Lesson Title Pages In this lesson:

1 Have You Ever Been a Waiter? 4-7 Discuss life experiences

2 The First Time 8 - 11 Tell a story about a ’first time’

3 What Do We Have to Do? 12 - 15 Give advice about social ’rules’

4 I Like Where I Live 16 - 19 Discuss advantages and disadvantages

5 Body Beautiful 20 - 23 Talk about fashion and appearance

Skills

I’ve Been Coming Here for

6 Years 24 - 27 Discuss a place you know well

7 Love at First Sight 28 - 31 Tell people about a conversation you had

8 Getting Started 32 - 35 Practise starting conversations

9 Getting in Shape 36 - 39 Discuss improving your lifestyle

10 You’ve Got a Snake? 40 - 43 Discuss what pets are suitable for different kinds
Skills of people

11 In the Future 44 - 47 Discuss the future

12 People and Places 48 - 51 Tell a story about your neighbourhood

Life Changes Discuss and decide whose life has changed

13 52 - 55
the most

14 A Woman’s Work? 56 - 59 Compare attitudes to housework

15 Where Would You Live? 60 - 63 Talk about homes and where you live
Skills

16 How Are You Getting On? 64 - 67 Tell people about a new situation for you

17 Could I Move in Next Week? 68 - 71 Practise asking for permission

18 Fantasy 72 - 75 Talk about wishes and dreams

19 Easy Life 76 - 79 Discuss the things people do for you

20 Children’s Games 80 - 83 Listen to and discuss a childhood story

Skills

2 Lesson 1
Language CD Tracks

Present perfect simple with ever and before

Grammar 01 - 02
Follow-up questions

Grammar Past simple and past continuous in narration 03 - 04

Function Giving advice and explaining rules 05 - 06

Grammar Contrasting ideas: although/however/even though/despite 07

Skills Extended speaking and vocabulary -

Grammar Present perfect (simple and continuous) with for and since 08

Grammar Reported speech 09 - 11

Function Strategies for beginning conversations 12 - 14

Grammar Verb patterns 15 - 17

Skills Extended speaking and vocabulary -

Grammar Talking about the future: will/will have 18 - 19

Grammar Defining relative clauses 20

Grammar Describing life in the past: would/used to 21 - 22

Grammar Subject and object questions 23 - 26

Skills Extended speaking and vocabulary -

Vocabulary Uses of get 27 - 28

Function Polite requests 29 - 30

Grammar Second conditional 31 - 32

Have (something) done

Grammar 33
Reflexive pronouns

Skills Extended speaking and vocabulary 34 - 36

Lesson 1 3
 1
LESSON

+DYH<RX(YHU%HHQD:DLWHU"

Introduction 3 What are their responsibilities?

Choose from the list in the box.
1 What responsibilities do you have at work or home? Write the letters on the pictures.
example I always do the washing-up after dinner.
More than one answer is possible.

2 Look at the pictures. What jobs do you think they do? a serving food
Choose from the list. b watering plants

t
school teacher c handling cash
t
gardener d organising books
t
office worker e dealing with customer complaints
t librarian f looking after children

t
waitress g trimming bushes

h using a computer

4 LLesson
ess
sso
soon 1
 In this lesson: Discuss life experiences
Grammar: Present perfect simple with ever and before
Follow-up questions

Listening
4 Track 01 Work with a partner. 5 Track 01 Work with a partner.
You are going to listen to Emma in a job interview. Listen again and answer the questions.
Listen and answer the questions.
a Where did Emma work in her last job?
a Which responsibilities in activity 3 do
they mention? b What problems did she have?

b Which job in activity 2 is the interview for?

LLesson
esso
on 1 5
 Language Focus Practice
When we ask about past experiences we can use 7a Read the question in the blue circle.
the present perfect simple. Complete the diagram with three more
follow-up questions.
This is made with:
How long did you
have/has + the past participle form of the verb
stay there?
often with:

ever in front of the past participle form of the verb

before at the end of the sentence

Have you
Have you ever handled cash?
ever been
Have you worked in a restaurant before?
abroad
before?
6 We use follow-up questions to ask for more information.
a Underline the follow-up questions in the
conversation below.
b What tense is used?

Mark2.VRKDYH\RXZRUNHGLQDUHVWDXUDQW b Work with a partner.

EHIRUH"
Ask and answer the main question and use
Emma 1R,KDYHQ©WEXW,©YHZRUNHGLQDEDU
your follow-up questions.
Mark 'LG\RXVHUYHIRRG"
\
Emma :HOOZHVROG VDQGZLFKHVFKLSVDQG
VQDFNV6R\HV Sounding Natural
Mark2.VRKDYH\RXHYHUKDQGOHGFDVK"
Emma <HV,©YHKDQGOHGFDVKGHELWDQGFUHGLW
8a Track 02 Listen to the dialogue.
FDUGVLQWKHSDVW Mark the stress in each sentence.
Mark*RRG'LG\RXILQG WKDWHDV\"

Emma 2K\HVEXWXVLQJWKHWLOOLQWKHEDUZDV Mark6RKDYH\RXZRUNHGLQDUHVWDXUDQWEHIRUH"
VRPHWLPHVGLIILFXOW
Emma1R,KDYHQ©WEXW,©YHZRUNHGLQDEDU
Mark:KDWGLG\RXGRDERXWWKDW"
Mark'LG\RXVHUYHIRRG"
Emma :HOOWKHPDQDJHUZDVDOZD\VWKHUHDQG
VKHDOZD\VKHOSHG Emma:HOOZHVROG VDQGZLFKHVFKLSVDQGVQDFNV
6R\HV

c Read the words highlighted in yellow.

b Work with a partner.
What do they refer to?
Practise the dialogue in activity 8a.
Why do we use them?
Concentrate on the the stress patterns.

6 LLesson
esso
on 1
 Time to Talk
9a Read
d th
hee following topics.

travel job hobbies sports food

b Wrritte ques
qu
ues
e ti
t on
ons fo
forr each topic.

Have you ever worked abroad?

c Wo
orkk wit
ith a pa
p rtner.
Askk an
andd answer the questions. Remember
err to assk follow
w-u
up qu
q es
esti
tion
o s.
on
Makke nottes
es of yo
your
ur partner’s answers.

example A: Have you ever worked abroad?

B: Yes, a few times.
A: Really! Where was that?

10 Teell the class about your partner’s expe

periences.

Homework WXUQWRSDJH

Lesso
on 1 7
 2
LESSON

7KH)LUVW7LPH
Introduction

1 Look at the pictures above.

Which of these situations do you think are good for starting to talk to people and making friends?
Can you think of any more? Tell the class.

8 Lesson 2
 In this lesson: Tell a story about a ’first time’
Grammar: Past simple and past continuous in narration

Vocabulary meet in meet at meet on

2 Work with a partner. time time time

work work work
Cross out the words in each column which can’t be a park a park a park
used with the phrase above it. a pub a pub a pub
school school school
a picnic a picnic a picnic
a party a party a party
an aeroplane an aeroplane an aeroplane
a bus stop a bus stop a bus stop

Listening
3 Track 03 Listen to Tom tell a story about the first time he spoke to his wife, Antonia.
Look at the situations in activity 1 and answer the questions below.
a In which situation did Tom first see Antonia?
b In which situation did he first talk to her?

4 Listen again. Are these statements True (T) or False (F)?

a Tom was in London for work.

b The weather was really nice that summer.

c Antonia came to the picnic late.

5 Check your answers with a partner.

Correct the statements that are false.

Lesson 2 9
 Reading and Listening
6 Work with a partner.
Read Tom’s story and underline the correct forms of the verbs.

,©OOQHYHUIRUJHWWKHILUVWWLPH,  said / was saying 7KDWVXPPHUWKHZHDWKHU  was lovely / was

KHOORWR$QWRQLD,WZDVVHYHQ\HDUVDJR being lovelyVR0DUNDQG, decided / were
decidingWRRUJDQLVHDSLFQLFLQWKHORFDOSDUNRQH
,  did / was doingDVXPPHUFRXUVHLQ/RQGRQ
ZHHNHQG,  invited / was invitingVRPHSHRSOH
DQG  stayed / staying LQP\IULHQG0DUN VKRXVH
IURPP\FRXUVHDQG0DUNDVNHGKLVFROOHDJXHV
IRUWKUHHPRQWKV
:HWROGSHRSOHWRFRPHDWR©FORFNEXW,ZHQWWR
,RIWHQ  went / was goingIRUDGULQNRQ)ULGD\ WKHSDUNHDUO\WRJHWWKLQJVUHDG\
QLJKWVZLWK0DUNDQGKLVIULHQGVIURPZRUN, 
,  set / was settingWKLQJVXSZKHQ$QWRQLD
stood / was standingLQWKHSXERQHQLJKWWDONLQJ
DUULYHGVKHZDVDERXWDQKRXUHDUO\:HZHUHWKH
WR0DUNZKHQ$QWRQLDRQHRIKLVFROOHDJXHV
RQO\SHRSOHWKHUHVR,KDGWRWDONWRKHU:HJRWRQ
ZDONHGWKURXJKWKHGRRU, thought / was
UHDOO\ZHOO
thinking VKHZDVUHDOO\EHDXWLIXO, saw / was
seeing $QWRQLDVHYHUDOWLPHVLQWKHSXEDIWHUWKDW 1RZHYHU\WLPH,VHHDSLFQLFLWUHPLQGVPHRIWKH
EXW,ZDVDOZD\VWRRVK\WRVSHDNWRKHU ILUVWWLPHZHVSRNH

7 Track 03 Listen again and check.

Language Focus
8 Work with a partner. Match the sentences in the language column with a use.
language uses

I was doing a summer course. describing main actions in a story

past simple
I was talking to Mark when
describing a state in the past
Antonia walked in.

We decided
d to have a picnic. describing background in a story
past continuous
(be + verb + ing)
describing a longer action in a story,
The weather was lovely.
interrupted by another action

10 LLesson
esso
on 2
 Sounding Natural
9 Track 04 Listen to the phrases below.

a I was standing in the pub one night.

b I thought she was really beautiful.
c The weather was lovely.
d I was setting things up.
e She was about an hour early.

How do we pronounce ’was’, when we speak naturally?

10 Track 04 Listen again and copy the pronunciation.

11 You are going to tell a true story. Use one of the ideas below, or think of your own.
t
:PV
NFU
TPNFPOF
GBNPVT
t
:PV
NFU
ZPVS
CFTU
GSJFOE
t
:PV
IBE
BO
BDDJEFOU
t
:PV
BUF
TPNFUIJOH
TUSBOHF
t
:PV
NFU
ZPVS
QBSUOFS
t
:PV
NFU
TPNFPOF
ZPV
SFBMMZ
EPOU
MJLF

Make notes below.

Background Main events

living with parents woke up late for exam

studying hard

12 Work with a partner. Share your stories. Ask and answer questions.
Some ways to start:
5IJT
JT
B
TUPSZ
BCPVU
XIFO
*
Homework WXUQWRSDJH
%JE
*
FWFS
UFMM
ZPV
BCPVU

LLesson
esso
on 2 11
 3
LESSON

:KDW'R:H+DYHWR'R"
Introduction

WKHEULGH·VIDWKHU

1 Look at the picture above. Write the words from the box in the spaces.

the best man the groom the bride’s father the bridesmaid the bride

2 Have you ever been to a wedding?

If yes, whose wedding was it? Did you enjoy it? Why?
If no, would you like to go to a wedding? Why?

12 Lesso
Lesson
on 3
 In this lesson: Give advice about social ’rules’
Function: Giving advice and explaining rules

Reading
3 Work with a partner. Read the ’rules’ about weddings in the UK below.
Which do you think are true and which do you think are false? Circle T or F.
a The best man shouldn’t bring the rings to the ceremony. T/F
b The bride’s father mustn’t give a speech at the reception. T/F
c The groom shouldn’t see the bride’s dress before the wedding. T/F
d The bridesmaids shouldn’t help the bride on her wedding day. T/F
e The guests have to pay for the reception. T/F
f The bride and groom should leave the reception last. T/F

4 Read the text and check your answers to activity 3.

$W D ZHVWHUQVW\OH ZHGGLQJ WKHUH DUH 7KHEULGH©VIDWKHUKDVWRJLYHWKHEULGHWR

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5 Correct the false sentences in activity 3.

D7KHEHVWPDQPXVWQ·WIRUJHWWREULQJWKHULQJVWRWKHFHUHPRQ\

Lesso
Lesson
on 3 13
 Language Focus
6 We use the words (modal verbs) in the box to talk about and give advice about ’rules’.
should shouldn’t must mustn’t have to don’t have to
Look at the table and write the words n
next
ext to their use.
words use

have to you need to do something

you do not need to do something

you feel it is necessary to do something

PXVWQ·W you feel it is necessary not to do something

you advise someone to do something

you advise someone not to do something

Practice
7 Complete the sentences with the modal verbs in activity 6.
a ,IZHZDQWWRJHWWKHR©FORFNWUDLQZH©OO have to OHDYHQRZ
b ,©POHDYLQJZRUNDWR©FORFN,I\RXUIULHQGZDQWVDOLIWKH EHODWH
c <RX XVH\RXUPRELOHSKRQHRQWKHWUDLQ
d 0\QHZDSDUWPHQWEXLOGLQJKDVDOLIWVRZH XVHWKHVWDLUV
e 'RQ©WDUJXHZLWK\RXUVLVWHU<RX DSRORJLVH
f ,KDYHQ©WVSRNHQWRP\PRWKHULQDORQJWLPH, SKRQHKHUWRQLJKW

Track 05 Listen and check the answers.

Sounding Natural
8a Track 06 Listen and complete the sentences.
1 I PXVWQ·W forget to FDOO my mum.
2 I think Elizabeth more carefully.
3 I a tie.
4 You remember to lock the building.
b Track 06 Listen again and mark the stress in each sentence.

1 I PXVWQ·W forget to FDOO my mum.

c Practise saying the sentences with your teacher.

14 Lesso
Lesson
on 3
9 Woork witth a pa
part
rttne
ner.r
ner.
Choose thrreee of th
thee places
l s bel
elow
ow
w.
t
"
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TFF IPU
PU
TQSJO
JOH

H










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IPNF











t
"
++B
+BQBOF
QBOFFTF CVT
VTJO
JOFT
JO FTTTT

NF
NFFU
FUJO
FU JOH
JO
OH

Wha ruless would

What
Wh d you telll so
omeeon
one wh
whoo is vis
isit
ittin
i g Japan for the first time?
Th
hin
inkk about:
t 8I
8 BU
BU
ZPV
PV
EP










t 8IB
IBU
U
ZP
IBU Z V XFFBSS








t 8I
8IBU ZPV
P CSJOH

A Japanese hot spring

- wash yourself before you bathe

10 Te
Tellll the
he claass
s wha
h t you havee wri
rittten.
example When you go to a Japanese hot spring, you have to wash yourself before you bathe.

11 Doo you
ou agr
grree
ee or di
d sagr
g ee wit
ithh ot
o he
her
er people’ss advi
dvice?
ice?
e Why
hy??

Homework WXUQWRSDJH

Lesso
on 3 15
 4
LESSON

,/LNH:KHUH,/LYH
Introduction
1 Have
Ha vee you eve
verr lilive
vedd in the
coun
untr
trys
ysid
ide?
e?
If yes
If es, di
didd you enjo
j y it
i ? Why?
h
If no, would
ld you like
k to in
the future? Why?

2 Read these phrases about living in not much public no hospitals

transport
the countryside. fresh air
Work with a partner. open spaces
beautiful views
Discuss if they are advantages or peace and quiet
need a car
disadvantages. lots of insects
Write them in the table below. no shopping centres
bad smells

advantages disadvantages
RSHQVSDFHV

16
16 Lesso
on 4
 In this lesson: Discuss advantages and disadvantages
Grammar: Contrasting ideas: although/however/even though/despite

Reading
3 You
Yo u ar
aree go
goin
ing
g to read
d ab
abou
outt Jo
John
hn and his fam
amililyy.
John mention
onss so
on some
mee adva
m dvan
anta
tage
g s an
ge nd dis
diisadvantages fr
f om
m acti
tivi
vity
ty 2.
Read the text an
and undeerl
r in
ne them.

Life in the Countryside

My family and I moved The kids love our big
to Wingerworth from the city garden, even though there are
five years ago. I love the fresh lots of insects in the summer.
air in the country, despite Their school is only 10 minutes
having a very long journey to on foot, although the local
work in the city. hospital is miles away, maybe
30 minutes by car.
There isn’t much to do
in the evenings. However, my We love the peace and
wife and I can go for long walks quiet and the beautiful views,
at the weekend and enjoy the even though Wingerworth
open spaces. has no restaurants or cash
machines.
Although the village
shop is very small, it sells lovely,
fresh, local vegetables.

4 Writ
Wr itee th
thee un
unde
derlin
in
ned
e wor
o dss in the taabl
blee in
in accti
tivity
tivi
vity
vi t 2.

5 a Do you thi
hink
nk Joh
ohnn lilike
kess lilivi
ving
ng
g in th
the co
coun
untrys
un y id
ide??
b Wo
Woul
uld
d yo
youu lilike
ke to liive in th
he same plaace as John
h and his family?

Lesso
on 4 1
177
 Language Focus
We can contrast two ideas using although, even though, however, and despite.

"MUIPVHI and even though are followed by a clause.

Although the village shop is very small, it sells lovely, fresh, local vegetables.
The kids’ school is only 10 minutes on foot, although the local hospital is miles away.
We love the peace and quiet and the beautiful views, even though Wingerworth has no restaurants
or cash machines.

Despite is followed by the -ing form of the verb or by a noun.

I love the fresh air in the country, despite having a very long journey to work in the city.
The children played in the park, despite the rain.

Howeverr usually comes in a separate sentence.

There isn’t much to do in the evenings. However, my wife and I can go for long walks at the weekend.

Practice
6 Use the words in parentheses to contrast each pair of ideas.
a I have no money. I’m very happy. (although)
$OWKRXJK,KDYHQRPRQH\,·PYHU\KDSS\

b My mother hates travelling. She’s coming to visit me next week. (despite)

c I finished the book. The story was terrible. (even though)

d I have to go to swimming practice. I’m very tired. (despite)

e I should finish work at 7 p.m. I have to finish this report, so I’ll stay late. (however)

f I caught my usual train. I left the house late. (even though)

Track 07 Listen and check your answers.

18 LLesson
esso
on 4
 Sounding Natural
7 Listen to your teacher say the words below. Mark the stressed syllables.

a open spaces d lots of insects g beautiful views

b not much public transport e no hospitals h need a car

c peace and quiet f fresh air i no shopping centres

8 Practise saying the words.

9 Write at least three advantages and three /LYLQJLQWKHFLW\

disadvantages to the following situations.

Having a pet

XQWU\
/LYLQJLQDIRUHLJQFR

10 Work with a partner. Compare and discuss your ideas. Are they different?
example $,WKLQNOLYLQJLQWKHFLW\LVH[SHQVLYHDOWKRXJKWKHUHDUHORWVRIVKRSVDQGUHVWDXUDQWV
     %7KDW·VWUXHEXW

11 Discuss your ideas as a class. Do you agree or disagree?

Homework WXUQWRSDJH

LLesson
esso
on 4 19
 5
LESSON

%RG\%HDXWLIXO
Introduction
1 Match the words in the box with the pictures.
a shaving gel c eyeliner e moisturiser g razor i soap
b toothpaste d eye shadow f foundation h deodorant j nail clippers

2 Work with a partner.

a Write the products from activity 1 in the columns.

personal grooming hygiene

eye shadow

b Can you think of one more example for each column? Write them in the table.

20 Lesso
Lesson
on 5
 In this lesson: Talk about fashion and appearance
Skills: Extended speaking and vocabulary

3 Yo
Youu ar
aree go
goin
in
ng to
to tal
alkk ab
abou
ou
ut ap
a pearraan
nce
ce and fashi
assh on.
Read the
Read h queest
s io
ons
n bel
elow
ow
w and
d mak
akee no
note
t s ab
bout yo
your answe
weerss.

a Whic
Whichh pr
prod
od
duc
ucttss in activ
tiivi
vity
y 1 do y
yo
ou
use?
us e

b What are yo
our favour
ou urrit
itee br
brands?

c Ho
Howw lo
ong do yo you sp
spe
end
dgge
ettin
ng re
ead
dy
in the morr n
niing?
ng
g? What do y
yo
o
ouu do
do?

d Do
o you buy bea
eau
aut
uty prod
duuc
cts
ts??
How
w of
o ten? Why
h ?

e Some men use cossmeticscs.

Do you
o thi
hink
n thi
his is a good
d id
idea?? Why?

f Do
D you try to ea
eatt we
well
l and exerc
rcis
i e?
Wh
hy?
y
g Do you
o thi
hn nk
k it is
i important
nt to we
wear
fash
shio
iona
nabl
ble
e cl
c ot
o hes?
s? Why?

h Is beauty mo
ore imp
mpor orta
rta
tant
n for wom
omen
than
th n for
o men, orr is it the
he sam
am
me?

Writee tw
twoo more
re que
u stions about
ut app
ppeaarraan
ncce and fash
shio
i n.

4 Work wititithh a partner. Ask and

n an
nswer th
he questions.
Try to givee exxtr
t a information
n. Maake no
ote
tes of you
ur pa
p rtn
ner’s an
nsw
wer
e s.
example $'R\RXWU\WRHDWZHOODQGH[HUFLVH"
B: Yes, I do. I try to eat lots of vegetables and go swimming every week.
How about you?
 $,WKLQN,GRQ·WGRHQRXJKH[HUFLVHDQG,HDWWRRPDQ\FDNHV

5
If you don’t want to answer a personal question, you can say: “I’d rather not answer that!”

Lesso
Lesson
on 5 21
 Vocabulary
6 Work with a partner.
Underline the correct words.

a When you add colour to your hair you stain / dye it.

b When you take away colour from your hair you

bleach / fade it.

c An operation to change your appearance is called

cosmetic surgery / a beauty makeover.

d An operation to change the shape of your nose is a

nose job / nose work.

e Liposuction / Larding is an operation to remove fat.

f Wrinkles / Creases are lines that you get on your

face as you get older.

g Having an operation to remove lines from the face is

called a facelift / head press.

h An injection to remove wrinkles is called

Botox™ treatment / a mugshot.

22
22 Lesso
Lesson
on 5
7 Work
Wo
orkk wit
i h a pa
part
rtne
rt ner.r.
ne

a Wh
hat
a do pe
p op
o lee do to cha
hang
n e th
ng thei
eir ap
ppe
p aran
nccee?
e?
Read
d the
hese
se exa
xamp
mp
plees.
s Add
dd tw
wo moree id
idea
eass of you
ea o r ow
o n.

get a facelift
have a haircut
have liposuction
get a Botox™ injection
get a nose job
pierce their ears
dye their hair
buy new clothes

b How
w do you
o feel ab
a ou
outt th
them
em?? Ra
em R nk the
hemm fr
from
om 1 (=p
om perr fe
fect
cttly
ly OK)
K ) to 1100 (=nott OK at
at allll).)

8 Ch
Change par
Cha artn
t errs or
tn o join
n a gr
grou
oup.
oup.
Sh
Shar
haarre
re an
and ex
and expl
pllai
ainn yo
your cho
hoic
ices
ic es..
es
Cho
Ch oosee the
h two
he w mos
ost accce
cept
ptab
pt able
ab le way
ayss to cha
hang
ngee yo
ng your
u app
ur ppea
eara
ea ran
ra ncce aan
n n
ndd the tw
wo le
leas
astt ac
acce
cept
p ab
ble ways.

9 Do
D es itt matterr whe
hettheer you are
r a man or a wo
woma
man
ma n iff you do th
thes
heesse th
hiin
ngs
g or no
not?
Do
oess it ma
m ke a diff
iffer
erren
encce if yo
youu ar
aree ol
o d or you
oung
ng??
ng

Useful Language
asking for opinions giving opinions disagreeing agreeing
Yes, possibly, but...
I agree.
What do you think Personally, I think... Yes, perhaps/maybe, but...
I think so too.
about...? because...
I’m not sure, how/what
Definitely.
How about...? In my opinion... about...?
You could be right, but...

Homework WXUQWRSDJH

Lesso
Lesson
on 5 23
 6
,©YH%HHQ&RPLQJ
LESSON

+HUHIRU<HDUV
Introduction
1 Work with a partner. Discuss the following questions.
a How often do you eat in a restaurant? Why?

b Have you ever been to a British restaurant in

your country or in Britain?
If yes, where was it and what was it like?
If no, would you like to? Why?

2 Match the words with the pictures.

a English breakfast tea

b roast beef lunch
c roast lamb lunch
d landlord
e gazebo
f play area

24 LLesson
esso
on 6
 In this lesson: Discuss a place you know well
Grammar: Present perfect (simple and continuous) with for and since

This Week’s Local Restaurant by Kevin Block

This week I want to introduce Since Dave started, the

you to a very special place – restaurant has been serving
the Red Lion restaurant. excellent food and English
breakfast tea at reasonable
I’ve known it for 10 years,
prices. Their traditional roast
but this is the first time I’m
beef Sunday lunch is really
writing about it.
excellent and is now on
The Red Lion has been selling special offer, with two meals
beef for 500 years, and it’s and a drink for £20.
been the most popular
I really recommend you drop
restaurant in the area since
in for lunch or to relax in the
Dave Roberts took over as
evening with friends.
landlord, 10 years ago.

Reading
3 Look at the restaurant review above. 4 Read the restaurant review and answer the questions.
Find the answers to these questions: a When did the restaurant open?
b When did the restaurant start serving good food?
What’s the name of the restaurant?
c When did Dave buy the restaurant?
Which three things from activity 2 d Is the restaurant still open?
are mentioned? e Does the restaurant still serve good food?
f Does Dave still own The Red Lion?

LLesson
esso
on 6 25
 Language Focus
5 Work with a partner. Study the sentences below.
a 7KH5HG/LRQKDVEHHQVHOOLQJEHHIIRU\HDUV
b 6LQFHKHVWDUWHGWKHUHVWDXUDQWKDVEHHQVHUYLQJH[FHOOHQWIRRG
c 'DYHKDVRZQHG7KH5HG/LRQIRU\HDUV
d ,W©VEHHQWKHPRVWSRSXODUUHVWDXUDQWLQWKHDUHDVLQFH'DYH5REHUWVWRRNRYHUDVODQGORUG
e ,©YHNQRZQLWIRU\HDUV

Which sentences talk about actions?

that started
Write the letters in the first box. in the past and are
continued/repeated a
Which sentences talk about states?
until the present
Write the letters in the second box.

Underline the main verbs in the states that started

in the past and
sentences that you lettered in the
continue until the
second box. present
These are called state verbs.
We don’t usually use state verbs a long time
We use for with a
for five years
in -ing forms. period of time.
12 months

Turn to page 106 for a list of last week

five years ago
state verbs.
We use since with 1999
since
the start of a period. Dave Roberts took
over as landlord 10
years ago

Practice
6 Write the correct form of the verb in the spaces. 7 Draw a line to match the sentence halves.
a The man in the café has been waiting a My mum’s been
for the past four hours. (wait) working in her office about three hours.
since
b I’ve that band since I was
b I’ve been cooking five o’clock this
12 years old. (like) Thai food for morning!
c Most of the students have been c She’s cycled to
nearly 10 years.
for about three years. (study) work every day since
d I’ve been waiting in she bought her
d We’ve the shop owner since the station for mountain bike.
we were very young. (know)

8 Track 08 Listen and check your answers.

26
26 LLesson
esso
on 6
 Sounding Natural
9 Track 08 Listen again and mark the stress in each sentence.

a My mum’s been working in her office since five o’clock this morning!

b I’ve been cooking Thai food for nearly 10 years.

c She’s cycled to work every day since she bought her mountain bike.

d I’ve been waiting in the station for about three hours.

10 Practise saying the sentences.

11 You are going to talk about someone or something that you have known for a long time.
Choose either Option A or Option B.

Option A Option B
Choose a place you have lived or have known Choose a person you have known for a long
for a long time, for example: time, for example:
a town, a restaurant, a holiday destination a friend or a colleague
Make notes about: Make notes about:
t 8IFO EJE ZPV öSTU HP UIFSF
t 8IFO EJE ZPV öSTU NFFU UIFN
t 8IZ EP ZPV LFFQ HPJOH UIFSF
t )PX PGUFO EP ZPV TFF UIFN

t )PX IBT JU DIBOHFE
t 8IBU EP ZPV VTVBMMZ EP UPHFUIFS

t )BT ZPVS SFMBUJPOTIJQ DIBOHFE

a Make notes.

b Work with a partner. Tell your partner about the place or person.

c Tell the class about your partner’s answers. Homework WXUQWRSDJH

LLesson
esso
on 6 27
 7
LESSON

/RYHDW)LUVW6LJKW

Introduction
1 Work
rk witth a pa
partner. Dis
iscu
uss the follo
owi
w ng
g questio
i ns:
a C
Caan peeop
o le falll in lovee the firrst tim
imee th
they meet, or do
doees lov
ovee grow
ow slo
owly?
b Do
o you know an
a yone who ’fe
f ll in lo
lovee at fir
fi st sig
ight
ht’?? Wha
hatt ha
happ
p en
pp e ed
e ?

2 Te
T ll the classs whaat yo
y ur partner saiid.

28
28 Lesso
on 7
 In this lesson: Tell people about a conversation you had
Grammar: Reported speech

Reading
3 Look at the picture of Jane and Rupert on the right.
Where are they? What do you think they are talking about?

4 Look at their conversation.

What Jane says is in the correct order, but what Rupert
says is mixed up.
Work with a partner. Match a line from A with a line from
B to put the conversation in order.

A - Jane B - Rupert
+HOOR:K\DUHQ©W\RXZHDULQJDWLH" 5HDOO\"'R\RXZDQWWRKDYHVRPH
FKDPSDJQHLQWKHEDUWRQLJKW"
7KDWZDVVLOO\,©P-DQHE\WKHZD\
+HOOR-DQH,©P5XSHUW8P,QRWLFHG\RX
2KQRWKDQNV,RQO\GULQNFKDPSDJQH LQWKHFKXUFK'R\RXZDQWDJODVVRIZLQH"
*UHDWZHGGLQJLVQ©WLW"
<HVLW©VEULOOLDQW6RKRZGR\RXNQRZ
3DWULFNDQG6KHLOD"
2K,©PEHVWIULHQGVZLWK6KHLOD©VVLVWHU
+RZDERXW\RX"
:HOODFWXDOO\LW©VLQP\SRFNHW
,©YHVSLOWUHGZLQHRQLW
2KUHDOO\"6RDUH\RX
JRLQJEDFNWRQLJKW" ,ZRUNZLWK3DWULFNLQ/RQGRQ
,GURYHKHUHODVWQLJKW
*RVK,©PVWD\LQJWKHUHWRR
1RDFWXDOO\,©PVWD\LQJ
0PPWKDWZRXOGEHQLFH DWWKH%HGIRUG+RWHO

5 Track 09 Listen and check.

Do you think they like each other? Why? Do you think they’ll see each other again?

6 Look at the picture. Jane is talking about Rupert to her friend, Natalie.
Read their conversation and complete the missing words.

 Jane 1DWDOLH,©YHMXVWPHWWKLVORYHO\JX\
 Natalie 2KUHDOO\":KR"
 Jane +H©VRYHUWKHUHVWDQGLQJE\WKHZLQGRZ,DVNHGKLPZK\
KHZDVQ·WZHDULQJDWLH +HWROGPH 
+HVDLGKH©GVSLOWUHGZLQHRQLW7KHQZHJRWWDONLQJ
 Natalie 6RZKDWKDSSHQHGQH[W"
  Jane :HOOKHVDLG LQWKHFKXUFK7KHQKHDVNHGPH
DQG,WROGKLP
$IWHUWKDWKHDVNHGPHKRZ
   ,NQHZ3DWULFNDQG6KHLOD

Track 10 Listen and check.

LLesson
esso
on 7 29
29
 Language Focus Practice
7 Work with a partner. 8 Rewrite these sentences in reported speech.
Compare the pairs of sentences in the white
a %P
ZPV
XBOU
UP
EBODF
box below.
Rupert and Jane’s conversation (R&J) is in He asked me LI,ZDQWHGWRGDQFH
direct speech and Jane and Natalie’s (J&N) is
b Put it down!
in reported speech.
He told her to
How are the bold words from Rupert and
Jane’s conversation (R&J) different in Jane and c 8IFSF
EP
ZPV
MJWF
Natalie’s (J&N) conversation? He asked her
Underline the differences.
d %P
ZPV
MJLF
KB[[
R&J ’It’s in my pocket.’ She asked him
J&N ’He told me it was in his pocket.’

R&J ’I only drinkk sparkling water.’ e /P
*
EPOU

J&N ’I told him I only drank sparkling water.’ She said
R&J ’I noticed you in the church.’
J&N ’He said he’d noticed me in the church.’

R&J ’I’ve spilt red sauce on it.’

J&N ’He said he’d spilt red sauce on it.’

R&J ’Why aren’t you wearing a tie?’

J&N ’I asked him why he wasn’t wearing a tie.’

R&J ’Do you want a glass of wine?’

J&N ’He asked me if I wanted a glass of wine.’

Underline the correct alternative or fill in

the gaps to complete the rules.

When we report speech:

1 The verbs are usually

the same as / one tense ’back’ from the
original conversation.
2 We use said / told if we mention the person
being talked to.

When we report questions:

3 We drop / keep the auxiliary verb ’do’.
4 The subject and other auxiliary verbs
(e.g. ’can’, ’are’) stay in the same position /
change position.
5 We use ________ in front of the subject in
yes/no questions.

30 LLesson
esso
on 7
 Sounding Natural
9 Track 11 Listen to the sentences below.
What happens to the ’k’ in ’asked’ when we speak naturally?
a He asked her where she lived.
b She asked him if he wanted to dance.
c I asked them when they were going home.

10 Track 11 Listen again and copy the pronunciation.

11 a Think about the time you met someone for the first time.
It could be a partner. It could be a friend at school or the office.
Where was it? When was it? What did you say? Make notes.

b Tell your partner. Listen to your partner’s story and ask questions.
c Tell the class about your partner’s story.

Homework WXUQWRSDJH

LLesson
esso
on 7 31
1
 8
LESSON

*HWWLQJ6WDUWHG
on a plane or train
1
with a stranger Introduction
1 Work with a partner.
Read the sentences a-d below.

a Smile, and look at the other person’s eyes.

b Keep your arms crossed and look down.
c Be interested in the other person.
d Concentrate on practising your English.

Which are good ways to be friendly and start

conversations in English?
at your English school
with other students Which aren’t good ways?

2a Do you ever start conversations in English

in any of the situations in the pictures?
If you do, what do you say?
If not, what could
d you say?
b Think of two questions you could ask
someone in each of the situations.

in a bar or café
with a stranger
Listening
3 Track 12 Listen to four short conversations.
Match them with the pictures.
Write the numbers in the boxes.

at the office, or in an
elevator with colleagues

32
2 Lesso
on 8
 In this lesson: Practise starting conversations
Function: Strategies for beginning conversations

4 Look at the ’conversation starters’ (ways to start conversations) in the table below.
Some conversation starters are suitable for more than one situation.
Work with a partner. Match them with the pictures on page 32. Write 1, 2, 3, or 4 in Column 1.
Column 1 Column 2 Column 3
It’s a bit cold today! 4
Are you travelling far? question

Do you like travelling by train?

That’s a nice tie.
I like your haircut.

Do you mind if I have this seat?

It’s still raining.

5 Track 12 Listen to the conversations from activity 3 again.

In Column 2, tick ( ) the conversation starters you hear.

6 Work with a partner. Read the conversation starters in the table again.
Write in Column 3 if they are:
t B comment about the situation (the weather or place, for example)
t B compliment (something nice said about the person you are with)
t B question

Can you think of any more comments, compliments or questions you could use to start a conversation?

Language Focus 1
7 Read the conversation starters below. Match them with the responses.
Match the responses with the examples.

conversation starter responses examples

Comment Answer and give extra
Yes, it’s lovely!
Nice day today! information

Compliment Agree and make a confirming Thanks. It was a

That’s a nice tie! comment present from my mum.

Question Say ’thank you’ and say something No, I’m getting off at
Are you travelling far? about the thing complimented the next stop.

Lesso
Lesson
on 8 33
 Practice
8 Work with a partner.
Match the conversation starters in Column A with suitable respon
responses
nses in Column B
B..
Column A Column B
1 It’s a bit cold today! Thanks. I went to a new stylist.
2 That’s a very nice pen! Yes, I wish it would stop.
3 The music’s very loud in here. Yes, it is a bit noisy.
4 It’s very busy in here. Thank you! I’ve had it a long time.
5 It’s still raining. Yes, it is a bit chilly.
6 I like your haircut. Yes, it is a bit crowded.

Track 13 Listen and check.

9 comments you can make about today (for example, the weather) and three compliments you
can give to people in your class.
Stand up! Talk to your classmates. Make comments, give compliments and respond.

Language Focus 2
We often ask yes/no questions instead of open questions at the beginning of conversations.
This gives the other person a chance to decide whether or not to give more information.
Look at these examples:
open question yes/no question
Where are you going? Are you travelling far?

What are you doing after class? Are you busy after the class?

How often do you come here? Do you come here often?

What did you do at the weekend? Did you do much at the weekend?

34
4 Lesso
on 8
10 Work with a partner.
13 a Work with a partner.
Make yes/no questions for these open questions:
You are going to practise starting conversations.
a Where do you live? Before you start:
b Where do you work? t
$IPPTF POF PG UIF TJUVBUJPOT JO UIF QJDUVSFT CFMPX
c How many people are there in your family?
d What countries have you travelled to?

Sounding Natural
11 Track 14 Listen to these responses from
activity 8:

a Yes, it is a bit chilly!

t
%FDJEF XIP XJMM TUBSU UIF DPOWFSTBUJPO

b Yes, it is a bit noisy! t
5IJOL PG IPX UP TUBSU

c Yes, it is a bit crowded! 8JMM
ZPV
NBLF
B
DPNNFOU




8JMM
ZPV
QBZ
B
DPNQMJNFOU

Which word is stressed? Why?



8JMM
ZPV
BTL
B
RVFTUJPO
12 Track 14 Listen again and copy the
Take turns starting the conversation.
stress pattern.
Change partners and try again.

b Imagine it is next week.

You are waiting outside the classroom for your lesson.
Choose a classmate and take turns to start
a co
conversation.
e sat o .
Ask some more questions.
example $UH\RXGRLQJDQ\WKLQJDIWHUWKHFODVV"
:RXOG\RXOLNHWRJRIRUDFRIIHH"

Homework WXUQWRSDJH

Lesso
on 8 35
 9
LESSON

*HWWLQJLQ6KDSH

Introduction
1 Look at the picture and read the statement below.

“I like to stay in shape because it makes me feel healthy.”

What do you think the underlined phrase means?

2 a Is exercise popular in your country? Why?

b Do you think young or old people do more exercise? Why?

36 Lesso
on 9
 In this lesson: Discuss improving your lifestyle
Grammar: Verb patterns

Jack Emily

Listening
a making
ki b using
i
3 Look at the pictures of Jack and Emily (above), and the vegetarian weights
different ways to stay in shape (on the right). food

Which pictures do you think refer to Jack’s lifestyle?

Which pictures do you think refer to Emily’s lifestyle?

Work with a partner.

Write the letters in the columns below.

Jack Emily

b c enjoying d giving
running up junk
food

4 Track 15 Track 16 Listen and check.

5 Track 15 Listen to Jack again.

Answer the questions below.

a Why did Jack change his routine?

e giving up f giving up
b What did Jack stop doing? meat smoking

c What does he do now?

6 Track 16 Listen to Emily again.

Answer the questions below.

a What did Emily do ten years ago?

b What did Emily learn?

g doing
c What can’t she afford? yoga

LLesson
esso
on 9 37
7
 Language Focus Practice
7 Read the sentences in the box below. 10 Underline the correct words in the sentences
Underline the correct options to complete the rules. below.

a i*
IPQF
UP
CFDPNF
BO
JOTUSVDUPS
JO
UIF
GVUVSFw a I’m really happy because I managed to save /

hope is followed by the -ing / to + base form managed saving lots of money this month.

of the verb.
b I always waste time to play /
b
i/PX
*
FOKPZ
SVOOJOH
UXJDF
B
XFFLw
waste time playing computer games at
enjoyy is followed by the -ing / to + base form
the weekend.
of the verb.

c My friend’s really excited because she’s

8 Read the words in the box below. decided to buy / decided buying a house
Find them in the scripts Track 15 Track 16 next year.
on page 85 and write them in the correct columns
to complete the table. d I avoid to drink / avoid drinking alcohol.
I really don’t like the taste.
decide consider

promise (myself) learn e I go to night school once a week.

I’ve learned to use / learned using a computer
give up hope
and some basic word processing software.
avoid afford

f I think we should avoid to use / avoid using

verbs that are verbs that are the motorway. It’s really busy at rush hour.
followed by to + base
bas
ase
se followed by the -ing
-iing
ing
n
form of the verb form of the verb
g Have you ever considered to live /
afford considered living abroad?

11 Track 17 Listen and check.

UK motorway
US freeway

9 Which pattern does “manage” belong to?

Which pattern does “waste (time)” belong to?
Check with your teacher and write them in the
correct column.

38 Lesso
Lesson
on 9
 Sounding Natural
12 a Listen to your teacher say the words below. Mark the main syllable stress.

healthy vegetarian considered

decided abroad avoid

b Practise saying the words.

13 Make notes of your answers to the following questions.

t
8IBU
LJOE
PG
IFBMUIZ
GPPE
EP
ZPV
FBU

t
8IBU
LJOE
PG
FYFSDJTF
EP
ZPV
FOKPZ
EPJOH
t
*T
UIFSF
BOZUIJOH
ZPV
XPVME
MJLF
UP
HJWF
VQ
t
%P
ZPV
UIJOL
ZPV
XBTUF
UJNFNPOFZ
PO
BOZUIJOH
t
*T
UIFSF
BOZUIJOH
ZPV
EPOU
EP
UIBU
ZPV
XBOU
UP
TUBSU
EPJOH
t
8IBU
DPVME
ZPV
EP
UP
CF
IFBMUIJFS
JO
UIF
GVUVSF

14 Work with a partner. Ask and answer the questions. Make notes about your partner’s answers.
15 Tell the class about your partner’s answwers.

Homework WXUQWRSDJH

LLesson
esso
on 9 39
 10
LESSON

<RX©YH*RWD6QDNH"
Introduction
1 Work with a partner.
Match the pictures with the names of the animals.

a moth g praying mantis

b guinea pig h iguana

a
c snake i parrot

d gecko j guppy

e stag beetle k canary

f alpaca l crab

40 LLesson
esso
on 1
10
 In this lesson: Discuss what pets are suitable for different kinds of people
Skills: Extended speaking and vocabulary

2 a Work with a partner. What kind of animals are they?

Write them in the correct column below.
b Write one extra example in each column.

fish / shellfish birds mammals insects reptiles

FUDE

3 Which of the animals in activity 1 make good pets? Why do you think so?

4 Look at the questionns beeloow an

andd th
t in
inkk ab
abou
ut yo
your
our
u answe
nssw
weers
r. Mak
a e no
note
tes.
s
s.

a What’s your favourite animal?

b Did yo
youu ha
have any pet
e s when you were a child? If yes, what? If no, why not?

c Do you have any pets now? If yes, what and why? If no, would you like one? Why?

d If you
o could havve any pet, what would you like? Why?

e Arre th
here anyy an
aniimals you think don’t make good pets? Why?

f Do you eveer go to the zoo? Why?

5 Wr
W it
ite two
o mo
more questions about pets or animals.

6 Wo
Work
rk wit
ith a pa
partneer. example $:KDW·V\RXUIDYRXULWHDQLPDO"
Ask and answ
wer
e the que
uestions above.  %:HOO,ORYHFDWVDQGGRJVEXW
,·PFUD]\DERXWDOSDFDV
G ve extra inffor
Gi orma
mati
tion
on and
d ask extra questions.
A: Really? Why?

LLesson
esso
on 1
10 41
 Vocabulary
7 Work with a partner.
a Match the words in Column A with their opposites in Column B.
Column A Column B
high-maintenance docile

unfriendly beautiful

irritating affectionate

fierce cheap

expensive calming

ugly easy to look after

b Which column has words with a positive meaning?

c Choose animals from activity 1.

Think about some adjectives to describe them.
Make some notes.

FXWHIULHQGO\

guinea pig

VPDOODIIHFWLRQDWH

d Work with a partner.

Take turns to describe your animals. Don’t use the name of the animals.
You have three chances to guess your partner’s animals.
example $,W·VVPDOOFXWHDQGYHU\IULHQGO\
 %,VLWDFDQDU\"
A: Sorry, no!

42 LLesson
esso
on 1
10
8 Woork with a pa
p rttne
n r. Rea
eaad th
thee liist
s of an
nimalss in column A be
belo
low
w.
Add
Ad d tw
two
o mo
m ree ani
n ma
mals
ls to th
t e lisst.
s t.
A B - for a family with
h child
dre
ren
n C - for a bu
ussy,
y sin
ngl
glee pe
ers
rson
o
on
snake
mouse
fish
spider
dog
hamster
rabbit
beetle

a Wh
hich animals woul
wouldd make a goo
ooddp
peet for a family
ly
with
h children??
Rankk them
Ra m fr
f om 1 – 10 (1
(1 = thee besst) in co
colu
lumn
lu m B.
mn
Maake nottess ab
boout you
our reeassons.
on
on

b Wh
Whic
ich
h anim
i al
a s wo
woul
uld
ul d bee the bes
est fo
or a bu
busy,
sy, si
sy sing
ng
gle
peerson
on??
on
Rank
Ra nk them fr
from
om A – J (A = the bes
est)
t) in co
c lu
umn C.
Make not
Ma otees
es abo
bout your reeas
asoons.
s

c Chan
a ge par
artn
tner
erss or join a gr
grou
oup.
p. Sha
hare
re and exp
pla
lain
in
your cho
hoices
e.
C oose the threee bes
Ch estt peets for a fam
amilililyy wi
with
th chi
hild
ldre
reen
and the th
hre
reee be
best
stt pets fo
forr a bu
b syy, si
sing
ngle
ngle per
e so
son.
n.

Useful Language
asking for opinions giving opinions disagreeing agreeing
Yes, possibly, but...
I agree.
What do you think Personally, I think... Yes, perhaps/maybe, but...
I think so too.
about...? because...
I’m not sure, how/what
Definitely.
How about...? In my opinion... about...?
You could be right, but...

Homework WXUQWRSDJH

LLesson
esso
on 1
10 43
 11
LESSON

,QWKH)XWXUH

Introduction a the environment

1 Work with a partner. b world population
Match the words in the box with the pictures above. c food production
2 a Are you an optimistt (= you think the future will be
d computing
better than now) or a pessimistt (= you think the future
will be worse than now)? e robotics
f medical research
b Are you optimistic about some things and pessimistic
about others? g the common cold
h space flight
c Work with a partner. Choose three things from activity 1.
Discuss how you think they will change in the future. i pollution

Here are some words you might find useful:

grow / decline get better / get worse improve / worsen

rise / fall increase / decrease advance / move backwards

44 LLesson
esso
on 11
 In this lesson: Discuss the future
Grammar: Talking about the future: will/will have

Listening
3 Track 18 Listen to someone talking 4 Track 18

about the world in the future. a What year is the person talking about?
Which five things from activity 1 does b What does he say about:
the person mention?
t population

t
food prices

t
robots

t
illness

t
the common cold

5 Do you agree with the speaker? Why?

LLesson
esso
on 11 45
 Language Focus
Talking about something that
6 Work with a partner. happens att a point in the future.
Study the statements below about the future.
In the future,
the world will be very different.
a In the future, the world will be very different.

b By 2060, population worldwide will have risen

to 10.5 billion.

c Technology will have changed completely in

50 years’ time.
Talking about something that
d Robots will do most boring, low paid jobs.
happens before a point in the future.
e People won’t work so hard.

f We won’t have found a cure for the common cold.

Write the sentences in the correct place in the table.

7 Complete the rules below:

1 We can talk about something that happens/doesn’t happen att a point in the future with
ZLOOZRQ·W + base form of the verb.

2 We can talk about something that happens/doesn’t happen before a point in the future with
+ + past participle form of the verb.

Underline the correct option.

3 ’by’ = ’not later than’ / ’from now’

’in... time’ = ’not later than’ / ’from now’

Practice
8 Work with a partner. Complete the a I ·OODUULYH home at 6.30 this evening.
sentences with the verbs from the box. b By this time next year, my English a lot.
Put the verbs into the correct form
c In five years’ time, computers much cheaper.
using willl or will have.
Use each verb only once. d In 100 years’ time, we any money.

improve arrive e We’ll for 10 years, next month.

not use have
f Call me after eight. I dinner by then.
be married become

Track 19 Listen and check.

46
46 LLesson
esso
on 11
 Sounding Natural
9 Underline all the examples of ’have’ in activity 8.
a Track 19 Listen again. What do you notice about the pronunciation?

b Track 19 Listen again and copy the pronunciation.

10 You are going to discuss the future with a partner.

t
)PX
XJMM
ZPVS
MJGF
CF





t
8IBU
XJMM
ZPV
IBWF
EPOF



t
)PX
BCPVU
ZPVS
QBSUOFS
(VFTT




t
8IBU
BCPVU
ZPVS
DPVOUSZ
BOE
UIF
XPSME

a Work on your own. Use the table below to make notes.

me my partner my country the world

by the end
of next year

in three
years’ time

by the
end of the
decade

in 15 years’
time

b Discuss your ideas with a partner. Do you agree? Why? Make notes.

c Tell the rest of the class. Which pair agreed the most? Which pair agreed the least?

Homework WXUQWRSDJH

LLesson
esso
on 11 47
 12
LESSON

3HRSOHDQG3ODFHV
Introduction

1
kinds of people
someone that enjoys meeting and talking with other people loyal
a person that thinks about how other people feel expensive
a person who always gives support to someone or something run-down
someone who doesn’t tell lies considerate
kinds of places
a neighbourhood which has lots of cafés and interesting shops quiet
a neighbourhood where you need a lot of money to live lively
a place where nothing much happens sociable
a place where the buildings and roads are old and in bad condition honest

2 Two of the words to describe places in activity 1 can also describe people.
Put the definitions below in order and write them in the yellow boxes.
Match the definitions with two words from activity 1. Write the words in the pink boxes.

TBZ


XIP


NVDI


TPNFPOF


EPFTOU
energy has a who a lot of person

48
48 LLesson
esso
on 1
122
 In this lesson: Tell a story about your neighbourhood
Grammar: Defining relative clauses

3 Read the sentences below. Tick ( ) the ones that are true for you.
a I like people who aren’t too noisy
y.
b People that talk loudly
y on trains make me mad.

c I love places which have lots of parks

p .
d I hate neighbourhoods where p
people
p are unfriendly
y.
y

e Last week, I bought something which cost too much.

f I love days when the sun shines and I have nothing
g to do.

g I’m the kind of person who remembers p

people’s
p names.
h I always remember the names of people (who)
( ) I meet.

4 Read the sentences in activity 3 which you did nott tick.

Change them to make them true for you.
Discuss your answers with a partner.

Language Focus 1 we can use... when we describe...

5 Read the sentences in activity 3. who / that people
The underlined phrases
p (’relative
clauses’) describe what we are talking / that things
about.
We can use different pronouns and which / places
question words (bold in activity 3)
places (saying what happens there)
when we describe different kinds of
things.
/ that time
Complete the table.

Practice 1
6 Complete the sentences below with the correct relative pronoun.
a I don’t like cafés that allow smoking.

b I met a man yesterday made me laugh.

c I’d like to live in a neighbourhood people are friendly.

d I don’t like films make me cry.

LLes
esso
on 12
2 49
 Language Focus 2
7a Study the sentences below:

subject
I’m the kind of person who remembers people’s names.

object
I always remember the names of p
people
p (who) I meet.

b Underline the correct option to complete the rule:

We don’t need to use a relative pronoun when we are describing the subject/object of the sentence.

Practice 2
8 Join these sentences together using relative clauses. Use a relative pronoun where necessary.
a I fell in love with someone. I met her at the dance last night.
,IHOOLQORYHZLWKVRPHRQH,PHWDWWKHGDQFHODVWQLJKW

b I lost the ring. You gave it to me for my birthday.

c I saw a movie last week. It made me cry.

d Have you read the book? I lent it to you.

e Do you remember the time? We went to Kyoto then.

f That’s the place. I met you there.

9 Track 20 Listen and check.

If you’re not sure

whether you can
leave out the
relative pronoun...
put it in!

50 Lesso
on 12
12
 Sounding Natural
10 a Track 20 Listen again. Mark the stressed words.

b Track 20 Listen again and repeat. Copy the rhythm.

11 You are going to tell a story about something that happened in your neighbourhood.
a Make notes and plan what you will say. Think about:
t
8IBU
IBQQFOFE







t
8IFO
JU
IBQQFOFE







t
8IFSF
JU
IBQQFOFE







t
8IP
XBT
UIFSF







t
)PX
ZPV
GFMUU
Try to use four relative clauses in your story.
example VRPHWKLQJZKLFKKDSSHQHGODVW\HDU
...the man who lives next door...
...the park where I walk my dog...

b Work with a partner. Tell your stories.

c Tell the class about your partner’s story.

Homework WXUQWRSDJH

Lesso
on 12
2 51
1
 13
LESSON

/LIH&KDQJHV
Introduction
1 What do you know about the 1960s in Britain?

Work with a partner. Match the words below with the pictures.

a flared trousers b boutique c parties

d The Beatles e CND f Jimi Hendrix
g flower children h Andy Warhol

2 This is Mabel. She waas

as you
ung in
n th
t e 1960
60ss.
What do you think her life was likke then?
en?

Listening
3 Track 21 Listen to an
a inter view
ew
w with Ma
M bbeel ab
abo
bout heer liliffe
fe in
the 1960s. Tick ( ) th
thee thiings shee men
entttiion
ons
ns.

52
2 Lesso
son 1
13
 In this lesson: Discuss and decide whose life
has changed the most
Grammar: Describing life in the past: would/used to

4 Track 21 Listen again and answer the questions.

a Where did Mabel live in the 1960s?

b Was she rich?

c What did she do every night?

d What did she do then that she doesn’t do now?

e What clothes did she wear?

5 Do you think Mabel enjoyed the 1960s?

What were the 1960s like in your country?

LLesson
esso
on 1
13 53
 Language Focus
6 Study the sentences (a-f ) in the column below.
Are they a repeated action in the past (something someone did again and again), a past habit or
a past state (the way someone was in the past)?
Write RA (repeated action), PH (past habit) or PS (past state) in the white column.

a I used to smoke.

b We’d go to parties every night. RA

c I used to live in London.

d We didn’t use to have much money.

e We wouldn’t come home until the early morning.

f We used to wear crazy clothes.

7 Write a tick ( ) or a cross ( ) in each white box used to / EJEOU
VTF
UP XPVME

XPVMEOU

+ base form of the + base form of the
in the table to complete the rules: verb verb
when we talk about repeated actions in the past
we can use ...

when we talk about past habits we can use...

when we talk about past states we can use...

Practice
8 Work with a partner. Read the sentences (a-e) below.
If they have mistakes, correct the sentences and re-write them.

a I’d smoke, but now I don’t.

,XVHGWRVPRNHEXWQRZ,GRQ·W    

b I’d be fat, but then I went on a diet.

c I’d often miss school when I was a child.

d I’d used to want to be a doctor when I was in high school.

e Did you used to be healthy when you were younger?

Track 22 Listen and check.

54
4 LLesson
esso
on 1
13
 Sounding Natural
9 Track 22 Listen again to these sentences from activity 8 and answer the questions.

a How is ’used to’ pronounced in sentences a, b, and d?

b How is ’use to’ pronounced in sentence e?

c How is ’was’ pronounced in sentences c and d?

10 Track 22 Listen again and copy the pronunciation.

11 a Think about your life ten years ago.

t
8IBU
UIJOHT
IBWF
DIBOHFE
%P
ZPV
MJWF
JO
B
EJòFSFOU
QMBDF
GPS
FYBNQMF

t
)BWF
ZPVS
IBCJUT
DIBOHFE
"SF
UIFSF
BOZ
IBCJUT
ZPV
IBWF
OPX
UIBU
ZPV
EJEOU
IBWF
UIFO

t
)BWF
UIF
LJOET
PG
UIJOHT
ZPV
EP
DIBOHFE

Make notes.

b Work with a partner.

Discuss how your lives have changed over the last ten years.
Decide whose life has changed the most.

c Tell the class about your partner’s answers.

Decide which person’s life has changed the most in the class.

Homework WXUQWRSDJH

LLesson
esso
on 1
13 55
 14
LESSON

$:RPDQ©V:RUN"
Introduction
1 Match the words in the box with the pictures.

a the bed f dinner

b the toilet g the bathroom
c the rubbish h the laundry
d the washing-up i the hoovering
e the garden j the cat

2 Work with a partner.

Fill in the blanks with the verbs from the box below to make the household jobs in activity 1.
Some verbs are used more than once.
a make the bed f dinner
make b the toilet g the bathroom
take out
c the rubbish h the laundry
clean
look after d the washing-up i the hoovering
do e the garden j the cat

3 Do you like housework? Which jobs do you like the most? Which jobs do you like the least? Why?

Listening
4 We interviewed Alex and Kim about their housework.
Track 23 Listen to the first part of the interview. Tick ( ) the jobs in activity 2 that they mention.

56
6 LLesson
essso
so
on 14
4
 In this lesson: Compare attitudes to housework
Grammar: Subject and object questions

5 Track 23 Listen again.

Which jobs does Alex usually do? Which jobs does
Kim do? Which do they both do?
Use ticks ( ) to complete the table.
Alex Kim both
do the shopping

do the laundry

make dinner

do the washing-up

clean the toilet

clean the bathroom

look after the garden

take out the rubbish

6 Track 24 Listen to the second part of the interview.

Write ’Alex’ or ’Kim’ in the spaces to complete the table.
yesterday today
shopping

laundry

7 Work with a partner. Look below at the answers to the

questions about Alex, Kim and their housework.
Look at the tables in activities 5 and 6 and write the questions.

a Q What does Kim usually do?

A 4IF
NBLFT
EJOOFS
BOE
DMFBOT
UIF
CBUISPPN
BOE
UIF
UPJMFU

bQ garden?
A "MFY
EPFT

c Q What today?
A )F
EJE
UIF
TIPQQJOH
BOE
UIF
MBVOESZ

d Q Who yesterday?
A ,JN
EJE

Track 25 Listen and check.

Lesso
sso
on 14
14 57
7
 Language Focus
8 Read the questions below.
What kinds of questions are they?
Match the questions from Column A with the descriptions in Column B.
Column A Column B

a What does Kim usually do? Questions about a thing

someone does
b Who looks after the garden? (object questions)

c What did Alex do today? Questions about the person who

does something
d Who made dinner yesterday? (subject questions)

Circle the verbs in the object questions. How many are there?
Circle the verbs in the subject questions. How many are there?

Underline the correct options to complete the rules:

a In subject questions we use / don’t use the auxiliary verb ’do’.
b To change the tense in a subject / object question, change the tense of the main verb.

Practice
9 Use the prompts to write questions. Add do/does/did if necessary.
a languages / you / speak / what
What languages do you speak?

b electricity / discovered / who

c you / eat / breakfast / what / for / usually

d won / which / the World Cup / country

e people / work / office / how many / in your

f brothers and sisters / you / how many / have

Track 26 Listen and check.

58 LLesson
esso
on 14
4
 Sounding Natural
10 a Track 26 Listen again.
Mark the stressed words in the questions in activity 9.

What languages do you speak?

b Track 26 Listen again and repeat, copying the rhythm.

11 a Think about these questions:

t
8IP
EPFT
UIF
IPVTFXPSL
JO
ZPVS
GBNJMZ

t
8IJDI
KPCT
EP
ZPV
EP
8IP
EPFT
UIF
PUIFS
KPCT

t
%P
XPNFO
EP
NPSF
PG
UIF
IPVTFXPSL
UIBO
NFO

t
8IBU
BCPVU
ZPVS
QBSFOUT
PS
HSBOEQBSFOUT
IPVTF
"SF

8FSF
UIJOHT
EJòFSFOU
PS
UIF
TBNF

b Make notes.

c Work with a partner.

Ask questions and find out whose house is the most different from their parents’ / grandparents’ house.
Tell the class.

Homework WXUQWRSDJH

LLesson
esso
on 14 59
 15
LESSON

:KHUH:RXOG<RX/LYH"
Introduction
1 Work with a partner.
Match the words with the pictures of places to live.

a tent e lighthouse

b house f caravan
boat
g penthouse
c mansion flat

d bungalow h cottage

2 Write the words from activity 1 in the correct columns below.

countryside city/town both

tent

3 Which places would you like to live in? Why?

60 LLesson
esso
on 1
15
 In this lesson: Talk about homes and where you live
Skills: Extended speaking and vocabulary

Time to Talk 1
4 Wo
Work wit
ithh a pa
p rt
rtne
n r.r.
a Reead th
hee lis
istt of pla
lace
cess to liv
ivee in collum
mn A be
belo
low.
w. Add two
o more
ore plac
plac
pl aces
es.
es
s
A pla
A: lace
ace
c s to
o liv
ive
e B:: for a fam
amilly wi
w th
h chi
hild
ld
dren C: for a wee
eke
kend
e holid
day
ay
lighthouse
caravan
cottage
mansion
tent
bungalow
penthouse flat
house boat

b Wh
Whicch pl
p aces would
d be a go
good hom
good omee fo
forr a fa
f mi
m lyy wit
i h ch
c ild
dren? Why?
dr
dren y??
R nk the
Ra hemm from 1 – 10 (1 = the
h bes
estt)
t) in co
c lu
umn B. Ma
Make
k note
ke otes
ot es abo
boutt you
ourr re
reas
ason
ons.

c Wh
W icch places
es would
d be go
good
oood
d to ssttay for a weeeekkeend
nd hol
oliid
iday?
Rank
Ra nk theem fr
f om A – J (A = th
t e be
best
stt) in co
ollum
umnn C. Makke notees ab
abou
ou
ut yyo
our rea
eassons.

5 Ch
Chang
gee parttn
tneerrs.
s.
Shar
Sh aree and exxpllai
a n yo
your
urr cho
u hoic
ices
ess.
Choo
Ch ose
se thee two
wo beesst pl
p ac
aces
es to
o liivvee for
or a faam
milly wi
with
h chi
h ldren, and
d the two
wo best pllac
a ess
to
o stay for
for a week
fo week
ekeen
end h
hoolida
liidaay.

Useful Language
asking for opinions giving opinions disagreeing agreeing
Yes, possibly, but...
I agree.
What do you think Personally, I think... Yes, perhaps/maybe, but...
I think so too.
about...? because...
I’m not sure, how/what
Definitely.
How about...? In my opinion... about...?
You could be right, but...

LLesson
esso
on 1
15 61
 Vocabulary
6 Work with a partner.
a Match the words in Column A with their opposites in Column B.
Column A Column B
quiet polluted air

convenient interesting/lively

good, clean air lots to do

boring deserted

crowded inconvenient

not much traffic not much open space

nothing to do noisy

lots of open space too much traffic

b
in the city or the countryside?

7 Work with a partner.

Read the list of places in the box below.

t
$VKRSSLQJFHQWUHRQD6DWXUGD\DIWHUQRRQ
t
$KLNLQJFRXUVHLQWKHZLQWHU
t
$PRWRUZD\GXULQJDQDWLRQDOKROLGD\
t
$FLW\FHQWUHRQDQRUPDO7XHVGD\DIWHUQRRQ
t
$ORFDOWUDLQLQWKHFRXQWU\VLGHRQDZHHNGD\PRUQLQJ

Take turns to choose one and describe it to your partner (DON’T say what it is).
Your partner has three chances to guess what you described.

example $,W·VFURZGHGEXWFRQYHQLHQW
B: Err, a motorway during a national holiday?
$1RLW·VEXV\DQG\RXJRWKHUHLI\RXOLNHEX\LQJWKLQJV
 %$K,NQRZLW·VDVKRSSLQJFHQWUHRQD6DWXUGD\
afternoon!
 $&RUUHFW

62 LLesson
esso
on 1
15
8 You are going to talkk abboouut living in the city and living inn the cou
ount
ntry
nt ryysi
side
de..
de
Read the queest
stiions
io bel
e ow and
d makke notess ab
a out yo
ourr ans
nswe
w rs
we rs..

a In the
he futurre, would you
ou like to liv
ve in a cit
ity
y orr the
e cou
ount
n ry
nt ysi
s de
e? Wh
Why?
y?

b If you wen
ent on hol
olid
iday
ay, wou
uld
d yo
you pr
pref
efer to vi
visi
isitt a c
ciity
ty or th
the
e co
coun
untr
trys
ysid
ide?
e? Wha
h t wo
w uld
ulld yo
you
u do
do??

c Do you like
e sh
shop
pping
piing
ng?? Iff no,
o why not
ot?? Iff yess, wh
wher
e e do you usu
er sual
allly
ly go an
a d wh
w y?

d How much time do you spe

pend
nd at ho
home? Wh
Why?

e Wo
W ul
uld
d yo
youu li
like
ke to
o ha
have
ve anoth
ther house abr
broa
bro d?? If y
ye
es,, whe
here
re and
d why
y? If no, why not
o?

f Do you
ou like where you live? Why? Why not?

Write two more questions about places to live.

9 Wo
W rk wit
ithh a pa
partner. Ask
skk and answer the questions.
Give
Gi ve ext
xtra
ra inf
nformati
f ion and
d ask
s more questions.

example $,QWKHIXWXUHZRXOG\RXOLNHWROLYHLQWKHFLW\RUWKHFRXQWU\VLGH"
 %3HUVRQDOO\,·GHQMR\OLYLQJLQWKHFRXQWU\VLGHEHFDXVHRIWKHIUHVKDLU
A: Really?
 %<HDK,DOVROLNHTXLHWRSHQVSDFHVVR,JXHVVLWZRXOGVXLWPH

Homework WXUQWRSDJH

LLesson
esso
on 1
15 63
 16
LESSON

+RZ$UH<RX*HWWLQJ2Q"

Introduction
1 Have you ever had an interview? If yes, what happened? If no, how do you think you would feel?
2 Match the words on the left with the definitions on the right.
a review to check the progress of
a colleague
someone or something

the journey between your home

an appraisal
and work

a commute a person that you work with

4
64 Lesso
on 1
Lesson 166
 In this lesson: Tell people about a new situation for you
Vocabulary: Uses of get

Listening
3 Track 27 Bob has been workin
ng for a new company for threee months.
He is having an appraisal with his manager, Mandy.
Listen and answer the questions.

a Does Bob like his new job?

b How long is his commute?
c Does he like his colleagues?

4 Check your answers with a partner.

5 Track 27 Listen again and com

mplete the missing words in the text below.

M0DQG\PDQDJHU B%REHPSOR\HH

M +L%RESOHDVHFRPHLQ+DYHDVHDW6RWKLV B ,GR  LQWKHODVWKRXURIWKH

PHHWLQJLVIRU\RXUWKUHHPRQWKDSSUDLVDO GD\EXW,WKLQNWKDWZLOOFKDQJH,©PVXUHLW
,ZDQWWRVWDUWE\DVNLQJKRZ\RX©UHIHHOLQJ ZLOO  
DERXWWKHQHZMRE
M 7KDW©VJRRGWRKHDU1RZKRZDERXW\RXU
B :HOO,©PUHDOO\KDSS\ULJKWQRZ,W©VWDNHQD QHZSURMHFWWHDP"$UH\RX 
ELWRIWLPH  getting into LWEXWWKHMRE \RXUQHZFROOHDJXHV"
VHHPVWREH  HYHU\GD\
B 7KH\©YHEHHQJUHDW5HDOO\IULHQGO\DQGHDV\
M ,©PKDSS\WRKHDUWKDW$UH\RX  WR  7KH\©YHUHDOO\
WKHQHZFRPSXWHUV\VWHP" KHOSHGPHWRVHWWOHDQGFRQFHQWUDWHRQWKH
ZRUN,W©VEHHQQLFHWRZRUNZLWKSHRSOHZKR
B <HVLWWRRNDERXWDZHHNWR 
XQGHUVWDQGWKHMREDQGFDQVXSSRUWPHZKHQ,
WKHV\VWHPEXW,©PIHHOLQJ
KDYHDSUREOHP
PRUHFRPIRUWDEOHQRZ
M :HOO,©YHEHHQKDSS\ZLWKKRZTXLFNO\\RX©UH
M $QGKRZLVFRPPXWLQJIURPKRPH"<RXOLYH
JHWWLQJXVHGWRHYHU\WKLQJ3OHDVHOHWPHNQRZ
DERXWWZRKRXUVIURPKHUH
LI\RX©UHKDYLQJDQ\SUREOHPV

B 7KDQNV,ZLOO

6 Check your answers with a partner.

Lesso
on 16
16 65
 Language Focus
7 Write the uses of ’get’ from activity 5 in the table below.
get into get better get used to get to know
get tired get easier get along with get on with

’get’ + ’get’ in a fixed

’get’ in a phrasal verb
adjective expression

get easier get to know get along with (someone/something)

8 Complete the sentences below with the correct form of the phrases from the table above.
Sometimes more than one answer is possible.

a Have you got to know your neighbours yet? If not, you should go and say, “Hello.”

bI my brother really well. We never argue.

c When I started playing tennis I was terrible. But I because

I practised every day.

d I always when I travel a long distance on a plane. I just can’t sleep.

e The exam after page three. It was really difficult at the beginning.

f I love a good book. Especially romance novels.

g Are you your new computer? It’s really different from your old one.

Sounding Natural
9 Track 28 Listen to the sentences. What happens to the underlined ’t’ sounds in b and c?

a Have you got to know your neighbours yet?

b I get along with my brother really well.

c The exam got easier after page three.

d I always get
get tired on long flights
flights.

10 Track 28 Listen and copy the pronunciation.

66
66 Les
esso
on 16
16
11 Thinnk ab
abou
ut a si
situ
t aattio
tu on th
hat was
as,, or
o is, new for you.
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or exxam
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w sch
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ooll,l, a new job
o , a new hobby, etc
t .
Make
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o es.

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long way from home

12 a Work
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ith
th a part
r neer.r Dis
iscu
c ss you
ou
ur situ
situ
si t at
atio
ons.

example 7KHÀUVWVFKRRO,ZHQWWRZDVDORQJZD\IURPP\KRXVH
  ,KDGWRFDWFKDEXVVR,KDGWRZDNHXSUHDOO\HDUO\
  ,KDWHGLWDWÀUVWEXW,JRWXVHGWRLW

b Ma
M ke notes about you
ur pa
p rt
rtne
tne
ner’
r s ex
experience
exp ces.

c Tell the class about your partner’s experiences.

Homework WXUQWRSDJH

Lesso
on 16
16 67
67
 17
LESSON

&RXOG,0RYHLQ1H[W:HHN"

Introduction
1 Have you ever shared a house or an apartment with someone who isn’t in your family?
If yes, who with?
If no, would you like to? Why?

2 Match the words on the left with the definitions on the right.

a person who rents land,

landlord a building or an apartment
from someone

an Internet connection
tenant
with no wires

a person who rents land,

Wi-Fi a building or an apartment
to someone

68
68 LLesson
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 In this lesson: Practise asking for permission
Function: Polite requests

Listening
3 Sarah is Mike’s new tenant. She has some requests about her room.
Track 29 Listen and complete the sentences below.

a Would you mind if I bring my own furniture?

b Well, have an internet connection point in my room?
c use that?
d my sister sometimes comes to visit?
e she sleeps on the sofa in the living room?
f have any pets in the house.

4 Track 29 Listen again. Read the sentences in activity 3. If a request is given permission, write a tick ( ).
If a request is refused permission, write a cross ( ).

5 Look at the script on page 87 and underline the language used to give permission and refuse permission.

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7 69
69
 Language Focus Practice
6 Read the phrases in column A below. 7 Complete the sentences with the words from
the box.
a Match the phrases with their uses in column B.

A: phrases B: uses look copy cut

have eat keep

Can you refusing wear take a week off
Could you permission

asking a Would you mind if I FXW

Can I have / telling your credit card in half?
someone
Could I have not to do
something b Is it alright if I
Would you mind if I your homework?
Would it be OK if I
asking for
Do you think I could something c Could you help me
Is it alright if I
for my dog? He’s missing.
Could I
d Could I your jacket?
Please don’t asking
permission to It would really suit me.
You can’t do something
e Would it be OK if I
Yes, of course. asking dinner at your house tonight?
Yes, go ahead. someone to
Certainly. do something f Can you a secret?

g Do you think I could

No, sorry, you can’t. work in July?
giving
Um, sorry, no. permission
No, I’m afraid not.
h Can I some more
ice cream, please?

b Check your answers with a partner. Track 30 Listen and check your answers.

8 Work with a partner.

Student A, practise the sentences in activity 7.
Student B, choose to give or refuse
permission. If you refuse, give a reason.
example $:RXOG\RXPLQGLI,FXW
  \RXUFUHGLWFDUGLQKDOI"
 %1RVRUU\\RXFDQ·W
  EHFDXVH,QHHGLW!

Change roles and practise again.

70 LLess
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7
 Sounding Natural
9a Match the words on the left with the sounds on the right.

Could I have N̸QM̸

Can you N̸GM̸
Do you think I could N̸QDԌK Y
Could you ZࡱGও̸PDԌQGԌI
Is it alright if ZࡱGԌEL̸ࡱNHԌMԌI
Would it be OK if Gও̸‫ۏ‬Ԍ‫غ‬NDԌN̸G
Would you mind if Ԍ]ԌWɬOUDԌWԌI
Can I have N̸GDԌK Y

b Practise saying the words.

10 a You are going to role-play asking for, refusing, and giving permission.
Work in pairs. Look at Situation 1 below.
Read your roles and make notes. Role-play the situation.
Situation 1

Student A - y
you are an employee
y Student B - y
you are a manager

Ask yyour manager for some time off work. Whyy would you
y give permission for time off work?

Think about: Why?

y How long? When? Whyy would you
y refuse permission for time off work?

b Do the same with Situation 2.

Situation 2

Student B - y
you need to borrow a car Student A - y
you have just
j bought a car

Ask to borrow yyour friend’s car. Whyy would you

y give permission to borrow your
y car?

Think about: Why?

y How long? When? Whyy would you
y refuse permission to borrow yyour car?

Homework WXUQWRSDJH

LLesson
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7 71
71
 18
LESSON

)DQWDV\
Introduction
1 Work with a partner. Discuss the questions below.
a Do you dream often? Do you remember your
dreams? What is the last dream you remember?

b Do you ever daydream? What about? 1

c Did you daydream more as a child than now?

d Do you think that girls and boys daydream about

different kinds of things?

2 Billy is daydreaming.
Work with a partner.
Read the highlighted words in his thoughts below.
Match them with the pictures.

,I,ZHUHD
space commander1 ,I,PHW aliens5,ZRXOGQ©W
,©GKDYHD starship2 ILJKWWKHP,©GOHDUQWKHLU ,I,ZDVOXFN\,PLJKW

ODQJXDJHDQGEHWKHLUIULHQG EULQJDQ alien dog6

,I,KDGDVWDUVKLS
KRPHZLWKPH
,©GIO\WR other planets3
,,FRXOGORRNIRUalien cities4

3 Read Billy’s thoughts above.

Are the sentences below true or false?
Write T (True) or F (False) in the boxes.

Billy is d
daydreaming about...

t
havin
ng a starship T

t
goin
ng to different planets

t
killin
ng aliens

t
havin
ng an alien pet

4 Is Billy thhinking about reall or

unreall siituations?

72
72 LLess
essoon 1
18
 In this lesson: Talk about wishes and dreams
Grammar: Second conditional

Language Focus
5 Work with a partner.
The examples below all use the ’second conditional’. We use the ’second conditional’ to talk about
We use this to talk about unreal or unlikely unreal situations in the present or the future.

situations.
Write the missing words to complete the rules below.
I’d fly to other planets.
If I had a starship, 1 We make the ’second conditional’ with
I could look for alien cities.
If + , would (not) +
base form of the verb.
I wouldn’t fight them.
If I met aliens, I’d learn their language. 2 In the ’if’ part (’clause’) of the sentence, both
I’d be their friend. was and are OK to use.

3 We can use instead of would

d to
If I were a space talk about what would be
B
QPTTJCJMJUZ
I’d have a starship.
commander,
4 We can use instead of would
d to
I might bring an alien dog
If I was lucky, talk about what you would be able to do.
home with me.

LLesson
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 Practice
6 Kate is daydreaming about being a pop star.
,I, DSRSVWDUOLIHwould beJUHDW,ZRXOGQ©W
Work with a partner.
JRWRVFKRRORU KRPHZRUN
Complete what she's thinking with the
words from the boxes. ,©G ORWVRIPRQH\DQGHYHU\RQH 
Write the verbs in the correct form. PH,©PQRWVXUHZKHUH, 
, ZLWKP\SDUHQWVRUWKH\
live ZLWKPHLIWKH\ZDQWHG
do
be
stay
have to
have
like
live
be

would
might
would (’d)
could
would

Track 31 Listen and check.

7 Write the words below in the correct order. 8 Work with a partner.
Choose one of the situations below
a exercise / more / if / free / time / do / had / I / more / I’d
and make a similar ’chain’ to activity 7.
,I,KDGPRUHIUHHWLPH,·GGRPRUHH[HUFLVH
If I had more money...
b healthy / if / did / more /I’d / exercise / be / I
If I didn’t have to work...
If
If I could speak perfect French...
c live / I’d / healthy / were / I / longer / if
If
If
If
d have / children / lived / longer / if / I’d / more / I
If If

e more / had / children / less / time / I’d / have / if / I If

If
If

Check your answers with a partner.

74 LLesson
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 Sounding Natural
9 Track 32 Listen to the phrases below.
When we speak naturally, how do we say ’were’?
a If I were a pop star...
b If I were you...
c If I were a teacher...
d If I were rich...

10 Track 32 Listen again and copy the pronunciation.

11 a Imagine you had five wishes. What would you wish for? Why?
How would your wishes change things for you or your life?
Would they change things for other people?
Make notes.

b Work with a partner.

Explain what you would wish for, and why.
Make notes about your partner’s wishes.

c Tell the class about your partner’s wishes.

Is there one thing you can all agree to wish for?

Homework WXUQWRSDJH

LLesson
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on 18 75
 19
LESSON

(DV\/LIH
Introduction
1 Match the pictures of the people with the jobs.

a secretary b maid c groundsman d cook

e butler f chauffeur g nanny

2 Match the jobs with the responsibilities.

secretary clean the house
maid cook meals
groundsman serve food and look after clothes
cook drive cars
butler type letters
chauffer look after children
nanny take care of the garden

76
76 LLesson
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on 19
 In this lesson: Discuss the things people do for you
Grammar: Have (something) done
Reflexive pronouns

Reading
3 Read the article below about Lord Sebastian Fanshawe, the world’s laziest man.
Which five jobs from activity 1 are mentioned?

The Laziest Man in the World

/RUG6HEDVWLDQ)DQVKDZHLVSRVVLEO\WKH
ZRUOG©VOD]LHVWPDQ/DVWZHHN,ZHQWDORQJWRKLV
EHDXWLIXOFRXQWU\VLGHPDQVLRQWRPHHWKLP:KHQ
KLV/RUGVKLSILQDOO\JRWRXWRIEHGDWWZRR©FORFN
LQWKHDIWHUQRRQ,DVNHGZKRNHSWKLVKRPHLQ
VXFKEHDXWLIXOFRQGLWLRQ

¨:HOO\RXVHH,KDYHVHUYDQWV©KHVDLG
¨1 I have all the cleaning done for meE\P\
1RWLFLQJP\DPD]HPHQWKLV/RUGVKLSVDLG¨2K
PDLGRIFRXUVH 2 I have my cars washedE\
4 I always have my food cut up for me©
P\FKDXIIHXUDQGWKHJDUGHQORRNHGDIWHUE\WKH
JURXQGVPDQ:KHQ,©PKXQJU\ 3 I have my food ¨'R\RXGRDQ\WKLQJIRU\RXUVHOI"©,DVNHG
cookedE\WKHFRRN©
¨2K\HV,DOZD\VZDVKP\VHOILQWKH
-XVWWKHQEUHDNIDVWDUULYHGDQG,ZDV EDWK©KHVDLGSURXGO\¨5 I brush my teeth myself
VKRFNHGZKHQKLVEXWOHUOHDQHGRYHUWKHWDEOH DQGRKDQG 6 I choose all my servants myself
SLFNHGXSWKHNQLIHDQGIRUNDQGXVHGWKHPWR WKRXJK 7 I have them all interviewed by my
VOLFHWKURXJKKLV/RUGVKLS©VEDFRQDQGHJJV motherILUVW©

4 Read the article again. Answer the questions below.

a Does Lord Fanshawe wash his car? 1RKHGRHVQ·W

b Does he cook his meals?

c What did his butler do?

d What is he proud of?

e Who brushes his teeth?

f Who chooses his servants?

g Who interviews his servants?

Check your answers with a partner.

5 Would you like to have servants? If you had servants, what household jobs would they do for you?

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77
 Language Focus Practice
We call words like ’yourself’ and ’myself’ reflexive pronouns. 8 Work with a partner.
We use reflexive pronouns when: Correct the mistakes in the following
sentences.
‡7KHVXEMHFWDQGWKHREMHFWDUHthe same.
Sometimes there is more than one
Do you do anything for yourself?
mistake in a sentence.
‡:HZDQWWRVWUHVVWKDWVRPHWKLQJLVGRQHE\ a No, I won’t pay for your vacation.
the subject of the sentence.
Pay for it you.
I always wash myselff in the bath. 1R,ZRQ·WSD\IRU\RXUYDFDWLRQ
Pay for it yourself.
6 Write the reflexive pronouns below to complete the table. b She had her car repairing at the
myself garage when it broke down.
you yourself
him
her c I didn’t decorate my living room me.
I did it by a firm of decorators.
it
us
them
d I had such a great time.
I really enjoyed me.
When we talk about a job that we ask or pay someone to do
for us, we can use this pattern:
e Where did you cut have your hair?
have/has + job + past participle form of the verb

I always have my food cut up for me. f It was too big to carry home so I
delivered it. It came this morning.

When we mention the person who does the job, we use by:

g He’s so lazy. He has all his meals cooks.

I have my cars washed by my chauffeur.

7 Work with a partner. Look at the article in activity 3 and

find more examples of the above patterns.
Track 33 Listen and check.

78
78 LLesson
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on 19
 Sounding Natural
9 Match the words on the left with the sounds on the right.
secretary Q QL
chauffeur PHԌG
nanny EࣜWO̸
groundsman ߑ̸ࡱI̸
maid NࡱN
butler VHNU̸W(̸)UL
cook СUDࡱQG]P̸Q

10 Practise saying the words.

11 a What kind of things do you do for other people? What kind of things do you usually do for yourself?
What kind of things do you usually/sometimes have done? Who by? Make notes.

Wash hair – usually myself, sometimes hairdresser

Is there anything you do that you’d like to have done by someone else?
Is there anything you’d neverr have done by someone else? Why? Make notes.

b Work with a partner. Ask and answer questions. Make notes.

example What kind of things do you usually have done by someone else?
   ,VWKHUHDQ\WKLQJ\RX·GQHYHUKDYHGRQHE\VRPHRQHHOVH"

c Tell the class about your partner’s answers.

d Is there anything that everyone has done by someone else?

Homework WXUQWRSDJH

LLesson
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on 19 79
79
 20
LESSON

&KLOGUHQ©V*DPHV
Introduction

1 Look at the pictures above of children. What are they doing?

Match the words in the box with the pictures.

a playing hide-and-seek b skipping c playing tag d playing hopscotch

2 Did you play any of these games when you were a child?

80 LLesson
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on 20
 In this lesson: Listen to and discuss a childhood story
Skills: Extended speaking and vocabulary

Listening
3 You are going to listen to a story from Joanne’s childhood.
a Write the words from the box under the pictures below.
b The pictures below are from Joanne’s story. What do you think happens?

building site brother and sister wet concrete wellington boots

brother and sister

4 Track 34 Listen to the first part of the story. Answer the questions below.
a Where were Joanne and her brother, Paul?
b What were Joanne and Paul doing?

LLesson
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81
5 Work with a partner. Answer the questions below.
a Why do you think Joanne’s brother was crying, “Help! Help!” ?
b What do you think happened next? Make notes.

6 Track 35 Listen to the second part of the story.

Were you correct?

7 Work with a partner.

a What do you think will happen at the end?
Make notes.

b Share your ideas with the class.

8 Track 36 Listen to the final part of the story.

Were you correct?

82 LLesson
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9a Thin
inkk of an experience fro
om wh
w en
e you were a child.
Makke
Ma ke notes on the follllow
owin
ing:
g:

How old were you?

Who were you with?

What did you do?

Where were you?

How often did this happen?

b Work with a partner. Dis

isccusss your experiences.
Ask questions and make
ke not
otes.

c Tell the class aboutt you

our
ur partneer ’s answers..

Homework WXUQWRSDJH

LLesson
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on 20 83