazed
Don't know what to do, my head's in a haze
and go through it with the class. Remind Sts that really It's like a heatwave.
can be used with both everyday adjectives, e.g., It's Yeah yeah
really cold, and strong adjectives, e.g., It's reallyfreezina. Yeah yeah
Remind Sts too that we usually say these adjectives Ha ohhh yeah
with extra stress and intonation. Yeah yeah
Yeah yeah
Get Sts to focus on the situations and the three ohhh yeah
questions. Tell them to think about which situation I feel it, burning, right here in my heart,
they will talk about. Don't you know it's like a heatwave
Yeah yeah
Put Scs in small groups of three and cell chem to use Yeah yeah
the three questions to help them cell their story. One ohhh
student starts by saying I'm aoina to tell you about a time Yeah, don't you know it's like a heatwave?
when... (you could write this on the board as a prompt). Burning right here in my heart.

Monitor and correct any misuse of modifiers.

Help with any vocabulary problems that come up.
When Sts have finished, get feedback by eliciting one
experience for each type of weather.
Extra support
• Demonstrate first by telling Sts about an experience
of your own.

I-iii
 G zero and first conditionals, future time clauses
V expressions with take
P sentence stress and rhythm

Lesson plan b 2 38>)) Focus on the task and the question.

In this lesson, Sts expand their knowledge offuture time Play the audio once all the way through for Sts to Listen
clauses and real conditionals, and see the variety of tenses and do the task.
that can be used apart from the simple present and simple
future. The topic is risk. Check the answer.

In the first half, Sts listen to six people answering the Extra support
question Are you a risk taker? and they then interview • Before playing the audio, go through the audioscript
each other to find out if they too are risk takers. This is and decide if you need to preteach / check any lex is to
followed by the grammar focus on conditionals, and help Sts when they listen.
in Pronunciation, Sts have more practice with sentence
Three people see themselves as risk takers (two women
rhythm with conditionals.
and one man).
In the second half of the lesson, Sts read an article from
The Sunday Times about therapy classes for drivers who
�38>))
are addicted to speeding. This is followed by a listening on (audioscript in Student Book on pages 123-124)
the risks of driving. The vocabulary focus is on common
1 Woman
collocations with take (e.g., take a risk, take seriously), and Yes, I think I am, or anyway more than I used to be. I think my
finally Sts go to the Writing Bank to focus on "For and attitude to risk has changed as I've gotten older. For example,
against" essays. I'm more open to risking a change in appearance because I
think I'm less self-conscious now. I often change hairstyles
and color, but when I was younger I had the same hairstyle for
STUDYIJm3 years and years. I also think I would take more risks traveling
• Workbook 46 now because I'm more self-confident, so rm pretty sure I could
• Online Practice cope with any problems.
• iChecker 2 Man
Yes, I'm definitely a risk taker. I take risks to do things that I
enjoy, like skiing, or riding a bike in New York City, which is pretty
Extra photocopiable activities dangerous. In fact, I think the element of risk probably makes
• Grammar conditionals and future time clauses page 158 them even more enjoyable. The only time I wouldn't take a risk
• Communicative Finish the sentences page 195 (instructions would be if I couldn't see that I was going to get any pleasure
from it - I wouldn't do something risky just for the sake of it.
page 182)
3 Woman
I'm the kind of person who likes to know exactly what I'm
Optional lead-in - the quote doing and when I'm doing it, so there's not much room for risk
in my life. For me, risk means not being completely in control,
• Write the quote at the top of paBe 38 on the board (books and that can make me feel really nervous. For example, if
closed) and the name of the person who said it, or get Sts I'm meeting a friend for dinner, I always make sure we have a
table booked somewhere nice. I wouldn't risk just turning up
to open their books and read it. and hoping that there was a table. And I never buy clothes
• You might want to tell Sts that Mark Zuckerberg was online because I don't want to run the risk of them being the
wrong size and having to send them back.
born in 1984 in New York State and co-founded
4 Woman
Facebook in 2004. I'm definitely not a risk taker. I might like to think that I am
because it seems exciting, but I'm not. I live in a suburb of
• Ask Sts whether they agree with his quote. Boston and I'd never walk home on my own in the evening
when it's dark because that just seems like an unnecessary
risk to take. And I'd never get into a taxi on my own at night.
1 LISTENING & SPEAKING But on the other hand, I would love to do something like
bungee jumping or paragliding, which other people would
a Focus on the photo and ask Sts if the photo makes them probably think is risky.
nervous. You might want to tell Sts that this is part of S Man
a photo by a South Korean artist, Ahn Jun, who has I don't see myself as a risk taker. I've done a lot of mountain
produced a series of photos of herself sitting on ledges climbing, and everyone assumes because of this that I'm
attracted to risk, but it isn't really true. In fact, when you're
on top of various buildings. climbing high mountains you're always trying to minimize
the risk. The biggest risk I've ever taken in my life was a
Now focus on the task. Go through the questions and professional one - after 20 years in the same job, I left and
elicit/ explain the phrase the edBe ofa precipice. Model set up my own company - and that's given me a lot more
and drill the pronunciation of precipice /'prcs�p�s/. sleepless nights than climbing in the Andes or the Himalayas.
6 Woman
Give Sts a few minutes to discuss the questions with a I am happy to take risks. I love driving fast. In fact, I bought
partner. myself a sports car when I had some money and I got quite

-
a few speeding tickets - though probably not as many as I
Get some feedback. deserved! I also take risks with money, like lending to people
who probably won't pay me back, or spending all I have on
something a little bit unnecessary. Last year I went on a balloon
ride and I was amazed that so many people said, "Ooh, I wouldn't
do that." I loved it and I'd happily do it again - it was fantastic!
 48
c Tell Sts they will listen to the audio again and this time f When Sts have finished, get them to look at all the
they must answer the six questions. Give them time to circles they have written an "R" in and decide in which
read the questions. areas of life their partner is a risk taker.
Play the audio again, pausing after each speaker. Then Sts share their results and discuss whether or not they
play again as necessary. agree with the conclusions.
Check answers. Finally, they should decide which of them is the bigger
risk taker.
Speaker 2 says some activities are enjoyable because they
are a little bit risky. Get some feedback and help with any general
Speaker 1 thinks that her attitude to risk is different from vocabulary problems that come up.
what it was before.
Speaker 3 thinks that taking risks means losing control.
Speaker 6 had to pay some money because of her risky 2 GRAMMAR conditionals and future time
behavior.
Speaker 4 worries about her personal safety. clauses
Speaker 5 does something that most people think of as a Focus on the sentence halves and give Sts time to
very risky, but which he says is not.
match them.
d Focus on the task and the questions What examples of Check answers.
risks do the speakers say they would take, or have taken?
What thinBs wouldn't they do?. 1 B 3 C 5 F 7 H
2 D 4 G 6 E 8 A
Extra support
• Write the questions on the board in columns and get b Give Sts time, in pairs, to answer the questions.
Sts ro copy it: Check answers.
RISKS:
a) in the if- I when-clause: any present tense, e.g., simple
WOULDTAKE/HAVETAKEN? WO LONTDO? present, present continuous, or present perfect
SPEAKER I b) in the main clause: any future form, e.g., will, going to,
SPEAKER 2, ere. present continuous (with future meaning}, future
perfect, future continuous, or an imperative
Play the audio again, pausing after each speaker. Then
play again as necessary. Extra support
• Do band c as an open-class activity.
Check answers.
c Focus on the task and sentences.
Speaker 1 would risk changing her appearance, e.g., her
hairstyle, and she'd take risks when traveling. Check the answer.
Speaker 2 takes risks doing things he enjoys, e.g., skiing or
riding his bike. He wouldn't take a risk if he didn't get any b) They refer to things that always happen.
pleasure out of it.
Speaker 3 wouldn't risk going to a restaurant without d "i.,. 39 >)) Ii 40 >)) 2 41 >)) Tell Sts to go to Grammar
having booked in advance. She would never risk buying Bank 4B on paBe 139. Focus on the example sentences
clothes online. and play the audio for Sts to listen to the sentence
Speaker 4 wouldn't risk walking home or get a taxi alone at
night. She would risk bungee jumping or paragliding.
rhythm. You could also get Sts to repeat the sentences
Speaker 5 goes mountain climbing, but he doesn't think it to practice getting the rhythm right. Then go through
is risky. His biggest risk was leaving a job after 20 years the rules with the class.
and setting up his own company.
Speaker 6 drives fast, takes risks with money, and went on Additional grammar notes
a balloon ride. zero and first conditionals, future time clauses
Put Sts in pairs and get them to discuss if they identify zero conditional
with any of the speakers, explaining their answer. • This kind of conditional has not previously been
Get feedback. focused on. Emphasize here that a zero conditional
is used to generalize or give facts, e.g., Ifyou heat
Extra support water, it boils.
• Do this last question as an open-class activity. Although zero conditionals are usually based on
present tenses, they can also be used in the past,
Extra support e.g., Ifpeople didn't have money, they didn't eat.
• If there's time, you could play the audio again while
Sts read the audioscript on paBes 123-124, so they first conditional
can see what they understood/ didn't understand. • Up to now, Sts have probably been given a simplified
Translate/ explain any new words or phrases. version of the first conditional (e.g., that we always
e
use if+ simplepresnt, future). In this lesson, they
e Focus on the task and instructions, making sure Sts learn that a wider variety of tenses is possible
understand what they have to do. (including the two new tenses they have just studied
Put Sts in pairs, A and B, and get them to interview in •A- the future perfect and continuous).
each other. • Remind Sts that although a present tense is used
Monitor and help while Sts are talking. after if, the meaning here is future.

M#M
48
future time clauses 3 PRONUNCIATION sentence rhythm
• Perhaps the most important point to emphasize is a 2 42>)) Tell Sts that the six sentences that they are
that a future tense can never be used after ifor after going to hear are the missing parts of the two dialogues.
when, as soo11 as, until, unless, before, after, in case. First, play the audio all the way through for Sts just to
• Typical mistakes are: listen.
- I'll be ready as soon as I'll J1tne JiatJa shBv,,el'. Now play the audio again, pausing after each sentence
I'll have dinner as soon as I'll tJeL ht1me. tu give Sls lime to write. Play again as necessary.
- We'll probably be watchinB the Bame when� Check answers by writing the sentences on the board.
fH'f'we.
See audioscript 2.42
in case
• T his expression may be new to Srs. Be careful
'2 42>))
that they do nor confuse it with in case of which
Dialogue 1
is sometimes seen in notices, e.g., In case offire, 1 I'll tell you as soon as I know my plans.
break Blass. 2 If six of us go, it won't be too expensive.
3 We'll have to book soon if we want to get something nice.
• You may want to point out that in case can also Dialogue 2
be used in the past tense, e.g., I took ajacket in 4 I'll be waiting by the ticket office when you get there.
case it Bot cold later. Also point out that unlike the S What will you do if I'm late?
other expressions, in case cannot be used at the 6 Well, give me my ticket in case I get there at the last minute.
beginning of a sentence.
b '2 43>)) Focus on the task and play the audio again for
Focus on the exercises and get Sts to do them Sts to underline the stressed words in the sentences
individually or in pairs. they wrote in a.

Check answers, getting Sts to read the full sentences. Check answers by underlining the stressed words in
the sentences on the board.
a
1 're not feeling 6 won't get See underlining in audioscript 2.43
2 'll have sold 7 aren't wearing
3 have 8 'll catch
4 'IL have scored 9 always gets �43>))
5 'll be bathing 10 won't go A If we rent a house in the mountains, will you come skiing
with us?
b B I'll� you as™ as I know my�- How much do you
1 before 6 If think it•ll cost?
2 in case 7 in case A If six of us gQ, it won't� tQQ expensiye.
3 unless 8 until B Well, I'll have to check my dates first.

....
4 when 9 After A OK, but we'll� to Q22ls™ if we� to get
5 as soon as 10 unless somet hing !!G·

Tell Sts to go back to the main lesson 4B. A How will I find you at the theater?
B I'll�� by the tkJs.e1 Qffke when you get thfil.
Extra support A What will you dQ if I'm�? I don't finish work until 7:00.
B I'll wait for you until 7:20 and then I'll go to my seat.
• If you think Sts need more practice, you may want to A � giye me my� in� I get there at the la.s1 �-
give them the Grammar phorocopiable activity at this
point or leave it for lacer as consolidation or review. c Give Sts time to practice saying the dialogues in pairs.

e Focus on the sentence stems and get Sts to complete

them in pairs. Elicit ideas for sentence 1 from the whole 4 READING
class to demonstrate the activity. a Do these questions as an open-class activity. If you
Get feedback. You could write the phrases on the board have done either of these things, tell the class about it.
and get the class to vote for the best tips. b Focus on the article. Elicit ideas on the meaning of
Possible answers the title and elicit / explain what a speedaholic is. Ask
1 ...they can swim. I ...there is an adult watching them. Sts if they know where -aholic comes from (alcoholic).
2 ...it's a hot day. I ...you are going to be away for a
long time. In self-help groups where people have addiction problems,
3 ...someone has an accident. I ...someone cuts themself. people usually introduce themselves at the first meeting
4 ._they are at least 12 years old. I ...they are old enough. by saying, e.g., I'm (James)...l'm an addict. This is because it
5 ...you finish. I you have finished using them. is considered very important that people actually admit to
6 ... a child or baby tries to eat or drink them. others that they have an addiction.
7 ...they show you identification. I ...you are sure who
they are. Now set a time limit for Sts to read the article and
8 ...don't throw water on it. I ...cover it with a towel. answer questions 1-3. Point out the Glossary and tell
Sts not to worry about the blanks in the article.

-
Check answers for 1 and 2. Elicit opinions for 3.
 48
1 They can attend a speedaholics course or get points on H Tell us about some of the other factors that can increase
our chances of having an accident.
their license.
S Well, the time of day we're on the road is a very significant
2 They learn that speeding is a huge risk, which may factor. Generally speaking, driving at night, for example, is
cause their death. four times as dangerous as during the day. This is mainly
because visibility is so much worse when it's dark. By day,
c Now get Sts to read the article again carefully and to fill a driver's visibility is roughly 500 yards, but at night, driving
in the blanks 1-5 with A-E. with headlights, it can be as tittle as 120 yards.
H Are there any times of day or night that are particularly
Get Sts to compare with a partner and then check risky?
answers. S Research shows that you're most likely to have an accident
between five and seven p.m. during the week, that's to
1 C 2 D 3 A 4 E 5 B say, during the evening rush hour, and especially in the
winter when it's dark. And the day of the week when you're
d Put Sts in pairs and get them to discuss what the most likely to have an accident is Saturday. In the US, more
accidents happen on a Saturday than on any other day.
highlighted phrases mean. H Why do you think that is?
S It's probably because the weekend is when the highest
Check answers, either explaining in English, translating number of people are driving. Therefore, the more people
into Sts' L 1, or getting Sts to check in their dictionaries. driving on the roads increases the chances of having an
accident.
Help with any other new vocabulary and encourage Sts H Which brings us to where accidents happen.
to write down any useful new lexis from the article. S Just over fifty percent of accidents happen within five
miles of where we live. Statistically the most common kind
e Do this as an open-class activity and tell Sts what of accident is crashing into a parked car near our home.
you think. Research shows that drivers concentrate less well when
they're driving on familiar roads. Fortunately, most of these
accidents are not fatal.
H So what about fatal accidents? Where do these tend to
5 LISTENING happen?
S As far as fatal accidents are concerned, the riskiest kind of
a Focus on the task and instructions. road to drive on is a rural road. More fatal car crashes in the
Give Sts time to look at sentences 1-8 and choose US happen on country roads than on city streets. In fact.
4,000 more car accidents happen on a country road than
which they think is the right option. on an urban road.
H And why is that?
Now put Sts in pairs and get them to discuss their S Drivers often think that it's OK to break the speed limit on
choices. these roads because there's less traffic and consequently
they take more risks.
Elicit some opinions, but 9Q.!ll tell Sts if they are right H And the safest kind of road to drive on?
or not. S A freeway is by far the safest kind of road.
H People - usually men - say that women have more
b 44>)) Play the audio once all the way through for Sts accidents than men. Is that true?
to listen and check their answers to a. S Well, it is true that, mile for mile, women have more minor
accidents than men, but a man is twice as likely to be killed
Check answers. in a car accident as a woman.
H So men really are more dangerous drivers then?
Extra support S Women, by nature, are usually much more careful and
cautious drivers than men. In general, men take far more
• Before playing the audio, go through the audioscript unnecessary risks when they're driving than women.
and decide if you need to preteach / check any lexis H The age of a driver must be an important factor, too?
to help Scs when they listen. You might also want ro S Yes, in fact it's probably the most important factor. A
driver aged between 17 and 24 has double the risk of
tell Sts that a mile equals 1.6 kilometers and a yard is having an accident than an older driver. The reasons for
nearly the same as a meter. this are obvious. This is the age when drivers have very
limited experience with driving, but it's also when they're
1 a 3 b 5 c 7 a most likely to drive too fast and take unnecessary risks,
2 a 4 b 6 c 8 c particularly if there are other young people in the car.
H Which is why a lot of people would like to see the age limit
for having a driver's license raised to 21?
2 '44>) ) S I think it would be a very good idea.
H Well, that's all we have time for. Thank you very much for
(audioscript in Student Book on page 124)
coming into the studio today, Sandra. And to all you drivers
H = Host, S = Sandra
out there who are listening...drive safely!
H For most of us, the riskiest thing we ever do is to get into
a car and drive. And because this is something that we do c Play the audio again, pausing after each paragraph (see
almost every day of our lives, we need to take the risks
involved in driving very seriously. Sandra, you're an expert audioscript), and give Sts time to take notes. Play again
on road safety. How dangerous is driving compared to as necessary.
other ways of getting around?
S Driving gets a lot of bad publicity. Statistics show that, You could get Sts to compare with a partner before
mile for mile, it's riskier to be a pedestrian or a jogger than eliciting as much of the information as possible.
to drive a car or ride a motorcycle.
H But car accidents do happen. What's the main reason?
S Many fatal accidents occur because someone has broken
the law. The most frequent cause of fatal accidents in
the US is distracted driving - when a driver focuses his
attention on a cell phone or to eat something, and the
second most frequent is driving too fast. And the third

-
major cause of fatal accidents is drunk driving.
48
1 Being a pedestrian or a jogger is more dangerous than Then get Sts to fill in the blanks in the other questions.
being a driver. Check answers.
2 Most fatal accidents happen because people break the
law. The most frequent cause is distracted driving. 1 after 5 part in
3 By day, a driver can see about 500 yards ahead, but at 2 care of 6 up
night, it is much worse - maybe as little as 120 yards. 3 your time 7 place
4 Statistics show that more accidents in the US happen 4 advantage of 8 into account
on a Saturday. It's probably because the weekend
is when the highest number of people are driving. Get Sts to choose a few questions to ask you.
Therefore, the more people driving on the roads
increases the chances of having an accident. Now put them in pairs and give them time to interview
5 Just over fifty percent of accidents happen within five each other. First, A interviews B with all the questions,
miles from where we live. The most common kind of and then they switch roles.
accident is crashing into a parked car near our home.
Drivers concentrate less well when they are driving on Get some feedback.
roads they know.
6 Four thousand more car accidents happened on a
country road than on an urban road. Drivers think it is 7 WRITING For and against
safer to break the speed limit on these roads because
they are quieter. Tell Sts to go to Writing For and Qflainst on paBe I 15.
7 Men take too many unnecessary risks when they're a Focus on the task. Give Sts time to read the blog and
driving. Women are generally much more careful drivers.
answer the question. Tell them not to worry about
8 This is the age when drivers have very little experience
with driving and it's also the age when they are most the blanks.
likely to drive too fast and take unnecessary risks. Elicit opinions.
Extra support b Tell Sts to read the blog again and co fill in the blanks
• If there's time, you could play the audio again while 1-10 with the linking expressions from the list. Point
Sts read the audioscripc on paBe 124, so they can see out that two of the expressions are interchangeable -
what they understood/ didn't understand. Translate/ can be switched around.
explain any new words or phrases. Get Sts to compare with a partner and then check
d Put Sts in pairs or small groups to discuss the five answers.
questions. Monitor and help with vocabulary.
2 For example
Get feedback. 3 Another advantage
4 Furthermore / In addition
Extra support 5 On the other hand
• Do these as open-class questions. 6 Although
7 for example
8 Because of
6 VOCABULARY expressions with take 9 Furthermore I In addition
10 To sum up
a Focus on the task and either get Sts to do it in pairs or
do it as an open-class activity. c Focus on the Useful language: linking expressions
box and get Sts co complete the chart with the linking
lfSts worked in pairs, check answers. expressions from b.
take out insurance = to pay for a service (here to be Check answers.
insured when you're on vacation)
taking risks = to do something dangerous even though you To list adventages I disadvantages: Another advantage
know that something bad could happen as a result To add more points to the ume topic: Furthermore / In
take (something) very seriously = to think that something addition
is important and needs your attention To introduce an example: For example
Take out is a phrasal verb. To make contrasting points: On the other hand I although
To give a reason: Because of
b Focus on the cask and get Sts to match the expressions To introduce the conclusion: To sum up
and phrasal verbs 1-9 with meanings A-1.
d Focus on the task and give Sts time co choose which
Get Sts to compare with a partner and then check topic they want to write about in their blog.
answers.
e Focus on the task and go through points 1-3 with
1 A 4 D 7 G the class.
2 H 5 F 8 E
3 C 6 I 9 B f Focus on the instructions, making sure Sts know what
colloquial expressions means.
c Focus on the Giving examples box and go through it
T hen either get Sts to write their blog in class (set a
with the class.
time limit of, e.g., 20 minutes) or get them to write it at
Now look at questions 1-8 and quickly go through home for homework.
them, making sure Sts understand any new vocabulary,

-
e.g., a demonstration. g Sts should check their work for mistakes before
turning it in.
Focus on the first question and elicit the missing
phrasal verb (take after).
For instructions on how to use these pages see paBe 39. 9m CAN YOU UNDERSTAND THIS MOVIE?
2 45>))
Testing Program CD-ROM 1 11, CBS 6 72
• File 4 Quick Test 2 sleeting 7 7day
• File 4 Test 3 snowstorm a 30day
4 tough 9 computer, apps
5 meet I connect with, complain 10 32

GRAMMAR 2 451)) Available as MP3on CDl

a 1 a 3 a 5 a 7 c 9 c A short movie on the weatherman
2 c 4 b 6 c 8 b 10 b H :: Host, M = Mr. G

b 1 'll I will be lying H New York is known for sometimes having extreme weather,
so where do New Yorker's go for the most up-to-date weather
2 will...have started
forecasts? They watch their favorite TV weatherman: Mr. G.
3 has landed I lands M Hi, I'm Mr. G. I'm the meteorologist at Channel 11here in New
4 drink York, WP1X-TV. And also CBS Radio in New York. So I'm in charge
5 finish I 've finished of telling a story, building a drama of cold temperatures, wind
chill factors, snow on the ground for 35 days.
M CB-roll) For the 19th time this season, flakes are in the air!
VOCABULARY M It's been snow to sleet. It's been sleet to snow. It's been snow
a 1 gate 3 aisle 5 jet lag to sleet to rain. It's been raining on Long Island, sleeting in the
2 baggage claim 4 turbulence city, snowing in the suburbs. I want to build up this story to
announce what people don't want to hear, another possible
b 1 lately 3 hard 5 especially snowstorm.
2 even 4 luggage M CB-roll) Polar Vortex is back! More on this later on.
M Does a cold winter mean a warm summer? No, it's folklore.
c 1 blew 3 poured 5 took H So how do New Yorkers handle all this bad weather news?
2 dropped 4 got M Certain kind of weather affects people. I mean, it's been a
d 1 blizzard (The others relate to wind.) winter where snow has been on the ground a tong time that
affects people. I think people have been indoors a lot. But New
2 chilly (The others relate to hot temperatures.)
Yorkers are a tough group. I think people want to connect. And
3 damp (The others are nouns.) weather's a great way to connect. Whether you're single and
4 bright (The others relate to cold temperatures.) you want to meet somebody, talk about the weather. When you
5 drought (The others relate to storms.) want to complain, talk about the weather.
1 out 3 up 5 place H And even though the weather may not be getting any better,
the technology we use to predict it is.
2 off 4 after
M When I first started in the business, it was 72-hour forecasts.
As the science progressed now everybody sees a 7-day
PRONUNCIATION forecast. Well, what you're going to see in 2 years is a 10-day
forecast. And when my daughter grows up, it will be a 30-day
a 1 hardly 3 lounge 5 aisle forecast.
2 clear 4 humid H So what makes for a great TV weatherman?
M Connecting is a big part of the job. The people know the
b 1 eY1IDtually 3 es�iatty 5 hurricane weather. They get it on the computer, they get it on the app.
2 wdually 4 Q2Ssenger 32% of the audience between 10 and 11 o'clock in New York
City watches the news. Which means to me that they still want
to get it from somebody they trust. So they watch Mr. G for a
CAN YOU UNDERSTAND THIS TEXT? reason. I still haven't found out that reason. But I know I work
a No. There are a dozen professionals and a handful of people hard to tell a good story every night.
who have ever tried it.
b 1 D 2 E 3 A 4 F 5 C
c Get Sts to compare their five words with a partner and
practice pronouncing each word.

1¥4
 b 2 T 5 LISTENING 3 VOCABULARY
3 F a, b Speaker 1: press a towel on the wound, a 2 cotton
4 F stitches 3 lace
5 T Speaker 2: a broken leg; put snow around 4 leather
the leg 5 linen
2 VOCABULARY Speaker 3: her friend hit her head and lost 6 silk
a 2 faint consciousness; put her on her side, use 7 suede
3 sneeze coats to keep her warm 8 velvet
4 hurt Speaker 4: a nosebleed; pinch the soft part b 2 long-sleeved
5 cut of the nose 3 silk
6 be sick Speaker 5: her friend was choking; hit her 4 loose
7 burn hard on the back 5 patterned
8 choke c 2 dress up
b 2 blood pressure 3 hang up
3 allergic reaction 4 fit
4 sprained 5 suits
5 sore throat 6 get changed
6 food poisoning 7 go with
1 GRAMMAR
c Across: 8 get undressed
a 2 The Japanese
5 antihistamine 3 The Vietnamese
6 ointment 4 The Swiss 4 PRONUNCIATION
Down: 5 The Portuguese a 2 cotton
2 antibiotics 6 The English 3 striped
3 painkillers 7 The Scottish 4 shorts
4 stitches 8 The French 5 leather
b 2 the unemployed 6 cheap
3GRAMMAR 3 the injured
a 2 hasn't started yet 4 the disabled 5 LISTENING
3 Have you ever had 5 the rich a She's optimistic.
4 I just washed 6 the blind
5 since 7 The young b I F
2 F
6 for 8 the elderly
7 has been 3 T
c 2 ,/ 4 F
8 have only known 3 some white leather pants 5 F
b 2 have had/ 've had 4 some trendy purple glasses
3 have been/ 've been 5 ,/
4 have been writing/ 've been writing 6 his new gray Armani suit
5 have moved out/ 've moved out 7 ,/
6 have been living/ 've been living 8 scruffy old jeans
7 have already unpacked/ 've already
unpacked
2 READING 1 READING
8 have broken up/ 've broken up a D
9 has been traveling/ 's been traveling a l )(
10 haven't managed 2 )( b l D
II have met/ 've met 3 ,/ 2 A
12 have been seeing/ 've been seeing 4 ,/ 3 E
13 have had/ 've had 5 )( 4 B
b b c I turn up
2 c 2 hold
4 PRONUNCIATION 3 a 3 option
a 2 specialist 4 a 4 disruptions
3 finger 5 b 5 scheduled
4 stomach 6 b 6 shift
5 couch
c I mainscream 7 disembark
6 negative
2 image
c 2 a!krgic
3 diarrhea
3 accessories 2 VOCABULARY
4 vintage clothes a 2 runway
4 !tizzy 5 needle and thread
5 headache 3 departures
6 bothered 4 onetime
6 medicine 7 aversion
7 swollen 5 delayed
8 independent 6 cart
8 temperature 9 vegans
9 YQmit 7 arrivals
JO foodie 8 crew
IO unconscious

-
b 2 check-in 4PRONUNCIATION
3 aisle a Stress on 1st syllable: absolutely; definitely;
4 security
5 flight 1 READING fortunately; obviously
a C Haruki Murakami Stress on 2nd syllable: apparently;
6 took off eventually; immediately; incredibly;
7 turbulence b I c successfully; surprisingly
8 pick up 2 B Stress on 3rd syllable: insecurely
3 D
3 MINI GRAMMAR 4 A
5 LISTENING
2 such a c I by hand
a Speakers 2 and 3
3 such a long 2 fill it up
4 so 3 grab b Speaker 1: on the beach or by
5 so much 4 constructive the pool
6 such 5 distractions Speaker 2: historical novels; on public
6 state of mind transportation
Speaker 3: academic books and web pages;
4GRAMMAR in his room or at the library
a 2 had been waiting 2 GRAMMAR Speaker 4: detective stories; at the gym
3 had been sitting a 2 .I Speaker 5: children's stories, in bed
4 had picked up 3 .I
5 had been standing 4 badly
6 hadn't taken off hard
6 .I
b 2 arrived
7 happily
3 left
well
4 went
5 got b 2 My daughter is hardly ever sick. Talking about... books
6 looked 3 His parents are retiring next year.
7 had already checked in 4 The boy was extremely rude to his 1 LOOKING AT LANGUAGE
were waiting teacher. 2 actually
9 had given 5 My brother eats very poorly. 3 sort of
IO called 6 Apparently, James is getting divorced. 4 mean
II had al ready gone 7 I would have never thought you were 5 you know
12 had been waiting thirty. 6 Well
c 2 Although she studies a lot, she hardly
5 PRONUNCIATION ever goes to the library. 2 READING
a 2 sang 3 Unfortunately, I crashed my new car last
a 2 Fewer
week.
3 paid 3 more
4 Ideally, we should leave early tomorrow.
4 met 4 on the high street
5 cut 5 I can hardly understand a word when 5 more
people speak English quickly.
6 woke 6 less
7 told 6 My brother almost forgot his girlfriend's
7 an individual
8 flew birthday yesterday.
8 printed books
7 Surprisingly, it didn't rain at all while we
9 stood
were in Seattle.
IO said
8 We're incredibly tired because we went
to bed late last night.
6 LISTENING
a 2 Hong Kong
3 VOCABULARY
3 Manila
2 lately 1 READING
4 Palau
3 especially a D
b I a 4 nearly
2 b
b I b
yet 2 a
3 b 6 hardly 3 c
4 c 7 ever
5 a 4 a
8 near 5 c
6 c 9 even
c I off the grid
10 specially
2 impact
11 right now
3 tax
12 at the end
4 given off
5 environmentally friendly
6 drastic
7 deliberate
8 in reality

-
2 VOCABULARY 8 nightmare
9 risky
a 2 settled
10 lifrty
3 damp 1 READING
4 thunder a l B
5 breeze 2 D 5 LISTENING
b 2 changeable 3 A a I South Pacific
3 flood 4 c 2 their ankles
4 hail 3 Bristol
b 2 T
5 heavy 4 were arrested
3 F
6 drought 5 the US
4 T
7 monsoon 6 Golden Gate Bridge
5 F
8 lightning 7 A merican television
6 F
9 humid 8 too long
7 F
9 double
c 2 e c I behind the wheel
3 a 2 respond
4 d 3 involved
5 c 4 races
6 b 5 not confined to
7 g 6 reckless driving
8 f 7 backed 1 READING
8 no matter a He made a snow cave and drank water from
3GRAMMAR a stream.
a 2 will have had 2 VOCABULARY b I c
3 will take 2 seriously 2 a
4 will be having 3 pare 3 b
5 will be studying 4 after 4 b
6 will buy 5 risks 5 a
b 2 will be flying 6 time c 1 enthusiasts
3 will have taken/ 'II have taken 7 up 2 shortcut
4 will have read/ 'II have read 8 advantage 3 alerted
5 will be playing/ 'II be playing 9 account 4 stream
6 will have built/ 'II have built 10 place 5 trail
7 will have finished/ 'II have finished 6 curled up
8 will be driving/ 'II be driving 3GRAMMAR 7 out of bounds
9 will have stopped 8 make ic
a 2 don't get
10 Will you be going
3 will go/ 'II go
4 doesn't rain 2 VOCABULARY
4 PRONUNCIATION 5 are a Across:
a breeze, heat wave 6 won't move 4 grateful
showers, drought 7 cooks 6 nervous
warm, pouring 8 doesn't answer 7 ashamed
flood, thunder b 2 are having/ will be having lunch Down:
bright, lightning 3 'U/ will complain/ am going to complain 2 disappointed
4 won'c say 3 offended
5 LISTENING 5 'II/ will finish 4 guilty
a A thunderstorm 6 am/ 'm driving 5 homesick
7 haven't read b 2 bewildered
b I Australia
8 don't take 3 horrified
2 Because paragliders have no engine.
3 -ss·F c 2 as soon as he arrives 4 astonished
4 hailstones the size of oranges 3 unless the traffic 5 stunned
5 lightning 4 in case he forgets 6 delighted
6 about half an hour 5 before she goes 7 devastated
7 200 feet from where she had taken off 6 until they gee c 2 sick and tired of
8 an hour 7 after I do/ I've done 3 down
9 China 4 wornouc
10 No, he didn't. 4 PRONUNCIATION 5 couldn't believe his eyes
a 2 a££2Yill 6 jumping for joy
3 advantage
4 attitude
5 conll'.Ql
6 degsion
7 infil![ance