Tall stories

7
7A Vocabulary
Map of resources
7A Vocabulary Truth and lies
Student’s Book, pages 74–75; Workbook, page 74 LESSON SUMMARY
Photocopiable: 7A (Truth and lies) Vocabulary: Truth and falsehood: verbs and adjectives
7B Grammar Listening: People talking about white lies
Student’s Book, page 76; Workbook, page 75 Grammar: Defining relative clauses
Photocopiable: 7B (Reported speech) Speaking: Discussing situations where it is acceptable to lie
7C Listening SHORTCUT
Student’s Book, page 77; Workbook, page 76 • To do the lesson in 30 minutes, keep the lead-in and
exercise 1 brief and omit exercise 8.
7D Grammar
Student’s Book, page 78; Workbook, page 77 LEAD-IN 2–3 MINUTES

Photocopiable: 7D (Reporting verbs) • On the board, write: If you’re honest, you tell … and If
you’re dishonest, you tell … . Ask students to complete the
7E Word Skills sentences, e.g. the truth, a lie / lies.
Student’s Book, page 79; Workbook, page 78 • Focus attention on the title of the unit and ask: What’s a
7F Reading tall story? (a story that is difficult to believe)
Student’s Book, pages 80–81; Workbook, page 79 • In pairs, students think of a tall story about what
happened to a pen they borrowed from someone.
7G Speaking
• Ask a few students to share their tall stories.
Student’s Book, page 82; Workbook, page 80
Exercise 1 page 74
7H Writing
Student’s Book, page 83; Workbook, page 81
• Focus attention on the photos and ask students to
describe them in pairs and discuss whether they illustrate
Culture 7 ways of being honest or dishonest.
Student’s Book, page 114 • Check answers as a class.
DVD and DVD worksheet: Unit 7 KEY
Classroom Presentation Tool Unit 7 (Possible answers)
In photo A, the picture on the right has been changed to
End of unit make the woman look more attractive. – dishonest
Unit Review: Workbook, pages 82–83 In photo B, the student is cheating in an exam or test. –
Photocopiable: Grammar Review dishonest
Photocopiable: Vocabulary Review In photo C, the man is swearing to tell the truth in court. –
honest
Exam Skills Trainer 4: Student’s Book, pages 84–85
Cumulative Review I–7: Workbook, pages 114–115 Exercise 2 page 74
Progress Test and Short Tests: Unit 7 • Focus attention on the phrases and explain that a
falsehood is a formal word for a lie. Check meaning and
pronunciation of the verbs, especially disguise /dɪsˈɡaɪz/,
exaggerate /ɪɡˈzædʒəreɪt/, manipulate /məˈnɪpjuleɪt/
and swear /sweə(r)/.
• Students decide which words and phrases they can use to
describe the photos in exercise 1.
• Check answers as a class.
KEY
(Possible answers)
Photo A deceive sb, disguise (the fact that …), distort,
exaggerate, fool sb, mislead sb, pass sth/sb off as,
photoshop (a picture / an image, etc.)   
Photo B cheat, deceive sb, fool sb, mislead sb, pass sth/sb
off as  
Photo C own up (to sth), reveal, swear that / to do sth, tell
the truth

Unit 7 1
Exercise 3 page 75 Exercise 8 page 75
• Ask students to choose the correct words in the quiz. • Allow students time to think of situations that illustrate
• Check answers as a class. Make sure students understand two of the adjectives in exercises 5 and 6.
why some answers are wrong, e.g. in 1, lying cannot be • In pairs, students tell each other their stories and try to
correct because you lie to somebody. guess the adjectives. Monitor and help where necessary.
KEY Exercise 9 $ 3.02 page 75
1 deceiving  ​2 own up to   ​3 lie  ​4 mislead  ​
5 pass it off   ​6 fabricated  ​7 reveal  ​8 tell  ​
• Tell students they will hear five dialogues. They must
identify the situation and the lies they hear.
9 exaggerates  ​10 fooling
• Play the recording for students to make notes.
Exercise 4 page 75 • Check answers as a class. Ask students which lies are the
• Tell students what you would do in the first situation, e.g. most serious.
If I felt bad about deceiving people with a photoshopped KEY
photo, I’d own up to it and I’d probably make a joke of it. 1 At the dentist. The man was expecting to hear a lie: ‘You
• Elicit that you used the second conditional to talk about won’t feel a thing.’
an imaginary situation. 2 A mother and son arguing about the son’s untidy
• In pairs, students do the quiz and say what they would do. bedroom; an hour earlier the son had promised he would
Monitor and help where necessary. tidy his room, but he hadn’t.
• Ask a few students to share their answers with the class. 3 Two classmates talking after class. One of the boys says
the money is his, but he probably found it on the floor
Extra activity: Fast finishers and kept it / stole it.
4 In the classroom; a teacher is collecting homework. A
Write another quiz question on the board for fast
student says she couldn’t print off her homework, but
finishers to discuss: A friend tells a tall story about how
she probably hasn’t done it.
he got a black eye. You know that he got the black eye after
5 A girl making up an excuse about why she can’t go out
walking into a door, not in a fight against three men. Do you
with a boy.
tell people he’s fibbing or do you let them believe him?
Transcript
1 There I was, lying on my back, looking up at that big light
Exercise 5 page 75
which they put over your face, and she said those words
• Ask students to decide if the highlighted adjectives in the which they always tell you. You know, she leaned over and
quiz are related to being honest or dishonest. said, ‘You won’t feel a thing, I promise.’ When I heard those
• Check answers as a class. Explain any unknown words words I thought, ‘Here we go, this is going to be painful!’
and check pronunciation, especially straight /streɪt/, But, actually, much to my amazement, it wasn’t – and
trustworthy /ˈtrʌstwɜːði/, and devious /ˈdiːviəs/. before I knew it, I was sitting up, cleaning my mouth with
KEY some water, and I hadn’t felt a thing! She’s the only one
Honesty truthful, original, straight, trustworthy who hasn’t left me with a sore mouth!
Dishonesty fake, devious 2 Mum Sean, could you please tidy up your bedroom and
make your bed? Isn’t there a place for all these things, for
Exercise 6 page 75 example, your wardrobe? The floor is definitely not the
• Check the meaning and pronunciation of the adjectives, place where they should be!
especially ethical /ˈeθɪkl/, hypocritical /ˌhɪpəˈkrɪtɪkl/ and Sean Yeah, yeah … Let me just finish this game!
manipulative /məˈnɪpjələtɪv/. Mum Look, that’s what you promised me an hour ago! I’ve
• Students add the adjectives to their lists in exercise 5. asked you three times now and if I have to ask you again,
you won’t be playing any more video games this weekend!
• Check answers as a class.
Sean OK … OK! There’s no need to get angry!
KEY Mum I wouldn’t be if you’d done what I asked you to do
Honesty direct, honest, open earlier!
Dishonesty biased, dishonest, hypocritical, manipulative, 3 Jake Hi, Max.
unethical Max Hi, Jake. Look, I’ve just spoken to a girl whose best
friend lost some money in this classroom. Didn’t you say
Exercise 7 page 75
you had found £20 on the floor?
• Ask students to read the situations and decide which Jake Me? You must be joking! I didn’t find anything!
adjectives in exercise 5 best describe them. Max Are you sure? But you said you did. And I thought
• Check answers as a class. I saw you with some money in your hand at the end of
KEY English class.
(Possible answers) Jake That was my own. I do have my own money, you
1 biased / dishonest   ​2 hypocritical  ​ know!
3 direct / truthful / honest   ​4 manipulative / devious   ​ Max But you wanted to borrow some money from me earlier.
5 ethical Jake Oh … yeah … Er, well, I forgot that I had some on me.
Max So the £20 was definitely yours? I’m not sure …
Jake Just leave me alone, will you? That money was
mine, OK?

Unit 7 2
4 Mr Williams Good morning, everybody! Right, before we • In pairs, students decide whether a lie or an excuse would be
start, I want you to hand in your work. acceptable in the situations. Tell them to make a note of what
Jessica Er … Mr Williams … Mr Williams … they would say. Monitor and help where necessary.
Mr Williams Yes, Jessica? • Elicit some responses and ask students to give reasons,
Jessica I had a bit of a problem with my printer this e.g. I’d tell a lie in situation 1. I know it’s dishonest but I
morning. It had run out of ink and I wasn’t able to print wouldn’t want to hurt the person’s feelings.
out the exercises.
Mr Williams Well, Jessica, you have done the homework, Extra activity
haven’t you?
Jessica Yes, of course.
• Write conscience (/ˈkɒnʃəns/ ) on the board and
check the meaning (the part of your mind that tells
Mr Williams Then you can email it to me the moment you
you whether your actions are right or wrong) and
get home this evening, can’t you?
pronunciation. Elicit the meaning of have a clear / guilty
5 Tom Hi, Kate!
conscience (to feel that you have done right / wrong).
Kate Hi, Tom. Listen, erm … about tonight.
Tom Yes, I’m really looking forward to it. • In pairs, students talk about situations when they had a clear
Kate Yeah … well, something unexpected has come up, or guilty conscience. Monitor and help where necessary.
and I’m afraid that I’m not going to be able to come. I
really am sorry … Lesson outcome
Tom Oh, no, that is disappointing. What is it? • If you are using the Classroom Presentation Tool, first do
Kate Oh, a family event. Nothing important, but it’s the lesson closer to review what has been covered in this
something which I just can’t get out of. lesson.
Tom Well, how about Saturday? The film is still on at the • Ask students: What have you learned today? What can you
cinema until Sunday, so we could go then. do now? and elicit answers: I can talk about telling the truth
Kate I can’t on Saturday. I’m going out with my friend and lies. I use defining relative clauses.
Emma.
Tom Perhaps some other time, then?
Kate Yes, some other time. We can talk about it when we 7B Grammar
see each other at school.
Tom OK, let’s do that. Bye. Reported speech
Kate Bye, Tom … and sorry!
LESSON SUMMARY
Exercise 10 $ 3.02 page 75 Reading: An email
• Go through the Recycle! box together. With a weaker class, Grammar: Reported speech; changes in reported speech;
elicit the relative pronouns and when we use them: who / that reported questions
for people, which / that for things, whose for possession, where
SHORTCUT
for places, when for times and why / that after reason.
• Play the recording again for students to complete the • To do the lesson in 30 minutes, keep the lead-in brief and
sentences. set exercises 4 and 6 for homework.
• Check answers as a class. LEAD-IN 2–3 MINUTES
KEY • On the board write direct speech (a speaker’s actual words)
(Possible answers) and reported speech (a report of what the speaker said that
2 … (which / that) he has left on the floor. does not use their exact words) and elicit the difference.
3 … whose best friend has lost some money. • Elicit where people might use reported speech, e.g. in a
4 … (why / that) she isn’t able to hand in her homework. text, an email, a letter, a report, a newspaper article.
5 … (which / that) she can’t get out of.
Exercise 1 page 76
Transcript
See exercise 9. • Ask students to read the email quickly.
• Elicit the actual words the speakers used. Make sure
Extra activity students change the pronouns, possessive adjectives and
time references as well as the verbs.
Ask students to identify the sentences in exercise 10
where they can omit the relative pronouns, i.e. when they • Ask: Why doesn’t the tense change in 7? (Because Eva uses a
are the objects in the defining relative clauses. present reporting verb – says.)

KEY KEY
Sentences 1, 2, 4 and 5 1 I’ll take you out for your birthday to the new pizza place.
2 My sister had an accident last night.
3 I won’t be able to see you.
Exercise 11 page 75
4 I don’t believe you.
• With a weaker class, pre-teach phrases for apologising 5 You’ve been avoiding me for ages.
and making excuses, e.g. I’m so / terribly / really sorry. It was 6 You shouldn’t call John any more.
really stupid / careless of me. Sorry, it was my fault. 7 He’s a liar and he’s let you down too many times.

Unit 7 3
Exercise 2 page 76 KEY
• Go through the Learn this! box together. Ask students to 1 Lee tells me that he’s scared of heights.
find examples of the rules in the email. 2 Simon said that I should always tell the truth.
3 Alison says that she’s never believed in ghosts.
KEY 4 Pete has said that he’ll be watching TV this evening.
1 ’d take; had had ; wouldn’t be able to see; didn’t believe; 5 May told me that I might see her at the concert.
’d been avoiding 6 Jim says that he won’t be late tomorrow.
2 My mum says he’s a liar and he’s let me down too many
times. Exercise 5 page 76
3 My dad said that I shouldn’t call John any more. • Go through the Learn this! box together. Ask students to
4 (1) me – you; my birthday – your birthday  ​ complete the reported questions.
(2) his sister – my sister; the night before – last night  ​ • Check answers as a class. As you do this, you can elicit the
(3) he – I; see you – see me  ​ relevant rule in the Learn this! box.
(4) believe him – believe you  
​(5) he’d been – you’ve been  ​ KEY
(6) I shouldn’t – you shouldn’t  ​ 1 asked me what I was looking for
(7) he’s let me down – he’s let you down 2 us who didn't understand the exercise
3 whether he knew you and your brother
Extension 4 him if / whether he knew where the station was
5 Don if / whether he had been to Italy
• Write these time phrases on the board: today; tonight; 6 which bus he needed for the town centre
tomorrow; yesterday.
• Elicit how to refer to them in reported speech (that For further practice of reported questions,
day; that night; the next day / the following day; the day
go to: Grammar Builder 7.2 page 137
before / the previous day).
1 1 if I’d spoken to Fatima recently
For further practice of reported speech, go to: 2 if / whether I was going to the café later
Grammar Builder 7.1 page 136 3 me whether I could speak Greek and I said I could
4 if the bag was mine
1 1 ‘I’ve been studying since lunchtime.’ 5 me when the festival started
2 ‘My aunt’s been feeling unwell since last week.’
6 if / whether I’d been watching her
3 ‘I’d like to go to Africa one day.’
7 if / whether I’d call her later and I said I would
4 ‘I learned to ski last winter.’
5 ‘I don’t want to go to the match because I’m going
to visit my cousins.’ Exercise 6 page 76
6 ‘I’ll bring my sister to the party.’ • Ask students to rewrite the sentences.
7 ‘I’m not going swimming with you tomorrow.’ • Check answers as a class.
KEY
Exercise 3 page 76 1 He asked us what time the café would open the next day.
• Ask students to write the phone conversation in reported 2 Pam asked me whether she should call me a taxi.
speech. Before they start, look at the example together 3 Fran told us not to believe anything Jim said.
and remind them that the reporting verb tell needs an 4 I told her that we must / had to get to the airport on time.
object, e.g. Eva, her, us, but say does not; the structure is 5 Tony asked me who I had seen at the club the night before.
say to, e.g. Daisy said to Eva that ….
• Check answers as a class. Accept She told her / She said to
Exercise 7 page 76

her as well as She said. Also point out that must can stay • Go through the instructions with the class. If necessary,
the same or can change to its past form had to. give students an example.
KEY
• Ask a few students for their responses.
She said that she didn’t think he’d noticed her. She said
that he had been talking to the girl from the pizza café. Extra activity
She said that she had heard them arrange to meet the • Ask students to think of something to say to the person
next / following day. She said that they had been chatting next to them. It could be a sentence or a question with
on Facebook too. She said that Daisy must / had to speak a question word, a Yes/No question or a question with a
to him about it that night. She said that everyone knew he question tag.
was deceiving her. • Model the activity with a confident student, e.g. You
did your homework, didn’t you? The student reports your
Exercise 4 page 76
words to the class: Mrs Brown asked me if I’d done my
• Ask students to imagine that the direct speech was said to homework.
them. They must rewrite the sentences in reported speech. • Carry on round the class until everyone has had a turn
• Check answers as a class. reporting something said to them.

Unit 7 4
Lesson outcome Ian OK. I think this story comes from the American Midwest
• If you are using the Classroom Presentation Tool, first do where you drive for miles on open roads without seeing anyone.
the lesson closer to review what has been covered in this Well, there was a young woman driving home alone across
lesson. open country. It was dark and rainy, and it was getting late …
• Ask students: What have you learned today? What can you Caro Oh, dear. I don’t like this story already.
do now? and elicit answers: I can report what people have Max Oh, yeah. It’s so scary …
said and asked. Jill I quite like this kind of story …
Ian Guys, I haven’t even started yet! Anyway, she realised that
she’d have to stop for petrol soon if she didn’t want to start
7C Listening walking. But there hadn’t been anywhere for miles and miles.
But, luckily, she came across a little petrol station a bit further
Urban legends down the road. It was one of those creepy, old-fashioned
American petrol stations, the kind with an attendant who
LESSON SUMMARY comes out to pump the petrol, and something about it made
Exam topic: Identifying intonation and stress patterns to her feel really uncomfortable, and she didn’t want to stop.
help understand meaning But she knew that she couldn’t get much further without
Listening: An interview with an expert on urban legends refuelling, so she reluctantly pulled into the petrol station and
Speaking: Telling stories asked the attendant to fill up the tank.
Jill I bet the attendant’s a murderer!
SHORTCUT Caro Oh, no! She shouldn’t get out of the car.
• To do the lesson in 30 minutes, keep exercise 1 brief and Ian I’ll continue, shall I? Anyway, the attendant seemed
omit exercise 6. nervous as he filled up her petrol tank, but eventually he
finished the job and came over to the driver’s side to get the
LEAD-IN 2–3 MINUTES
payment. She gave him a $50 bank note. He examined it
• Focus attention on the photo. Ask students to work in carefully, then told her that it was a forgery. At this point, she
pairs to describe the time they felt the most scared. Then wasn’t just uncomfortable, but really scared. The attendant
ask: Who has the scariest story? explained that he would have to take her back to his office
and call his manager because the forged bank note would
Exercise 1 page 77
have to be reported. Once he had convinced her to come
• Ask students to discuss the questions in pairs. Remind with him, he explained that there wasn’t actually a problem
them to give reasons for their answers. with the money. He’d needed to get her out of the car
• Ask a few students for their responses. because there was a man with an axe hiding in the back seat.
Exercise 2 $ 3.03 page 77 Exercise 3 $ 3.04 page 77
• Go through the definition together. Tell students they will • Go through the Listening Strategy together. Check the
hear somebody telling a story. meaning of tone of voice (the quality of the voice when
• Play the recording for students to answer the questions. expressing a particular emotion, e.g. sadness, anger,
• Elicit the events and whether the students liked the story. fear) and intonation (the rise and fall of the voice when
speaking).
KEY
(Possible answer)
• Play the recording of the first part of the story again.
Students decide on the tone of voice for the four speakers.
A woman was driving home at night in a remote part of
America when she had to stop for petrol. She had to get out • Check answers as a class.
of her car because there seemed to be a problem with her KEY
banknote. It turned out that there wasn’t a problem, but 1 sarcastic  ​2 enthusiastic  ​3 patient  ​4 nervous
the attendant wanted her to get out of the car because he
Transcript
had seen a man with an axe in the back of her car.
See exercise 2.
Transcript
Ian Right, guys. You all like horror stories, don’t you? I’ve got Exercise 4 $ 3.05 page 77
a great one! • Go through the Learn this! box together.
Max A horror story. Great, Ian. They’re so interesting. • Play the recording, pausing after each example for
Jill Oh shush, Max. Fantastic! How scary is it? students to repeat and copy the intonation.
Max Don’t shush me, Jill!
Transcript
Caro Well, I think I like horror stories …
See Student’s Book page 77.
Ian Don’t worry, Caro. You know what an urban legend is?
Max Of course we do. Anyway, you’re not supposed to say Exercise 5 $ 3.06 page 77
it’s an urban legend. You’re supposed to say ‘this happened
• Focus attention on the sentences from the story in
to a friend of a friend of mine’ like it was true.
exercise 2. Tell students to listen and match the intonation
Ian Well, whatever. I’m not saying it isn’t true. It could easily
and meaning with the rules in the Learn this! box.
be true.
Caro I hope it isn’t true … • Play the recording, pausing after each one if necessary.
Jill Come on. Let’s just hear it! • Check answers as a class.

Unit 7 5
KEY absence of actual knowledge or evidence. True or not, as
1 rule 1 (statement)  2 rule 2 (unsure)  3 rule 3 (sarcastic)   long as a story continues to be passed on as factual by folk
4 rule 2 (unsure)  5 rule 2 (nervous) who don’t really know the facts, it’s an urban legend.
Transcript Interviewer And of course, people will believe anything.
See Student’s Book page 77. Dr Webster Maybe our brains are hard-wired in some way to be
susceptible to well-told stories. It does seem to be the case that
Exercise 6 $ 3.07 page 77 we have a built-in tendency to interpret life in narrative terms.
• Tell students they will hear the sentences. They must Maybe it’s a psychological survival tactic. Perhaps one of the
choose the correct meaning. ways we cope is by turning the things that scare us, embarrass
• Play the recording and then check answers as a class. us, or make us laugh into stories. We’re charmed by them for the
same reasons we’re charmed by Hollywood films: good guys
KEY win, bad guys are punished, everything tidied up at the end.
1 a  ​2 b  ​3 b  ​4 a  ​5 a  ​6 b Interviewer And that’s also the end of our programme. Thank
Transcript you, Dr Webster.
See Student’s Book page 77.
Exercise 8 page 77
Exercise 7 $ 3.08 page 77 • In pairs, students choose an urban legend, scary or
• Tell students they will hear an interview about urban incredible story they know and make notes about it.
legends. Allow them time to read the sentences and • They then retell the story to another pair. Monitor and
options and remind them that the information will be help as necessary.
expressed differently in the recording.
• Play the recording for students to choose their answers. Extra activity
• Check answers as a class. • Ask students to write a scary short story beginning:
KEY It was a dark, rainy night when there was a loud knock at
1 c  ​2 a  ​3 d  ​4 c  ​5 d the door.
• Students read each other’s story and decide whose is
Transcript
scarier.
Interviewer Good morning and welcome to the programme.
Now, we all like a good horror story. Myths and legends have
been around since the first humans sat around a campfire Lesson outcome
and told stories to each other. In the studio today we • If you are using the Classroom Presentation Tool, first do
have an English professor, author and specialist in classical the lesson closer to review what has been covered in this
literature by day, who has, out of hours, made it her passion lesson.
to collect and put on paper as many urban legends as she • Ask students: What have you learned today? What can you
can. Welcome to the studio, Dr Miriam Webster. do now? and elicit answers: I can understand the meaning
Dr Webster Thank you. of different intonation patterns. I can tell stories.
Interviewer Dr Webster, I think I know what an urban legend is …
Dr Webster Well, the strict definition is quite complicated.
Urban legends are generally stories that are said to be true 7D Grammar
and passed from individual to individual, usually orally. They
invariably happen to someone other than the storyteller, Reporting verbs
usually the friend of a friend. Typically, these stories describe
LESSON SUMMARY
humiliating, humorous, terrifying, or supernatural events.
Sometimes there’s an implied moral message, like ‘be careful, Reading: A news report
or the same horrible thing might happen to you!’ Grammar: Reporting verbs; other reporting structures
Interviewer Yes, urban legends are so delightful, aren’t they? SHORTCUT
Full of positivity and joy … So, where do we get them from?
Dr Webster Well, they’re a type of folklore – defined as the • To do the lesson in 30 minutes, keep the lead-in brief and
beliefs, stories and traditions of ordinary people, or ‘folk’ – so omit exercise 2.
one way of differentiating them is by examining where they LEAD-IN 2–3 MINUTES
come from and how they travel. Legends arise spontaneously • Ask: Who is interested in the news? Why? / Why not?
and can rarely be traced to a single point of origin. And again,
they’re usually spread by word-of-mouth and only in rare cases
• Ask students to tell you about a recent story in the news.
through mass media. Because they end up being repeated by Exercise 1 page 78
many different people, the stories tend to change over time. So,
• Go through the questions together and check the
no two versions of an urban legend are ever exactly alike; there
meaning of scam (a dishonest plan for making money).
can be as many variations as there are tellers of the tale.
Interviewer Do urban legends ever turn out to be true? • Students read the news report and answer the questions.
Dr Webster Occasionally they do. • Check answers as a class.
Interviewer But being true disqualifies a story from being an KEY
urban legend. 1 He has been accused of using social media to steal
Dr Webster Remember, urban legends aren’t defined as false money from people.   
stories; they’re defined as stories alleged to be true in the 2 identity theft; selling goods online that don’t exist

Unit 7 6
Exercise 2 $ 3.09 page 78
For further practice of other reporting
• Tell students they will hear direct speech relating to the structures: Grammar Builder 7.4 page 138
crime in exercise 1. Tell them to find the relevant part of
the report and identify the reporting verbs. 1 1 Pat refused to listen to my explanation.
2 They advised me to go to hospital immediately.
• Play the recording and then check answers as a class.
3 We congratulated him on passing his driving test.
KEY 4 She suggested having a picnic in the park. /
1 … convinced them that they had won a free gift. She suggested (that) we have a picnic in the park.
2 … admitted that the free gifts didn’t exist. 5 I confessed to losing my sister’s new scarf.
3 … has denied that he actually stole any money. 6 He invited us to go to his party that Friday.
4 … claimed that he’d been trying to raise awareness of 7 I begged him not to tell anyone my secret.
the dangers of giving away their details. 8 Oli insisted on paying me half the taxi fare.
5 Police have warned the public never to make personal 9 He encouraged us to keep trying.
or financial information available to others … 10 Fiona threatened to call the police.
Transcript 2 1 of dropping   ​2 for making   ​3 to study   ​
1 Congratulations! You’ve won a free gift. 4 for losing   ​5 to leave   ​6 should play / play   ​
2 The free gifts were a hoax. 7 spending  ​8 should visit / visit
3 I didn’t actually steal any money.
4 I wanted to make people understand the dangers of
Exercise 4 $ 3.10 page 78
cybercrime.
5 Never make personal or financial information available • Go through the Learn this! box together.
to others. • Play the recording for students to complete the sentences.
• Check answers as a class.
For further practice of reporting verbs, go to: KEY
Grammar Builder 7.3 page 137 1 refused  ​2 advised  ​3 suggested  ​4 boasted  ​
1 1 Jim explained that he couldn’t afford to go out 5 blamed  ​6 requested
because he had spent all his money. Transcript
2 W ill promised Julia (that) he wouldn’t forget her 1 Man You really have to make up your mind what you want
birthday again. to do when you leave school.
3 Pablo insisted (that) he had locked the door Girl I’m not going to do that until I get my exam results.
behind him. 2 Girl Did you go to the cinema last night, then?
4 Laura announced (that) she had just won first prize Boy Yes, but if I were you, I wouldn’t bother seeing the
in a competition. same film. It wasn’t that great.
5 Oscar complained to the assistant that all of the 3 Boy Have you had enough to eat?
shirts were too big for him. Girl Actually, I’m still a bit hungry. Why don’t we get some
6 Jenny warned me (that) there was going to be a more chips?
test the next day. 4 Girl Who do you think has the most Facebook friends?
7 Jim denied that he had told anyone what he had Boy Oh, it’s definitely me; I’m sure I’ve got loads more than
seen. / Jim denied having told / telling anyone anyone else.
what he had seen. 5 Boy Oh, no, look – there goes the bus!
Girl Well, it’s your fault we missed it; you took so long
Exercise 3 page 78 getting ready to go out!
• Go through the Learn this! box together. 6 Man Sorry to bother you, but I wonder if you could keep
the noise down a bit?
• Focus attention on the example. Students then report the Girl Sorry, I hadn’t realised we were being so loud.
sentences.
• Check answers as a class. Exercise 5 $ 3.11 page 78

KEY • Play the first exchange and go through the example of

2 Dan explained to Mia that he was late because he had reported speech together.
missed the bus. • Play the rest of the recording, pausing after each
3 Pete insisted that I was wrong. exchange for students to write their answers.
4 Jen announced that she had passed all her exams. • Check answers as a class.
5 Pablo promised that he would be there on time.
KEY
6 Jack denied that he had taken my keys. / Jack denied
2 She congratulated him on passing his driving test.
having taken / taking my keys.
3 He reminded her to take the book back to the library.
4 He denied taking his mobile phone.
5 He proposed that they (should) end the meeting early
(so that everyone could get home).
6 She apologised for not doing the homework.
7 He agreed to help her with her bags.
8 She threatened to tell the teacher.

Unit 7 7
 9 He encouraged her to apply for the (summer) job.
Extra activity: Fast finishers
10 She confessed to throwing away her/the magazines.
11 He accused her of breaking the chair. Write more topics on the board for fast finishers to
12 He recommended that she (should) buy the (new) talk about:
video game. a time when you complained in a café / restaurant
something you were congratulated on
Transcript something that you were encouraged to do as a child
1 Girl Hi, Alfie. What are you doing this afternoon?
Boy Err, nothing much. Extra activity
Girl Why don’t you come to the park with us, then?
2 Boy Hey, did you know I passed my driving test last week?
• In pairs, students write down typical things a teacher
and a student might say, e.g. Don’t forget to bring your
Girl Really? That’s brilliant news – well done, you!
P.E. kit! I’m really sorry, but I haven’t done my homework.
3 Man You won’t forget to take that book back to the library,
I got full marks in the test.
will you?
Girl No, I won’t! • Students report the sentences using appropriate
4 Boy 1 Has anyone taken my mobile phone? I can’t find it reporting verbs and structures, e.g. The teacher reminded
anywhere. us to bring our P.E. kit. Monitor and help where necessary.
Boy 2 Well, I haven’t taken it – I’ve been using my own.
5 Woman I’ve just heard that there’s a really bad storm on Lesson outcome
the way. • If you are using the Classroom Presentation Tool, first do
Man In that case, I think we should end the meeting early the lesson closer to review what has been covered in this
so that everyone can get home. lesson.
6 Man Tina, can you tell me the answer to question ten, please? • Ask students: What have you learned today? What can you
Girl I’m really sorry, but I haven’t done the homework. do now? and elicit answers: I can report what people have
7 Woman   Excuse me, I was wondering if you’d mind said in a variety of ways.
helping me with my bags?
Man Yes, of course – here, let me take them for you.
8 Boy I haven’t had time to revise properly, so I’m going to 7E Word Skills
take this dictionary into the exam.
Girl You can’t do that – it’s cheating! If you do, I’ll tell the Nouns and dependent prepositions
teacher.
LESSON SUMMARY
9 Girl There’s an advert here for a summer job working with
children. Do you think I should apply for it? Reading: An article about hoax images
Boy Definitely. I think that’s a great idea. Grammar: Nouns and dependent prepositions
10 Girl Mum, do you know what’s happened to my magazines? Exam topic: Dictionary entries for nouns and dependent
Woman Oh, dear, I’m afraid I threw them away by mistake! prepositions
11 Girl What makes you think it was me who broke the chair?
Man Well, someone did and you were in the room at the time. SHORTCUT
12 Girl Have you seen that new video game that’s just come out? • To do the lesson in 30 minutes, keep the lead-in and
Boy Yes, and it’s brilliant – you really ought to buy it! exercise 1 brief and set exercises 6 and 7 for homework.

Exercise 6 page 78 LEAD-IN 2–3 MINUTES

• In pairs, students take turns to talk about the different • Write hoax on the board and check the meaning (an act
topics. With a weaker class, brainstorm ideas first, e.g. intended to make a person believe something that isn’t
1 use an alarm clock true) and pronunciation (/həʊks/). Elicit examples of a
2 run across the road without looking hoax, e.g. a hoax emergency call, a bomb hoax.
3 lend money
4 be late
Exercise 1 page 79

5 steal some money • Focus attention on the photos. Ask students to describe
6 eat all the biscuits them and to suggest how the images were made, e.g.
For further help, write the relevant reporting structures on they were photoshopped.
the board:
Exercise 2 page 79
1 recommend that sb does something
2 warn sb (not) to do sth • Ask students to read the article and check their answers.
3 refuse to do sth Explain any unknown words and then elicit some
4 apologise for doing sth responses to the questions.
5 accuse sb of doing sth
6 deny doing sth For further practice of nouns and dependent
• Monitor and check students’ use of reporting structures. prepositions: Grammar Builder 7.5 page 138
• Elicit a few examples from the class. 1 1 to  ​2 with  ​3 in  ​4 for  ​5 for  ​6 on  ​7 in  ​8 for

Unit 7 8
Exercise 3 page 79
Extra activity: Fast finishers
• Go through the Learn this! box together. Ask students • Write these sentences on the board for fast finishers
to find the nouns in the article in exercise 2 and the
to correct.
dependent prepositions. With a stronger class, ask
1 People expressed a strong preference to coffee.
students to write the dependent prepositions and then
2 Your dependence with your parents is normal.
read the article again to check their answers.
3 Is there a solution for the problem?
• Check answers as a class. 4 There’s been an increase of internet scams.
KEY 5 I can’t tell the difference with the twins.
addiction to; demand for; difference between; evidence of; KEY
existence of; increase in; interest in; need for; obsession with 1 People expressed a strong preference for coffee.
2 Your dependence on your parents is normal.
Exercise 4 page 79
3 Is there a solution to the problem?
• Go through the Dictionary Strategy box together. Students 4 There’s been an increase in internet scams.
then read the dictionary entry and answer the questions. 5 I can’t tell the difference between the twins.
• Check answers as a class.
KEY Lesson outcome
1 of, for • If you are using the Classroom Presentation Tool, first do
2 The preposition is given in brackets and in example the lesson closer to review what has been covered in this
sentences. lesson.
Exercise 5 page 79 • Ask students: What have you learned today? What can you
do now? and elicit answers: I can use nouns and dependent
• Students complete the table using a dictionary.
prepositions.
• Check answers as a class.
KEY
dependence, effect + on; belief, rise + in; 7F Reading
preference, reason + for; objection, solution + to
Media wars
Extension: fast finishers LESSON SUMMARY
Ask fast finishers to choose four nouns + dependent Reading: An article about different types of media
prepositions and write sentences for a dictionary entry. Exam topic: Answering multiple-choice questions
Vocabulary: Phrasal verbs
Exercise 6 page 79
Speaking: A discussion about the influence of the media
• Students choose the correct prepositions using a
dictionary to check their answers. SHORTCUT

KEY
• To do the lesson in 30 minutes, keep the lead-in and
exercise 1 brief and omit exercise 5.
1 a in  ​b to  ​2 a with  ​b for  ​3 a for  ​b in  4 a of  ​b in
LEAD-IN 2–3 MINUTES
Exercise 7 page 79
• Focus attention on the photos at the top of pages 80–81
• Ask students to read the text and complete it. They can and ask students to describe what they see (a presenter in
check their answers by looking back through the lesson. a radio studio; newsreaders in a television studio).
Point out that the noun control in the final sentence is new.
• Write mass media on the board and explain that radio
• Check answers as a class. and television are types of mass media. Ask: Why ‘mass’?
KEY (Because they give news and information to large
1 in  ​2 to  ​3 with  ​4 of  ​5 between  ​6 for  ​7 on numbers of people.) Elicit other traditional types of mass
media (newspapers, magazines).
For further practice of nouns formed from Exercise 1 page 80
phrasal verbs: Vocabulary Builder 7E: page 120 • In pairs, students answer the questions.
1 1 sell-out  ​2 crackdown  ​3 stop offs   ​4 rip-off  ​ • Ask some students to share their answers. 

5 write-off  ​6 cut-backs
KEY
1 (Possible answer) The social media are websites or
Exercise 8 page 79
apps, e.g. Twitter, Facebook, and YouTube, which users
• In pairs, students give their opinions and explain can use to communicate with each other by adding
why. Encourage them to use some of the nouns and information, messages, images, etc. It is two-way
dependent prepositions from the lesson. Monitor and communication, whereas mass media are a one-way
help where necessary. communication.
• Elicit some opinions and reasons. Encourage discussion if
there is disagreement.

Unit 7 9
Exercise 2 page 80
Extra activity
• Focus attention on the article and explain that it mentions • Ask students to invent details about a talented
two lies. Students skim-read the article and find the lies.
teenager and write a Wikipedia page for this person.
KEY • Display the pages on the wall and have a class vote on
a lie about a five-week trip around South-East Asia; the one which takes you in the most.
a lie about a sixteen-year-old football star from Moldova

Exercise 3 page 80 Lesson outcome

• Go through the Reading Strategy and the first question • If you are using the Classroom Presentation Tool, first do
in exercise 4 together. Then ask students to answer the lesson closer to review what has been covered in this
questions 1 and 2. lesson.
• Check answers as a class. • Ask students: What have you learned today? What can
you do now? and elicit answers: I can understand an
KEY
article that discusses different types of media. I can have
1 Paragraph 1: Multiple-choice questions always follow a discussion about the media.
the order of the text.
2 The answer is c. (a threat = their new rival in the text)

Exercise 4 page 80
7G Speaking
• Students answer the rest of the questions. Presentation
• Check answers as a class.
LESSON SUMMARY
KEY
Reading: News reports
1 c  ​2 a  ​3 c  ​4 a  ​5 b  ​6 b
Listening: A student talking about social media and crime
Exercise 5 page 80 Exam topic: Introducing examples and extra information
• Allow students time to consider their opinion of the two SHORTCUT
forms of deception in the article. Point out that the truth
and falsehood verbs and nouns in 7A will be useful here. • To do the lesson in 30 minutes, keep the lead-in and
exercise 1 brief and omit exercise 5.
• Elicit students’ opinions and reasons. Encourage
discussion if there is disagreement. LEAD-IN 2–3 MINUTES
• Ask:
Exercise 6 page 80
Have you ever posted something on social media and
• Students match the highlighted phrasal verbs in the text instantly regretted it?
with the definitions. Has anyone you know ever told a lie on social media? How
• Check answers as a class. did you know they weren't telling the truth?
KEY • Elicit a few ideas and ask students to share their
1 let on   ​2 zoom in on   ​3 take in   ​4 make out   ​ experiences. If they don't want to be honest, they could
5 set up   ​6 hole up   ​7 find out   ​8 play on talk about a 'friend of a friend', or things they've read in
the news.
For further practice of media headlines:
Exercise 1 page 82
Vocabulary Builder 7F: page 120
• In pairs, students discuss the questions. Remind them that
2 1 criticises  ​2 cut  ​3 be in charge of   ​ there are two questions to discuss and they should come
4 request  ​5 resign  ​6 promises up with ideas for both.
• Elicit a few responses and ask students to give reasons.
Extra activity
Ask students to write a short newspaper article with the Exercise 2 page 82
title: Teenager makes out he’s a millionaire. Tell them to use • Working individually or in pairs, students complete the
phrasal verbs and other vocabulary from the unit. task.
• Check answers as a class.
Exercise 7 page 80
KEY
• Go through the phrases together. Then focus attention In news report 1, the thief used his victim's computer to
on the question about the media. Allow students time check his Facebook account and forgot to log out, so he
to decide on their opinion and to think of arguments to was easy to catch.
support it. In news report 2, the fugitive added a Facebook friend
• In pairs, students share their opinion and either agree who used to be a Justice Department official.
or disagree with each other. Remind them to always Story 2 matches the photo.
give reasons for their opinions. Monitor and help where
necessary.
• Elicit a few opinions and reasons and find out if there is a
consensus on what is more important to the media.

Unit 7 10
Exercise 3 $ 3.13 page 82 • Remind students that they only have to look at two points
• Tell students that they are going to listen to a student each, but that these should be different to their partner.
doing an exam task. • Once students have had enough time, they work together
• Go through the instructions and the task together. Give to look at each other's notes. They can then add additional
students time to read the task and note down the key ideas.
words if necessary. • Students could join with another pair to compare ideas.
• Play the recording.
• Elicit a few responses and ask students to give reasons. Extra activity
Transcript Ask students to work in pairs to write a short newspaper
It’s certainly true that social media can cause problems for article about a theft of a smartphone. What happened?
people – even if they aren’t exactly crimes. So, for instance, Did the owner find the thief and their phone? How?
somebody might feel very unhappy because a photograph Encourage them to be as imaginative as they can.
of them is posted online without their permission. It might
even get unkind comments – which is a kind of cyber-
Exercise 7 page 82

bullying. I’m not sure if it’s against the law but it certainly • Go through the instructions together. Explain that
causes a lot of unhappiness. students can either talk just about their two points, or
But social media can also be used to fight against crimes, they could work together and alternate so that they cover
particularly when it comes to sharing information. The kind all four points in one speech.
of thing I’m talking about is when somebody has a bike • They should make sure that they each speak for a minute,
stolen and puts a message on Facebook or Twitter asking for and should try not to look at their notes.
help. People then share that message online and quite often, • Ask a few pairs of students to give their speech the class.
it is seen by hundreds or even thousands of people. It often
has a positive result. Social media can also help reduce crime Lesson outcome
in other ways, particularly when it is used by the criminals • If you are using the Classroom Presentation Tool, first do
themselves. One example of that would be when a criminal the lesson closer to review what has been covered in this
posts a photo of himself with something that he has stolen. lesson.
It sounds unbelievable, but actually it happens quite often. • Ask students: What have you learned today? What can you
I suppose they imagine only their friends will see it, but do now? and elicit answers: I can introduce examples and
they’re wrong. These days, the police use social media a lot give extra information. I can talk for a minute about mobile
when they’re trying to solve crimes because it’s such an easy phones and crime.
way to look for evidence.

Exercise 4 $ 3.13 page 82 7H Writing

• Go through the Speaking Strategy and the task together.
• Explain that they need to write both the example and the A story
phrase in the table. LESSON SUMMARY
• Play the recording again for students to make notes. Exam topic: Using the first or third person, paragraphs, time
• With a weaker class, you could pause after each example. expressions and describing people's reactions.
• Check answers as a class. Grammar: Nominal clauses with What
KEY Writing: A story
1 People can feel unhappy if a photograph of them is
SHORTCUT
posted online without their permission, for instance, …
2 somebody has a bike stolen and puts a message on • To do the lesson in 30 minutes, keep the lead-in and exercise
Facebook or Twitter asking for help, The kind of thing I’m 1 brief, omit exercise 7 and set exercise 8 for homework.
talking about is … LEAD-IN 2–3 MINUTES
3 a criminal posts a photo of himself with something that
he has stolen, One example of that would be …
• Ask:
When did you last tell a lie? What was it?
Transcript When was the last time someone lied to you? How did you
See exercise 3. know it was a lie? What happened?
Exercise 5 page 82 • Elicit a few responses.
• Students work in pairs to brainstorm more examples. Exercise 1 page 83
• Ask a few students to share their ideas with the class. • Read through the instructions with the students.
Exercise 6 page 82 • In pairs, students discuss the questions.
• Go through the instructions and the task together. • Elicit a few responses and ask students to give reasons.
• Ask a student to read out the news report and another KEY
student to read the headline. A white lie is a harmless or small lie that you tell to avoid
• Ask students to summarise theftie in their own words. upsetting someone.

Unit 7 11
Exercise 2 page 83
Extra activity
• Go through the task together. Then ask students to read • Ask students to work in small groups. They each write
the story and answer the question. Remind students that
two sentences similar to the ones in exercise 5 on small
there are no correct answers.
pieces of paper and put them in the middle of the
• Elicit opinions and ask students to justify them. table. They take turns to pick up the pieces of paper
and read the sentences with What or the fact that.
Exercise 3 page 83
• Go through the Writing Strategy and the instructions
together. Exercise 6 page 83

• Students work individually or in pairs to answer the • Go through the task together. Allow students time to
questions. think of the occasion, come up with ideas and make
notes. Tell them to organise their notes into sections so
• Check answers as a class.
that they know what they are going to talk about in each
KEY paragraph. Monitor and help where necessary.
1 first person
2 four different days, yes Exercise 7 page 83
3 two days later, the following weekend, by the time, the • Student work in pairs to discuss their stories. They should
next day add any new information they think of to their paragraph
4 nervous, embarrassed, sympathetic plans.
• Circulate and monitor, helping where necessary.
For further practice of nominal clauses with
What, go to: Grammar Builder 7.6 page 139 Exercise 8 page 83

1 What you need to remember is the fact that • Students use their notes to write their story. Tell them
attendance is compulsory. to make sure that they structure their story into logical
2 What you must do first is to fill in this form / fill this paragraphs, write in the first or third person, use time
form in. expressions and a range of adjectives to describe feelings.
3 What visitors in Oxford love most are the colleges. Challenge them to use at least one nominal clause with
4 What I have always found astonishing is how What.
enormous the universe is.
5 What nobody realises is how addictive social Lesson outcome
networks are. • If you are using the Classroom Presentation Tool, first do the
6 What caused the conflict we will probably never lesson closer to review what has been covered in this lesson.
know. • Ask students: What have you learned today? What can you
do now? and elicit answers: I can write a story. I can use
Exercise 4 page 83 nominal clauses with What.
• Go through the Learn this! box together.
• Ask students to find examples of nominal clauses with
What in the story.
4 Exam Skills Trainer
• With a weaker class, you could find the first one together LESSON SUMMARY
as an example. Reading: An article about medical breakthroughs
• Check answers as a class. Listening: Three texts about things that are not as they seem
KEY Use of English: Open cloze text gapfills
1 What I should have said is that I’m terrified of them. Speaking: Asking polite questions
2 What made the situation worse was the fact that I Writing: Writing an article
couldn’t go back the way we’d come, so I had to use the
LEAD-IN 2–3 MINUTES
emergency exit.
3 What she couldn’t understand was why I had lied in the • Write breakthrough on the board and check the meaning
first place – and neither can I! (an important development or discovery) and pronunciation
(/ˈbreɪkθruː/). Point out that we say make a breakthrough.
Exercise 5 page 83 • Ask: Can you think of any important medical breakthroughs
• Students work individually or in pairs to rewrite the in the past? (e.g. the discovery of penicillin)
sentences.
• Check answers as a class. Exercise 1 page 84
• Go through the strategy together and then ask: What’s the
KEY
context of the text in exercise 2? (medical breakthroughs)
1 What made me angry was his arrogance.
2 What I found really upsetting was the fact that Harry • Ask students to read the text and find the words for the
lied to me. definitions.
3 What I've always admired is her honesty. • Check answers as a class and check pronunciation
4 What surprised me was the fact that he posted the (/ˈfeɪtl/, /prɒsˈθetɪk/ and /ˈtrɪɡə(r)/).
photo online. KEY
5 What she was trying to do was to make us feel better. 1 fatal  ​2 prosthetic  ​3 trigger

Unit 7 12
Exercise 2 page 84 that liars can’t keep still. Well, guess what? They’re known
• Ask students to read the text again and match the to freeze their upper bodies when they’re lying. We think
paragraphs with the questions. liars won’t look you in the eye. It’s actually the opposite.
• Check answers as a class. As you do so, you could elicit They look you in the eye just a little bit too much to
more information by asking the following questions: compensate for that myth. We think warmth and smiles
What’s the painful condition? (a migraine) convey honesty and sincerity, but a trained lie-spotter
What’s the life-threatening situation? (dengue /ˈdeŋɡi/) can spot a fake smile a mile away. You can consciously
What are the particular areas of the world? (Asia and contract the muscles in your cheeks, but the real smile is
Latin America) in the eyes: the lines at the corner of your eyes cannot be
What’s the applicance that looks like a body part called? (the consciously contracted.
Bebionic small hand) 2 Jane I saw a really good film last night – Dallas Buyers Club.
Have you seen it?
KEY Alan Yes, I saw it at the cinema when it came out.
1 C  ​2 A  ​3 A  ​4 B  ​5 C  ​6 B Jane I couldn’t believe it when I found out it was a true
story.
Extension Alan Yeah, I know. It came as a big surprise to me too. But
• Write these definitions on the board: the guy – er, what was his name?
exactly like a real person (lifelike) Jane Woodroof. Ron Woodroof.
that uses a small device which produces electricity Alan That’s right. I thought he was really lucky to live for so
(battery-driven) long after his diagnosis. Didn’t you?
that can be stuck to something without the use of Jane Yes, it was seven years. And he didn’t seem the type
anything else (self-adhesive) to read up on all the treatments, did he? I mean, I don’t
• Ask students to find compound adjectives in the text to think he’d had much of an education or anything.
match them. Alan Hmm, I don’t know about that, but he certainly
made a fortune out of all the medicine he got for people.
• Ask students to write sentences of their own using the
Jane True, but at some point, he changed, didn’t he? I’m
compound adjectives.
sure he did it in the end because he wanted to help them.
Alan Mmm. I guess he turned out to be quite a good guy,
Exercise 3 page 84 after all.
• Go through the strategy together and then ask students Jane Yeah. I was pretty sad when they said he’d died.
to read the extract and the sentence. Alan Me too.
• Students choose the correct word. 3 Newsreader A woman from Essex has been tricked
• Check answers as a class. into giving £165,000 to a man she has never seen. Sue
Tollefsen met the conman, who called himself Glenn
KEY Vanslyke, on the dating website Plenty of Fish. She was
B immediately attracted to the handsome grey-haired
A is incorrect because the text says that people do this man in the photo and completely taken in by his stories
gesture so that they do get excused. of a wife he had nursed through terminal cancer, and a
C is incorrect because trouble is used with the verb get into daughter he had raised as a single father. Mrs Tollefsen
in this case, not be. It needs the preposition to. thought nothing of it when the man started asking for
small sums of money, because he told her he would pay
Exercise 4 $ 3.14 page 85
her back when his father’s inheritance came through.
• Tell students they will hear three texts. They must answer a Sadly for Mrs Tollefsen, neither Mr Vanslyke nor his
question about each one. Allow time for students to read inheritance existed, and she is now heavily in debt. Now,
the questions and the options. she hopes her story will serve as a warning for others.
• Play the recording for students to choose the correct
answers. Play the recording again if necessary. Exercise 5 page 85
• Check answers as a class. • Go through the strategy together. Students then
complete the sentences.
KEY
1 body language   • Check answers as a class.
2​ eyes   KEY
3​ true story   ​ 1 in  ​2 off  ​3 up  ​4 for  ​5 up
4 died  ​
5 photo   Exercise 6 page 85
6 inheritance • Tell students that although most of the gaps should be
Transcript completed with a preposition, there may be exceptions. They
1 Trained lie-spotters get to the bottom of the truth 90% should therefore read the words before and after each gap to
of the time, and that’s because we all make the same make sure that they have chosen the correct type of word.
mistakes; we all use the same techniques. Let’s look at • Check answers as a class.
body language, for example. With body language, you’ve KEY
really got to just throw your assumptions out of the 1 with  ​2 under  ​3 on  ​4 between  ​5 off  ​6 by  ​
window and listen to the science. Because we all think 7 in  ​8 been

Unit 7 13
Exercise 7 page 85
• Go through the strategy and the task together.
• Students work in pairs. They take turns to talk for one
minute on the topic. The student who is listening should
take notes of any mistakes they hear.
• Once both students have finished, they should feed back
on any mistakes they heard.
• Circulate and monitor, helping where necessary.
• Ask a few students to perform their talks to the class.

Exercise 8 page 85
• Go through the strategy and the task together.
• Students work individually to talk for one minute on the
statement.
• Circulate and monitor, helping where necessary.
• Ask students to put their hands up if they agreed with the
statement. Ask a couple of students who agreed and a
couple who disagreed to perform their talks to the class.

Exercise 9 page 85
• Go through the strategy and the instructions together.
• Students complete the task.
• Check answers as a class.
KEY
a, c, d, f

Exercise 10 page 85
• Go through the task together.
• Give students a few minutes to brainstorm ideas. They
could use dictionaries at this point.
• Students write their articles.

Lesson outcome
• If you are using the Classroom Presentation Tool, first do
the lesson closer to review what has been covered in this
lesson.
• Ask students: What have you learned today? What can you
do now? and elicit answers: I can use the general context
to help me understand unknown words. I can complete
sentences with information from a recording. I can do open
cloze text gapfills. I can start a speech with the question. I can
write an article for an English-language magazine..

Unit 7 14